Clarke County Public Schools School Board Meeting 08/25/2025

001Good evening. I'll now call to order the August 25th um school board meeting. Will you all please rise with me to say the pledge of >> allegiance 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. >> Okay. Um, so for tonight's agenda, are there any comments, questions, or corrections? >> If not, then can I get a motion to >> move to approve tonight's agenda? >> Second. >> All in favor? >> I Okay, tonight's consent agenda. Are there any comments or questions about the tonight's consent agenda? And if not, I just have one comment. Um, I just wanted to say thank you to um the Oslander family and um others for the contribution to boys basketball, which was

002a tremendous gift to our county. Does anybody else have anything? Okay. If not, then can I have a motion to approve tonight's consent agenda? >> I move to approve the consent agenda as presented. Second. >> All in favor? >> I. >> Okay. Um, so presentations and recognitions. So, the instructional team will present on student attendance and adapt academic data. Good evening. Thank you for letting us join you tonight. I'm Jessica Neil. I'm the director of curriculum instruction here in Clark County Public Schools. >> I'm Patrick Hman, supervisor of instructional technology. >> I'm Frank Board, director of student services. Harry Hallway coordinator and other >> and we also have Shelley Spitzer who is our literacy specialist um who was under the weather earlier today so she's not joining us we're going to take her part this

003evening um but we're excited to be here with you tonight um Dr. Bowling had shared some celebrations of our academic progress I think back in July and I know Mr. Brum back. I was watching from the car when I was out of town and you had asked some questions about specific steps that we had taken. So, we just wanted to come and highlight um new news that we've heard and kind of the steps that we have taken in the past couple years to um get where we are is attributed to hard work on our of our principles and teachers and of course our students. Um the first thing we want to talk about is our attendance. Dr. Bowling went to the May um symposium on attendance at the state level and our county was recognized

004as the most improved um uh one of the top 10 most improved in the state of Virginia. Um from the 2002 2000 2022 2023 to the 20 20224 um school year for chronic absenteeism. and that's a celebration. We were excited to be on that list. Um, so that is highlighted here. On our next slide, I'm going to let you do that one. We have um this year's current um chronic absenteeism data which we don't have uh the final numbers from the state but we do have it by school year. We're going to continue our attendance procedures which we did present during that um 23 24 school year for this coming year as well. So, our principles have been meeting with parents. Our teachers have been calling when kids are absent. Uh we're having attendance meetings

005and and following all those procedures that we set um back in 23 24 school year. So, we're we have some incentives in place and we're hoping that that just continues to um decrease. Um so, as I said, you know, we did start implementing across all schools a consistent procedure for attendance. um addressing really a relationship building and making sure we had a similar focus across all levels on what our procedure would be as far as reaching out to parents. Um teachers maybe if they noticed a student was absent for a couple days, calling and saying, "Hey, we noticed your child's been absent. Um we just wanted to check in." And then holding those regular um absent chronic absentee meetings as as needed. Um we continue to focus on that again this year. For academics, we

006really want to celebrate um our our success. Clark County Public Schools was the second uh most improved and percentile rank and overall pass rates for the 2425 school year. And that's out of the 71 schools in that comprehensive um instructional program, the comprehensive instructional consortium that we're in. And then we had the fourth highest raw pass rate percentile increase out of all the schools in the CIP. And we're we're really excited about this. We were the most improved for students with disabilities out of all of the schools. So, how did we get there? So I get to take the first few of these, but in our first column, and you can see how it's laid out in the timeline view, but in the first part of 2324, all the schools went through a comprehensive needs

007assessment process to really start to get an idea of where those needs were, where we needed to go, what supports we might need, and that rolls directly into those school improvement plans based on those areas of focus. What can we do internally? What resources do we need to make those things happen? And that flows into the division support plan. So both at the building, what supports are available? But then at the division level, what supports whether it's programs, people, whatever it might be, what can we do to help support those needs that are came out of that needs assessment. And then as we continued throughout that year, we also looked at through division level admin meetings, focusing deeply on reviewing the data and monitoring that progress as the year went through. How do we have

008to evolve our plan? How do we have to evolve the supports to make sure we're still making progress towards those goals? One thing that we did at the elementary level, and we did this at both boys and elementary, was to partner with TTAC through George Mason, which is the technical assistance. And essentially what we did with them, they helped us build a Canvas course all around the HLP16, which is explicit instruction. and our teachers had that as an asynchronous course to go through and then they had meetings led by Max and Molly to actually dive deeper into it, look at the resources and really go into that topic in depth. And then at Johnson Williams, we also dove into that topic of explicit instruction and that's actually continuing forward into this year as well. And

009then in 2024 2025, so coming into last year, we worked as the instructional leadership team to really be collaborative with principles and partner with them and teachers to support the content area teams. So that's why you'll see me a little bit later working on part of health and PE on that side of things. We divided things up so that we could really make sure that we had the support so we were getting the resources teachers needed. And one of the things we did internally was bring back something we had years ago in the internet website. Rebuilt that out so we could have a place that has all the resources from the state, all the resources internally, all in one place. So staff could have an easy way, an easy place to go to and find

010everything they needed. >> In addition, last year our instructional team supported Johnson Williams Middle School. We partnered with the state through the office of school quality and we did regular walkthroughs, coaching um and modeling in classrooms and teaching teams and we really supported them. um Patrick who wanted to be here tonight but he is also supporting um an event at his school this evening but he and Yavon went in um one week and did evaluations and the instructional team supported the next week with evaluations and then we all sat down and kind of looked at the data regularly with teachers to have conversations about what we're seeing. What are what are patterns? What areas do we still need to focus um for this school year? We're starting the um CIP pacing guides and benchmarks for

011all so tested subjects. So, we're starting that implementation um throughout all levels. And we're we also are part partnering with George Mason and TAC um with the state of Virginia for a long-term partnership at Johnson Williams specifically in the area of math um and special education. So those are some things that we have done and we are continuing to plan to do and I'm going to turn that over and it leads right into Mr. Moira. So for special ed we really started looking at the instructional side of special education a few years ago um because our um numbers had not been good for a while. Uh so in 23 24 um again driven by that uh division support plan we started to identify the areas of need um and then um as a result of

012that started targeted training on explicit vocabulary instruction um followed that up last year with TTAC um did some professional development on specially designed instruction um and uh we continued with our mentoring of new sped staff and training in explicit instruction uh and then as Jessica mentioned next year uh that partnering with TTAC um for that long-term technical assistance. It is targeted for the middle school. We have talked with TAC that if we identify um a specific area of need in another building, they are willing to uh work with us on that, but right now the focus is on the middle school. Um and then the continued professional development on um specially designed instruction and uh continuing with that high rate of rigor. Um one of the things that um um you may have assumed from

013special ed is that the kids are not getting the same level of content exposure and we're really working to um make that not be the case. So, they are expected to meet the same standards uh with the accommodations and modifications through the specially designed instruction. So, we're really trying to um up those outcomes for our students with disabilities um by holding them um uh to the same rigor and high expectations that we do for all kids. Um in 2324, new mathematics standards were issued by the state of Virginia. So our we began with a a deep dive into the new standards in terms of seeing how they changed from previous years, how they would be implemented and how we dig into them. One of the biggest one of the largest areas of growth in the

014new standards was data analysis which began appearing in multiple grades. Uh so we we as as a mathematics team across the county, we looked at how we can get data analysis more effectively taught and went through instructional processes for that. Um in 23 24 we started looking at uh putting an EBI in place in the middle school particularly looking at expanding the teaching and instructional problem solving um that began and and >> yeah yes it's called evidence-based instruction is designed to say how do we get problem solving better taught in here so we looked at a way to do that looked at ways to measure it um I worked extensively with the uh math with the math teams being at math meetings but the middle school and the elementary school and saying how can we

015get this more effectively working. Um there was a lot of work done in 20 242 also in terms of looking at what are ways to improve instruction and one of the things I want to point out was the the proactive approach of many of the teachers and the positive mindset of many of the teachers where they sat back and said we were this is we were we did a good job last year. how can we do better this year? Uh and that has continued this year. One of the teams for instance from one of the elementary schools that did very well last year on the SOS, they already met with me and said how can we do better? That positive mindset spreads like a disease in a good positive disease. Um and that's been that's

016been terrific. So this year we're looking at uh expanding the use of TTAC. Um we actually just met with some of the one of the representatives from TAC this afternoon talking about ways to better present on explicit instruction and how to blend problem solving and explicit instruction together because in many ways they are they appear opposites but they're not. So helping the teachers see the connection between those two is going to be a critical critical role this year. Um improving the rigor across the I mean across all grades is critical to any sort of growth in mathematics. Uh the SOS are a bottom bar. So the question is how do we teach above that? We get kids to think deeper and stronger and ask good good questions. Um we've got a PD coming in um

017uh later on at the elementary schools and looking at better ways to do different kinds of instruction. Uh we're also just beginning the process of looking at uh textbook curriculum um which will be uh which the committee for we'll start looking to form that committee towards the end of September uh to order curriculum. Hi, I'm Shelley. Um the um one thing I want to say about Shelley and the reading program is the the Virginia literacy act which was passed was an enormous amount of pressure put on schools with a lot of demands and a lot of things with because the state of Virginia really wanted an effective look at what's really going on which a lot of communication had to happen between the schools and BOE a lot of information be put together and then

018re re-evaluated takes enormous amounts of time to do Shel's done a wonderful job of learning all that process and figuring out ways to communicate that and share that information with BDE as well as sharing it within the schools. Um so that was sort of beginning in 23 24. Uh once we saw the Virginia literacy act we realized we needed more support than we had. So uh Shelley was I was hired okay u to bring that in and support all the work that had to be done. um an HQIM which was in this high quality instruction materials was approved. The benchmark curriculum was approved for grades K through five. We had to go through a process for that. Look at multiple publishers. Go through many things to say what what's the best one for us. That

019was one we chose. U again Shelley led that very well. Um and then then we began trainings on different modules of that uh with the benchmark. Last year was the first year of using it. The impact on it was fascinating because the teachers began to realize we can hold the kids to a higher standard. Curriculum looked challenging. So these this is really hard for these kids. Can they do it? The answer was yes. So that again began to add to that positive mindset of the kids can do more than we expected. Um so that was I mean and that that showed in the results afterwards. Um we continued through that. The introduction of vowels last year um at grades K through three was another large endeavor because again it was brand new. It was brand

020new through there were bumps and grinds both from the state level as well as our level as we try to get that in place and Shelley led that very effectively in developing student reading plans. How do we use this data? How do we use this data effectively to measure the students? How do we use it to improve instruction? Um this also tied into the Virginia literacy act uh and we built in the more focus on explicit vocabulary and that was true the explicit vocabulary look was everywhere not just in English. We looked at explicit vocabulary in social studies, explicit vocabulary in science. How could we be clearer about the language the kids are going to see on the tests so they really understand it? Um this year we're going to the vowels now expands to

021K through eight. Um, so that'll be brand new this year. So we're looking at now testing in in higher grades than we were before and we have to get that in that process in place with both training the teachers how to do it, understand how to use the data once we get it back um and build supports for that again. writing writing these uh student reading plans have now have to be developed for grades four through eight which is also going to be a new a big hurdle this year um the continued use of the uh benchmark curriculum has also been continued that's I think really well we're looking at better ways to do it the teachers have learned from last year and are doing a better job with it thinking oh what can we

022do more with this uh they also brought in some additional support the They ordered the benchmarks for >> intervention. That was that's the word I was looking for for for intervention on that. And that's that was also brought in just recently. So we we do that. There were changes in the master schedule done at the middle school to allow for students that are struggling the most to have 90 minutes of either math or English to support them in their growth. uh and we're already working with the teachers in terms of instructional design. How do they use that 90 minutes effectively so the kids can grow as well as possible? >> So science as Harry said explicit vocabulary instruction is important across the board to uh science and history are two of the areas that have

023the most content challenging content vocabulary you know of all the subjects. So explicitly teaching that vocabulary across the board was one of our key areas um for all subjects. So we we emphasized um science instruction at the elementary school, looked at their master schedule together. The principles talked through um what was working, what wasn't working through that comprehensive needs assessment, and we shifted uh schedules at the elementary level. We started having um some vertical team meetings um at the middle school level with all of the science teachers. Uh this the science teachers specifically at the middle school level and the areas that were identified as areas of focus. We looked at all of the um student reports by question to see what areas are we the weakest in and how can we address that through

024instruction. and they spiraled that curriculum through the different grade levels. And then when it came time for so testing, um the eighth grade teachers dropped down and taught at sixth grade. Um sixth grade teachers came up and taught at eighth grade because they're the most uh proficient in that content. Same thing with seventh grade teachers. They came up and taught at eighth grade since that test is a cumulative test. So they redesigned the way they were thinking about um that review. Um and and of course we continued the same level of rigor at the high school um level in sci science courses and there was an emphasis on explicitly teaching vocabulary at all levels. In the high school um we had a LPD come in um for English language learners and sped that focused on

025explicitly teaching vocabulary. um in in all contents as well. >> Throw in one math thing before I get this. At the high school last year, we uh introduced the course for a data analysis course for the first time and that's I think was very successful last year and I think that's that's another way we can take students and really expand their understanding of data analysis. Social studies is a great love of mine. I also have a degree in social studies as it turns out. Um uh what we've been looking a lot at the social studies is doing a better vertical alignment of how the courses connect together. Um because there are not a lot of so requirements the lower grades it's easy for social studies to not always get the supported needs because we need

026you know kids have to learn so many other keya key areas. We've worked hard to increase the rigor on it making sure there's connections between it. There are new social study standards which are going to effect this year. So, we have to get those ready and going out. We were just uh we just got a series of um this summer we got a series of instructional plans from the state and those have been shared out with the with the with the teachers. They they have they're they're great. They have a tremendous number of links in them and resources. They just take time to go through. Uh so, we're looking at better ways to emphasize those. The use of vocabulary is often critical in social studies because we want to make sure the language is clear

027about what we mean and how we mean it. Social studies is a course where the idea of getting students not just to memorize facts but to connect information and discuss it and argue it and take different perspectives is sometimes information can create different points of view. Doesn't happen in math but in social studies it's a key element of what we're going to say what does this really mean? How does this really tie in? So that's something we have to integrate into those into those class discussions and that can be a challenge in itself but I think we're making great progress. So the scores I know Dr. Bowling had shared out um the CIP data with you. The these are our federal um pass rates in comparison from 2023 24 to 2425 and you can see

028we've made great growth as a division. We still have room to grow. Um, but we're really proud of of where we've been and and where we are currently um as far as overall division pass rates and growth. The next slide is um that federal rate for our students with disabilities and you can see uh we've increased our our growth um percentages are mostly in the double digits and all of our contents are very close to. So we're really proud of of this data um that we currently have. So in summary, really we've worked as a team with teachers, as an instructional team. We we want to be a support to the schools. They're doing great work, the principles, the teachers um and the kids. And and to note, I know that um the teachers have

029been working with kids to set personal goals um at all of the levels. So they want to look at where they are and and see that growth as well. So you have all of the levels kind of looking at data and setting those personal goals um and ways to get there. We're really focusing at all levels. Every year these principles um and admin teams, they sit down uh with us and look at their master schedule and say, "Okay, so what is working? What's not working?" They design classes to support kids who are are struggling um and and figure out how to embed that level of support. We look at professional development based on our areas of need. And then of course we're all starting the pacing guides that are set through that consortium. Um it's

030a it's a team of teachers who have have set the pacing guides. Um and that gets reworked every summer. They take feedback and review. Um and then we will be taking those benchmarks uh in all of so tested subjects and then of course we'll continue to support from our level as well um in the schools with administration and teachers. So what questions do you guys have of us? just uh you haven't touched on any differences you might have in math on fun let's call it functional math that those going into CTE will need I'm hearing more about things you see more >> gear toward one of the things that we single most important topic I can give a whole lecture on this but control the work top mathematics is ratios and proportions. It appears everywhere.

031This is a conversation I have with teachers from first grade to high school in terms of looking at how this thing is ratios are on the most. One of the most as it turns out for most high school graduates the one thing industry says students can't do is use a ruler. Um because what happens is the kids at CTE see rers but a lot of other kids third grade. So, we've often talked about the idea of utilizing rulers as number lines in sec in in fourth grade or fifth grade. And the idea that the more the kids can get hands on and practical use of numbers in the real world, the better off they're going to be. Uh, and seeing how different topics connect is a critical part of that because if you teach things

032in isolation, you forget. So, that connection is a critical part of what you're talking about, making that useful, practical. And Mr. Wilson, at our CTE advisory committee, each year we look at our CTE annual report, which does link the math with the CTE. It shows your percentages um as it relates to CTE. So, we'll be doing that at our CTE advisory committee as well. >> The one thing you did say made me particularly happy is Erin, you mentioned looking at these uh children as individuals. >> You're not just dealing with a class of how many bodies in there. You're dealing with that many individuals. >> Anytime you lose that, you're g you'll go the way of TC Williams. >> And I know these principles will be presenting probably in October once the final um information

033comes out from the state, but they sat down at meetings and look at every student individually and their data across the board. Um so we're kind of here as a summary of what we've done overall for instruction as a division. They'll be more specific about those steps within their own schools. go back literally greeting virtually every student by name they know who the kids are and I think that's presible to do that I can guarantee she knows the names of 99% because they care about those kids. >> And Harry, correct me if I'm wrong if you agree or disagree, but the high school geometry course is probably in my mind the most directly applicable to CTE and taught correctly. That's a fundamental course whether it be carpentry, engineering, or even a lot of other fields.

034And I think that course gets almost badged or thought of differently because of proof theory, but it's actually a minute part of it that if you do the other practical applications, it has a lot of daily applications. That's a really good course and one that we forget because it's not only the math part, but is the uh a finance course, you know, that's required for graduation now. Gives a lot of practical knowledge and stuff like that, but it's more daily living skills related to it. But I do think it's a fair assessment because the way you know governmental leaders have taken the direction right now with the new accountability framework. it's aimed really high on excellence which could be I think is a great thing but could be more looked towards you know a university

035piece but on the other side one caveat I would say to it it's the first time that we've had um getting industry recognized credentials and CTE and programs embedded in it so heavily so I do think that's a positive step forward >> well it seems like the underlying foundation to this success and it is success is uh is the old cliche attitude is everything >> and it seems like uh there's a a great feeling a great atmosphere uh uh excitement and you're right it it that builds and it snowballs and it and it continues. Um what is there anything that we can do to foster that and continue that? And are there are are there uh plans in place or just uh initiatives individual or otherwise to catch a maybe a drop in the excitement

036and the enthusiasm and keep it going? Because whatever program it is, if the instructor and the administrator, administrators are excited about it, the students are excited about it, it's going to be successful and we're going to be having a even better presentation next year when we >> I hope so. Yes. I mean, I think you guys have been so supportive through all of it. We've been we've adopted curriculum and gone through the process. you've supported us through VLA um at this point, you know, just continuing to support um the good work that's happening in the schools. Um I know when we adopted our benchmark curriculum, like Harry mentioned, very challenging, very rigorous. Um there was a lot of frustration at the beginning because when you embed something that's more rigorous um where maybe we haven't

037had that much rigor since before co um it is challenging for kids and teachers and us you know and it is about that attitude and just that continual message like we've got this we're here to support you. We know it's challenging and just recognizing that there will be ups and downs, you know, along the way and we have a lot of work still to do, but with everyone being on the same page and and working toward the same goal, which is to make sure that all of our kids are having that forward motion of growth, you know, we'll continue to see um successes. So, we're excited about that. Um, and we're excited that we have the partnership of of Virginia Literacy Partnerships through UVA and George Mason through T TTAC to support us. They are

038professional development that are provided through a grant and through the state that's free to us. It's a free resource and we're really tapping into them and partnering with them through those um pieces. But really, we just want to continue to support principles, support teachers, you know, students the best we can. um to see that forward growth. >> And I think one of the biggest keys is to keep presenting and share success and talk about data. We need to be as transparent with how we're doing and look at ways that we can improve each day and to also motivate. And I think sometimes you have to give recognition to people when they excel and do well. And I do think that high expectations are extremely important and they're embedded throughout everything that we're asked to do.

039And I think that's a good thing. I think most staff want to be held to high expectations but have feedback in it, but we do have a lot going on in the state of Virginia right now. So, I think it's there's going to be times that are going to be exhausted, but we just have to rationalize and work through it and support each other because even looking at what's coming ahead, you know, rigor is going to be continually increasing it looks like for the rest of this year and in the future. So, I think we just need to support each other through that. I have just a couple of questions. So, you mentioned um redesign was a big part of the growth that you experienced in science and particularly at Johnson Williams with having sixth

040grade the sixth grade teachers moving up to teach eth grade curriculum or content is not moving up but like coming in and tutoring or or providing lessons. Is that right? they trade it places. So, >> right. So, flip-flopped. Um, so it seems like the redesign was really helpful in changing what you're doing to yield better results. And so, I'm wondering how can you redesign social studies in history with what's going on at the elementary school >> because those you don't take do you take SOS in social studies at the elementary school? You do. But they are they projects. >> No, >> there's a test in fourth and seventh. >> Excuse me. >> Oh, I'll talk louder. Anyway, sorry. Uh, >> yeah. In fourth grade, there's uh a a test of Virginia studies. So, test of

041Virginia studies. There's also one in uh eighth grade on civics. Those are the two SOS of that level. Uh right now we're looking at uh for instance uh working with third grade. I was working with third grade a couple days ago and with recently we was talking to fifth grade about how do we take those social studies standards which exist even though they're not being tested on. How do we continue to integrate those in the subject in the time allotments we've got is part of it is a case of that vertical alignment of saying let's connect these things together. Um, right before I came down here, I was emailing uh I was having an email exchange with a teacher at the middle school who's asking me questions about uh the seventh grade history curriculum. I

042said, "Well, wait a minute. Let's look at how does this seventh grade topic connect to this sixth grade topic and how can we help the kids see the relationship >> because the more we do that, the more the kids will learn and understand, >> right? And in addition, at the beginning of this year, our instructional team went out to um the elementary schools, actually all schools. Um our leads, our department leads at the high school led the PD. We had a meeting with them prior to at the middle school level. Um the department leads led it. And then in the elementary schools, our instructional team led it. and we had a revisit of VDOE standards, what instructional resources are available to them, our comprehensive um consortium that we're a part of, how does that blend

043together, and what instructional resources um will help us be the most aligned? And we did that with every single content. So, we are looking at it across the board um in that ripple effect. It'll be a little bit different for history than science as the history test is civics in um eighth grade. So, and it's solely that eighth grade test, but for elementary principles, they've talked about ways to strengthen that instruction leading up. So, that is part of our conversation. And then so along those same lines with redesign, what's being done in terms of chronic absenteeism and and redesign because we can't continue to do >> this. Do you know what the same thing that you've been doing in elementary school and um like how can we change it to improve it? So in 2023

044um I believe it was 2023 24 um we did redesign the way that we're approaching chronic absenteeism. So we identify students that were chronically absent the year before. Um we send a letter to parents and make contact early on saying how can we support your child? You know we noticed that you were chronically they were chronically absent last year. what supports can we put in place to make sure this doesn't continue? You know, do they need a touch point with a counselor or with a trusted adult in the building? Um, if it's a health issue, can we connect you with a nurse and have a plan, you know, at the school? The principles are um identifying that group of students. They're trying to embed supports in the building for that specific group. And then overall

045there's been more of a message going out to parents about the importance of attendance and how just you know 10 days a year >> makes your child chronically absent and if you miss 10 days a year every year what that adds up to over a career. So there's been more of a messaging of awareness. Um and the state has provided us with resources to use for that messaging and it is leveled. I know Dana has printed posters in her her school. um and has them up. All principles have sent out messaging. We have a structure that we're following for those attendance meetings and the contact with parents. So, we did completely restructure it and I think that's why you saw the improvement that you saw um that made us one of the 10 most improved

046um in the state of Virginia. So, it's just continuing that focus, I think, and seeing how we can better support students and families to get to school. >> Dr. Now, uh I know you said this is a work in progress. >> Uh what percentage of these are people where you're just wasting your time contacting the parents because the parents are the problem? >> Well, I don't think it's ever a waste of time to contact parents because, >> you know, we want to Yeah. But, you know, there are different home situations. Yeah, there are different home situations. So, we just want to figure out how to best support them. Um, regardless of that home situation, relationship's important between the school and the parent at any time. Parents are trusting their kids with us for eight hours

047during the day. We spend more time with them probably than their parents do on school days. So having that positive relationship is key. And building that trust. They may not have had a positive experience with schools when they were going to school. and maybe that's why, you know, they might not have a positive outlook on school. So, we need to shift that mindset and that philosophy um and provide whatever support we can to make sure that kids are getting what they need. >> Does anybody else have any other questions? >> Thank you. Thank all of you. >> Thank you very much. >> Okay. Um family life education, Dr. Nen Mr. Hman. >> Oh, perfect. Thank you. So Patrick and I teamed together to co-chair the family life education committee um with teachers over the past

048year and um we had a team I'm we had a team from each school that joined of administrators, counselors, and teachers who put in a tremendous amount of work um with us in training modules from the state in meetings, reviewing um standards and curriculum that we want to implement um which has resulted in what we're going to present today. So, we tried to organize this one similar to the last one in essentially a timeline fashion. So, going back to October, one of the first things we did was really start to gather information. And being somebody that's not a health and PE background, I wanted to dive into the standards. I wanted to find out as much as I could that they had on online but also connect and communicate with people from VDOE, get into

049some of the divisional meetings around the state to see what other people are teaching, what resources are they bringing in. And then we created just a skeleton of the curriculum framework which essentially was just pulling all the standards and the essential understandings into one place so that it was a good starting point for our staff. And then we started to have those meetings with the curriculum team and our house people to initially at the beginning was to share some of the information and then also look at having them go through some of the VOE modules. They have a couple different levels for the teaching side. They also have some administration resources and things like that. So we wanted to go through everything VTOE had available and dive into some of those things from divisions around

050us. Then we went through into November and started to assign the different groups various resources to check out. So, if you've not gone through this course at VOE, make sure you make your way through that. If you haven't seen these other things that other divisions are using as resources, check these out and really hone in on your level. So, if you're elementary, really at this point, just focus there. We'll get to the vertical alignment a little bit later on. Me and Dr. Neil also met with VOE to try and get some clarification on a few things. And in all honesty, one of the answers we got the most was that it was a division level responsibility to choose different things. There's a few things that are required, but the vast majority we would ask a

051question, we get you're not going to like this, but it's a division level determination. Then if you what about that's a division level determination. So a lot of it is up to us and we really entrusted our teachers through those curriculum team meetings and things to really dive into it and be our subject matter experts. Then we had them completing those modules, reviewing it. We rolled into December and we were really at that point we didn't want to overload teachers. So we shifted right to that point around the holidays and when things are really chunked up to really monitoring and checking in progress seeing if anybody had any questions. Do you need us to go back to the state and get any clarification? Then we had our teachers look through the Q&A from things they

052had sent to us to get answers from VDOE and begin looking at what that curriculum looks like with content beginning to be added in. What standards can go together into one lesson? Which ones need to be their own standalone. January again monitoring answering questions on our division side and then in the red at the bottom what the teachers were working on as far as reviewing those assigned resources and again continuing that curriculum work starting to actually flush out that document and add some content to it. In February we worked on facilitating a draft and actually getting a full complete draft back so we could get it to shab for feedback and also again allowing our committees then we Ask them, don't just focus on your level, but let's help each other out. If you're in

053elementary, look at middle school. Look at high school. See where those standards are. See where that vertical alignment is going. Is there any feedback you have that could help them move to that next stage, clarify something, make it a little bit easier to understand. And sometimes it's just a case of you look at something for so many hours, you start to just naturally fill in the gaps. So, it was really helpful to get that other set of eyes for them to say, well, this part doesn't make sense, or you say this resource is here, but I don't actually see it linked in. And it was really helpful to get that feedback and have them work with people from different schools, different levels. >> So, then in March, we started to facilitate that second round of

054feedback. So they had given the feedback, we had made the edits and revisions um and and teachers started to give that second round of feedback. In April, we presented to the SHAB committee and the SHAB committee was amazing. They took a lot of time to review the work that had been done and at that point it was a tremendous amount of work that teachers had put into this um work with their review and feedback to other um teachers. SHAB SHAB which is the school health advisory committee advisory board. Thank you. Sorry. >> We need an explicit vocabulary. >> Yes. Well, >> I got nervous there for a second because all the acronyms. Yes. School health advisory board committee. So, uh Frank chairs that committee. Um and we have a number of community members, community members

055that are on there along with um our school nurse um one of our school lead nurses. And so they reviewed it extensively um took it home. Rene's on there as well and gave us really um in-depth feedback which we took back to our committee um and they reviewed that and um made adjustments based on the feedback. Um and of course we all along the way had scheduled curriculum team meetings with these um family life education uh team that was working on this process. So we revised the curriculum uh frameworks based on the uh feedback. In June we completed all of our lesson plans um curriculum pacing reviewed outside curriculum um for human trafficking standards. So, some other schools were using uh a curriculum for human trafficking that was set um and very explicit um and

056approved from the state of Virginia. And so we we began reviewing that as well um so that our teachers didn't have to create that on their own. And then um of course we're here now. We we confirmed that everything was complete. the teachers uh because it was such a tremendous uh amount of work, not only to create the pacing guide and the the curriculum, but they had to have all of the lesson plans complete as well for everything they were teaching for the reviews. So, um they took June a little bit into July um to finish that. And then, of course, we've verified that that's complete and that all resources are in there uh for review. So, of course, we're here presenting to you today. Um, the pacing guide and teaching uh materials will be

057on display for input. Um, and then in September, we plan to have a public hearing um and approval from the school board. And then October, we plan to send out the opt out form to parents if they choose to opt out their um children. And we plan to begin the family life um lessons, you know, throughout the rest of the school year. So that's kind of our our our pacing guide. I mean our timeline for where we've been and kind of where we're going. So the curriculum framework in the slides that are linked in it is on slide six. You can either click the picture or you can click where it says full curriculum. It should open this document. And within this document, you can then click on any one of the headings to jump

058to that grade level. So if you're interested in first grade, you could jump down to there. And the parts when I mentioned before, we built kind of a skeleton for the teachers to work on that had these two first columns filled in. And these come directly from the VDOE standards. So the 1.1 the student will experience continuing success and positive feelings about self straight from VDOE as well as the understanding the standard. And then we had our teachers the people that are really the subject matter experts. They came in and filled in the essential knowledge skills and processes as well as the instructor. So who is teaching this? Does it look like our best fit as far as who we have SATwise? Is that going to be a counselor? Is that going to be a

059classroom teacher? who's going to be leading this lesson. And then wherever possible, the resources that are digital are linked in. And you'll notice at the elementary level, there's a few that say second step. That is actually a hard copy curriculum that we have and we have the cases of it upstairs for people to be able to review. And >> comment on that. >> And actually, that's something we've already been implementing. That's a um a a program for teaching uh students social emotional learning. Yes. And it so anywhere you see that secondstep lessons those are lessons that have already been part of classroom lessons all along and um that's been implemented for years um at the elementary level. So some of the standards like the student will exp will experience continuing respect from others. we already

060were doing that. So they noted the lessons that were already covering that through the second step curriculum that has already been adopted um in our division. So you will notice that throughout the elementary um map and we won't obviously go down through every grade level. It it came out a little longer than it would have been because I wanted to make it so that on every page you have the header at the top so you can remember what the different columns are. So, it stretches out all the work that our teachers put in. I helped organize it, but all the work they put in actually stretches to 89 pages worth of content that they spent hours pulling together and getting all the things in. You will notice that as you scroll down, some of the

061standards will say that it's been omitted and some of the standards will have a indicator that this is a required standard. That required standard is an interpretation by me and Dr. and our instructional team because these standards as they come in the guidance we get from the state again says certain things are required by the code but they do not equate that directly to standards. It is up to the division to make those connections and determine which ones of those are the required standards which ones are not and any of those that we see are not required those are able to be admitted based on what we feel our students need. >> And even is noted as a required standard. When the opt- out letter goes home, if the parent chooses to opt a student

062out of that lesson, they still have that um autonomy to do so. >> And that's one of the requirements from the state as well, that parents can have the option to opt out of the curriculum as a whole or individual lessons. And if that opt out happens, our teachers would have another lesson that gives them something meaningful to do. If it's not, you're out of this. So, you're just going to go run laps in a gym for 20 minutes while we teach this thing. But this will take you through every single grade level. Everything is linked in. Everything that's digital is linked. And if there's anything offline, we would make those copies available when it comes down to that time for everything to be available for review. And something else I'll note in a couple

063places, it's at the end of the middle school. Sorry, I got to scroll quite a ways to get to the end of eighth grade, but you'll see in some cases there is a extra link and that will give you an option. Some of our teachers linked it in and some of them built their own folder structure. Sarah Casey is one of our all-star teachers at the middle school. She pulled everything in so you can not only the scope and sequence that they pulled together, but you can see exactly what it looks like for each grade level rolling through and how that curriculum aligns. And again, you can get to that through either that is a touchy mouse. It's very responsive now. So, you can again you can get to it from here or there. And

064another thing that I'll note in here because we mentioned it as one of the to kind of outside resources our teachers didn't pull together, didn't curate. The human trafficking is linked anywhere where you see freedom 424. It is linked in and that is a place where you can do the enroll for free and you can actually work through and check out the curriculum >> and we have a second guide. I don't have it linked in here yet because we literally just got it before this, but they have gone through and showed the alignment to all the BDOE standards as well. So we'll have that document that essentially crosswalks this curriculum and how every component they have built in directly aligns and why it's included and that's one we're lucky enough that's another resource that that

065company puts out for free something that you will probably see in the future or is it just superintendent but there is a memorandum of understanding that goes with that curriculum that's the only thing they require but everything that's in the memorandum of understanding that they want divisions to have we already have in So from here, um Renee will be sending out a message, um with a link to the curriculum, with a link to preview. Um there's an online feedback form here that people can pre preview from home or if they wanted to come in to preview here, um they could do that as well. Um everything is electronic but we will have it available at either place for review. Um so the hope would be that u we'll have that window open um with a

066closed date um with enough time to consider the feedback that's come in and make adjustments before the public hearing >> and the public hearing will be next month or October >> se September. >> Okay. So, what questions do you have for us? I don't have any questions, but I this I think this is a lot of work that you all put into it and I truly appreciate this getting implemented because we approved it as a board in 2019, I think, and it has not come to fruition. So, and I think learning that your body changes as you grow from a child to a teenager is important. Um, and um, I think it's very transparent everything that you're sharing with whatever grade level is is right here. Um, and I really I strongly encourage family or

067families or um, community members who may be concerned about this to come and look at the curriculum. and also use the link that's being provided to review. >> And my comment at this time would be that >> um this this is a lot >> and I can see uh I can see this being pushed back a little bit just because of people wanting to to really delve into it and >> u so I would be I'd be prepared for for that just with parents and community members talking because it's a lot to go through and >> and >> it is a lot to go through. I do know that our committee like most of the SEAL lessons happen at the beginning of the year just you know that social emotional lessons that happen anyway. So

068most of these ones that um aren't already embedded would happen in spring semester after after January anyway. So I think there's been time built in for that. And I think it's important too to remember that while you may have, you know, while someone may have a kindergartener and you're in that mindset of having a 5-year-old or a six-year-old, >> and then you look at what a 12th grader is learning, like you're not it's it's it's probably a little bit hard to to read what a 12th grader is going to learn or junior is going to learn when when you have a 5-year-old, but they do get older and and some of these things. I don't know a lot about human trafficking, but it's it's something that that we need to be teaching our children about

069so that they're safe. But also providing people an opportunity to say, "I don't want my child to participate in that." >> Correct. And I mean, I did watch the videos for the for the freedom um for 4 424 um curriculum and I I read through the lessons and it does an excellent job of teaching that safety piece um for students or for adults. You know, I even learned learned things as I watched it myself. Um but I do think that it's important to review like that full continuum. Our teachers did a phenomenal job of going through um really being intentional about what standards they felt like needed to be included, looking at the required um standards and being very intentional with the lessons that that they put together. And it was a tremendous amount of

070work um and we tried to get it done in a short period of time so it could be you know implemented this year. So I do I do want to give a shout out to that committee for all the work that they've done. >> And were they compensated extra for like >> they were okay. Yes, they did receive a stipen for the work that was done >> because we were we were able to schedule a lot of our meetings on work days, but a lot of that time of curating resources, reviewing stuff had to happen after hours. So there was a lot of hours during the day, but there was a lot that people took home to make it happen. There was a lot of take-home last year that the teachers had, I think, with

071the new reading programs, too. >> Yes. And I think Dr. Bowling was very intentional in the calendar committee with embedding um the 10 work days this year um for that outside of of time work as well. Um even outside of this, you know, stipen people receive through this committee. Um Pat and I as we created the timeline for our meetings uh tried to make them mostly on PD days or teacher work days for those virtual meetings. Um but there was a lot of time that had to be spent pulling resources together. Um like he said in the beginning, he and I went to other divisions. We reached out. A lot of divisions were very willing to share lessons that were already approved by their boards. So, we put all of those resources into a folder

072for teachers to sift through based on their their level. Um, so we tried to compile as much as we could so they didn't have to start from scratch, but there was a tremendous amount of work done outside of um what we pulled together as well. This isn't really family life related, but it's like the prior presentation. um for the internet, are you do you have a folder that um teachers can share information, you know, from Boyce to Kulie or um where you've created lessons that that could help one another. >> Right now, it is it's set up anybody can submit things to have published out there and it is set up to be more of like an elementary and then it's content based. So, anybody that needs something on reading can go to there and

073find things that Shel's put up, things that people have sent to Shel that we've all put up. But it is meant to be that internal sharing hub as well. >> Okay. Thank you. >> Of instructional resources. >> Exactly. >> Does anybody else have any questions or comments? >> Thank you. Thank you very much. >> Yes. Thank you. >> Okay. Our next presentation is the capital improvement, the five-year capital plan. >> Yeah. And um it has me mentioned, but Andre, our he's doing a fantastic job as our director of operations. And he and I worked on this together. So I'd like for him to come up to the podium. And just to give you kind of some feedback while he's coming up, what this is is each year we have to update our uh five-year capital

074improvement plan with the county. Um, now I will say that it's all important because it's a planning document, but year one, which would be 26 27 is probably the most important because it's the first decision we'll be making toward our budget because those are the projects that become our capital plan for 2627. The others are our plan of things we need if money comes, but we can update this each year. So, it's all important, but year one is by far the most important. And I will say, um, one of the things is we try to make it as consistent across all years, um, for the county. There is one year that's quite a bit higher, and that's because it includes the upper roof, and all the rooftop units. When you put them together, they quickly

075in two items become more than we normally would turn in. But I do think it's important. I don't think it would be wise to do the roof and then go back on top of it and be all over it and do the units the next year. Now, we did um move that back one year because I think we need to have conversations both among this board and the county and look at the upper campus and see what's the best use of it both for us or even maybe you know outside of us. But we want it to serve the citizens. And currently our CIP would have had 2627 the bulk of our money almost all of it put into that building. So Andre and I did switch that for a year to allow for decision

076making. And when you look at the projects for this year, it is lower than normal. And I want y'all to know that's done intentionally, too, because we will not know our new local composite index till we're about midway through our new school budget. And knowing that that could have an effect, we tried to make this first year of a new LCI the more coste effective piece. Um, I'm also happy to say that Andre completed a needs walkthrough of this building along with us. So, we had already done the four campuses. we finished this building out always make want to make ourself as a central office you know a lower priority than our schools but one thing that we did come to realize that if we don't manage and keep up the facilities we have costs

077just get larger so we're trying to look at that and balance it as well so I'll let Andre take over with what we've got and then if there's anything else to add in I will there at the end >> uh good evening everyone everyone. Um, as you guys that have it, uh, review the our document, as you see, we have a total of 15 projects coming up on our plate right now for the next five years. Uh, we got our buses. If you look at project one, we got our buses, um, two for this year, looking at one for next year. Um, as we continue through, um, Dr. Bowling already talked about the roof and rooftop units. Um, it is critical that we decide what we're going to do with that building before we move

078on with anything in that building. Um, he also talked about central office. Uh, our goal here, repair the interior paint. This room looks pretty good. You see the mark on the wall over there. Um, the white really in the building needs a coat. It hasn't been painted since we moved into this building. Um, units upstairs, uh, rooftop units need an upgrade. As you know, being in this room a lot. Um, and you can see the dehumidifiers. We need to upgrade our units. Um, as I skip through, Boyce has an HVAC standalone unit that needs replaced. um in working with Joe Brathweight, the BAS system, the part of that system that communicates with the uh computer, mainly Joe's computer that he can change temperatures and change settings. Um needs to be completed. Uh so that's a

079little bit touchy, but we've pushed that out. Um lower, replacing the exterior doors and door jambs. um they are a little bit older. That building been there a while and it's set for a while. So those functions and with all the electronics we've added with swipe card access and things like that, those doors need to be checked out and upgraded. Uh the chiller at Boyce, it's getting older and according to Joe, we probably got two or three years left on it. Um the gym H uh HVAC system out at Boyce uh it's good now but again in working with Joe Brathweight uh he feels it's it's going to need replaced soon. Um the water heater at Johnson Williams uh is really starting to show signs of deterioration. Um so that's going to be out there

080in 2930. Uh Johnson Williams also BAS system needs to be upgraded. Uh and our last one really is softball and baseball field lights. That one's going to be a a tough one because of Clark tradition and athletics playing earlier in the day for baseball and softball. That's a tradition. So that'll be tough to change. But five years out right now, we'll see what we can do. And I'm sorry I kind of was over the place. >> And I guess one thing I'll let the board know kind of what we're doing. I always I thought it was important that we start sharing this with you each year and getting feedback. Now, we will have to kind of whatever we do, if we do adapt any of it, make it tonight because this is due to uh

081our county administrator and the board of supervisors on or before September 5th. But I wanted you all to see this as we work through it and see if you had any other thoughts and ideas you know related to it. Uh some things that we will do is like if you look at the projects for this year um the two that are for here are the rooftop units and they're for the main room here and the conference room where we do the meetings out there. It's kind of like this area and you know they do tear up quite a bit. So, that's one of the ones for this summer. The paint part of it, we put an estimate on there. We'll get it as cheap as we can. That's always part of our plan. Um, next

082year we only have one bus slated because we had had two this year. That'll help with an LCI that could be bearable. And, um, we will just kind of keep working through each thing. One thing that we will do as well is that if we find out a maintenance operating budget is all flexible according to what breaks. So we were really lucky last year that we were able to absorb most of the projects for that year within the operating which helped with our budget for the school system for this year. So Andre and I meet with capital monthly. So, as things look like, hey, we're having a good year, things have stayed in pretty good shape, we might be able to go ahead and do some of these projects, which will then alleviate the cost

083long term. One that we removed because we were able to finish last year, and thank goodness the storm damaged over half, but the uh uh Boyce roof is brand new. So, if you get a chance to look at it, got a new roof and guttering over there. So, that project was able to come off. But we're not really looking for anything. It's just feedback. It's not a motion type thing. It's a presentation. But if there's some things you think that we've overlooked, it'd be a time to share. One thing too, I thanked Andre, but we also need to thank Joe. and he didn't have, you know, as far as in his capacity as maintenance director much uh many more uh weeks with us, but he has done a terrific job and he was a big

084part of this as well, giving us predictions of how much more we could bank on out of these things. >> Do you have anything else to add, Andre? >> Uh no, I don't. We again went through this and with Dr. bowling Joe. We hope we got a lot of things, but again, it is welcome. If you guys have any ideas or any other concerns of some things you'd like to see done, let us know. We'll get it on here. The one that I may either have missed or we did not add um at the high school, the lighting system in the auditorium. Um it needs some work for theatric theater theater presentations and things like that. Um, that one's tough because everybody, even Mike Le is struggling to find the right company with the right

085lighting structure we need. So, that one I'm actually working with Miss McCarthy and another um community member to to see what it is they actually feel they need in there. So, that one will probably get added. I'd say probably next year, but to updo the lights there and honestly the Johnson Williams auditorium lighting and sound system that will come on here once we get all of that in. Um, but we got to find the right >> and that one. Um, you'll notice that the high school lighting for the auditorium, it's not in our list here, the CIP, but it's in capital operating like what we have in a yearly budget. So, it's actually a line item this year, not for Johnson Williams, but for the high school. So, if we find the right vendor and

086it comes in the right cost of what we have allocated, then it could move forward. Um, and one thing that we will do, um, when we, um, whenever a new maintenance director is on staff, um, make it a priority because it's always good to have fresh eyes to have them do a walk through of all five of our buildings and really kind of see what are our long-term needs as a school system. We have reports from that from about a year ago, um, from the walks that you guys did with them. Um, so were those incorporated into these? >> Did you guys have that with you? I know Joey was a big part of that. >> We did. And actually we have one for this building now >> which finishes that out, >> but we're

087still going to have the new maintenance director do one without Oh, absolutely. >> Haven't seen it just to see cross reference and see. It's good to have new eyes look at stuff too. >> An objective look. Yeah, absolutely. So, at this time, it'd be just any feedback to Andre or myself if there's something else you'd like to see included because if not, he and I are going to try to wrap that up this week and get it sent down there. just uh for the for the projects that are moved on down in in the next few years or on year five >> on the estimates of of what the cost estimates I'm I'm assuming you added you know for increases and >> we did >> so like that goes to your point that the more

088we can get done if we can the sooner then we're get cost savings because of those >> we do and even though we add on there's still current cost estimates we can change each year, but they're going to keep going up. >> Sure. >> Thank you guys for your time. >> Thank you. >> Okay. Um Mr. Nucci will provide a report from the finance committee meeting held on August 13, 2025. >> Good afternoon everyone. Um before we get started on the financials and there's two reports we'll go over you go over with you today. One's a memorandum and one's a statement of revenue. I just want to give a quick uh a quick department update. Our department joint administrative services is changing its name effective today to the joint uh finance department. So in order

089to do this, the JS board, which is made up of the school superintendent, the treasurer, the county administrator, school board chair, and board of supervisors chair have to vote to accept this change, which they did earlier this morning. Uh the main reason we did this was because JAS or joint administrative services doesn't really describe what we do. Uh we are primarily a finance department and staff often refer to us as that. Uh we provide accounting, budgeting, payroll, accounts payable, and purchasing services. And that is, you know, basically what we do. We got the name joint administrative services because we provide those services to two groups, the county government and the Clark County Public Schools. We present to both the school board and the board of supervisors. We have finance committee meetings with both groups. We

090do payroll for both sets of employees. Um, so that's where the name joint administrative services comes in. And while JAS does describe what we do, it doesn't describe who we are, which leads to a lot of confusion. Um, I know at the new teacher orientation when we introduced ourselves to the group of 14 new teachers, we would go around and say, "Hey, I'm Steve. I work for the joint administrative services department." And are these teachers going to know, hey, if I have a payroll question, I reach out to Jas. Um, if there's a new principal, is a new principal going to know, hey, if I have a budget development question, I reach out to Joint Administrative Services. On the county side, if you're a new employee, you might think to reach out to the commissioner

091of the revenue, the treasur's office before you think about reaching out to joint administrative services for an accounts payable question. So, that was the main reason behind it. We also uh do get a lot of calls from Clark County citizens. They'll call us asking us to transfer them to the school transportation department. They'll call and say, "Hey, could you transfer us to the county administrative office?" We'll get uh general complaints. They'll complain about traffic um and things like that. And I think that's because our name is a little bit of a catch-all name. And if we rebrand to like the finance department, it'll help the citizens know, hey, in this, you know, government entity that you're calling, you're calling in the finance department. We'll transfer you where you need to go, but it just give

092them a better idea of where they're calling. And then we also lastly just want to be consistent with surrounding counties. Shannondoa, Prince William, and Faulier. They all um call their department the finance department. Louden calls it the finance and procurement department. And Warren says finance and purchasing. So, um there's no penalty if you call us JS, but we're just slowly going to be phasing that name away. Uh any questions on that? Okay. Hearing none, then we'll go over the financial statements. So, there's two things we want to go over. One's a memorandum and one's a summary of changes to the revenue budget. We'll start with uh the summary of changes to the revenue budget on page one. >> Yep. And Mr. I know you're new, so we'll take this nice and easy and we'll go

093from the top. So fiscal year 25 revised budget that 29.2, that's where we start the fiscal year. We start the fiscal year planning to have 29.2 million in revenue. Throughout the year, you have changes. You have adjustments that either go higher or lower. And we break them out by local, state, and federal funding. So at the top portion there, you see local funding, and we're actually projected to receive $64,000 more in local funding than what we thought we would in the beginning of the fiscal year. A lot of that has to do with uh dual enrollment, which is an increase of about $32,000. That's for students that are taking classes at the community college and at the high school. Tuition for private services, primarily for uh families that will live outside the county but still

094attend the high school or the public schools, an increase of 22,000 there, and an increase of about 13,000 for rental and facility fees. So, add that all together and we're projected 64,000 more in local funding than where we thought we'd be in the beginning of the year. State funding is a little bit of a different story. We're actually projected to receive $323,000 less in state funding. A big reason that uh a big reason contributing to that is the change due to our funding headcount or ADM. Our ADM is our average daily membership. The higher the ADM, the more funding you receive. The lower the ADM, uh, the less funding you receive. So, we projected a higher ADM than what it actually was. meaning that since we have a lower EDM, we're projecting $217,000 less due

095to funding headcount. There's also a change to a calc file. The calc file is a file that the state uses to determine how much funding they're going to give the county and how much money the the county needs to contribute. There are a couple adjustments that we need to make there for $62,000. Add that all together with a grant that'll be transferring over to next year and we have about $323,000 less in state funding than we thought in the beginning of the year. Federal um there's title grants of $84,000. We'll come back to that, but we want to have that $84,000 move to fiscal year 26. When you move it to fiscal year 26, we can't recognize it as revenue in fiscal year 25. And also for federal, just a little bit of an insurance

096adjustment of a little over $2,000. So add it all together, local, state, and federal changes about $346,000 less than where we thought we'd be at the beginning of the fiscal year. Now, the big thing to take away from the sheet to start to highlight is the general fund chancer. We're in a position where we can actually transfer $631,000 back to the county, back to their general fund. Um, ideally what we would do is we would repurpose this funding. we would uh maybe put it in the capital and cover some of the projects we just talked about. But that's a key indicator of how we're doing with our budget. We're in a position where we're not over budget, we're under budget, we can give money back to the county. Uh for you guys, for you for

097those of you who were here last month, that number was 30 was 723,000. Um the reason why I went from 723 to 631 is because we had a couple purchases for world language books. A couple of our utilities hit and that's why we're about $90,000 less than where we were last month. But still again any time you're in a position where you can give back money to the county uh definitely a good sign there. So when you add local, state, federal, and the general general fund transfer all together the the fiscal year 25 estimated revenue revised is at the bottom 28.2 million as opposed to the 29.2 up top. Any questions on that? Okay. Okay, so the next couple pages two through six are just going to go into more detail of our four funds.

098We have operating food service capital and debt fund. On pages two and three, we'll talk about the operating fund. On the bottom of page three, our revised budget is 29.2 million. Year-to- date actual, we received 25.8. So, we received 88% of our um operating fund revenue. Last month, that number was at 82 thou uh 82%. So 82% to 88 for the operating fund. On page four, looking at the food service fund, um if you look at the middle of the page there for uh grand total, our revised budget is a little over a million. Our year-to- date actual revenue is 98,000. Something to be aware of and something you might you might want to flag here is our revenue is 98,000 for our food service, but our expenses are 972. So, our expenses are about

099$64,000 higher than our revenue. That's something that we are monitoring especially for the next fiscal year to kind of keep track of making sure our revenue covers our expenses, but that's something that if you look at the expense report compared to the revenue is a little off there. So, something we're watching for the food service for the capital fund on page five, nothing's really changed from the last two months that we looked at this. The revised budget is about 1.9 million. Year-to- date actual is about 1.4. and we uh receive about 75% of our funding there. Last is the debt fund. Uh the second line item there, school debt, BAB, which is build America bond interest subsidy. The revised budget amount is 68.9,000. Year to date, we received $65,000, which means we have a remaining

100balance of $3,768. If you remember last month, you guys voted on on this to transfer money from our school operating fund into this school debt fund to cover that revenue shortfall. After you guys voted on that, we had to take it to the board of supervisors. They voted on it and approved it, but they did that last uh week. So, we haven't yet updated this report. This was ran out July 31st. So, next time you look at that report, that line item there um should be zeroed out. Any questions on any of the fund balances? Okay, jumping back over to the memorandum, we'll now talk about number two. So on the memorandum, we talked about everything that was in number one, local revenue, state revenue, federal revenue. In number two, you're going to have fiscal

101year 26 supplemental appropriation requests. So in fiscal year 26, you have an appropriation, and these are all supplemental or additional appropriation requests. In order to have an addition to the appropriation, that is something that needs to be voted on by the school board and then voted on on the board of supervisors. If you look at number one there, all NVA, this is a state grant that addresses learning loss in math and reading following the pandemic in grades three through eight. We want to transfer about $47,000 from fiscal year 25 to fiscal year 26. We can't do that on our own unless the school board allows us to do that. They vote to approve that and then the board of supervisors voted to approve that as well. So all these supplemental appropriation requests that you see,

102they're going to be brought up in new business and they're going to be voted on. So we're hoping that you will allow us, we'll vote on this and allow us to remove this fiscal year 25 funding to fiscal year 26. So for all in VA, there's $47,000 that we want to transfer to 26. This will be used for tutoring, implementation of new requirements to the VA literacy act and attendance rewards and etc. Again, when you vote in new business, we hope that you allow us to carry that money over to 26. Number two through seven are federal federally funded. They're the title grants. Two through four are title one, which is improving basic programs. For number two, title one, fiscal year 24, about $6,000 we want to carry over for materials and supplies to get

103prek settled into their new spaces at Boyce Elementary and Kulie Elementary. Number three is a title one fiscer 25 grant for about $18,000 to provide financial assistance to help ensure that all children meet challenging state academic content and achievement standards. And then number four is a title one grant for school improvement grant for Johnson and Williams Middle School. A little over $22,000 there. This money will be used to help cover costs for additional planning time, additional instructions, and supplies and services to help improve learning outcomes for students in need of additional support. For number five, that's title two. Title two is to support effective instruction. We want to carry about $24,000 over from fiscal year 25 to fisc year 26. This will be used to support professional development via conferences, continuing education, consultation, etc. for

104teachers and school administrators. Number six is a title three grant, which is to support English learners. We want to carry over about a little over $4,000 there to support programs to address English language proficiency and academic achievement of English learners. And then lastly, number seven, Title 4 fiscal year 25, a little over $12,000 to support academic enrichment programs. Again, we can't do this unless you guys vote in new business to approve that. Then it's going to go to the board of supervisors and they'll vote as well. If both groups approve it, we'll be able to transfer that money to fiscal year 26. Any questions on that? and to the board. The um the all-in Virginia funding was given three years ago and it was given to the school which was one of the first times

105all at one time and you were instructed to try to carry forward anything you hadn't spent from one year to the next. So this would represent the third year which is money that is designated for that that we've already received. And when you look at two through seven, those are monies that are left over in previous year's grants that we can apply forward and they're flowth through money. So if approved, it's not going to cost the county anything. It's just will give us access to money that we didn't spend in previous years that'll be funded by the federal government. >> I did have just one question. So it um and this goes back to the the first um document that was shared with us, the um changes to the revenue budget. So we have about

106630,000 um that we could transfer back to the general fund. And for capital improvements, it looks like we're projecting 407,000. Um, so will we ask to will we use some of that >> for the general fund? >> We just got to see where the general fund transfer settles. There's going to be a couple more expenses. So once we have a better idea where that settles, we can kind of compare, you know, what we want to ask for the board of supervisors and how much remaining funding we have. >> Okay. >> Yep. >> And historically, we have asked it to fund capital projects is what we've done. So, we've already, you know, we'll have those discussions and started looking at that, but we have to kind of see where everything settles as far as what's left.

107>> All right. Does anybody else have any questions or comments for Mr. Ni? >> So, you think it's a good idea, Dr. Bowling, you're happy with it? >> Yes. Yep. It's just um moving grant money forward that we would get to draw down out of Omega. So it would be reimbured dollar for dollar. So it's blowthrough money. >> Yep. >> And we would lose it if we don't carry it. Right. Right. >> Yes. >> All right. Thank you. >> Thank you. >> Okay. Superintendent's update. Dr. Bowling. Um, I don't have as much not being that we're just early in the school year, but it has been a very successful start to the school year. So, I'm thankful for that piece. Uh, one thing that'll be very helpful um to our office in planning is to

108let us know if you plan to go to the BSBA annual convention on uh from November 19th to 21st of this year. Um, and it's getting to the point that if we don't kind of book rooms and stuff, there won't be any left. So, if any board members want to go to the VSBA convention this year, you know, just let us know maybe if you can within if you can this week or early next week because we are going to have to go ahead and uh plan for that piece. Um, we are very thankful that Clark County High School has four students who are enrolled in the firefighting and EMT program at the innovation center in Winchester. The kids seem like they're really enjoying that. So, we're thankful for that and I really want to,

109you know, give a big shout out to our foundation which helped to make that possible with some funding. So, thankful for them. Um, one other thing that I included because it's certainly good to make the list, but um, we get a US um, news does an annual report of public schools and um, in particular high schools. Now, I think it's great to make the list and one thing though that I and it takes into account CTE offerings, CTE credentials, IB, AP, state test scores. So, it's a lot of matri um pieces to that matrix. One thing though is they do award that to the high schools that are in the top 40%. Although that's really good to be above half, I always want to have really high expectations for us. So, I think that making

110the list is good, but when you actually look where we're at in Virginia, we're far above the top 40. were at um Clark County High School was ranked by US News report, which is different than what we get from the accountability. So, it gives us another way of looking at it, but Clark County High School was ranked as the 132nd high school out of 335 in the state of Virginia. US News and Report says there are 335 public high schools. When you look at um other records, it say 336. So, it's one of those two, but that's still well above the top 40. So, I'm very proud of the high school in that. But I always think it's great to keep pushing for even higher and to do as good a job as you can.

111So, congratulations to them on that. Just a quick couple other things. um the hopefully by the September um because it is a good indication of how we're preparing our students academically for the new accountability framework. We've been told by the state that the numerical value or score which I I guess can sound bad but it is you know what it is for each school will come out in late September early October. So, there's a chance that by our September board meeting, we'll be able to notify you of what our uh score was out of a hundred for each of our four schools and tell you the category that they've landed in for this year or have earned. Um, if not, that'll come in October. And I wanted to give you just a quick update on

112our ADM or enrollment. Now, when we were looking at that being like several hundred,000 less, that was ending fiscal year 25 based on that budget piece. I think we've gotten a really good situation. We based our current budget on a projected ADM of 1850 K12. Um, one thing that is confusing is ADM and state funding does not include preK. So we actually would have more kids in what I'm saying, but prek does not get in included an average daily membership. But we based our budget this year on 1850. Day one we were 1845, which was a good breath of relief that we were close. Day two was 1848. Day three was 1846. Day four was 1849. And today we were 1857. So, we actually have more than our projected, which will put us in the

113positive if we continue that instead of in the other direction. Now, we really watch that closely for the first 10 days. It's called a 10-day enrollment count. One thing that's important to remember though, you're actually funded off of your end of March ADM. So, we want to monitor that we stay 1850 or hopefully as close to that or above it as possible, but the funding will be based off of March. And the only other thing that I have, and I don't want to embarrass anybody, but I think it's important to recognize new people to our division, um, but we do have a new SRO at our high school. Um, so we're really thankful to have him. Would you like to come up and introduce yourself to our board or anything or share your, you know,

114just introduce yourself? and I didn't think about asking before we had but I didn't want to ignore that but we are thankful to have Deputy Miller at the high school as an SRO and that's all I have. >> All right, audience comments. Um, do we have anyone? Okay. So, audience comments are limited to three minutes per person in order to allow ample time for all who wish to speak. Patrons speaking on behalf of a group are also allowed three minutes and should identify the group they're representing prior to speaking. Those wishing to speak should spell out a speaker card and present it to the clerk. All speakers should follow the rules of decorum in order and are asked to bring at least seven copies of any handouts they wish to share. Okay. >> Okay. Um

115and regulations related to decorum and order at schoolboard meetings and public participation as well as citizen comment form are provided on board docs. The citizen comment card is also available at schoolboard meetings. Public comments related to Okay, that's it. >> Thank goodness something about mass. Mary. >> Hi, I'm Mary Martin. I live in Boyce and I was talking to a school bus driver and they mentioned that there was two different standards of uh salaries for uh bus drivers. one for their contract price and then one another one if they were asked to haul students to was it games and and sports activities and field trips and I I didn't know why that why they had the two different levels of pay because they're doing the same job they have same amount of students so I

116know it's hard getting school bus drivers too so that was my comment I don't know >> okay thank thank you so much for staying throughout all of these presentations to have that really short comment um we we can't we're we don't provide feedback, but um I will say this is something that that we are looking into for for next year's budget. >> Oh, okay. All right. >> Thank you. >> And see, Miss Okay. >> Thank you, Miss Martin. Okay. Consideration of new business. um consideration of gifted advisory committee. Um so uh Miss Singmith was the liaison to the gifted advisory committee and so we need to appoint a new liaison to fulfill this role until December 31st, 2025. So do we have a motion to appoint someone to the gifted advisory committee? >> Well, just

117to help your thinking along, I would like that. Okay, >> I feel I am qualified. Uh I'm all the way up to RS and T in the alphabet on multiplication table up to 6 * 6 is 42. So I think I'm qualified. >> Thank you for volunteering, Mr. Wilson. >> No, I have a particular interest and I'm uh not just a gifted, but I'm also I hope I can bring it back a little bit. One of the biggest problems in education are those who don't quite qualify for magnet schools but are should not be in a regular class because they're bored to tears. >> And it particularly hit home with me in the eight years I spent uh in Alexandria. If you don't get these people, you produce your gang leaders and you produce your

118troublemakers in school. So this is one of the reasons I am interested in this. >> Thank you. Okay. Do we have a motion? >> I move to approve Mike Wilson as schoolboard liaison for the 2526 school year. >> Second. >> All in favor? >> I. >> Okay. Um supplemental appropriation for all in Virginia funding. So we're looking at the first the first of seven. Okay. So, is there a motion? >> The supplemental appropriation. I move that the FY26 school operating fund budgeted expenditure and appropriation be increased $47,61526 and the revenue budget and appropriation be increased by the same amount for the purpose of receiving state funds from all in Virginia to be used for tutoring implementation of new requirements due to Virginia Virginia literacy act attendance awards. >> Second. >> All in favor? I >>

119Okay. Um the next one for the supplemental appropriation for FY24 Title One grant funding, which is used for materials and supplies to get prek started. >> I move that the FY26 school operating fund budgeted expenditure and appropriation be increased $5,962.65 65 and that revenue budget and appropriation be increased by the same amount for the purpose of receiving federal funds from the FY24 Title One grant to be used for materials and supplies to get prek settled into their new spaces at Boyce Elementary and Kulie Elementary. >> All in favor? >> I I >> Okay. Um FY26 supplemental appropriation for FY25 Title One grant funding. First, are there any comments or questions on this? Okay. If there aren't, is there a motion? I move that the FY26 school operating fund budget expenditure and appropriation be increased 17,691.35

120cents and that revenue budget and appropriation be increased by the same amount for the purpose of receiving federal funds from the FY25 Title One grant to be used for providing financial assistance to help ensure that all children meet challenging state academic content and achievement standards. >> Is there a second? >> Second. >> All in favor? >> I Okay. Um FY26 supplemental appropriation for title one school improvement grant. >> I move that the FY26 school operating fund and budget expenditure and appropriation be increased $22,24562 and a budget uh revenue budget and appropriation be increased by the same amount for the purpose of receiving federal funds from the Title One school improvement grant. and uh for JWMS Johnson Middle School and to be used to cover costs for additional planning. >> Second. >> All in favor? >>

121I >> Okay. Um FY26 supplemental appropriation for FY25 title 2 grant. I move that the FY26 school operating fund budgeted expenditure and appropriation be increased 23,999.54 and that revenue budget and appropriation be increased by the same amount for the purpose of receiving federal funds from the FY25 title 2 grant to be used to support professional development via conferences, continuing education, consultation, etc. for teachers and school administration. Is there second? >> Second. >> All in favor? >> I I >> I um FY26 supplemental appropriation for FY25 Title 3 grant. >> I move. >> You got it. >> Go ahead. >> I move that the FY26 school operating fund budgeted expenditure and appropriation be increased $4,618.64 64 cents and that revenue, budget, and appropriation be increased by the same amount for the purpose of receiving federal funds

122for the FY25 Title 3 grant to be used to support programs to address English language proficiency and academic achievement of English learners. >> Is there a second? >> Second. >> All in favor? >> I. >> Okay, last one. FY26 supplemental appropriation for FY25 Title 4 grant. >> I move keep stepping on you. >> Gota say over first. I move that the FY26 school operating fund budgeted expenditure and appropriation be increased $12,55566 and that revenue budget and appropriation be increased by the same amount for the purpose of receiving federal funds from the FY25 Title 4 grant be used to support academic enrichment programs. >> Second. >> All in favor? >> I. Okay. Okay. Schoolboard member comments. So, Mr. Cyp, this is your first um meeting. So, we set aside time on the agenda for schoolboard members

123to share thoughts and concerns or to report on events. So, welcome. Do you have anything that you'd like to say this evening? >> Thank you. U appreciate the opportunity to do this. Um, at this time I have no comments or concerns, but I'm looking forward to the next three months and hopefully after that even more. >> Welcome. Thank you, Mr. Wilson. >> Yeah, I'm glad to learn so far principles to whom I've spoken are say that everything has been very smooth. Dr. Bowling is very happy that things are smooth. If they're happy, we should be happy. So, well done to our professional staff. Yes. Thank you, Mr. Kennedy. >> Um, I'll echo that. Welcome, Mr. Site. It's pleasure. >> It's a um exciting times with the new year's kicking off. So, we'll see how it

124goes. >> And Mr. >> um re reinforce everything that was said. Uh we'd like to hear I think it's uh what we've heard so far initially positive about the uh the uh the cell phone policy. We've heard that u uh lunchtime is a lot louder now which is a good thing I think from our our standpoint and anyway >> yeah uh I hope that will continue to be uh looked upon as a we should have done this a long time ago. Thank you. >> Tried last year. Um Okay. So, welcome, Mr. CYPE. Um and we're glad that you're here. Um thank you for giving your time to to the community and to the board. Um, and I don't really have anything else to say other than thank you um, for the effort that's been put

125into making these presentations tonight and then all the work that you guys have done um, teachers, staff um, especially to get the family life going hopefully this year. So, thank you. Um, do I have a motion to move to convene in close session? I move to convene a close session to discuss personnel matters including appointments and resignations pursuant to code of Virginia 2.2-3711A1. The estimated time required for the close session is 15 minutes and action is required. Expected sir, >> is there a second? >> Second. >> All in favor? I I move to reconvene in open session. Is there a second? >> Second. >> All in favor? I >> I >> Okay. Um, is there an action based on close session? Is there a mo motion to approve? >> Well, there is, but I'm trying

126to find it. >> Trying to come up with a good plan. >> I'll move to approve the actions uh from the session. >> It just be to approve the personel as presented >> and you could do the stop. >> Okay. I move to uh approve the personnel information as presented and also Approve the information. >> Second. >> All in favor? >> I will now adjourn the meeting.