December 11, 2024 School Board Meeting

001Anyone at high school would tell you that he's insightful. Um he's dependable. He's called on like he's called more on the radio than I have. And if we took his radio, the school may blow up. I'm being honest with you. Um he he's competent. Um he's he's best feature is when he's with kids. He is uh absolutely amazing when he is instructing children. So, um, the last thing I'll say about Chuck is, uh, he keeps us all in stitches, too. He keeps us all laughing. He keeps things light, uh, even when they're tough. So, Chuck Taylor, I can't thank you enough for everything you do, >> Scott. Absolutely. Uh, for the middle school, Darren McCaulay to represent the middle school. Thanks for being here, Darren. Sure. It is indeed my pleasure to be here to

002recognize part two. Miss Doug Galiski sends her regrets that she could not be here. Um but she is actually at a conference for school. She's returning today. We're happy to have her back tomorrow. Um myself especially. But uh we do have uh some wonderful people that we're recognizing tonight. Some some phenomenal people in our middle school family. Um Melanie Kennedy. She is an exceptional leader who has done a phenomenal job supporting our struggling learners. She came to us um towards the end of last year and she asked to take on some of our struggling learners. She really wanted to touch these children and help help close those gaps and she's done a tremendous job with that. Her ability to connect to connect with the childrens that are facing challenging situations is remarkable. She has skill,

003she has patience and she has a passion for each and every student. It's not just her classroom. It's each individual student that's there and she her commitment to help them reach I I get the personal privilege of working with her quite a bit uh working in the sixth grade level as I do and she is passionate when she comes to talk about anything and her passion really stems from what can we do for these children. It's not what's what what's easy for her. It's not what's easy for the classroom. It is what's best for each and every student. And she will she will go to battle for every student. And she's laughing there because she knows it's true and she doesn't mind me saying that because she will not in a negative way. She just

004wants what's best for every student. In addition to that, um, she's devoted countless hours outside of the classroom. She coaches our middle school athletes, our high school athletes. She coaches cross country, indoor, and outdoor track. You'll notice that she actually had to lead a track meet tonight to be here. And then she is headed right back because the track meet is still going on. So, she is headed right back there. She made us she made it known she'll show up because she felt like she had to. She'd rather be with the kids right now. That is her driving force. That is her passion. No, we thank you so much for everything. In addition, um we had we had some turnover a couple years ago and was blessed to uh to get an application from Angie

005Hall, our bookkeeper who is she's incredible. She's incredible, not just as a bookkeeper, but what she undertakes with our school, her dedication to keeping our finances in order, doing everything she has to do to keep our school running as it should. uh from the financial man. Talk about somebody that's that's a staff person that is so student centered even as a bookkeeper that when we need a class covered, I'll go do it. When when we need something handled in the main office, somebody's out from the front office, I'll go do it. Whatever the need is, I'll go do it because she wants to take care of the kids. We're blessed at the middle school. We have a lot of people that put kids first and these are two great examples of people that put kids

006first. Um she'll take on any task. Doesn't matter what it is. And she's got a can do attitude. We're not looking for a way that we can't get something done. It's we're going to find out how we're going to make this work. What do we need to get done to take care of these students? um her ability to think outside of the box, to go above and beyond the drop of a hat. And I'm going to give a personal I was called into a meeting yesterday afternoon and I was on bus radios and we weren't sure who was going to cover the phones and bus radios because I had to be in a meeting. Wasn't even a second thought. I got it. I got it. And she jumped up and she stayed. She stayed later

007than she should have. But that's because she wanted to do whatever was needed to support. So, thank you so much. >> Now, representing our great high school, Marggo Bruce. Welcome, Miss Bruce. >> Good evening. It is my pleasure um to stand before you this afternoon to nom well to recommend nominate they've already been nominated but started off with Miss Carol Rich um special education teacher Miss Rich never goes home. Um I'm serious. She never goes home. Um but she goes above and beyond. When I think about our pride at the high school, our first word for P is perseverance. She pushes through day in and day out. Um, she can come to work sick and I'm looking at her like, "Could you please go home?" Um, but she she burns the midnight oil. Um, anything

008that has a loose end, she's sure to tie it. Um, and she's going to make sure it happens. So, I just want to say again, congratulations and thank you to Miss Rich. There are not enough words to actually describe everything um about her. Um and our staff member uh Mr. Martin, our custodian. Um we've been together forever. Um I came on in 2005 and Mr. Martin was already working here at the time and we used to eat lunch together and um you find out a lot through the custodians. Amen. They know everything. Um, but over the years that became a friendship. Um, and I probably get on his last nerve calling his name every five minutes. But his p he has a positive attitude and a selfless nature that makes him an integral part of

009our team. He can walk through that building and he can get on the radio. Hey Bruce, we need to get those windows clean. We need this done. We need that done. I'm out of 409. He's he's always checking the premises to make sure things are safe. things are um if something's broken, he's gonna make sure it gets fixed. He takes pride in what he does each and every day. and I am really proud to have him on my team. >> Mr. Ke, if you could join me for the next announcement. Okay. >> Uh, all I'll just say, you know, our our strategic plan that we've just outlined, we've been working on that for couple of years. We've carved out some core values that are held very deeply among our FluCo School community. And all of

010you who have been recognized exemplify these values every day. optimism, leadership, responsibility, relationships, work ethic. You're amazing, amazing people to be with and I am inspired by you all the time. It's a privilege to work with you and I want to thank you. the team of people from our uh division leadership had a very difficult job obviously working through the criteria and selecting a divisionwide staff member of the year and divisionwide teacher of the youth and Miss Kryer as she's put together this amazing program actually gave a sealed envelope that said it it is truly an honor to recognize our teacher of the year Carol and Carol, if you'll stay with us. Uh, just stay with us for just a moment. Yeah. And, uh, I want to recognize our divisionwide support staff member of the

011year, Chuck Thank you. >> And then if if everybody attending could indulge us for just a minute, if we could have all of our recognizes recognizes, that's not a word. if you could come down and and we'd like you. >> Yes, please. >> Congratulations. >> Don't want to be underdressed. I also do not want to sweat. Christmas is up or holiday. >> Uh, we're pretty wild. >> Do we want to make some bros here? Maybe board members and staff is Thanks. Who's that? We good? >> Congratulations. Congratulations. >> And congratulations. I was just in your room just a couple of weeks ago. So, What's that? I give him a couple minutes to hours. That's quite the mustache. >> I think they were here to see the mustache, man. >> Okay, we'll get back started on

012to delegate 8As Academy Project update, Mr. Josh Bowers. >> Thank you, Miss Grer. So much for the full crowd. >> Hey everybody, >> afternoon evening. >> We'll call that >> technically afternoon. So >> um I am Josh Far with Crab Tour one associates architects. Uh we're going to give you a brief update um on the Abrams Academy uh design project. Nice little echo here. So the um so we have been working on the design um the next big step just give I'll give you an update on the overall project scope um and and uh uh timeline and then we'll talk a little bit about more in depth of the of the scope. Uh so uh so we've been working through the design. Uh we're going to be coming back to do some additional surveying. Um

013our next big step is for our engineers to meet with staff talking about IT electrical mechanical systems. uh what is preferred versus what we can afford. Um and then uh um and then what we're looking to do is to put the project out to bid sometime in the late January, early February time frame. Um and uh and the reason for that is we want our goal is to be able to do this project over summer of 25. And so you're thinking, "Wow, Josh, that's really early for for a summer project." Uh yes, but our goal is to really get the entire project done over that summer. Uh, so what that means is we want to have the contractors do all the submitts and order all the materials so that way as soon as we're done

014at the end of the semester, teachers can box all their stuff up and we can and we can uh do the project and we can do it in a timely manner. Um, while things as far as materials have gotten better as far as door frames and and and windows and ceilings and carpet, they've um they've gotten better in general, some things are still a little bit delayed. Those are HVAC units. um uh some lighting uh some IT pieces so again we want to make sure that we're putting us in the in the best format uh so that way we are we can in fact get this done this summer and we're not we're not going into the fall and disrupting educational program. Uh so that's kind of the um the look at the schedule what

015what our goal is is to come back um in January um hopefully have really kind of final drawings um maybe have a couple renderings or two um and then also the budget to be able to present to you and then our goal was after that meeting is to put the project out on the street for contractors to bid the project. Any anybody have any questions on the schedule or thought on that before we talk about the scope? Okay. Uh so uh we have made a couple of edits uh since the last time that uh that we talked couple of them are what we what we believe we can afford in this budget uh in the summer of 25. Uh and we are going to do a couple of alternate items and then we're we have

016phase two and phase three. So the the document that is up on the screen we're do is we're going to go from right to left. Uh so we have the seven classrooms. Uh so those are the blue classrooms that are part of the base bid right now. They're currently both classroom and admin space. And what our goal is to make a little bit smaller classroom that's more appropriate size for for the of the school. So what you can see there is each one of those classrooms can range anywhere from nine um 9 to 11 occupants which is kind of the perfect class size uh for for each of the classes. >> Hey Don, can you full size the whatever browser you have and then zoom in a little bit for us? >> Yeah. And then

017just zoom in a little bit so we can see a little bit more on the screen here. It's great. Thank you. >> Uh so we'll go from right to left. So the um so couple things we're also focused on is in the future if there was a desire to have uh middle school and elementary school in this building that uh the way that we're organizing this is to have you know well they can all be high school they can all be middle school they all be elementary is that we're kind of focusing on kind of different areas. So we have the high school which are the five classrooms on the right hand side. Uh the two in the center uh could be middle school. They could also be high school. And then all the way

018on the lefth hand side the four orange ones uh could be elementary. And again we're not saying that you have to do that. What we're saying is that we're organizing the building so that you could have essentially three different groups in here if desired of you um in the future if you find that you have the need for that program. Um but the the reality is is they're all about the same size. So there so you can function all of them as um as high school, middle school or elementary type classrooms. The um as part of as the base so we're looking at the seven classrooms uh the uh the ramp which will be a new ramp in the front of the of the um of the building. If you recall as we were doing

019the community meetings, that was there was a high desire uh for the uh for the folks in the community and also the uh folks that graduated from the school was to give a little bit of love uh to the exterior of the building. Kind of get rid of the aluminum ramp which again serves the function but give it a little bit more of an aesthetic um and then also give it so that the students can enter in their entrance uh through the accessibility. So what we're doing is we have the ramp that will go up to the student entrance and then we'll have a flat surface that will go from the student entrance to the main entrance um along with the steps. So what this does is really provide the maximum accessibility uh for both

020students and um and for visitors and parents um also as as part of the overall improvements we're looking to upgrade the reception area um the secure vestibule and also the um the conference room to the lefth hand side of that. Those are the pink areas. that what we're looking to do is just do a little bit of an upgrade, make it easier for visitors to visit um also students to go in the reception area and um and upgrade your security level just a little bit. Uh the building is secure, the building is safe. What this allowed to do is to to kind of slow folks down, let them in the secure vestibial uh engage with the reception without actually going to the reception area and the receptionist can then decide if they want if they

021if he or she is going to permit them in into the rest of the building. Uh what we'll do is we'll now go back to the right. Uh so part of one of the challenges of the building is the toilet rooms. Uh so the the toilet rooms right now are a multi-stall toilets and the um due to the function of the building there's not a desire to allow multiple students to be able to visit the toilet rooms uh for uh social gathering time. So the uh so what we're doing is is we're proposing to have four students toilet two four student toilets on the right hand side by the high school classrooms. You can see there are two individual stalls. Um and so what essentially what you do is to um is assign the toilets

022to um uh to a classroom. So as an example uh the high school if you have the five high school classrooms the uh two of the classrooms could be dedicated to one toilet room. um they can have a key for that and that way that they can manage that only one student is going to be occupying that space at one time. So right now essentially what happens you have five five boys toilets but what only one student can use them. So each one of the classes the um Mr. Bower as an example he has uh he has from 10 to 11:30 are the only times that his students can actually use the restroom because they can only allow one student to go in there at a time. What this will allow them to do is

023is to have greater gaps of time because the students would only be able to use those key doors to be able to get in that in that space. Uh so on the right hand side we have two individual stu uh studentu student toilets. On the left hand side over by the activities room we have two additional student toilets. Uh that does a couple things for us. One is it spreads them all throughout the building. Um, also if you want to have younger students on the lefthand side of the building, you could kind of have those as a to a student toilet space. And then also for a activ using the activities room that if you want to be able to se session that off daytime activity or an evening activity, now you have two individual

024toilet rooms for those activity rooms. So we're trying to do is think about both daytime use um and after hours use um and how can we best manage the overall flow of the building. Uh the last piece of toilet rooms is the two in the workroom. Uh so these are going to be for faculty. Uh so right now there's actually two faculty rooms uh with three stalls each. Unfortunately half of them don't work. Uh so really the men and women share a one toilet room. Uh so what this allow is a little bit more privacy um in individual toilet rooms for uh for staff. Uh so they they are going to be non non-gender. Um although they could assign boys and girls uh in those uh men and women. Uh but the uh so we're

025looking essentially as part of the overall project is to upgrade the plumbing but to provide uh a total of six individual toilets in the in which we believe is going to provide the maximum flexibility for both staff and for students. A last piece of base bid is three offices for staff. Uh so so we believe that all of this is about $1.7 million uh for the construction and then we have some uh some additional uh costs for uh design fees, permitting costs uh to get us to $ 1.9 million. As part of as part of this project, what we're doing is doing two alternate bids. Uh and that will be the quarter quarter quarter, which is all the yellow space. Uh so that would be to do new floor finishes, new uh uh new ceilings,

026and paint the walls. um along with on the lefthand side those four orange classrooms uh would be an alternate bid. What we don't believe is we're not comfortable thinking that they can be part of the base bid, but what we're going to do is we're going to design them as part of this project and ask the contractor for those numbers. We may be fortunate that the numbers come in better than what we think, in which case the school board can choose to move forward with those with those two pieces um of the puzzle. The great news is is that if if we can't do it as part of this, we already have the design. as we move forward to phase two um they can just move from phase one to phase two but we feel

027that that it would be appropriate to design them as an alternate bid for this base project that if we're fortunate the numbers come in lower that we can go ahead and move forward those two pieces. >> So what would the corridors look like without the al alternate bid? Are the carpets still getting redone? Is this just about freshening paint or what's the what's the main difference between the two? >> Right. So basically they would stay exactly the same way they are now. So they would not be painted. they would not have a new floor finish or a new ceiling finish if we were able to do the alternate bid. Um, and it may only be $50,000. But again, what what we don't want to do is we don't want to spend dollars foolishly and go

028over our project budget. So, >> and the classrooms are going to have new carpet. >> Yes, sir. So, the so far as scope goes, the the classrooms will have new floor finishes. Okay. So, we probably most likely won't do carpet. We're finding that in in general in classrooms, it's better to do a hard surface. So an LBT uh VCT uh new paintable walls, new ceiling, new HVAC lighting and technology. So so really from the standpoint of the classrooms, the educational spaces is they will feel as though they are brand new spaces. >> So it'll be kind of a hard transition back into the shared space in the hallway. >> Uh yes. So that that is that has been part of the reason why we um so we don't feel comfortable that they can be do

029it as part of this budget, but we are showing it as an alternate bid. So if the dollars are available um and we and we are good that they can um they can have that. As far as other spaces like the activities room uh the single classroom in the top right hand side which is white again there are going to be spaces that we are not going to touch. So yes the educational spaces will feel new the other spaces will not at this time. >> Then the uh orange rooms there on the far left if they won't be touched other than if we find the money or it comes in under or it's in a future phase. Correct. >> Those rooms on the left are just going to stay as is. >> They will stay

030the two classrooms as they are right now, just the the fullsize classrooms from the original building. >> So functionally, if the main bid is the only thing we move forward, then the four orange spaces become white as does sort of the hallway, if you will, to like not being touched. >> Yes, sir. As far as feelings goes, yes, they would stay exactly the way they are currently right now. I >> said if we're fortunate that we that we get good numbers said that we will have the drawings done and you'll be able to move forward with those pieces. So, anybody have any questions on phase one? So, we're just under $2 million, which is what the budget is. Um, and I said that when we look at this, this is for the entire project. The

031only thing it doesn't include is the furniture. We are not as part of the that that uh that project budget, we are not including the furniture in that. So, that would be something that we would either pull from other spaces um or would have to be um would have to be bid out as a separate piece. And I would also not recommend that the general contractor buy the furniture regardless because they were just going to mark it up and it's going to cost even more money. Uh you can buy it taxfree, you know, as a division and we can help you help you through that process if you wanted to buy new furniture for the spaces. Um, do does the budget include all the storage of the existing materials in the building such like do

032we have a rental or space to store our existing furniture and materials or is that something that we're going to need to add on to the current cost? >> So, what we're hoping is that the space that we are not renovating like the activities room and the classroom, we're hoping to be able to move the furniture to those spaces. Um, I would not anticipate at this point of having to get storage units to be able to put those spaces in. Um, those also be the easiest to move in and out rather than moving into a separate outdoor space. It's a lot of furniture to put in, couple of rooms. >> Um, okay. Don, is that something that you could just kind of look into to make sure that we've got enough storage room? >> We've

033got a couple different We're meeting next Tuesday. Storage is one of the storage is one of the agenda items that drops. So just some different punch list things punch list that we'll go over. >> Yeah, we were just in the building. I can't imagine putting all putting all the stuff in like two rooms. >> Sure, I'm with you. as long as we have the money to replace. Right. >> Correct. That that Mr. actually is that in the slides that the has put together the alternative the option talked about furniture roof. Um >> yeah, I don't know if it's in these slides. >> I don't know if it's in these slides, but that has been reviewed and discussed and that's on the CIP currently now. >> Got you. And obviously all of this is upstairs. Do

034we have plans to renovate or do anything with the downstairs IT areas or is that not at all part and parcel or like in scope here? >> That wasn't part of this. >> Okay. So I said over the the next you know five weeks by the end of January our goal is to have all these um all these answers and pieces thought about um so that way would when we put the project up to bid for the contractors they have a clear path where can they um you know put their storage units where where can where can the contractors park you know how quickly can they start u you know what is the la you know the last day of school and then the teachers bossing up their stuff to be able to move you

035know move their stuff out you know all those logistics will will be prepared before we go out the page So any questions on phase one or on process? So phase I want to ask you a question uh just forformational purposes. Um I I notice here on the main entrance you have a secure vestable for you know coming and going but that students can come and go as they please and the student interest entrance right there. >> Uh no sir so the secure vestable is for visitors. >> Yeah. >> Okay. So the idea there is that the secure vestable is entering into the space. Okay, it's not it's not an exiting issue. We cannot prevent people from exiting the building. That is against that is against building code. So the as far as all the doors

036we'll have will still have card access and will be locked during the day. The goal is for the secure vests that's where visitors going to visit. They will buzz in, say, "Hi, I'm Josh Power. I'm here to pick up my daughter." Um and then get buzzed into the talk to the receptionist, but that main entrance is the only place where visitors going to come from a secure vestible standpoint. So all the students would have a little bob where they go in there to the student entrance by theirel. >> So so what we what we typically find is that in the morning, okay, that the doors are unlocked from from 7:30 in the morning to whatever time you you feel was from 7:30 to 8:30 they are unlocked. Okay? Then the students would then enter uh

037would enter in without the doors being locked at at whatever time you deem appropriate that the school day starts. Those doors are locked. If the students are coming in late, okay, then the students would actually enter in the secure festival because they would be signing in, you know, at the at the reception area or if a parent was coming there to drop off something or pick them up, they would be coming there. So, but again, that is the secure festival's idea is is that when the morning starts and that that you are no longer allowing people to come into the space, that's what the purpose of that is. That's what you do every high school. That's what you >> as it relates to entry. >> Just if it's helpful, it it's gonna it's going to

038bring Abrams to be exactly like all the other schools. So it'll function the same way. They kids won't have a fob. They won't have access to the locked building. >> Function just like the other schools. >> Right now there's no secure vest entry there. >> So there will be one >> which all that does is make sure that traffic coming into the school does somebody coming into the school doesn't automatically have access to the school. They have to come in, they have to go through the front office. It's again, it's just like the other buildings. >> Right now, you have some challenges with again the building is secure, but your receptionist doesn't have any view of folks walking up to the outside. Uh so what this will do is actually kind of rotate the whole

039desk around. He or she will have better view of somebody coming up along with better view of somebody in the secure vestibial itself. And again, nobody can get through those levels without the receptionist hitting the button or somebody having card access to get through. So the goal here is is just like your all your other buildings is to make this building as secure. Um again it's not it's secure now but to make give it to the secure level that all your other buildings are. >> Any other questions on phase one? Really um really quickly on phase two and phase three. So the idea with phase two um is to look at renovating the activities room along with the stage. Again, that was a request of the community was to was to bring new life to

040that space. And it's also a great space for your students, renovate the additional three offices. They would give you a total of six offices. Um, again, this could be done at a later date um if whether the CIP funds become available um or if a grant another grant becomes available. And then phase three is to take care of that last classroom all the way on the right hand side. Um is uh which would become a um a space for uh space for life skills. >> So all the way in the top right hand side of page three you can see that is going to be the uh fit out for a life very last sheet. >> Which one of three sheet sir? >> There we go. >> Thank you. Uh so on the top right

041hand side you can see it's going to be life skills space. Uh so this is a great space for a couple things. One is to um is to teach life skills cooking. Uh you know some students they are the caregiver for the home. They're they're not only cooking for themselves and for their u for their siblings but then also for the parents. Um we're also putting a shower in there and washer and dryer for the students that may not get that type of service at home. Um and the last piece is the conference room uh which is going to be a conference room slash uh uh faculty space uh make copies and also for the entire staff to be able to meet in one space. I said and that is phase three. So so we're

042trying to group these in um in functionality with the educational spaces being the the top you know the top priority. Um and then as funds become available to look at then phase two and phase three. Any questions on um anything that we think we miss as far as program goes? I just appreciate your throwing us here on now that we're dealing with a lot of demands and needs and community partners and it's a lot to kind of package together and then to you know put a cut point on our budget and so it is uh not an easy job but I appreciate it. >> Thank you. Great evening. >> Thank you Josh. >> Happy new year I suppose. >> Yes likewise >> Dr. regrets uh anything from the student lesson on >> No, I don't.

043And there activities going on tonight. He wasn't able to be here. Ethan, I will remind the board that the way we structured this policy and the way Miss Bruce uh structured the kids that had been selected. Ethan was going to do the first part of the year and so this would have been his last meeting and then his replacement I will introduce to you and she'll come in in January. trying to um >> confident we'd be happy to see Ethan and uh thank him first. >> Absolutely. And I'll definitely invite Ariana that's right will be here but no he he did not submit any any reports. >> Okay, we on to public comments 9A. We come to the time in our meeting for public comments. I remind everyone that by policy only members of the

044community, meaning residents of Sana and staff of county public schools may address the board unless you have legal counsel representing a group interest in tonight's proceeding. We welcome all community members who here to give information or opinions. We'll ask you to come to the podium, fill your name, your address, and limit your comments to three minutes. We'll start with the names and the signup sheet, but we you're welcome your input if you do not sign up on public comments. The board will not interact with you, but we are listening and appreciate your time. And we do have a second round of public comments towards the end of the agenda. Anybody like to come and address the board? Joselyn from the Cunningham district. Um, three things I'd like to mention tonight. The first is the good,

045and that's to say thank you. Thank you for pushing the carryover funds and for advocating for their use in a way that is reflective of the needs of our schools and in response to the parental and the community concerns about the safety and the well-being of the children and the staff. So, thank you very much. Second is the bad. While I do commend the efforts of the learning resource review committee and the countless hours that they devoted this year, the truth of the matter is that Fluana County Public Schools banned a book. Not just any book, but a book that has been awarded such honors as the winner of the Amelia Bloomer Project List in 2018. The New York Public Library best books for teens winner 2017. Chicago Public Library best of the book best

046of best books winner 2017. Best fiction for young adults top 10 winner 2018. Golden Kite award winner 2018. ILA Young Adult Choices Winner 2018, School Library Journal Best Books Winner 2017, Kirkus Best Teen Book of the Year winner 2017, and it was also a finalist for the National Book Award for Young People's Literature in 2017. To say that what girls are made of is still available as a guidance tool is misleading at best. Since no teen will walk up to an adult that they see every day in a school setting and ask for this book. And no adult in authority will privately hand over a book that has been brought into question as being sexually explicit, even if other parts of this book are extremely relevant to the students needs. This book has been removed

047from the general library shelves and therefore it has been banned. And for the teens who may have wanted or needed to read this book in the safety of the school library without having to check it out, I am so sorry that that option has been taken away from them. Not every student has access to a car to get to a public library or an e-reader to have access to Libby. Not every child has the same parents you had. Not every child has the same resources you do. And finally, because of one woman's actions, Fluana County is now officially listed on Pen America's index as a place that bans books. Something that hasn't happened in this county since 1970. And that is not something we should be proud of. Thank you. >> Anyone? Anyone else? Hello,

048my name is Ashley Crocker and I live in the Fork Union District. Every child in Fubana County should have the freedom to read and access to books. And it's absolutely outrageous that one parent, someone who openly admits to not having even read the book she's attacking, gets to dictate what's available to every single student in our schools. Since when does ignorance qualify someone to lead the charge on educational policy? It's absurd and offensive to the values of intellectual freedom and education. Let's talk about the slippery slope we're on. Because it's not just about this one book. Bookbands don't stop at a single title. They metastasize like a cancer. Today, it's an award-winning novel about a teenage girl. Tomorrow, it's biology textbooks because evolution is controversial. Then, it's history books that dare to address systemic racism.

049Are we going to let the most extreme voices decide what everyone else's kids can learn? What happens when the curriculum is gutted, leaving students illprepared for the real world because a few loud extremists decided critical thinking was too dangerous? When I read What Girls Are Made O, and I read the whole thing, I was struck by its raw honesty and universal themes. Sure, it tackles some tough topics, but that's exactly the point. High school students are already grappling with complex issues. They deserve literature that meets them where they are and that helps them process and understand. This book doesn't sensationalize, it illuminates. And the idea that its depiction of difficult experiences is somehow unacceptable for teenagers is laughable when you consider the reality of what they're navigating in their own lives. Critics have celebrated this

050book for a reason. The school library journal said it reaches a hopeful conclusion as Nah learns that self-love and fulfillment can be found through helping others. And Kirk has deemed it unflinchingly candid, unapologetically girl, and devastatingly vital. How dare we deprive our students of that kind of transformative literature? I'm grateful to the members of the learning resources review committee for donating a significant amount of their time to review these books and have thoughtful discussions. But let's not sugarcoat it. This decision is disgraceful. High school librarians of all people should know better. They should be champions of intellectual freedom, not complicit in censorship. And the fact that committee members admitted that they likely would not have removed this title if it were a male protagonist in the same situation is a whole new level of shameful.

051So, not only are we banning books in county, but we're doing it for blatantly sexist reasons. That's not just a bad decision, it's an embarrassing state on our county's reputation. So, to the three members who stood up against this injustice, thank you. To everyone else, shame on you. You've put Fubana County on the map already on the list of school districts that are bowing to censorship and actively working against their own students best interest. I hope you reflect long and hard on the message you sent because it's one of fear, ignorance, and discrimination. >> Thank you. Is there anybody else that want to come speak? >> Okay, seeing nobody else is coming down, I close the first round public comments. Just keep in mind that we have a second round later on agend reports. Thank

052you. Uh board members. So there's a lot of information in here. Um I'll just highlight a couple of things. You'll notice there's some wonderful mentor mentorship opportunities that are happening among our students, older students and younger students. You can read the specifics in there, but uh some of our student leaders that are getting some opportunities during school to work with younger students. I'm really encouraged by that. One of the things that we've emphasized in our strategic plan bringing to light is further integrating the community and families into the life of our schools to some degree following the pandemic back into our schools, but even to try to carve out some more innovative ways to do that. We've had a lot of those opportunities. We've talked about them in here. One of which was uh the

053most recent family outreach night that happened at Central. A little over 500 families that were there. Um there was a focus on literacy and math, but it was done in a way that was very engaging and fun. A lot of games, things like that. It's just a very positive thing. Just want to highlight that this is more of our strategic plan coming to life and actually being implemented. uh very positive meeting between the two boards, the joint budget workshop as well as prior to that the carryover requests and I my plan they're mentioned in here. My plan was during the fiscal kind of touch on that. I'm happy to do it now if you prefer. That would be my plan. We did receive an additional $128,000 and some change. I'm rounding 128 in uh state

054school security grant funding that we received. Those funds are specific to two schools, Central and the middle school. Several projects that we asked for funding for more than 128. So, we can't do everything that we asked for, but uh Dr. Stribbling will lead those team members through looking at things like additional surveillance um in the parking lot areas and additional two-way radios. Of course, the fact that the alert buttons, the lanyard crisis alert buttons were funded gives all staff a little bit of the same level of communication that the two-way radios did, but there still is a need for some staff to have those to be able to connect with. So if you don't have any other questions about the document, I'll move on. There are several other things in there. I encourage you to

055take a look at it. Membership and attendance, I'll just mention that's something obviously we're looking at since right now we're trying to do our best to predict how many students are going to be sitting in seats next March. Not this coming March, but next March. Um and and it fluctuates. We began the year we started, we had 19 kids down. Now here we are in November, we have 16 kids more. It it just kind of goes like that and we'll be watching it. But I did want to just point out that it is continuing to fluctuate. Regarding the learning resource committee, there's information in here that's been provided by Miss Sores and she's not able to be here tonight, but uh great information in there and I encourage you to take a look at it.

056In addition to them having worked through and ju just to put everybody on the same page, you'll remember the board created an additional advisory committee and in doing so amended policies KB and BCF. BCF is the one that governs the uh advisory committees that are established. KB is the process and the protocol around the way the school division responds to complaints about learning resources. Um so the board created an additional advisory committee. That committee representative of all five building districts as well as staff members and the librarians of the schools worked through all those materials, made those decisions, did it all according to policy. The decisions have been filed. The complainant has been notified in writing of the outcome. Uh but the committee has made several recommendations for the board for us to consider moving

057forward. And I don't know whether you want to take some time with those and maybe revisit them in the future. Happy to discuss them now. I I would love for Miss Sures to be able to be a part of that conversation. But I I did want to just highlight that there are recommendations in there regarding the process the uh maybe the number restrictions that might be put on how many complaints can be filed on how to file. So encourage you obviously to continue to read through those and then let me know how you want to proceed with regards to any revisions to the way we move forward. >> I'd like to have a discussion about it in January or whatever next meeting when Miss Sors is available and when we've had time to go through

058that. You know, I've been texting with Haley Topkins, who's a who's on this committee, and seeing how how her process is going. And then also thinking about, you know, are we are we theoretically on schedule to reappoint a committee next year? Is this something that should exist and be perpetuated? Uh to be clear, while I um while I appreciate everybody's time on that committee, um you'll note that I'm anti-censorship and and don't love the outcome of of that particular book. Um, and it is honestly quite a shame for this community and for our students and our students who are going through difficult things and who um who are ultimately capable of being exposed to complex characters and um and and narratives like these. Uh, I do think that, you know, it's disingenuous and basically a

059publicity stunt to challenge 12 books you never read before and whatever we can do to safeguard our genuine process of coming together with our community who have legitimate concerns. You know, this should be a vehicle not for one's own political um ax to grind, but instead actually a process through which community members can discuss appropriateness of material that they've actually read that you have actually read. Uh, and so we should have discussions about how we might actually safeguard this to be to be useful and efficient and um, you know, the whole thing's a shame, but I guess you take shots from the outside when you're not on the inside. So, so be it. Thank you. Any other questions? But the budget calendar is in there. And just just a reminder, we will coalesce something in

060in January with me presenting something for you to approve in February. That's kind of how that that will work. >> That's all I have. Mr. >> Okay. Uh policy. I'm sorry. Just just a quick note, not to like over politicize, but is it the case that this board could, should they choose to reject any decisions from a working committee? Is there could this board just unilaterally decide to put the book back on the shelf? >> Well, I I think the board could uh >> I'm not recommending that we do it. >> No, I understand. >> I'm asking about process. the my my best legal answer to that question would be the board passed a policy that created a process for how this works. >> Um that doesn't necessarily mean it is the process for how

061it works. It is what's spelled out in your policy. Um I think the board could act outside of the policy. I I think rather my recommendation would be if the board wanted to do something like that that rather than act in conflict with your policy that somebody would avail themselves of the opportunity to appeal because there is an appeal process and then the board could could consider it. But >> is it only the complaint that can appeal the decisions? >> No. >> Uh that that's my best answer on the fly. >> No, it's okay. I'm just, you know, I've been thinking about it a little bit over the over the last couple weeks as I kind of it is a a shame to be a school division that censors. I think that our students are

062just worse off for not having not having narratives of of people going through going through some stuff and things that are you know I think one of the striking things as I kind of read through in the last couple minutes here the notes of the learning resource committee and I thank them for for their work. I'm not trying to belittle it and or minimize it in any way, shape, or form, but as I'm reading through some of these that are even I'm not sure what to do with this, etc. Just the and you know, this this book is sitting in my in my library. Unfortunately, it's it's not cracked yet because uh life got busy. But I am struck by um the number of comments about how real the narrative is of this person and

063how um genuine or difficult some of the content is but also like you know I I don't remember who said it and I can't find it now but you know sort of talking about the multi-dimensionality of of the protagonist and um I think those things are important to So um >> so uh the VSBA adopts policies, amends policies, provides this board with policies that are based on what happens with the law. And you have a few here for first reading. Typically there's not a lot of substance I mean that's my words substantive change. it's usually semantics or uh changing pronouns or you know things like that that important but not nothing we need to necessarily discuss. Um and that would be the same here. the the only one I think le with regards to courses

064for credit there there changes happening at the state level as you're aware with accreditation with work-based learning and so those changes are being reflected in the policy that those are substantive changes the others really aren't and at the risk of just feeling nitpicky there there are a couple that we asked the SBA for clarification on and I can't say that I got clarification that really is satisfactory for me to be in a position because technically I'm I'm bringing these to you from the VSBA, but technically I'm recommending them to you. Uh so I my recommendation is for two of them to be pulled and you can do it or not do it. I the first one would be J O and it's simply because if you look at it they have struck number eight from

065a list and you you don't have to pull it up Dr. are striving unless the board wants but that there's a list of criteria and they've struck number eight and added number eight. It it struck and added verbatim and the response that we got on why they did that. There's no legal reference that changed to cause it. And so I I don't understand why we're doing that. Um I guess it doesn't hurt anything if you want to leave them in there and go ahead and approve it. But I do want to note that as the person who really recommends this, I cannot explain to you why I'm recommending that we do that. >> I'm sorry. Did the attorney I mean, this has just got to be a copy error. >> Did you contact Elizabeth? Did

066you >> It's not Elizabeth anymore. It's a new one. But yes, we did. We did. And just, you know, I was going over that with Miss Chrysler and I I'm just telling you that without a further conversation, I don't understand the response and and how >> make a big deal out of it. I just >> So on that one, can we reach back out? >> We pay them for legal. We pay them for this. >> A a turning on track changes. Deleting something and then pasting it below is not like actually policy advice. That's a clerical error. >> Yeah. Well, it seems to me there there was a response, but it's not one that makes a lot of sense to me. So, I >> I mean, it genuinely seems >> I'm recommending you pull it.

067You can move forward. If you want me to explain why we're doing this, I'm going to have to have more conversation with somebody about it. Uh, and the Well, that's the only one. Um, I So, I'm aligned with you. I like the J O one like if it's not an actual change then like why why would we ever see it again? Uh the other one being KJ uh there's just there's some strike language about uh who can advertise and publications and it's striking something that I'm not interested in striking. So I don't want to see this one again either. >> Okay. And and and to be clear, there is this is first reading, so it'll be second reading. I'll have plenty of time to follow up with the attorney to on J. >> I'm happy

068to see that again if there's a real change. >> This one I don't agree with the change and I'm not interested. And I'm going to vote no if it comes back across our desk, but I think we can save ourselves some time if two others don't want to see it again. >> I'd be fine not seeing whichever this one is KJ again. I don't know. I mean, I don't know why we would be having a conversation about it anyway. So whether it's there or not, I'm fine with it. >> KJ doesn't interest me whatsoever one way or the other. So >> Yeah, we don't need to see it. >> So we can strike both. >> Okay. Absolutely. >> Thank you so much. >> 10 C and C has been removed. >> Okay. >> And just

069to be clear again, that was because of a change that happened at the state level. They establish a timeline, they changed their timeline and hit pause. So, we need to hit pause. It happened after this agenda was already published is why we asked you to do that. Uh the next, Mr. Key, I I can really probably do fiscal 24, 25, and 26 maybe in in one item. Not to, you know, squash them together, but uh with 24, the update obviously is on the carryover request. Now, we included the template that was submitted to the county. Since that has been published, there's been a meeting that the the supervisors met to actually approve those things. And um to be clear, the the security door lock upgrades were approved at 155 to 85. The wearable crisis alert

070buttons were approved at 66,400. And remember that's the first year of that implementation. It's a five-year renewable each year agreement where that is basically cut in half years. This one covers the first initial year implementation. The weapons detectors two pair at $40,000. Uh the enrollment demographic study now they approved $30,000. And if you remember since the meeting where you asked you approved asking for 30, Mr. doll and I were be able met with the company and saw a range of six options that went anywhere from 8,000 up to the 30,000. Based on this approval, I have reached back out to that company for us to have a follow-up meeting to determine which of those options would be best for us. And uh I imagine that I would come back in January and update you on

071where that was and we'd actually make a decision on where to move forward unless the board decided time was of the essence and you wanted to get your hands on these figures and we wanted to do that sooner in which case I can certainly move forward with the uh the demographics. We've been approved for any of of all the options. So I will just leave it at that for now. I imagine that getting a menu of options in your recommendation next month makes some sense. >> Yes. >> For me, >> uh central and then the the rest of the money, the 78,906 going to the central bathroom renovation. So my update for you is basically on these on the safety and security items. Uh Dr. Stribbling will lead that with the operations team with Josh

072and they've begun reaching out to the vendors to to get next steps in place and to order the materials. The first thing with the lock upgrades obviously is for Travis to secure the locks and and make a plan for how to move forward with the company that's going to install those. The alert buttons and the and the weapons, there's a lead time with those. I can't tell you what that is yet. He's working on that and with because we have a contractor that's already procured and on site for the central bathroom renovation that was already happening. We're making sure that you know we're very clear on the procurement regulations and laws around what they can do. But it is possible and Dr. Stribbling has begun communicating with Haley builders, Haley contractors about whether they might

073be able to just go ahead and take on this extra work without um an additional process. But any questions about that? That's all I have for you. Obviously with fiscal 24 January, you probably have more dates as far as stuff will be possibly >> should be able to give a pretty good timeline of all of these, I would hope. and and for the public for public exposition the request for $55,000 for the capital reserve maintenance fund which was to top up our CRM and again that CRM is for what was it things over 50,000 but not but not CIP worthy for us to have a pool of money that we can request the county to allow us to do things like get rid of bats in our schools and they didn't approve it, but they

074did articulate well for a number of reasons including the fact that one there's still a balance in the CRM of what was it between one and $2 million. So it's not like we're at zero and two should we need money above and beyond the CRM it would come from their end anyway and need approval. So, uh, the fact that that wasn't approved doesn't I'm not losing sleep over that one because I do believe that we have money in the CRM and we have a county who's going to, um, work with us should we have expenses that exceed it. And so, really, this board got a a bit of a home run here >> in terms of the CRM. The county really funded the things that we need. And um I know that I am as

075an individual incredibly grateful to the board of supervisors and to the county staff for the work that they do and for uh investing in our students and stuff. >> Yeah, Mr. Gretz, I'm going to ask a question about right there. Lock upgrade. Um, will that be done during school or or I know it's a little early yet, just been approved, you know, a week or so ago, but um, will it be done while they're while students are in school? >> I don't know that I can answer that yet. Can you, Dr. Stribbling? >> The question was, will the will Yeah, go ahead. I would say that if you want to be efficient with the project, yes, that would happen. >> We got to get with the um with the project manager to see. I'm also

076thinking that we'll probably depending upon how many teams they have uh because we're looking at division wide, so multiple schools, uh how we're going to stage that meeting, um or phase it. So to answer your approach question in order to get it done efficient amount of time. Yes. >> Thank >> with uh with the fiscal 25 expenditure revenue report and the categorical report. The only thing I can think if you look at that everything is tracking exactly the way you planned it and it should be at this point. I don't have anything to highlight. The only thing I guess I would mention is that the a significant number of supplemental appropriations that had been approved last month are included in your categorical now. So that's why they are increased. You'll notice that. But other than

077that, I don't know of anything noteworthy to to talk to you about fiscal 25. With with the fiscal 26 budget, uh I really don't have any new information that I would have had before. And that's obviously what I shared last week with the in the joint meeting. We get the uh initial budget and the associated t well we get the budget from the governor the third week of December typically. So I look forward to that sometime next week. Um when the state responds with the template that gives us the exact calculations from that budget what that means for has become a little slower process. So both of those things uh will increasingly give us a lot more information about what to expect. What I do know obviously and you do is that what's in the

078second year of this governor's budget the fourthcoming year with regards to salary is a 3% salary increase. So the three big considerations and and these are not the only considerations but the three that we've been discussing and that I've been socializing in the schools just yesterday I spent all day at the middle school meeting with every staff member every teacher about these issues. Um, we projected for you two months ago the cost of a 3% increase because that's what included which is about a million dollars. The state's share of that, if I look at the template u that we currently have that the state takes on a big share of that and I can't tell you why that is just yet until I see all that shakeddown. Uh that said it's a it's a significant

079significant expense what I presented to you just reading tea leaves and I won't rehash everything but that if maintaining a competitive competitive position with that subset of divisions that we have been using over the past few years to track where we are competitive meaning median or at least third, not fourth. Uh it it struck me that anything less than six would would make that very difficult. And that's not knowing what any of them are going to do and the six was a couple million dollars. So I just put that in your mind. I think when we know more about what basic aid would look like, the degree to which the governor's budget is going to respond to some of the recommendations that were in the Jark stud study that were very compelling and were discussed,

080but they didn't necessarily show up in the budget. Some did. Lifting the support cap, there was a little bit of relief there, but fully lifting that would be a gamecher for food man. Um, so salary, the cost of insurance, we were given a 12% increase to budget with as kind of a I don't want to call it a worst case, but maybe an aggressive or conservative depending on how you look at it way of projecting and assuming none of that were assuming we did get a 12% increase based on our experience. Now remember there's a whole quarter included yet. Uh and none of that has passed on to staff. That's about a half million dollars, a little less than half million dollars that that would cost uh to do that. And then the third is

081the people in the programs. resoundingly that has been a theme as we have surveyed, as I have had my meetings face to face, as we've had the staff advisory, um the need for robust and in some cases additional support. So, sustained support obviously and increased support for behavior, for mental health, for attendance, for some of those things. Um, and we have several positions that have been supported with federal funds that uh those funds are expiring this year. So, we have to find a way to move them into our operating budget. That's about it's less than it's about 480,000 that is currently supporting nine full-time and three part-time positions. So what I thought would be meaningful uh for you now I have a parent and community advisory committee that I meet with once a month and

082uh there were questions that kind of surfaced through that group about some of the things our schools are doing to address attendance and as I listened to uh Caitlyn's presentation to them and the discussion that was facilitated it dawned on me that I think it would be a great service to all of us here, especially those that are attending and maybe hopefully listening uh from the community to know what some of those positions do. Uh we've talked a lot about literacy and math support and I'm not excluding them. We can certainly do that, but I don't I don't know that everybody's on the same page with what actually is going on behind the scenes with the people who are working on attendance. And this is one of the the critical areas that's part of our

083new accreditation model and it's one of the positions that is potentially needs to be moved into our operating budget because it's currently being funded. So I've asked Caitlyn to come and to provide some of that same information to you and give you an opportunity to ask some questions. And so with that, I'm going to turn it over to Caitlyn. Thank you for being here as always. She's got a very brief presentation for you and then if you have questions. >> So, um on my mental health team we're lucky enough to have um funding to bring in a new position last November and that position is called attendance outreach um support specialist. And this position um really helped us take over um and to start really looking at chronic absenteeism and looking at students that have

084um had a lot of learning loss over the last couple years especially around co and so um from that um and with uh Miss Valentine and and Dr. Stribbling the mental health team has kind of taken over oversight of attendance in our division. I can argue anything is related to mental health and attendance absolutely is. And so um my team um which consists of four of us. So, I want to throw that out there. Also, um um has that one position, attendance outreach. And this position is a division position, but she goes into each of our schools every single week um and provides support to the attendance person in each school. So for each school, we have one attendance person and that person is responsible for keeping up with all of the students that are

085not there. Doctor's notes, parents calling in, keeping track of illnesses, deaths, and families, coding things. It's a lot of work for them. And so we were very grateful that we got this funding to bring this position in to support them. Because of that, um, we really realized that we were needing to put more structure in place to make sure that we, um, were catching kids that were really struggling with coming to school and families that had a lot of needs in our community. And so, um, I won't bore you with all the code and all of the things, but just to give you a little bit of a breakdown, um, in the state of Virginia, what they tell us to do if a student has missed five unexcused days, um, and unexcused means that a

086parent has not notified us. Okay? And so, um, that's not without attempt, though. My team works really hard to contact all um and so after 5 days families get a letter that says, "Hey, your kids missed five days. Let us know what we can do for you. If they get to seven days on excused, we send another letter, but then we're also calling them or we're texting them or we're emailing them or we're doing a home visit. We want to find out what's going on with the kids. At the same time, we're looking at their grades. We're looking at um maybe their siblings attendance. we're looking at what's going on in their life that we can support them with. Um, and then a small um percentage of these kids um I want to say small

087but this year it feels very big um that get to 10 days unexcused or more um we um do something called an attendance improvement plan. And this is where we ask the family to meet with us so that we can figure out what the barriers are to getting this kid to school. And through that, um, which makes sense why the mental health team oversees this, we find out a lot of mental health needs, transportation, no running water in their home, kids can't take a bath, they don't want to come to school. Um, mom just lost her job and the house is in chaos. Um, or my kid is being bullied and they don't want to come to school. And so this has given us an avenue to really have conversations. a very very small percentage

088of students um that we've gone through all of these steps um and tried to provide every possible resource and I mean every possible resource including changing their schedule looking at modified learning whatever it might be do get turned over to the juvenile district court very small percentage and I hate doing that because I don't want to go to court um but that's something that the law tells us we have to do but through all of that we are trying to find ways to support families and support kids so they can come to school and it can be a good experience for them. Um and so this position is really vital and so I appreciate Dr. regrets letting me come talk to you all as you look at the budget and consider the budget because um

089the position is an IIA position that's devoted to attendance and without this position I'm I'm not sure how we will be able to capture students that all of our students that have these needs in addition to students that come to us um through our substance use program through our mental health referrals through our school counseling through special education that we get tied into And so it's a really vital position. I also want to add one of the nine positions that list that's listed is um our student outreach position that was funded with some of the attendance money. um that position um is literally my right hand um and oversees all of our substance use students, overseas attendance, um does all of our student outreach for Abrams, the middle school, and the high school. And so

090these are really vital positions. Um and our, you know, our referral list for mental health is just going up. Um and so we're trying to catch up with the need and support our students and our kids so that they can get to school. And so, um, all that to be said, um, I just want you all to know that, um, my team and especially our team focusing around attendance are working really hard to get kids to come to school. Um, even if that means we're going to pick them up because we do that a lot. Um, so yeah, >> thank you, Caitlyn. I appreciate that. And just to, you know, put this in the context of a few months ago, we were talking about attendance and talking about one of our neighboring divisions and and

091some of you asked me at that point or at least indicated at some point you'd like me to talk a little bit about what that division is doing, how they're addressing attendance. And you know, I told you then, I mean, they they're employing 10 full-time positions who do nothing but what you just heard this one person is doing in Blue Man. and spending about a half a million dollars a year to do it. We're accomplishing I can't say we're accomplishing the same thing, but we're we're putting one position and a little bit of the second towards that and that is what's coming off the federal funding and and we're considering how to make a space for that in our operating. So, none of this is designed to frontload an argument at this point in the

092process. um just you know how I handle this. We we consider just unemotionally facts, figures, data and then at some point there's a narrative and a story that emerges and there is an appropriate title from my perspective for there to be emotion involved. Uh my my intention today is just to simply tell you they do and and not just you because you probably know better but uh people who are involved and engaged in this what these positions do they just see that on a piece of paper they know what that person does. Uh so thank you questions. >> Uh so I would like to So there's nineish jobs on that list. Was it 485,000? I'd like to hear I mean we're going to consider these positions as we put together a budget. >> I'd like

093I'd like a similar thing um for the rest of the positions, >> right? >> Genuinely truly not to make people defend their jobs. Um it's because >> informationational >> we have to decide whether it's going in and recurring and we're going to ask for it. Um, I do have one question on the attendance and I'm so sorry that to ask Caitlyn a question after she sat down, but if you had to estimate or we don't get counterfactuals. So counterfactuals are like you experiment and you put a one plant in in light and one plant in the dark and you see which one grows. And so we just don't get those in life and in social science. But like if you had to guess, how many students do we how many more students do we have

094in our buildings currently that are attending school because we have this investment in the attendance? >> Well, I could probably look up the numbers, but I will tell you this. This school year, um, we have only needed to conduct 20 or 30 attendance improvement plans. this time last year, I'm pretty sure we were closer to six. And the reason that is is our attendance team is doing constant checking seeing how we can help them um from this perspective. Um but also um with that also saying because we are putting such a tight oversight of attendance really from a mental health perspective we are catching a lot more kids that um are missing a great portion of the school year. So chronic absent on this 10%, right? That's 18 days. It's a lot of days. I

095have kids that are over and that you're trying to find a date that educate them. Um and so I'm sorry that I don't have the exact number. >> No, that's really useful. Um and in fact that that ballpark's good good enough because I'm actually not and unlike any of the other positions and I apologize to them. We have a number of positions that are either in our recurring budget or those positions must be eliminated by definition. Uh this is one that I think is genuinely revenue positive. Not to be crass or grotesque about it, but we're we're paid as a division based on the number of kids we have in our building on March 31 on an ADM basis. And I'm nearly positive that if we took what we pay this position and then compared

096it to the per capita state revenue that we get times the number of kids that we think are in our building who wouldn't be otherwise. Like how is this not at least break even? So that doesn't make it easier, but like of all things, this feels like one of those that is like a win-winwin in that it's probably revenue positive. Our kids are getting in the building and learning, which is our core competency and and job, and we're able to identify um needs from our kids. So, uh, I believe in all these nine positions, and I'm going to fight y'all to keep them in. I'm I'm going to fight the supers to keep them in. Pretty clear about that. Um, I don't regret adding them using um using federal and state dollars that were going

097away. All the positions that we hired using COVID money and all-in money were positions that we needed now. And I know it sucks to sit down across the table from somebody and say a job's been eliminated later on because it was part of part of a grant and not part of a a rolling, but if our job is is to help our kids, these are the positions we needed then and we still need them now. >> Okay. I'd like to just add to this multiple of the based attendance positions are not just many of them are also acting as registars which I think is important information for you to have because our attendance outreach position is then they are even more supporting them and to just put into perspective last Tuesday at the high school

098bar attendance senior because one person plus this position sent 150 letters to kids that had been absent for more than 10 days. That is a lot of students. Those are a lot of letters. And so if that one position was there alone doing that on top of doing daily attendance, taking home, helping kids check in and out, um it's a lot. No. Does that mean we have 150 kids that are on their way to chronic absenteeism because we're halfwayish through the year and they're halfway through their absences? >> Yeah. So I'm grateful that the mental health team gets to be a part of looking at chronic excess because we have caught and I say plot but identify students that have significant social and mental health and just um basic life needs um that are being

099unmet um because we are such a rural community. Um and which has allowed us to bring our wonderful clothing closet down the hall. um our food pantry, our homeless pantry. It has given us the ability to we are still >> Hey, one question. Um when you have a child that's missed seven, eight, 10 days and you're sending letters, do you make a phone call and what kind of response do you get from that? >> That's a great question. And so when we get when a student gets to day five, let me know. If a student misses one or two days, even they're getting automatic phone calls, hey, your kid wasn't here at school. >> Hey, your kid's not here, >> class. >> Yeah. Or they leave for class or they did, you know. Um, we

100have those automated calls. Um I my expectation of my team is that we are pulling reports and looking at students that have missed three days and start to look at their grades and start to look at how we can intervene after three or next few days. But when we get to day five, day seven, day 10, we're not just um doing phone calls, we're sending text messages, sending emails, we're going to their home. Um, and that takes a lot of time, but we do that because we want to find out how we can help. I think the rhetoric around um, chronic absenteeism is really punitive. My team does not address it that way. I do not like to go. I want to avoid that at all costs. I want kids to come to school and

101be successful, but I also want to have and can't be successful. And so we um we can be a bit annoying to do sometimes. >> So what kind of response do you get from the parents? >> It depends. It depends on the circumstances. Um we do unfortunately have parents that just don't respond to us. Um and sometimes those are the things that we do have to turn over to the court. Um and when I say that, I say that um most of the time these kids never go in front of a judge. They usually go to diversion. um where they report information try to help them get positioned. Um some parents will say, you know, I had a lot of gift from my family. I just my job. This will open up the conversation to

102figure out what else. Um and most of the time, um you're able to move them into a direction of getting additional support. Um, I wish I could say that it was um, you know, 90% a positive conversation. If not, it's not like, especially with our high school, >> but we just do our best to show that, but we don't we don't want to tie them up. We just want their kids to see um and if they cannot be successful at that school, what can we do to help them either be successful at school or get other hope that answers? >> That's pretty. Thank you. I have a quick question as well. When y'all do the home visits, is that typically during the day? >> At work. >> Yeah, that's part of my that's not a

103criticism. That's just genuine. Don't know. And then what? So what happens after that? So like if we're and again kind of like Dr. Kelly said, I hate looking at it this way, but if we're allocating dollars to send somebody during the day when just the majority of parents are probably out or guardians are out of the house, >> what then happens after that from a standpoint of like, man, text, phone, email isn't working. Do are we sending people after school hours? And >> yeah, >> is that one person? Is that multiple people for safety reasons? is like >> I'm glad you said that we have a really strong partnership with our SRO's our SRO almost always go with us on homes um just so that we can um be safe but also be there if

104there's an additional support need and so um our SRS will go with us to go first thing in the morning before the bus is even run um a lot of times you will make different kinds of efforts >> to contact families Um, and if those aren't, you know, going over well, we just like leave something tape to the door like, "Hey, we were here. We just want to make sure you're okay." We almost always go do a home visit though when a student is also absent. And nine times out of 10, I get if they're high school students. Um, and so it's kind of a coin toss of what we get from that. Um, but we try to go in the evenings, we try to go early. Um and we try to also um connect

105agencies that we know that are um close to one another. And so I'm fortunate that we're able to have that luxury of knowing that we say, "Hey, how can we turkey that drop off and they were receptive to get the turkey? We had to slide in the other >> creativity. administrator. >> It's way more than Yeah, we um we kind of take the charge, but the administrators are joining us. The school counselors, I really want to push that. Um they're phenomenal. They jump at any time because they have such relationship with these kids. Um and teachers even we all try to think about how we can help. And again, like I really conversation from punitive to doing, you know, how can we help? We don't want to be in your business, but like what can

106we do to get your >> Thank you, Kaitlin. That's that's all I have. >> All right. 11A unfinished business board. an equin business. >> No, but Dr. Gretz, I imagine that we'll take 10F. >> Well, I imagine that was 10F inherently. >> Yes. >> Okay. >> Yeah, it was. >> I didn't know if you needed anything more explicit from us in the moment. There's not a lot of info we have. >> There really isn't. >> On the 12A board, is there any new business? All right. On the 13A action items, approval of VS SBA policies presented in November. >> There anything from that, Dr. Brett, we should be aware of that. >> No changes at all. We discussed these, but yeah, I I I recommend you approve them. We can talk about any that you'd

107want to. I don't have anything additional to offer on those. >> Right. Now entertain a motion for approval of DSBA policies presented in November. >> Um I'll Is there a second? >> I'll second. >> Thank you. So um all those in favor say I. >> I. I wasn't here for the presentation last month, but I've read them over, but um just for that matter, I'll abstain. >> All right. So, we had discussion. I will I any oppose. >> So, for clarity, that's 30 and one abstension. >> Thank you, Dr. Kelly. All right. On to 14A, public comments. We come to time our meeting for public comments. I remind everyone that by policy members of the community, meaning residents of Fulan and Stafford County Public Schools may address the board unless you are legal council representing

108group interest in tonight's proceeding. We welcome all committee members who are here to give your opinions. We'll ask that you come to the podium, tell your name and address, and limit your comments to three minutes. We'll start with the names on the signup sheet, but you're welcome your input if you didn't sign up on public comment. The board will not interact with you, but we are listening. Anybody want to come forward for the second round of public comments? Seeing nobody's comment, I'll close the second round of public comments. We're on now to 15A school board comments. Start to my right. Uh Dr. Uh I don't have a lot. Um this is our last meeting of the year and so um I just want to thank everybody for their hard work. I know that we've got

109staff hustling to get us all everything that we need. We have a board of supervisors that um invest in our students and in our buildings and our staff. Um, I got one more trip probably. Uh, I'll probably be in central sometime over the next sevenish days here before school lets out. Make sure that I get some time in that building. I saw on my calendar that there's a bunch of uh uh I saw a handful of holiday themed um concerts and things like that. So, I anticipate um being around a little bit over the next week here. I think tonight there's a wrestling match that uh I'll probably go over to the high school for. Um looking forward to hearing more from Prep whenever we have more information on the Pedmont Regional Education Program. Um

110I think that's that's most of it. Um I'll clarify that I um very much appreciate the work of our learning resource committee. I didn't mean to minimize any of it uh by communicating frustration. I think that there's not a person who is on Facebook or in this room who hasn't heard me articulate a a strong preference against censorship. Um that is not my cup of tea. I fundamentally believe that students when they are capable of reading that material can probably deal with the subject matter. I believe that not all books are supposed to be easy and that kids don't always have a resource um for things that they're going through that they may very well find between the covers of books in our library. It is a loss that there was one less. I'll note

111that the circulation on this one really wasn't all that high. It really hadn't been checked out in a handful of years. So um this is not um catastrophic in terms of um high demand for a particular text. I just fundamentally believe that it sets a bad president and says something about who we are and and what we want for our community and for our students. And so um I do thank the committee for their work. I know that reading all of those books and grappling with the some of the difficult subject matter to be honest even for adults this is difficult subject matter um it's a it's a difficult job and so genuinely truly um I thank them for their hard work I hope that uh I meant to text the superintendent recently and ask

112if we could have the committee in to show our gratitude towards them or to them uh given that their terms will end at the end of the year we'll need to talk a little bit about how we move forward dealing with dealing with this and how we want to um how we want to handle their recommendations, but I don't want to lose in any of this um their public service and the hours they spent um reading those texts for us and so very genuinely thank you for that. >> Thank you Dr. >> Yes. Um along that line, um I appreciate all the work the learning resource committee did. I'm proud of the work they've done. Um I've I've looked at some of the information. Uh some of the books are so disgusting that they won't

113read them in the group themselves. They have to take them individually and read them. So I'm I'm happy with the work they've done and books they've pulled and I'm sure some others need to be pulled. And that's my opinion. Everybody's got one just like James has one. >> Thank you. >> And and wait a minute, one other thing. Merry Christmas to everybody. Thank you. >> Thank you, Mr. Mr. Appreciate everybody coming out tonight. Merry Christmas. Happy New Year. And go Flucos basketball. >> Yeah. I'd like to thank the the board of supervisors for the carryover funds to make sure our schools are uh up on safety. I think that's a good number one priority. make sure our schools are safe. Uh 16A, we got some VSBA uh newsletter upcoming events. 16B, Flum Man County Public

114School fresh release upcoming events. Please look at the school calendar. Winter sports and winter activities have started. There's a lot of great events coming. So on the 17A, I entertain a motion to adjourn group to adjourn. Right. Do I have a sec? Second. All those in favor adjourn the meeting say I. I. I. >> I I. Meeting journ.