001We're live. >> Uh, we are returning from close session. Could someone please bring us out of close session? >> I certify that to the best of our knowledge only public business matters lawfully exempted from open meeting requirements and only such public business matters as were identified in the motion to go into executive session were heard, discussed, or considered an executive session. >> Second. >> A motion was made by Mrs. Morris and second by Mr. Christian to uh return from close session. Roll call vote. >> I >> We are back in session. 3.02 Certificate of action taken in close session. Madame Chair, I move we um approve personnel as amended. >> Second. >> A motion was made by Mrs. Morris and second by Mr. Snotty to approve the personnel agenda as amended. Are there any questions?
002All those in favor, please raise your hand. I had some uh seven. And now we need to open the regular meeting. It is the custom of the Buckingham County School Board to open each meeting with a pledge of allegiance to the United States flag and a prayer. If anyone is offended by either of these, it is suggested that they wait until one minute after the beginning of the meeting to enter. Please note, any person may photograph, film, record, or otherwise reproduce any portion of an open meeting BCSB policy BDA code of Virginia 2.2-3707. Please stand. Lord, we just uh thank you, Father, and we ask for um your guidance, Father, during this um this meeting, Father. Lord, and I just pray your um your touching your loving hand upon each and every family that's represented
003today. I pray you bring unity in our community, Father. And Lord, there again, I ask that what we do up here be pleasing unto you. And I ask it all in your name, Jesus. Amen. >> Amen. I aliance to the flag of the United States of America and to the republic for it stands one nation under God indivisible with liberty and justice for all. That leads us to 3.04 adoption of the agenda. Madam Chair, I move we adopt the agenda as presented. >> Second. >> A motion was made by Mrs. Morris and second by Mr. Snotty to approve the agenda as it app uh presented. Are there any questions? All those in favor, please raise your hand. That's unanimous. Motion carries. Uh 4.01, senior of the month. Piper Shelder, would you please come forward? It
004is my pleasure to recognize Piper Sho as the senior of the month for January. Piper is the daughter of John and Samantha of Buckingham. She is the dual enroll she is a dual enrollment student enrolled in Governor's School of Southside Virginia. She currently has a 4.6 GPA. She is the president for FFA, the an advisory board member for Rise Up, the senior class secretary, the SCA senior class representative. She is also a member of the National Honors Society, Beta Club, and FBLA. She is involved in volleyball, scholastic bowl, tennis, recreational volleyball. She's a teaching assistant and the American Legion Auxiliary Virginia Girl State. She's an active member of First Baptist Church youth group, a nursery and communion volunteer, and a vacation bible school leader. She is the recipient of the William and Mary Leadership Award,
005and the Jefferson Book Award. When she is not working her part-time job, she enjoys reading and spending time with her friends. Her favorite memories at Buckingham County High School have been the opportunities that have been given through the Governor School, such as the Gatsby Gala, research projects, and field trips. She plans to attend Liberty University and double major in religious studies and business administration. Please join me in congratulating Piperaldo. >> [applause] [applause] >> family, please come forward for pictures. >> Grandparents or the whole family? Anyone? >> No. No. We want be up here. We want you to come. [laughter] >> Hey, she only graduates one time. >> Hey, if you want the grandparents, you want to step down >> so they can Let's Let's do it so the grand We want everyone to be there.
006>> Yes. >> Wonderful. >> We don't want them. >> Absolutely. Wonderful. Thank you. Wonderful. [applause] Congratulations. Um, that leads us to 4.02, teacher of the year. Teachers out there, >> right? Good evening. Many nights when I stand up here, I'm presenting stuff that's not that fun or not that exciting and it's kind of boring. But tonight, tonight is a big night because we get to recognize some awesome educators and I'm excited to be part of that. So, without further ado, we'll go ahead and get started. Um, we're doing two things. recognizing the teacher of the year from each school and then the big surprise is who will represent Buckingham County Public Schools and move forward as our division teacher of the year. So, let's get started. Um, first of all with the prek, Miss Emily
007Moore. [applause] from the primary school. Miss Lindseay ABSHIRE [applause] from the elementary school. Miss Olivia Surface. [applause] from the middle school. Miss Latasha HARPER [applause] and from the high school, Miss Ashley Carter. [applause] So, just to put this into context for you, obviously if you're looking at the stage, you see a group of very talented, wonderful educators. And if I had to pick who would represent our division alone, that would be a burden that I would not want to bear. So the way that the next level person was chosen, um we had a group of retired educators, a committee as well as myself, um they were given a rubric and all of these ladies presented an essay. They were given a question and they had to respond to it. Um so our committee read over
008the essays. All names were redacted. All grade levels were redacted. So it was totally unbiased and done on the blind. Nobody knew who was what. Um and it was a point system. It was a ranking system. Um, so the person with the most points would be our Buckingham County U division teacher of the year. And I wish I had drums. So, drum roll, please. Our Buckingham County Public Schools Division Teacher of the Year is Miss Latasha Harper. >> YAY. [applause] >> [applause] [applause] >> YEAH. >> Stay stay up here because I think you all should take a picture, too. And let's do our group picture one more time. Miss Harper will go on to represent us at the district level and um in region 8 um and then from region 8, a winner will be
009chosen to go on to represent us in the state of Virginia. So, congratulations to all of our our candidates tonight and a special congratulations to Miss Harper. >> [applause] >> UNFORTUNATELY, we can't give it to everybody, but all of them are great in their own way. >> Absolutely. >> Um, let's move on to 4.03 Virginia School Principles Appreciation Week for January 12th through the 16th. >> Did you want me to read that? >> You You want to read the proclamation? >> I can read it. I can read it. I think I can obviously make it larger. Th >> this is a certificate of recognition for Virginia school principles appreciation week. Whereas school principles work cooperatively to direct, develop and inspire all members of the school staff and student body and to communicate effectively with parents
010to engage them in the learning process. And whereas school principles serve as educational leaders, managing the policies, regulations, and procedures necessary to ensure a safe and effective learning environment for all students in Virginia's public and private schools. And whereas school principles serve as instructional leaders, equipping teachers with training and resources, and delivering personalized and innovative student programs to ensure every student has the opportunity to succeed. And whereas school principles are entrusted with the opportunity and responsibility of guiding, [music] directing, directing, nurturing, mentoring, and imparting knowledge to our children while they are at school. And whereas school principles work collaboratively with teachers, staff, students, parents, and the community at large to proactively prepare students to be productive members of our economy, inform citizens in our democracy, and engage neighbors in our communities. And whereas Virginia school
011principal appreciation week is an opportunity to recognize the hard work of Virginia school principles and to recognize the importance of school leaders in ensuring that every child has access to a quality education that prepares them for life. Now therefore, I Glenn Ynan do hereby recognize January 12th through 16th as Virginia School Principles Appreciation Week in our Commonwealth of Virginia. and I call the observance to the attention of all our citizens and that's signed by M um Governor Glenn Ynan. So, are we gonna have them come forward? >> Yes. We'd like all of our principles to please come forward and we have a small token of our appreciation that we'd like to share with you this evening. Miss Miss Sarah Walker from the preschool, Miss Denise Bryant from the primary school, [applause] Mrs. Kristen Morris from
012the elementary school, Dr. Jeff Garrett from the middle school, and Mr. Damon Tally um from the high school could not be with us this evening. [snorts] >> [applause] >> Thank you so much. >> Congratulations. >> Thank you again, [applause] principles. You're amazing and we could not do what we do without you. Thank you. >> You're welcome. Thank you. >> Congratulations. [laughter] >> Be careful. >> Do it for something. [laughter] >> Congratulations. >> Thank you. Thank you to all their principles. Now, we're going to get on to the real business. I guess all the fun stuff's gone. Um, public comment 5.01. Anyone who wishes to address the school board must state their name and address and limit their comments to three minutes. Speakers must refrain from referring to employees by name. The school board will not
013entertain comments regarding any pending student discipline or employee grievance matters. The appropriate forum for such matters is the applicable administrative hearing provided by state law or were appropriate a court proceeding. This is a time for comments only. Board members do not respond to the comments made. Questions should be submitted to the school board in writing and will be given to the appropriate person to answer as soon as possible. Do we have anyone signed up? >> Yes. Lynn Owen. >> She said she didn't. [laughter] >> Okay. >> Anyone else? >> She said she >> No, that was it. >> Okay. Comment. Public comment is closed. That leads us to 6.01. Approval of the consent agenda. >> Move to approve. >> Second. A motion was made by Mr. uh Christian and second by Mr. Goodman to approve
014the consent agenda. Are there any questions? >> I have I have a couple. Yes. >> Um >> there are um just some I guess some clarification on some line items on the invoices. Uh one was a family night dinner that I noticed that wasn't a huge amount, but I was trying to figure out what that was for um that we paid on invoices. >> More than likely that was a title one event. >> What was the cost on it? Do you remember? It was it was in the hundreds. I mean, it was a couple hundred. The primary and the uh elementary school have family nights that they they ask ahead of time, you know, how many people are going to be there and so then they kind of incorporate it that way. So, it may
015have been one of those. >> Okay. Do we know do we know where the >> We will find out and get back with you on that. You can tell me which list it's on. We I can tell you the final. >> I think it was at the very top of the Well, let me go down to the invoices again. There you go. Invoices. Um, it's under invoice listing January 16th, I believe. Go to the top of that. Nope, there were academic jackets. Wrong. Uh it is um on the agent of record invoice listing the second um attachment. >> Okay. That is a elementary school title one >> 21st century event. >> Okay. >> Um dinner for family engagement night for $222. Is that what you're referring to? >> We Well, they had a couple. Um
016there's one 222 507 and then 1543. The other ones are a school improvement grant. Um, >> no, I'm sorry. They're both 21st century. One's elementary and one's primary. >> And so, do we have specific funding just for that? I mean, for the grant, it's a grant that comes to that. Okay. >> Um, and then I noticed that, you know, on this one also, we had conference travel and I think that, you know, being in a situation where we are um trying to find additional funds. I I I would I'd I'd like to entertain, you know, and I'm just one person, but maybe that we restrict conference travel to only those things that are necessary, especially overnight because they add up pretty quickly. Um, by the time you add lodging and food and travel, um, it
017can add up pretty quickly. And I think if nothing else, it's more it's as much about perception as it is about re we know that it's probably only a few thousand dollars, but you do that four or five times a year and all of a sudden it becomes half of a salary, right? So um just a thought while we're trying to go through this process of um eliminating I don't want to call it waste. I think that's a I think that's an inflammatory term. I don't think it's waste, but it is something that we could possibly um either limit the number of tra those folks traveling or limit the amount of travel to those things that are necessary. Um and and again, I'm just bringing it up for discussion um as we're trying to go
018through this process. And I noticed that we paid quite a bit on the I guess it stuck out stuck out because of Mr. the hes and all of the issues he's had with HVAC. But I saw the generator contract as well that we were paying. Is that is that an annual charge for that contract for the service or is that an annual charge or it's not a quarterly or anything? Okay. >> And um and then there were uniforms that we are paying for. What who who gets those uniforms? Who they >> um transportation department and maintenance staff all wear uniforms that are school system. >> And so is that is that an annual charge or is that a monthly that's a weekly charge? >> That's a weekly charge. How much would it cost for us
019to buy the uniforms and they wash them themselves? >> I believe we did look into that one time. Um, I'd have to revisit to get the actual numbers on that if you'd like for us to do that. >> I mean, because that seemed to be a pretty good number, too. >> Um, and the other number that came that really stuck out to me were the AEDs. And I'm assuming that's where we have someone coming in um to look at the AEDs and make sure that they are still operating as as intended. Um and also the fire extinguishers I think and and that's just that's a once a year or is that twice a year? >> Um a inspection is monthly. I'm not sure how it's >> okay. >> Our inspections could be annually or every
020quarter. It depends on what we're doing with cents to make sure inspection lines. >> So, um, is there do we know how the how does the um the county handle this? Is this something with the AEDs and the fire extinguishers that maybe we could partner with them either to get a better I we may have the best contract, I don't know, but maybe to partner with them to get a better contract or either um is that something that would fall under Mr. Davis's abilities as uh as um oversight for emergency. I'm not I don't I don't know the answer to it. I'm just throwing questions out. And if we could, you know, if we could save a few thousand dollars a month, that would be great on these. >> I can definitely reach out, sir.
021I'm open for a conversation. Cody Davis is very open to working with us. So, I can have a conversation if you'd like. There is a I don't want to take up a lot of time, but there is like a mandate for ours. >> Oh, sure. >> And it's We're working on that and we already have a program in place for those and so are required to have a stop above those. Right. >> So just to make sure we're comple I'm all for that and I I think it's a great thing to have. Right. If you if you need an AED, nobody ever needs it until you need it. So >> need one right now. >> Right. Exactly. So, um, no, I'm all for that. I just wonder if that, you know, that contract again when
022we're looking at be, um, being good stewards. Is that some place where we don't eliminate it, but figure a way that we can manage that expense a little better? Um, because it is that is really expensive because we have a lot of them. >> Yes, sir. >> Perfect. >> Yes, sir. >> So, that wasn't I wanted that was not the purchase of them. That was just the the service. That's what I thought. Okay. >> So, that way we stay with the latest and greatest, >> right? updated for us. >> Awesome. Okay, that's all I had on that. >> Okay, I did have a couple myself. Um, Longwood Life and it says three students per semester. What is that exactly for? Is that >> special education? It is. Okay. I I just wondered. I hadn't seen
023it. And then um the the I think it's the primary school, the door, the the fixing for $2,000 and some dollars. I was like, "Wow." It was it says Buckingham Primary Playground door fixed labor to E+ technology. >> That is right. That is a swipe door for us security wise from that playground. >> Okay. >> And they come down and not only piece a lot of those pieces are very expensive and we do technology and we're very blessed to have us >> but those guys are the mechanical and the technology for us. Okay, >> we have multiple doors here. >> All right, thank you very much. >> Are there any other questions? >> All those in favor, please raise your hand. That's unanimous. The motion carries. That leads us to 7.01 to the student liaison
024report. >> Good evening, ladies and gentlemen. My name is Lily Jones and I'm the student liaison for the 2025 through 2026 school year. Skills USA just had competitions this past week in which our very own Daniel Flores competed in the welding competition and four students competed in the cosmetology competition. SCA sponsored adopted families for Christmas and both families were very appreciative. The cookies with Santa was a huge success and helped to fund our gifts for the adopted families. SCA is planning on holding a popcorn/candy fundraiser the week of Valentine's Day to help fund a SCA leadership sponsored scholarship. BCHS is gearing up for the state convention at Orange County High School on March 13th through the 14th. At this convention, our very own Harmony Holman is planning on running for the region 8 representative school
025and I, Lily Jones, am planning on running for the VSCA state president position. There is a home basketball game at BCHS against Prince Edwards this Friday. FFA's fruit and nut sale was a success and they are looking forward to selling fresh strawberries in February. FFA visited the Heritage Hall residents on December 11th. They carolled and gave out Christmas cards and socks. High school and middle school members were in attendance. Evan at the high school hosted student versus staff volleyball game on December 17th to raise money for nursing home residents gifts for next year. Track practice has officially started. FBLA is gearing up for regional and state competitions. [snorts] Thank you everyone for listening. I hope you have all have an amazing rest of your week. >> Thank you. >> By the way, good luck with
026the running for our state office. That's incredible. I did want to add one little thing to that though because the seniors are having a uh special night tomorrow night at Penos where they're trying to raise money for your graduation. I think >> it starts at 400 p.m. [laughter] >> And I'm not sure if that includes takeout or not, but it starts at 4. So everybody remember that. >> Tomorrow night. >> Yes. >> Ask you about that. >> All right, let's move on down to 7.02 School Showcase Primary School, Denise Prime. Over the next several months, at each schoolboard meeting, we will spotlight one of our schools. This evening, we are proud to welcome Mrs. Denise Bryant to the podium as we spotlight and showcase Buckingham County Primary School. >> Good evening everyone. Thank you for
027the opportunity to share highlights from our school community. Unfortunately, Mr. Fulture is unable to join us tonight. However, I did ask and invited all of our staff to um join for this presentation. Some were here but had to leave um due to the starting of our meeting a bit later. Guided by our motto, Miss D every night, every day the Buckingham way, we remain committed to ensuring that each student is supported, challenged, and celebrated at Buckingham Primary School. Our school continues to strengthen a positive, supporting learning environment through the consistent implementation of our schoolwide behavior expectations. Be safe, be respectful, and be responsible. Students are regularly recognized for demonstrating these expectations through earning character coupons, which can be cashed in for non-tangible rewards, recognitions of students of the month, and student night shoutouts. These recognitions
028celebrate kindness, responsibility, perseverance, and respect while reinforcing expectations in meaningful ways, supporting students for every night, every day. In addition, classwide attendance incentives encourage daily attendance and reinforce the importance of being present and engaged in learning. Together, these efforts contribute to a positive school climate where students feel valued, supported, and motivated to do their best. Moving to our reading and literacy instruction, this year marks our second year of full implementation of Amplify CKLA skills and knowledge and the tier one or core whole group impact has been significant. High quality knowledge building instruction is evident across classrooms as students engage with rich text, build background knowledge, and strengthen foundational literacy skills. Overall, this effective core instruction supports strong literacy outcomes for our students. Amplify CKLA is used with students in kindergarten through 2 grade. CKLA skills
029develops critical foundational reading abilities such as letter sound relationships, [snorts] decoding, [clears throat] encoding, vocabulary development, and writing. CKLA knowledge builds essential background knowledge and vocabulary through engaging units of topic such as astronomy, cycles in nature, plants, and body systems. This year we have also implemented Amplify's M-Class to provide additional targeted support for students who may need extra time or practice with specific reading skills. This allows us to ensure every child receives the instruction and support they need to be successful. We have begun our mid-year vows and MC-class benchmark assessments for grades K through two. >> [snorts] >> These assessments help teachers identify individual students strengths and areas for growth, allowing for purposeful small groupoup instruction and targeted interventions. Early identification and support are key to building strong, confident readers. And moving to our math
030instruction, we're pleased to highlight our full implementation of KDA math. Following a successful second semester pilot last school [clears throat] year, teachers have embraced this curriculum and students are benefiting from consistent standards aligned instruction. This school year, BPS officially introduced KDUm as our core or whole group tier one math curriculum. KDUm combines highquality instructional materials with digital and print tools for planning, instruction, and assessment. It supports coherent standards aligned instruction based on Virginia's 2023 math standards of learning while streamlining instructional planning for teachers. We promise that 2 plus 2 still equals four. However, our students may be demonstrating their mathematics knowledge and understanding in a different way than the way the adults in this room learned. The Kdum curriculum supports and fosters mathematical communication and problem solving. You will note in these photos for our
031math slides, [clears throat] excuse me, the consistent appearance of partner work. Our students are ri our students are frequently engaging in mathematical discourse which is rich collaborative communication in a math classroom where students talk, question, reason, and challenge ideas to build their deep understanding. To further support math learning, students also utilize Zern, an engaging research-based online program that builds conceptual understanding and confidence in mathematics, specifically fluency. Zern emphasizes the why behind math through interactive lessons, visual models, real world problem solving, and immediate feedback to our students. This helps students develop strong number sense, reasoning skills, and perseverance. Teachers and students primarily use Zern during our intervention and enrichment blocks to support small groupoup and independent learning. Students participate in daily recess with classes rotating between the top and bottom playgrounds to ensure appropriate supervision and
032safety. This structured approach allows students to engage in play, develop social skills, and return to the classroom ready to learn. Our Encore courses, art, library, music, physical education, and STEM, extend learning opportunities and provide meaningful cross-curricular connections. These courses play a vital role in supporting the whole child and enriching the instructional day. Field trips extend learning beyond the classroom and provide students with meaningful real world experiences. Students at BC at BPS typically participate in two field trips each year. Kindergarten students visit the curriculum visit the Children's Museum of Richmond and Richland Dairy Farm. First grade students attend Carter Mountain Orchard trip in the fall and Metro Richmond Zoo in the spring. And our second grade students participate in Hampton Sydney's Literacy Day and explore Amazement Square. To promote school spirit and joy, students and staff
033participate in spirit days, where dressing up fosters school pride and contributes to a fun, engaging learning environment. Every night, every day, our Title One family engagement nights provide families with meaningful opportunities to get with the school, learn about instructional practices, and access resources that support student success at home. Buckingham Primary School is designated as a title one school, meaning we receive federal funding to support students from low-income families. These funds supplement existing programs and help close achievement gaps by providing additional instructional materials, paraprofessional support for tier 1 and tier 2 instruction, and resources that strengthen the connection between school and home. This year, Title One family engagement opportunities have included a math night and a home for the holidays event focused on simple, family-friendly activities that support learning at home. Our book fair continues to
034be a highlight, offering additional opportunities for both students and families to build home libraries. And let's face it, they really want to buy those posters and those pointers that we don't sell during the school day. As we talk about our extended community partnerships, we extend our sincere gratitude to you, the board, for your approval and support of our community partnerships. These partnerships have provided invaluable services, including course therapy, grief counseling, and vision care with classes provided to our students at no cost to our families. These supports remove barriers and ensure students are healthy, supported, and ready to learn. And aren't those the cutest little kids with those glasses? Our nightlife program is a 21st century community learning center or that federally funded grant Mr. Christian that you asked about earlier. Nightlife, where life stands for
035learning immersed in fun and exploration serves students in grades K through two and currently has 100 students enrolled. The program operates three days per week and provides academic remediation, STEM learning, enrichment, and recreational opportunities. Kife partners with James River State Park, Southside YMCA, Buckingham Public Library, and Buckingham Parks and Recreation to expand learning and connect families to community resources. Families have received support with obtaining library cards, enrolling in recreation programs, and learning about local opportunities available throughout the county. During the summer, 12 of our second grade students receive swimming lessons at no cost through the Southside YMCA. Kife also hosts monthly family engagement events offering both student activities and adult workshops such as budgeting and costefficient cooking, strengthening family partnerships, and supporting learning beyond the school day. Finally, I want to ensure to recognize and
036celebrate our outstanding staff. Many of our own educators give their time during the summer to participate in professional development opportunities to prepare them for the successful implementation of new curriculum. We embrace the division's motto, Buckingham County Public Schools students and staff will grow, learn, and excel as productive citizens in a global community. Our leadership team has taken significant steps toward guiding schoolwide improvement efforts, particularly in the consistent implementation of behavior expectations and clear effective redirection practices. These efforts are focused on eliminating barriers to learning. But the ultimate goal, if we had our ultimate goal, it would be to spend 100% of our instructional time on teaching and learning. The tireless efforts of our incredible staff do not go unnoticed. As a school community, we remain committed to continuous improvement and doing what is right for
037kids so that every night has the opportunity to succeed every day. As we rece have received our recent fully accredited status from the Virginia Department of Education, we remain committed to sustaining the systems that have been built and established through our 12-year journey of continuous improvement. BPS is committed to excellence and ensuring every night is successful every day. Thank you for your time and thank you for your support of Buckadian Primary School. >> Thank you. [applause] >> Does anyone have any questions? I've got uh one question um with regard to some of the um programs you were talking about that were supported through grants. Um I've I've been to some of them. They're wonderful events. Uh I know it was always a challenge to get um parents and to get people in the community engaged.
038Um h how has it been looking? Have you had a lot of success with people coming to the events? And >> so as as you're aware, that has always been a struggle to get the students and families that we're trying to target that we're trying to help close those gaps gaps into our schools. What we can do is we can control how we get the information out to families, what nights or times we're offering these programming. So we do take the information that we receive during our comprehensive needs assessment survey results and look at what days are we offering um our afterchool offerings. We do try to provide dinner because when you have food, you normally get a higher um participation rate and you know when when people have busy schedules and um students are
039in school for a long time, they have a long ride bus home. When we don't provide the dinner, then that creates a barrier, an unintentional barrier for families because there are other things that they have to get done. So, I would say that our attendance on um evenings that we're able to provide a hot meal um to families is is greater than when we don't provide that when we just have that snack. And for the home for the holidays, we did not provide a home meal. Um we provided a snack that they could build as a family and then take that same activity back into their homes. So um right now under the 21st century um grant requirements we are meeting our average average weekly attendance and part of that grant and the students who
040are enrolled are required to attend at least two family engagement um events that our 21st century program offers. Um so I don't have the numbers exactly of how many students um from one year to the next but I definitely would look at that Mr. Mr. Goodman, but overall the feedback is good when we have these events. Um, and we try to get that information out there. Um, bookf fair always draws a big crowd because that is an opportunity for families to come in and shop with their children. Um, when we have established an event um, like our Title One math carnival, so we know that there are going to be games. Um, when students are in first grade, they can remind their families, hey, we did this last year in kindergarten. and they'll even come
041in and say, "We did this last year. We hope that X Y and Z game we're going to play that." Or, you know, we might say, "Yes, we do have that. It's a variation." Or, "We've got some new games for you tonight, but um we're just trying to build that capacity [clears throat] in our families to sustain those events." >> So, can I I just want to make sure I I think I heard you right. They um the meal that was provided they get to take home >> or do they eat that on site there? So if it's a hot meal, they um they eat there. Okay. And it's a >> we encourage and usually have a presentation during the meal. >> Um so >> uh during our math title one night, um I believe
042we had pizza. I never can get the right number of pizzas correct. We get a lot of RSVPs and then the actual boots that show up. Um so I cut the pizzas back by 10 and we still have pizza um left over. But while families are eating dinner and we encourage them to sit together and eat. So we're encouraging healthy family habits of putting technology, putting phones away, conversing with your students, we provide families um topics that you can discuss with your with your child. How was your day? Good, bad. That's not really um the kinds of conversations. What did you do today? Everybody knows the answer is >> Nothing. Um so we're we're trying to provide tool um tools for families that we can that they can also engage um during our our dinner
043time. I would say we kind of use that as open and flexible and we might be presenting um 10 to 15 minutes on something. So Miss Taylor reviewed our new math curriculum, talked about what Zern is. um hopefully our students are coming home talking about it and then we had our students QR codes that they used to log into their Chromebook and so the next activity was they actually logged onto the Zern platform so that the parents could see and engage in a Zern lesson with their child. So it's usually providing parent information having them do something together. Sometimes it is um that we separate completely. there's an activity for the children um not necessarily just school age but children and then parents and then we bring them back together. So it varies from event
044to event. >> Very nice. Thank you. >> Thank you. >> I remember one that you did and it was for the SOS before the SOS were going to happen. Um and it was almost like a review with students and a reminder um and kind of to get the family together to know, okay, the SO is going to be on this day. It's a family thing. So, I thought that that was really really good. >> Yes, sir. Thank you. That was during my time at the elementary school. I'm sure they're still doing so review nights, but that is um we use that as an opportunity to inform our parents um because some of our parents were that's an question. Yeah, that's an And your child knows the answer to that. That's the other piece. Your child
045can explain that to you. >> Thank you all for your time. >> Thank you. >> Did you have a question? No. No. I'm good. Thank you. Um 7.03 Heartland Heroes Laroo Sprouse. You could probably use the other um >> use the other one >> microphone for her if you need someone. >> Okay, >> you got them both. >> We can use that one for you as well. >> Well, good evening and uh thank you for having us. We are one of the community partnerships that Miss Bryant just spoke about in her presentation with Heartland Horse Heroes, a therapeutic riding organization right across the street. And um we've got a little PowerPoint presentation. Um I you guys can see it on the outside. So that's wonderful. >> Um I'm going to introduce our group here. Uh
046my name is Laroo Sprouse. I am the owner and manager of the Espressos Corner Ranch, which is the host of the the home of Heartland Horse Heroes. And um you guys want to go on down the line? You want to introduce >> I'm Lyn Owen, another one of the instructors at Heartland. >> I'm Kaitlyn. I am a board member and volunteer coordinator. >> I'm Britney. I am a parent of one of the students. I live there. I work there and I volunteer there. My name is Stacy and I am a certified therapeutic writing instructor in training under Laru and Lynn. >> Okay. So, we have this little presentation put together for you tonight to kind of let you know what we do. Some of you have heard about this. It's been a few years since
047we presented here, but I just want to go over um from the start. So we are a path international accredited premier accredited organization which means professional association of therapeutic horsemanship international. We went through um 20 years ago heartland horsers went through um many standards of testing. It's a book a very thick book that we have to go through um each page and its standards pertaining to you know how we teach as um and also our facility standards everything we do our paperwork and so forth. Um we are CHA um I'm also a CJ um accredited instructor so we have that there as well. So we have lots of safety standards in place um for what we do. There's started out with some photos. Um we've got a lot of students in these in these pictures
048here. Um you can see down at the bottom one of our craft days this fall we turned pumpkins into horses and the kids thought that was pretty awesome. But um we have students that are all the way from prek this year which is this center bottom picture um which is new. We usually start at kindergarten, but prek was an addition this year, which is wonderful, all the way up to um seniors and high school students. So, um the high school just started sending students to us about um last year. So, this will be our second year with our high school students. Okay, next slide. Our [snorts] our mission statement is to provide and support equestrian activities for individuals who have mental, physical, emotional, and social challenges or learning disabling conditions. Next slide. As I mentioned,
049um, Sprouse's Corn Ranch is [clears throat] right across the street where the home of Heartland Horse Heroes, and it's the continuation of a farm that has been in the Sprouse family for six generations. It opened its doors in 2008 for horseback riding lessons, horse boarding, summer camps, horse shows, and is also the home of active uh Pegasus for each horse and pony club, which I was a member of when I was a little kid, but um I've been a leader now for uh the last since 2008. Heartland Horse Heroes therapeutic riding program was established at the ranch. It was previously established in Farmville but it moved to our organization as a sister site and now we are solely here in Buckingham. Moved there in 2010. Um so we have collaborated with Buckingham County Schools for
050the last 15 years. This will be our 16th year [clears throat] of um collaboration to uh we provide services to Buckingham County students with individual educational plans. Okay, next slide. our programs. We've had additional programs in the past. Um right now we focus solely on the Buckingham County um program because in 2020 things changed a little bit. Um unfortunately we were we also had Cumberland County schools coming at that time. But um 2020 everything shut down as we know and then I went through some uh health issues. I had spent two years in cancer treatment. So, um, when we started back up, we focused mostly on, uh, the Buckingham County schools and growing that program, which was closest to us. We've also done, um, many collaborations with a group called Inner City Slickers. Um, the
051Discovery School were sent would send students out for that and that was a weekend type organization for atrisisk youth. Um, we also had groups from Elkill schools and provided weekly group and private lessons throughout the last 15 plus years. Okay, next slide. Okay, so I just want to introduce our instructors. Of course, um, myself, I'm the PATH certified CTRI, which is a C certified therapeutic riding instructor. Um, I've been that for probably 18 years. I'm a CJ certified horsemanship association level two instructor. So, lots and lots of safety standards in place. Um, I have my associates degree in veterinary technology and a minor in horsemanship and a bachelor's degree in equin physical therapy. I'm the leader, as I mentioned, of the 4 club here locally and a member of the Buckingham Chamber of Commerce. Then
052Lynn Owen here to my left. She's been with us for over 10 years >> probably. Okay, time flies. Probably 15 years. [laughter] Um, she also path certified CTRI. Um, she has a degree in elementary education with an emphasis on special education and psychology and she's a certified emergency room nurse. And then we also have Stacy who is also a instructor with us. We Stacy came to us as a volunteer. Time flies. Four years. four years, >> three, four years ago maybe. >> And um since she has a background in um Dr. riding and um Pirelli natural horsemanship training, she used to ride and train um in a Pirelli style and and compete in DR as well. And then when she started volunteering with us, um we wanted to utilize all of her wonderful knowledge and
053her people's skills and her skills with uh children especially and um she wanted to set on a path to to be an instructor with us. So she is has been an instructor in training for probably a year and a half >> and she's almost there. There's one more test. It is a very rigorous process um that PATH sets out for us to do. Um she's also worked at the um Virginia Ecoin Welfare Society and she's actually got a very long list of [laughter] resume that I I won't mention all of them here, but we're glad to have her here with us. Next slide, please. This is just some photos of our classroom area. The students will come in off the bus into the classroom. They'll have a seat at the at the tables. And then
054um at first we instruct them to put their hel we have helmets and boots for everyone that have name tags on them. And um we try to encourage them to be a little more independent as we go along. So they come in, they know what they need to do. They need to get their boots and their helmets and sit down in their seat and wait for their group to be called out. We divide the riding into two groups and we generally will take half of the students into the arena and um do work on talk a little more about what we do in the arena and then the other half will stay in the classroom for a classroom session. Okay, next slide. Some photos of our riders on horseback and Miss Lynn out there teaching.
055Oh, I went too fast. Okay, these are some activities we do in our classroom. Um, we have we work a lot on with volunteers and donations. So, a lot of these things have been donated just like these brier horses here on the right there. There's a collection of brier horses that we have a whole big shelf of and we teach breeds and colors um using those horses. We have a mechanical horse. You'll see down below in the picture with the with the young rider put his arms out. We often use him. We call him hero. Um for students who are nervous to mount. We get a lot of students who come and they've never met a horse or sometimes never a dog or a cat and animals are brand new and they're intimidated. So they
056will often learn to mount on our mechanical horse and he moves. And these are actually built for racehorse jockeyies to exercise on. So we can we actually have used him to put like YouTube videos of riding per a person putting a helmet cam and then get them to mimic the activities that they see in those YouTube videos. So they get to jump the mechanical horse for maybe barrel race or uh different activities. The center you see we have lots of arts and crafts we do. And then you'll see um by our boots and helmets, we're teaching, it looks like we're teaching um markings of the the horse face and legs. And then down below um we do a lot of activities about with grooming and and knowledge of the grooming tools. Okay, next slide. I
057think I'm on course now. Okay, what does Heartland Horse series do? We address goals that are in our students IEPs and we use the horse and knowledge about the horse as a motivator. And I think uh we were going to have a few of our um our team here talk about a few of the students and how how that works because we try to target areas such as physical skills, social skills, um making sure that if it's in their IP and they need to have behavioral skills, if they need to, you know, be raise their hand in class, um you know, and have patience, that something we work on in the classroom or you need to, you know, sit raise your hand and then you can get called on to go ride your horse. Um
058and um what I say physical, behavioral and there's mental and emotional skills. We try to regulate our emotions through a variety of techniques and then communication skills. A lot of riders will come in, they may be non-verbal, but I tell you what, they communicate with us and their horses through body language or maybe speech devices. And it's amazing to see how from the beginning they come out of their shell with talking to these horses, talking to these horses per se, using what um they have, what skills that they have. So um who wanted to go first? >> I'll go first. >> Okay. >> Um we have a student that comes from the elementary school. We have two students that come from elementary school, but the primary one um he's autistic and he they said that
059he had a lot of behavioral issues. Um not wanting to sit still, not wanting to like participate. When he comes to Heartland's we've seen like a 180 like he comes into the room, he knows that he has to have his helmet on. He knows that he has to have his boots on and he will wait for his turn to go ride horses. And we use that as like an incentive program. If you do this, then we will do this. And so on the horse, he's really opened up. Like we get a lot of the kids to talk. If they can't talk, we have like the walk. We do this for them to walk on. And he makes eye contact with you. And I know it's difficult for kids with autism to make eye contact with
060you. And um he really like takes it by the rings, literally. like he's all about going in the arena, playing games, communicating with us, answering questions. He's really done great over the two years I've been there. >> Oh, I guess that means I'm next. >> Go ahead. [laughter] >> I'm actually going to speak to you guys on a kind of a different level. um when you are mobility impaired, which we have had a student um over the years that is mobility impaired here down, you don't move. You have no freedoms. You are stuck and you live in in that box. So, part of our program is for the emotional well-being. Um I can tell you that the first time I got I'm probably going to cry when I tell you this story, but I tell
061you it affects the kids the same way. The very first time that I got a got on a horse after my accident was 10 years to the day after my accident. The freedom that you feel. You feel normal. You don't have to rely on this. The motion of a horse is actually one of the only things that simulates the same movements in our body. So every physical step that that horse is taking, my body is following just like I'm walking like all of you. So to see them go from in a box to the smile on their face to the freedom to the hands in the air is incredible. Absolutely an incredible thing for these children. Um Stacy Lynn and I and sometimes you guys when you have a chance we are also but Stacy
062Lynn and I are also the instructors over at Lonesome Dove Equestrian Center and Powan and we work with veterans and there are I'd say the majority are mobility impaired and and what she's talking about is very true. Um, I have a story I can tell you about what happened on Tuesday, but there was a gentleman there that um, basically neck down, no movement, and sits in a VA room day in day out, you know, and it's winter. It's January, so they're not going anywhere. And um, we put this man on the lift and put him on the horse. Well, he was the body was so tight his legs did not come down around the saddle and his knee legs came out and held the horse on the shoulders. Well, when we took which was okay
063that we have great horses there, but when we took that first step, the horse didn't like it. He started swishing his tail. So, we stopped and we had the actually Stacy was leading and we had the um sidewalkers put their hands between the horse's skin and the the rider's shoes and then we could walk on a few more steps. But then we had to stop and make some adjustments because he was he's a big guy, heavy, had a big gate belt on him and you know we stopped, make an adjustment, everybody breathe. We'd sit there and breathe and laugh and joke and we took two more steps and then guess what? I bet we weren't out there a minute and it we had to go in because the horse was just a little irritated by
064the stiffness, the number of people that it took to be around him. But when I looked up, the the smile on that man's face was incredible. was like light beams shining from his smile because we just made >> his entire week, his entire day, you know, and um just that amount of freedom to walk one circle around on that horse was all he needed, you know, and it it's pretty incredible. >> Like they're excited. >> Yeah. >> They're like if they miss a session, like you could just tell in their faces that they're sad, but like when they get there, they're like, I want to ride my horse. And they claim these horses as like their own and they'll tell you like this is my horse, this is what my horse did last week with
065me or like this is what Miss Stacy did with me last week or Miss Lynn. They really like really remember everything what you talk to them about from week to week to week. >> Yeah. So the horse is definitely a motivator for these IEP goals and then you know just physical, social, all the goals we talked about. Um, we study safety, colors, breeds, equipment, all sorts of horsemanship, stable management skills. We sometimes have lessons in the barn, um, lessons in the cra classroom, and we have an outdoor classroom as well. Um, we have help from lots of volunteers, plenty of local people come. We probably have 20, 30, maybe more sometimes. We [clears throat] have so many volunteers. It's just, it's amazing how many we've gathered throughout our years. All right, next slide. It's a
066photo of our arena and that's where we address the physical skills, mounting. We always begin with stretching, um, progressive riding, games [clears throat] on horseback just to keep it fun and lots of communication. Um, in the arena, we address the cognit cognitive skills with the lesson plan that is based on the same material that is taught in the classroom. Okay, next slide. Okay, now we have a couple photos, a couple more photos. There's Len teaching. [laughter] All right. And next slide. We've got an example. These are too small for you guys to see, but um we have lesson plans up here. And and I just wanted to make a quick um example here for I've got two in my hand. One's in a classroom plan, one's an arena plan. And on this day, our objectives
067were um in the classroom, students will identify shapes on note cards. This would be um arena shapes and um basic shapes as well in one out of four tries and students will execute patterns on the note cards in one out of four tries. So what they had to do this was in our outside classroom area. They had a dry erase arenas. Okay. And um it was like a dry erase paper that they had to draw their pattern and then they had to we had this must have been the young group because we had stick horses and they would um they would go out and do they would do a circle and we had cones set up and poles and they would do a square, they would do a triangle and a figure eight and then
068we would in the arena um our lesson plan was very similar. We say students will identify and interpret a circle in a figure eight diagram one out of three tries and they will steer right and left with 75% accuracy. So those are very you know horsemanship related goals but there are working on physical skills, communication skills with the horse and with their team um and just lots and lots of skills. Okay, next slide. A little more of our facility. You'll see our um top photos are of our mounting ramp area. We have um everybody mounts there under the pavilion and then rides into the arena. But u we also have a wheelchair lift there for those that are mobility impaired. There you'll see our barn that day that was I think Halloween. We were it
069was a rainy maybe rainy day or something. We were doing a a barn lesson in there. They were learning um lots of horsemanship skills. grooming. All right. And next slide, we have um a labyrinth. And this we use for sometimes students get either in the classroom or when they go to mount their horse, they might be there might be a lot of stress involved or nervousness or um you know [clears throat] um it could be just they're having a meltdown. And so we'll take them out and walk at the labyrinth and that'll give them a little bit of breathing and focus and then they'll come back to the classroom or the um you know just kind of take them out of that situation and then be able to bring them back and and retry. All
070right, next session. Um this is our sensory trail. We've got a a short little trail with some obstacles on it that um they can stop. And this center picture, that's motor planning skill. They're supposed to put the ping pong balls in. They've got holes in each one. So you could say like three red, two blue, four gray, and five yellow. And they've got to remember which one to put it in. So just some extra activities. Okay, next slide is our our classroom. Um this looks like we were learning parts of the saddle and doing some crafts. Okay, next slide. I'm trying to roll them through because there's a lot of info here. Um, our horses have to qualify. They have to be at least eight years old. Again, as in a path accredited center, we
071have to have all this in a notebook and they have to check off a list before a rider ever meets them. They um we have a specific checklist that we have to get on them and pretend like we're having a seizure or pluck their hair or scream, bang their sides with their legs, have an emergency dismount. So, our horses are are very very tested. Um, and they've been there for years. So, they're they're wonderful wonderful partners. Um, they we have to keep them in great physical shape and we have to have lots of standards on exactly what exercises they do and what kind of shape they need to be in. The next slide, there's some pictures of all of our wonderful horses. Um, I could tell you I could just talk and talk stories each
072of these, but they're like our family members. Um, and then, um, Stacy actually her horse is down here on the bottom. He came to the farm a year or so ago, >> last September. And so now Stacy has a horse to ride at the farm. Um, this is our arena. Next slide is the picture of our sign for our arena. This is what it looks like when you're driving up to the arena. Okay. And then we have a couple of student testimonials here. Um oops, I went too fast. Okay. My son Oliver was diagnosed with autism spectrum disorder at three years and seven months. I know this because I was eight months pregnant, my second child, and I would give birth exactly a month later. Oliver is an amazing child. He has a mind constantly
073on. He's so creative, thoughtful, and extremely smart. He has an amazing ability not to forget anything and love learning. He was reading before he turned three. He was able to create the most detailed animals and figures out of play-doh and clay. He would spend hours drawing amazing pictures, but he would not communicate with anyone, or at least not in a way that was most understood. He would sometimes use storybook language. I would call it and recite from a book. I had to read I read to him that he had oops this is very small. [laughter] He would recite it from a book I had read to him. I do therapies and tactics to help him when he was in first grade. Hartland horse became an option through the school. I did not think it would
074work well for him. We had actually tried horse lessons a couple of years earlier and I remember that lesson and he would not go near the horse. I thought we would give it a shot. Well, he loved it and very quickly, not only he loved his sessions on Fridays at the ranch, he really started being more comfortable in other situations. I got the pleasure of being able to observe him multiple times riding in a horse in the ring. And I'd never seen him so comfortable. Sometimes he would be so comfortable that he looked like he could take a nap right on the horse. Granted, he hasn't napped since he was a baby. He looked not only comfortable, but confident. Hartland Dorseros is an organization that has ability to provide therapy and so much more to
075many children. Owe them a lot. Oliver is forever changed to the better because of his time there. I'll be forever grateful for everything they've done for Oliver. I love being able not only to watch Oliver, but the other children develop skills they would not be able to otherwise. We, as a special needs community in Buckingham County, have such a special gem. Thank you for all you have done. Sorry, this really tiny writing. [laughter] Yes. Um, do I need to skip some? read on time. I've got just two more. Is that okay? Okay. Okay. Um, this is actually from Britney. This is my son LJ just turned is seven and is non-verbal autistic and has been part of the Heartland Horse Heroes program for a year now. At Heartland, all the volunteers and staff are amazing.
076They take time and patience to work with every child, making them feel as calm and comfortable while learning and interacting with the horses. As a mother, it's reassuring that there are places in the world that accept anyone regardless of disability or age. Britney, there he is riding rowdy. [laughter] Okay, next slide. Okay, this is um this is from Cassie Vaughn. My son Nate. Nate hasn't been there in a few years, but he grew up riding [laughter] with us. Um my son Nate participated in therapeutic horseback riding in H Heartland horser for six years. As a child in a wheelchair with significant mobility issues, opportunities for physical activity that are both effective and enjoyable can be hard to come by. Therapeutic riding gave him so much more. During Nate's time in the program, we saw improvements
077in his core strength, balance, and posture. These gains covered carried over into his daily life. He absolutely loved being on the horse. His bond don bond with the horse Donnie became a source of joy, confidence, and emotional connection. Nate is non-verbal, but his excitement as we pulled him into the farm every Friday was obvious. As a mom, watching him smile every time he brought me he rode brought me a lot of joy. Laru Lynn and many volunteers who are consistently compassionate, patient, and attentive who would always meet Nate where he was, celebrating his progress while supporting him with care, understanding every step of the way. We only made the difficult decision to pause due to his increasing seizures for safety of both my son and the volunteers. We look forward to the day that he
078can return to Heartland Horse Heroes. We will always be grateful for the years he spent in the saddle. Yes. And Nate Nate um at one point was walking from the barn to the arena and she reported that he had significant um strength increase, you know, when he was riding at home. Um, we've seen that with another student. Even the mom said just getting him to the toilet was being improved because he could stand up out of his wheelchair and get there. Um, all right. So, next slide. We have just a few more of our outdoor area photos. We're doing some learning about grooming there. Oh, and we have a volunteer testimony. Almost done. I promise. Volunteering at Heartland Horse Heroes means a lot to me. I love spending time with the kids and seeing how
079happy they get around the horses. Their smiles and excitement can be really contagious. It's awesome watching them grow more confident each week and the bond they build with the horses is something really special. Being part of this program always makes my days better, Izzy. Love Izzy. Oh goodness. There's one more. Okay, we're good. >> Sum it up. Um, this is >> she she just she just said that she wants to commend Heartland for what they've done and how they treat kids and she wants to say like don't get rid of basically [laughter] her. [sighs] >> And then our our final slide, we have a couple of links. Um, if you go to our web page, we have a a great video on there that tells that's more testimonials and just actually shows you our barn
080in our arena and a rider who uh is riding there. And um and our website is pretty easy to remember, hartlandhorseheroes.com. So, we invite you to check it out and um would love to invite everyone to come and watch us, watch the students um and just watch the interaction. It's just it's really uplifting. Um and and just a lot of a lot of fun. It's my best day of the week. Two days of the week. Yes. This year we'll be doing Monday. We're switching. We were doing Thursdays and Fridays, but we're going to do Mondays and Fridays because the um high school students have a lot of ball games on Thursdays. So, we're changing it up a little bit this semester to make sure everybody can get there every time. >> Any questions? >> You
081said Mondays and Fridays. Mondays and Fridays from 12:30 to 2. Okay. >> Is when the students are there. So >> love to have you anytime. >> Good website. I've been on the website before. It's >> really >> Thank you very much. >> Thank you. They do a lot. >> All right. [applause] It leads us to 7.04, 04, the James River Boys and Girls Club. >> Uh, good evening. Thank you for your time. Uh, my name is Cardell Emery. I'm the unit director of the James River Boys and Girls Club. >> Uh, may I approach with a handout? >> Sure. I just want to get [clears throat] Yes. So, I'm the unit director of the James River Boys and Girls Club. As I said, uh, with me is Dos Rio and Janet Miller from our advisory
082board. Next slide. So, these are some pictures of our members. And in a second, we'll get into uh what we all do at the Boys and Girls Club. So, at the James Boys and Girls Club, we see up to 90 members a day. Uh, as of lately, it's been around the uh 70 uh numbers because we're working on putting getting more members to our location. Uh annually we see close to 300 about 270 280 members per year. So that includes our summer program and our afterchool program as well. Our service areas are Buckingham County, Fluana County as well as Almaro County. We are based in Almar County and uh Scottville at 300 P Street which is just over the bridge. Uh in that area to next. Yeah. So our programs we offer at low membership
083fees to make it accessible for anyone uh for members in K through fifth grade. our fees are $35 and for members in sixth grade and up, which are our teens, their fees are $15. And you may ask, how often is that fee? So that fee covers them for not only just the after school program, but also our summer program as well, too. And that also includes meals, field trips, and everything else that comes with our uh programs as well, too. So at the Boys and Girls Club, our goals is to build a safe, positive environment for our members to go to uh especially during the after school and out of out of school times. So if members do not have access to like an after school location, then more than likely they're just going home.
084They're probably just logging into video games and stuff that's probably not as optimal as what they could be doing with their free time, such as reinforcing their academic excellence. We also establish supportive relationships not only with the members like between themselves but also with the staff so they have a trusted adult to go to. Uh we also create fun and additional opportunities for members. I'm pretty big on youth voice at our club. So a lot of the things that we do at our club or implement our club are things that the members would like to see or their families would like for them to participate in. Go to the next slide. Yes. So uh we now have actually have five core areas. So we have the good character and leadership, academic success, healthy health and
085well-being, life and workforce readiness, and we also added uh college and career readiness because we realize that even though not all members uh decide to go to college, some of them may decide to just go straight to the workforce. Uh so our program schedule uh as I mentioned before, we serve three counties, Buckham, Fluana, Almaro, and uh Buckham. So, uh, thank you. So, as you know, all of our schools, they, uh, come, they get out of school at different times, and that could be a challenge, but we actually work through that. Uh, so when members first arrive at our club around the 2:45 to 4:15 range, depending on which school district they're in, uh, Al County gets there around the 2:45 range. Buckingham gets Buckingham students get to our club around the 4:00 range. So
086during that time in the beginning they're uh eating a snack having more of a rotation period where they're getting to interact with those that they usually don't get to interact with at our club. So for example somebody from Buckingham may interact with somebody from Almouth County that they haven't seen all day. Uh from there we go into our announcements period which will tell members about things that they'll be doing throughout the day or throughout the week or field trips that we have coming up or any additional announcements that they should be aware of. From there, they'll head into their first program block, which they'll focus on one of the core areas that we, uh, previously mentioned, such as healthy lifestyles or academic success. And from there, uh, it'll be around 6:00 where we send all
087of our members to the gym. And they'll have dismissal for so three minutes of free play from 6:00 to 6:30. And then, uh, during that time frame, they're being picked up. And throughout the week, we also have specialists coming into our club as well too, such as a STEM specialist, science, technology, engineering, and math, as well as an art specialist who does more specialized projects with our members in different communities such as in Scotsville. They work with the uh Scotsville Center for Arts and Nature to uh put up showcases for uh other community members come through the area to just see the work that our members are working on. So, why we do it? We're about to get into that. So community needs homework help. So the pandemic produced a lot of uh members who
088just fell behind. The pandemic put a lot of schools and members behind and their families. So we were at a point where we need to say okay now we need all hands on deck. We need to make sure that we're working with everybody and make sure we get the voice so that we can know hey what type of plan of attack as I like to say would we like to tackle these members and help them get to where they need to be. We're seeing them right here. we want to get them up here. We also provide meals and snacks as I've mentioned as well too. And all those are free of charge included in uh their membership fees as well too because we have uh grateful uh we are grateful for our donors as well
089who are who support our programs. Next so community needs from our club. Uh at the at this current moment I am the only driver for our club for Buckham County students as we do not have a Almar County I mean Buckham County uh transportation uh bus. Uh so we are limited in the amount of families that we can serve here in Buckingham County at the moment. We are limited to the 14 students who can fit on our bus who they are uh riding just about every day. So, usually we try to work around that, try to say, "Okay, if you're not here this day, then we could pull somebody else." But we are sort of at max capacity with our bus and uh we have about 20 uh members on our wait list who are
090just waiting to be a part of our programs as well too, which would help support their uh out of school time with their families to have somewhere for them to go, for them to do something productive that's not just logging into the PlayStation and just talking to whoever could be on the other end of that microphone or whoever. We also have youth of the year. Uh our last year's youth of the year candidate was actually a graduate of Buckingham High County High School, uh Eddie Chetum. And I will say also that this up this year currently, uh our junior youth of the year is a student from uh Buckham County Middle School. Yeah. Last year we were also bronze members and bronze go bronze medal winners in our uh STEM Olympics. In the year before,
091year prior, we were first place actually. Uh we competed against all of our six clubs in the area. So we have three clubs in the Charlottesville area and three clubs scattered throughout the counties, Madison, Orange, and Scottville and Armal County. So, we would like to thank you for just investing into our club kids and we invite you all to continue the conversation regarding uh transportation as well as we invite you to come to our club to just see the students in action in the uh programs. >> Thank you. >> Questions? >> Does anyone have any questions? >> Yeah, let me ask a question. Um because I've seen I guess because I was behind I think it was you one day on one of the buses. >> How do you determine you said that some kids
092you kind of have to switch them out uh the transportation. How do you determine who gets to participate with the transportation and who doesn't because you said something about a waiting list. >> Yes. So it is a first come first- serve basis. So if members do register or their families register them first, especially from Buckingham County with the limited uh spots on the bus that we do have to go by first come first serve and who is able to uh accommodate. >> So I did have a conversation with Mr. Harshman um this morning [clears throat] regarding transportation and I've asked him to do a little research into the buses bus or buses that go to Scottsville to see what could potentially be worked out. We do not have anything uh established yet. Um but I've
093asked him to look into it um and see what we can potentially do. There are no guarantees, but we're we're definitely looking at it and it's on our radar. >> Thank you. I appreciate that. >> Yes. Thank you. >> And I'd just like to say that I went over there um back before Christmas and it was very informative. I really enjoyed that day that I spent with you all to see all the different things that you do. It's a lot of stuff. I mean, those kids are there in the summertime if they That's a waiting list, I've been told. But I mean that's babysitting >> and I I could not Yeah, [laughter] I could not come that that particular day, but I will be going sometime in January. Um Miss Dallas is helping me get
094set up with a time over there. >> Yeah. >> And I think uh Kate is with you. Um and she's pretty instrumental in trying to get all that going. But um it was a really nice presentation that you all did that day and and I was impressed with it. It was really nice. >> Yes. And I want to thank you for again for coming and >> all right. Thank you. >> So what is your capacity um for a number of of children that you can you can host? >> Yeah. So during period we enroll up to 150 members for the school year or the summer. Each day we see up to 90. >> You can seat up to 90. So >> yes we can seat. >> And how and where are you now as far
095as the number of of students that are there? >> We see about 70 right now. >> So So we you've got space for 20 more. >> Yes we do. Yeah. Yeah. >> Now is that that's through all three of your localities, right? the three counties. >> Yeah. Yeah. >> Okay. So, Buckingham can take all 20. >> Yeah. Well, >> first come, first serve. >> The problem is we don't provide transportation. >> Yeah, I understand. >> Yeah. >> But I you know, but if you start providing transportation, now you got a bus, right? >> Well, so I hate to be the naysayer. I appreciate everything you guys do, but uh I'm going to be the naysayer up here and go um transportation may be an issue, but but like your slide said, this is a community
096issue, not a school issue. Yes. >> Right. So, for me, it's a it's a community thing. If we need community involvement, that's that's one thing. But the school to support a non-sponsored event uh after hours, that brings up a whole different avenue of finance and responsibility. Not not just getting them there, but also getting them back or something happens while they're there. What happens? But >> once they get there, it's not their problem anymore. >> But I also have people that want to go to YMCA on the Farmville side, live over to Shepard. So I want to go up there and do their programs, too. >> Yeah. But the Boys and Girls Club, it is very nice. Oh, I agree. I love the program. Trust me, love the program sponsored item, but it it does
097give our kids a chance to go to that that may not go to one of the other after school program. >> We also do have shuttle services in Buckingham. They're private, >> but that may be an opportunity for for somebody to broach as well. I mean, we got a lot of people that's hauling for the Amish right now that I'm sure if >> business is slow, they'll haul for whomever. But >> at the end of the day, we've got buses available in Buckingham County for crying out loud. They've been rocking and rolling for the last year and change. So, next month we will have a update with you for you regarding what Mr. Harshman is able to work out if anything. I I don't know. Um, we do have a bus that goes very very
098close to there, but I don't >> I don't have all the I don't have all the the logistical information to be able to give you an informed response at this time, but we will um update you. If it was a school bus, the school bus stops about three to four miles before you get to the bridge. >> Yeah. >> And turn and turns around right there. >> Yeah. And there are other options that we'd like to uh discuss as well with you all as well with our CEO CEO Kate President, but she's not here today. So like to >> No, we appreciate that. I was glad we got you in here to give us a presentation because I know we tried talking a few times with a three minute, right? Yeah. Don't work. [laughter] >>
099Thank you though. >> Thank you. Appreciate it. Thank you. >> Thank you. And hopefully we'll have some answers for you next month. >> 7.05 instructional update from Dr. John Ring staff. >> Good evening board. The director of instruction update this month is a mix of good and bad. We'll start with the good. Buckingham County Public Schools were awarded grants of 110,000 and 129,000 for Buckingham Primary and Buckingham Elementary. That's along I brought this to your attention last month that we had applied for the comprehensive literacy state development grant and and so we were awarded that and there's no local match to that grant. Buckingham County was also approved for one math teacher to receive a $5,000 retention bonus funded by the Virginia Middle School Teacher Corps. There is no local match required for that. We
100participated u in being trained to administer or work with Longwood for Gear Up. And Gear Up is a program. It's a federally funded grant that Longwood qualified for. It is uh they identify a group a cohort of students which in this case are seventh graders and it's and it's getting them more used to college and career readiness uh activities which we think will be good for our students. And then Dr. Rezer and I joined Mrs. Walker for instructional walkthroughs at Buckingham Preschool. was always fantastic that we have such a wonderful preschool and and teachers there too. The bad I am sharing with you from our fall winter so testing window the results of our so testing for biology our pass. >> Can we push Can we put the slide up here? It's uh should be
101the second slide, Patrick. [clears throat] For biology, our past percentage was 52.2%, for algebra 1, it was 52.4%. For geometry, it was 30.4%. For reading, it's 60.8%. And for world history, it's 28.6%. Now, I didn't add it to the slide, but just because of my concern for the how low those scores were, I went into Pearson and checked 20 how we were this exact same time of year last year. And our biology number last year at this time was 39% after that fall winter window. Our algebra 1 number was the same. It was 52%. Our geometry number this time last year was 34.3%. Our reading number this time last year is was 66.3%. And last year this time, our world history number was 20.3%. And so when I see these sorts of numbers, it is
102not there's there's really no quick fix. So, you know, I can offer you I can offer our division some suggestions, but those it's a deeper we need to look deeper at at why those scores are occurring. Now, on the on the third page, I did I figured you would ask me for additional steps. >> Well, it's deeper than that. [laughter] U so, and it's going to lead me into my next section, too. But let me let me read these to you. audit how instructional minutes are actually used. You know, I think when I look at those numbers, I question, are we covering all the material? And if we are covering the material, how can we cover that better in the future? That's it's it's a much deeper investigation. Protect time for core instruction, ensure purpose-driven
103intervention. Interventions must be targeted, staffed intentionally, and tied to specific skill deficits. For instance, when when um when we prepare to to retest these geometry students, our remediation needs to be really focused or any of these students, but geometry comes to mind. Um we need to look at their student performance by question data and really target the remediation to to their deficits. implement short common uh formative assessments align directly to so item types that students are missing followed by reteing regrouping or some other evidence-based intervention and lastly as you pressed us last month on exploring potential nighttime adjustments and already and and consider increasing communication with parents >> questions. Yes, I have one. Um do you have any sense of the um the scores in the classroom for these um students? I mean what what
104what in the aggregate I don't need specifics but I mean I would be concerned if for example I don't I don't have the whatever the numbers were but let's say there were 28% in world history part is that right and but the aggregate score in the classroom is an 87 where there's a disconnect there somewhere we're not teaching the material >> that is something I have not pulled but I think any good deep dive into this and I've got a couple of meetings scheduled with Miss Jones and and Mr. ality on these concerns. I can we can pull those and do a correlation. Like really your goal as a teacher is at a minimum I mean your goal should be much much loftier than this but at a minimum if you're passing my biology or
105chemistry class then you should be passing the biology so or the chemistry so it's when you get great inflation or situations where students are making you know 90s and 95s or they're getting an A or a B in the the course for the semester or year and they're coming in with a 375. Now, we know that there's varying abilities on test taking. But by and large, they those should be matched up how you perform in the class, how you perform on the test. And as a part of this analysis, I will pull those and correlate them. >> I could understand a 10 or 15% gap, but if you're looking at, you know, a 45 or 50% gap, that's a that's a real problem. I think um something looked at. So, I've been very concerned about
106the geometry scores and I know that historically we've offered geometry part A and geometry part B. This year we are not offering that. Um, that decision was made, you know, prior to Dr. Ringstep being here or myself being here. And so we're going to be going back and looking at that again because there are students who um need more time taking that geometry content and stretching it over over the whole year as opposed to a condensed semester. And so we're going to be looking at that and I think that will certainly help with some of this. Um but nighttime and Dr. Ringstaff's going to delve into that a little further. Um there are I I gave him two non-negotiables with regards to nighttime that he's going to share with you as part of his presentation.
107>> I I have other questions. >> Yes, sir. >> How do we know what teachers are teaching? >> I beg your pardon. >> How do we know what teachers are teaching? >> You'd have to be the principal or the assistant principal would have to be in there observing. They'd have to be monitoring lesson plans. So we have lessons plans presented for every class that's taught. Correct. >> I don't know >> for Well, I mean that's one of the things we have to check, right? >> One would assume so. >> Right. Well, so if we know that those are required by each person person teaching SL specifically, but I think it's for every teacher at the at the school level. And we check that against the state requirements, right? It's all on the website what they
108got to teach. Yes. What's going to be tested? Yes. I mean, that gives you a good baseline right there to tell whether or not we're teaching what we're supposed to be teaching according to the state mandate, >> right? >> Not necessarily the class. >> Um, so I know we got actions in place, but I mean, one of the first things I would want to know is, okay, we got the results, right? We've got data, right? All right. Where'd it come from? >> Where does it start? Starts in the classroom, right? What do we have in the classroom? I've got a lesson plan. I've got the lessons that we teach. All right. Is it matching up with what the state? who's checking it to validate whether it matches with the state or not. Okay, we're not
109checking it. All right. Well, who's supposed to check it? >> Right. I I have not pressed in this situation, Mr. Tally or Miss. Jones on that. Now, when we've done instructional walkthroughs, part of the things that I'm looking for and we're talking about afterwards are what is what is the so, you know, what is the learning objective? Are are the teachers meeting that? and and like in I don't want to name [laughter] the teacher, but there would be conversations like this individual might be going too much in depth on certain topics and it's not really aligned with what the state wants taught correct >> or at the at the right depth. Correct. So, as far as our instructional walkthroughs, those conversations are being had and I can get more personal about pressing the principles about
110teaching. >> The reason why I bring that up, Dr. is is is not to to to dime anybody out, but from an investigative point of view. >> What I would want to know is where to start. It doesn't do me any good to chase down nighttime >> if I haven't addressed what's happening in the class. >> There's many spokes on that wheel and and nighttime might be one spoke, but yeah, these ones that you're bringing up are all important spokes to make that wheel turn. >> Yeah. >> Anyway, that's my two cents worth. I mean, I you know, if I can. >> Yeah, go ahead. >> You know, I'm just trying to figure this out, right? Because I mean, you've you've you've come here before, you've said, you know, we've done walkthroughs and we've, you
111know, watched and we've seen. So, to me, I would think and just looking at the data, of course, we don't know, you know, a pass rate of 30% 30.4% in geometry. Was there something that maybe should have triggered somewhere or maybe there would have been some way that we would have been able to know beforehand that they didn't maybe didn't get the information or they weren't tracking along? I guess kind of to uh Mr. Snott's point kind of what what do we have in place now that will kind of give us the data or will let us know whether or not the students are tracking or whether or not they're on because I thought that there was pacing guidelines or some other things or something. Uh it would be different if the number was a
112little bit higher, but 30. I mean that's that's I mean to me that says that you know they kind of didn't really know grossly what was going on in the class. I don't know. Um what would you say about that? >> Yeah. To your point and and I I want to be real clear from the outset. I want to own these numbers. I don't want to make excuses. I think what this tells our practice is we've got to look at our benchmarking in the middle of the the semester and see where the deficits are and use that to inform what we do moving forward. And now your best teachers don't rely on just one benchmark in the middle of the semester in order to do that. They're do they're being very careful in their assessments
113along the way. They're making sure that their assessments reflect the curriculum and the pacing that is given through CIP and by the state and and they're they're making minute changes along the way instead of, you know, getting to October and saying, "Wow, my kids 20% of my kids passed this. What am I going to do for the last two and a half months?" So, it's got to be more deliberate the early and with every assessment like we're just not giving. We shouldn't just be given assessments to get a grade in the gradebook. The assessment, it's a circular pattern. The assessments inform our practice. When when when the majority of the class fails the test, it tells me, well, I'm not going on to this next unit. I've got to circle back and do some remediation
114with these kids because they didn't get it. And so it's those sorts of things that I gota that I need to get into the trenches to to make sure that they're being done because I don't want to be up here in in May with our May or spring window having the same con same issues. >> Do you know what the assessment said this time? I mean were we were we tracking% yes those benchmarks were tracking low but not this this low. >> So we got worse after the assessments. >> Yes. I'm not going to make excuses. We did have weather. We missed a lot of time. Four days of school right there before we it was time for us to test, but we can't use that as an excuse. And um we we need to
115do better and we will do better. >> If I can say and then, you know, here where it talks about, you know, the communication, I mean, I don't know. I I I think that it's getting better. I I believe it is. But, you know, as a parent, I didn't even know that my child had an so. So, you know, it's kind of you can't really help your child if you don't even know that they are, you know, having so. So, I don't know if maybe it was the snow. Maybe that's what it was. Maybe the snow kind of >> it's in your inbox. >> Yeah, it's in my inbox, I guess. But, you know, I just think and I and I know you all are working hard. It's just some of this stuff in my
116opinion um maybe should have already been addressed or maybe we should have kind of >> I don't know. >> So we have already addressed the communication >> [clears throat] >> um with parent parent concern um that has been addressed and we have an admin council meeting again tomorrow with all directors and principles and that will be uh reiterated with all administrators. I've shared a system that I use as a principal to communicate those things on a weekly basis and um and so we started that this Sunday with high school. >> So when did when did I know you're going to get into when did nighttime uh implement when did that start? >> To to the best of my knowledge and you all that have been here historically know better. >> So we so we added
117nighttime and actually got worse than two of our subjects. >> Yes. Okay. And I think this data on my if if you're madam chair if you're ready for me to do the nighttime presentation. >> Sure. >> I think this data will be eye opening. So we surveyed when we returned you know last last month um Mr. Snotty asked to to do a deeper look into the effectiveness or efficacy of nighttime. And so we returned after the break and with a survey to to the high school staff had had good responses 54 to 56 on most of these. And so just briefly going through you'll you'll see a trend with the questions. The first question is I understand the instructional purpose of the program. One would be uh little agreement. Five would be strong agreement. And
118so you you begin with strong agreement on some of these problems. The goals of the program are clear and consistently communicated and we start moving toward the midline or more neutral agreement. The pro the program addresses a real instructional need in our school. We start to to cross that midline and go to less agreement. The program has positively impacted student learning in my classroom or department. again over the midline to less agreement with that from our staff. Students are engaged during nighttime. So this is a substantial piece of time and we've get little agreement that students are engaged. I would be concerned about the student learning if this program were discontinued and the answer 71.4% no. And I pulled some of these sample other comments. There is a need for remediating for some students. However,
119students do not seem to be taking advantage of the opportunity and are not engaged during the extra time. May need to consider returning to having remediation scheduled a couple days a month or a couple of times a month. Concerned about student learning in general, not sure if nighttime is the correct program, but something is highly needed. I feel it depends on the student. Some find this beneficial as they want to do better. the end of the day proposes promotes difficulty in itself especially on a Friday afternoon. I summarize with the table some of the remaining questions. The program is practical to implement within the constraints of the high school schedule. Yes. Expectations for using this program are consistent across courses and departments. No. 619.1%. The instructional time required for this program is justified by its
120benefits. No. 46.4%. 4%. If I had full discretion, I would choose to continue using this program. No. 58.9%. Our conclusions overall, staff understand the intent of nighttime, but staff are not convinced it's delivering results, especially where it matters most, and that student engagement demonstrated impact on student learning and whether it truly meets an instructional need. Moving forward, I recommend that we must design a bell schedule that allows for the minimum state requirements for instruction and we must have a system within that instructional day. As a former high school principal, you need dedicated time to remediate some students and you need to protect that the time for the activities that bring our students in many cases to school like FFA and Skills USA those co-curriculars or extracurricular activities or club activities. I mean those time we
121must protect because it brings it helps our attendance and it and kids get engaged and they do better in school as a result of those programs. So again this is this is a topic for uh Mr. Tally and Miss Jones and myself. I have a recommendation to them that we've calculated the hours on, but it would be to reduce nighttime to restore those minutes to the school day to the class so teachers have more time with the students, but pro protect on Tuesdays and Thursdays is what we're we've not finalized. That's what we're currently thinking. but protect on Tuesdays and Thursdays a 30 minute block of time at the end of the day or maybe buried between a couple periods where we have remediation time or we have club time or we have those extracurricular
122times that students could engage with >> I can tell you're chomping at the bit >> I'm sorry I just want to say one thing the two non-negotiables that I that I gave Dr. ring staff with regard to nighttime were that we must protect 140 hours of seat time instruction for for for for classes. That's that's a non-negotiable. And the second is that students who fail an end of course subject test must be assigned nighttime remediation to a teacher that is teaches within that department. So, for example, if a student fails the the uh geometry end of course so test, their nighttime teacher that they are assigned to must be a math teacher. Um, those are the two non-negotiables moving forward. And I've asked for this to be implemented very very quickly. >> I would caution
123the the use of the uh bringing them to school for the curricular stuff because I know when my child children have bad grades, there's no curricular Yeah, >> there's no nothing. Uh why? Because they'll get it when they get the grades up. So I I understand the ADM aspect of it from from like our numbers and finance. Trust me, I get it. But I would caution using those terms for why we're doing what we're doing. >> Okay. >> Um I I would also ask this. How many night times do we supervise? If the nighttime is unsuccessful, if we've got this negative support, no buyin is what it sounds like to me from a first semester. uh take on it, which we heard it. We heard it when we started, right? We're trying to get buy
124in. Well, obviously it's not happening because you can see it on the diagonal survey results. However, uh that doesn't negate the fact that we still have to get in there and supervised. How many classes how many nighttime classes where we knew we had trouble students in there? How many times did we go in there and check to see what they were doing, if they were working, these are these are these are basic leadership, you know, supervisory stuff. Uh you know, if if something's not happening like it's supposed to be happening, what do I do? I get in there and meet it at the point of friction. Uh, and if that's if that's a problem between a child and and the teacher, all right, well, let's find out where it's at. Who who's it who's who's
125the problem with? Is it is it on my side or is it on the other side, right? Uh, at the end of the day, we got to find a compromise to get the student student grade up to here. Uh, which will impact the SOS in my opinion. Uh, not just that, but their grades. Uh but at the end of the day, if if we don't have anybody going to check to see everybody's doing what they're supposed to be doing, child, teacher, uh department head, whatever, then we're fighting a losing battle. Nobody's even checking to see if I'm doing my job. >> There's no there's no attention from supervisor. Why do I need to worry about the extra stuff? >> And I I do want to just remind the board that when we say co-curriculars, when
126we talk about FFA, yeah, >> that is a required component of that of that CTE program. And so having time to have the clubs meet meet if you will FFA being one of them and FBLA that that is highly highly important. Actually it's a it's critical that we provide time for those co-curriculars to um meet because that is a requirement of the courses that the students are enrolled in for CTE. Did want to mention that. >> How often do they have those? >> Um I'm not certain. I know that they had it at least once a month previously. Dr. ring stuff. Are you familiar with how often those are meeting >> the co-curriculars? >> Yes. >> I don't think it would I don't I don't know that the amount of dedicated time for that. >>
127Okay. We will >> research that and we will we will uh update you next month on on co-curricular instructional time. >> You said used to be club days. >> Used to be club days used to be like once a month. >> So So my that's where my mind is going on what we need to get back to for for nighttime. It's I know that they want to use that term, but the old school style of we dedicate. Hey, we got this. >> Oh, no. I'm talking about the curriculars, not the not Yeah. I'm not talking about the night time. Yeah. Yeah. The curriculars, the extra stuff that we do that would support whatever club. >> Yeah. Yeah. Uh CTE. Yeah. >> Oftent times FFA and Skills USA, they they use club time, but they also
128I mean those programs usually meet before school, after school. >> I mean, they do fundraising. So, it's >> Yeah. >> So, we'll we will um next month as part of Dr. to ring staff's instructional update. We'll we'll do an analysis of our um CTSO time and what that looked like last year versus what it currently looks like now. And um we'll have an update for you. >> Yeah, no worries. Madam Chair, if if it's the board's pleasure, I I'd like to see this on our agenda every month that we're starting to track where we are, where we've been, some of the pitfalls, what are the strengths we have, where are our weaknesses, and see if we can get in front of this because I'll be honest, that's embarrassing. Absolutely embarrassing that, you know, our scores
129actually dropped after we implemented a program that was supposed to raise them. >> So there's there's a cog missing in in our gear box somewhere. Would the board be open to maybe having some teacher representation present some of these figures along with me? Are you or principal presentations with along with me? >> I would want to see data. I mean, at the end of the day, I don't want any teachers doing more than they have to do right now. Okay. >> All right. But they've already got students to teach. They've got nighttime. They've got, you know, homework to grade, etc., etc. meetings to attend, all that good stuff. I want them to focus on the core, their core, which is teaching our students. But data we can pull from power school from wherever. I mean
130to me I believe I believe this is a system problem not a teacher problem necessarily. I'm not saying >> I think they need to know what they need to provide to these students. evidently there's a mis a disconnect somewhere >> where maybe this this child needs this particular type of questions or you know >> help and this one over here I don't know if you're putting them all together or you know how that's done >> there are elements that we can dig into right I mean at the end of the day when you're talking data which you guys are great at right you go into digging into data if I'm looking at students that are that that are in the 80s on their you know grades right and I look at them and they're like
131you know I barely 3 350 right for the same class biology you know missy get in here and tell us what you're doing what do you mean I covered this that and the other and this is on the thing and okay so this is being covered it matches with the state etc etc so we just have a problem here well now I know where the problem is because I've looked at the data right I've looked at what's happening but it seems like to me we've got a there's a gap between what's being taught and what's what's being taught what the state requirements are whether we haven't updated our lesson plans accordingly. I don't know. But at the end of the day, it comes down to a leadership thing for me because, you know, it's on
132us, right? I have to know what it is that I don't know. >> And I I don't I have to get the data to do that. And that's kind of where we're kind of scratching our heads just like you are going, I don't understand how many students are failing. >> None. They all got but they got so bad bad grades, right? Percentage wise. >> So, it's one of those kind of setups. Right. We can get at the right data. We can work together and get it the right data. >> I don't think this is like unattainable and I don't think it's I mean I think it's an indicator. That's all I think it is. It's an indicator. Where's the gap? Where's the shortfall? What are we lacking in? What what are we forgetting? Like what
133happened two years ago? What what are we doing different? What happened? All right. Somewhere in the middle there. There's an answer or several possibly. I don't know >> if that makes sense. >> Yes. And I I agree. Yes. All right, that let's go to 7.07 the BCPS strategic plan for a drain. [clears throat] >> I prepared I know I've prepared a I'll be quick about it. When we step back to design because this is an important document I want to get this right. When we stepped back to design the comprehensive plan, we were disciplined about one thing from the start. We did not want a document full of good intentions and disconnected initiatives. We wanted a plan that reflects how schools actually work, where clarity, consistency, and trust matter just as much as innovation. Input
134was received from community members and staff at five separate meetings. There was an additional day where the superintendent, directors, and principles further refined the action steps. Three driving forces shaped every decision we made. One was instructional coherence across the division. We heard a consistent message. Teachers are working hard, but expectations have not always been clear or consistent from classroom to classroom or school to school. That variability creates confusion for students, families, and staff, and it makes improvement harder than it needs to be. That's why the plan prioritizes a co coherent PK through 12 instructional framework, aligned curriculum, clear expectations for rigor and engagement, and a commitment to staying the course long enough to evaluate impact. The goal is not rigidity, it's clarity. When expectations are clear, professional flexibility actually increases. People are the system. No
135strategy succeeds without stable supported adults. Hiring, retention, induction, staff voice, and professional culture are not side issues. They are op they are the operating system of the division. And this plan reflects the reality that recruitment alone is not enough. Veteran staff need to feel trusted, heard, and valued. That's why the plan invests heavily in refining our mentoring, professional learning, staff voice, and leadership development because sustainable improvement depends on people staying, growing, and believing their work matters. The last is last one was predictability, safety, and trust. Teaching and learning cannot flourish in environments where expectations are unclear, behavior responses vary widely, or safety concerns feel unresolved. The plan responds by strengthening divisionwide behavior expectations, tiered supports, and school safety systems while also emphasizing restorative practices and proactive supports. At the same time, trust extends beyond the
136school walls. Families in the community need clear communication, consistent messaging, and meaningful opportunities to engage. That's why communication, public presence, and measurable community engagement are embedded as core strategies, not add-ons. Consistent across all three driving forces was dedication to improvement. This plan intentionally avoids chasing every new idea. Instead, it commits the division to continuous improvement. Academic, behavioral, operational, and perception data are meant to inform the board and and are for reflection reflection, adjustment, and learning over time. In short, the selections in this plan were driven by a simple belief. If we get clarity right, support our people, create stable and safe environments, and stay disciplined about improvement, better outcomes will follow. Now, this is a this is a first read, and I would ask the board's help in offering suggestions over the next month or
137pressing us a particular direction on what needs to be refined or changed or and we'd also like to put this out to the community one final time in addition to your input. Anybody have any suggestions? [laughter] >> Concur. >> You said over the next month, see it's first draft. And I know this is a a big document, but I hope that you'll reach out to the superintendent with any changes or any suggestions that you have in the next month as you read over it >> and we'll have the we'll have the community um feedback from survey and and employee an employee as well. >> Yes. Thank you. Yes. One little thing I would like to ask is when you have an acronym, try to put that in parentheses because, you know, we there's so many
138going through our minds. >> You're so right. >> We can't remember all of them. So, if you can do that, I'd appreciate it. >> Yes, ma'am. >> Anyone else have any suggestions? >> We did figure out SWD there earlier, didn't we? >> Yes, we did. [laughter] You did. I didn't. All right. I think that's all for you. Thank you very much. >> Thank you all. >> Thank you. >> Um that leads us to 7.08, the energy efficiency update by Mr. JB Hess. >> Good afternoon, board. Thank you so much for allowing me to be here. [clears throat] Um case in point, why we need AEDs is my current heart rate is No, I'm just joking. Um, [laughter] all right. So, I have the pleasure of presenting the energy conservation measures that have been in place
139since October 13th. Um, unplug the plug as usual and as always, Buckingham County Public Schools remains committed to fiscal responsibility and environmental stewardship. I'm going to go right into the report cards. Um, and they look pretty good. Just giving you a little bit of a of a precursor. We do have two straight faces and I think um I can have a I've got a good a good handle on those two as we move forward. Uh this just a reminder the billing cycle here says January. However, it is December. So we went through all of the Christmas lights and the things where we did not want to be Scrooge or the Grinch, but we didn't want to be Snoopy with everything out uh all the lights. So I think we found a happy medium. I think
140you'll like what you see. Uh, first up is um preK. PreK did a good job uh through January of last year to this year. They are down 5.69%. They saved $189 on their bill. They get a smiley face. Good job. Okay. Uh the primary school from January to January saved 11% on their bill. Um which is $96. They get a smiley face. Uh that brings me to a point. um this school. Um we'll probably have to talk about that next schoolboard meeting because as most of you already know and those behind me already know, we had an HVAC event um Sunday the 4th before we started back to school. As our custom, we usually put all of the systems on unoccupied during Christmas and then usually a day or so before we get back to
141school, I shake them awake. it's been uh they were slumbering and so I bring them back up before we have teacher, staff and students to make sure that we don't have any uh runaway rooms or something that's not operating properly. So it gives me time to do diagnostics through EBI. So that's what I did. Um that was Sunday early. By midday everything was spooling up nicely here except for the primary school. So I was given it a moment because it could lag a little bit. Um, by around 12:30 or 1, I'm like, we got a problem. So, um, Mr. Shoemaker sent me a photo of the We have two boilers. We're redundant there, but we do have two boilers. So, one was down. So, I came over. Um, we put an emergency call. We brought
142Honeywell over. We got that boiler back up and running. But again, the next day that boiler failed. The system was down. We were down to 60% rooms being on point, 40% not. So that brought us into teacher workday that way. And we have been battling all since then, all the way through even this last weekend with the cold spell till today. I just got a text before we walked up here. We only have three rooms currently that are not um supporting themselves that we'll have to supplement heat after we get through here. I'll go by there and make sure we're squared away. Um just a as a sidebar, we did not lose any instructional days. We did not lose um instructional time. I did have to move a couple classrooms yesterday and asked for a
143couple classrooms today to be bounced around a little bit. I really appreciate all the flexibility from the admin and the teachers and the students. They just bounced and they um you know they're flexible. So I appreciate that we're able to get done what we needed to get done. So I did have to put in supplemental heat. So those little things are like angry little robots sometimes. We know they they like kilowatts. So, I might have a problem with this particular p this school next uh month, but I'd like us to we'll look at that in light of what we what we got accomplished, which was keeping kids in school and making sure that we hit those instructional marks. Um, and I'd also like to thank um Patrick Moore and also Roger Schemaker for staying with
144me until we hours of the morning on I think it was Monday. all these days are running together. So, if my timeline's a little off, I'm on, you know, I'm an old dog. I can only chase one rabbit at a time, but uh I've been up a lot of hours. So, I do appreciate those guys being there with me all the way through. Um so, again, the primary school's on point. May have a slight deviation next month. And I'll answer any questions if you'd like now or we can wait till I get to the end. Um let's maybe wait till the end. Keep going. >> Okay. Yeah, the elementary school uh from January to January, 48% decrease in energy usage. That's a $2,300 savings over Christmas break. Excellent job. There should be two smiley faces
145on the paper. Middle school, same boat. Good job. Uh we shut those down uh over break. 23% savings, 31 30, excuse me, $3,155 savings. High school last year to this year down 3% saved us $287. Smiley face. Cottage again 3.4 excuse me 3.64% $7.93. Dollar saved, dollar earned. Smiley face. Thank you. CTE um stayed relatively the same. They they're down about a half a percent which is really they got a straight face which only cost us an extra $19 from last year to this year. But they did have a lot of good stuff going on. They did welding practice which I got a text earlier today or an email. They won a lot of awards so they were working on things. So we gave them a straight face and I think next month they'll be
146right on track. Uh bus shop 24% down from last year. $134 savings. the schoolboard office slightly down [clears throat] from last year. Um, my reasoning or my thinking on that was we did have a lot of staff in and out over Christmas break burning the midnight oil as my grandma would say. Um, and also I have a baseboard heater there that's in the basement as you walk down the steps. Kind of a supplemental heat in case it gets really cold down there. I don't want any freezing pipes. Um, so I believe that kicked on several times over break which created this. Um, and that added a $76 bill. I'm sure next month they'll be right on point. All right. Um, alternative ID brought it down 25% from last year. $117 savings. Great job. So, that
147takes us to our total page. Um, as you remember, we're looking for around 7%. That's anytime we do a new initiative. 7% is great. 10%'s on up there. Um, so, excuse me. So right now we are at around 14% for Buckingham County Public Schools of savings right now. Um and we've saved 175,000 kilowatts. So that's that's pretty big number. Um and our savings that translates to dollars is around $20,7976 thus far. Um so our next steps are to continue to push. Um as we know this January month can be uh cold. Um, but we have to keep the keep the momentum going that we have. Um, and then I'll present to you the data next month with a little caveat about the primary school, hoping that we can weather that storm as well. Any questions
148from me on any of the items in front. >> Does anyone have any questions? >> I do. Any any sense of what's causing this? I have a >> systematic failure of very track systems. >> I have a I have a hypothesis as I watch how this system works. We have redundant systems down there elementary primary. >> Um I still haven't got an afteraction report from Honeywell. >> I'm interested to see if my hypothesis lines up with their end of action. Um and I when that comes I'll look at it. Um, I don't know, you know, how deep you want me to go into it, but they did some work on a on a bleeder, an air bleeder valve up top on on the on the um primary side and also a pressure reduction valve. This
149was done before Christmas, right? >> And if that leaks a little air into the system, it creates an air hammer and we heard that going through the primary school before break. Air hammer stirs up sediment, sediment goes to your units, you have a problem. But they fixed it. um which we thought that it was completely fixed and there was another um repair done over Christmas to a u pump over the library and now the pump in the library is operating properly. So I think somehow another they're still trying to chase that down uh on why the the air entered the system. But the two logical things I'm a I'm a if it's a looks like a duck, walks like a duck and quacks like a duck, it's a duck. So the two logical things were
150those two points could have put air in the system creating what we have in front of us. The interesting part or what I'm really looking forward to is what we can learn because if this happened once it can happen again and I want to get in front of it. Um do do we need to start a chemical program there that we haven't had before? Are we have 14 years on that building right now? 1314 if I'm doing the math right. So we're getting a little age there. It's our newest, but it's um it may need a little help with the chemicals inside of the closed loop system. >> Is it in your opinion? Do you believe that the u the cause was preventable or is it something? I mean, >> I watch that. I don't
151know how you would uh it is the other I will say this. The elementary school has a new um pressure reduction valve. It they replaced it maybe a year ago during their normal maintenance. they must have seen something and it didn't cause this. So, one bleeding that kind of air into the system, I don't know how you'd you would prevent that. Um, unless you just rout routinely swapped them out, I guess maybe every five years, but that's not part of that program. >> Okay. >> And hopefully I can answer that question because that's what I'm looking for. Anytime you have a setback or feedback or you guys give me feedback, it's a chance to learn. And if I don't learn anything, then I'm scared that I'll be looking at this again. So, I want to
152learn from it, develop some new systems so we don't have it again. >> At least maybe it'll be a new problem and not the same one anyway. So, >> I just want to say thank you for the time you put in. I mean, I I know some of the texts that we were getting it was late and you know >> Yeah, I'm sorry to have that. >> No, that's not a problem for me, but I was feeling sorry for you because it was just starting. >> That's that's part of the job. It's I appreciate the support. No problem. >> Thank you as always. >> Thank you, Bob. >> 7 09 graduation fundraising update. >> Uh we'll be able to provide you an update um next month with when Mr. Thally's back with us. >> Okay.
153And don't forget they're having that thing tomorrow night at Penos. [laughter] >> Um 7.10 recommend approval of a 2019 Dodge van be declared surplus. Zayn Harshman, director of transportation. >> Good evening, ladies and gentlemen of the board. Yes. Um, we had a van that was totaled back in October. Um, right down on Route 20. Uh, Mr. Ronnie Palmer has taken the engine transmission out of it, any salvage salvageable parts that he's going to put into another van to help kind of restore it and help save money obviously, but this van is a complete total. So, we're just asking to surplus it to I believe it's J&J Recycling in Farmville and just asking for your approval. >> Move to approve. >> Second. >> A motion's been made by Mr. Christian and second by Mr. Snotty to
154approve the um declaring this 2019 Dodge van be declared surplus. Any questions? All those in favor, please raise your hand. That's unanimous. Thank you. >> Thank you. >> 7.11 2026 27 school calendar draft. Melissa Hayes. Good even. So this is just a draft of our calendars. Um we worked on this with the calendar committee over break and then um some in December and over the break. So we wanted to present to you the two versions that we came up with. Um version one as you can see on here and I I believe everyone should have paper copies as well for you to be able to see it a little bit better. Um do you need another copy? >> No, we're good. Okay. We're shared. >> All right. So, in version one, the new teacher academy,
155which is a a slight change from what we've done in the past, we're going to do four days for new teacher academy. Make sure we get them in long enough to really get them all the knowledge and information that they need. Um would be July 22nd and I believe I have a typo on there. I apologize, but it's the um it's small on mine. 22nd to 23rd and then also the 27th to the 28th. So, we would have those four days. Teachers will report on July 29th. The student start date would be August 5th. Winter break, December 17th through January 1st. Spring break, this is again a slight change, and I'll get to that a little bit later with some change with feedback from you guys and and staff. Um March 20th to April 2nd,
156the last day of school is May 20th. And then an additional staff PD, this is new, would be on October 12th, which was um Indigenous People Day, uh Columbus Day. And so this version is very similar to what we had this current year. Version two, the second one here, um new teacher academy is July 27th through the 30th. Teachers report August 3rd. The student start date is August 10th. Winter break December 21st through January 2nd. Spring break again the same is March 20th to April 2nd. The last day of school on the 21st and then the additional staff PD day on April 12th. >> [snorts] >> So on the next slide, there's just a note about the continued change to parent teacher conferences. We've done this a few years now, but it is a change
157to how we used to do parent teacher conferences. We moved it a little bit earlier. So it's in the first nine weeks, especially for our classes that are semester based, so there's a chance prior to the end of the first nine weeks to get feedback um so parents can see how their students are doing. um preschool, primary and elementary schools, they would have conferences on the Wednesday of each conference week and that's an early dismissal day so that we have an extended amount of time for parent teacher conferences. So they would have from 2 to six um since we know at that age there's usually more parents who come and come for an extended amount of time. So we wanted to allow time for that. On the next slide we talk about the things that
158are identical on both calendars. They they both have a return date for the second semester for staff on Monday, Janu January 4th and students returning on Tuesday, January 5th. Both observe a half day for all staff and students on election day, November 3rd, which is what we've done the last several years, as well as the recent addition to the current calendar of Veterans Day observed on November 11th and both show that Columbus Day would be a professional development day. The next slide, this is a spring break analysis. So, what I did, I called um the governor's school and I said, "When do you have because I know this has been a concern that's been brought up. When do you observe your spring break? When are you anticipating it for next year?" And what they informed
159me is that they do not follow one particular school. They look at the 10 schools that feed into them, which are the first 10 on the list, and see what the majority does and that's what they go with. And so, as you can see from this current year, it was pretty evenly split. And we just happened to be on the side they didn't pick. So, um, looking at next year, I I looked at all the schools that had already released their calendars and every single school that has released it has the same as what we've proposed in here. Um, I did include at the bottom, so from Gland down, those are the school divisions that we play against in spring sports when this would be affected because I know that was another concern trying to
160make sure we can schedule our sporting events with those divisions. And so, I shared what um, their spring breaks are. And again, if you look um GLAN, Appamatics, and William Campbell, so three of those five will have the same spring break that we're anticipating. So, we did shift it back one week, so it would align most likely with Governor School. I I can't anticipate at this point because they aren't releasing it. Um and then also with what the majority is already released for spring break. So, I wanted to cover that from both angles, from our governor school and from our sporting events. So, we're on track to be aligned in both areas, but again, we're we're kind of anticipating that they will do the same thing here. >> On the next, >> do you know
161when they release it? >> Schools do it at different times. So, I know the last couple of years we've released ours in February. Um, some do two years at a time, which is why I was able to see some of theirs already, but a lot of places will do it later in the spring. >> How about Governor's School? When do they release? they wait until they see what those 10 divisions do and then pick their spring break based on that. So that's what I called and asked and she said, "Well, it's I can't really give you a fair answer because it's going to be whatever the majority does and >> we don't have another meeting until February 18th." So, >> and and I will keep checking to see if other school divisions release theirs. One
162had released theirs this week, so I was able to grab that and and add that here. I would say that most school divisions would have at least done a first read of their proposed calendar by February >> about you. >> Right. So I could check their board docs as well and see if they've posted because regardless of the calendar like us, we have the same spring break on each calendar. So I could anticipate from that what they would have, but I'll do that. Um, so we had our parent survey in the fall and we added questions this year about the calendar. Just a few questions. because we didn't want to make the survey too long. And some of the feedback we had um 144 participants responded to the survey in general. And then for the
163questions about the calendar, we had between 48 and 64 responses to that open-ended part. So the things that the families and parents liked about our calendars, they really like the balance of the breaks that we had where you would have almost a day each month or every six weeks where the kids had a break from school. They like the consistency in spring break and our winter break. They felt that our calendar was very clear um and they liked having the information well in advance. Like I said, the last two years we've done it in February, so they have it well in time. They really several comments about our pacing ending the first semester in December and then our second semester before Memorial Day. People really like that. Um and then we have this option with
164our website where you can Google, you can sync with Google for our calendar and they many people mentioned that. Um, and several even said they like the color coding that we had on our printed calendars. Um, we had a lot of comments about having a staggered kindergarten start where the boys come one day, the girls come one day, and then everyone comes the third day and that that's also mimicking preschool. Um, and several comments about starting midweek, which we know we typically see that. Um, what changes parents and families requested and some of these contradict the things that they liked, but of course you had different people commenting on different things. Um, we had several comments about wanting to start the end of August or after Labor Day, but if we do that, we obviously
165can't end in December, so that kind of um, hinders that one. Um, there were a few comments about wanting less half days or eliminating them all together. We had a couple comments about having a full week at Thanksgiving for that break and then a couple mentioned the possibility of a year- round calendar. So, I'm just sharing all the feedback that we got so it, you know, everyone's represented. And then the next slide, when we sent out the survey for staff about which calendar they would prefer, I added in a a section for them to give feedback if they wanted to. So, we had 211 respondents to the survey and 18 responses that were open-ended. So, there were three comments about not wanting to start in July, three comments about the preference to start midweek, three
166comments about not wanting um indigenous peoples or Columbus Day to be a professional development day, two comments to ensure January 4th is not an inclement weather makeup day. There were some very strong responses to that. Uh there was a comment about the half days leading to some attendance concerns possibly and wanting us to look into some data on that. That comment was I want to say it might have been yesterday evening that I got that and so I had just started to look into trying to pull data to see our attendance for that. So I can provide that for you too at the next meeting if that's something you want. Um and then the loss of PD time for preschool primary and elementary staff. And then four comments strongly in favor of version one. Um
167and then there were two comments about liking both calendars and kind of hoping that there was a blend between the two. Um we struggle sometimes because in order to get the 90 days in the semester prior to December, you have to start by a certain date. Um so and then the last slide is the survey results of which calendar people preferred. Um so um it was a a slightly in favor of version one. Um 54% to 46% were in favor of version one. And version one is a calendar that starts midweek, starts on a Wednesday for students. Um, version two starts on a Monday, but you start a little bit later. So, those are the really the big difference between the two calendars. Again, this is just the draft for you guys and giving you
168all the information that we got from feedback from parents and staff. Do you have any questions about it or any further information you want me to look into before next month? >> Yes. I I had to ask Madame Chair if uh my eyes were messed up because I'm seeing pink at the top and purple on the side. She pointed out it's purple. So for for the half day for students and teachers. >> So on the screen it's purple. Like when I pull it up on my computer, but when it prints out, I don't know if it's our copier, but when it prints out, it's pink. >> I seriously thought my eyes were going bad. I was looking at the red going, "Which one of these reds is supposed to be pink?" >> I will let
169y'all know it's a copier. >> It's a Okay. I noticed even the black there's some kind of thing over where I made some copies for Dr. Reason and it's >> yes >> I don't know really what's but I noticed it just when I gave them to her this evening. Yes, >> it's a copy >> but on the screen it is the same color. >> Oh, no worries. No worries. [laughter] Um I have a question and if it's not possible just tell me. Um but in light of the conversation on so dates earlier um I fully support it being everywhere we could think of. There's a gap between new teacher academy yellow and closed red right there. Can we put a color there for so dates >> and add them to the calendar >> for new
170teacher academy? >> You see where it's you see where it's at on both both of them. You got new teacher calendar and the yellow at the top for your for your legend. >> Yes. Oh. Oh, >> right. So, so we have a color right there with so dates. >> Oh, that's what you're saying. Yes. Absolutely. For those last two weeks. >> If it's too much, it's fine. >> That's not a problem at all. >> That way it's on the website and everybody >> and everybody knows exactly when it is. >> I mean because I'm looking I'm like I don't even know. I'm like, I what when when does it start? I don't have [laughter] >> Yeah, >> right. >> Sure. Absolutely. >> It'd be a simple fix. I'm sorry. >> Yes, >> that's good. >>
171Don't leave people on the floor. >> Which one do you want us to prove? Both of them. >> This is just [laughter] a >> Hey, two comments did say that. So, this is a first read. >> This is the first read. We don't have to do it today. >> Yeah, you don't have to. This is just >> We may need to get some input from some other people. Who knows? >> No worries. >> Okay. Any questions for Melissa? Miss Haynes. [laughter] >> Thank you. Appreciate it. >> Um that leads us to 7.12 special education outside placement data by Miss Jennifer Graasier, director of special education. >> Good evening everyone. Um this is a followup from last month in regards to request um which I am providing a breakdown. Uh, I redacted out the student names,
172but I wanted you all to kind of uh see the the students that we have, whether they are currently in outside placement or the ones that we paid for uh fiscal year of 25 and you know, it's showing zero for the estimated cost for 26. I met with Kim Glover who is our comprehensive services coordinator. and we went through each student. Um, and I have started at this point talking with um, our lead special education teachers andor principles at our schools to talk about students that are currently in outside placements. and I have also set um times to meet either either in person or on virtual with directors of our outside placements to talk more about students and um either looking at transition plans. Um so I just wanted to kind of bring up a
173couple of things. As you see the cost uh for some of our uh students there is an enormous increase for fiscal year 26. Some of that uh is based on when they were actually sent to a specific outside placement as far as how much monies uh were spent based on their enrollment date there. Of course, if they continue full year uh for 26, this is the the true cost in which it would would be paid out. Um if you look at student 20, I wanted you all to see that currently uh this 10th grade student, we are uh starting that transition to bringing them back to public school. They are currently coming in and taking a class at the high school. one class. If you look at student 30 from the same Bear Creek, um
174they are coming in and taking two classes. Uh this student is a senior, so will be graduating um this year. Unfortunately, [clears throat] with some of these outside placements, whether they're there all day or they leave just like these two students, we are still having to pay the full amount. This is a federal um this is grant uh that or funding that's provided uh to our CSA. So, it's not coming from our pocket in regards to their enrollment costs. >> Which one was that? >> I'm sorry. >> All of them. >> All of FY26. Those costs are absorbed. >> Yes. >> Um >> the cost of the school. >> Correct. >> The only happens is we have to go before the board of supervisors if we want to if we have to up update it,
175right? >> Yes, I believe so. Yes. I did include um but before I move to the second part, do you have any questions? I mean I look at these daily. Uh for example, student one, we received some information recently that the pot uh there is potential that this family is no longer in the county. So immediately I have contacted Miss Glover at um CSA as well as uh Miss Jones um and to let them know the information that we received. So the next step is for Miss Richardson, our school social worker, to reach out. um when I spoke to the parent um when I asked for an updated address, it became silent. So there's a red flag there. So we're going to take the next step and explore if this individual is no longer in
176the county. It's not something punitive for the child because this is a residential placement. It would be us um extending that olive branch to the county in which that family is now living. So that is a continuum of service that's being paid out from the other counties. So um those are kind of the things that that have that that I'm currently working on. I look at this at least two to three times a week. and the communication. I try to make sure I stay open with the administration at each of the placements just to make sure you know we are getting on track in getting some of these students transition back. There are students that are in outside placements and due to the severity of their disabilities or their or their needs um out you
177know outside placement is the appropriate um LRE for the students. Um so before I go to the second part do you have any questions uh on this data >> 16? >> Yeah >> I'm sorry >> student 16. Yes. Um this particular student um either would um there was a lot of um extenuating circumstances um that the parent the student would go we would find a placement the student would go the parent would immediately the student would have a complaint and the parent would say um this isn't the right placement. Um and then the last placement that the student was placed um prior to to that last placement they would last maybe one day two was the max. This student lasted five days. Um there was some severe situ uh behaviors and things and when the
178outside placement did not want to give up on the student but the parent chose because there were uh strict expectations um that we do uh follow from the outside placements and the parents said at that point that they would just rather homeschool. >> Gotcha. So this basically the finance there is to date >> correct. and we're not held accountable for if they chose to homeschool anyway. So, >> correct. Yes. >> Okay. >> They could change your mind. >> All right. >> Again, >> so so I want to make sure I'm clear. You you what you based on what you've said the $2.6 million at the bottom. That's all net zero impact to our budget because it's flow through. >> Correct. Correct. But it doesn't account for I'm assuming for the staff and the in the
179transportation. We're still >> That's my next That's your next >> next presentation. I want to thank uh Mr. Palmer and Mr. Harshman for putting this together. Um these are um the actual outside placements. The first part of this slide uh shows how many students are presently attending these specific outside placements. Uh if you see for Bear Creek Academy, we do have two drivers and that is because of the localities of the students and how they are being transported in. They um Mr. Harshman explained to me that they are trying to eliminate, you know, drive time students in cars more than an hour and a half. Um excuse me. So, um, yes, there are a lot of students that and a lot of drivers that we are paying. So, their rate is 14 I think there's
180one that's paid. I don't know if this is a typo. Um, but drivers are [clears throat] hourly 1450 I do believe now. Um, so that number will change. And then there's fuel cost. Of course, we have three uh schools that are in the Richmond area, Faison, Grafton, and Douly schools. And um then we have Elk Hill in Gland. And then um the rest are either in um Cumberland or down in the Charlottesville area. So, it is an exorbitant amount of cost for fuel as well. Um almost $50,000 in fuel. So, the total um is around three $323,710 which is paid out of my funds to pay for those drivers. And >> and that's prior to any maintenance incurred or issues incurred along the way. >> Correct. >> Right. >> Wear and tear on vehicles. >>
181Correct. >> Accidents total van. >> Correct. Um, you know, I have shared some ideas, you know, in regards to because you have, you know, a car is only going to hold so many. You know, a van's only going to hold so many. Um, and you know, we are working with what we have. I do know that we have some higher passenger vans and things. I've actually kind of said, "Hey, can we look at that?" So, there's a lot of things that we we're in talking about to maybe cut down even more on some of these >> uh costs. So technically every one of these vehicles technically right from a state and federal standpoint without any policy directing to the contrary are unauthorized. Our non uh yellow outside of our activity buses all of our vans
182and cars and stuff that we use and I' I've said it before. I said it when I first came on deck. They're unauthorized. We don't we don't have permission to use them. All right? So every time we do this, if something happens and something comes back to bite us, we're technically outside the the guidelines of law, if you will. Um, and nobody wants to address it even at the state level. They put out surveys and requested all this information. We said no, we're not using them. Most of the state said that. Um the impetus from from from your position uh for for this data is to show where we're spending money with our students out there and the impetus for us to bring those students back home if we can, >> right? Because it's costing
183us >> a lot, right? It's not to denigrate anything going on with with special aid and what we need to have happen. It's just to show that look where we can where we can keep these children here and educate them here, we we we should do it. >> Correct. It's a responsibility not just for the child but also financially for us. >> Yes. >> Um so I'm sorry Mr. >> The only law that that you know that we are following is the idea law. So when an IEP team makes a decision um that a student requires special transportation um which includes going from home to an outside placement. That is a law in which the umbrella in which um >> which I find totally amusing >> where one side's got the requirement and one side
184has a different requirement that doesn't match. >> Right. >> Yeah. Because that was going to be my question was you know why is it that we can't you know have the parent to take them to you know the location that they need. I mean how is it our responsibility? But you just said it according to the IEP. >> Yes. >> Um so I guess you know once we do everything with IEP, what are like how do they determine that in terms of needing special transportation? Well, spe it would fall under the category of special transportation in particular for a student that the it is determined that their least restrictive environment would be in an outside placement that automatically trumps to special transportation. We still have to provide transportation to that facility. Um other other things
185in regards to using a special education but a bus that's uh specifically designed for students with disabilities whether it's a physical impairment um autism it pretty much uh I would say the majority of those students are on special transportation just because of the sensory uh is part of their disability being on a large bus um is not safe for them. So, um you know, part of that idea law is is that if it is determined through that team process and it is outside of the home school, the least restrictive environment is now determined to be in another facility, then we have to afford transportation to them. It's not on the parent, it's on the school, and that falls under the special transportation. >> Well, yeah. I mean, but what if their special transportation, you know,
186is a helicopter? I mean, they could say anything. I mean, you know, if you're saying, well, you know, they've got some type of sensory deficit, right? And you know, well, you know, my sensory deficit includes that I can't sit in a in a vehicle or in a bus. Then what we then we do a horse and buggy? I mean, >> no. That's when there are criteria and considerations for placement. It goes from public day school all the way down to residential to home. Um, in a situation, an example like you gave, if they're unable to be in a school, I mean, in a van or a car or bus, then we have other considerations we need to look at. Do we need to provide their education at home on a homebased um, [clears throat] excuse
187me, a homebased scenario, virtual? Do they need based on their disability and um the criteria in which they are functioning? Do we need to look at a residential? So it's not just outside placement for the day versus school. There are other there's probably 10 different considerations that we have to look at when we get to that. >> Okay. So so it's just not automatically we just ship them out. So we do go through a process to determine okay can they go through homeschool so that way we don't have to transport them. >> So there is a process that is in place. >> Yes sir. Absolutely. [clears throat] >> Are there any other questions? Thank you for gathering all this data. It's pretty helpful to see how that really works. >> If you if you start
188to look over it and you have any other questions, please reach out. I'd be more than happy to dig dig even deeper if you need me to. Well, the biggest question I would have is I mean when we're determining the locations, um are any are there any is there any way to get any overlap where I've got multiple students going instead of different directions, I can put them in one institution to save some of the logistics behind it. M >> a lot of the placements um that we're seeing um for example, if I looked at um some schools only serve middle and high school age >> um students with autism, you know, we have used VIA, uh which they have locations in Charlottesville, excuse me. We do have I mean there are choices you know
189we based on where we are currently located you're looking Lynchberg things like that and it's also based on if they have availability at the time based on their enrollment [clears throat] >> so there's no way we can consolidate >> I can definitely start looking into that I mean um but like I said depending on grade level and their and their need >> but that is something I I'd be more than happy to start looking at as oil. >> Well, I mean, we've already done the dive on where they're going, what's what's costing, you know, far as transportation goes. I think that would be the logical next step in my opinion. >> Okay. >> Um, sure. >> Where we could cut in, cut corners, whatever. >> Uh, and and still maintain, you know, the educational qualities
190for for the individual student. >> Okay. >> So, when we're sending those students to the um these other locations, are they the services they're receiving, is it just educational or is there's occupational therapy? uh they're receiving counseling services they have. So, for example, students at Bear Creek >> that are also requiring uh intensive counseling and things like that. >> They are partnered with certain um programs that come into the school to provide that as well. >> I was looking at, you know, we had one student that the cost was 300 projected cost next year over $300,000. That's a that's a lot of education. that particular student um if I use the term severe and profound um that that is a residential placement for that student >> um that requires a lot of intensive services and
191therapies there. >> So it is more than just it's as much behavioral as it is educational. >> Correct. Gotcha. >> Yes, sir. >> Any other questions? Thank you. >> Thank you on that one. And now 7.13 recommend approval of the 2026 special education advisory committee members. >> Um we have or you know coming in. We had quite a few individuals that were participating in the um SEAK is what we is the term we use the special education advisory committee. um parents of students [clears throat] um teachers, community members, they e you know, it's kind of been a a a revolving door. So I have I met with um Miss Wallace on Zoom. They were meeting quarterly and there's a lot of initiatives that have not been brought into Buckingham County that I'd like to really
192start looking at. like for example the little feet meet which is a huge field day for our students with disabilities surrounding counties do that. So really restructuring the seak and getting current parents. I I've been blessed to meet a lot of parents um this year that really want to become more involved um and they have ideas um and so we have met and we've talked about those. We're getting ready to have another meeting. We're going to meet we meet quarterly and as things start to build, we definitely want to meet monthly and uh do some really special things for our students here in the county with disabilities. >> Does anybody have any questions about the those that they're requesting to have on the committee? >> Assume that's actionable, correct? >> Yes. I move to approve
193approve as presented. >> Second. >> A motion's been made by Mr. Christian and second by Mr. Snotty to approve the 2026 special education advisory committee members as presented. Are there any questions? All those in favor, please raise your hand. That's unanimous. Motion carries. Thank you very much. >> Thank you. 7.14 John Magcguire House of Representatives correspondence. You >> read her read it this time. Uh we received a letter from um John Maguire and I'll read it. Uh dear Cynthia Rezner, I wanted to congratulate you on Buckingham County Public Schools being named to the top five of the Virginia Department of Education Superintendent Region 8. This outstanding recognition reflects your unwavering dedication, determination, and passion for excellence. You have brought great pride and distinct and distinction not only to Buckingham County, but also to the entire
194fifth district of Virginia. It is inspiring to see businesses like yours leading by example and showing what's possible when people are truly valued and empowered. It is an honor to represent constit constituents like you who set a high standard of quality and service in our community. Congratulations again on this well-deserved honor. I look forward to seeing all of all that you will accomplish in the years to come and I wish you continued success in all of your future endeavors. And this was, you know, direct, you know, to Buckingham County Public Schools. So, >> pleasure. >> Thought it was nice. >> That was nice. I say, >> "Yeah, >> um my u daughter received a correspondence from Congressman Maguire uh to congratulate her on winning uh the division spelling be." So, I thought that that was
195great and that was wonderful. >> It is. It is. It's an honor. >> It is. [laughter] Yeah. >> All right. Any other comments? All right. 7.15 Governor's Budget Review. All right. Um, you all have in front of you um some documents to reference for this. This evening, we will be reviewing the governor's budget calculation tool published by DOE on December 17th and how that relates in funding projections for Buckingham County in the fiscal year 27 budget. You each have a hard copy of this worksheet as well to reference as I go through these figures. This worksheet is comparing our current fiscal year 26 budget that was adopted on May 14th, 2025 with an ADM of 1725 to the governor's budget released by Governor Yncan with an ADM of 1650, which is the ADM the board
196decided to use at the work session last month. The next line on the worksheet in blue is the composite index. This number determines a school division's ability to pay educational costs fundamental to the Commonwealth Standards of Qualities, SOQ, with local funds. This percentage is recalculated at the beginning of each bianual budget. Each funding source listed in blue on the left requires a local match based on this percentage. For Buckingham, the composite index is going from 3379 to 3569, an increase of 0.19 percentage. I will now go through each of the funding lines in the state's budget categories by program and provide a brief summary on how each of these funds are utilized in the variances for the fiscical year 27 budget. Under the SOQ programs, basic aid, these funds are used for basic SOQ instructional
197teaching positions derived from [clears throat] minimum student toteer ratios required by standards of quality plus other personnel and non-personnel support costs through SOQ. This budget represents an increase in funds of $332,476. Sales tax. The introduced budget reflects the most recent estimates of sales tax revenue dedicated to public education as computed by the Department of Taxation and can be used to support any SOQ related expenses. This funding is increasing $89,484. Textbooks. These funds are used to purchase textbooks for the division. This budget represents a reduction of $13,747. This reduction is a result of budgeting a lower ADM. Vocational education. These funds are provided to support the career and educational courses grades 6 through 12. The funds are being used to support the salary cost related to this program and it's also lower due to the ATM
198in the amount of $95,988. Gifted education funds are used to support the gifted services provided to students and is lowered by $201 due to the ADM. Special education funds support the state share of salary cost of instructional positions based on staffing standards for special education. This is a projected loss of $26,877 also due to the ADM. Special edon funds are new funds provided by the state again for the use of salary costs of instructional positions and expenses related to special ed in fiscal year 27. This includes an additional $132,63. VRS retirement. These funds support the state share of the cost of employer contributions to VRS for retirement benefits for funded SOQ instructional and professional support positions. The proposed rates for fiscal year 27 and 28 are 2.01% 01% lower and as a result the funding
199is lowered by $143,312. Social security funds support the cost of employer share of social security for funded SOQ instructional professional support positions. These funds are being reduced by 8,823 again due to the lower ADM group life. These funds support the state share of the employer contributions to VRS for group life benefits funded by SOQ positions. The proposed rate are.33% lower and as a result the funding is being reduced $4,066. English is a second language funds support professional instructional positions in ESL. Buckingham reported 56 students to the state in the fall which is 14 more students than was reported in fiscal year 25. These funds are increasing $21,32 due to this increase in students. At risk funds are split between SOQ and lottery funds. These funds are used to support salaries and services for students at
200risk. The atrisisk population factors used to determine funding is based on poverty level at of the county as well as the population of ESL students. Based on Buckingham's factors, the total between the SOQ and lottery funds will increase $421,13 overall. Remedial summer is the last SOQ funded line. These funds are used to support summer school program. is based on the number of students reported to the state in the prior year as well as an overall ADM factor. These funds are being reduced $12,593. Under incentive programs is compensation supplement. These funds are the state's share of a proposed raise for that year. For fiscal year 27, the state raises a 2% for all SOQ funded instructional support positions. This is an overall reduction in funds from the prior year of $423,313 based on the 3% that
201was funded in fiscal year 26 and a lower ADM. I will go over the actual cost of a 2% raise later on this presentation. Supplemental pay in lie of food and hygiene tax are funds that can be used to support the school division to cover a loss of funding due to elimination of a state grocery tax and hygiene products effective January of 23. These funds are increasing $6,776. VPSA technology funds are grant funds the division can use to purchase additional technology to support the so technology initiative. There is no changing in funding proposed for fiscal year 27. Categorical programs are specialed homebound funds. These funds are used to support the services to the special ed homebound students supported in Buckingham in the fall. There is an overall reduction of $627. Lottery funds programs include foster
202care, which are funds used to support students identified in foster care that are not residents of their school district. These funds are based on students reported to the state in the prior year. These funds are increasing $2,320. At risk, I spoke on earlier who were moved to the early reading intervention funds. These funds are used to reduce the number of students needing remedial reading services into kindergarten through third grade. These funds are currently used for tutors at those levels. With fiscal year 27, these funds are increasing $41,246. Mentor teacher program funds are also a grant to school divisions providing mentors to new teachers with zero years of experience teaching. The funds are given to the mentors in the spring in the form of a stipen based on the number of teachers divided by the grant
203total award. For fiscal year 27, the grants increasing $678. K3 primary class size reduction are distributed to school divisions on an incentive for reducing class sizes in grades kindergarten through third below the required SOQ standard of 24. Buckingham's largest permitted class size factor for fiscal year 27 is 22 which is the same as it was in fiscal year 26. We do have to certify these numbers to the fall in the fall reports in order to continue to receive these funds. The total is reducing by $9,163 again due to the low ADM. So algebra readiness funds are based on an estimated number of seventh and eighth grade students who are at risk of f failing the algebra one course and require remediation. These funds support a portion of a salary for a teacher at that level
204and are increasing $718. Project graduation funds are grant funds used to support teacher salaries in the summer to assist the remediation of 11th and 12th grade students to pass end of course SOS in English and reading, English and writing and algebra [clears throat] 1 in order to graduate with at least a standard diploma. These funds are increasing $66. ISAP funds are also grant funds used to support the individual student alternative education plan for students demonstrating substantial needs for alternative programs in order to reduce the risk of dropping out of school. These funds are currently used for the salary and supplies for that program and there is no proposed change in the funding for fiscal year 27. Special ed regional tuition funds is another grant that provides reimbursements for students with low incidents incident disabilities who
205can be served more appropriately and less expensively in local programs versus outside placement. These funds support the salaries of instructional staff and services for this population. The actual award is based on the data submitted by Buckingham based on the need in the current school year. The funds available however is increasing by $37,044 fiscal year 27. Career and tech education again for are the lotteryies portion of fundings to support the career and technical education program and is increasing $1,071. Infrastructure and operational per pupil funds are both recurring and non-recurring expenses in a manner that's both supports the school division. So they're very flexible funds. These funds are lowered by $38,230 due to an ADM loss. The last program for the the last program fund for regular operations is Virginia preschool initiative. They fall under the early
206childhood care and education program. For fiscal year 27, 55 slots were initially funded. As in prior years, Buckingham will apply for additional slots in order to fully fund the students in the program. This year, the state funded a total of 66 slots. The total funds are proposed to increase by $75,657. The cafeteria funds received two small amounts from the state in breakfast and lunch and they total additional $12,76. The overall variance for the fiscical year 27 proposed state budget verse the current budget is an additional 386,975,000. The total required local share is the bottom line of this spreadsheet is increases by 1,94,475. Once again, due to the increase of our local composite index. The county's local appro appropriations are given to the schools based on five main expenditure categories: instruction, administration, transportation, maintenance, debt service,
207and technology. Debt service appropriations are not applicable to the required local match. With that reduction [snorts] in our current fiscal year 26 appropriations, the total local shell share is 8,740,556 in recurring funds. There will be a required increase in the fiscical year 27 budget of $383,717 and local funding based on this version of the budget and the ADM of 1650. Our new governor can make changes to this proposed version of the budget and we will also receive a senate and a house in the mid feebruary. The general assembly version is usually available in March. We will add all those versions to this comparison and provide a full picture of the state budgets as they are received. Are there any questions regarding the calculation tool comparison that we just went over? So our ad our current
208ADM as of today is 1,674. So 1674 and so this budget is based on this budget proposal or first work up is based on 1650. If >> there's no questions, we'll move over to the overview of the state budget. Again, [clears throat] our ADM is projected at 1650. The state funds for the regular operations fund total 20,447,188, an increase in funding of 374,269. The local composite index is increasing.3569, which increases the minimum local match replacement requirement by $383,717. The total additional revenue local and share portion is $757,986. The proposed expenditures include a 2% salary increase which is included in the state funding for the governor's budget. The total cost based on current salaries with the step included is $517,466. This figure is based on the current VRS rates. However, if the VRS rates are reduced
209as proposed, this will lower this expense. The teacher pair professional and bus driver regional average salary figures are not being adjusted from the original projected costs due to the fact that all divisions will be giving a minimum of a 2% salary increase in fiscal year 27. We have included a projected 10% insurance premium increase employer funded as we discussed at the December work session. That cost is a total of $369,594. The total personnel expenditures are $2,221,126. It leaves a variance shortage of $1,463,140 based on this current version of the budget. Any other questions? anything you all want us to look into or to um bring back to you on our next review? >> No, just I would ask them to keep us apprised of any updates that you hear come coming from the governor's office
210where they're leaning. Um, >> but I think it's going to be the state and the the Senate and the uh House of whatever >> what they decide. >> If we have those before the next the February meeting, the regularly scheduled meeting, we'll present them then. If not, I think we do have a work session scheduled in late February. We can present them. >> What is that date? In late February, just so I know. >> I have it. >> Make sure I vote it. Make sure y'all text me. [laughter] >> The 25th was the proposed date on the calendar. >> And we put four o'clock. >> Okay. Because they had parent teacher conferences that day, too. >> Well, if you you can change it if you want to. >> Well, I'm just I'm just saying this
211is >> 25th. >> Okay. 25th. At what time? >> Four o'clock. >> 4 o'clock. >> You still Wendy, that was comprehensive. Thank you. I I do think that it um it certainly highlights the the need for us, you know, to really work on what our budget is, right? I mean, there's a there's a lot of extra funding that's going to be required of the county. So, it's um not an easy uh not an easy hole to dig out of. So, >> you know, that composite index didn't help us. >> Oh, no. It didn't help us at all. Um and and I looked at that for some other counties around us and I'm like why are we always the high one? >> It doesn't make sense. But nothing we can do about that. >> No, >>
212there's a there's a set formula and it's based on you know um I think real property value um taxable income and sales tax and it's there's a percent assigned to each of those three three indicators >> and the trend it's always going up every benium >> goes up. This is a um probably the largest hike I've seen. >> Our property assesses are >> Yeah, that's what's hitting us. I think I think it's more property than it is sales tax. I don't see that. You you look at >> you look at Buckingham, right? >> We got very few businesses. >> So, very few. >> But there, you know, the property taxes have really I mean the property values have really exploded. people that are living here and commuting back into [snorts] the, you know, Charlottesville because
213it's quote unquote cheaper to live here than it does in Alamar. So, >> a lot of the properties and uh home properties and everything else has almost doubled. >> Yep. >> Over the last couple years. So, >> uh is critical to to to to crunch numbers. I mean, expenses wise, I mean, at some some point, I think we need to readress that the decision we made earlier in the year for that Charlotte debacle. Uh we've got students that we're sending to Charlotte. We're paying uh I assume we're paying for that and we're not getting the ADM out of those those children either. >> Oh, Charlotte County. Okay. >> I was like, what are you talking about? [laughter] >> Okay. >> That that was a decision we made. I think it was back in either August
214or it was early on. >> I believe they're seniors, but I don't know for sure certain. What's their grade level? >> Both of them are seniors. One is graduating from Charlotte this year. The other one will not be graduating. It will be coming to us next year. >> Yeah. I mean, so basically what we're saying is we lost $20,000 and change right off the get-go for ADM, not counting whatever we're paying Charlotte to to to transport. Uh, do we have that number? >> I can get you a total for what that is. >> Well, we got the transportation director right back there. >> It should be on your board package on the invoice listing. >> It's like it's in there. >> Is it in there? >> It's a nice chunk of money. Yeah. >> Yeah.
215>> It is a situation and so it's not a standard situation where we're just agreeing to do that. It was a special situation for those students. We had an increase of services that would need to be provided for them, special education services that would have been an additional cost whichever school has them. So there are other factors that play there. It wasn't just a string. We just don't we're going to pay the kids there. But >> yeah, that wasn't presented. I don't think we made the decision. [clears throat] >> We presented that at a meeting. >> I think >> I don't I don't remember any special education stuff. I remember they went there and they liked the school better. One of them did. >> It was just because the services that they needed were already
216in place there that we would have to figure out how to pay. >> That was a piece of it. >> But either way, at the end of this school year, that both of that those charges go away. >> Okay. Thank you for that. >> Next budget. >> All right. Uh any other board business to come? >> Sorry, we're not we're not done. We had to go over. >> Oh, we're going to do the caboose. [laughter] >> Shut. This is not as extensive. [laughter] >> Governor Ynan also proposed amendments to the current fiscal 2426 bianium budget which impacts our current year fiscal year 26 budget. I've done a calculation tool comparison for the current budget also using an ADM projection of 1660 versus our adopted budget of 1725. As today, as Dr. The reason stated we
217are an ADM of 1674. Using this proposed budget, the state funding for regular operations is 19,000 19,849,6 which is a decrease in funding of $223,913. Highlighted in orange on this budget includes a bonus payment. This bonus payment provides a state share of a 2% bonus payment for SOQ funded instructional and support positions effective June 1st. Divisions will have to certify that 2% bonus will be provided during the second year of the bianium budget. The bonus does not does require a local match. The state is including $176,229 in funding. The total cost of the 2% bonus based on current salaries and staff is $329,185. As with the 27 budget, we will be continuing to monitoring this budget as it passes through the legislation and provide updates as they become available next month. Any questions on that
218>> match? >> Doesn't sound good to me. >> I mean, it sounds >> It is actually a lot better than >> our original projection of losing $700,000 based on the current calculation tool, >> but this is a proposal that we're closely monitoring. >> Well, your your index is the same basically. >> Yes, it stays the same. >> So, your ADM goes up, your index stays the same. This is a best case scenario between the two. >> It is really good. Correct. even with the bonus. >> Yeah. >> Any questions on that? >> No. >> And I just wanted to remind you that um the 2% bonus that for SOQ positions has to be paid out in this fiscal year by June 30th. It is not funds that we can withhold and and give out in
219December like we did this year um based on what we've received thus far. >> Well, our intent wasn't to do that originally anyway, but that was like kind of a happy median if I remember correctly. >> Well, and it [laughter] we we really didn't have the money at the time either. I mean, we didn't know when we were going to get the money. I don't mind. Anyway, all right. Is that all now? Thank you so much. [laughter] All right. 8.01. Schoolboard member committee updates. Does anyone have any updates for any committees that they are on? >> No, I think we already got the facilities update a while ago, didn't we? >> Yes. [laughter] Thank you, Mr. Is any other board business to bring before the board? I think we wanted to talk about [snorts] the
220possibility of consolidating the primary school and the elementary school and um we wanted to see if Dr. Rezner could bring us back some information on that. I think how did I word it? Well, was basically in light of the the budgetary constraints and being behind by x amount of dollars going into the next fiscal. I mean, this is a probably a more logical step to to research than the alternatives. And I think the more data we have to to to to inform us in making a decision, the easier it'll be to make a decision. >> And when you say consolidating those two schools, they're they're right there together. So, it's not like it's going to be moving kids somewhere else. It's just a a consolidation of some um some bodies. Maybe we don't know for
221sure, but we're waiting to get that presentation back next month. I hope >> um we will come together as a team and provide you um an extremely comprehensive um proposal or options for you to consider. um pros and cons and things everything well >> outside of that I think that's pretty much it. >> Yeah. Okay. And the only other thing I have is since Monday is a holiday, Martin Luther King Day, and um so we won't have school and there is a free family workshop that's going to be held at the Robert Robert Rouso Moten Museum on Monday, January 19th from 10:30 to 12:30. So it's a great opportunity for people to to visit the museum and and find out some information. So u just wanted to let everybody know that. And is there anything
222else to come before the board hearing? None.