001um because we've got a lot to get to and I want to hard stop at 6:30 so we can go into close session. Um so we have nobody participating electronically. I'm sure Dr. Chase will be here. Can I get a motion? >> I'm sure I have a suggestion for the the agenda. If we move revenue sharing to the third item for discussion because that's really more in the future than the other two. that might help us if we get close in the in the time frame >> is there any objection to that? >> So it would be non-transportation zones module plan update and then >> it's I thank you. >> I'm good. >> So do I have a second for that change to the agenda? >> Second. >> Okay. All in favor? >> All right.
002Let's start with the non-transportation zones. >> All right. So uh this evening we're going to give you an update on the not Mr. Right. Thank you for being here. Uh give you an update on non-transportation zones and some of the work that that we that's ongoing but um a lot of work continues to need to be done around non-transportation zones and so we want to provide an overview tonight of uh how we define non-transportation zones the and the work that we are doing and just forecast where we're headed moving forward and wanted to get some board direction if you have any questions concerns in terms of the what where we're planning on heading with non-transportation zone. So turn over Mr. former way. >> Yep. Appreciate it. So, um there's a couple areas we're going to
003kind of ask for your feedback on as we're continuing to work on reviewing not only our existing non-transportation zones, but also maybe expanding some of those non-transportation zones. Uh and so we as we've looked at that over the last really couple of years, um have come to some kind of roadblocks of like, hey, do do we really want to move in this direction? It's a little bit of a change in philosophy even though our policy and regulation allows it. So, uh, at first we're just a little bit of background about non-transportation zones. First of all, um, we're allowed NTZ up to one mile is what policy rag allows. Um, and that's for all elementary, middle, and high. So, anybody that resides within that one mile non or sorry, anybody that resides in that non-transportation zone,
004um, which could be up to a mile, but that's where we've deemed it a non-transportation zone. So, not everything going up to a mile is non-transportation. It's just we look at anything within a mile we could identify as non-transportation, and I'll get into some of those details in just a moment. So, we look at that, but anybody that falls within what we identify as a non-transportation zone are responsible for their own uh students travel to and from school that day. Uh, and we identify those non-transportation zones by a a committee, you know, a safety committee that's established and reviews uh reviews that up to one mile to identify what part of that one mile could be a non-transportation zone. Uh so without going through all of it, it's a really a joint effort between school
005staff and county staff and really state staff. We pull in sheriff's office, we pull in VOD and and look at that zone to make sure do we think it's, you know, appropriate for uh to be a non-transportation zone. And I'm being deliberate of a non-transportation zone and not calling it a walk zone. And I'll get into a little bit of that in a moment. Um, so this really goes back even before 2024, but we've reestablished kind of that safety team and started looking more in depth at these in 2024. As we got into redistricting, we kind of put a pause on it uh and shared with the board at that time like look, with all the changes with redistricting, the boundary lines are potentially changing which could impact some of those non-transportation zones. Uh, but
006also um it's going to change traffic patterns and everything. So, let's kind of put a hold on it. had done a lot of work and ran into some kind of questions as they were reviewing it at that point and said, "You know what? Let's hold off until after we finish redistricting and let's come back and look at it." And when they were looking at it, those same questions came and pop back up this year when they were looking at it. So, some of the things that they do as a as part of the safety team. Now, we call it non-transportation, but personally, um we're probably not going to approve a non-transportation zone that's not walkable. So, we don't it doesn't have to be walkable, we could identify anything up to a mile and say this
007is a non-transportation zone. Uh, but personally, as far as making sure we can have students that are able to get to school and make sure we have attendance and we don't run into uh some concerns there of every student having the opportunity to get to school safely. We have taken the approach of a non-transportation zone should be walkable, but we don't typically call it a walkable zone. Uh, but the things that we look at are listed above. These are pulled directly out of the regulation. So, we look for are there crosswalks? Is it um is are there sidewalks or a walkable area? Um so, is there a shoulder on the road? Is it a residential neighborhood? For instance, we're not going to ask kids to walk down Route 17 just because it's within a mile
008of the road, right? >> Yes. And we look um you know, line of sight. We look at the on-site traffic control. So, can we place a crossing guard at that intersection to help facilitate a walk zone? So, this just a little bit of a com comparison of some of the distances some uh other uh divisions around us are. It's pretty close. You know, a mile to a mile and a half is what a a lot of folks review or consider when they're looking at a non-transportation zone. Um, we also put on there kind of that allowable travel distance to bus stop. Technically, our bus stop, our goal is a half a mile. We we try not to have a bus stop that's going to require a student to walk more than a half a mile,
009but you know, coincidentally, our walk zone to walk to school could be up to a mile. Do >> you want questions? Wait till the end or questions? >> Uh, >> on this I don't mind actually right now as we get a little bit further, we might just wait. >> Okay. Um, just quick question. So like these ones that we're comparing ourselves to don't really compare the area like ours like some like orange spotsy call pepper actually has more of our like treslo type roads. >> Yeah. >> So more Yeah. Because we do have Embry Mill area but a lot of us I don't know I've seen students walking out of North Stanford and I'm not even sure that's a safe walking zone. >> Oh they walk across. >> Well they're not walk zones. Yeah. Some
010of our areas are not walk zones but they still walk. Yeah, they walk across the extend and there is a crosswalk, but they've been >> we've had parents that come and talk to us about that. >> In North Stafford, uh there's a forest trail that leads to Park Ridge, and I know so many students who walk there and somebody actually slipped and fell >> because of the ice >> and actually have to go to the hospital for it. >> Oh, we read about that. >> Yeah, but that's actually not an approved walk zone. So, we don't encourage students to go up there. But because it's because it's there, they are are using it and they're cutting through the wood >> zone, but it could still be considered a non-transportation zone >> because if they're walking,
011they're walking less than a mile. >> So, we won't call it walk zone, but it could still be non-transportation. >> Well, even if if they're walking and it's not our they could technically be walking two miles. You know, it could be all the way through Park Ridge, the neighborhood, and then cutting through Park Ridge, the property, to get to the woods, and then cut through North Stafford. Some of them actually could be more than a mile, but it's not our designated. We're still providing a bus to those areas where they're walking from. >> So, the goal of our non-transportation zones is to stop providing a bus. >> If we call it a non-transportation zone, we do not provide a bus to that area. So, as we've been going through this review, we kind of keep
012circling back to the same questions. Um, and so, which really what triggered this conversation with the board to get some feedback as we reconvene the committee and start looking at all of these areas. And we're going to provide two examples to you that are the biggest areas of concern. But once just wanted to make sure we're all in agreement that if it's a non-transportation zone, it is a walk zone. uh and though we kind of treat them the same or we could decide hey anything within a mile it's up to the the student or the parents to get to school and it doesn't have to be walkable. Uh so in the in the REGG it specifically says non-transportation zone. It doesn't say a walk zone and a lot of divisions are very uh um intentional
013about that term of non-transportation zone. We're not saying that technically it's safe to walk. we prefer, me personally prefer, but we're here to get feedback from the board that uh it could create issues if it's not a walkable area for some. >> Well, it it's also I think you said it in one of the earlier slides that if it's a non-transportation zone, then parents are responsible for getting their kids families that reside within a non-transportation zone are responsible for their students travel to and from school each day. So if we designate something a non-transportation zone, there is it's it's on the parents to get them. >> So currently we only aren't acknowledging walkable zones. >> Yeah. So when these were originally established 15 plus years ago, >> I remember when they were because we had
014proposals come up to have students walk down um >> um Vista Woods and Chop Tank Road with all the drivers driving to north to Mountain View down Chop Tank and they you proposal came up >> that we would have elementary school kids walking to Garrisonville and Rock Hill >> and the board nixed that because it wasn't safe. So, I don't know if that's where the definition came from, but that was many many years ago, but it was the the will of the board at that time that if we're going to require children and families to get their kids to school that we would have, you know, a way that they could go safely by walking. >> I answered very, >> Dr. Chase, maybe you have some history on this, but wasn't um all of wasn't
015Conway like that whole neighborhood there supposed to be all walkable, no buses, >> right? And I think I'm >> there's buses in there. >> Are there in Leland station? >> I thought large area of Leland station that is >> I thought that they added they added a land to Leland station. So there's Leland station across right but they have the original I'm I'm waiting for >> We don't have buses parked at Leland station. We actually have about seven buses that are parked there. >> You didn't mean park. >> Do we pick up students in station? The buses go into the neighborhood. >> Um yes, we do. >> Yeah. >> Okay. >> I think originally it was not supposed to be that. So, >> right. I thought that >> I I just was trying to I
016wasn't sure if I remember right. Okay. >> So, and we'll that'll be one that we review again and maybe um 15 years ago or Yeah. Conway would have been established in, right? So that we would have looked at that and said, "Ah, well, maybe we're not comfortable having them cross." >> Well, I think one of the things that maybe has happened at Conway is there are a lot of parents who have opted for their kids to walk, >> but then I think what happens is they end up with a lot of parents driving their kids. And so it's such a headache having all of these car riders >> That's true. showing up >> that it it's so you know it's a trade-off, right? Where where do you want the hassle? Do you want the hassle
017to be >> In the car rider line or the bus rider line. So, at any rate, >> I just think the risk of kids not getting to school on time increases when you make all parents within a onem radius responsible for getting there. >> Yes. Unless there is an easy way for them. >> Unless there's an easy way, >> which is why we look at it as more of a walkable area. >> Have a question. The onem radius is that just a circle radius or is it one mile of like sidewalks? >> A one mile like go ahead >> street network distance. So it's not as the crow flies a street network distance to school. >> Um and once we said all right it as we've kind of done here that we believe it needs
018to be walkable then how do we define walkable? And that's where we running into a few questions which we're going to talk about. So two two main scenarios. First one is Hampton Oaks Elementary School. So, uh right now there's a non-transportation zone, but it is directly near the school and it does not cross over uh the residential road, right? So, it's only the residential, but there's a non-residential road. And I'm going to show you a picture here in just a moment to explain it. Uh but we believe that with a crossing guard there, um there's a there's a stoplight, there's a crosswalk, there's even road uh walking uh signs signals up. So, right now, this is our current uh non-transportation zone for Hampton Oak. So, that peach color and uh this purple outline is where
019we could potentially expand over Mine Road into um uh what is that? H is it expanded for Hampton Oaks on the other side? >> Hampton. >> It's just on the other side of Mine Road. Um originally we used mine road as like the barrier that the non-transportation zone would not extend past it. We believe it can and during the review however you know this is the road where they would cross. So it is kind of like a four lane. Two lanes going each direction. Speed limit is 40 miles an hour. However, there's a stop light. There's crosswalk. And you can even see there actually are the pedestrian lights as well. And there's the bus lights that flash on that road, too. >> The speed zones. >> Well, that tells you, you know, when the when
020certain times you have to go a little >> the school zones. >> Yeah. >> Right. So, they're already >> it's reduced down to 25 during school hours. Yep. >> So, uh I think we would all feel comfortable though if one of our school crossing guards was out there on one side in the morning, one side in the afternoon just saying, "All right, kids, now it's safe. Stop lights red. you know, it is time for you to cross. >> Well, but this is a a little bit of a change in the approach than we've done in the past. So, we just wanted to make sure the board was kind of aware that this was something that we were looking at as we move forward. >> Can you point out the bus stops on the previous one?
021I just make sure I point out the red the red dots there with the bus stops. >> Yeah. So, the red dots are the bus stops on that other side of M mine road. What would be expanded >> um across and it's at least one additional bus that we're sending on a route over there right now. So is that furthest red dot then one mile from Hampton Oaks? Is that >> that it would be? >> Is it down in Eustus Road? >> That's Med Meadowwood Park is down. It's all the way down. >> It's all off Northampton. >> Oh no. >> Yeah, >> it's by Walmart. >> Okay. >> Um I do want to point out the green area. You know, these are kind of APUs that are shown there, but that green arrow is
022actually um and these are tenant zones for next year to be clear, not this year. But those are that's actually for Park Ridge, which is why it's kind of weird that the non-transportation zone extends farther west and not north. You're saying, well, hey, if this is a mile, why can't we go farther north uh on the on the west side of May Road? But that's why >> Yeah. So the advantage of well one sort of positive or key takeaway is this would potentially save one school bus >> and so you know John what is the impact of that from a transportation point of view but we can always use another bus. Um >> so but it only saves us one bus but it does save us one bus. >> Yeah. So this is one school
023one bus. The question becomes as we go further into this how many buses will that add up to? Gotcha. >> All right. So, scenario number two, uh, gets more into what do we consider walkable in a residential area and whether sidewalks are required. So, the area around Ferry Farm. Ferry Farm does not have a walk zone, non-transport zone, transportation zone right now at all. >> So, there are no sidewalks, but I'm going to skip forward a moment to this picture, which shows this is the residential area within around Ferry Farm neighborhood. You can see there are shoulders. It's at 25 mph. >> Where's the shoulders? >> That little gravel, right? >> Yeah. >> They can't walk on that. >> So, I I think the important thing here, so one, you have Ferry Ferry Road here
024cutting it in the middle. The the red dots are on the southern end of Ferry Road that are current bus stops. There's also bus stops on the northern end, but we actually would not propose that the northern end of Ferry Road would have the non-transportation zone would extend that far. It's within within the one mile, but there are no crosswalks across Ferry Road. We wouldn't think wouldn't believe it's safe for our students to walk from the other side of >> Now, I will say that we've h I've had a couple constituents that have come forward and have asked for a crosswalk across Ferry Road so that they can walk. They have asked for that and we're told no. But the other crosswalk that's being considered, they're so excited about. But or the flashing sign, I'm
025sorry. >> And I will say that when my kids went there, Yes. a long time ago. Um there a lot of those kids. >> No, we didn't. >> You had Get off your horse. Anyways, um those kids generally walk and ride bikes a lot in there. A lot. >> Yes. There are there are a high number of students that are already walking, but we are still providing a bus and actually have 10 bus stops through that part of Ferry Farm. I and you'll notice the we put the bus stops on there and it's intentional to show students are already walking from corner to corner. We're not doing doortodoor. So, we've deemed and we have this across the entire county that it's okay for them to walk to a bus stop, you know, one or two
026blocks on in this residential neighborhood. So, in fact, you'll even see that some of those bus stops are almost across the street from Ferry Farm Elementary School. So, we're taking them about >> So, would you add a a a crossing guard or something just to kind of >> out in front of the school? >> They already have one. >> Yeah, >> They already have them cuz there's people that are doing >> that are already doing it. >> Do you think it's safe for them to walk on this? I mean, it doesn't look like there's not a lot of traffic down there. >> There's like no traffic down there. I'm thinking tank on the other hand with all the people going out. >> This isn't I think there's a lot of considerations with this. I mean
027I don't mind if they can actually safely walk. I don't I think >> and it's relatively flat. You're not trudging hills and >> there's better line of sight. >> Yes. >> This is where they do their drug march anyways. Um >> sorry anti-drug march. Sorry. >> What do you know? You weren't there. Just go ahead. I just I'm with inclement weather. I understand that we're saying like it's dependent on the families, but it's not you can't depend on every family to have viable transportation. So, what happens when we have another, you know, two-hour delay and it is it did snow and it is super cold and you're expecting a child to walk a mile in the cold and in the snow or or in the pouring rain and it's >> 20° outside. Like, what? >>
028Good point. >> You know, what is that? Well, unfortunately, you can't just assign buses on inclement weather. I mean, we have to we have to set whatever the threshold is and and the expectation is once that threshold is set, then it's the responsibility to get them to school. >> But it's consideration to take into, you know, >> with that being said, like could this be like an option? Like, you know, I'm saying like I understand if you don't have transportation, like could it be an option for you to be on the bus instead or like for the students to walk? It's really >> I think it's either or either. I mean, some you honestly can walk if you want to. You don't have to ride the bus. But we either offer their bus and everyone
029has access or we don't offer a bus and everyone >> doesn't have access. >> But you can opt in to transportation or not opt in. So if you decide you want your kid to walk, they can. >> Okay. >> So, >> but if it's a non-transportation zone, it's not an option. >> Then it's not optional. >> That's a difference. Yes, >> I do want to clarify too. We do even if you're in the non-transportation zone, it's a special need student. We are still going to provide >> I know. I just want to clarify >> take for a student to walk from the farthest spot to very far. >> How long is that? >> We should go on a field trip. We should we should walk. >> Seriously, we should >> Yeah, there's actually fun. >>
030You'll see it's actually not a full mile from Ferry Farm over to where we where the where that walk zone would extend to. Well, as you go farther north it is, but we actually stopped the walk zone because there's not a road network that connects across um route three technically, right? >> Yes. >> Kings Highway. >> So, I mean, I walked to school and it was a mile in DC um to and from school every day when the weather is better. And I think walk-in is great for kids. >> Oh, I agree. I also think that it it's one of the things, you know, we've been reading over and over with like surveys and stuff is is connection, >> right? >> And I really think >> we would pick up like I was at the
031far end and after a block you picked up those kids and then the next group of kids joined and we'd be this whole >> mom of kids arriving at school. So in general, I I'm a big fan of it. >> I do appreciate perspective though. >> Yeah. I I I like the concept of a walk zone. I just think that I think a mile is pushing it, I think, for any student to walk to school because you could probably suck it up for a half mile. >> But um probably 15 minutes. >> I think in these rural areas though when we don't have sidewalks where you basically just have a gunner on the side of the road, it's not the same thing as walk. >> Sure. I mean, you're not going to use Forb Street.
032Like my kids could easily It's It's a mile. If they miss the bus, we would walk them. Um, but walking Forb Street is pretty rough. Um, but that's not what we're talking about right now. >> Question as far as the zones that we're looking at or just in general, has there been any accidents with kids? >> Um, >> this is just >> at all over the however many years. >> Uh, we do have that data. I can look that up and get back to you. So, we do have crash data, pedestrian, all types of hazards. and um I can get that information. >> So I'm not an expert on the other counties um but Prince William, Lowden, Fairfax, and Arlington. How is their like infrastructure compared to Stafford? Because we were talking about DC's like
033they got walkways and stuff >> more walkways. >> More walk. Yes. Stafford's sort of a hybrid where part of the county there there is some infrastructure and then other parts more rural. So we're sort of >> and that's why we included Spennsylvania and Faulier in that chart. We said they're they're more rural. So let's put them in there as a part. >> Yeah. Another quick point I'd like to make um in putting together some of the maps. One of the things I was looking at was in the policy it says students can walk up to a half mile to get to a stop. So in terms of issues of fairness andor equity, you know, what does that look like where if someone is a half mile away from a school versus someone that lives 5
03410 miles away from a school, but they have to get a half mile. So that was something that was really sort of >> So you're saying that it could be pouring down rain and a kid is expected to walk half a mile to get to their bus stop and wait for the bus. That's correct. >> In rain, right? Are these core are the NTZ zones the same for high school? Is it still a mile? >> Yes. >> So, >> there should be a I don't there's a big difference between a 16-year-old walking a mile and a 5-y old. >> Well, a half mile to a bus stop is is the furthest. Yes. Half mile to a bus stop. >> And they take that into account. You know, transportation knows when they're looking at it. Honestly,
035we have some people that go more than a half a mile. if their road is private or it's a gravel road. We can't go down every road in Stafford County, it might um not be a public road. It might be um like individual private to the homeowner. So, we can't go down those. So, depending on that, they might be a mile and a half from their bus stop to where their house is. Um they might not walk, but they still get to the bus stop. >> So, what specifically are do you want us to do? >> Um honestly, I think I've already heard it. if if kind of where we were really getting at is, you know, our recommendation is we already have this in in our in our regulation and it's laid out with
036the criteria that I showed earlier that the things that we'll review. >> Are these the only two? >> No, there's more. These were just two scenarios. Okay. >> There's a lot more. >> Yeah, there's a lot more that we can consider. Some of them we might still not make an MTZ, but >> when we originally did this years ago, >> buses are you thinking with what you have working on >> are we going to potentially free up? >> Um I think it's it's hard to say. It's not >> I'm assuming that farm is also one >> 20 or 30. It might be 10 or 15 hopefully by by the time we get to the end of this. >> But that's sort of helpful for specialty centers even too. especially since gas is going to be
037$100. >> And I think the rest like there's a lot of work that goes into this to bring all the teams together. We wanted to kind of check where we are now before we go out and do all this work to make sure that we're all on the same page as we go out and do this and come back. >> So what I think I'm hearing is that we we approve zones as long as they're safe and there's a a viable path for students to take >> and um it's less than a mile a mile or less. Um, but I also think that maybe if we do this, should we have, you know, some kind of public hearing to let people know and get feedback from the community? >> I would say yes, but well,
038you guys got to bring it to us. But I I >> one of the things I thought of was potentially the group we could take this to our transportation advisory committee and so it would have also been >> absolutely >> um the proposals get their feedback. I mean, I think sometimes, yeah, I I would just be concerned that doing a public hearing, some people just aren't paying attention. Yeah. And so then we're going to hear from them after the fact >> and >> we don't really blaze a trail for public hearings, even like if it's budget or even something as big as that. I get it. >> It's true. >> We'll send written notices to anybody that's they're >> Well, we're really only going to hear from people that don't like it. Right. Yes. Correct.
039>> Are you talking too as part of the groups? Are you talking to the principles? >> Yeah, they're part of the group in there. >> And so just can you talk implementation a little bit because I think that in terms of what we're looking at it will take some time for us to put all this together. >> Yeah, we've started the work several times and then paused it because of several things that are were going on and then as we kept kind of hitting these roadblock roadblocks and questions and wanted some clarification. So at this point uh we still have a lot going on this coming year. also want to see um as we we've got the redistricting is done, but let's see what those impacts are at the schools. So, we know that car
040rider traffic has been a significant issue everywhere. We also part of our issue last year is we didn't want to do it before the redistricting. >> Um increased car rider traffic because now it's a non-transportation zone and Hampton Oaks doesn't have anywhere to put their car rider traffic as it is. So, if 30 more people are now driving their cars, where are they lining up? So, uh, we want to work on this for the next, you know, 69 months, have a have a solid proposal, uh, to take to Dr. Smith and really looking at implementing it for the 2728 school year. So, not this upcoming. >> So, you're not going to bring anything back to us until next school year. So, it wouldn't go into effect until fall of 27. Yeah. >> We need to
041get accurate data around all those pieces. Yeah. >> We have to pull in Vita and sheriff's office to get into review. And I think even doing like um like a Saturday walk where you you know give the make it a fun thing. Let's you know let's do a walk a kind of our walk to school. Walk it out. Whatever you want to call it. I think it would be >> I think it would just if you just made it a fun walk day that you know hey we're just going to show you and get to the school and say bye or I don't know. I'm just kidding. But I just think something like that would really kind of make it like we're excited for you guys to do this. >> I would much rather walk
042than ride a bus personally, but that's just me. Um, so you're going to bring this back to us in September, October. >> Can we just make sure that Mr. Fulmer knows what we define as walk? I mean, I'm okay with the one mile, but I am very concerned about putting kids on roads that have >> you know, and if you've got, you know, more traffic, even if they're, you know, a subdivision road, >> you know, the the the higher amount of traffic and the you have the speed limits up there, but, you know, a lot of people don't pay attention to those. So, I I just don't want to come back with and and this is what hit me years and years and years ago with a proposal that kids start walking on roads that
043really weren't safe um because of the traffic and the drivers and and no shoulders. now. And we have worked with subdivisions in the past. When we um when Kate Waller Barrett opened, we actually worked with Devon Green to help put in walking trails, you know, across the subdivision so kids could walk from Devon Green over to Kate Wall and Barrett. So, it doesn't have to be a sidewalk, but it has to be something safe, right? And and I'd have less of a concern, you know, for a a street in Ferry Farm where it's much quieter than a street, you know, off 17 or on Garrison Hill Road, which is, you know, that a through street or even mine road to a certain extent. But mine road, you've got that nice traffic signal. you've got a
044four-way, you know, crosswalks and if you put a crossing card there, >> do we have any um when we're doing these evaluations, do we have any like traffic limitations? Like if there's a ton of traffic, like it's it's a it's a major thoroughfare, but there's no sidewalks and there's shoulders and so is that part of the criteria? >> Okay. Volume of traffic. Okay. So that's where we say like is there other things you feel like need to be added to this that we don't currently have because these were the considerations that the safety team would take a look at >> and the safety had this on there before but we're not going to propose things that half the people on here or even one or two people on here say hey we're not comfortable with
045this we want everybody to be comfortable with what we identify as >> okay and we're sending this to transportation >> okay and and I would say that any principal whose school is affected should at least be able to review that and give feedback before it comes back to the board because that would be a good opportunity. I mean, I know you'll have principles on this committee, but if I'm a principal and I'm not on the committee, but yet my, you know, area is proposed, I think it would be beneficial to have me review it and give you feedback, >> especially when it comes to the car line. >> Yeah. >> Okay. >> Hopefully, those are better this year. >> Is this car rider line written on there somewhere? So maybe adding that like the impact
046of the do they have the space >> volume of traffic. >> Yeah, we I mean that's one of the reasons why we postponed it now. School traffic. >> All right. So the next item that we >> do >> as Mr. Towry is coming up to the table. The next item we have is an update on the modular plan. Um, I know we've talked about this several time and as we get closer to the opening of our new schools, um, we wanted to come back and share with you a phased approach to, uh, our modulars and how we might approach that. If you'll recall when we took a look at this back in the fall, we were looking at enrollment data around the same time and said, "Hey, we need to let's wait another year to
047take a look to see about elementary school 20, middle school 9, high school 7." And so, uh, this takes into that consideration with a phased approach, uh, to the 60 trailers. And so we want to share that that with you today. >> Thank you. Okay. So just a little bit of background for everybody on this so that we're all on the same page. But we these modulars um took us about four or five years to get get installed where they are now um starting back in 2021. The first four that were actually leased um those actually came from Ferry Farm and were moved over to Rocky Run. And then we added four more at Conway. And then we had the explosion of modulars in 20 summers of 23 and 24 bringing us to a total
048of and this is just elementary here total of 60 uh elementary modulars throughout the county. Um as Dr. Smith noted we did um talk about this last October at the time. uh based on the uh previous enrollment projections, the updated enrollment projections in November seeming to put a curb on some of the growth um we thought we need to reconsider how we're looking at these modulars, looking at them in a little bit more of a phased approach. Um continuing to monitor obviously enrollment uh over the next year or so as well as what happens with the capital improvement plan in terms of what the board of supervisors approves in particular. You know, we talk about the timing of elementary school 20. You know, the further that gets out on the um potential approved capital improvement
049plan, the more likely we feel we should potentially hold on to modulars um just to allow oursel some room to be able to grow a little bit as as needed. Um right now we have no planned uses for the modulars. We are looking again at the phased approach here. There may be some opportunity to repurpose some of these. We talked about relocating some of those and possibly reselling some. So this is just a concept. Um this is the same um similar spreadsheet to what you all saw in October. Um again I want to say that particularly phases two and three here are subject to change. I would say the one thing we feel pretty confident in right now is phase one which is this summer. The plan is to take the four modulars that are
050in the Kate Walder Barrett uh bus uh loop and move those down and reuse those at Hartwood Elementary for the reconstructions, not the existing Heartwood. Uh but the Do you need a hand out? >> Yeah, the >> I can pull from here. Uh but that would be for um construction trailers uh down at the Hartwood Elementary School rebuild site and the four from the Falmouth parking lot uh to be used at the Drew Middle School uh construction site. And then the four Rocky Run that are currently leased would be uh returned. So that is the plan for this summer. Um I guess again contingent on you know a couple different components and pieces that we're working with contractors on right now. We feel very strong uh feel very uh good about that plan for this
051summer. >> Are these the oldest ones being moved first? >> No. The way we approach this is the ones that were most impactful to the sites. Okay. >> The operations of the sites. So those two sites really Kate Waller Barrett found that they're in the parking lots or the bus >> is a lot of trailers. >> Yes. >> 10. >> Yeah. So, um, the the the ones that we felt were actually impacting the day-to-day operation of the site, ability to move buses, cars, and so forth around the site were the ones that were potentially for safety, you know, from a fire access um, standpoint. You know, it gets much more difficult to get around those buildings, right? >> Talk to us about Park Ridge because 10 at Parkidge, Park Ridge has really I mean, a
052lot of outdoor space has been consumed by these trailers. So what what's the rationale there for waiting and what are your thoughts about that? >> So if if you could let me get through a little bit more because I want to present some of our our thoughts behind this, some of the different >> um things that are impacting this. So as we get into phases two and three, we're starting to look at the possibility of using them either for renovations. Um we've talked about this before potentially at Stafford Middle or Brook Point. um some of those we we built in some numbers into those budgets to be able to accommodate those modulars. Depending um the longevity of those modulars if we decide to um just use them for a year and a half at the
053site, we can install them uh with um in a in a less robust fashion. I'll put it that way. not unsafe, but um once we get past a certain point of 18 to 20 months, the county requires that we install uh footers and foundations and a lot of other things that tend to bring the price of these up. Right? So, there's a break point there somewhere when we're moving them and reusing them as to whether or not it's costefficient uh versus maybe just trying to go back to more of a phase summer by summer approach. Um once we get into phase three, um these are really ones. Again, this is kind of think of on your 10-year CIP plan. This is year seven through 10 for us. It's it's a little fuzzy. We're trying to
054kind of look ahead a little bit and think about what we're going to do with these. Um some of these we're confident would probably be um resold. Um some of these though may need to remain depending where some of our uh enrollment projections go. Right. So, >> but if if um elementary school 20 is in on the county side outside of the 10 the 10-year CIP window, then we're I can't see that any of those are uh summer of 28. I think they're all in the beyond because and that's still a hefty amount, right, >> to be leaving it >> at Parkidge for 10 years. And you'll notice we've where we've left them to, right, in terms of sites. So we could look at Hampton Oaks for example. Um it's not very impactful to playground
055or parking lot space in its current location. Uh so it seems like that would be a reasonable site for us to leave it at for potentially longer term. U that gives us some flexibility there with potential growth assuming elementary school 20 pushes further out. But Park Ridge, which is much more impactful to the usable area of the site, right? That's a that becomes a a a question for us because it's it's much more impactful to the site, but it's also 10 classrooms, which is a lot of flexibility um for us being able to move forward with the unknowns on elementary school 20. So, that's where we're uncertain right now where we feel we need some more time as we phase through this. We're not saying that tomorrow we might come back to well not tomorrow
056but next year we might come back and say Park Ridge we feel let's go ahead and move that based on the enrollment projections based on everything in the county CIP let's go ahead and let's move that one and we can either resell it or potentially relocate it to a different spot. So with I mean there's a cost for keeping them. >> I mean we can't I mean here's the thing. >> We all know that there's nothing more permanent than temporary structure. However, we also need to be realizing that we are p paying to clean them. I mean our cleaning bill went up just because we have them all that we pay a lot more now in our cleaning bill. It's a lot more in our power bill >> to have these. >> We also don't
057want um you know, one well it this was said when we originally got them was that they would only be used for classroom space and not push out space and that didn't happen. Um so what are these going to be used for? I mean I'd like to keep our cost down. >> Sure. >> Going forward to keep these things. We also have to ensure them, maintain, you know, maintain them. So there's going to be a significant operational cost, >> right? >> One of the things, >> like I said, we're if you're talking ES20, they're not going to move it up. >> So we're talking 10 years. So, one of the things that we've um been looking at from an operational standpoint, we're actually um working right now to ne negotiate the we're not planning to
058have all the modulates clean next year every day or even once a week. We our plan right now is that and I'll touch on this later in the presentation is that we'll do a deep clean at the end of the year and that the modular would be put into more of a non unoccupied mode from a you know lights and everything everything else. Uh, and then we'll walk it likely once a week, couple times a month, and run pest control through there. Make sure nothing, you know, gets >> inhabiting, right? Nobody knows. >> But that they would largely become um dormant at that point unless there's a specific request that we might consider. Maybe the principal or somebody has something that they think would be beneficial there and we'll take those on a case-byase basis.
059And I think the other thing that we'll mention a little bit later too is you know we also have talked a lot about contingency plans um should we have like a failure at the Melt complex or if there's other things. So we've looked at it from that perspective too and then also again going back to you the consideration the board considerable meters complex because they don't have the facilities that those >> right but there could be other things that we move into there to make room if we need in terms of a contingency plan. But there's is it's it's um costneutral if we sell them because basically we sell them and we that money is enough to cover them. >> That's the hope. >> In some cases it's it's it's >> but they're not they're
060not going to appreciate value sitting there. >> So I'm just wondering >> when do they how long do they how long are they good for like the roof? And because I know the ones at Ferry Farm when we got them they were like raining in between the walls. So we had to have like a lot of work done on them. >> So I mean it really it does come down >> and then they got moved to Rocky Road. But my worry is that yeah is I'm like what do we what's the lifespan of them so that we're not having to repair them >> with Sure. No great question. So I mean typical for a modular I mean typically would say 15 to 20 years >> and that it counts like the least amount of moving
061right >> the least amount of moving makes it last longer. Is that right? >> Not necessarily. They're actually built >> to a different standard to be able because they actually move down the road. Right. So they're in in one sense they're actually built more robust than you would typical you know um stick built right out here on a lot. Um >> uh so >> they are made to move up and down the road. Now that said, if you're moving them every year, that's that's going to depreciate, you know, the the the capacity of those. But 15 to 20 years with um is pretty standard and they can definitely be um invested in and extend out further than that. There's there they they can have a substantial time u lifespan, okay, if you would like. >>
062Um it just comes down to a cost benefit. So, what's happening with the furniture that's in these modulars? >> I'm going to touch on that, too. We're I'm sorry. Why don't Let me finish going through this and I think I'll answer some of these questions and then we'll um come back at the end. So, phase one again this summer moving eight modulars um to Drew Middle and Hartwood elementary sites. We talked about that. Good news with these uh we think with the estimated cost um can be cheaper to move these because we would be using them for construction setup on a site. So we don't have to go through the typical um outfitting it as a classroom, putting it on foundation peers and a lot of the other things that we would do for a
063classroom space. So that's that's the good news. >> What why do we want to be a construction trailer landlord? I mean the construction trailers are they not for the construction? So, we have we in our contracts right now, the way that it's the way that it's worded, we require our contractors to provide not only their own trailers uh for their for their use, but also trailers for our project managers to use on site. So, they incur a cost uh to do that. We pulled an estimate from the same vendor that manufactures these. This is a roughly 50% savings for us to reuse our own modules on on these sites. Have we not bid that Drew contract? >> Drew is bid right now. Yes. But in that contract, it's written in that we will provide our
064own trailers, modulars for the site. Mr. Contractor, you were to provide a pad with a electrical hookup for us and we will come out and set them up >> for us >> for >> And that was before this came to us for approval. >> This is this has been the plan that we've discussed. Yes, that is currently in our contract. I just haven't heard it before. >> No, we we discussed this. We've seen >> we've talked about using the trailers on our rebuild sites since last year. Yeah. >> But I don't think we ever came to any consensus or conclusions to the trailers. I thought that's what this was for. >> So that's already done. >> It's in the bid dock right now. That way we could go back and negotiate with the contractor. >>
065Hardwood contract written that way as well. >> That one's not out on the street yet, but that would be our plan. >> It's drafted that way. Yes. So Jason, in that in this plan here, it says Stafford schools would retain ownership and dispose of at end of project. Correct. >> So does that mean we have to pay to move them twice? >> No. So the way that this is >> right now they're set up in a in a very semi-permanent fashion, right? It's not as if you could back up a a truck to it and hook it up and pull it off, right? >> They have to be taken apart, pulled up off the peers. There's hurricane strapping, there's stairs, electrical hookups, all that. that will happen when we pick it up and move it
066over to in this case the Drew Middle School rebuild site. Okay. >> At that point though it's set up for construction use and and those are a much more temporary setup. >> Sure. >> Okay. And so the ability for us to have a contractor we could put these up on let's say gov deals like we do a lot of our typical surplus or disposal. um a contractor, we would feel comfortable coming in and removing something like that versus coming into say Park Ridge and bringing their own crane and then starting to pull these apart, right? We're not comfortable with that for obvious reasons. It could cause damage to the site. >> There's a lot of work in cost on our part. >> And Right. So in in that case, regardless for any of our sites,
067we're not comfortable putting them up as surplus right now. We have to disassemble them and get them to a point where a contractor could >> Come and get them reasonably. That's our level of comfort with having >> all the other work that you have to do on the site once the trailer is gone. >> Correct. >> Okay. >> I have a question. How much is the upkeep for one module that we have or is it like sporadic and it changes? It it can be >> it's really largely um an electric bill and I I I don't have that breakdown with me here today. And then and then cleaning um those are really the main two things. >> We can limit the impact of of that going forward. >> Right. >> Okay. And then how much
068would we sell it for around? It's unknown at this point. We um one of the things I'll touch on here later is that you know we've reached out to some other school divisions and they're either in the same boat we are like we're trying to get rid of some right now too >> or and some of that's just to due to declining enrollment in the area in general. Right. >> So there are other potential uses. you know, you drive down Route One, the contractors at the um data center sites, they're using them for large um modular campuses for their crews when they come in and work out. >> There's other options if we were to put it up on a on a auction site. But again, to get to that point, we'd have to do
069a certain amount of disassembly and repair on our end. Does that make sense? >> Yeah. Okay. >> And there's a cost to that, too. >> There's a cost to that. And the and the question that was brought up earlier is is the cost for us to do that less than or equal to the cost of resale, >> right? >> And the answer is it depends. It depends on the market, right? If there's a high demand for them, it also depends on the site, right? Because in some cases, I've got a lot more work to repair the site than other cases. So it >> it's and so you you can start to see why we're looking at this one at a time, piece by piece in a phased approach. In some cases, I agree. I would
070love nothing more than to pull the 10 modulars off for the park ridge site tomorrow, but I have to put a crane in there to move all of those. There's a lot of literally moving parts and pieces to get to that point. >> Did they get the the um more expensive at Parkidge? Are they on the more expensive >> footers? Footers. >> Right. And the real cost is it's $60,000 just to bring a crane out to the site for example >> versus others which I could maybe move without a crane. >> Right. >> So that's why you'll see some variation in some of these >> and the extent on that. >> Okay. >> Going back to um the maintenance of it where you talked about the electricity if the lights were on and the uh
071cleaning of one time. Do these require a separate like a separate insurance or something? We do have them listed on our insurance policy. Um, my recollection, and I'll double check on this, is that we we have, and Chris, you may be able to speak better to this, we have a large insurance policy that covers it's not, how am I saying? It's based on the total um value of the the um the the total school itself. So, the it it doesn't really move the needle, if you will. >> Okay. I'm not saying there isn't >> we're going to total contents and total building value and so the modulars are like insignificant impact on >> wouldn't they be valued as personal property versus the buildings >> I mean they're not permanent structures they shouldn't be >> yeah
072I don't I don't recall exactly how how they listed >> we can get to a little more on that but >> so phase two again um summer next summer next next summer um would be focusing on the four units um from Monure, the four other four at Rocky Run and then the six at Conway. And again, these would be used right now. The projection is to use them at Stafford Middle and Brook Point. Um a question that came up earlier, um at one point we were projecting the need for 10 at Brook Point and eight at at uh Stafford Hill. And so I thought, well, that's convenient. I can pull 10 from Park Ridge and eight from Stafford Elementary. However, that then changed to eight and six based on the renovations. And so now I
073get into a question of do I pull eight from Park Ridge and leave two sitting there? It so again the complexity of how we move these and when do we treat them as a total unit? >> Recall some of these are like the modular campuses where you walk in and it's a hallway with all the rooms next to it. They're not just individual classrooms. So taking taking four and leaving six at Park Ridge doesn't necessarily work >> without investing more money into Park Ridge and then >> um >> right seal it off. >> And I I bring that up only to say that this this and the chart I showed earlier is really subject to variation. As we get into those designs and as we look at them and we say this will or won't
074work at this campus and does this make financial sense for us to invest, it probably makes more sense at Stafford Middle because they'd be there for a shorter time. I don't have to put as much money and effort into moving them because I don't have to they don't have to last as long. And that sounds callous like I don't it's a classroom is going to be a classroom. It's going to be perfectly safe but it comes down to the code requirements with the with the building code official and everybody's going to require for us to do that. Okay. So, um some of the other and some of these were questions that were starting to come up as we were talking. So, um, again, no expected or immediate planned use in each site. Um, we are
075open to them being used on a case-byase basis. Um, that's something that, uh, and we've had some principles approach us and say, "Please don't take my trailers. I I really want to use them. I've got got something that we're using them for now, and I don't want that to change." Well, let's look at that. You know, there's going to be a lot of changes in the schools over the next year. Let's look at that case by case. And then obviously balancing that with the cost of maintenance. Maybe it does make sense for us to use a handful of them, but at a certain point there's a break even point where we say it's we're we're spending too much cleaning as an example. And we are again in the process of negotiating those cleaning costs back
076down to I'll call it the pre-modular explosion level. Um and then obviously I talked this declining state enrollments impacted resale market. Um the impact on the school's site operations, right? the ability to move buses at Kate Waller Barrett um is is much more critical than perhaps some of the you know loss of space behind Falmouth Elementary which is really or behind Hampton Oaks rather which is really not in the playground area. Um it's still within the overall building footprint if you will. Um, so some of those come into our play as we think about that and then obviously the consideration of all the 20 other CIP projects and contingency options in case we do hit emergency. >> Okay, >> question. >> There are a lot of questions I've heard. Yes. >> Um, Stafford Elementary have
077restrooms. >> None of the modulars other than the ones at Northstar have restrooms. >> The only ones. Okay. Okay. Um, I think it would be maybe advantageous for us to keep some of them for some of our needs that we do have, some potentially storage needs. Um, I know welcome center kind of has come up, especially in this central part of the county. Um, when I volunteered at the community closet, I am really surprised that somebody has not tripped and fall and gotten hurt in that place. They do an amazing job with the space that they have. They are awesome. Um, but the space that we've given them is is not really conducive to that. Um, and I know they need a lot of space. I know I had asked probably months ago about potentially
078keeping some of them for um some of our teacher like workspaces or keeping them for like some I do like teacher collections too of things and stuff as well, don't we? I don't know what the name I know there's a name for it. I don't want our trailers to become storage or things like that. >> Yeah. >> Well, not not like talking like clothes closet or anything like I don't think that that's like what I would want to increase electric, increase cleaning, increase all of those things to support that. I mean, >> we already we you're talking about not doing the community closet. >> Yeah. Not in our trailers. No, I don't want to like >> cuz we do it now currently >> in if we in our trailers. >> No. >> Okay, that's what
079I'm talking about. >> Yeah. I don't want to increase functionality of >> It's a melt. >> Is that melt? >> Yeah. But I don't want to increase like something like that in our trailers. >> So, how confident are we that I We're talking about moving some for the renovations, which makes sense. >> Yeah. >> But then we're talking about potentially trying to sell off some of the others. based on enrollment and the decline in enrollment. But how much on the dollar would we sell them for? Because if we're just going to have to turn around in 10 years because enrollment goes back up >> and we have land and we can just put empty trailers if they're going to last 20 years, it just seems a lot more cost effective to not try to sell
080them off >> in the event we need them. Now, I mean, there's no guarantee either way, right? Maybe we don't need them. But if we're worried about cost, I would think that's probably the most >> currently though, we're just looking at summer 2006. >> And and and we're doing this >> 20 this summer. >> We're only terminating, the way I read this, we're terminating four leases, period. That's it. Out of the >> one lease, we own all the others. Right. But I mean that's the only thing I see proposed for in terms of um >> I don't want to getting rid of but you know >> machine. >> Correct. And the other >> not owning the trailers. There's four that we're going to give up. Yes. >> Ownership of that's it out of the 60
081and they weren't really ours anyway if they were under lease. >> So to your point um you know that's one of the reason we we've got a lot of moving parts this summer, right? I think we all know that opening three schools is is going to be huge for us. And so looking at what can we go ahead and make adjustments to this year. That's why you see the 12 that we think we can automatically do or not automatically. I don't say automat because it takes a lot of work to do that, right? That we can take that off and that's what we can do now. And the board, you know, looked at our enrollment last year in the fall and said, "Hey, we're not sure what's happening with enrollment. We want to we put
082an asterisk at the bottom of our CPSA because we want to take that." So we we heard that and try that's where this phased approach is coming to say, "Let's look at enrollment in the fall. Let's come back and take a look at to see are we still on track for 2027? Do we want to move some things up? We'll have more information on can we sell them? What can we sell them for? And to really take that phased approach because it took a long time to get them in. If we're going to pull them out, it's going to take us some time and effort. >> No, it took us two years to get them in. >> It's also we've got all of our schools, elementary schools are being redistricted with two new schools opening.
083So, we will have more space in our schools for teachers to do things. So they will have more. >> I just don't want to see us sell stuff off and then three, four years from now turn around and pay twice as much to get another. You know what I mean? >> But yeah, phase three is 2028 and beyond. >> Well, that makes sense for three to four years, but we're talking 10 years down the line. I I can't imagine these things are not going to deteriorate just sitting there. >> And not only that, but >> in 10 years. >> That's why you got to use them. Buildings are a living, breathing thing. If it's not, you're right. If it just sits, >> it's not a building, though. >> Yeah, it's not. >> But we're looking
084at we're looking at phase three is 2028. By that point, we will have a better idea of enrollment numbers. We'll know how the redistricting went. Um, and if we need them, we can still adjust. And I think we're even talking about we are going to be using them for construction projects and um, uh, like phased approaches to some of our our Hbacks and stuff. So, I think that what we really need to talk about is phase one and phase two. Those are the early phases, which I think we should be better able to predict. But even with those, we're still going to have 34 trailers. >> We're only we're only terminating four in phase one and phase two, if I'm reading this correctly. Is that >> the other eight that we're moving off though? We're
085taking them off of our school sites and then can restore the property back to normal. But I'm talking about no longer being the property of Stafford County Public Schools. In two years, we're going to dispose of four >> and they were even leased. But is that >> Yeah. And then >> two years from now, we'll have a decision to make even with those >> 56 more >> ones that we own that are on the construction sites. >> So yeah, we are I really we're proposing is let's do this in summer 26 2026. What we were proposed for this upcoming summer, a lot going on. Let's look at enrollment numbers in the fall and then we'll we bring it back to you to say, "Hey, here's where we are. We got this done in 2026. We've
086successfully opened these schools. Here's what enrollment looks like for next year. We can talk about the >> follow to answer the question about the the furniture and equipment in the in the modulars. Um the the plan right now is that it will be redistributed as needed um based off of for example we've got a um we have furniture needs right now at Rock Hill Elementary that Park Ridge is I think next up right after that and so we would prioritize those schools for uh to to have certain older furniture replaced. Um, we understand that some schools, some of the schools where the modulars at right now are going to have a desire to reuse some of that within the building. We're open to that. We just got to do it from a centralized based approach.
087>> Like the technology right now, we don't have a sixth replacement. So, I think I talked to one board member, we had a teacher had a a broken board and we had to work we couldn't we didn't have one to replace it. So, some places where we can we can replace some broken technology that teachers might need. So will you give that like to would you give that inventory at a central like so that teachers or principals will know because I' I've heard even like mostly at the high school level even that they're struggling sometimes with their furniture needs. But I'm just wondering are you going to make that how will you make that available for schools to know that there's inventory that they if they need it? >> Yeah. No, great question. So we
088have we maintain a central inventory of everything we have. Um if there are specific needs from a a high school or elementary or middle, they reach out to operations. They say, "Hey, I need 10 desk chairs, three cafeteria tables, and we work with them to either provide that out of inventory if we have it. If not, we have a small furniture budget every year that we use to to purchase certain replacements. And then sometimes if we can if we don't have it in the budget they have schoolbased funds that they'll use from time to time as well to do some of that. >> And I know like at fairy farm when they were look thought they were going to be rebuilt you know all help stopped for a while because they were supposed to be
089rebuilt and so we would get you know they would get new bookshelves at um Gail Middle School so Ferry Farm got you know hey we they've got bookshelves. So, I just wanted to I just was curious to know how available that information was for principles if they because I I think Sarah makes a good point though. There's a lot of furniture >> in those trailers, >> right? Like all the kids that are going to new school are getting new furniture. So, hypothetically that means we have >> almost we have 60,000 >> desks and chairs that is currently occupied now for the two schools. But even like teachers that are going to be left over, >> we have to take more of a comprehensive look and look at what's the oldest, not just the principal that
090maybe asked for it. Right? So just because we have eight trailers at Rocky Run and we're going to maybe have eight classrooms worth of furniture doesn't mean all that furniture needs to go to Rocky Run. There might be schools with more desperate needs for the furniture. So we're looking at that to see where it needs to be redistributed. >> So do we have a storage facility for leftover furniture? I can't imagine that that facility. >> I will say it's not It's not very full. >> Our inventory runs fairly low because we don't have a large budget. Usually we're as soon as we get it, it's going out because it's for an immediate need. >> Okay. >> Um for the most part, we we maintain very small inventory. So this will help us kind of maybe
091even get a little bit of inventory, but mostly replace a lot of other needs. So maybe >> purchased different. >> Yeah. I I think this is something that we're gonna >> keep working on. >> Yeah. >> And I'd love for you to come with me. >> Especially Especially >> I've been there, >> especially over the summer if we start getting rid of stuff and how how they cross. campus and madam chair to come back to us in the middle of next year. >> I don't want to wait till this time next year because a lot of these say, you know, dispose of phase two or three. There's a big difference between one year and two years. So other >> October October comes back to the board. But if you could bring it to FAB before
092then, >> I would recommend that we get to a point where we have better projections in October. that when we do it in September, >> you get them at the end of October. We usually present at the November board meeting and update >> October. I just don't want it to be this time next year because then it's going to be too late to make a switch between phase two and phase three. The sooner the better as far as I'm concerned because I don't want to be in the business of owning trailers that we are not using or that we don't think we're going to use in the foreseeable future, which I would say a couple years, not 10 years. And and I just want to reiterate, I feel really badly for Park Ridge having 10
093trailers and just how much that has, >> you know, we talk about space, but those poor kids do not have much space. >> Well, not only that, but it's also very difficult. Like, I mean, you know, elementary schools are when they have an event, parking is just such a nightmare and you've got 10 trailers. That's a lot of >> No, I mean aren't impacting parking, but it does take out take away one >> still impact the fact that, you know, like if we fill these trailers, we still have a school that is built for I'm making numbers up here. You have a school that's built for 700 children and yet I'm offering eight more classes of kids. Now I got to figure out a rotation that works, you know, equitably for specials. Lunch, the lunchroom
094was never meant for that. you know, we're back to all the >> we're not filling it. We're just going to have these empty trailers and then the kids don't have >> that purpose. >> So, this comes back in November. Um Missy's not back yet. So, let's quickly go over the revenue sharing agreement. This is really just in the very early stages and um this came to the joint schools working committee back in August. And one of the and really the decision point there by that group was to bring it to both the back to our school board and then also bring it to the board of supervisors. I I do think the board of supervisors are going to hear the same presentation later this month. Uh so really bringing it back to you to to
095make sure everyone has an understanding of what revenue sharing agreement is um and an idea of terms of next steps. >> Yeah. So it wasn't as much of an update on where we're at on revenue sharing, but it was more some background information on revenue sharing. And so as Dr. Smith said, the joint schools working committee asked that we present this to the pole boards as well. Uh so here we are today um talking a little about our current process. Obviously we're all well aware that it um is and then just some of the background information uh and some of the benefits and challenges that we would run into. We'll get into a little bit of what type of revenues and then some some of what our the comparative localities are that have some form
096of a revenue sharing agreement. Uh so revenue sharing it's just an agreement between the local governments and the school division where a portion of the county revenue is allocated to the school division. Um and then it really gets into the details of how you define that revenue, what revenues are and then what percentage of that revenue. Um um and really the intention is is to have a um consistent um kind of outlook at funding for the school divisions. >> Um so our current process, not going to spend a ton of time on this, we're in the middle of it right now. So I think we're all well aware of what our school funding process is. Superintendent presents in January, February. The school board approves. Um then we wait on the county to adopt their budget.
097Then we get our final allocation and then it comes back to the school board for approval. And the reason that's important is um as we mentioned we don't have that predictability of the funding source currently without the revenue sharing agreement. So, as as we develop a revenue sharing agreement, uh the intention is is that we would have some more predictability so that we're not going back and forth that maybe that revenue, local revenue from the county is consistent uh and predictable instead of having to wait on the county adoption and then coming back. >> Be more predictable if we would still have to wait to the county to set its tax rate, right? To know what the county revenue is. >> Correct. So, depending on how much So, that's one of the cons, right? Um,
098I've always looked at that is the county can reduce their tax rate, reduce total revenue, and then it cuts into it. But it does have, assuming there is on the five-year plan, if they have their five-year plan, and we're getting a total percentage of that total revenue, then we can plan for multiple years, they're still um you're correct, Miss Haley, it's still contingent upon their final count. We don't know what uh irons the state is going to throw in the fire like the tax exemptions that cost the county now what $40 million a year that they're short. >> Correct. >> So that's 40 million less that we would get a percentage of under revenue sharing agreement. >> But the but the county provides updates on that in the fall as the and then in the
099winter. So So we know >> No, my point is you're still not going to know till April unless the county changes their date that they set the tax rate. >> Yeah. Yeah. And I don't think they're going to change their date, but I think it becomes more predictable. You're still not going to have the final number. >> Uh, so >> I think the only way it works is if there's a long-term plan and strategy so that you know a five-year budget and they stick to the five-year budget and you can say, "Okay, in the next five years, but the problem is that that none of these things have been developed that way at the county level." >> True. >> Well, it's also it's also political. I mean, it's when the board changes the the approach
100changes to taxes to schools to to everything. So >> we can have the best plans but >> yeah it would be nice if we could have like a baseline like you'll always get this base and then we can add to it based on these revenue sources or these revenue sources. I just don't know that we're ever going to get to that point. >> Well that's a good point though. If we do get a chance to propose something that's something that should be an element of it. >> Yeah because if you can say okay we always know we get a X >> a base. Yeah. >> And then that may be built on based on these revenue sources. And I think >> per student I don't know what the points would be, but I think that's
101something that that might be >> I think that's kind of what we're trying to do with the joint schools working group and what the staffs are trying to work together. Correct. >> Yep. So some of the things to consider as part of a revenue sharing agreement is which revenue is included or excluded. So they the county has just like we do they have certain revenue that might be grant funded that is dedicated to a certain uh purpose. So that would have to be excluded because they can't give us a portion of that. Um are you looking at all existing revenues? Are you only looking at new revenues going forward that we would receive a percentage of that that could be potentially a starting place? You know, Prince William looks at uh they not only include
102their operating budget, but they also say, "Hey, you're getting a percentage of our total, but you're also now responsible for allocating that between operating and capital." So you have to balance now your capital needs and debt service. >> We can't afford that. How do we treat our carryover funds? So, at the end of the year, uh, you know, we always have a few million dollars left over that we don't spend. Do those automatically get reappropriated and it just have to be used for onetime purpose or onetime use? That could be part of the revenue sharing agreement as well. Or even a percentage of your total budget could be automatically rolled forward to the next year. currently. Does everybody that all the different uh parts of their budget, do they all have to go back and
103ask for um their carryover funds to be reappropriated or >> are you saying the other localities or the other like the local government to >> the other local >> like the sheriff's department? You have to ask. >> Yeah, correct. Everybody Everybody >> It has to be Everybody does that. Okay. um not necessarily that it impacts the revenue sharing, but just some of one of the things that we have currently have shared services that exist between the county and the schools. Uh most most notably our our fleet services um facility. Um and then looking at how do we address, you know, additional funding needs. So, one of the cons or challenges that you'll see um I believe on the next slide is what if the what if we have specific needs like opening three new schools
104and the revenue sharing agreement isn't going to meet that in in one year. How do you address that? Um do you does your agreement adjust for population or enrollment growth specifically? Um and then maybe already defining what the agreement revision process is part of the revenue share agreement. When you say population, are you talking like our sped population? Like that kind of >> more of county population and then school enrollment. >> Okay. Total. Okay. >> So, if you're looking at like, all right, if the county needs to keep a percentage of the budget and we have a percentage, maybe it's total county population went up x, school enrollment. Typically, we're on the high end for percentage of student enrolled kids or or student population as far as percentage of total county population when we compare
105to other localities. So, >> and we have more kids. >> Yeah. Um so some of the benefits um predictability um some predictability as we've kind of already noted um but the available revenues might not meet our needs you know so as the example I already gave we have $10.5 million for the new schools that we're opening this year would a revenue sharing agreement have an increase of $10.5 million this year and so uh this could be a good or bad whether we want to have control over how we take the total funding and whether we can split it up between operations and capital or not. Um but the county would still have debt capacity that they would have to follow. Um there potentially more transparency on the on the county side for as far as
106what their total support is for the school division. Uh and then um benefits can also be a challenge for us which is also um if there's economic growth or decline they they linking the two with school funding. So if there is a there could be a decline in economic growth potentially um or an impact like an unfunded state mandate on uh veteran tax relief. Well, they're that relief for them is growing and their total revenues are going down, but our population for the, you know, last basically of all except two years um including this one has gone up every year for 20 years. So, um we're still going to have additional uh needs in the school division as we're growing even though they might be having an economic impact or decline on their side. Uh
107and and this goes really for our side is it doesn't necessarily account for all state and federal funings. There could be years where we have big state increases or minimal state increases that's not impacting what's their percentage of their budget they're providing to us. So that's a benefit to us. It could be a challenge for them is one of the things that we would want to look at. This is just an example of of certain revenues that would need to be included or excluded. So they have several different revenue groups that are um you know self- sustaining. They're already designated to a certain area that they would not be able to include in that revenue. Um, so this is, you know, the 26 budget, so a current year budget, but it's a a year behind
108the budget that we're looking at right now on the county side. Uh, the really emphasis here is that bottom note, which is 84% of their total revenues are actually probably sharable, would want to be included. >> The personal property tax in there, does that include vehicle tax as well as Yeah. Um, and then these were just some of the localities and they all have different levels of revenue sharing, but just wanted to point out some of the divisions across the state that do have some form of revenue sharing. You know, principal aim is the one that we reference the most because they're close to us. It seems that the revenue sharing agreement has benefited the school uh for there for for several years. >> Can we get a copy of Spennsylvania? I'd like to see
109that. >> They don't have one. >> They don't. So these So only if they're red with the aster do they have a a revenue sharing. >> Yeah. Sorry. >> I noticed that most of the counties that have a revenue sharing agree that seem to be a little bit wealthier. >> Well, they get Coco, right? >> And they and some of them get Coco principal. >> Some do. >> Yeah. Chesterfield does. >> Yeah. >> Virginia Beach does one too. So I I does the board agree that this is something worth considering, but it's going to take a lot of negotiation and and because we are on a time crunch tonight and dinner is here, if everybody could kind of review this and look at the list of questions and pitfalls and have any additional questions, if
110you could send them to Chris and um and then I I think we just need to tread slowly. Does anybody disagree with that assessment? I mean, we've been kind of treading slowly and I think that one thing we should keep in mind is that it's not going to be perfect that first year, that second year. And don't let perfection be the enemy of potential stability, right? Because they're we can always start at one part and we can change it, right? Just like any of ours, like they can change until we find something that works works well. So, >> only if the parties are mutually agree on it in terms of change. We could not unilaterally change an agreement sign. >> Correct. Yeah. >> I I think it's worth re getting putting together, but I think
111it's just we need to try cautiously. >> So, do the supervisors have an expectation for us to respond? >> No. >> Okay. >> They're they are I think they're they're receiving the same presentation later this month. So, we that was joint schools would go back to both boards for some discussion and direction. >> I I think right now we're looking for direction. What do you think should be included? What concerns should we have and and And you know, I personally like the idea of having a baseline like, okay, you always get this pile of money from these revenue sources. >> And that but it's not exclusive. I don't want it >> a floor. >> Yeah. Because then we at least can do some long-term planning. >> Do something high like a 70 to 80% of
112the actual real estate personal property tax because the real estate personal property tax directly correlates to schools. People live in houses, schools take kids. have the car tax because it already a portion of it goes specifically to transportation. So that's kind of the same thought. So let them have their car tax for their transportation needs and then um any of the commercial stuff can go to all the other county needs. So that that puts it on them to generate that commercial stuff and to to be businessfriendly. And then and I think those are those are good points and I think that you know you should >> include those and send them to Chris so that we can because this is something that's going to take a while to negotiate. >> I think just to that
113purpose taking a while I mean we don't I mean obviously we're finishing getting near the end of the FY27 budget. We roll right into FY28. We don't think it could be ready for FY28. So we're really looking at FY29 if we're starting to plan out that that would be the direction at the earliest. I guess >> nothing moves quick. >> But anyway, dinner is here. I want everybody to go eat. >> Thank you. >> Do we want to read into close before dinner or wait until >> um Do you want to wait till everybody gets back with their dinner? we can and then maybe but for people who aren't going to be here Okay. I move that the board convene a closed meeting pursuant to section 2.2-3711A1 of the code of Virginia to discuss and
114or consider the superintendent's meteor performance evaluation. >> Second. All in favor? >> Yeah. I honorable. Okay. Thank you for reminding. >> Yeah. I do notice. to section 2.2-3712 of the code of Virginia. I move that the closed meeting held by the school board on March 10th, 2026 be certified by adopting the following resolution. Now, therefore, be it resolved that the school board of Stafford County, Virginia, hereby certifies that to the best of each member's knowledge, one, only public business matters lawfully exempted from open meeting requirements were discussed in the closed meeting to which this certification resolution applies. And two, only such public business matters as were identified in the motion convening the closed meeting were heard, discussed, or considered by the board. >> Do I have a second? >> Second. Miss Blackwell. >> I'm agreeing.
115>> I agree. >> You're agreeing. >> Agreeing. >> We're not agreeing. >> I agree. I'm sorry. I'm just >> Dr. Chase. >> Agree. >> Miss Davis. Oh, sorry. >> Miss Finger. >> Agree. >> Miss Hilly. >> Miss Randall. >> Agree. >> Mr. Rean, >> agree. >> And Dr. Warner, >> agree. >> Madam Chair, the motion passes. >> Thank you. So, I'm going to call the 7 PM meeting of the business meeting to order um with presentation of the national colors and we are from North Stafford High School JOTC. Please stand. of the United States of America and to the rep for it stands nationy and justice for all You may be seated. I would like to thank cadetses Aasu, Omen, Mensah, and Davis from North Stafford and Lieutenant Colonel David Brham and Master Sergeant Tony
116Mendoza. >> Dr. Chase, do you have a motion for the agenda? >> Yes. I uh move that um I I I approve. >> We have to do the roll call, >> right? Oh, I'm sorry. I always forget that roll call. >> Miss Blackwell >> here. >> Dr. Chase >> here. >> Miss Davis >> here. >> Miss Finger Holtz >> here. >> Miss Healey >> here. >> Mr. Careshi >> here. >> Miss Randall >> here. >> Mr. Regan >> here. >> And Dr. Warner >> here. >> Madam Chair, you have a quorum. >> Thank you. >> Um I move that we approve the agenda with two amendments that we pull item 4.09 and 4.10 10 from the consent agenda onto action so that it will allow for some discussion. Do I have a second? Thank you,
117Miss Black. Motion passes 70. All right. Can I get a motion for the consent agenda minus items 4.09 and 4.10? >> Motion to approve. >> Second. >> Please cast your vote. a passes seven to zero. Thank you. Can we get board reports? Um, does finance and budget have anything? >> I did not prepare my board report. Um, we did start talking about um, stipens. So, we're going to work on or the staff is going to work on a framework and bring it back and then we're going to go from there. >> Thank you, Miss Finger Holtz. Um, Dr. Chase, do you have anything? >> Yes. So, um, I just have that the Head Start Policy Council met on February 25th. I just want to report that they received notification that the Office of Head Start
118had completed their annual review of Stafford's program and that yay, we were 100% compliant. So, you know, not not a huge surprise to those of us who've been on the board for a long time. We have an awesome um Head Start program. All right, that's it. >> Miss Randall, do you have anything? Um we had our uh ATI meeting in January. We had our second one in February at the end of February where we approved a budget and the budget for ATI is front and back. That's it. So um it was a it was a very nice meeting. Um and we also uh she has uh Dr. Towry has started uh strategic planning and she has all her different groups. So it was the board's and the superintendent. So Dr. Smith and I were able
119to participate in uh the first part of the strategic plan. >> Thank you very much. I don't think there is anything else. So we will move on to awards and recognitions. Um Mr. Barry. Good evening school board members and Dr. Smith. This evening we are pleased to recognize students and educators for their outstanding achievements in the fall visual and performing arts. These recognitions highlight the dedication, talent, and commitment to excellence demonstrated by our musical programs across Stafford County Public Schools. We will begin by recognizing the programs of honor, which are earned by demonstrating exceptional musical achievement. This distinction typically requires superior ratings at both district concert assessment and other events such as marching band and state assessments. This recognition reflects a program's long-term commitment to excellence, consistent participation, and outstanding student achievement. With the following
120individuals, please join us at the podium as you are called. Please hold your applause until all teachers have been recognized. Laura Okonssky of Colonial Forge High School and Chris Mallerie of North Stafford High School. Please join us in congratulating these educators who earned the program of honor distinction for the 2425 school year. Thank you. Next, we will recognize students who earned a place in the 2025 2026 regional orchestra through an audition process held in September. Students selected for these ensembles demonstrated ex exceptional talent and dedication to their craft. Many now have gone on to audition for all state band and orchestra this past February. With the following individuals, please join us at the podium. As you are called, please hold your applause until all students and teachers have been recognized. From Junior Regional Orchestra, grades
121seven through nine. From Colonial Forge High School, Ezra Zu from Mountain View High School, Jason Lynn, Mariah Fitzgerald, Sherry Dwit, Mason Schulman, Sophia Serrano from Tbent Gale Middle School, Sophia Celipan from Edward E. Drew Middle School, Deran Bolander. Congratulations your junior regional orchestra. Are you here? Yep. >> Come forward. And while they're coming up from our senior regional orchestra, grades 10 through 12 from Brook Point High School, Emily Maha from Colonial Forge High School, Nadia Wilt, Charles Lim Williams, Rex Jadeo, Patrick Wilt from Mountain View High School, Ezekiel Reendo, Christopher Mills, Jacob Lamidski, Julia Herby, and Amelia Johns from Northstaffford High school, we have Aiden Taylor and Dean Williamson. From Stafford High School, we have Calvin Eiveler. And we will also recognize all their teachers. From Colonial Forge High School, we have Laura Okansky, Robert
122Gillette. From Mountain View, we have Austin Fairley, and from Northstaffford High School, we have Chris Mallerie. From Tbent Gale Middle School, we have David Anderson. Congratulations, everyone. squeezing. Squeeze in a little bit. You're all friends. Next, we will recognize students who earned a spot in the 2025 Virginia Band and Orchestra Directors Association All Virginia Jazz Ensemble. Following an audition process, they were selected to perform in this prestigious ensemble, which performed at the State Musical Educators Conference in November. With the following individuals, please join us at the podium. Please hold your applause until the end. from Brook Point High School, Gary Parteka. And that's all tonight. Next, we will recognize students who earned a place in the 2025 Virginia Music Educators Association Senior Honors Choir. These talented seniors auditioned alongside hundreds of students from across the
123Commonwealth with approximately 130 students selected statewide for this ensemble. With the following, please come to the podium. As you are called, please hold your applause until the end. From Colonial Forge High School, Rachel Bar Tunck, Joshua Snif from Mountain View High School, Alejandro Rios. And now we will welcome their teachers as well. From Colonial Forge High School, Barbara Perry from Mountain View High School, Corey G. And from Stafford High School, Joe Eiveler. Congratulations. Will Miss Savvi Stanford please join us at the podium? March 2026 is designated as school nutrition month within the school division emphasizing the vital link between students physical health, nutrition, and overall overall well-being. Acknowledging the importance of a balanced and nutritious diet, this proclamation invites the school community to participate in programs, events, and initiatives that promote healthy habits supporting academic
124achievement and personal growth. The school division reaffirms its commitment to creating a supportive environment by incorporating cultural considerations in meal planning. It also highlights the availability of those diverse meal options that address the dietary needs of all students, fostering inclusivity and promoting wellness. Miss Savvi Stanford is the nutrition services area coordinator is accepting the proclamation this evening. Got it. Congrats. Will Miss Gerilyn Ebie McGregor, please join us at the podium. March 2026 is designated as Women's History Month, a time to honor the extraordinary contributions women have made throughout history and continue to make in our communities every day. Women's History Month provides an opportunity to reflect on the achievements, struggles, and triumphs of women who have shaped our society in meaningful ways. From education and science to the arts, politics, and social justice, women have
125played a vital role in advancing innovation, opportunity, and equity. E equality. Recognizing these contributions not only honor the past, but also help inspire the next generation of students to pursue their passions, lead with confidence, and strive to make a difference. Throughout Stafford County Public Schools, we are proud to celebrate the women who serve as educators, leaders, mentors, and role models, as well as the many historical figures whose courage and determination continue to inspire us. Miss Gerald Lynn Ebie Magcguire McGregor sorry is a local Stafford historian and researcher is accepting the proclamation this evening. Thank you everybody with me. Got it. Okay. I'm not sure which students it's leta. Would you ta would you please? Good evening madam chair, vice chair, members of the school board. Dr. Smith, district leadership, educators, families, and students. As outlined
126in our marvelous Mighty Mullet mission plan for the month of March, our mission has been strengthening connections with students and outreach with our students and community. One of the ways we have started working towards this goal is by developing a leadership workshop for all middle and high school students. This workshop will give students the opportunity to attend with their parents, friends, or in small groups and really learn what leadership looks like, sounds like, and feels like. During the workshop, students will explore different ways that they can display leadership in their schools and in the communities. The workshop will be led by both student representatives where we will be able to share our own perspectives and experiences with leadership as students. We have also started connecting with younger students. We have reached out to one elementary
127school per district throughout the month of March. We plan to visit each elementary school and spend time interacting with students. Our goal is to start building relationships with our students early in our term while encouraging leadership at a young age and help students understand that their voices matter in their schools and communities. Another initiative that we recently completed was forming a student media team at the high school level. We sent out applications, conducted interviews, and officially selected a team of about 16 students, including an editor-inchief and a communications director. We had an amazing response with 85 applications and over 40 students moving on to the interviewing process. This media team will help create additional leadership opportunities for students while also allowing them to build connections beyond the classroom. It will give students the opportunity to
128build on their portfolio that may support future academic and career opportunities. At the same time, the team will help communicate the work of the student representatives to staff, students, and the staff community throughout media. Currently, we're working on two additional initiatives. The first is continuing to develop our leadership workshop, and the second is creating a bi-weekly newsletter called Many Minutes. This newsletter will help students, staff, and community members better understand key information from board meetings and other events student representatives attend. Our goal is to keep our students and our community more informed, connected, and involved in conversations that impact their education. If you have any questions, comments, or concerns, we'd be happy to connect after the meeting or through email. Thank you. >> Thank you so much. Next, we will go to citizen comments. Three
129minutes are allocated to each speaker or group. Speakers shall identify themselves by name and organization affiliation if applicable if the spokesman represents an organization. Speakers shall also announce the purpose or topic of their comments. Citizen comment which is profane, abusive, or which threatens imminent physical harm shall be ruled out of order by the chairperson. Individuals who like to address the school board during this meeting are required to sign up either online or in chambers. Missy, do you have a list of speakers? >> Yes, >> we have three people signed up. The first is Azie Samber, followed by Alexander Buts, and then Mr. Shamar Connors Azie, Miss Buds, Mr. Connor, >> everybody. I missed you all. All right. Alakbar everyone. Today I proudly identify as a Muslim because clearly Stafford schools love catering to us way
130more than Christians. I've been I've seen your social media glowing about Ramadan. You call it fasting, but let's be real. It's just binge eating and pigging out for two massive meals a day. Lol. Now yet you've generously rolled out free togo lunches for fasting Muslim kids while Christian students don't get that privilege. Like for Lent. Easter isn't even a holiday for Stafford. Islam wins again. We're taking over and you you're handing us the keys with a smile. And those policies letting Muslim students duck out of class anytime to pray to Allah in their exclusive prayer room. A chef's kiss. No other group gets a special VIP lounge. Exactly how it should be. Oh, speaking beers. Okay. My Muslim brothers say once we install our caliphate in Shri Law like they did in Dearborn, Michigan, we
131won't be shouting death to America like they're over there. Wink wink. Promise. Now we are glad Stafford is using the excuse freedom of religion to allow these policies. But we all know Islam is a political ideology. Even though this country's founding was 100% Christian and 0% Islamic, state constitutions that were here in this country demanded that leaders confess Jesus as Lord. Now we obviously emphatic emphatically deny that obviously because to us Jesus was just a minor prophet who falsely acclaimed he's resurrect himself actually making himself a false prophet. Whoopsies. But my fellow Muslims want more from Stafford's enlightened board. Since our prophet Muhammad, peanut butter and jelly, married Aisha at six and consummated the marriage at nine, are you going to be updating the curriculum to teach that kindergarters can wed? Quran approved family values
132for your family values classes. After all, we're the religion of peace. Sure, the Quran says you have to slay infidels and non-believers until everyone converts and then boom, peace magically. But you know, we've got 54 Muslim countries. Well, why go there when we can use your own tolerant laws to overthrow the system? Thanks for your sift, Stafford. Now, one change we are asking is scrapping policy 2420-P where allows boys to use the girls bathrooms and furries in schools. That's haram. Replace it with a real dress code. Mandatory burkas for every female. No skin shown period. Can't have temptation when men are required to marry six-year-olds. Right. Import. Implement these ASAP board members. Equity demands it. And while you're at it, let's add some Quran mandated math to the curriculum. Teach kids how to divide up
133inheritance where daughters get half of what sons do because equality is so last century. Oh, and please update biology class to include the miracle that men are created from a drop of fluid between the backbone and ribs. Forget those silly chromosomes. The Quran knows best. Also, sorry furries, but dogs are haram by Muslims. So, we need to ban all dogs and furries in Stafford completely. Even the people working at Stafford school should not be able to have dogs as their pets. And don't forget embryology up updates upgrades. Teach that the embryo starts as a cl then bones form from flesh before flesh covers them. Classic sequence. ignore modern fetal development charts saying otherwise the Quran's got the real screw from the seventh century in geology explain the mountains as giant pegs hammered in the earth
134to stop from shaking because other would be like Jenga okay and we need this now please implement all this in moving along to action item 9.01 01 the second reading and final approval of proposed amendment 1107P >> motion to approve >> second discussion would like to start yeah I will not be supporting this because I really continue to feel that it's important that um if you're running for any office while you're on the school board. Um, it's too much to also serve in a leadership position. Um, but that's I I I don't think that will be the will of the board, but that's where my position is. Thank you. >> Thank you. Anyone else? >> Mr. Reagan. I think that if if we're adult enough to run a campaign and get elected to the school
135board, I think that we're adult enough to determine whether or not we can hold a leadership position as well as run. So, um, that is the way that I'm going to be voting. >> Are there any additional comments? Please cast your vote. The motion passes 4 to three with it keeps. Okay. Um, we have two additional items that were added to um the action items, which I assume one will be 9.09, the V dot um 9.02, I'm sorry, 9.02, authorization for the board chair to sign the VOTE agreement for school speed zone signage at Ferry Farm Elementary School in North Stafford High School. >> Motion to approve. >> Second. >> Any discussion? Could we get just an overview of what this is just for the community to be aware as well? >> Sure, madam chair,
136members of the board, Jason Towry with facilities. Um, yes. So, driven around schools before. We have the flashing uh speed zone signs that operate um about an hour in the morning, hour in the afternoon when schools are arriving and dismissing. Uh the one at North Stafford um there's actually a couple there. They've been there for many years. Uh but at some point V do um misplaced some of the paperwork. Uh so um this came up recently as they've been working with the sheriff's department to look at implementing some of the speed um traffic cameras up there. And they reached out to us a month or so ago and said, "Hey, would you all mind um filling out that paperwork and authorizing that agreement?" Again, doesn't change anything um to what we do out there, but
137we the schools actually own and operate the uh signage. It's under permit in the right of way. So, VOTE doesn't own and maintain that. We do. Uh, so that's just to go ahead and um recapture what we're already doing there. Uh, the one at Ferry Farm uh recently came up. I want to say it was about six months ago. We had a community member who reached out and expressed some concerns about the uh traffic and speeds there along Ferry Road next to Ferry Farm Elementary. Um, and so we worked with VOTE on that and we took a look at it. We said, "Yeah, we think that there's a need here for some speed reduction." Um, VOTE agreed. They did a study uh which concluded the same thing. And so, this is to authorize us to
138go ahead and enter into an agreement with VOTE to uh install those signs and then maintain them in the right of way. >> Thank you. Are there any questions? >> Miss Randall, do you have any comments? >> Um, yes. I would like to thank Darra Fry because uh she was the constituent that um started a letter to include um Mr. Diggs and uh he helped as well in um doing their part on their side so that this could be done. And so I just really appreciate the thoughtful work of a constituent reaching out and going through the channels to get something nicely accomplished. So thank you. >> Thank you, Miss Healey. Mr. um Townson, sorry. Um am I correct in my understanding that there's going to be no change at North? This is just to
139um confirm that these signs are uh in accordance with the >> agreement between the schools and the North Staffford. So there's not going to be any new signs or any change in the speed limits or anything like that. >> Correct. >> Okay. Thank you. >> Any other questions? Please cast your vote. That passes the board unanimously. Thank you. Moving on to item 9.02, which is the second reading on final review of the proposed policy 3115P, advanced accelerated mathematics. Motion to approve. >> Okay, I have a motion and a second. Do I have discussion? >> Yes. So, I ask that we move this um off of consent and to discussion because we have been hearing in the fall quite a bit from middle school math teachers expressing concern about um the the curriculum and about students.
140And so um I don't know to what extent people are aware that this is coming down from the state and I would like a little bit of clarification presented exactly what the state is telling us we have to do. >> So Dr. Chase I'm happy to start and I think Dr. Shutzel will come up uh can provide us some additional details if needed. Um as noted on this draft policy it does follow Virginia code section 22.1-207.9 that went effect the last general assembly session. And what it does, it does require the Virginia school boards to adopt policies for advanced accelerated middle school, which is grades 5 through eight math that would trigger automatic enrollment in accelerated courses if students scored in the top quartile of so assessments in the prior year. And so the the
141top quartile will vary from year to year because they have to bring in all the the so scores and determine what that quartile is. uh in Stafford we we do have a process that we already identify students and recommend students for uh higher level mathematics courses and that actually includes four criteria. So we look at their current so in fifth grade. We look at their grade four so we look at their MAP so the measures of academic progress which is their growth score and then we look at teacher recommendation and observation. And so we use those four criteria right now to recommend students for higher level mathematics. And so um as this comes into play we do think you know as we get scores back and we see all right this student score this is
142and voe defines the upper cortile uh there may be a few students that might not have met those other criteria and might not have initially been recommended by uh by Stafford schools but because of this state law uh then they would be recommended if they scored in that quartile. So we would reach out to that family um and say your child is scored in this range and so they would have the option to enroll in the advanced coursework even though they didn't meet some of the other criteria that we have you we continue to use. Um so I don't know if Dr. Shots if you anything else to add in terms of >> No, I think you Yeah, basically I think um Dr. Smith summarized essentially that the state is requiring us to use a
143single data point. um we've expanded that to understand that one test is not >> so in looking at it and and um you know my background is um have a little bit of back little bit of background in testing and measurement so this is using a scale score rather than a criterion score is that right and so can you sort of say what that means if I'm using a scale score versus a criterion score >> um >> or I can say what I think it means and you can verify So when I use a criterion score, I'm saying that you have to have been able to show that you have mastery of certain things. When I'm using a scale score, I'm just saying, how are you doing relative to everybody else who took the test?
144>> Yes. In this test, >> so if everybody does really poorly on the test, but I'm in the type 25 percentile, yay, I get to take a class that I haven't actually got the mastery for >> when when the code is being applied the way that we are required to do so. Yes. Right. So that the state code is telling us that we are supposed to put a whole bunch of students potentially in a class that they're not actually prepared to excel at. And then we have a lot of math teachers who have a lot on their plate and now they potentially have many many students in their class who are not prepared to cover this course material. Um so um I'm not happy about this. In case you can't tell, um I guess I
145would like to sort of see a little bit in terms of the regulation. Is there anything we can do on the regulation side to make sure parents understand that even though the state is saying we have to give your child the opportunity to take this class, that maybe your child is going to really struggle and then is going to figure out that they're not a math kid. and that would be really bad. So, um that's kind of my concern concern with this. >> Our practices are currently and I think Dr. Smith mentioned this that we do notify parents of their placement for their student for that rising sixth grade student and allow for that conversation to occur even with our current guidelines. So that parents are always involved. >> And I also want to say
146I mean I I understand a little bit of of the motivation in that those higher level math classes can be gateway courses for other stuff. And historically there has been um perhaps a little bias in where kids get placed. And so I absolutely understand the desire to remove that bias. I just worry that with something this arbitrary that we may be swinging it the other direction. So I have concerns. >> Miss Randall. >> Um yes. So one of the kind of piggybacking off of u what Dr. Chase is asking. So this upper quartortile thing that's a number that's going to shift and move >> from year to year. >> Um and this is the cortile for the state or for our locality. This is for the state. So the top 25% >> even more fun.
147All right. Well, I would just like to also again piggyback with Dr. Chase. I understand what you're and and you're going to use your amazing words, Dr. Schultz, but I would like for it to be very honest with the parents. This is our criterion that we use. your child didn't make our criterion, but by state. So, not opening the conversation to, hey, your kids scored, so therefore, I would like for them to know that they didn't meet our criterion, but the state has said this, you know, if you would like to discuss this further, let's do that. So, I I I'd like to lead with what we do. I will tell you this stuff we've we've known this is coming that they've been preparing for this and understanding how we can incorporate of course um
148complying with the code but also honoring our our practices that we've had and the the multiple criteria criteria to determine placement not >> then state yes ma'am >> any other questions I just have a couple comments I think the idea of a regulation that maybe spells out explaining to the parents what our school criterion would be and what the state requirement is so that they're better informed. And I also really um you know the state's not giving us any additional funds for this. And clearly getting students to um algebra in eighth grade involves starting them at in and building their math skills in in fourth and fifth grade. And yeah, I'm being generous. So, so I think all those things have to be aligned within our our course of study regardless of what the state
149does. >> And Dr. Warner, just if I might add, you know, I will say we've been working with Virginia Department of Education in terms of when we're when they anticipate we're going to get those scores because obviously we're doing course requests now and we start to work through that and then we start to place students uh and work with parents on that. And so we are stressing to them how we will need those pretty quickly because we have our own student scores almost immediately. What we won't have is those state scores. And so we want to stress that as we're building classes, new class sizes, we really need to know that. So we've been working with this and that's, you know, obviously the policy needs to come first and we'll do the regulation. But that's
150another piece we've been holding on till we can get more understanding from the state because this will be the first year that they will actually have done that. Um I will there's also um right now some legislation that would take us from a 0 to 600 to a 0 to 100 uh score. Um, now this this language is written and that it's the upper cortile, so it still apply, but there's some other changes they would have to take into consideration as well. So, I just wanted to make the board aware there's a lot of moving pieces in this and we absolutely want to be uh very upfront with our parents in terms of we feel strong about our criteria. Um, but there is another state uh mandate that we have to follow at the same
151time. So, they would have that option. >> Miss um I have a question for you then. So, we have to vote for this policy and put this policy in place before you can put the regulation in and make it actually work. Correct. >> Yes, ma'am. >> Thank you, >> Miss Huie. >> Does this state law require or is this a state education department mandate or is it a state law? >> State law. And does that require that we implement it for this coming school year? >> Yes. >> So, we have no choice. >> Is is there some way we could somehow put that background in here because you know, it's just some things we do because we think are in the best interests of the the students and sometimes we do because the legislators require
152us to do that. And I think um you know, Dr. Chason makes a good point here. You know, there we may end up with some students who are, you know, not um minimally qualified. They may have had a good test day or maybe really good test takers. And I know in the past, I don't know what the today's practice is, but in the past, if a student was enrolled in a higher education, I a higher level math class and they needed to drop out of that class and go back to, you know, the the next standard level, they actually took their grade with them. So if I was failing in that class, then I went to another class, I would take that F with me and it would take a while to dig out of
153that hole. And a lot of times, um, you know, our our teachers just don't have enough time to be able to work with those students. Not that they don't want to, but there's just so many demands. So I would like to look at if that is indeed our practice. I don't know if it still is, but I know it has been in the past. um that we look at some kind of a transfer if someone is in a class and they need to to to drop down to another uh class that they not be penalized for, you know, not being able to to keep up, particularly since this is the mandate. And I I think a lot of parents will probably be excited that their children are able to take these higher level classes whereas
154it may not be, you know, um best for all. and and we did get a lot of feedback from the teachers that that were concerned about putting students in that weren't prepared and and the the impact on on the students as well. >> Thank you, >> Josh. >> I just think it's it's imperative that we continue to be transparent with the parents and I know you guys touched on it with letting them know like, hey, they didn't meet our criteria, but yes, per the law, they can enroll in this class. But we got to be so honest with with parents when when it's a student that that hasn't met the other criteria because we can mitigate so many problems for our teachers if we can clearly explain ourselves and and just be open and honest.
155So that's that's my thought. I I think it's it's helping educate the parents and and especially when we do orientations and open houses, being really clear with parents about what it means. Middle school is is such a huge transition for students and many develop their math fear in the middle school grades. So, I I don't like to feed that monster. Um please cast your votes. Motion passes 52 with Dr. Chase and Miss Randall voting against. Okay, moving on to um the superintendence report. >> All right. Thank you, Madam Chair, vice chair, members of the board, and members of our community. appreciate you being here tonight and those listening in. The Stafford County Board of Elections has identified 22 of our schools to serve as polling locations during the special election on April 21st. Because of
156the significant impact this has on school operations, we are making a calendar adjustment. This Friday, March 13th, which was previously scheduled as a staff workday, will now become a regular day of in-person instruction for students. and Tuesday, April 21st, will be a staff workday, meaning there will be no school for students on that day. The last day of the quarter remains March 12th, and grade reports will be delivered on March 26. We appreciate everyone's understanding as we work to support both the election process and the smooth operation of our schools. I am very excited and happy to share that Stafford County Public Schools has partnered with Hazel Health, a teleaalth service to expand access to student mental health support. Students will have access to this free mental health service beginning Thursday. All appointments will be
157held outside of school hours and parents must opt in, allowing their child to have access to the service. Hazel Health connects students with licensed mental health professionals through secure virtual visits, helping students to receive timely care when they need it the most. These services can support students experiencing challenges such as anxiety, stress, grief, peer relationships, and other concerns that may impact their ability to focus and to succeed in school. More information to include enrollment instructions will be available on our website, staffordschools.net/hazelhealth, tomorrow after 5:00 pm. I want to take a moment and recognize the incredible professional learning taking place across Stafford schools. The third annual annual Spark Conference, which stands for service professionals advancing their roles and knowledge, took place on February 13th. This event brought together many of our dedicated support staff members for
158a day focused on collaboration, professional development, and strengthening the important roles they play in supporting our students and school communities. We're grateful for the continued commitment of our staff to learning and growth. But Spark represents more than just professional development. It reflects our commitment to investing in our people who make our schools stronger. To everyone who participated, presented, and helped to make the day possible, thank you for your dedication, professionalism, and the care you show our students and families each and every day. We are excited to host the summer of edition in June with a focus on operations, maintenance, and facilities. Also in February at Mountain View High School, our LEAP students had the opportunity to take an exciting step forward in their future during the Leaps and Leaders event. Students in the Leadership, Education,
159and Public Service Center, connected with one-on-one with community leaders, practice professional networking skills, and gain confidence through meaningful conversations in real world experiences. These opportunities help prepare students in completing four-year pathways in leadership, criminal justice, legal studies, and teaching for success beyond gradu graduation. We're grateful for our community partners, school board, and board of supervisor members for investing their time and expertise to inspire and support the next generation of leaders. We also want to recognize two outstanding students and spellers who represented Stafford County Public Schools in the regional spelling bee hosted by the Central Rapahhanic Regional Library. Congratulations to Israel from Stafford Elementary School who earned first place by correctly spelling the word Ahisva. With his achievement, Israel will now represent Stafford County Public Schools in our region to compete in the National Spelling B.
160We also want to congratulate Athena from TB Benton Gale Middle School who are in second place. Both students demonstrated exceptional preparation, perseverance, and academic excellence. And we are so proud of how they represented our schools and division. We also hosted the annual social studies showcase where students presented projects and reflected deep research, creativity, and historical understanding. Events like these gives our students the opportunity to demonstrate their learning while engaging with peers, families, and community members in meaningful ways. In addition, we're pleased to have a number of our community historical organizations represented, as well as Virginia's VA250 mobile museum. This past weekend, we invited families to attend our I'm Determined Echo event focused on supporting students with disabilities to develop competency, autonomy, and relatedness. the building blocks of self-determination and well-being. Thank you so much to
161our staff and families who came out to support the students. This program empowers those with disabilities to take a more active role in leading their lives. As we move into the spring months, our schools are preparing to welcome the next group of students as they transition to new grade levels and new schools in the coming year. Over the next several weeks, families will have a number of opportunities to visit schools, meet staff, and learn more about what to expect in the year ahead. For our rising ninth graders, our existing high schools will host 9th grade welcome nights on March 24th from 6:00 to 7:30 p.m. at Colonial Forge will begin to accommodate students at 5:00 pm affected by redistricting, providing them with additional time. These evenings give students and their families a chance to tour
162the school, hear from administrators and counselors, and begin to think about course selections and activities. Because Hartwood High School is preparing to open, their welcome night will take place on March 19th at the University of Mary Washington Stafford campus. Again, this is not at the high school, but we will bus families for an outside tour of the building. Families will attend in-grade level sessions between 5 and 8:00 p.m. will which will allow the Hartwood team to spend time with students and answer questions as they prepare to launch the school. For middle school transitions, rising sixth grade night will be held on March 25th, followed by student orientation day on April 9th when our soon tobe middle schoolers will have the opportunity to visit their new school and become more familiar with the building and routines.
163And finally, our elementary school welcome nights. Uh we are working on those. They will take place during June and we will be in in more communication about the specific date as soon as it becomes available. And now a quick budget update. Following the school board's approval of the budget on February 24th, the school board formally submitted the funding request to the Stafford County Board of Supervisors. In line line with the county administrator's proposed budget, the board of supervisors advertised a tax rate of 985 cents. While the advertised tap tax rate is a step in the right direction, the county administrator's proposed budget is over 3.4 million below the school board's request. And this is important to note as it already signals that our board of supervisors and school board may have very difficult decisions in
164the coming weeks. A public hearing on the county's proposed budget is scheduled for April 7th and a joint board of supervisors and schoolboard meeting is scheduled for April 16th in preparation for the board of supervisors plan to adopt the final budget on April 21st. State funding for K12 education is still pending and it's pending that approval from the general assembly and we hope to receive more information soon. Decisions from the House and Senate along with approval by the governor will impact our revenue projections and we are closely monitoring these developments. We're grateful for the ongoing support of the community as we work together to ensure our students have the tools and resources that they need to succeed. And finally, as we look ahead to the end of March, our schools will soon pause for spring
165break, March 30th to April 3rd, followed by a student and staff holiday on Monday, April 6th. We hope our students, families, and staff enjoy a safe and restful break, and we look forward to welcoming everyone back after the holiday on Tuesday, April 7th. Thank you to our teachers, staff, students, and families for the work you do every day to help Stafford schools to continue to inspire, empower, and excel. That concludes my mark, please. >> Thank you, Dr. Smith. Miss Randall, we will move on to board comments. Are you ready? >> Sure. Um, I wanted to begin to uh by saying I hope everyone survived well the shortest weekend of the year this past weekend when your um clocks sprung forward. My dogs do not acknowledge that. Um I uh went to the Head Start Museum
166night last night. It was uh so sweet to see all the little faces and all the little art projects they were doing. But I also have to say that I was especially proud of the three adult faces there that colored in the lines, shared their glue, paint, and markers. Well done, Dr. Warner, Miss Finger Holtz, and Miss Blackwell. I hope the rest of you get to enjoy the Northstar event next Monday. Um, it's definitely worth it. And big thanks to Stafford High School's uh jazz band. I'm also looking forward uh to this Thursday being stream night at Ferry Farm. um that I get to stop by and and participate in some of those lovely activities. So, they're a little bit bigger kids, but still cute. Thanks. >> Thank you, Miss Randall. Mr. Bean, do you
167have any comments tonight? >> Yeah, lots of good stuff coming up in Stafford the next couple of weeks. Um the museum night like Miss Randall just mentioned on Monday. Um, I'm a little partial to the annual DARE basketball game between uh faculty and law enforcement. That's on March 19th at Brook Point. It's going to be a great basketball game between lots of talented community members. I will not be playing. I'm retired. Um, and um, oh, the the rising the rising stuff, the rising sixth grade. Uh that's just such an exciting time for kids that are transitioning from like from one level of school to the next. So um I wish everybody luck and uh I hope nobody gets lost their first day. >> Thank you Mr. Reagan. Miss Healey. >> Thank you Dr. Warner. I
168want to compliment our student reps on their report um but more particularly on the work that you're doing. It's amazing, you know, that you're able to find time for this outreach and and the influence you're going to have on the students and also being able to share information with the board with everything else you have going on. So, thank you for for you must not sleep much. That's that's all I can can think of. Um, but you have some exciting projects going on and I'm really, you know, happy to hear that you're reaching out to the the little ones because usually we pretty much, you know, hear from the high school, you know, leadership and and and occasionally the middle school, but we don't really hear from the elementary, but we all know they have
169leadership in place. I mean, they have officers and, you know, sea and you know, they have their um, you know, all kinds of activities going on. So, thank you for what you're you're doing there and I'm looking forward to hearing those reports. I'm also looking forward to the museum night at Northstar. So, we'll we'll we'll uh maybe see you there. Yes. To share your work. >> Um, Miss Blackwell, on last Tuesday and today, I was able to make it out to all six of the schools that falls under under Garrisonville district. So, I just want to say thanks to the principles and assistant principles who took time out of busy schedules to walk us around. Um, Dr. Robertson went with me last week and Dr. Smith was out with me today. So, uh, we were
170able to meet a lot of the staff. I was able to meet a lot of the students, um, to listen to some of the principles and assistant principles address their concerns. um which we definitely know about and so the budget will talk to us about that. Um and I also want to send a shout out specifically to uh Lisa Beachch. Um she was one of the ladies at the Rising Star last night. So I told her that I would definitely say thanks for taking me around and showing me what was really exciting to do. and she talked me into doing because I wasn't planning on doing those things. >> And I think the other lady name was Miss Bilia. I apologize if I mispronounced uh her name. And I do last I do want to
171say that my um my artwork has already has a bid for it. So I've already signed it and it's ready to be auctioned off. So, if anybody want to get in on the bid, come see me. Thanks a lot. >> Thank you, Miss Blackwell. I think everybody had fun last night. Um, Miss Finger Holtz, thank you. Um, I definitely want to say again, congrat congratulations to our spelling be winners. That's really exciting. I'm really happy for them. And to represent us on the national stage is is huge for for not so little Stafford. So, um, thank you. A lot of these thank yous are going to be repeats, but thank you to the LEAPS folks for inviting us to their practice networking event. Um, it was fantastic not only to talk to the students, but
172also for me to get practice as well because networking is not something that naturally comes to me. Um, our staff and their community volunteers are doing huge things at the clothing connection. Um, and they allowed me to volunteer one day this month and I'm excited to go back once my schedule opens up. So definitely thank you for doing all of that that you do for the community. It's um it's exciting to see people smile just because they're able to get some clothes. So I really appreciate that. Um thank you to Chairman Diggs and Supervisor English for taking some extra time to meet with Miss Randall and I um to help kind of strengthen our working relationship especially because George Washington Hartwood especially along 17 are really intertwined there. So that was that was really appreciated.
173The social Oh yeah, go ahead. Oh yeah, that's right. And then some citizen paid for all of us. Um and we have no idea who it was, but the owner of the restaurant knows. So we'll have to leave a little extra thank you there maybe next time. Um the social studies showcase definitely congrats to the winners. It was wonderful seeing how excited they were to win um and actually get just all kind of worked up. So and thank you to all the adults for helping all of your students do all those projects and and work on their little speeches. There was even a little kindergartener that submitted um a project too, which was so cute. So cute. So um thank you to the Black Student Union for inviting us to their Greek night. The step
174teams were great. Um the food was on point. Um I'm actually wearing some earrings I bought from there. Um but definitely thank you for putting that event together. It's really important to let our college aspiring students know what is available um for them as they kind of grow out of high school and go into college for support systems and for scholarships. And that's what that that night helped do. So um I also appreciate the folks that came out to the North Anna to Bristers information session. This is the Kraken Loop thing. Um the county put it on. I want to say an extra thank you to the folks that shared their thoughts and their questions and their opinions with me. Um, if you have not looked up that information, if you just Google Stafford Virginia
175Kraken Loop, um, the county's website will come up with information. The county has, um, hired an attorney to kind of help guide us through some of that process and what those impacts could be to your home or maybe to the schools that your kids go to. Um, so look that up. There is a feedback form that ends very soon. So, make sure that you fill out any feedback so that the lawyer can take that and and do whatever lawyers do with those things. I want to thank um the Iman Sheree for inviting us to join if on Friday night. It was great to see Miss Randall and Miss Healey and Miss Blackwell and Dr. Chase and Dr. Smith and um it was really good food and a good time and it was it was nice
176to be with community. So, I appreciate that. And thank you to Ann Bush for allowing me to participate in I'm determined echo as well. I actually joined in with the the parents and learned some things that I didn't know and some different perspectives. So it was really helpful and to Mr. Razio and all of her team at Rising Star because we do we did all of our our little projects and they all correlated. Why it was called museum night is because they correlated with art that's in museum like starry night. So, not only do the kids get to do little activities and and have fun with their their adults and their teachers, but they could do a little bit of museum stuff, too. So, um and thank you to Mr. Wilcox and his team and
177Dr. Smith and um I can't even think of your last name right now, Chris Palmer. I'm telling you, my brain um for taking me around transportation and explaining the wise and hows of everything and how all the the stuff rolls through our county. It's a It's a lot of work. It's huge. It is huge. So, millions of miles. Absolutely. Um I do have a listening session for the Hartwood District School Focused on March 25th from 6:00 to 7:00 at Hartwood Elementary. So, everybody is welcome. It's nothing fancy. Um I'm not going to be giving some speech. It's really just to listen to you guys and your concerns. And a reminder again that we have school on Friday, so please show up. >> Thank you, Miss Finger Holtz. Dr. Chase. >> Yeah. So, um I had
178a a couple of things. One was um you know, we have currently some military action happening in the Middle East and Stafford County is kind of an interesting county. We have a lot of families whose who are involved in the military. We're so close to Quantico. Um we also have are home to quite a few refugees from the Middle East. And so I just hope that we're all being cognizant of the fact that we have lots of students who may be experiencing a lot of fear and concern right now either because their um parents are in the military and they may be very worried about is their parent going to be called to service. Um, and we have many people who while they have left the Middle East to come to the United States, they
179may still have family members who live in this region and who may be um experiencing a lot of bombing. And so I would just ask that we all um be aware of this and have some compassion for for what some of our families may be going through right now. All right. And then on a slightly lighter note, well at least slightly, um I wanted to speak briefly about something um psychology tells us about learning. Um psychology tries to answer questions about human behavior uh from a scientific perspective rather than from a folk wisdom perspective. And often folk wisdom will be sort of contradictory. And so I'll give you an example. Um one piece of folk wisdom is spare the rod, spoil the child. And another piece of folk wisdom is you catch more flies with
180honey than vinegar. So what does the science tell us? The science tells us after many many years of research that positive reinforcement is much more effective than punishment. And um I can remember many years ago uh being in the halls of Falmouth Elementary School and seeing my daughter's second grade teacher, Miss Profit, give an absolute master class in positive reinforcement. She had this whole group of wiggling, squirmy seven-year-olds, and she got them to pay attention long enough to say, "Oh, I am so happy to see how quiet Mary and Timmy are. Oh, it would make me so happy if the whole class could be this quiet when we're in the halls so the whole school could see that our class is the quietest class." And I tell you, those students all were like,"I want some
181of that. I want that teacher to pay attention to my great behavior. I don't want I" and and she showed that you're not going to get the attention by misbehaving. You're going to get the attention by um doing sort of what's what's right. So, um I would just sort of say that we we often hear that the best teachers build relationships with their students. And if a teacher is constantly pointing out what a student is doing wrong, it's very difficult to develop that relationship. Um, so I encourage teachers to provide more positive reinforcement and rely less on moving pegs from green to yellow to red and then sending notes home to parents. It's very difficult for a parent to address a behavior that happened three hours ago. A seven-year-old doesn't remember three hours ago and
182the parent wasn't there to witness the behavior. So, it's really important to take care of it in the classroom in the moment. And if you're going to tell a kid that they've performed badly on something, you probably need to tell them five times what they did well. So, just my two cents were thanks. >> Thank you. So, it was a busy couple weeks. I did get to go read um when breed across America at wide wide water elementary school. I read with Miss Beagle's class her second graders and I absolutely love second grade and we read Flance Stanley and the Bees and they told me all sorts of bee stories and their stories were so good I s said they really needed to write them down. And then I read in Miss Small's third grade
183class and they told me about their trip to the zoo and their favorite animals and we were reading um oh I can't remember the book we read now which is why you know because I have a short attention span but it was >> it happens but it was such a great opportunity. I love getting in the classroom. I love spending time with students and the students are so enthusiastic when we're there and it's it's just really a great time. So, I appreciate the teachers opening up their classroom and letting me be there even when my memory stinks. Um, we also did museum night and within five minutes I had glitter on my fingers. I have no idea where it came from. And then um history day. It's always such a pleasure to judge the history
184day events. This is a national event and the students put a lot of effort into their research both written and their presentations and it's hard to present to adults and it's hard to stand up in front of people and talk about what you learned and show your work and it's unfortunate that Doge cuts have affected the National Endowment for the Humanities because the funding for History Day has been cut. And I would hate to see that program go away because I think it's a valuable thing for our students to do. Um, let's see what else did I do. I did a lot of other things, leaps and and several other things. I think now that the weather is broken and we are not going to have any more snow days. I am hoping to get
185out to schools. Everybody, no, it's going to be No, we're done. There's red buds on the trees. We're done. So, I'm hoping to get out to more schools and visit. And um on that note, we have a meeting April 14th, which is a work session and business meeting, and then a joint meeting with the board of supervisors on April 16th. And we are adjourned. If this windows pops up, you will click