001Maya hasn't seen. >> Oh crap. Hey, um I responded to the survey. >> Thank you. >> You're welcome. >> Thank you. >> I do too. How come at the end? >> So, where did you come yesterday? just needed addition for tomorrow. >> As soon as I get out of high school, >> I want to intro introduce Dr. Lorie Miller who's the head of the Donovan group. over the last several months, she's been working closely with me and a committee to look at what we're doing, how we're communicating, how we're reaching our families, and maybe look at some of the the ways we can improve our communication. So, with that, I'm going to turn it over to Lori. >> Yeah. Thank you. Thanks for letting me be here. I'm very grateful to be able to serve
002with you all. And uh I'm just Oh, now it's not working. >> Alyssa broke. >> It's totally my fault. >> Alissa was just on it. >> Sorry. I touched it. So that's probably the problem. Then I found out you could go. >> Okay. Oh, good. Okay. Good to know. So Sandra did a nice job of already introducing myself. But I I have 26 years of educator experience all in the state of Wisconsin. I was a middle school teacher and then I was a director of curriculum instruction, which really dates me because now they're called directors of teaching and learning, right? Um but then my last six years I served as a superintendent of schools just north of Madison, Wisconsin in Barabou. And I am actually entering my fifth year right now as uh as a
003partner for the Donovan Group. And the Donovan Group is a communications firm that works with school districts and divisions nationwide. We only work with K12 public schools. And it's our it's our why. We're we're a very um you know, we're very focused on our students across this country and and building a really strong uh society. So, um, happy again to be here with you all and we'll see. There we go. Okay. So, we started out on this process of doing a audit and planning piece with a collaborative group. So, it was important for us to welcome voices to the table to be a part of the process and collaborate together to determine where do we want to see ourselves go with our communications and community engagement over the next couple of years. And so, it
004is important for us to have voices that represent all the different constituents that you serve throughout the division. We typically do this whole process through four meetings. But you have a stellar team. So they came back together five times and um really there was strong commitment noted notable strong commitment from your members that would come back each meeting and were really um passionate about this work and making sure that you know you live what you say about elevate staffer. They really live and breathe that. And so I was just really I I'd have to say kudos and just again really grateful for their commitment. Um I can't say that about every team that I work with across the country when we do audits and this team was exceptional. Uh so we started out with an
005audit and when we talk about an audit what we do in our processes we we go through these four steps or four different components of a process. We, our team at the Donovan Group, we look at all the communications that are available to us online. Um, we looked at your your elevate weekly. We looked at your website, all your social media. Um, we looked at Peach Jar flyers and that helped get kind of help us get a sense of how you all communicate and engage. Then we also did a series of interviews. We interviewed over 20ome individuals that are key communicators in your division. Meaning there are people that typically are tasked with communicating information out to your external audiences, but they're also individuals that may receive information from your external audiences and bring that
006inside. We also conducted a set of surveys for staff and community members in really late spring. I mean, we actually ended it in June. Um, and so we had about 1,800 plus individuals respond. I know that, you know, that that's a a huge number, but really for your size, that's it's pretty small, but yet we found in triangulating what we learned through the surveys that we we got really good feedback through the surveys. And then lastly, we conducted an audit of your website. So we look at what you know what's working maybe we where we could maybe tweak or make improvements to help your website. So those those things we also conducted focus groups as a deeper dive from your surveys and so we talked to different groups based on the feedback of your communications
007committee of who they wanted to hear more from and specific questions. For example, one of the things that we heard from the communications committee is that we want to hear from your school leaders who are exceptional communicators like what are they doing so that that could be replicated with your other school leaders. So those are some of the things that we focused on. So I know you have a copy of this slide these slides in your uh on your table here. This is a QR code that you can scan with your phone and it will take you to the full audit report. It's a very lengthy report. So, I'm not going to read to you about it, but I do want to share with you uh the the main or key recommendations that came out
008of that report. And so, when I say recommendations, this is the Donovan group looking at all of the findings of the audit and reporting out to your communications committee. here's what we see as possible recommendations based on what we've heard. So the first area is streamlining communication and I'm getting good body language already about that and and you know there's some redundancy in communication and what we've learned across the country is that um we we find families, staff, students quit reading, quit engaging with communications if they feel overwhelmed. And so there there's some benefit in really, you know, getting tighter with our communication. The next recommendation is just enhancing website functionality and really modernizing your digital presence. you already, I should say, you already do really great work with digital media and with and your
009website is is not a terrible website by any means, but there's some opportunity there to take it to the next level and in doing so by focusing on streamlining some of the navigation so it's easier to navigate. Today, schools use their websites as a storefront. Um, because a lot of your families are getting their information through your student information system, which is parent view. Um, they're getting information from the schools. Most of them will not go to your website unless they're looking for something like calendar or schedules of events, things like that, food menus. but it's just storefront opportunity in terms of marketing and attracting new families. So, that's something to think about and that's what we we we've offered as advice. The next recommendation is strengthening your social media strategy. Again, you really do
010a great job as a school division with social media, but there's some opportunities to take it to the next level in terms of we we say consistent branding, which you have a brand, right? you have the Stafford schools brand, but we want to see that used consistently across all of your schools. So, when they are posting success stories or positive things that are happening, we want to make sure they're attaching it to Stafford and that there's that brand um that unifies. So, it's not just a celebration of that individual school, but of the whole. Um, we also think there's some opportunity to uh make your social media a little bit more dynamic with expanding video and asking asking uh people to engage through social media campaigns like doing questions and polls and things like that.
011Um, the next recommendation is improving the internal communication systems. And just so you know, every school district and division needs always improvement in internal communications. Um, but this is looking at really developing some strong flows or protocols to make sure that your staff are informed first about significant changes or strategies or initiatives that the school division is engaged in. And also building capacity um for individuals across this large system that you all you know govern to be able to really show a unified communication front. Um, you know, I think that you h you have some opportunity at the the building levels to build up some leaders that could help with communication. The last four recommendations are here um of course addressing operational communications that came up primarily I think because of some challenges you had
012occurred last school that had you know that you had dealt with last school year like transportation. Um there there was some you know these are again coming from interviews and surveys right so we heard that transportation communications was a little rocky weather related decisions a little rocky we also heard that um that there's a desire for consistent communication across your secondary schools um so some schools maybe do more communication than others do creating some inequity um between you know the different middle schools and high schools. So there's an opportunity there. And then build communication capacity came out as a recommendation and there's different ways to approach that and we'll talk a little bit more about about capacity in a little bit here. Obviously telling the division story is a big recommendation for all school districts
013and divisions across the the country as well because we know that um you know the there will be people that tell our narratives whether we want we want them to or not. and whether that narrative is accurate or not. So, it's so important for you to be the leader in terms of telling your own story and that needs to just be a central piece of of any communication plan. And then lastly, we really thought was important and we heard this from your families is there's a desire to have more communication between home and school regarding how families can support their students with the academics in their in their u curriculum. So that's that's a a greater lift and it's a lift that can't be done just by like for example the office of communications. It's
014a it's a huge a huge lift. So those were some of the recommendations that came out and then we took all those findings from the audit and then we entered that planning process with with your collaborative engagement group, your communications committee. And some of the things you know we'll hear from individuals what goes into a communications plan. Typically, you'll see key messages like what is it that we want everyone to know, feel, and understand about the school division. Often, that comes out of your strategic plan. Uh, we talk about who are the targeted audiences. Of course, we want to communicate with everyone, but if we don't call out certain subgroups of individuals that we need to speak to, we might miss out some important aligned communications or strategic communications. For example, you all have here
015which is somewhat unique is the contingency of u military families and so we want to make sure like what kind of communications do your military families need that may look different than other other audiences, right? So we had some conversations about that as a committee and then we set goals and from the goals we set tactics or specific actions activities that we want to follow and then what what we're going to do to measure success. So again you have a QR code that takes you to the full plan and you all have a very robust plan because of the involvement of your committee members. Um, and they were so good. They were like, "We want our communication plan to use the same vocabulary as our strategic plan. We want it all to align and as
016it should." And uh, they they really were intentional with that work. So when you look at this slide, I wanted to kind of show that alignment. It was very important for the team that we use your existing strategic plan and we connected the goals that were set in the communications plan with the goals of your strategic plan. So you can see that the goals fed our communication plan objectives as well as what we heard from the audit report and the and the perspectives and and feedback of your committee. So here's where we landed with all of that pulled together. uh we landed on a number of objectives that we should we see as goal areas for you to focus on. So the first one is tell the division story and highlight the positive things happening
017in the school on a regular basis. And I want to be clear with these objectives. It's not that you have a shortcoming as a division in these areas. We just see this is the best place for you to focus your energy as you continue to move forward over the next few years. We did some work identifying activities that would help us be successful with each objective. So you'll see those listed there. And what you're seeing here is those things that we identified as maybe activities that we haven't really engaged in recently as a division or um maybe we're just starting to, you know, get good at and we want to continue to to get better at. So you'll see things like doing some spotlight videos here to tell our story. Um looking at interactive features
018with social media to to get some more engagement and doing more opin ops or opinion educational articles for the local media outlets and developing some deeper relationships with them. The next objective is focused on uh expanding and improving your digital presence and communication efforts. So here what we identified as some potential new activities is looking at how we onboard our new staff across the division and provide professional learning on best practices for communication. Um looking at conducting a quarterly monitoring and evaluation of our progress so that we can keep an eye on are we making the progress that we want with this plan. Um, we also talked about making sure that we re we update the the things that we found in our website audit like broken chains, um, maybe things that just need to
019be updated, things like that for navigation. And then lastly, just continuing to focus with our families and staff and community members on how to use parent view effectively because sometimes that can be a barrier. The next objective is streamlining communication, which we got that head nods before, like that was really important. And so there's a a couple ways that we have found uh success or promise with this with other districts is to create what we call a protocol guide that shares with everyone, you know, very specifically here's how we communicate with each other and gives specific examples of frequency of communications. for example, from buildings and principles and um the different types of ways that we can find like crisis communications. We want to point, for example, our families and staff to one place for
020crisis information when a crisis is occurring, things like that. We also see promise in educating our families and community members about how to just use um some of your student information system features so that they can choose what they're getting for communications versus getting everything or getting that redundancy of communication. The next objective is create opportunities for homes and schools to team up in support of student success. And this is our our last one here. And so um we had again you have really strong members on this communication planning team and they suggested adopting a family school partnership framework that would guide the the division through this process. It would require professional learning for your principles and educators. And then from there, with that information, we could map out opportunities for communications and engagement all
021year long that really is focused on supporting student growth and and academic success. From there, curating resources that give families a more clear picture of, you know, what they can do at home to support areas of reading and math, uh, preK through 12. and um of course with a focus on on making sure there's accessibility for your English learners and their families as well. So we we took all that information, we tried to narrow it down to what we think is going to give you the biggest impact for your your time and with the capacity that you have. So the next steps at this point, and you'll see this if you dig into that communication plan at the very end, we've mapped out the next 12 months. So we've taken all the activities that we
022identified that would help us meet our objectives and we've mapped those out over the course of the next 12 months and the doin group is here to help with that capacity and make sure that the team has success and meets and exceeds those those objectives. So what we're going to do next is assign roles and responsibilities and due dates to that roadmap. And one of the things that we talked about as a planning committee and I think it's important for you all to hear is that there's a concern about enough staffing in your office of communications for how large you continue to grow and and just the the demand that comes and you know I can say just getting here this afternoon I I was in Sandra's office for 15 minutes and witnessed her take
023two crisis communication calls you know right away. Um and so there there is that that that tension, right? So one of the things I think we could do is we could take our communication plan now with what these are our needs. This is where we want to grow and we can map out where we have people to support that and we can identify where we have gaps and from there I think we can start to have more rich conversation about what you might need for staffing. So that's that's where we're at. I'm happy to answer questions. I know I was going pretty fast because I have this pe these people behind me ready to talk to you next. So, um, what what's on your mind? Question. >> I'd just like to know who was on
024the committee. >> On the committee, you had Colonel Francis Polei, who is a retired Marine. You had Dr. Don Matisse, who is a retired Marine and parent. Dr. Alicia Hunter. You had Michelle Shadawir who's PR. >> You had um trying to go around the room. Penny Rolley who's the military family liaison. >> They had their principal. >> Karen Bingham was on there. Trey Henderson from the chamber was on there. >> Transportation. >> John Wilcox was on there from transportation. >> The other people you mentioned were um citizens. >> Correct. >> Most of them are citizens. some retired Marine family. >> Yep. And they had that military family connection and the parent connection. So, we were trying to multi-purpose a lot of the folks that were put on the committee >> and that really did bring
025a lot of um engagement for me personally because they they would translate my vocabulary into their military language and it was kind of fun and it was really engaging. So, um again really an exceptional group that came together and just really passionate about the success. >> We left anybody else. Yeah, we have we're trying to do it off the top of our >> If we could get a like the breakdown of that list like you know I imagine I mean I know some of them to be parents I know some of them to be members of the community >> um committees >> yeah our advisory committee. >> Um so you were you kind of answered my question a little bit here because when I look through these objectives that we have and you say it's
026you broke it out into the 12 months >> and I'm always worried about the teachers plate. >> Yes. And I'm now worried about this plate to add new things. If something new is coming on, is something old coming off or is it streamlining it so that this new one works instead of or >> It's a great question. It's a great question. >> It as you look at the communication plan, I was just looking I was looking to see if you had it in front of you. As you look at the communication plan, you'll see underneath of each objective I colorcoded. And so you'll see that one color is is what I showed in our slides in terms of new activities, right? >> And then we we were intentional to kind of mark what was we
027already kind of doing this or were emerging, okay, >> as a group around this. And then what do we already do really well? It's like part of our everyday business. >> And so we did color code that so that we didn't feel like we were like, you know, doing doing all this extra, you know, to someone >> or a team. But also just knowing that we're not going away. We're here to like support now this plan and and we can we you know we're a team of about 40 at the diving group that has expertise in all these things so that we can take some of that lift off of your team and not give them a whole new plate of things to do. >> Okay. And and then I also thought I saw somewhere
028I'm I'm reading so much stuff so maybe I'm putting things together but I thought I saw something about maybe it was something you wrote Sandra that said we were going to get a communication report like an annual communication report. I know I just read that. I don't know where I read it and I was wondering was it >> was that an ask or >> was it a Thursday memo or something? I don't know. I know. I read something and I thought, "Oh, well, when is that gonna happen?" >> I don't. >> Great. >> I read too much. >> Are you thinking more of like like like a progress report of how we're doing with the the communication plan or is it >> I know. Are you talking about >> I think you might be talking
029about this 12-month plan. So this is kind of the 12. They're going to take this and then develop an an annual a year plan around this work and what >> maybe it was the board members communication survey. Maybe there was something >> or Dr. Smith's post entry or >> No, this was like this past couple days I've been like doing all the reading things. >> Maybe we should do this with charades and see if we can >> Yeah. If you think of what it is, I can get >> will find it, clip it, and send it to you. >> That would be great. >> I want to know too. I have a couple questions about um the streamlining process and stuff like that that we're talking about not just invading some of the burden of
030the workload over time for these guys but kind of ask anyway because we head into this question every time but the financial burden as well. So through doing all of this is the school system actually seeing a dedicated um reduction in cost and can we use that to justify asking for more staff like now we're working more efficiently. So, >> so we've been actually having a couple of conversations on this specifically around the modes and the number of >> softwares and platforms we have with regard to communication. Right? >> So, we're in talks with a couple of different organizations to say how can we take five platforms and turn them into one. So, there'll be some cost savings there. >> Okay. >> Interesting. >> That's pretty significant. >> Yeah. That makes sense. I know those
031like licenses or whatever, those fees are a big deal. So, if we can offload >> a few of those. I just I I mean there's clearly a need for it. I I don't know how any of them do it to be perfectly honest with you. Just >> I mean I'm not on Facebook anymore because it's so awful. But you post one message and the amount of stuff that comes from there. But and if you are prone to reading the comments, by the time you're done with the comments, you've forgotten the message altogether, which was really steeped in beautifully wonderful things, right? And now all of the sudden you're like dragging yourself to bed and curling up with like a blanket. So >> don't get another dog. >> Don't that is not the answer. But anyway,
032um so so the second question I had was you said um >> I don't know if this goes on that but you said different messaging middle school and high school. Can you just elaborate on that so I can understand? >> Yeah. Yeah. So, um, you have probably perhaps you have individuals at each of your secondary schools that some of them are really passionate about posting things on social media and then maybe another school that's also like the same grade levels doesn't have that. >> Okay? >> And so there's that inconsistency of communication from the school to families or just even out to the greater community. And so it can create a perception that maybe one school is doing better than another. Okay. And and and that perception, you know, being, you know, perceived by the
033families that have their kids served than the other school, right? >> So I think there's just some value in making that more consistent across so that we're not creating that inequity. >> Are you talking about differentiated messaging for middle and high school? >> No, I'm talking about like So I get what you're saying that like one of our middle schools like Gail might do more than Drew. Mhm. >> Schools are pretty close together. So those families are going to talk to each other and they may be like, "Oh, well my school doesn't do this." >> They just don't communicate. >> Well, exactly. >> School messaging. That's why I asked, right? It's like about events that are impact >> or even an opportunity to celebrate like you know this team won or this team did this
034and if there's not >> but then again I also want to make sure that we get what you're saying without adding any burden to anybody like the school principles or whatever or having to have Sandra go and review and make sure every one of our asking them to post the exact same amount >> for the school that is not. >> Yeah, >> that's asking more. >> I don't know. >> How do we do that without giving more staff and more money? I don't know cuz I think that's unfair. >> So I agree. Well, that's what I'm saying. Like I don't know how you bring that up >> or how you how you met me like I don't know how you fix that issue. >> We're starting to take those steps, right? We got to take
035steps towards that direction. So some of the steps that we identified is creating that communication protocol guide. Like here's our expectations. >> This is how we do this, >> right? This is how we do business with communication. It's also about providing ongoing professional learning with all of your principles and educators. so that we're all talking the same things, right? And that >> that that develops >> standards, norms about how we communicate. So, we'll take those steps and I think getting a a one, you know, communication system will also create a lot of consistency and uniformity across the division. So, it's just taking those steps and monitoring are we making progress? If we're not, we got to figure out a different approach. I I really liked what you all had to say about too much communication,
036right? I mean, I remember when Peach Jar came online and eventually it's just like, nope, I'm not reading anything for Peach Jar because it's just too damn much and I can't make any and a whole lot of it is advertisements and has nothing to do with anything. >> So, I think if there's >> we end up missing people reading really important stuff because we are bombarding them with stuff that's not that important. And I think to that point too, I think we've got, you know, folks that are doing their very best in terms of try to communicate, but as we build capacity, maybe you shouldn't be doing this and you should be investing time here. So it might not be an add-on, but let's let's shift in terms of what we know about what's what's
037best in terms of communication and how to reach folks >> um from the school level too in the central level too through building that capacity. So not adding on maybe do something different, right? And shifting how we do that. >> Okay. Because you know I was not liking what I was hearing. >> I know you were But I understand that you're going to look at this for sensitivity and not necessarily always add on. >> Correct. >> So then I'm going to shut up. >> Let me have you all that you're all focused on. >> I was impatient with you. Like >> we don't need no more work down at the school. I'm sorry. No, we're full. >> Yeah, that's right. That's >> a dinner plate. >> Correct. That didn't work. >> And that was the
038right I mean I mean the answer you give me is not the right one. It's great. Well, and and the thing too like with the communication plan and being really strategic with these are the objectives that we're going to prioritize. That also helps with weeding out some of maybe some of the things that we're focused on right now is just not worth the time, >> right? >> I can't remember us ever doing this. Yeah. So, I think it's a good thing to actually >> and knowing that if we train people who don't think in a so social media mindset, if that's where we're going or whatever, when you are trained to think that way, it is easier to put out that content and it's not as heavy of a lift. So, I'm not against it
039at all. I just, you know, don't want people to get even more stressed out than they already are for coming to work. That's all. >> They're lucky. They're lucky to have you. >> Thank you for this. Thank you. Thank you again. Really grateful to be here. >> Awesome. >> Next agenda item is Hartwood Elementary School Rebuild update. >> Excited. >> Oh, I thought she was doing it. I was like, wait, what? >> I'm like, I am? Wait a minute. No, I'm not. >> I want to see you again. >> Just say you're just a figurehead. I'm not. No, I'm >> That's worse. >> I know, right? >> The other way out. They all trees are >> the tree. [Music] >> We are actually talking about this before. >> The uh the famous tree idel setting
040up. >> Let's see. Heart. There it is. >> It's a beautiful tree. >> Okay. >> All right. Well, we'll get get rolling here. Thank you everybody for um the opportunity to be here. Um I just introduce again Mr. Tom Lee with Samaha. I say more, but I think you all seen them. >> We've seen a lot. >> It's coming close to Halloween again. >> It is. You'll have to schedule a meeting. >> Yes, her cookies. >> Oh, that's right. I forgot about the forgot about the cookies. >> I didn't. >> Um also also here is Mr. Kramer, director of construction, Mr. Townson, our assistant director of planning, who will be here for the VIP part mainly, and then Kyle Lee, who's one of the architects on the Samaha team. So, uh, we're going to get
041right into it here on the Heartwood Rebuild. It's not Oh, >> it's not my fault. They blamed me from the last. >> I think I got it. There we go. Um, >> I'm going to let Tom take over here, but um, I'll be here to help answer some questions. >> All right. Well, thanks for having us here tonight for your work session and I appreciate the opportunity to present the Hartwood site. We started with the vicinity plan. I believe this pointer might well maybe not really on the screen but it surrounded by yellow. You can see approximately over 700 house development that's being added to the West Lakes area. >> 700 actually helps me so much more. >> Right. And you can see um >> that we've put the plan here. We'll blow up this
042area in a moment, but just to show you >> on paper >> what's happening. Um, >> thank you for the clarification. You're welcome. >> You can see the extens I'm going to put my glasses on, too. Um, you can see the extension of the brigade boulevard um coming off >> road 17 from 17. Correct. >> And um and then the sanitary line for this is going to be connected through to the west lakes division. So both it's on public water and sanitary um sewer for the project and I don't know we really need to show more about this well we should have like a little >> we should >> I think we should take out just like to honor the fact that >> and the people can toss coins in it but >> oh sorry
043>> just gave us the mom >> here at the top of the plan you can Brigade Boulevard and there's a single entrance serving the site and you can see it coming down straight towards the bus loop at the front of the school and then it splits off and on the left side of the site you see the kiss and ride loop and the parking within it. This is the prototype elementary school that's been used at both ES18 and ES19 and the layout here is very similar to ES18. Um at ES19 we had it slightly different because of its colllocation with the Brook Point High Schools. Um you can see we have space for both the storm water management ponds at the front of the site and um off to the left here. >> By the
044way, it looks like swim pond. I read a swim pond like three times. >> Oh yeah. >> Storm water management. >> Yeah. So that's a a pond to help reduce the runoff. >> Do we have something to prevent very little falling in? >> Yeah. Now whether these are fenced or not, I'm not legally required. >> Typically if it's if it's There are requirements on fencing around certain storm water facilities and we we'll follow whatever the guidance is. It just depends. >> It's anticipated to be full of water. It probably be fenced dry pond or >> I use my magnifier on my phone and I still can't understand with the um you know when it splits off for the kiss and ride or whatever or parking. I just want to know because there's there's um arrows
045but I can't tell which direction. >> We're going to blow up one more level. make bigger. >> And then some of the other constraints of the site were there are wetlands, there is a water tower. We wanted to leave some space available for some future playfields. You can see those in the gray on the far left corner of the site. >> Um that's also where we're piling up some soils to level that area out because we're trying to build the building pad up in this space. So or we're cutting the building pads. We have some soils that we want to spoil there. Um but yeah, really to work around the existing topography. One of the constraints really of the site is the single entrance, but you'll notice the left there it says future road. >>
046We're designing it such that there can be a tie in in the future if desired. Good. >> Um so we can have a second point of access to the site which would make a lot of sense. And then across the front there's a vacated easement um that will be part of the project. And >> is that future road coming from the development then or is that just a is that >> it's current it's currently the access the co the new location for the vulcan access museum. >> Okay. and but it's also being coordinated right now between the developer Vulcan County and Madden who is the large industrial warehouse developer who I believe is has purchased or is engaging in purchasing a lot of DMW property down there to do some warehousing down that way. >>
047So there's discussions about that becoming a large >> How far away from the school will that be? >> Um further back the warehousing and so further back but the road would be connecting up through here. >> Okay. Where's the access for the potential parks and wreck playfield? >> So, that's one of the things that we're working through right now. And let's read right now. >> No, we're we're talking about >> actually, right? >> So, you can you can see we've identified some areas there in back with the potential future parks and fields. And what we're doing right now is we're just talking about on the phone this morning actually trying to make sure we're sizing that area appropriately so that they can fit, you know, at least two soccer fields down there. Uh seems to
048be reasonable for what we're seeing. And we'll actually because what we're what we're doing is as Tom was saying, we're going to be cutting down our site. And so instead of hauling all that dirt off and paying somebody to dispose of it, our plan is to go ahead and build that area up and basically have it at grade ready for them to go at some point. So, we see that as a collaborative opportunity um for us to do that. >> Is there consideration or conversation about it being turf because what you're describing seems more like grass, but >> I know this foundation regardless >> right now our intention is just >> in in a selfish sense, we're trying to dispose of dirt and keep the the site balanced, right? But we're trying to do it
049in a smart way so that if they decide to put grass or turf fields there at some point >> I just want to make sure we're not responsible the access road to these potential future parks. Number one and number two we will be consulted on the location so that it does not impact >> our land. >> So and that's not all our land >> things that we're trying to get out ahead of right now with the parks and recck team right is is we're we're planning to send this to them and say here what are your thoughts on this as a potential location? Right? because we see some opportunity if they have parks and wreck events in the evenings. I think it would be typically at an elementary school for the most part, right? The
050evening events, the parking lot, they could use the parking lot in the evening, we and and as long as they provide an opportunity for them to come down to their park. Um, so we're trying to be sensitive to that and think think >> I just want to make sure that this board is communicated to because it will not be me that the board is communicating to you on any absolutely >> secondary entrances or points that the public can access >> during the school day. Number one, but also at any point because this is still going to be close to our property and any damage or any anything will become our responsibility. >> Absolutely. And and we see this as as kind of becoming its own separate area of the site that you know it's not
051prominent on the front road where anybody's going to come by and regularly >> like Chester Park. >> Yes. A little bit a little bit further back but something that can be a community amenity. >> But and you mentioned that they would the people who using this eventual park would use the school's parking lot. We're we're thinking that if especially like in the evenings I mean they certainly do outside of school times but so then this park would not be accessible during the day. Again, I we have not gotten that far in the discussions with the county. You know, they're >> making a little chase for discussions because >> they need parking. >> Yeah. There are families that have young children that are home during the day that if this park goes there, they're going to
052want to access this park and I can't we can't have them parking. >> Is there is there feasibility for parking for them to be added? I mean, I know you talked about wetlands and things like that and you have the >> two parks set up and and look like a baseball diamond or something there, but >> is there is there a way to have them have their own >> potentially? It's it it is the terrain out there is a little bumpy at that point. So, I think it's going to come down to, you know, does it could we fit that baseball diamond as an example or do we add do they add some separate parking at some point? >> And and and we clearly understand why I'm asking all these questions. There's a 700 home
053development going in back there. That's a lot of people, >> yes, >> that I would guarantee aren't going to be able to walk to this park site that are going to want to have some place to park. And I don't want us having problems with people parking on grass or like cutting through places they shouldn't be cutting through. So that's why at night correct >> and that's why I think we see it important to really focus in on this future connection right because >> you know it would help us not only with entering you know with um arrivals and dismissals. Obviously having two entrances is always better than one, right? But also so that that can become really the primary access for that for that park area to be off to the side so that
054they're not coming right to the front of the school through the bus parking area every day all you know. >> Does that help? >> Yes. >> But those a lot more discussions there to occur. Um >> and I do think it would add an amenity to the school like for a field day if that was a plateau with just regular grass on it. They certainly would use it for the school. >> So can I ask for proximity on on location? Like how like I see this on a map, right? But like for real people, how distant is that? Like example, Anthony Burns has the bus loop and then it has like a playfield on the other side of a fence that is kind of off. It's not right adjacent. And I don't know like distance-wise,
055is that similar in distance? So probably about two to 300 foot away from that parking lot. So >> you can see like that typical soccer field's about 300 foot long, right? So if you just visually >> Okay. >> visually think about that distance. And maybe this is not a good idea at all, but is it worth the discussion for you guys to speak with the other people over there and and see if is it worth us? Maybe we can do it. Uh but enlarging the parking so that way it's already there. We're already ready for the masses to come whenever that is ready. Like if you could make this come out to here almost double the parking then that might alleviate some of our >> I'm just concern with with >> encouraging >> I get
056that part but I'm saying they still need but but they still need parking right >> yeah I'm not disagreeing >> because when you have literacy night etc you can't park there what you >> and I don't want to encourage >> but just I I hope you this is we're not fussing about at all we just really want to be clear because we felt very not you know left out in the situation that we're worried about. In this situation, we want to be stumped on. >> Yeah. >> But I still want you to answer my question because I'm curious if that was is is it worth a discussion to enlarge the parking now? >> Absolutely. >> Yes. And those are the types of discussions that we're having or have had and getting ready to have more
057of with the county. >> We have to also make sure that that doesn't become school debt. >> Well, I know I said discussion, right? >> Okay. Can we make sure that any discussion is clear that this and and even anything you know we hand out says it's subject to approval of the school board and development of anou with the board of supervisors because that's where we can control parking hours. you know, if it's if if we have in ourou that this can only be used outside of our school day, then hypothetically a you know, problem with parking would be minimized. But I know up in um in DC, there's lots of soccer fields and they all have signs, you know, open to the public outside of the school school hours or school days. So, we
058want to make sure that we have control over that. And I don't want there to be an expectation, you know, out there that we are going to have these two fields, you know, available for the county use. So, as long as it's subject to approval by the school board and anou because we're going to need anouou to spell out what is acceptable to both sides. I think anou is a great idea and you know because the profers right now are a little bit you know vague and open whereas it just says basically the site should be used for school and or county parks rec type facilities right so it's a little vague there so I definitely think that the two boards need to come together and say this is how we see this being used
059and here's the parameters we're going to put down right >> and the number one priority is safety so that we don't have strangers wandering and not I'm I'm strangers all the time on school grounds I get it. Clearly not for the office, >> right? But the fact of the matter is is these parks right outside of our elementary schools add an element of I'm just going to say danger that we don't have the capacity at the school level or even the sheriff's department level to handle on a daily basis. So to Miss Healey's point, what I heard you say is it might be nice if someone would agree that the park doesn't open until school is out of session. Wouldn't that be nice? Well, we can control the term through anou. >> Right now, we're
060just establishing that there's a place for it, but I don't think anything's been established as far as my my point is maybe this is where we need what you're suggesting to be on the table for this going to be here. >> Oh, absolutely. And and I don't want to invest any of our funds in parking or in in fields. So, so I to Miss Healey's point, I think that the school board approval and theou are going to be critical to that. But right now, all we're doing is establishing that there is a place for >> right as a future possible location. It may even be in the future that access comes from like near the water tower access road or different location site. That's all kind of up in the air until that actually become
061another project or next step. >> And Jason, correct me if I'm wrong here, but you know, we talked to we did talk with the supervisors. you know, they they did commit to to profering some of this to us, right, for this property um once we got through the easement pieces. So, we're still in that process before we determine that exact, you know, which exact pieces. >> My question, >> so it's not the entire piece is not proper, right? Right. >> That's what I'm wondering about and that was going to be my question is >> how much of this do we actually have control over? And it's almost like, you know, while we understand that this entire parcel is not for school use, do we get like can we ask for some sort of like right
062of first refusal? Like because I don't want to wake up one morning and have kids showing up with bulldozers and they're doing whatever to whatever parcel of this land and we don't know. >> Um, >> right. But we I mean the parking lot belongs to the schools. The schools can certainly put up signs and say no parking here. We don't know what belongs to us until we see the deed. That's that that's the big question is what this property is deeded to us, >> right? But if we're building it with school board funds, >> it reverse situation to it. The dog park parking lot is a curb, a gravel lot, and then the driveway has these kind of arm gates to prevent people from driving. During the football games, they are driving on the grass
063around the gates to still utilize that parking lot for overflow parking for sports. >> We can put up all the signs we want. >> Yep. >> And people whether it's park parking lot being used by a car parking lot for you know park purposes >> people don't follow directions. >> We need to identify what portion of this parcel is going to be conveyed in fe simple to Stafford County schools. Once it's conveyed and fe simple and we have title, that's where we can control it and we can say nobody can come on this property unless we grant an easement. >> But if it's not titled in our name, then we can >> and I mean we're we are putting a road in right from Brigade Boulevard in. So >> that's ours. >> That would well
064that's going to be a private road right private access. If it's it's technically >> it's not going to be dedicated to >> it's it's be the school. No, correct. I see what you're saying. Yes. So, it would be a school own private road. >> So, I'd be curious if they could subdivide this parcel and just give us that part and that way we know exactly what our boundaries are >> and um >> Right. And this is this is >> you're right. Then they could ask for an easement if they want to >> right >> do anything that would >> probably should have happened. >> I hope the tree isn't And >> and I did understand that that's the case that after that they were going to subdivide it and they would we determined where where
065where the school might sit and we've been out there doing a lot of work to figure out where is the best placement for the school and that's why we're coming back today to say here's where we feel like the best the placement is where we're showing the school on that piece of property what that might look like. >> So we're still we still have to wait for supervisor approval of that. Well, and they still have to get the Eastman for Vulcan Road taken care of, right? We can't convey it to that. >> So, since they don't make any land decisions after November or I guess October because of the early date of election day, are we impacted by that is with any of this? Do you know? Are we going to need them to make
066any land decisions? >> Not we're not currently anticipating that a need for them to make >> because they can sub, you know, well, they're going to have to subdivide. If they're going to give us a portion of it, they're going to have to subdivide. >> Correct. >> But we should not be expending significant funds on development until we know exactly what we're going to have, right? I mean, >> Sure. Well, and there's there's there's a little bit of chicken and egg here, right, where we're we are coordinating with the county in good faith, right, as we're putting forward site plans to them and we're coordinating with them here uh to make sure that there's a clear understanding that this is where the school's going, we're going to be drawing boundary lines accordingly. >> Yeah. My
067comments earlier was I was thinking we were getting the whole parcel, but if we're not getting a whole parcel, then we can only control what we're getting. >> Correct. But we still should have some kind of anou regardless if we're going to be good neighbors. >> Yeah. No, absolutely. Because even their access will have to come through the the front of the site which primarily is where the school. Absolutely. >> So, who's in the room when you guys are talking with with the county when you guys are getting this subdivided and you know the deed is going the ink is going to go in the deed. Who who's in the room when that happens? Because what Miss Healey was saying, if I remember right, from real estate, I think you it has to be the
068fee simple is the only way title that we can control really what happens. >> It certainly has got to have that or we don't have any control >> for them to use their property. >> Yeah, exactly. >> And that's that's typical of what >> that is always typically have. The marker print situation is a bit of an anomaly, but it's you know um so yes. So, as far as the folks in the room, it's it's it's me, it's their chief of operations over there, right? It's it's their parks and rec director, it's our um you know, principal and so forth. That in this case, Dr. Rascal, that would probably be part of some of that conversation, making sure there's a clear understanding of >> the operation of the site, right? And then obviously we're going
069to present a recommendation to Dr. Smith and he's going to work >> and we have to approve theou, right? our chair has to sign the soitle. >> So I would just also like to make sure that the school's like intention of all this is very clear because someone in a meeting recently a supervisor at a meeting recently made a comment that it should have been up to the staff to have these discussions which I completely disagree with. This is a board-to-board conversation out of respect for each board. However, now I will make my intentions very clear to the staff that these are the concerns I have and I wish to go forward with that view in mind because if that is the only recourse a future board has, that'll be kind of unacceptable to me.
070However, you knowing the intention of the safety of our children coming first is my only priority. >> Yeah. >> All right. Well, continuing to move, sorry, go ahead back in. So, just to kind of give more detail on the plan area of the project, you can see the bus loop at the north end of front of the school >> that has the uh it's got the passive visual security to the administration up front and the main entrance. And you can see the kissing ride loop to the left. There's a little over 130 parking spaces in there. And there's enough space to queue probably 40 or more cars in that space as they then give students access to both the cafeteria entrance and the main entrance. >> Is this about the same size the 40 plus
071setup and the 130 parking? Is this about the same size as our other 950 schools that were the 1819 and >> almost identical to 18 >> parking? >> Yeah. the whole the whole number of buses schools like >> I would say Mount Cure is is probably the clearest comparison in terms of parking. >> Yeah. Um some it's a little all over the place. It's going to be better than Stafford Elementary. >> That would be real hard. >> 900 kids with 100 parking spots. But the amenities around the site and building work pretty well where you have the bus loop up front, the visual access. You have the access to the gym in the back which has immediate access to the playfield and the playgrounds. And then the parking certainly has access to the playgrounds as
072well. And um I'll go through the plans a little more. >> Is this flip-flopped from is this plan? >> It's not mirrored. It's the same >> because I just thought that the gym was on the other side. >> You're used to seeing it. Typically, we're looking at it. The the plan is like north is this way. And so, you're just looking at the plan upside down. It's not flip-flop. You approach the building. >> Okay. Cuz when I saw this, I'm like, I just remember not. >> You're used to coming to it from the south. >> Okay. Okay. Thank you. >> I like the track. the PTO will be very grateful to put them in. >> And so the building is still that threetory design that we created in the prototype and it's really kind of
073paying dividends now to have this tight footprint design as you have these sites with more and more constraints. Um this has in purple you can see the cafeteria and the kitchen up front right near the main entrance. Um, and you can see kindergarten and first grade on this level with admin in the red color and then some special resource spaces and special education in orange. Um, you can see there's a mechanical yard and loading dock area also off to the left here of the kitchen that provides access and the mechanical shown in gray. And then as you move up the plan, if you remember, the gym is on top of the cafeteria in the school. So, the gym's on the second floor. And what's nice about the second floor is it has a library, a
074courtyard, it has a maker space, music area, art labs. So, it puts all those shared spaces in the center floor so they can get to them from either the ground floor, the middle floor, the top floor, and they're all close by. There's also stairs in each pod of academic space and at the central core, so you can get around the building um very easily. >> How many elevators? >> Two. and two elevators. You know, just saying two elevators core in center, >> right? So, here you see we have the two elevators. That's both for just the use three stories, but also for redundancy in case there's ever a mechanical issue with one of the elevators. The three towers. Um, and then we have a total of 38 general education classrooms. Um, one of the hallmarks
075of the design is that every teaching space has natural daylight to the exterior. So, and what's also nice about it from a managing a school perspective is all the classrooms are identical in proportion and size and amenities. It's not like there's a bunch of oddly different shaped rooms and you're all kind of vying for the best room for >> Now, is there an admin office on every level or is all admins one level? >> The main admin suite is on first level, but there are some smaller offices and spaces to circulate some staff. We've also really focused on trying to make corridors that can align so that one point of view can manage a lot of visual area of the coming. >> I just think that one of the things that I've you know seen
076in schools and hear from administrators is visibility. >> Yeah. And so I know that you can as an administrator sometimes they get tied to their office, but if we make all offices on the first floor, I know we've corrected that in the high school. >> Yeah. >> Um I'm just curious if we've made an effort to put an at least an admin office so that they can be visible. Even if they're in their office, >> they can still be accessible and visible versus all on the first floor. >> Right. Right. And we usually have more of an issue of that as we move up to middle and high school where the kids are moving between classrooms more for subject to subject. But here what we've really focused on is trying to make these individual houses
077for grade levels so that the students who are that age don't feel like they're in a really large group. So if we cluster their, you know, eight classrooms, it has a big a big difference in feeling to as if there were, you know, 28 classrooms in a row on a corridor or something. But there will be in each space there's like a central commons area and we'll have you know the ability to have staffing in those space and that's really a flexible space as well. >> And there's there's we purposefully and intentionally built in a lot of flexibility into these designs. So if we get to the situation where we feel it's really important to have an admin on the third floor and second floor, a lot of these spaces could very easily be converted.
078>> Okay. >> Great flexibility. And then moving forward, you'll see some of the renderings. These are primarily adapted from the prototype from 18. But there's an opportunity here to revise building exterior finishes, give it a unique identity so that each um school has a sense of place while we're using the prototype. We're already looking at doing that with 19 to make some revisions to the material finishes on the exterior. Is that the same brick for the high school and ES18 to sort of tie them together? >> Yeah. So, that's a good point. At 18 and 19 both, they're colllocated on sites that are related to other schools. So, either high school six at 18 or two weeks ago. >> Okay, I'll leave you to keep up to date. Um, so, right. So both of those
079schools have neighboring high schools and um so they're more visually need to tie into those where this is unique to its own site. So I'll have a little more flexibility here on selecting finishes and making minor modifications as we move through. But um what you'll see in the design is even though we're like a schematic and close to DD level in the planning since we're using the prototype we're very far along in the design of the plan. We have some real economy in our design schedule. Then um here you can see the adjacency of the bus loop to the front of the school and the kissing rod to the right and the access to the plays in the back. And then the flip side of that playgrounds coming off of that central stair coming out
080to the uh the playground, the basketball court, the play the play field. There's also a stair that goes all the way to the roof on this school for ease of mechanical maintenance. Can you help me see or visualize when I'm a I'm a car rider parent. I'm dropping my kids off. Where are they going in? They're right. Are they going in past? >> Yeah, they're Let me go this way. See that long sidewalk that runs along the bus loop and there's a crosswalk right there. >> So, they're all going into the same entrance, the bus riders and the car riders. >> They would most likely come in through a combination of the the uh the cafeteria and then the main entrance. >> Okay. >> Where it says service area. And do we >> so like
081on on the red brick part and then under the white part is the main the white part is the main entrance and the red brick part would be the cafeteria, >> right? >> Okay. >> Does the back end of this like on that back end on the other side of the field? I get that the trees are for barrier or act as a barrier, but is there any plans to put like sort of fencing along? Someone did mention our elementary alopers. >> Um and then will there be a fence around this little playground that's here? So typically we'll we'll fence the the playgrounds themselves. Um and then it can be a little bit sight specific. Um you know in a situation like this it might make sense for us to fence the the grass you
082know playground more officially there area. Um it gets a little tricky once you start putting up fence. When do you stop? You know where do you stop? At a certain point you want it to feel open. But >> I was just wondering about like because like this direct offshoot in the back here, right? It's like a direct line to I don't know what. And I just wonder if we could put up just some fencing because at least >> we haven't teachers a chance. >> The landscaping sight specific yet. So there's like a water tower back there. There's wetlands back there. There's a little more going on in the rear of the site. >> Yeah, that would be even more concerning to me and consider maybe some security fencing back there. Sure. >> It's just the
083elementary specific kind of >> you know what I mean? >> Yeah. To do like the playground and then the track field area. I mean that's pretty substantial >> because this is very wide open and you know >> the playground has the fence on it currently today. >> Yeah. So I know all their playgrounds like the kid >> when you add this up but when you go into the back >> and those courts and stuff like that that is just ripe for >> Yeah. So we'll try to create some spaces where yes our canoping have some containment. >> Correct. >> And to the former point with security kind of loaded into that is the nice thing about the kitchen ride having access to that main entrance is because that is your security vest to be on
084the school. So if someone is dropped off outside of the you know initial start of school day or at the at the pain dismissal you know those doors will be locked. You might need to be coming in through reception get positive ID check in. So, it's nice to have them on that pathway >> just for the breakout space that's in um on level two and three, right? The resource breakout area. >> Um in the event that we become overcrowded again, can that be used as a classroom? Can it be walled off or is it already walled off? >> Yes. No, that and that was again very intentional in our design. We're we've set it up with flexible furniture type things right now, but it can easily because it's on a grid pattern. We've set that
085up so that yes, we could put up, you know, drywall. And >> I I I do want to remind people that when we talked about having an 1100 seat elementary school, many people in this room said, "Oh, but we'll never fill that up." >> Oh, we didn't I didn't say that. >> That was definitely said by board members at the time. >> Yes. >> But yes, it does have that adaptability depending where things go in in the future. >> That's just not that I mean also though if you're >> that's what I said >> if you're looking to make a larger capacity school in the future at the same side I think when the design really intended on this being the max capacity >> you'd want to look at your core spaces like is the
086gym big enough is the cafeteria big enough are the stairs big enough >> um and so those central common spaces are not naturally day lit right >> so if there was an addition like if you're looking at that you might want to consider like building an addition to school or something. But I think the initial concept was that we were maxing out at this capacity. >> Yeah. And that would be much more of a is it is it more cost effective, feasible for us to do that in a temporary situation versus putting a modular campus for five years with the intention of coming back. >> I was just asking because we need >> So when do we talk about Hartwood again? Like it's on our agenda now. So what are the next steps for us?
087>> Great question. Um, so we will be submitting the plans here in two weeks, week and a half, two weeks, three weeks. Um, and we will likely be back sometime in November, December. We'll get back with you an official date giving you an update on where things are. I think we have several going in on the 22nd a sketch or a plat or something of what land is going to come to us. I think that's really important as we start investing in the design that we know we're going to have the land that and where this is going to be. >> There's a timing issue to keep in mind with that too in that we want to basically be able to put soils on the part of the site where those potential fields could go.
088So we don't want to be cordoned in a certain area too early because then we won't be able to, you know, put soils. We aren't going to start building until we >> build any construction equipment on there at all. Until the land has been >> and we're not going to be able to put soils anywhere off our site without some kind of written >> agreement or anou. >> Should we start drafting one? Should we try to have them start >> on what that might look like? I what I would suggest at this point is allow us to we're we're we're still this is I don't want to say it's fully in the conceptual stage because we're in design now but we need a little more time to coordinate with county staff on that and allow
089us to come back with with a with some drafts for you. >> So you think that'll be prepared by November for us? >> I think that's a reasonable timeline. We'll have to um have a little bit of time with county staff to go back and forth and work with legal and so forth. I think we said November, maybe even December. >> We break ground on this. I mean, we don't break ground until >> September, October of next year. >> Yeah. So, we've got >> We're still We don't want to be spending millions of dollars in design on a project that we're not sure where our boundaries are. I mean, we we need to firm that up. We absolutely need to firm it up and know what is going to be ours. And you know what
090is the expectation of someone else using ours to access the remainder you know of the property? >> Yeah, I understand there's there's a tension there and and I think we're going to be in that tension for a little while and then it'll it will resolve. We just >> we're still in that part right now. >> You didn't say it shall resolve >> because no one says shall >> no means may. Okay, thank you very much. >> It must resolve. >> So, thank you. >> There are sandwiches and dinner available. If you want to start making plates, you can do that. Um, >> sandwiches. >> You don't believe whatever you >> ready to get ready. Go ahead and get started. >> All right. >> Um so the goal for today here um we want to talk
091again just briefly about the CIP schedule overall. Um and then we really want to just let this the goal for today is really to give you all an update on some of these more unique areas of the CIP that we're focused in on. um still working through some different um issues on them right now and and let you all know because we know that there's been some questions and concerns about these areas and what are staff's thoughts right now. What are some of the considerations that we have going on specifically with Rising Star, the Day School, Hartwood, Middle School 9, the modular? So, that's our goal here for today. >> Thank you. >> That's a philosophy. >> We got a lot of information so we'll work to stay on track. Uh just for the school
092board's awareness, we are obviously here on September 9th. Um we're going to be coming back on the 30th for another work session and then again in October with the goal of wrapping up in November. >> And just I'll just add to that for every reason awareness. I know we did have scheduled a PTO PTA round table on September 3rd. That is an additional meeting and then we had a work schedule work session afterwards. That's where it's added here. We flesh some of that out. >> All right. So, jumping right into the rising star Gary Meltchure's complex. Um, for some context, again, the facility was originally constructed in 1931 with um additions in the 1960s when it was um converted over to um the middle school there for a while. Um the some of the challenges,
093right, that we're having obviously with that facility is is the age, which lends to reliability issues there. We've obviously seen some emergency expenditures there even in the past year with the canopies. Y >> um and we have that ongoing continued unknown risk that's out there. There's some vulnerability there for the division in terms of some potential costs, >> right? Different different types of things. And we obviously, you know, know that a lot of our older buildings, even with um climate uh conditions and so forth, we've got spaces that were designed and built 50 or 100 years ago almost in this case. Um it can it's not very conducive to what we're trying to do in the modern learning environment. Um and then of course maintenance is obviously an ongoing issue at all of these facilities
094and drives a lot of the costs. Um, so some of the things we've considered as we've been looking at Rise and Start here. Um, remember that the the school board asked for this to this facility to open the replacement facility for Rising Start to be opened in uh uh 2030. Currently, right now, um the board of supervisors has approved 2032 opening dates. We have a a two-year misalignment in terms of what we've requested and what they've projected funding for. Um, and so if we accept for a moment the 2032 opening date, um, then it introduces in our mind even more risk, right? Every every year that goes by, there's different things that we have concerns about with that facility. Although it'd be kind of neat to make it through 100 years in the building. I
095can't deny that made it to 100, you know. But um, so one of the things we've talked about is could the Hartwood Elementary School >> Wait, Jason, I'm sorry. Do we have on not today but do we get like what do you call cost avoidance like what that actually costs us over time and I know there's a way to anticipate an emergency but is there any way to tack a price tag to >> some of we know some things that might come up as is there any way to tack a price tag to that? >> Yeah. No, absolutely. And that's um you may recall that some of what we went through a couple years ago when we did the facility condition assessments, >> right? we and we know okay we've gone through all the facilities
096and we know kind of where where all these all this equipment is. >> We're refining that right now trying to get a little bit better data on that. Yes. >> Yeah. I just would like to see that. >> Sure. >> Um so one of one of the things that we've considered is obviously with Hartwood Elementary being rebuilt and opening in 2032. Is there an opportunity for us to use >> is 2028? >> I'm sorry. Yes. 2028. Sorry numbers. >> Okay. So then that makes sense. We got four years that we have, >> right? So then pos the possibility of does it make sense for us to maybe move the rising star program out there for four to five years to use that um that space? Now that would involve some level of renovation at that
097facility. You would probably have to look at some of the bathrooms and so forth because typically at the prek levels you want bathrooms in the in the in the classroom, >> right? And we would probably also look at um putting some money into some of the HVAC systems out there as well. There's also uh the roof and the gym is probably in need of attention. >> So I drive though for all these kids, right? >> I struggle with that investment because part of what we've been telling them >> for years is that we can't put money in there. We shouldn't put money in there because the building is beyond and that's why we need a new heartwood. and all of a sudden we can put money in to extend its useful life for kind of
098our littlest learners. I feel like it's not >> Yeah, but I don't think we can't have a an alternate location identified >> and we haven't had that conversation with the rising star almost 100 years. >> So keep in mind too that some of this some of this is coming out of our contingency planning too. The board has asked about contingency planning. If melters were to go for have a major issue tomorrow, what would >> Well, my issue would be can it be like >> what's the can like worst case scenario, can it be used relatively as is? >> Um, >> sure. >> And that like that's the contingency plan. If it burnt down worst like we literally had no building to go to, >> right? So >> would we move there and use it for
099rising star as is without >> right significant investment >> in the in one of the next parts of the discussion we're going to talk a little more in depth about hardwood right because I think the question is what do we want to do with that building long term and that that longer term view may drive some of our shorter term decisions right now too um you know other considerations obviously when we think about the facility is you know are there um we we have other support services other than rising star we have welcome center um and the um resources the resin vent resource center >> um so there's some other you know ancillary operations going there that could be affected if we decide to you know take that building offline >> what about um like
100BH is only going to have 480 students and Rock Hill I don't know how many students they have I mean is there also an option to move some of these classrooms to these schools that are going to be very enrolled. >> The only problem though is that don't they need like um services where now you would have another person? I don't know. >> You saying like you might have to hire another person because you're splitting the service. >> We talk with Dr. Kersner about that as even in our modular discussion candidly, right? if does it at a certain point does it make sense to you know move some of the classrooms there and the concern is that >> if you start to break that back up right then you lose a lot of the benefit
101of having it all >> if you know that it's going to open in 20 30 years versus spending a lot of money to you know try to turn a what turn a thing into a silk a pig's ear into a silk first or whatever the extraction is. Um I mean is that really >> and that's where you see the availability of >> hardwood. I mean right now you know where it is it's fairly accessible you know to the the population it serves. I mean every time I go out towards hardwood it's always like >> yeah it's going to be accessible for the families >> but you're not going to be putting the same pressure as 500 students because you're only taking a quarter of students out. But if it fails, >> right? So, yeah. So,
102I mean, and obviously it's not ideal for the entirety of Rising Star program to stay there long term. >> Um, but there's been some thought, you know, could Hartwood at some point even be a third Rising Star campus, right? to that. And now in terms of being able to pull populations from different parts of the county, right, and take some some relief and that that could potentially give us some opportunity to maybe even look at reducing the the cost of the rebuild that facility, right? So just some different things for us to think about as we're these are some of the considerations that we want you all to know that we've had right through this. Just sorry to give some credibility to like what you're all mentioning is our last bullet up there is the
103capacity other locations and that's kind of alluding to the fact that if we have to re-evaluate capacity enrollment utilization at our elementary schools maybe as um a contingency option we would have to do that is to put it back at home. >> That makes sense. And so maybe this is too soon to talk about how much it would cost to do some of those options, whether it be making it a third campus or just using it for two to four years. Correct. Or the cost avoidance of maybe it's too soon for that, but I can't think about this without having that. >> Yeah. And so the next time you you you know bring this up, I may not be on the board, but I definitely will still have an opinion and I will need that
104information. Sure. >> Okay. That's all we'll say. >> Absolutely. And I'm I'm with the two of you about not putting a ton of money into something that we've already identified as >> very limited. >> Yeah. I'd rather evaluate and see what capacity we have at other schools. >> It might be disruptive to separate the student populations. But if if if we have to spend too much money to to revitalize Hartwood, then it doesn't seem worth it. But I also have to wonder, do we have to spend money at the other locations to make them legitimate for the preschool? >> And that's what I was going to say. You know, that's one of the things you get when you bring everyone. So when you have a facility that supports two-year-olds, right? That's going to look very
105different in the cafeteria. It looks very different in terms of the the restroom. Just some of the things you have to design, right? So that's that's why a consolidated facility works. The services are there. Your service providers there for staffing. So >> yes, I mean, can it be done? Absolutely. But there are additional costs and so I understand what you're saying wanting to see some of get an idea of what that could look like, right? >> Because we don't know what the other board is going to what their desire might be and what if there's a potential that we can get the extra funding to retrofit hardwood to make it work for two to four years. Not saying that's going to happen, but we are acting like it's not and we can't have the conversation
106about those numbers. >> So since we're talking about Heartwood, I'm just going to flip ahead to Heartwood real quick and then we'll come back to talk about the days for a moment. Um but and this again some of the things that we think about with a facility like that long term if the board's desire is to hold that facility right so historically we've taken some of those facilities or land and we've given it given it back to county u but if we plan to hold it then we are going to have to maintain some level of maintenance and investment in that building. We can offline it to a certain degree, right? Um, and bring down some of our energy costs as an example, but we can't completely >> abandon it unless we just make the
107determination up front that >> is there any chance that it will ever come online for water and sewer? No. >> It's possible. >> It is a possibility. >> It is possible, >> but it's not in the what do they call >> urban service area? Actually, >> it's not, but I bet if it met the county need, they would run it. >> Um, >> still pay for it. >> But some of the things that we're thinking about here, right, are the Okay, if we keep this building in kind of a semi >> semi-state here for how long? What What does that look like investment wise? Um, do we look at um again the potential renovating it for other uses? We talked about, you know, there's um office space needs. There's, you know, been discussions about, you
108know, potential community use out there that could be on ongoing. Um, so that's some of the different types of things that we're looking at as we think about that facility. And again, of course, depending which way we go with Rising Star as an example, could could have a significant impact because if we say, you know what, we're going to go ahead and invest $10 million into Hartwood's HVAC systems. Well, that's a 15 or 20 year investment, right? So we want to make sure that we get more than four to 5 years of rising star out of that. Right. So what's the plan for the you know 10 to 15 years after >> I would love to see something like I think that short term it could be like a professional development center satellite location. We
109don't have a lot of classrooms. We know the classrooms are kind of cramped here. So, we could do a lot more of that and it could be a shared kind of professional developments for sheriff's office, the county, us, whoever. >> Maybe you guys even get offices. Um, or even >> like to go, you know, to type out your stuff that for your job for the school board members. No, I got no offices. >> No, that's not a good Okay, fine. I would like an office. >> I have my phone. I'm get one. I have plenty at home. Okay. So, um, moving us, uh, on to back to the day school here. And this, this, um, again, the reminder that so, Drew opens in 2028. >> Um, and then the right now we have a four-year
110gap for the new day school rising star facility. >> Two to four depending, worst case four, hopefully. Um, two to four year gap. And the thought has always been that the Drew Middle School um property, we would want to be able to abandon the building so that we can demo it and have maximum flexibility for redevelopment of that site. We have four classrooms there right now that are for the day school. So what is um what's our plan there? Um obviously too trying to keep those classrooms open between demolition and just the cost of maintaining that building for four years or two to four years um would obviously be burdensome. Um so some of the things we're considering here is appropriate space for these day school students right um we have ele elementary and high
111school students in in the Heather and field program there. So it's obviously a centralized location right now. It's going to be again hard if we try to move it to a more remote area of the county. Although we did consider Hartwood and that is on the table for some thought that we could have. But then you think about if we have high school age uh students in that program in what's an elementary space out at Hartley. Is that appropriate? Right. Likewise, if we take an elementary student from that program and we try to say put them over into some additional space that we might have at the high schools after we redistrict for a little while, um is that appropriate? So, there's some of the things that we're thinking through there. Um and that's where
112you see capacity of other locations and speed of space appropriateness, right? Um >> will any of our high schools have any space? Oh, and Stafford should never know that they're gonna they're gonna have 500 students leave Stafford High. So, they should have the possibility >> I mean because the day school was there, >> but I mean it's something to think about. >> We're talking. >> We've thought about elementary school for the elementary. >> I I mean Rock Hill and Garrisonville, you know, they >> should have some room. We've thought specifically about Stafford High and Falmouth Elementary as potentially I think the concern there that we've heard again is having high school age students in Palmouth as an example, right? Is that appropriate? >> If you put elementary school and elementary staff, >> we talked about
113that. One of the concerns was the program the way it's set up and resourced right now has some crossover, right? So then you run into a resourcing issue, you know, >> they have to adapt. >> Absolutely. And so these are some of the things that we're considering as we're moving forward. >> Okay. So middle school nine. Um this is one of the other um differences between our >> just make a point. >> Um we really should be coordinating with the county on this because the county funds it. I mean that it is we do it to accommodate the county but it's the county's responsibility you know to pay for the the day school >> and we've had that conversation with them about bringing them on and we wanted to get a little bit of direction
114from the board want to share some of the things we're thinking >> absolutely um >> engaging >> yes >> and and really we could also consider looking for some uh lease space it may not be any available but I wouldn't leave that off the Correct. Um, okay. So, moving forward to uh middle middle school 9. I know this feels like it's way out there, but depending on which C CIP you look at, it's we're we're in slightly different spot uh than the county. They're at 2038. We're at 2032. So, we need to >> we need to find a way to land that um over over the next year or so here with the county. Um, obviously some of the considerations that we're looking at here is the pro projected student enrollment and then we're also
115looking at feeder pattern compatibility. We've been talking with Mr. White about that, trying to start thinking through some of that, right, in terms of, you know, how how that will ultimately integrate with the elementary and high school. Uh, and then one of the other things that has begun really sticking out to us over the last couple years is is transportation. um with the middle schools uh Gail and Ride and Thompson as an example um and AG Wright too all have boundaries that extend all the way to the Fauler County line and we have very long bus rides there which creates um a real transportation challenge for those schools. Right? So something we've considered is whether or not you know does it make sense to have a middle school in the western part of the county.
116Right? We we want to kind of look at that and study that a little bit further and it may or may not make sense. Um and then >> and how far west is the urban services area, right? Because we can't put it as far west as where there's no >> Yeah. Past Heartwood, >> right? >> Where the new Hartwood is going, correct? >> Right. >> Okay. >> Um >> unless we get a Dana Center past that and then we'll be guaranteed >> then except it's working out my way. Just saying. Um, and then one of the other things we've talked about is, >> you know, we have a full middle school projected on there, >> but the targeted addition of some of the existing schools perhaps make make more sense, right? With maybe we can't
117fix the transportation issue in that case, but when we add another, 1100 student schools somewhere and right now we're going to have um we're going to have extra seats in the southwest part of the county once Drew comes online. Um, so does it make sense, you know, depending how we try to position middle school 9 to just do some targeted additions? That's something else that we're considering. And again, we'll be bringing recommendations to the boards on these things. >> I was going to say I definitely want to see like Lionel's projections on how this lays down. Yep. >> Because I that's so in the past been very helpful to me to Okay. Okay. Well, let me ask this question then since you're bringing this up >> is we just received memo that you know projected
118enrollment in the high school like with now I know some of the situation at Northstaffford has to do with students transferring in students transferring out like I get all that but I just want to know are we at all concerned about numbers going down in which part of the county >> was what it looks like in 2032. Right. I mean 2032 versus 2028, >> right? And so right now based on based on uh Mr. White's current projections, right? We're we're anticipating >> a real need for the seats in the north, right? And so particularly I just want to clarify before we get too far, these are the projections that Lionel did last year. So last fall going into the winter. Um and so we'll update those projections. Part of the reason we wanted to push
119back our >> date until spring, right? No, no. We We get our enrollment 30th. >> No, no. I meant like we don't >> we get updated enrollment projections like end of October, early November. It actually slated for the November 13th, I believe, is the board. >> But we don't do EAP until >> EAP. No, but we have our updated enrollment projections by school for 10 years. >> Okay. Thank you. >> Well, I just want to point out that HH pool is at 130 over. >> Yep. It is. >> What's the projected redistricting? >> I've tried to redist. Well, you'll do it with Drew. >> There will be redistricting with Drew. >> Are we gonna do a whole county redistricting with Drew? >> I mean, if you're having if we're having issues. >> That's my question.
120>> Just to clarify, I mean, during that time, we're have can have this conversation um as we move forward, but we'll have redistricting because we'll have Hartwood Andrew opening up that same fall of 2028. And so, um, you know, we just went through a high school redistricting first in kind of the winter and then an elementary in the in the spring. We did that kind of a year in advance and had we get pretty good feedback around doing that in advance. Now, we're not there yet. They actually take effect, but to think ahead and really do that a year in advance. >> I mean, with those green I mean that's >> I know >> or 300 520 seats >> and that's what Dixon consistently taking students >> from Drew. But we can't jeopardize Drew's programs
121to keep taking more. So, >> but then we're adding >> Aren't we going to redraw the lines to increase Drew? We would take from Gail Thompson and Stafford where they where they no impact redistric. This is no impact of redistricting. Just to clarify. Yeah. >> Um so, so yes. So, some of this will change based on how it's redistricted. Some of this will obviously change based on Mr. White's updated enrollment projections. Right. So this is going to be a constantly moving target a little bit. Yes. >> Which is why going back to earlier in the discussion, we're saying 2032, the countyy's saying 2038 >> might be somewhere in between. Right. So that's where we need to and this is part of >> trying to get the EAP and the CIP a little bit more wide
122so that by the time we're finishing up the CIP, we're able to check it against those EAP projections, which is a goal we'll talk about here in a minute. So overall in 28, how many seats are we either over or under the availability? >> Well, I mean at this if you're looking at this, >> I mean I'm just I want to look >> because we won't have any red. >> So Mr. White, right? >> So in 2028 based on last year's projections, >> uh we're looking at about 500 open seats countywide roughly. There's 500 >> that's including those additional drew >> including 450 include that >> but okay >> it looks >> again this does not have the redistricting on it. So a lot of what's read there will get cleaned up >> is reasonable
123to say once we redistrict. >> So 500 seats is more than >> I mean it's fairly adequate correct to have 500 seats available in middle school. It basically means we're breaking even because we're building out on Drew, but we're not necessarily using those seats that we're building out on Drew >> because we're going to shift around the capacity. >> We're adding 500 seats, but we'll have 500 seats open. >> Yes. >> So, we're going to be opening full. >> Obviously, we're going to move kids. >> Yeah, they need to. >> There won't be any red, >> right? >> And it's just it's actually convenient that Drew Borders Right. >> Three schools that are red that are red. >> Yeah. >> So, the school is past red. >> The the takeaway from this, right? And so,
124>> we wanted to let you all know we are going to be looking a little more closely at the middle school 9 in the southwest area of the county. We just want to take a look and see what that looks like from a transportation impact, but obviously um from a you know, potential >> balancing enrollment uh impact as well. And you know, like I said before, we'll also be taking a look at some potential targeted additions, right? The thought right now is middle school 9 goes in the but is there something right? I mean, is there a place for middle school 9 further north? You know, sort of >> Well, that's where we have to start our land search, but we just need guidance. We need to kind of decide where do we want that
125land search to focus. Well, I think we need to look at where we're going to land with >> using the new seats that Drew to accommodate these other and for example, say we're going to take some from Gail, some from Thompson, some from Stafford. Well, there can be relief for um pool >> when we make room in Thompson and we make >> we've got to also optimize. So the question is where do we anticipate those 500 empty seats right >> to be and what are the projections for an increase in the middle school population per year for the next few years because 500 is I mean that's a comfortable um you know amount for me very comfortable so how many middles do we expect a a a huge bump in the middle school increases over
126the years because we don't I I mean I can't say when we absolutely have to have it unless I know what those projections are going to be. Yeah, last year's projections were were suggesting uh slight increases, but then it sort of flattens out a bit. Uh once we get to 2032 and 2020, it starts to flatten out. And so we'll see right now that the enrollment is a little lower than anticipated, but we'll know the official number on September 30th, >> right? >> Once we add in that latest trend into the to the model, then it may dial down the number a little bit. And so we'll have new projections and we'll see. So I'm anticipating it'll at a minimum it'll stay flat. Worst case it may drop a tad. Not not significant. >> So
127really it looks like where we're putting Drew may take pressure off the schools that are projected to be high. >> Take pressure. >> We may find that Stafford stops growing so much. >> Yeah, we may. >> But there what Mr. White saying that we expected the you to go flat after 32 for possibly it's all the crystal ball you know >> but but I I'd say you know it's to me it's premature talk about you know where we want her go to school unless we know where we're expecting the kids >> because we're actually going to be >> deciding those that path like >> right so just keep in mind right now the ACIP policy requires us to have million selected. I believe it's seven years ahead of the opening, right? So, right now we're
128saying a 2032 opening. >> That's a weird policy. >> We're right now at the point where we should be selecting put that on a three on three. >> We're not there obviously, right? And it's it's possible that that date shifts a little bit on us, right? But this is why we're bringing for the board so that you understand some of the complexity that would land in that date. >> Absolutely. >> Right. But I think we need to look at that date that you're saying if we're going to have 500 empty seats then we may not need a school that year. Is that considering with the 700 homes in Westlake? >> Yes. >> Okay. Okay. >> So just being sensitive to time here kind of keep moving us along. um modulars. Again, there's it's it's complex.
129Um right, so again, we want you to know where we're at and what we're thinking just generally where we're at right now. So, we have obviously 60 portable classrooms at 10 different elementary schools. Um and trying to figure out operationally and financially what we're going to be doing next. Um, one of the things is just making sure right that you know we're correctly there there's going to be a handful of schools um afterwards where they may even after the redistricting we're looking at Hampton Oaks I believe is one of the ones that is is still going to be pushing the the limits of what that school facility can handle without modulars. So that might be an example of one where we'll still need to maintain some of the modulars there at that school. Um, just
130as an example, no decisions been made there yet. Um, we do have four of the modro classrooms or at least the the ones at Rocky Run. >> We won't need those anymore. So, we'll go ahead and remove those. That's an easy win. >> How long have we had them? I thought that >> the ones from Fairy Farm. We've got these from used, >> right? So, those those ones will be >> releasing used modulars. >> Yes. >> And we're sending those back. >> Even the ones we purchased, a lot of them were re used. I was saying like I thought like I definitely remember having the conversation about like that kind of break point of when it costs when it's better to lease versus buy >> and Rocky Run I know are some of our longer
131held prop it's so I was surprised to hear that they are actually leased >> four of them are four of them are owned so there's a total of eight >> and the first set were the ones from fairy farm and then we added >> correct so then we also want to consider operational impacts of the schools for example the ones at Falmouth and the ones at Cape Waller Bear are impacting the the parking lots and the the bus >> they have 10 >> and the and the and the bus loops there, right? So, just thinking through do okay, can we get those out of there to help reopen that school's operations back up? And then obviously we've talked about four swing space during renovations. There's still some chicken and egg conversations going on there because
132when we're entering into design phases for those. Um, obviously we want to see the timely completion of 18 and 19 before we ever consider moving any modular. >> Um, and then financial impact. So these are all different types of things that we're thinking through. We want the board to be aware that we're thinking through these. >> And with the modulars, are you also thinking about them as possibly, you know, if we did not want to do something expensive at Hartwood for Rising Star if Balmouth has a bunch of trailers or modulars. Um, plus they have a lot of room in the building that potentially would be an option. >> Right. Again, if if you left mod you're I think what you're suggesting is leaving modulars at certain elementary campuses to >> potentially I mean I
133don't know. You guys have to absolutely >> the hardwoods I think we should hang on to for as long as possible because those are self-contained. They have the accessibility for plumbing and things like that. So they might be >> right. Am I right about those? >> Which ones? >> The ones at Hartwood. Aren't they >> doesn't have any? >> No. The only ones that have that are that have plumbing are the ones. >> I misunderstood. I thought your heart >> they could they could plum, >> right? >> No, I just thought they were. But I got it confused with Northstar. >> I mean ROI is where they sit obviously. >> Wow. >> I just just throwing that out there too to remember the best. >> Absolutely. >> So then just >> and then when you
134bring to us anything about moving these we need to be you know separate out. There is an expense. I mean not only is the expense of moving it but also repairing the ground >> where they were right >> and so that's an additional cost that we need to consider when we talk about >> correct. That's one of our biggest considerations, right? >> But like I'm not I'm not interested in having >> double digit trailers remaining at Parkidge or Hampton Oaks >> really like I know that it's cheaper to leave them but and the impact that it has on our campuses. >> Well, it's a potential liability. It's I mean I think >> and we're not talking two or four. We're talking double digits at each of those schools. And I would like to see that.
135>> I'm talking any potential liability if it's not in use. >> Okay. So then just in wrapping up here just looking ahead we as we continue work through this want you'd also be aware we are working on a facilities master plan overall. Um obviously you'll hear from CPAC later today with the scoring and then we talked about aligning with the CIP and projections. I think we've covered most of the questions. Is there anything remaining? >> Thank you very much. >> See you in a couple weeks. Thank you. >> Thank you. Our last work session item is the update on our school nutrition offerings. >> So, we are glad to bring Mr. Williams here. Our >> Thank you. >> School nutrition to provide an update just on some of the work taking place in school nutrition.
136Mr. Fulmer's here as well. I am so excited when I see some of the items on here that we've got to try at the um culinary arts. >> I love that. >> I I I love seeing their stuff with their little highlights on there. I'm like, I had that. That was yummy. >> Yep. Turn over. Mr. Fulmer, Mr. Williams. >> I don't know what I get later. >> Good evening. Um as as Dr. Smith already mentioned, we have Mr. Williams here, our executive director of uh nutrition services. And so he's going to kind of give a high level overview and if you have any questions and we'll obviously take some uh and then get back to you afterwards. >> Uh again, I want to thank you for the opportunity to share some of the highlights
137of some of the exciting things that are taking place in our school cafeterias. Um we truly um live out our mission to enhance our student learning by providing high quality, nutritious and diverse meals with outstanding customer service. Um some of our major accomplishments in the 2425 school year that first number four million >> uh over four million. Yes. >> Average up to five. So, uh, as you can see, there were increases in both, uh, breakfast and lunch previous school year. Super excited about that. Um, the incre we increased, um, nearly 153,000 more meals served in last school year compared to the 23 24 school year. So, um, that that speaks a lot about some of the, uh, things that we're doing to continue to improve and, uh, provide great meals to our students. >> One
138of the thing Mr. Williams and his team prides themselves on is getting that participation rate up at our schools. And so, um, yeah, we did add students, but we're adding students at, you know, a high 1% right below 2% rate. And so, we're still increasing our meals at a higher rate. So, that means more students are choosing to eat. It's not just because of increased students. >> That's good. That was my question. Thank you. >> Another major accomplishment um is that Safford County Public Schools nutrition services has been nationally recognized as an honory of the healthy meals incentive award uh from the USDA food and nutrition services. >> Congratulations. >> Thank you. This awards in collaboration with the action for healthy kids. Uh this recognition highlights the district's commitment to enhancing nutritional quality of school
139meals through innovative strategies. And specifically the award uh award required that we submit uh districtwide menus, recipes, um photos, and and giving them examples of some of the things that are taking place in our schools. And we were >> that's awesome. >> Very happy to receive this uh national recognition. Um probably heard, you've probably seen uh another major accomplishment, fresh salad bars in every school. >> That's awesome. >> Um we successfully implemented uh self-s served salad bars in every school, offering students access to a wide variety of whole, fresh, and locally sourced produce. The initiative has been met with strong student engagement during the 2425 school years. Um, students selected the salad bar as their lunch entree approximately 93,000 times. >> Only about third vegetable. My kids don't eat that much salad. That's still good
140to me. >> So, so here's the comparison though. You know, if you keep it in comparison, that's a 282% increase in student salad consumption. I'm not I'm sure if students are picking it themselves, they're probably also eating it. >> Yeah. >> And and and let me add that um the photos that we share uh in throughout this presentation are not stock photos. These are actual photos uh taken during our school cafeteria. >> Great. Um, and something else that we're super excited about are are many of our new scratchmade dishes. Uh, nutrition services um significantly improved uh the student menu offerings by adding quality whole and freshmade foods. Uh, we're proud of the impressive increases in new fresh scratchmade dishes. And some of our most popular items uh include uh the roasted parmesan broccoli, >> seasoned
141sweet potato medley, turkey pesto panini. Now you'll notice that the turkey pesto panini was actually one of the winning >> high school culinary cup uh recipes. So super excited those winners, >> winning dishes get added to our districtwide menu. Uh, so you know our honey sriracha wings that's in that picture there. >> Um, very good. >> I am surprised to not see tangerine chicken on this list because that is >> these are new ones. Tangerine chicken is a long staple. >> It is. >> Yeah. Our tomato curry salad, zucchini fire sticks, baked ziti, uh, sauteed summer squash. Um, our beef homemade beef vegetable soup. Um, >> and uh, boom boom cauliflower. Yeah. Uh, homemade hot chicken sandwiches. Freshmade margarita pizza. Hearty chicken noodle soup. Chicken and cheese quesadilla. Also, our ginger pork tacos from our
142last culinary cup. >> That's one of the winning entre. So, super pleased about that. >> That was really >> Gab's dish. >> That was Gab's idea. us. Oh, >> fantastic. >> Thank you, girl. >> Thank you. >> So, you know, and then our roasted drumsticks and our bee and cheese enchilada, which was also the um the vegetarian culinary. So, in the past uh several years, nutrition services has made significant progress in expanding uh the diversity of our student menu offerings with a focus on providing entre that align with the law and vegetarian dietary guidelines. Um I would also add that many of these items are also kosher friendly as well. The school district's menu uh features a wide selection of scratchmade and quick prep dishes including uh our bean and cheese enchilada, our plant-based chicken
143nuggets, fish fillet, black bean burgers, halal chicken fillet patties, our hummus bento boxes, our spicy China stew, and that was one from a few years ago. >> I like I did too. Couldn't take it because it had too much spice. Uh but uh you know some of those ones we eat them on the menu because they weren't working out well. So >> those plant-based chicken nuggets actually have no chicken in them. >> That's correct. >> Yeah, cuz they're plant-based nuggets >> because eaters deserve respect too and they want to eat chicken. They just can't. >> Elementary school kids like it if it says chicken nugget whether it's plant-based or not. >> They know what a chicken nugget is. >> Are you spelling it right? It's made out of plant. >> Well, the dino nuggets aren't
144really dinosaurs. >> It's fake. >> The plant-based chicken nuggets don't taste >> I didn't know if you knew that. >> I'm taste the same. >> Especially if you get the spicy If you get the spicy ones, it it's you can't even tell. >> I don't believe that. >> I'm sorry. >> I didn't know that they were plant until just now. >> Yeah. So, a lot of ours big newspapers. >> No, I can tell. Yeah, you could tell it was more than a certain palette. >> I did like the white. I did like that. >> The white beans. Yep. Very good. Um, one thing has been a a great hit this year. We we just added the margarita uh pizza, make a fresh homemade pesto, and >> it's very good. Um, that really went over really
145well. Super excited about >> it. It's like French. So you drop the last letter. >> It's fancy. >> Gratitude. >> Keep going. >> Okay. >> So next I would like to uh share some of nutrition services parent and student engagement efforts. Uh so to ensure that our families and students remain well informed, uh the nutrition department actively participates in um each year in the s in the ESOL family nights um school openhouse nights and community health and wellness uh fair. During the wellness fair, uh as you know, families are invited to sample and vote on new uh exciting cafeteria menu offerings. Uh essential meal service information is available at each of these events, specifically supporting our Esau students and their families. Uh in addition, comp a comprehensive list of halal, vegetarian, and plant-based food options
146are available online on the district's website and also schoolcafe.com. Uh we're also pleased to share that the graphic art signage indicating law pork and vegetarian items are displayed on our cafeteria serving lots in all schools. >> That's at every school in every every Okay. >> Is that what these are? >> And that's what those pictures are. Yeah. So they're they're actually demonstrating what the sign actually looks like. >> I feel so seen. Um, and a special thanks to um, Miss Roxen uh, Bendis Mondong and her team uh, for their work and they helped create created these signs last year. >> That's so nice. >> And just a couple of uh, mandates. Um, you know, effective July 1st, um, Virginia banned the use of styrofoam food service containers in public restaurants. So Stafford is in full
147compliance. Uh and another big um ban as well at the state level is the prohibited color additives. So um although the regulation for the color additives does not take effect until July 1st, 2027, um the school district anticipates full compliance probably by the end of this year. One other item to >> Congratulations. How far along? Yeah, we have like one item that the vendor brought in that we're having to use up and after that we should be good. >> Well, it sounds like everything is coming like right from >> us like from our you know we're cooking it and making it >> more scratch a lot more. >> So we're just looking to make sure that what we are utilizing is a purchase item. >> Yeah, that's not from scratch. >> It's not scratch. Well,
148yeah, but I also guarantee it's not made with Red 40, >> you know, >> there's some weird kind of like, you know, >> do you know the percentage of scratch that our meals are or is that too hard cuz it's different? >> Uh, >> yeah. Um >> I just even if you just lumped it all together >> probably thinking around >> see if you look at entre and um side dishes probably somewhere around I think 40%. >> That's fantastic. That's very impressive. >> All those crunchy parents should really appreciate that. >> Sure. >> Yeah. That's really >> You have to obviously keep uh the you know the the staples some you know some of those chicken nuggets. >> Yeah. >> Do you have um a date for the new culinary >> a date has been
149set. >> Okay. >> Can you just send it to us in >> We've got a vote for more mozzarella mac sticks too. >> Oh jeez. >> I actually I would like >> Never mind. >> You would like them every day. I actually really appreciate the the zucchini and the squash because they always have like like the mixed vegetables, but you know that they don't actually like they don't bring love and happiness to everybody's lives. But I really appreciate the zucchini and the squash. Like even though like even though like the zucchini isn't always seasoned, like it's always it just it always hits the spot. It always >> Yes, absolutely. >> Are they like are they fried or like or like baked fried? You know what I'm saying? >> They're boiled. It's roasted and yeah. >>
150Okay. It's roasted. >> Seasoned and roasted. >> So, I did want to say too, I do think um Mr. Williams does a fantastic job as you can tell. You know, he he's dealt a lot of different things in terms of you got to use these type of ingredients and limited the sodium and all that and a lot of constraints. They do an incredible job. You don't hear many places you have exceptional school meals and we have that here and so just kudos to Mr. Williams and Mr. Fulmer and the team of the best >> to do that. It's uh really good work. >> I would like to look into adding more schools >> adding sorry >> where I'd like to look into at our schools where all the students can get meals >> to the
151extent we can recognize we're talking about that I asked that we put it on the back seat >> because this is an excellent chance for our kids to get two good meals a day and this whole >> reduce our debt >> it's covered under the youth community So >> I I know it's their cost to us. We're going to look at what would be the cost to the school if we division if we added more. >> Yeah, we got the request and we we're going to look into it and we'll report back at Pepsi. >> All right. We >> did this job. >> We have come a long way. >> We have three minutes. I got to place my Walmart order. >> Trying to order my family of the stands for all. Thank you. This
152evening to Stafford High School's Navy JOTC members of tonight's color guard are Kaiden Thompson, Gabriel Ramos, David Anderson, and Lucas Kuster. The instructors of the Stafford High School JOTC program are Major John Gutierrez, and Chief Damen Wilson. Missy, would you please call the role? >> Dr. Chase >> here. >> Miss E >> here. >> Miss Guy >> here. >> Miss Hollstead >> here. >> Miss Healey >> here. >> Miss Irish >> here. >> Miss Randall >> here. >> Miss Sigman >> here. >> And Dr. Warner >> here. >> Madam Chair, you have a quorum. Uh we are going to uh we have everyone here. So we do not need any electronic participation. Do I have a motion for the agenda? >> Madame Chair, I'd like to motion to approve the agenda with the um uh
153small change of moving 3.05 adoption of the 27 budget priorities and 3.06 adoption of the budget calendar to action. Please >> second. Did anyone else have any other changes? Okay, please cast your votes. That motion carries unanimously. Is there a motion and a second for the consent agenda? >> Motion to approve the consent agenda. >> Second. All in favor? Please cast your votes. off my motion also carries unanimously. Uh announcement of of administrative and personnel appointments. >> Board members, it gives me pleasure to introduce uh Dr. Lauren Bush as our new assistant director of evaluations and competitive grants. Welcome, Dr. Bush. Dr. Bush, uh, last name spelled B US, uh, will join team Stafford as our new assistant director of evaluations and competitive grants. She comes to us with over eight years of leading research
154initiatives, most recently as a research analyst with the Center for Justice Research and Innovation. In this position, Dr. Bush completed a mixed methods data analysis on a randomized control trial implemented in partnership with the Police Department and Department of Corrections in St. Louis. She also interpreted and communicated research results to practitioner focused publications for public policy use. Dr. Bush has also worked as a research associate for the District of Columbia courts and for Carnival and Associates. After earning her bachelor's degree from Villanova University, Dr. Bush went on to pursue advanced studies from George Mason University where she completed both her master's and doctor's degree. Her doctoral research culminated with a dissertation entitled Extracurricular Activity Involvement and Justice System Outcomes. Welcome to team Stafford, Dr. Bush. >> Thank you all so much for having me. It's
155a pleasure to be here. Thank you. >> Is that it for this evening? >> I'm sorry. Yes, that's it for this evening. >> Uh awards and recognitions. Good evening, school board members and Dr. Smith. This evening will recognize students and staff that epitomize our values of students integrity, respect, community, opportunity, and excellence. We begin by recognizing the importance of arts in our schools. The school board has proclaimed September 14th through 20th, 2025 as arts and education week. Will, Miss Anne Rut, please join us at the podium. The arts, dance, music, theater, visual arts are vital to a well-rounded education. They build creativity, problem solving, collaboration, and cultural understanding while also boosting student engagement, graduation rates, and readiness for college and careers. Beyond academics, the arts inspire community involvement and personal growth, affirming our commitment to
156developing well-rounded students. Tonight, we honor not only the value of arts and education, but also the students, educators, and community members who bring them to life every day. As we celebrate Arts and Education Week, let us continue to support and champion opportunities that shape competent, capable, and compassionate learners. [Applause] Next, we recognize the importance of mental health and wellness in our schools. The school board has proclaimed September 7th through 13, 2025 as suicide prevention week in Stafford County. Women Sharon Brown, please join us at the podium. This proclamation reminds us that suicide can be prevented when we know the warning signs, reach out with care, and connect others to needed support. It emphasizes the role each of us can play in fostering connection, awareness, and hope. Together, we can create an environment where open conversations
157about mental health are encouraged and where those seeking help is seen are seen as a sign of strength. By working alongside families, educators, and community partners, we can ensure that resources and support are available to all who may need them. As we observe suicide prevention week, let us remember that no one is ever truly alone. Support is always within reach and we encourage anyone who may be struggling or knows someone who is to reach out. By standing together, we can bring hope, healing, and strength to every corner of our community. Through this recognition, Stafford Schools affirms our commitment to the well-being of every student, staff member, and family in our community. Thank you. [Applause] Stafford Schools recognizes the importance of being present every day for learning. The school board has proclaimed September 2025 as attendance
158awareness month in Stafford County. Will Miss Renee Kusca and Miss Laura Reid please join us at the podium. This proclamation recognizes that missing even a few days each month, whether excused or unexcused, can put students at risk academically and widen achievement gaps. It also acknowledges that reducing chronic absenteeism requires commitment, collaboration, and support from the entire community. Through this recognition, we affirm our dedication to ensuring every student has the opportunity to learn, grow, and thrive. Attendance is more than a number. It represents connection, consistency, and the building blocks of success. By working together, we can help every student arrive ready to learn each day. Thank you. [Applause] We close this evening celebrating the rich histories, cultures, and contributions of Hispanic and Latinx community. The school board has proclaimed September 15th through October 15, 2025 as
159Hispanic and Latinx Heritage Month. Will our family engagement liaison, Miss Princess Rojos, Miss Mary Morurell, and Miss Maggala Alvarez, please join us at the podium. This proclamation honors the diverse roots of the Hispanic and Latinx community from indigenous peoples of the America to Spanish explorers and Africans brought to the new world. It also recognizes the countless ways Hispanic and Latinx students, families, and community members enrich our school. Through this recognition, we re affirm our commitment to celebrating diversity and valuing the contributions of all cultures in our community. As we celebrate Hispanic and Latinx Heritage Month, we also celebrate the friendships, traditions, and stories that strengthen the fabric of our schools. This month reminds us that our community is made richer when every voice is heard, every culture is honored, and every student feels seen and
160valued. [Applause] Next item on our agendas are our presentations. We will start with the annual report and recommendations of the capital improvement planning advisory committee. Good evening, Chair Sigman, members of the board, and Dr. Smith. My name is Matt Townson, assistant director of facilities capital planning, one of the co-f facilitators of the school board's capital improvement planning advisory committee or CPAC as we call it for short. Uh with me is Jason Tarry the other co-f facilitator and we have the pleasure of providing support and providing guidance to the CPAC. Um in addition we have in addition we have several CPAC members along with us including uh our vice chair Bart Randall and our chair Molly Denim. So the SC the CPAC has been uh a key advocacy force um and Molly will dive deeper into
161this uh for building our three funding and identifying our our three prioritization model. So we're we're very proud to support the CPAC and we look forward to uh continuing the great work into the coming years. So with that I will present or I will turn it over to Molly Denim, the chair. computer. That's not sure. >> I'm not very gifted. >> Perfect. Um, I'm Denim. I am the chair for the capital improvement program advisory committee and I am pleased uh to present our annual report to the school board. Uh today uh I won't read this but I will emphasize that we are volunteers from the community with a passion for improving the infrastructure of the schools. Our group is charged with advising the school board and providing a community perspective on how to improve CIP
162and 3R programs. The advice we provide is directly attributable to goal number three of the strategic plan and is a vital piece of ensuring our students, staff, and uh community are provided safe, engaging, and welcoming facilities throughout the county's school system. These are our wonderful team members, and I will ask if any team members are in attendance today to stand and please be recognized for all of your hard work. I thank each of our members uh for the countless hours that they have put into the overall improvement of our schools. And on behalf of the entirety, we also thank our amazing facilitators, Jason and Matt. And we also thank Dr. Chase for her guidance through our process. Today's presentation is a culmination of over two years worth of work by CPAC. It started with Dr.
163Taylor's two-prong request of our committee to determine a way to improve messaging to the community um on the needs of the school specifically as it relates to 3R and encourage them to become involved in the process and become advocates. At the same time, we were asked to review the 3R process and make recommendations on how to improve it. So we started with advocacy and over the last two years we have become a presence within the community public functions such as open houses, PTA, PTO meetings and various budget and board meetings. We have learned that advocacy can and does work. In our first year, our community advocacy contributed to a one-time funding of an additional $6 million specifically uh designated for 3R. And earlier this year, the board of supervisors approved a $17 million budget for
1643R, which has been unprecedented over the last 15 years in Stafford County. But we can't stop and we don't plan to. As a matter of fact, we are teaming with the budget committee to expand our efforts and further refine and improve uh our message to the community and continue to ask for advocacy and attention to our ever growing school needs. We have seen this chart before um but I think it accurately depicts our current state when it comes to 3R funding. Industry minimum standards for basic maintenance of facility uh the size of our school district um facilities is approximately $21 million per year. However, historically over the last decade plus our annual 3R budget has been anywhere from six to eight million per year. Those facility issues that we don't fund, they don't just go
165away. They roll over to the next year and the next year and the next. And we now have an approximate $123 million facility maintenance deficit that uh is going to continue to grow. Though we received an amazing budget this year of $17 million, it still doesn't meet the bare minimum industry standards. So how do we look at this ever growing list of projects and prioritize what we fund and what remains on the list? And that is the question that our committee has been mulling over the last two years and is the focus of our discussion tonight. So during our dive into the annual three process, we did find some challenges uh to optimal project management affecting the overall three-hour process. First, the number of projects is simply overwhelming. With more than 300 projects, the challenges
166of comparing and ranking all of them manually is time consuming and cumbersome. CPAC recommends a scalable tool designed for project management to give staff a centralized system to better organize, track, and evaluate this large list of unfunded needs. In addition, with a scalable tool, the ability to further refine the process and grow its use is exponential and limitless. Second, there was a lack of written standards. Over time, this leads to inconsistencies in assessments, potential gaps in attention, and is simply not good business practice. So, our committee recommends the development of a documented process. When a process is formalized in writing, it provides a guide the entire department can then use to ensure everyone is working on the same sheet uh sheet of paper and following the same thought patterns. Finally, we found the decision-making process
167in prioritizing projects was very informal. And don't get me wrong, the facilities and the maintenance folks are simply amazing. However, should something happen to anyone or an individual decides to leave, we lose not just valuable corporate knowledge, we lose uh historical reference knowledge as well for our projects. In addition, when an informal process is used, the chances of bias begins to creep into the system. We are human. It happens whether it's intentional or not. And our committee recommends the implementation of a structured evaluation process. We believe a formalized and defined scoring and ranking system will not only alleviate most bias, but will provide historical reference information, especially as these projects tend to languish on the list for years. With these items in mind, the CPAC has also been working on what such a system may
168look like and how the staff could evaluate projects to better meet your needs. So, my apologies because the animation's not working on the system, but we'll we'll walk through it. Uh, what we have developed is a concept of a softwarebased prioritization system. In this system, every project would be scored individually by answering a series of questions designed to tease out the priorities and mathematically rank all the projects. In building the proof of concept for this system, the committee first had to determine what the main factors were that could be scored and ranked. This led us to identify six risk categories. Every project would be scored against the risk to health and safety, infrastructure, operational use, financial restrictions, asset life expectancy, and recency. As stated previously, we want everyone on the same page. So, not only
169did we work to determine what the major risk categories might be, but we had to put definitions to each one. For example, health and safety was defined as the potential to cause physical harm, illness, or mental harm. We then developed a risk assessment matrix which is what you can see here in the in the impact probability impact probability box and we created two cross points. The first being what a likely negative impact would be coupled with the probability of this negative impact to happen. We then tackled how do you assess that risk. So you need the cross points to have varying degrees of urgency. So CPAC developed a risk range of negligible to disaster and a probability range of rarely to acute. Again, each term had to be clearly defined with specific parameters as my
170acute may not be the same as somebody else's. So we had to define each of those terms in each category. For instance, an acute risk in the health and safety category would be hazard is currently causing a threat or impact to the physical or mental health of the individuals present in or around the immediate area. So all of the definitions that our committee came up with is in the background paper that you guys have been provided. As all the questions are answered in this matrix, um they are then the responses are given a number and they are processed through a log log equation. I am not going to go through the mathematics on that. It's in the background paper. You guys are welcome to take a look take a look at it. I'll spare you
171that for this evening. But ultimately what is produced is a ranking of all of the projects. Um and each is scored against the exact same criteria and each is scored using the exact same weight factors. It should be pointed out that this is not an end product but simply a start. It's a process such as this that gives the staff a starting point and analytical data instead of current anecdotal musings to start processing the three R list into a functional and usable document for schoolboard members. This helps with the age-old question of how do you eat an elephant? Answer being you eat it one bite at a time. Our process is a tool which gives you the ability of knowing where to start with your fork and knife. Once you have a priority list, now
172what um how will it differ from what is provided today? First, it is a fairly unbiased product with a defined and measurable parameters. I stress again, it is merely a starting point and not designed to be the end all beall of decision- making. Like all tools, it's up to the decision maker on how best to utilize this information. In addition, the data can be manipulated and analyzed further by grouping and regrouping as best fits. For example, you can ask the system to find all of the projects within a specific district, then have it group by specific schools, then have it rank within those groupings. In addition, uh a possibility exists to provide cost parameters. So you can ask the system what projects fall within certain cost parameters. So if you have extra money, you know
173which projects fall within that and then you can rank within within that grouping. So over the last year, the staff has also been working with the idea of grouping similar projects together into project buckets and then parceling the budget amongst the groups to allow a somewhat equitable shake for some of our less urgent needs. For example, a leaky roof will always win out over playground equipment. And this is just a way for the playground equipment to hopefully see sunlight from the bottom of the threer list. With a tool such as this, projects can be categorized and prioritized to determine how to spend funds. These are simply some of our committee ideas and are by no means all inclusive. A system like this should have staff input to determine what information would be most helpful, how
174that information can be used, and provide a deeper development of a tool that will provide real value. In addition, this information could be invaluable to board members as you are the ultimate financial authority for the schools. This tool could help guide your decision and guide future budget discussions. And then finally, this information would also be of value to the public. I am a lay person. I am not a maintenance expert. Um, and sometimes when I listen to the board talk about priorities, I am lost on how you come to the conclusion that a turf field is more important than a building facade or why a fire suppression system isn't higher um, on the list. Having something like this can help start that conversation with the public. As I mentioned previously, this is a culmination of
175over two years of work by our committee and we have provided what we think would be a valuable potential tool for the county and are at a point where we do need further guidance on how you wish us to utilize our time going forward. So, we respectfully request your feedback after you've had a chance to look at it because there is a lot of information in the background paper that we provided, but our committee does need to know where you want us to go from here. Did we miss the mark and need to go back to the drawing board? We're not infallible and perhaps this is not what you guys were looking for or expecting. Um, is this an idea that you think may be able to support, but it's not quite there yet and
176needs some refinement. And so perhaps we need to work with the staff to get some of their thoughts and inputs. Um, maybe our part is done and this is something that the staff can now take over and look at um on how to fund an actual product build and not just a proof of concept idea as it stands now. or is there something totally new that the superintendent would like us to focus our attention on? If so, now is is really the optim optimal time for that. Our committee stands ready to provide our expertise and time to best suit uh the board. And at that, I'm happy to take any questions you have. >> Thank you so much. That was amazing. We'll start with Miss Randall. >> I do have one. I have to say
177CIP is always something um that I love to do before I got on the board and of course once I got on the board, but uh it also drove me into the seat. Fair warning to all the members. Just saying. But um I would also like to know you talked about this um system of like how projects can be arranged in a software and and when you talk about buckets it reminds me of my kids um bank accounts where they put money in buckets for cars and their homes and whatnot. >> Um do we not have any kind of a system a ranking system >> now? Is it just literally staff? >> Right. So from what I understand and and and they can correct me if I'm wrong, but from what we understand at this
178point, staff sits down and they discuss it and they kind of rank it. If you think of in a linear, so they would say this is ranked one to 300. Okay? Okay. >> Right? There's 300 some projects. So you rank them from one to 300. >> That doesn't really give you very much information on why something is or how close something is. So if you the log equation if you looked at it it goes to like the sixth decimal point. Yeah. >> So you know >> it shows you how close they are. So that when you're making a decision and you say okay we can't fund this but this is really really close and we can fund this. It gives you that starting point for a conversation. Like I said it's not the end all
179beall. No. >> But it does provide to me more granularity for you. Well, and I, you know, we talk I talk often, some others do as well, but um about taking things off plates and to me that and like you I I kind of like what how you're describing it too where okay, we have, you know, as as we are looking through um the money that we've saved on projects and where the it can go to next fit another project >> to be able to say um I have this much money to spend or I really haven't been paying to this district or whatever the scenario is. It's it's nice about the flexibility that you talk about. So that's why I was just wondering if >> it's very manual right now. And so when you
180put it into like a software system is what we're what we're envisioning is if you put it into a software system, all of those those pieces of information are then able to be categorized and and you're able to then shuffle and >> pull up whatever information you want and and kind of analyze it a little bit deeper. >> So sort of taking the idea of a dinner plate project, ranking all these projects more to like the salad size. >> Correct. >> Okay. Thank you. any Miss Holston um I just want attention Jason Towery we um need that's good stuff right there just bring in your >> they have been fabulous fabulous >> u well I also just want to say I think gifted is the only committee that could follow this presentation because you know
181>> like this is phenomenal and and I'm I'm I'm a big fan of pie charts just in general as a graphic And I don't I mean for me they represent more than the bars or whatever but I think it's really important to show people the totality of because we talk about you know bits of the pie or whatever. So I think people can't get that visual unless they see a graph a graphic representation. So I just want to clarify one thing because when we read this um background paper and and how this works >> the dual scoring methodology is tied to what would go into the software. It's what you guys used to look at. >> So it's it it's um it is a way of doing it mathematically. So it's it's a risk analysis.
182Okay. Um and so we used two cross points. We we chose what we thought was best. it may not be ultimately what staff believes um may be best. Um but uh and I think in your background paper it showed you know how the time how the ranking would look depending upon you know what axises he's used. >> I mean this is incredible. Thank you guys so much. >> Thank you. >> Yes. So I had the pleasure of being on this committee and and I know in the meeting they were hoping to in the presentation to actually give you some demonstrations of the actual it was very fun during the meeting to have uh mockup of it and to enter the necessary things and then see how it ranked it and it really did quite a
183good job of sort of ranking and Miss Healey would be very happy to know that legality um how whether there was a legal requirement to do something up to the ranking quite a bit to um make things happen sooner and stuff like that. So I I do think for me as a board member I have often felt like how are this doesn't feel very objective and this really is a much more objective way to to give us something to start with. So um you know we'll we'll have staff let us know what they think. Um, but I definitely my initial reaction is let's let's get this built and let's start using it. So, >> Miss Healey, >> I just wanted to say two years ago, I was the liazison on this committee and I recognize
184some of this work and I it was um it was so impressive to be a part of of of the committee, you know, even as a a liaison, non- voting, whatever. Um but just the expertise of the members and the you know, the passion that they brought to it was was amazing. And I I really appreciate our staff support who I I'm sure are very very grateful to the committee for, you know, bringing these things to our attention. So, you know, I I I missed the committee, but I told Dr. Chase I knew she would love it when she um when she got on there. And I have to say, Mr. Randall, I even miss you. He was a he he was he is a particular force uh there. And of course, Miss Denim was
185fearless leader. So anyway, um great great job. is very very impressive and and it it's time it's time that we started being um you know more attentive to the the rankings and it's not just who can cry the loudest or of course some of it is urgency and and the uh the situation at Thompson last year is a good example and I think that helped um reinforce our our need to the supervisors and their generosity in in funing these projects. But it's it's it's amazing what you all you all do and and I you know I know we used to agonize over even every word. So um I'm not one bit surprised that you all look at the legalities. Thank you >> Dr. Smith. >> I just wanted to say Miss Denim and to the
186committee just our sincere appreciation for your work here. I hear so much from Mr. Townsen and Mr. Calvary about how much they enjoy working with you are so appreciative to have uh you as a part of this and you really just volunteer your time as you shared and and so uh to have your expertise to have you all the hours you put in. We see you at all the different events advocating and just you know giving of your time because you care about our kids and our school system and so we're just so fortunate to have you as partners and just just wanted to say thank you for all this work. >> Thank you. It's my pleasure. >> I also wanted to thank you because you know as you mentioned four years ago we were
187in a very different spot. Um, and some of that was financial, a lot of that was financial, but a lot of it was awareness and people didn't know what CIP was and 3R was and what that all was. It was just all kind of acronyms that people threw around. And I think that's kind of the most the most important part of of what you do, what we do, is make people understand what our needs are. um so that they feel good or at least okay with um deploying county resources, their resources on these things. Um and you're right, you know, the situation at Rodney Thompson really did kind of shine a spotlight on the importance of of what your committee does and that what we try to keep up on uh here and that what
188the real issue with delaying is. You know, these aren't just lines on a spreadsheet that we're just going to move down and add lines to. These are actual repairs and actual buildings that contain actual staff and students that we are responsible for and that we have a responsibility to keep safe and healthy and um the buildings itself in a usable condition. I I will say that the messaging is very important because a as a parent I just assume that the facilities will be wellmaintained and so when we go out to the public and let them know you know facilities and maintenance crews are amazing again I can't stress enough how wonderful they are but there are issues and um they don't know that you know you don't go to kindergarten roundup and ask how is
189the HVAC system in the school you ask how good are my teachers? And so I think the messaging is very important to get out there so that then they can be advocates for the school. >> Anyone else? Thank you guys so much all of you. >> Oh, sorry. >> Miss The next next uh item on our agenda is our annual report and recommendations of the gifted advisory committee. Good evening, members of the school board. Uh Dr. Smith, it's great to be back here again. I can't believe it's been a whole year. Um I'm Michael McFarland. I come from the Aqua District and um I'm happy to be the chair of the gifted advisory committee uh for this year. So, these are our committee members. Um, we have a very interesting and and diverse collection of
190folks on our committee this year that bring a lot of different perspectives to the table. We have former gifted students. We have former gifted students from Stafford County. We have former gifted students from lots of other places. We have parents of gifted children. We have educators of gifted children. And we have members of the community that are just interested in making a difference in the lives of our kids. Um, we have several people on our committee that wear multiple hats in that group. Um, unfortunately, we also have a lot of vacancies on our committee. So, I remember we talked about this a little bit last year. Um, thank you for going out and kind of hustling and trying to get some people to come out and share their perspective uh on things with us. Uh,
191but every time we have a vacancy, that's one perspective that we're not getting from somebody. So, if you are on the list of places that have a vacancy, um please do what you can to try to find us some more u members of our team. We are lucky at this point in time. We do have representation from every magisterial district. So, we're certainly very happy about that. So, what is our job? Um, you all give us some loose guidelines on on how we are to go and look into things and come back to you with our thoughts and opinions on stuff. This year, we were asked to do the typical thing of review the Stafford County Public Schools local plan for gifted education. We were asked to consider summer school offerings for advanced learners. and
192we were asked to review and provide feedback on a proposed consolidation of the Commonwealth Governor School at the high school level in Virginia. So, we're going to talk about things in two separate areas. Um, we're kind of going to look back and then we're going to look forward. So, in looking back, we want to talk about the 2025 summer enrichment for gifted and advanced learners. Uh, we're really excited about this because we did a thing Right. So, we started two years ago as a committee looking at the middle school program, the delivery model in Stafford County and saying what works well with it and and what are some some things that we can do to add and enrich the the program and the delivery for those kids. And the recommendation that we came back to
193the school board with was a summer enrichment opportunity. Uh it was really awesome and fulfilling for us to see you all take ownership of that and push it forward and fund it um and support it. And as a result of your support, we had two new programs that were piloted over the summer this year. We had a real world problems program and also a coding and circuitry program. So what we look what we were looking for is something that was more on the STEM side and something that wasn't necessarily as much on the STEM side. In totality, we had 39 students whose lives were enriched over the summer due to these programs. Uh and looking at that from now, we are looking at ways we can increase some participation. So what you're seeing on this
194first slide are some of our students with the range ranger at Widewater State Park uh collecting data and making observations as part of the real world problems course. And then over here we have another set of kids that are at Udbar Hazy as part of the coding course um taking a look at the spatial discovery. So again, thank you so much for providing your support for that initiative that we had. uh it's really helpful to you know motivate us moving forward that you all were be able to take that and and and go with it. So what are we doing now moving forward? Uh we have decided to shift our focus to the high school delivery model. Um in the middle school level we spent two years looking at it. I think that's what we're
195going to do here as well. Uh because a lot of these things take some time to do. So this is our general flow that we we use in our committee. um we kind of sit around and talk about things based upon personal experience that we have questions about. So we may say hey as a parent I had this concern or hey as a former student I had this concern. Um and that leads to a list of questions. Uh once we identify our list of questions we will work with our facilitator to identify uh data sources. Those could be people those could be documents right those could be any number of things. Uh once we identify them we are going to invite them to talk to us. It might be through a survey. It might be
196through a invited uh speaker to one of our meetings and we're going to listen to what they have to say. We're going to ask questions, right? Uh and then once we're able to take all that data in and absorb it, we will come back to this group here with some recommendations. Uh spoiler alert for you right now, we're just getting started with this. So, we do not have any recommendations for you at this time. We're just kind of letting you the direction we're heading in. We have made it all the way to here. So um we will get further along but this is where we are currently right now. So I mentioned that we've got three areas that we want to investigate this year. What are those areas? Um we want to talk about delivery
197model of gifted services outside of CGS. We want to talk about visual and performing arts for gifted students. Uh and we want to talk about the CGS consolidation as had been mentioned previously. So the sort of understood arrangement of things right now is that CGS is the gifted program for high school students in Stafford County. Um that being said, there are a lot of programs that attract gifted students. So CGS is not the ultimate fit for everyone. Um the IB program is there. There are other programs as well that that do target that caliber of students. And one of the things that we need to make sure we remember when we talk about CGS is that gifted doesn't necessarily mean high achieving. They're not equal things. Sometimes they coexist, sometimes they don't. Um, our gifted
198students have some unique needs. Um, and we need to make sure that we're meeting those. So, outside of the CGS program, what are we doing to support some of those specific needs that that have a higher likelihood of occurring inside the gifted population? You know, how are we supporting their social emotional uh development? How are we helping them with their executive function? How are we helping them be organized? How are we helping them sort of stay on track for things? Uh, and how are we also helping them to identify and become a community of like-minded um individuals? So, CGS does a great job of this. Curious to know um what we can do outside of CGS to do this as well. Um, going back to the beginning of this, these are just questions we have.
199So, the fact that they're on the slide doesn't necessarily mean that they're not taking place. It just means that based upon someone's personal experience on our committee, we said, "Hey, this would be interesting to look into. Let's see if it's taking place." If it's taking place, that's awesome. U we'd like to know how it's taking place. And if it's not taking place, we'd like to know how we can help facilitate that um to function more. And lastly on this list, what is the role of the high school gifted teacher? Um I think we talked about this before. Everybody knows what the elementary school gifted teacher does. Everybody thinks they know because they're very visible. At the high school level, we have one gifted teacher for 2,000 students. So they don't have the one-on-one. and they
200don't have the pull out time understanding what it is they do and talking about whether or not there are some things that they may need to prioritize differently or maybe could. So the second one is a two-parter. Uh we want to talk about the availability in gifted for artists and we want to be able to talk about the availability for academically gifted students to participate in arts. Um so starting out at the beginning for our gifted artists we would love to understand what feasibility exists for gifted students in art who've been identified at the middle school level um at the high school level. So currently um it's an uphill battle, right? We have one gifted educator for the middle schools, but we go through all the work to identify gifted art students in there and
201then we want to understand what Stafford's goals are for those students as they move into the high school level. Um we're excited to know about what may be in store for them at Hartwood High School. We don't know. Um but we've heard some rumblings and we're excited about what those may in in the area of arts. Uh we want to make sure that they have appropriately challenging opportunities. Going back to some of the executive function challenges a lot of gifted students have, we we kind of threw out there, hey, it'd be nice if they had the ability to work with somebody to help them develop portfolios, right? To help assist with um applications for other endeavors they wish to, you know, go after after they graduate. Uh and lastly, we have identified, you know, some
202opportunities for maybe community partnerships. So, one of the examples we came out with was Riverside Center for the Performing Arts, right? Is there a way that the county can partner with Riverside and offer some more enhanced opportunities they may not be getting currently? And then flipping the coin, we want to see are the arts opportunities existing sufficiently for gifted students. Um, as a recovering gifted student, I suppose, right? Um, I really enjoyed band, right? It was the thing that I got to do that that sort of got me out of that other area. You know, we want to make sure that our gifted students have that outlet. They can't do math and science 247. They need to have some other way to exercise a different part of their brain. Um, one of the challenges that
203have been identified is that they may have difficulty getting into certain um, ensembles within the building. So depending on how scheduling is done in individual buildings, are those top ensembles made available for CGS and IB students potentially? Uh, one of the other things that came up was access to advanced art courses. So some of the advanced art courses have a large number of prerequisites. If you're in a really rigorous curriculum like CGS or IB, you probably do not have time in your schedule to fit all those prerequisites in. you know, is there a way that we can allow them to get into those courses, you know, using a portfolio, using work they'd previously done um as is um specified in the program of studies. So, it's a thing that we already know is available um
204by policy. The question is, you know, is it being advertised? Is it being used uh in that manner? Because, like I said, the, you know, rigor of these schedules may not allow them to take an art class every year. May not allow to take one every semester, right? They're busy. They have a lot of stuff going on. So, last but certainly not least is the CGS consolidation. Honestly, we don't really know a lot about this. Um the meeting that you all had very recently uh shed some light on what the um possible, you know, outcomes were for this, what the proposals were. As a committee, we have not had the opportunity to review those to provide you with any feedback. uh at this time unfortunately we are relieved to know that of all the plans
205that exist there no seats will be lost for Stafford County students which is our primary concern is looking out for the welfare of those children um so beyond that we will dive into it and provide further feedback when we have a chance to digest it a little bit more um that's all I have for you hopefully I kept it to less than 40 minutes um I do want to thank um Star the coordinator of gifted education and Miss Randall uh the schoolboard leaison we have fantastic support from the school division uh and the school board on our committee. They are engaged. They are participating. They offer lots of information, lots of insight on things, and we love having them there. So, that's all I have for you. Thank you for your time. >> Thank you.
206Does anyone Randall? >> Yes. So, I would love to thank the committee for their work and engaging conversations every time and he is correct. The perspectives on that committee are just really fun. Um and uh I do want to ask though um when the high school gifted teacher are as I understand from experience it wasn't Dr. Chase and I have talked about this too. wasn't wonderful when my kid was there. But I'm also wanted just to clarify their role has been redefined or uh >> it has in that they are no longer teaching in addition to being gifted resource teacher and that's a change since >> maybe in the last couple years. >> Yeah. Okay. I just wanted to make sure that that's un that ex the experience I had was because it was a
207different thing that was happening. But the experience now has been a little bit more clearly defined because I just really want to emphasize similarly to what they said is that we need these people to serve their role for these students and when they get pulled for testing or to cover a class or it doesn't make them able to do but I would also still like for further um I Yes, making sure similarly to what he said is that they are how are they reaching these kids and what are we doing to support them in the effort to help these kids and support them. >> So I happy to respond in terms I can't speak as much to what was done previously. I do know in conversation about how our high school um gifted teachers are
208able to are working with some students they also and have the case load but then they also really work a lot with teachers in terms of how do you meet the needs of a gifted learners. Um it it could be pushing in, could be coaching, could be other supports just in terms of how do we meet the needs of gifted learners? How do we differentiate instruction accordingly? >> Does anyone else else have any questions? >> Dr. Chase. Yeah, thank you. Um as as Miss Randall said, I served on that committee many many years. Um a couple of things. One thing I want to say is executive functioning skills are issues for all our students. um and really all our students would benefit from getting um some support there. And so that may be something that
209the board wants to ask. Maybe not this year, but but at some point, how how do we how do we um provide that because it isn't just a a a gifted student issue, it's a every student potentially issue. Um another thing I wanted to just sort of mention is I feel like And this is no reflection on on the report or anything, but I feel like we do so much for the high school in the last couple of years. I feel like we have added so many programs. Um, I really do question what we're doing for kids in the elementary schools and how are we kind of supporting them and and building up those opportunities for for children in elementary schools. So, um, you know, maybe at our retreat we can have a conversation about
210that because because we have added a lot to our high schools in the last couple of years and we have not done similar things at at middle and elementary school. Um, and then I would just ask that uh, Dr. Smith get back to us maybe in the Thursday bulletin verifying that the gifted resource teachers are actually um, devoted to that because I have certainly seen over the years mission creep um in that particular area. And so I just like it validated if you wouldn't mind. Um but thank you so much and I especially enjoy sort of where can we be with the art and you know sometimes we have gifted kids who qualify for both and it's very hard and and some of maybe we can't do everything for everybody but we can certainly try.
211Thank you >> Miss Irish. >> So I agree with what you're saying about like focusing on the other schools. However, I think in high school, the gifted education, unless you're in a specialty program, is a little more lacking. It's not like you're pulling kids out of class to give them special instruction. It's kind of on to you to get into one of these programs. And if you end up not getting in, there's not really much for you besides those gifted teachers who of course provide all the opportunities they have access to. But other than that, there's not really a lot of gifted teaching outside of those programs. And there's also not a lot of like testing like if you join in I know I went to private school so we did not do gifted education.
212So if I had not joined CGS program I would not have been identified as gifted and I wouldn't even have access to the gifted counselor teacher. >> Yeah that's my two cents. >> Am I allowed to speak this? >> Yes, Miss Guy. >> Okay. Thank you. >> You can even go twice if you'd like. >> No, I don't want to go twice. But um I I agree with you as a parent. My kids were identified as gifted in in elementary school. By the time we got to high school, I didn't know there was a gifted teacher at the high school. And maybe we didn't have one. I'm not saying the person wasn't doing their job. Maybe we did not have one. But if we did have one, that was news to me. I didn't find
213out we even had high school gifted teachers until I got on the board. So there is not a lot unless you are in one of those specialized programs. So I absolutely agree with you and I'm just so I guess we have gaps everywhere, right? But I do appreciate you pointing out for people um what did you say? It made so much sense and it's it's true that gifted students aren't always high achieving students and sometimes they overlap but other times they are two different students and two different mindsets and two different abilities. So, um, I just think that's important because a lot of times parents or people just want to label kids this, this, or that, and then they assume if you're not in the gifted, then you're not, you know, maybe you you can't,
214you don't have the ability to to be a high achiever, and it's not necessarily true. That's all I wanted to say. Thank you. And thank you for recognizing me, >> Dr. Warner. >> First of all, thank you. I appreciate it. You know, I do find it one of the things you said very interesting is that we shouldn't handicap students by having prerequisites that we can't that are so inflexible that especially when they have schedules that are very challenging and specific that we we maybe can't give them that flexibility of taking something that maybe really interests them or might encourage them and they're in the arts or some other thing. So I think that's something that we can look at is definitely making sure that we're not putting roadblocks in the way of students having these
215opportunities especially in high school when they have other commitments. >> I also wanted to add my thanks you know gifted re the gifted uh advisory committee is my happy place. where I learned all the things about how our um public schools work, how gifted education works and you know back when I started which as old as I am was not that long ago but uh we didn't even have a full-time gifted resource teacher in every elementary school and then the ones that were providing gifted services in secondary were teaching predominantly full course loads and having to provide gifted resource. So that is something that this board prior to even me being here was able to provide to our students so that every school has one and that they are dedicated to gifted resource and not
216an add-on. Um I have a gifted middle schooler and high schooler right now. Um and having that access has been very instrumental uh not just for her executive functioning because one of them definitely struggles in that area. Uh but to help with um kind of planning for that high like study skills at these kind of higher level uh classes. how to uh get her classes to be differentiated for her learning needs uh as far as gifted the gifted services that she should be receiving. Um it the resource teacher has just been such a blessing to teach students who are identified as gifted particularly those not in a program. Um, even with balancing, she's in a different program, so she travels now. And so the time she has in her base school to take these classes
217is even more compressed than your traditional gifted student who doesn't travel. So I'm I'm just so grateful we have them. And um, love to see like I remember asking for this because that was a concern is if you're not in CGS, what how do we support these thousands of gifted learners? Uh and part of that is because um we started with the universal Kogat Screener for second graders. The first cohort of those students are now ninth graders. So we have started to universally screen and identify kids for years and that obviously means that we are doing a better job at identifying and we have this kind of wave of increased enrollment or identification that are now actually in high school. Those first second graders are nth graders. So if we're going to see these increase
218in numbers based on our increased identification, are we ready for them? and how are we going to support them um for their last four years in K12. So, I'm really just so grateful you're working on it. I'm looking forward to the next phase of your your approach and what you figure out for us. Thank you so much. >> Thank you. Thanks. [Applause] >> Our student representative report. Good evening everyone. Now that the school year is underway, we've been focusing on strengthening student engagement and gathering feedback. One of our projects that I talked about last month was preparing to send out our annual student feedback form, which we plan to launch soon. Um, this will not only give us a better understanding of student feedback for the next couple months, but we're hoping by focusing on
219gathering data, the next schoolboard representatives will have all of that ready to go and know what they want to do. We've also recently contacted principles about peer-to-peer tutoring opportunities currently in place at their schools to figure out where that's going on, what they're currently doing, what works, what doesn't, and where there's gaps. So far, three out of five principles have responded and confirmed that they do use peer tutoring services in their building. Our goal is to learn more about these efforts and explore how we can encourage more of these programs across the division. We believe that peer tutoring not only supports academics, but also build stronger connections between students. In addition, we've been using our social media page to promote student life across the county, including sports, fundraisers, and homecoming events at each school. We
220hope this helps shine a light on many ways students are involved and build a greater sense of connection across the district. As we move further into fall, we're excited to continue these efforts and find more ways for students to share their voices. I had another thing because this is like offscript, sorry. The CGS consolidating. I know it has been pushed, but it keeps coming back up. Um, I haven't gotten a full chance to give my opinion in CGS. Um, consolidating CGS changes the entire structure of it. One of the main sticking points, my favorite part, the reason I joined CGS is that there are only 30 of us in each grade level. We all stay together. We all know each other. For better or for worse, we're stuck with each other for the whole year.
221well whole four years and with our teachers by consolidating even just one site that's not the same thing you're with 60 kids you're not in the same classes with every different kid the structure changes of how we do broadcast with other schools so we have to be on the same schedule as every school to be able to all gather at once and broadcasts are like the major point of CGS and we have them every day I would say almost every day once or twice a week yeah so When you consolidate it, it kind of just changes the whole thing. We're not trying When you start consolidating it, it starts to look like other gifted programs, but not in a good way. It starts to look like TJ up in Lden, except not as TJ. It
222just kind of disrupts the point. Yeah. Thank you. >> Thank you. >> The next item on our agenda are citizen comments. Three minutes are allotted to each speaker or group. Speakers shall identify themselves by name. 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. Miss Hall. >> Madam chair, the first speakers will be Sheila Fury, followed by Dr. James Stimple. Dr. >> Dr. Simple, >> he missed us. >> Good evening. I'm back. Good evening, Madam Chair, school board members, and superintendent. >> My name My name is James Temple, and I am a resident of the Rock Hill district, and I am a 377year veteran and recent retirey of Stafford schools. Tonight I'm here to speak
223on a topic of administrative salaries, which is a topic that's been on my mind for many years, and it wouldn't have been appropriate for me to stand before you and ask for money as a city administrator, but now that I'm retired, I'm going to do it. Being a principal 21 years and a 31 years in administration, never has administrative pay been addressed or even considered unless you count the years administrators were put on hold steps. That's the polite way of saying you're not getting a raise. Over time, I've seen salaries from my colleagues around the state and the immediate area far exceed Stafford County. I've heard the several previous superintendents agree to this and speak to the inadequate principal administrative salaries and say that it needs to be addressed, but give the reason it's not.
224It's a bad budget year. The community won't support it. The school board won't support it. The board of supervisors won't report it. reported. However, it's never ever been added or proposed and included in a budget to be debated or talked about by those entities, let alone even approved. Even after salary studies that we paid for showed the discrepancies in administrative salaries and how well how far behind we are with the recent and much needed deserved improvements of our teacher pay scale. We have less veteran teachers willing to move into administration because they make less per day as an administrator than they do as a teacher. We've had administrators leave Stafford County schools and go to Prince William County to teach because they make more money than they do as Stafford administrators. The recent hiring cycle
225of administrators is a perfect example of this. We had administrators come to our county from outside the division that took pay cuts to come to Stafford County and they're making more money on our scale than our sitting principles. It's my understanding these principles are here and that's not the issue of their salaries. They're making the money that all Stafford principles should make and all Stafford administrators. Leadership matters. Having effective, dynamic leaders is just as important as having that in the classroom and service personnel. I know the start of the budget season is just around the corner. I've been here long enough. And I asked this board to do what's long overdue. Make equal competitive salaries for all school administrators a priority. Objective one of goal four of the strategic plan says to provide regionally competitive
226compensation. This should apply to all administrators as well. It hasn't been done in the past. Thank you for your time. >> Thank you [Applause] madam chair. The next two speakers will be Shamar Connors followed by Marcus Oats. All right. Jim Gar Connor's Heartwood District, but my pronouns are he, her. I can't see the time. All right. Two weeks ago, you saw me crawl up to this podium as my true self. A furry tran animal. That's a trans animal for the uninitiated. But since I'm species fluid, meet my new identity. I'm an alpha Theion other LGBTQI unicorn. Last month, I faced discrimination when the school board told me to walk like a human. How I crawl is who I am and how I identify. Why single me out when kids aren't forced to human up in
227schools. I was midshift into my wolf stereotype. I and other thean trainables have no control over it. Shout out to Arth Theion on Reddit, by the way, for totally guiding me to my true self but not even radicalizing me at all. Now, Pur Staffer's policy 2420-P and HR policy 4107-P, my sexual and gender identities must be respected, which says no denying equal access to programs, activities, or benefits. These apply to students and staff, which is why there's so many trans teachers here in Stafford, and they can use any bathroom they want. We in the furry anthropomorphic growling gamers against Trump absolutely love these policies. Now even I saw online defenders of furries, tran animals, and boys and girls locker rooms praising Stafford for following the law. Yet other counties like Spsylvania requires bathrooms by sex
228of birth. So I contacted the governor's office. They confirmed Stafford violates AG's August 23rd, 2023 model policies under code of Virginia 22.1-23.3. School boards must adopt them and members assume legal responsibility for non-compliance. So we the trrenam will say thank you Stafford for defying state law to shove radical leftist policies on kids and teachers now but discrimination persists. I know it well. My dad identified as a rhinoceros and my mom identified as a horse when they made me as a lifelong minority. This is why I pushed EI and sexual gender identity rights hard. People give me weird stairs because of my unicorn horn. See it? I am not a mythical creature. I'm real. I take hormone blockers. All my haters just have horn envy. For now, for diversity and inclusivity in our schools prior policies,
229school needs changes. Here's here's some ideas. Swap all water fountains for horse troughs. We also need to let students wear saddles instead of backpacks. Normalize giving piggyback rides as the trannable rights of passage. We have to mandate how brakes instead of bells for wolf vocalizing. Add grooming stations with brushes and flea powder in the halls for midday for maintenance. Allow nesting zones in classrooms where birdians could build twig forts during lectures. and exempt all four-legged identifiers from stairs. Elevators only or hire teacher aids to carry us. Designate scent marking corners with approved peads so K9 Theion can claim territory without hallway hazards. Offer hibernation pods for bare otherkin to nap through boring lectures without judgment. And for us unicorns, mandate rainbow sprinklers in the cafeter to keep our magical vibes hydrated and fabulous. And we
230need hay like this so we can eat it. Okay, I love hay. This how I identify. All right. So, please install these things. Leththerian channels are real and we exist. >> Thank you, >> Marcus Oats. Good evening. I'm Marcus Os. I'm a resident of the Hartwood District. Uh tonight, um this is this is really um I thank you. You know, everyone probably in this room can think of the most impactful teacher that they had in their life or educator. One of the things that I'm proud of is that I was raised by what I call the four ends. my mom, my grandmother Mary, Memphis, Tennessee, and my 10th, 11th, and 12th grade math teacher, Miss Martin. I'm a product of all of the social systems. My mom raised me and my four brothers on a
231college uh stipen. Basically, she was going back to school. So, all of my formative years, my mother was a student. I got free lunch. I remember uh my lunch number was 42. I served this country in the Air Force for 26 years. And I um I look back over my life and I I realized all of the things of value that I learned and was given to me was by the four ends. Two years ago, I lost three of them. My mom, my grandmother, and Miss Martin passed in the same year. Educators don't get enough thank yous. There are many people that you meet in your life that you know immediately that they have a special heart. They've given hours to kids, money, lunch. Every morning I drop my kids off at school. I I
232look at all the educators lined up. taking our kids out of the car and they spend more time with our kids than we do. That's a huge responsibility of trust. There will be a lot of debates about salary compensation and all of those things, but I believe personally that each and everyone of you in this room and online who who are educators don't do it for any of those reasons. The special individuals and I'm going thank you for so thank you all and thank you for the time. >> Appreciate you. Okay. Uh action items. U this one's exciting. selection of the names, mascots, and colors for elementary school 18 and 19. >> Madam Chair, I'm going to suggest that we do a division here. And so we first vote for a name for elementary school
23318. And second, we select a name for elementary school 19. >> Okay. Does somebody have a motion to start the conversation for elementary school 18? >> I wrote it down because last time it was harsh. Um, okay. So motion to approve the name of elementary school 18 as Falls Run Elementary with a mascot of foxhounds and the colors purple, navy, and gold. >> Purple, gold, and navy. >> So close. Foiled again. >> Okay. Uh, is there discussion on this? >> Do you want me to comment or no? >> Yes, sure. >> Okay. So, I'm very excited about this and I hope everyone else is and although I greatly appreciate all the work of everyone again just through discussions of folks and what we'd like to see. Um, this came up as it I I will
234say it's it's probably easy to say that since I love dogs, foxhounds are dogs. That wasn't too hard for me to come up with. But I'm very very excited about this. And I know that our principal, Miss Bingham back there, is also very, very excited. And I'm very happy for her that both of the school choices, no matter what, had purple as a consideration because that was important to her. Um, and that makes it important to me. Um, but I'm excited to get this going and I'm proud to be a part of this whole process. Is there any other discussion? Okay, that went smoother than I thought. >> We're going to vote right now. Please cast your votes. That motion passes unanimously. [Applause] >> I too am happy with the purple. >> Miss Guy, do
235you have a motion for elementary school 19? >> Yes. >> Sorry. My um my motion is going to be a blend of options one and two. Not because it was my idea, but because I listen to staff. I just want people thinking I'm doing something on my own. >> No, I just listen. This wasn't my idea, but I I do approve it and agree with it. Crow's Nest is the um name. Blue J would be the mascot and the colors would be turquoise, navy, and lime. >> Second. >> I did it right. I did it right. Okay. >> Is there any discussion on this? None. This is the fun part of our job. We don't always get fun parts, but two new elementary schools and a new high school. The foxhound and the Mustangs. I
236think the horses and the dogs go together. I'm very excited. So, anyone are you do you have any questions or are you just thinking out loud? Okay. >> I just wanted to make a historical comment. Crow's Nest was actually named after a ship. There's there's a part of a ship. It's not the the the bird. It's historically in in Stafford, there was a it's it's a portion of a ship and it's it used to be that you could stand on that land and see the um the ship coming in. So, it's just a little anecdote I picked up over the past four decades in Stafford County. >> Okay. Any other comments? Please cast your votes. That motion carries unanimously as well. >> What a what a long journey. >> I just want to say congratulations
237to our two principles, actually three because I I see that Dr. Kelly's here as well. So, congratulations to all of you guys and good luck in the next year of getting these schools up and running. I'm a little sad it's over. I was so I' been anticipating naming and colors and mascots for all of our schools. On to just as exciting adoption of our budget priorities. >> Miss Randall, did you want to start that? >> Yes. I sorry. I um I motion to approve adoption of the FY27 budget priorities. >> Okay. Okay. And can I talk? Okay. So, um the reason why I I wanted to pull this out is because one of our biggest jobs is approving the budget. And so, under consent, we would have just approved and it would have gone on
238quiet. So, I just feel like we just want I would just like to make it known to the public what we as a board has have decided um in working with staff. We are not the lonely only up here. Um to our budget priorities are three. Attract and retain high quality staff, secure resources necessary to improve performances, maintain facilities for safety, and provide students with safe and enriching classroom learning environments. Um, all of these are tied to our strategic um plan. um different goals of course, but I just wanted it to be said and pulled out because it's been work of staff, work of FAB C, and work of this board to come to this agreement. And so that's why I I just wanted it pulled out so that we could say what it is
239that we're going to be working on this year. >> Dr. >> Yes. So, I just uh you know, we had a speaker a few minutes ago and I just wanted to mention that many of us have spoken with principles and assistant principles over the summer and and we've heard concerns very much about salary and so that if you look at our budget priorities, that has been um spelled out specifically in this year's budget priorities. Um no promises given, you know, funding is often whatever it is. We definitely need people to advocate, but this board has definitely had those conversations and that's how that became part of our budget priorities for this year. >> Miss Healey, just to follow up on Dr. Chase's comments, at the FAB C meeting this week, we specifically had a um
240charts about administrator salaries comparison to other school districts both south and north. And the speaker was absolutely on point. We are uh not looking pretty there and it's something that um you know I'm I'm sure we're going to be addressing to the extent there's funding available. You know that's that's another issue but it's um you know it's it's been being brought to our attention and it's included here in these budget priorities. Miss Kai. >> Um, and when the speaker was speaking and bringing up great points that we all agree, um, I I was shocked because I was like, wait, it has never been addressed in the budget like officially. And I said that to um the chair and she said, well, we've heard repeatedly that we don't, the board of supervisors doesn't want to fund
241our administrators. We have to ask. I won't be on this board next year, but we have to ask. If we don't ask, then we can never say we're not getting what we need because we didn't ask. It's our job to tell the public. It's our job to tell our counterparts. It's our job to yell it to the rooftop what we need. And our staff deserves the respect and the dignity that we stand up for them and we ask every single year. I've said the same thing since I've been on this board. We have got to ask. We've got to tell people what the truth is. Even if it makes us not look awesome, even if it makes it look like we're going off a cliff, we have got to say the truth so that people
242can make the right decisions for themselves. So, we've got to ask. And I just I hope that regardless of what the budget outlook looks like, if we need it, we ask. And if they say that you guys are crazy over there, I'll speak up for you. >> Dr. Warner. Thank you for for um Madame Chair. Um over the last several years I've noticed we've had a huge turnover in our administrative staff and we all know our each school is like a little city unto itself and principles have huge responsibilities and they need to be compensated to reflect that. And we have focused a lot on trying to fix our teachers license scale. And over the since 2021, our teacher scale has improved. We've invested 38% increase in our teacher scale. We have invested in our
243our our service scale, our our uniform salary scale, and it's it's past time to invest in our principles as well. So, we've had these conversations. It was it was interesting that Mr. Stmple came up to address it because it's it's been something that's been top of our mind. We are concerned. So, I I do want to thank um the community for making the comment and I hope we can accomplish something for our principles. >> Thank you. Is there anyone else? All right, let's cast our vote. That motion carries unanimously. Uh item 9.03, adoption of the budget development calendar. >> Motion to approve. >> Second. >> Madam Chair, can I make a comment? So >> I saw we had this really cute colorcoded thing, but it didn't get put onto the calendar. So, it was kind
244of confusing for me like sitting there going back and looking at the calendar like why are we meeting on Thursday? So, anyways, um I'd love for the color codes to go in. That's first. But also, um I would also like to say that um I hope the public pays attention to the fact that we develop budget priorities. We develop a budget calendar. We follow our budget calendar and I would like I would like to know the budget priorities of our supervisors because it helps us do a better job of when we're seven with seven or three with three, it helps us do a better job of communicating if we're speaking the same language. So, I would love to know what their budget priorities are for FY27. Um, and uh I suspect that we have their
245budget calendar or just the dates of when we're meeting with them. >> Okay. Um, could we see that too? Thanks. All right. And that's all. Thank you. >> Does anyone else have any comments, Dr. Smith? >> And I'll just share uh we will be happy to up we'll update it with new colors as soon as uh once you vote on tonight. Happy to do that. We put it in there several times and I think it just got left off this. So we'll make sure that gets updated for you. >> Um I actually so in um we're talking about one of our next upcoming meeting is a budget round table with our PTO and PTA leaders where we meet here with um at least one representative from every school to talk about kind of granular level
246what do our schools actually need in the buildings from the kind of parents who are there just about every day. uh seeing those those needs. Um and it brought to mind that I would love to see us have an actual roundt with our budget advisory committee. They come and they present to us but we do not get to interact with them. I would actually love to have a similar round table on CIP with our CIP committee. Um and I >> do they still do that joint meeting? >> Okay. But again, it wasn't it was another kind of deas audience kind of conversation. Um I don't know what the visibility might be. Maybe we colllocate with them with our town halls and have it roundt town like community town hall type thing. So we're not adding
247a date to the calendar. We're just use a date using a date we already have. Um let people observe a round table and then town hall around it. let people provide feedback on what they're seeing right away especially because we do have people from every magisterial district um serving on our committees and I think it's all these planning session or planning commission board of supervisors joint meetings where they're sitting together and having the conversations um and I think that brings like a really great perspective to the issues at hand and I would love to see us do that with budget and CIP um moving forward. Um, but as far as the calendar is, does anyone else have any comments or questions on the calendar? Please cast your votes. That motion carries unanimously. Superintendent report. >>
248All right. Good evening, board members. A couple updates that I'd like to share with you this evening. Um, first you did hear from Miss Osborne earlier when we were talking about uh suicide prevention month, but I think it's worth stating again because we can't highlight it enough the the importance of our students mental health and well-being. September is suicide prevention month and this month we're providing providing the signs of suicide program for students in seventh grade and nth grade. This evidence-based program teaches students how to recognize the signs of depression and suicide in themselves or others and most importantly how to seek help. Parents may choose to opt their child out of the program if they wish, but these conversations are not easy and they're vital to ensuring that our students know they're never alone
249and there's help always available. And I want to remind everyone if you or someone you know is struggling, you can dial or text 988 at any time to connect with the suicide and crisis lifeline. Sports and athletics are important way for our students to be involved and feel connected to their schools. In fact, we know when students are connected to their schools, they perform better uh in school. They feel connected to their school. They have better stronger relationships and they're just more successful. Beyond the physical activity they get in these programs, they also support mental health. And being a part of a team gives the students a sense of belonging, accountability, and shared purpose. They celebrate the wins, the successes, the navigate the challenges, the losses, and they build resilience together. Over the past few
250weeks, I was able to see several of these in person as I attended freshman and junior varsity games, volleyball games at North Stafford as they were playing Brook Point, and an exciting overtime field hockey game with Mountain View in Colonial Forge. Every game matters. Every sport matters, and each of these connections really matters. And I encourage our community to spend some time, come out and see our games, see our students participating in activities. It's a great way to share that we as adults hear, support, and see them. I also want to share some exciting news about a recognition our school division in the county received together. Next week on September 16th, during the Board of Supervisors meeting, Stafford County Schools staff along with Stafford County staff will be recognized with the 2025 National Association of
251Counties Achievement Award for the Start and Success Program, which is now in its third year. This initiative provides paid internships for high school students with disabilities in county government offices, giving them meaningful workplace experience and preparing them for life after graduation. The start on success program is primarily funded for the Virginia Department of Education working through the center for transition innovations at the Virginia Commonwealth University and in department in in partnership with the Virginia Department for Aging and Rehabilitative Services. Togethers, these efforts help us to improve post-secary education and employment outcomes for our students with disabilities. It's a true example how we are one Stafford and the impact of these strong partnerships can have on our young people. Looking ahead, one of our priorities this year is to strengthen the partnership between schools, family, and
252our community. We know that navigating the school system can feel overwhelming at times for some of our families and and that that can be anything from learning how to use parent view, reporting absences, scheduling meetings with teachers or monitoring your child's progress and finding support for them at home. To help, we are increasing opportunities for family engagement through events and parent training. We're designing to bring resources to directly to families. so they feel confident in their child's success in math, reading, or whatever the subject may be. We're also taking this support into the community through Scout, our mobile family engagement vehicle, which allows us to meet families where they are and connect with them with the information and tools they need. I also want to take this opportunity to highlight that superintendent's community advising advisory
253board uh met a few weeks ago and it was very well attended with 44 participants. We got very strong feedback and the attendees shared the session was engaging and they expressed enthusiasm about the partnerships that we have on the horizon in the year ahead. We built the the session was built on survey results from last spring and feedback where in members indicated they wanted to be both informed and engaged and so we focused on updates and also set priorities for the year as a group. I'm excited about continuing to engage with this group and over the next few weeks we have additional convenings of the superintendent student, staff, parent, and community advisory groups. Tonight, you adopted the budget development calendar and budget priorities for the next year. Really for this year, for FY27, as we
254prepare this budget process, we want to ensure families and stakeholders have a clear understanding of how school funding works, what our priorities are, and how decisions are made. Transparency and trust are central to our budget process and we value the voices of our community in shaping the future of Stafford County Public Schools. Our first budget input opportunity will be the capital improvement plan town hall next Tuesday, September 16th here in schoolboard chambers at 6 pm. And for the first time, this meeting will be both livereamed and recorded to make it more accessible for our community. As we move further into the school year, we'll continue to engage with our community around the budget process. We aim to provide clear information and opportunities for input so our community can fully understand and engage with the decisions
255that affect our schools. Goal two of our strategic plan directs us to support high expectations for academic performance and expand opportunities for every student. I'm proud to say we're certainly on track and I want to share a pre quick preview of our progress in this area ahead of our no report in November where we'll share achievement data from across multiple assessments and measures. Tonight's updates is really focusing on the spring 2025 so assessment results which was recently released by the Virginia Department of Education and our Stafford students demonstrated masterful um progress across many of our uh subjects. This year was the first time we've tested our new standards that just came out in English and math. And as you probably know, when new standards are introduced, rigor is changed and enhanced, we see a dip
256in our scores across the board. However, I'm proud to share that our division improved in 21 of 27 assessments, showing gains in 78% of those tests taken. Highlights include a 90% pass rate in our end of course reading, a 5% increase from last year, which is above the state average, and we also showed strong results in end of course writing, algebra 1, and earth science. This reading capacity rate I just mentioned is one of the top in the state. Actually 23rd out of the 121 30 31 school divisions ahead of Fairfax, Chesapeake, and many of our our comparable districts. World history 2 saw the largest growth with a 20% increase up to 55% and well above the state average of 37%. This places us sixth in the state in this area. And some divisions had
257small test takers, but we had a good number and this is we're really proud of these results. While four tests showed slight decreases in math 8 uh declined by 9% due to changes in standards and middle school sequencing, other areas such as geometry, Virginia US history, and end of course reading posted notable gains. These results truly reflect the hard work and dedication of our students, staff, and families. And we remain focused on high quality teaching and learning in every classroom every day. Full results are available for the public on the Virginia School Quality Profiles website. Thank you for your support and this concludes my remarks for this evening. >> Thank you. Uh we will have our board member comments. Uh we'll start with uh Miss Randall. >> Can you come back to me? >> Okay,
258Miss Healey. Um, I just want to thank the uh the Bandy Bunch that rescued me last two two weeks ago. I pulled out of here. Miss Randall called me on the phone. I said, "Can't talk. I got a flat tire. I'm pulling over." And all of a sudden, our superintendent, his deputy, Mr. Bulmer, Mr. Zuk, and Dr. Schultz show up. I'm like, "Whoa, how are you guys? I'm calling my roadside assistance, you know, and I of course I couldn't find the number and they go, "Oh, don't worry. You got us." I'm like, "Oh my gosh." So, Miss Randa was absolutely right that I mean, the banding bunch was amazing. The only I mean, I would have been successful in calling the roadside assistance. I'm not sure when they would have showed up, but um there's
259there's no way I could have even even gotten the spare out, much less work on what Dr. Smith tells me was a defective jack, which probably never used it before. Um, but anyway, thank you. Thank you. Thank you. I've I I just can't say enough how grateful I am and I was very glad I didn't say anything disparaging last time, which I try not to anyway, but um but but we we are blessed. We really are. And on you know, Dr. Smith reminded me, well, you said we're like a family here. So, thank you all of you for for rescuing me and and and Dr. Schutz was the the moral support there. And actually, I was I was impressed with Mr. Fulmer's supervisory skills. I mean, he was saying, "How do we do this?" And
260he goes, "Oh, well, you do that." He's like, "Man, he's he's a treasure trove of information on tires." But anyway, I I I was very grateful. That has never happened to me before. I hope it never happens again. But um if somebody's in trouble, just call our fearless leader and he'll he'll bring his team. >> The band the banding bunch in action helping and I dare I call myself a damsel in distress. >> Um >> I would have paid to see you use the jack. I'm just saying >> I would I would have paid to see you change. Technically, she >> um >> I don't I don't think you would have gotten that much for your show. >> That's >> Miss Hollstead. >> Um All right. So I'm first um since it is suicide um
261prevention month I you know parents please if it's too difficult for you to allow your student to go through the signs of suicide or whatever it is just please please please understand how prevalent a problem suicide is in our in our country um amongst teens. I think you all know by now I grew up in a funeral home upstairs. The funerals and viewings were downstairs. I spent many a night listening to loved ones grieve their family members and I implore you to please pay attention and please speak to your children at any time. Mental health is an important necessity in life. It is not a problem. It is not anything to be embarrassed about. It is literally probably more important anyway as physical health because we all know that from mental health and stress come
262physical complications. So please be open with your children and if you're not comfortable, the resources are there. Please reach out. Always air on the side of caution for your children and also for yourself. It's also really hard to be an adult in this day and age. So I really during this time, during this month, from all of my heart, please pay careful attention to what's around you. We oftentimes get very locked up in our own lives. That might seem great, but watch what's around you. Keep your eyes open. And that's a really important message for me. Um the other thing that um Dr. Smith talked about when he talked about our special needs students and having access to things. You know, it always I always think about how much sometimes we underestimate um what they're
263capable of. And I just wanted to point out that my sister called me the other day and we were talking. She's a she writes for a newspaper up in New Jersey. And last week there was a family of individuals who got caught in a tough surf. It actually was in the bay. So nobody thought that it was going to be an issue to swim without lifeguards at night in the bay. And there was a child with Down syndrome and her five cousins. And the one cousin became apparently distressed and was drowning. And this child took her and carried her all the way out to safety like to the point where her physical exhaustion she just collapsed. And my sister, she cried the whole time she told me the story. And I'm feeling emotional about it
264now, right? Because we just we we we just I guess it's another attention situation to how amazing all of these kids are and what they offer every one of us or the potential for what they offer us on any given day. She literally saved her cousin's life and didn't think twice about it. That was it. She knew there was trouble and she just grabbed her and walked out of that bay. Thankfully for her, there was a trauma nurse on the beach at the time and she was able to administer CPR and hopefully the child will make a full recovery. Um, okay. So, those are my two my two points on that one. Please don't underestimate our children and please pay attention. The final thing I'm gonna say, um, and I know I've thought long and
265hard about whether to kind of beat this, um, horse to death, but I'm going to do it anyway just because it's important to me. Um I and I'm sure mostly nobody listened to the threeon-ree conversation between the boards the other day, but um during that conversation, I asked specifically to create a better relationship with the board of supervisors to have the opportunity to discuss um things more openly and honestly and upfront in the beginning. I'm I'll I'll couch it for you in reference to the dog park that is in in existence in Margaret Brent right now. um our gracious county administrator was willing to adjust the hours to help us kind of alleviate some of the pressure that that might have on our school system. Um and I'm sad to say that the Rock Hill
266supervisor didn't think that it was a good idea and she unilaterally blocked us from negotiating any safety measures. we were not asked to come and sit at the table um or even a willingness just to hear what our concerns were surrounding that park. So, I'm going to invite anyone really, but more specifically our supervisors to come with me and volunteer at the animal shelter on any one given day. They can meet Arie who was dumped at the Embry Mill dog park and left. So maybe that's not concern for most people. But if a child sees a dog sitting alone in a dog park, to me that's a recipe for a disaster, not just for the child, but for the dog. Um there are plenty of court-ordered euthanasia for dog bites, and I welcome people to
267come and really witness what it's like at the shelter on a day where that's occurring. Um I guess for me, it's the reason why this is so important to me is because it's symptomatic of a larger issue. Maybe it isn't just the dog park. Although I I definitely have my issues as a dog trainer with dog parks. Um but there's a lot of public safety issues that can now not be considered because as I understand it, that conversation was shut down completely and won't happen. And so for me that's really upsetting because our administrator and superintendent are trying really hard to work together to build a relationship between the boards that can be successful. And that can't happen if we can't go to the board and say we need to talk about ways to make
268this situation better. And by the way, again, dog park symptomatic, this includes budget discussions and crosswalk conversations and other things that have to happen. We can't be unilaterally shut down and told no. So, I'm going to leave it at that. I'm going to, you know, as a former emergency manager, our motto was if it's probable, it's possible. We just made that happen. And by we, I don't mean us on this board, but um I I hope none of what my fears are come to be come to bear, but I just I really want the community to understand that and particularly the folks that may be sitting in these seats in the future. Um you're going to try and build a bridge with your counterpart thinking that you're doing everything the right way, but in this
269particular situation, it just proves you can't if they won't. So, it's just my word of warning to everyone, a little expectation on that one. And have a great night, >> Dr. Warner. >> Okay. Um, I would just like to touch base at the C meeting was held on September 2nd. I wanted to report that our schools are so currently on time and on budget, although I'm sure that there are some concerns coming up um supply chains and tariffs and other issues that are going to be affecting us. Um there are some budgetary concerns that we have going into this um upcoming budget cycle because it seems like we never leave budget cycle. >> Um health benefits funding, we've had to add additional funds to that. We've seen a 24% increase in our health benefits expenditures
270and we expect that next year those expenditures are going to be even higher. Um we have made some really strong investments in our teacher pay scale. As I said, we've seen a 38% increase in license scale since 2021. Um, I'm not sure what the other increases have been, but we are going to try to focus on our principles and our APS in this coming budget and try to get them up on level with our surrounding communities so that we're more competitive because currently we are not. Um, one of the other challenges we have is that we find a lot of things that we need to add to the budget and there are things that we need to start looking at how can we subtract and be more efficient. And I do appreciate that Mr. Bowling
271and Dr. Robertson talked about how they look at the CTE programs and evaluate programming all the time to see how effectively where those there's enrollment and and where we're losing teachers and where we need to to maybe make changes. And I do appreciate that because with all the expenditures we have, that's really important. Um we we have a lot of expenses next year with three new schools opening. So, there's lots of things for us to be concerned about. Um, I do want to say that I'm getting ready to visit some more schools and um I haven't heard a lot of complaints about transportation. Things seem to be moving really well and I'm really excited and so far the year seems to be off to a really good start. Thank you. >> Thank you, Dr. Chase.
272>> Yeah. So, um I wanted to piggyback off of um Dr. Smith, I'm thrilled that that scores are better, but or or are excelling. That's fantastic. But um the experimentalist in me, I just get so tired of the fact that we change what we're testing every year. So you can't really compare last year to next year or this year to and so for example, um this year our SOS changed. What was going to be tested changed and the rigor of it changed. Well, next year apparently our cut score is going to change. So the score that you have to get to pass is going to get higher. So it will be higher harder for students to make that um score. So I just want to say for me as an experimentalist, I'm just like I
273don't know what to do with this information because I can never compare one year to the next because I'm always moving a goalpost one direction or another. So, um, but I do know that our teachers are working very, very hard to educate our students and, you know, I don't know what the tests mean anymore because they keep changing them. Um, I had uh the pleasure of going to Gail Middle School's Panther Prowl and it was I got to go on the scout bus and that was really fun. Um, and I also uh got to meet a very young entrepreneur from Gale Middle School who had her little booth and was selling her product and and working on that. It was really quite inspiring. Um, got to go to my first Head Start Policy Council meeting.
274I got to say, your day is always better if you meet a three-year-old. Can I just say that they are so cute and they're so excited and it's just reminds us of of what this is all about. Um, I met with uh the the citizens budget advisory committee and the um capital improvement projects committee community engagement folks met this past week to just try to really get more advocacy. And um not to beat a dead horse, but Dr. Warner brought up that it's going to be a tough budget year. Um, opening three new schools means we need $9 million added to our operating budget next year before we touch anything else. So before we can provide raises for principles or raises for staff or anything. And so advocacy is going to be essential this year.
275And so I just a a plug, a plea, you're going to hear it for a couple of months that we need advocacy like never before because of um opening these three schools in in one year. Um and I think that's it for me. Thank you, >> Miss Randall. Thank you. Um, I have to say first, um, I do appreciate every year, this time of year is hard on my mom heart because in one week or in 10 days, I moved three kids. Um, in out, my son went back to school and his living room floor had caved in, you know, fun things like that. And, um, my husband and I, you know, my kids are like, "You need a hobby, Mom and Dad." and my husband turns to them and says, "You're my hobby." Because
276of craziness. But anyways, um I have also when I hear suicide prevention month mentioned in um September, it's very difficult for me because um it's my dad's birthday this month, but he's also um he also committed suicide a couple of years ago. Um, so it definitely it you definitely want to hang on to everybody that you have in your life and just be doing roll call checks or whatever it takes um to help in their life. But I also have to say that, you know, this is because my body is sad of course about what my dad did, but I'm okay. And I just think though that um you know I've unfortunately am a member of a club I don't want to be involved with and all of us can say that from time to
277time from different things and uh but I'm grateful that I there's blessings even in this and it's not the situation that I would want but I'm grateful for the situations and relationships that have um out of this. But I do, you know, really really want to um impress upon people that there are so many tools that we need to keep in our toolkit, our own personal toolkit. Um because we all have sad and bad days and you know, it's like you're sitting there talking to yourself in the mirror telling yourself you will go to work today and you will be fine. and you know get yourself out the door and then uh but we also have to find things that can help ourselves. Um getting outside, taking a walk, going for a walk and talk
278or um like um my daughter recently went to a bookstore, got a cup of coffee, and was like, "Well, I'm just going to read the book here." You know, to find things for yourself. Um, make sure you're going to bed. If you wake up on Tuesday, and we're on the time clock, I know. If you wake up on Tuesday, go to bed on Tuesday, not Wednesday. Um, making sure you're getting plenty of liquids, fluid in the way of water, please. Um, eat better. Even if it's only one meal a day, that you eat better. Just find little things to help yourself. Yes. talk therapy, medication, those are options as well. But there are so many other brain health things that I can tell you are a struggle. But I hope that um as a community
279that we do all kinds of things that we can to help ourselves and then when you're also having a bad day, try helping someone else because sometimes that can be a little bit more of a lift for your spirit. So thank you Thank you, Miss Kai. >> Yes. Um may try to go after that. Um no, it's fine. I love you. Um so I am walking next month in the suicide prevention walk in Fredericksburg and I'm doing it in honor of Steve Downey Senior, an Army vet, and his son Steve Downey Jr. who are my best friend's father. They were my f my best friend's father and brother. And um if anyone is interested in this suicide prevention walk, if you go to my social media, I think it's uh Maya guy for a choir
280schoolboard. It's the same one I've had forever. Um it's the last thing I've posted. You can click on that and then you can get information about the walk. It's October 18th at John Lee Pratt Park in Fredericksburg. And um if you want to join my team, that'd be great. If you want to walk with us, that'd be awesome. if you want to donate, even better because we need the funds and the resources, especially in a time when um our community is cutting resources to social safety nets. So, we need those funds to um help people remember that tomorrow needs them. And so, um so that's that. Um, when we talk about test scores, I just want to remind parents, and I know that the superintendent is not going to appreciate this, but I do want
281to remind you if you if your children are very, very stressed out or they have test anxiety, you don't have to take every so, okay? Um, it's just the truth, even though it's not always awesome, but it's the truth. Okay. All right. Thank you. Um, and then as far as advocacy for our budget, um, I just want to piggy bank off of that. We absolutely will need advocacy for our budget. Um, Dr. Chase brought up the whopping number that it cost us to open three schools. I just want to remind people that the board of supervisors knew this was coming years ago. Do not let them control our narrative, please. Okay? We knew when I got on this board in 2021, high school 6 was already being planned and then we just had to find
282the location. So, we knew these schools were opening up years ago and there are mechanisms that funding bodies for school boards can use to mitigate this concern that doesn't fall on the backs of our taxpayers. I'm not saying that was not done. I don't know what was done. I'm just saying that we knew this was coming years ago. So there's no reason for the narrative to be that the budget is horrible or or or stressful or gonna make people lose their homes because of the schools. That's because of piss poor planning. All right. Um the next thing I want to say is I love happy Hispanic Heritage Month. Let me tell you something. I'm a black girl, but I'm from New York and we hung out with all of our Latino communities and I love
283a kinetta and I love the culture. I love the food. I love the music. And so I just want to say happy Hispanic Heritage Month to everyone who celebrates and please invite me to any type of party. Thank you. Okay. Um I will start with uh something I meant to mention at our last meeting, but it got kind of all fobbled up with our exciting back- to-school adventures. Uh I was invited to be part of a focus group run by JARK on the new accountability system. was one of about a dozen uh school board members uh across the Commonwealth that came together via Zoom to discuss uh feedback uh on where we are so far. Um I was very glad to know that some of our concerns were shared not just by the other board
284members but by JARK. So I anticipate that some of them may be addressed in uh their upcoming report on the accountability system. Um but I was glad to be included and that they included Stafford as part of that conversation. Um, I've done a lot of kind of community events over the past couple of weeks and the fir the first I believe was the uh opening of the clothing connection closet with German which was out of this world spectacular. And then in the in the remarks at that event um it was said that collaboration builds community and I actually pulled a pen out of my purse and wrote it down because that is so much what we do. Uh, and Germana is just one of those many partners that help our school division um, be better
285and how we as a school division can partner with our neighbors and friends and organizations in the community to help Stafford be better. Um, so I just look forward to doing more of that. Uh, I also went to an event I saw Dr. Chase there with the Stafford Zetas who is a that is a new organization here in Stafford and they are committed to supporting education in our community in a variety of ways. Um but it was really exciting and uh I left there with just such a big smile because they are so enthusiastic. They have so many great ideas and they've hit the ground running. Um and then lastly just this past weekend I did a stuff a truck with Serve at the Route One Weiss and we uh had a bunch of people
286show up. Shannon showed up, Art was there, Fawn was there. There was a lot of people that came through, but we collected over 740 pounds of food in three and a half hours. It was incredible. Um, this stems from, you know, we have a high need community. We have over 40% of our children qualify for free and reduced lunch and those are just the ones that qualify. That is not the people who don't qualify that still struggle to put food on their table at home. Uh, as many of you know, my family volunteers with Serve and we go there and we kind of unpack the groceries and which my kids are experts at now, which is fantastic. It's such a great life skill. Um, beyond giving back to the community, but also helping our neighbors
287shop in the food pantry, but it's been a little bit depressing to go and see so many empty shelves. So, we've flipped our focus to helping to collect. And, uh, Sundays are a good day in my family to do that sort of thing. So, please watch my social media for additional Sundays. Uh, we've committed to most Sundays between now and Thanksgiving. Um, with a with few exceptions that we will be predominantly in North Stafford. Sorry guys, but serve is available. They have a lot of partnerships with grocery stores across the county and other counties. So, if you would like to host one even for a couple of hours on your availability, they will facilitate that for you. Um, I also wanted to stress how important it is for people to stay involved and ask questions
288and to not um click the first link that Google spits out, to not uh assume chat GPT knows what you mean when you ask the question um or take all of your um news read on Facebook as gospel, particularly as it pertains to your local community. There are plenty of people here in our local community that would rather answer a question a thousand times than have somebody take the wrong information and run with it. You do not need to show up at schoolboard meetings dressed as a circus act in order to get information to make a point, especially when you don't have 100% of the information or the correct information. We love what we do. We don't do it for fame, glory, money. We do it because we love our community and we want to
289bring this information to you. We want to take your information back with us and we want you to understand what's going on in your community so we can all work together to make it better. Um, I also wrote down uh something Mr. Oats said that educators don't get enough thank yous and I just want to add about a million more on top of what he said. Um, I personally don't feel like we get to do enough for you for, you know, not just teachers, but our educators, our drivers, everybody in our in our space here. And that that always makes me a little anxious about budget. Um, I think when we have people who want to serve our community and they stress or campaign on or promise that they want, you know, they're tired of
290this, they want more money to go into the classrooms. you know, you look up the people who represent our community and every single one of them has said that they want to invest in our classrooms. Um, I don't know what that looks like to them. So, that might be a nice conversation to have. Uh, I think everybody up here knows that one of the I think the most important tool in a classroom is a qualified educator. And who do they think gets those educators into the classroom? Um, it is not, you know, the qualified educator fairy. It is a principle that interviews, hires and with Mr. Bernett support, but the principles um are key in you know creating this community and building the people into it and then maintaining that community so that the teachers,
291the families, the students feel part of it and the teachers want to stay. That's in the best interest of our community. That's in the best interest of our Is my time up? it's in the best interest of our community and our students and our families. So, I I do think we should look more heartily at administrator uh pay. I'm I still stand by the fact that we get told time and time again we're topheavy, we have too much administration when we do not. We are on a shoestring staff. We are on a shoestring budget. Um, and it is absolutely fact that our pay scales across all divisions are not as competitive as we'd like them to be. Um, and leadership matters. So, we should look at that as well. With that, I want to thank
292everyone for being here. Thank you for all that you do. Thank you to all of you for being so great to work with. Our next meeting September 30th is a budget roundt with our representatives from PTO's PTAs and Head Start Policy Council at 6 PM here and then we will have a work session to discuss budget and then after that it's October 14th work session at 5 monthly business meeting at 7. We are adjourned.