001Awesome. Afternoon. We are going to get started with our work session. We have a long robust agenda so we'll make sure we do all that in a timely fashion. So with that I will kick it over to Dr. started and go from there. Thank you chair Swanson vice chair is important understand policies are being presented for discussion and initial review as staff are doing this time to listen uh captioning your feedback and considerations or revisions that you would like to see as these policies uh move forward following today's discussion these items will be advanced to the policy committee for further reviewing and preparation for placement of future consent agendas for approval so the policies that being discussed today are board policy 2670. We will briefly talk about 2155, 20110, 1010, 2120, 2300 and 2330. And
002so as we begin the conversations, we will go ahead and we will start off with board policy 2670. Uh this item is a technical update to WCPSS board policy uh to ensure alignment with North Carolina General Statute 115C-172.0. zero. By way of brief context, um general strategy requires each school district to establish a business advisory council made up of local businesses and community leaders. Uh the purpose of this council is to strengthen the connection between our schools and the workforce by providing insight on career readiness, workforce trends, and opportunities for partnerships that support students beyond the classroom. So the only change reflected in this revision is the removal of the zero and the adding of the two in the statute of reference. This does not impact the intent, structure or implementation of the policy. It
003is simply a technical correction to ensure our policy language accurately reflects the uh current statutory citation. Um we are bringing this forward to maintain clarity, maintain accuracy and alignment with state law. And at this time, if there's any questions, we'll answer those questions. If not, we would want to go ahead and move that policy forward to policy. >> I go ahead and move that we take this frustrating. Perfect. Second. >> Um, so um not so much about the policy, but about the advisory council. Didn't know we had one. So, where does the board get to hear feedback from this? Not not in policy. I'm asking we apparently have a business advisory council that I was not aware of. >> So, I'm curious to know how we hear from them, when they meet, how often they
004meet, you know, cuz we hear from our audit committee. Right. >> Right. This will be under the office. This will be under Dr. Hill. >> Okay. >> Uh this will be with CTE. If I can get you answers to those questions, I'll be able to provide you the information to make sure that is accurate. So, one of the questions I ask is that I I'm almost positive that this has come to work sessions from uh Joanne Honeyut. I might be mistaken, but it's I think it's been a student achievement we've heard from or various opportunities that we've heard from the business community. Um, I believe what I was going to ask is is just that we have a lot of groups that have very similar names and I might be confusing them, but is this
005the group where the the superintendent's breakfast? >> Yeah. Followup. So, I am aware of that and I the way that I read this was and I understand um Dr. Honey Cuts. So, so yes, I I that I'm aware of. The way that I read this was that this was more I mean there's not a lot of information here in the policy that I was what I thought it was and was hoping that it was was it was more of a um more holistic rather than CTE focused group of folks. But if it's not that understood, >> well, we we'll do follow up, but I'm like you I saw it as the CTE business advisory council. I know that there's um an additional role that needs to be taken on. We just need to have the
006conversation, but um I just looked at it as CTE, but I know in the past, and maybe this might be Miss's point, we've involved the business community in sort of an advisor group. Tom Watson was very in influential in that. And you know there could be a role for that in some projects we're actually working on. So we're clearly fine with this one going to the next board meeting since it's just a technical revision for the first room. Sounds good. Perfect. >> Uh thank you chair. So the next policy is 2155 authorization of a superintendent to act for the board. And as a result of the conversations that we've had, I would go ahead and um allow you to go ahead and talk more about it or the board attorney can speak to it as
007well. >> I'm going to defer to our board attorney, Mr. Malone. >> So, this policy dates back to the 80s and my guess is that this policy existed before the board adopted more comprehensive policies on contract approval. And given that it's limited to real estate contracts and your other policies generally define how that process proceeds and all of these come back to the board for approval anyway. I don't see the need in bringing that policy from the old manual into the new manual and I think it would be okay to just resend it. That's my recommendation. So >> just to get clarification, so I understand you're saying it shouldn't be migrated to the new manual. Should be removed from the old manual. >> That's what um we talked about is just having it um rescended
008from the old manual also. >> Yes. All right. >> So sorry, are we Let's just backtrack to the business. I think um Kristen making a motion to move forward this with the uh You're right. And then uh vice chair Hershey seconded and then I forgot about it. So it's tricky because in work session we typically don't vote but because we're acting sort of as a policy committee the whole we should have a vote. So the chair is yours to call the vote. I would argue sorry I'm I'm supporting the decision to call a vote even though customarily we don't have work session. Right. I think here it's merited. Okay. So, we can Mhm. >> Okay. So, we'll just go forward with that. So, the motion in the vote is there to move this to first
009reading. >> Um >> 2670. >> Correct. Yeah. >> Sorry, you kind of did wrong cuz that was not in my I was not prepared for motions. It was just don't do this in work session. Was give it a thumbs up, make the move, but we'll we'll abide by that. I think that's what the vice chair was saying as well. All right. So, any other discussion on this one before the motion's been called? There's any it's been moved and probably second. Any discussion on this one? All right. Hearing none. All in favor of the motion to move this to first reading. Let it be known by the sign of I. >> Oppos? Eyes have it. Go to first reading. So, now we can go to policy 2155. We've heard Mr. Malone's I point. Uh, Mr. Based
010on attorney Malone's points, I would um move that we do not migrate 25 or 2155 to the new policy manual and we rescend it from the old manual. >> Second. >> So there's a motion and a second for that. Uh the motion by Mr. Hagerty, second by Miss uh Edmonds. Any discussion on the motion? All right. Hearing none, all in favor? Let it be known by the sign of I >> oppos same side have it. This one has been resended. So we will move forward to the next one. So the next policy is um board of superintendent relation. This policy establishes the foundation for how the board of education and the superintendent work together to effectively lead the district. As part of this revision, the first paragraph includes a technical update replacing the word to
011with of for clarity. In the second paragraph, additional language has been included to affirm that the superintendent must report all information required by law to the board, reinforcing transparency and compliance. The final revision strengthens consistency and communication to the public by adding a requirement that the superintendent provide notice to the board when making certain communications related to legislation, related to policy, or related to political issues. Collectively, these updates do not change the core intent of the policy, but rather enhance clarity, transparency, and alignment in how we operate and communicate as a governance team. >> Any discussions or questions? >> So, I'm just going to be blunt. I don't like this policy. I think it's kind of a naughty policy in that I think it was motivated by boards that don't trust their superintendent. Um but
012there is there is an advantage to I guess um knowing when the superintendent is being called to speak at an official public meeting. Mr. Chair, I have a question for the superintendent if I may. >> Sure. >> So the second part of this in addition to speaking you know in a public meeting has the superintendent shall also keep the board informed when he or she has been quote asked to comment on proposed or pending state legislation and policy. That seems like that could cover a hundred different situations. >> Absolutely. And and and so I I was thinking the same thing that I will get calls from uh legislators all the time asking my opinion about particular legislation. Uh there can certainly be sometimes that I'm called to speak on a panel about something. Uh and
013so um you know if that were the case um I probably violated that policy a million times. Um so I I understand exactly where you're coming from. Just make Did you have a follow up? >> I defer to policy chair. >> No, you're just making me laugh. Can you see >> I do not have this discussion prior to that second part. I was cuz I I could get I could get behind the speaking in a formal way to the commissioners, the legislature, etc. And it specifically says or other governmental entities. But the sec I was like I don't need him to tell me every time calls to ask for a comment about the parents bill of rights or what have you. You know I don't I mean >> and that's what I see there where
014you know if I'm speaking with the commissioners if I'm speaking at the general assembly or when we have a legislative those kinds of things that you want to keep your board updated on but all the other things that could happen in between um I don't think you know the policy I don't know if it was intended to do that or not, but I think we would agree that that might be a little overreach. >> Do you have a followup, Miss Ed? Come back. >> I actually have a motion. >> Well, I want to hear from Miss Cfield. Come back. >> Um, I I agree. I was just going to say if we put in legal before the word policy, would that change the effect of how it's reported back to us? So, basically leaving it
015to only when it's important to our decision- making. Um, any other discussions or thoughts on Miss Cotwell's proposal? >> I don't know what she means. >> The very last two three words. So, where it says oral policy, legal policy. So, just leave it to state state legislation and legal policy. >> Did you have a suggestion? >> Yeah, I would cut the entire last sentence. In addition, the super I would just cut the whole thing. and delete it. It's so broad. >> Yeah. It because that second sentence doesn't really even define who you're talking to, right? >> So, it could be a parent, it could be a school, it could be a principal, it could be hundreds of situations. But if they're representing the district to a government body, then you know it's be nice to
016have that notice. Don't you rock, >> right? And that's the thing I see that that uh that first sentence, it really does define those uh entities and governmental bodies and and I would agree that is where you want to be informed. Uh but the other so I think that would be a good correction. Now, just for further clarification, when it says other governmental entities, how often do you get contacted by like employees at the North Carolina Department of Education or the State Board of Election or even other school districts. So, um um when I think of other entities, uh 90% of the time it's going to be a municipality. if I come out and do something of that nature. Um um um obviously I think the state board of education that's that's listed there. You
017get to come out to that. But I I don't I wouldn't say that there are um I don't think I've had any instances that I've been asked to come and speak to an entity that wasn't something here or um a municipality in Boy County. I mean those events will probably be uh but I haven't had any for a governmental body outside of >> so the red is that from staff or >> that's the original association >> was from staff. >> So what it says above the last sentence kind of really covers what the last sentence is saying right? So if we remove it, we're still getting notified of anything important. >> I agree to it. I I do have one concern about the first sentence of that paragraph. just when I would add like when
018possible to notify in advance because there's there will be times when you're called up and you're asked to meet with a group on really short notice and if the governor calls you at 6:35 p.m. Are you going to put the governor on hold to call your members? So I I feel like we can just add language that if possible something to that effect that it's it's not so rigid that we're getting in the way of you meeting. If you notified us after I wouldn't care I wouldn't personally care as a board member. I he was in front of this committee today. Cool. Oh actually let me take a closer reading. If we strike that last sentence as you as we proposed, the first sentence only is as called upon to speak before >> those units.
019It's not about asking to comment. I mean, so if there's a situation that comes up in emergency situations, hey, can you come? >> Oh, okay. I mean, I was just thinking this would have included the example I thought of things, right? Like someone calls and they want to comment cuz we've taken care of that. So you probably could get some advanced notice, but yeah, there's always a chance that >> So I think this one could based on the conversation, I don't think there's a good spot for them to send this over to policy to tighten it up, fine tune it, do what needs to be best cuz >> the goal is just to get everyone to lay eyes on it here, send it to policy, and then let the policy committee finetune it from there.
020>> Just one quick thing. The last sentence says to keep the court informed. The first one is to let us know that he's going. >> So I think you could probably combine that into the first sentence just to keep the board in point somewhere in the garbage. >> So Mr. Chair, what I'd like to do is I'd recommend that we um um what's the word? Transfer uh over to the policy committee for further consideration. >> That works. That's it. But for the most part, since the rest of these are going to policy, I don't want to keep entertaining motions. Just give it a thumbs up cuz the motion really threw me out of my element. So I had a great plan. It's like being a teacher. When something throws you off, you keep it fine.
021So this one, policy 2010, we'll go to the comm um policy committee on the agenda that Miss Edmonds feels best for. So we'll send that one on. Uh the next one is 10 10 10 Sorry, trying to keep this timeline. I think Dr. Robertson only gave us 10 minutes for these which we're just laying eyes on. So policy 1010 is board duty and board authority and duties. So yes, sir. Uh board policy 1010 outlines the authority and responsibilities of the board of education as the governing body of the district including its role in setting direction adopting policy and ensuring accountability for student outcomes. As part of this revision language has been added to clearly state that the chair of the board speaks on behalf of the board of education. Additionally, item number one reflects a
022strong recommendation from the North Carolina School Board Association clarifying that boards have an explicit duty to provide a sound basic education consistent with Leandro versus the State of North Carolina decision and subsequent statutory guidance. These updates further strengthen clarity around the board's role around the board's authority and a unified voice in governance. Yeah, that one. I'll defer to the policy chair first. Well, how good the um yeah, this one kind of made me laugh. However, at the exit issues for this morning, um attorney Ann McCall, who is um an expert on the matter, said that Leandro rulings one, two, and three or Leandro cases 1, two, and three are still in place. So, I think it is appropriate to leave this in um as much as it stinks. I think we had an option of
023not being taken down because it was a recommendation from the school boards association. So not to contradict you on this chair um but just because it's a recommendation of the school boards association right we have lots of examples where we might want to go in a different direction um I wanted to offer two thoughts maybe it's something that goes into policy committee um the blue language the chair of the board speaks on behalf of the board of education I wanted to know your thoughts about adding and may designate other board members to represent the board as appropriate just because there's There's often times where you can't be everywhere at once and the vice chair has to go and represent. >> That's that is fine. >> Okay. And then, you know, I also had some heartburn
024over the language for regarding Leandro for some of the reasons stated by Miss Edmonds. And no offense to attorney Malone, I was hoping Mr. who worked on the case might be here because I spent a good part of the afternoon reading that case and trying to find out exactly what the disposition of the original Leandra decision is in regards to defining that sound basic education because one of the chief items that was debated in all the court cases was the meaning that original Leandro meaning and something that the courts have said in their recent rulings, including this last one, was that if you read the original Leandro case, the definition of providing that sound basic education was full funding of the BEP, the state basic education plan, which doesn't exist anymore, right? And so even
025though we all you know know the spirit of Leandro and how it's been held up as establishing and defining the qualitative right to um that free education provided for the North Carolina Constitution. the actual definition is provided in the decision may not actually be current or or up to date and I just wanted to get legal counsel and advice on that before we before we approved it so this one can also go back to policy goal is for everyone to lay eyes on them get decisions thoughts and so therefore when it goes to policy the conversation has some there's more meat to the to the bone to the policy Yeah. Please just give me that question. So, one note that the schoolboard association did make, I did I did talk with council with him, not
026leave with council, um is that general statute 115 C-47 number one does say um that local boards now have an explicit duty to quote, provide students with the opportunity to receive a sound basic education and to make all policy decisions with that objective in mind, including employment decisions, budget development, and other administrative actions. >> That's actually an amendment I had kind of written out. I didn't go that far. I just had as defined by North Carolina General Statute 115C um to try to give some definition to what that sound basic education was. But that's something we can talk about policy on the side. >> I will make that revision for us to discuss the policy. >> And Dr. Sorry, next one. Uh, next one is board policy 2120, which outlines the ethical standards and expectations
027that guide how board members conduct themselves individually and collectively in service to the district. It emphasizes integrity. It emphasizes professionalism. It emphasizes respect for governance roles and a commitment to acting in the best interest of all students while maintaining public trust. This policy is being presented for discussion as it relates position to section B9 and B10. At this time, I would defer to the board chair to provide additional context and to provide facilitation for the discussion. Thank you, Dr. Robson. So, for this particular one, I spoke with attorney about this. And so um I know the state statute states that ethics trainings are required um upon your election or a year within that but I I wanted to at least explore with this policy setting the tone a little bit sharper or higher um of
028ensuring not just going going above what the state statute says not conflicting it but just saying that perhaps we should have ethics training uh annually versus the two of well the four years since that's what term limit are now. So therefore things change within that four years or whatever. So therefore the options there and we are holding ourselves to high standards because our educators have to get their ethics and trainings and all that stuff taken care of annually. So trying to mirror that is was something I wanted to bring forth. Oh, I'm sorry. Um yeah, I I support that. And I was looking at lines nine and 10. Um nine comply with the statute by earing to require 12 hours of training every two years and then 10 earning 2 hours within 12 months of
029election and again 12 months after each subsequent election. To your point that's 4 years now between that training and so I didn't know if you wanted to amend it to make it an annual or you bianual or what your thought was in terms of timing. So anyway would have been great but I did not want to statute. So I don't know if we could drop down that was the concern is how do you but the state statute says this and we want to do something above that >> higher standard. >> Yeah. So >> and there certainly nothing that would legally prevent the board from imposing upon itself additional ethics training. um the the member would not be in violation of the statute if they only comply with the way it reads now, but the board
030can certainly I mean there are many policies that the board imposes upon itself that are not required by statute. So yeah, absolutely that was your recommendation. I'm definitely for that miss. So I remembered discussing this as it related to I had 7305 referenced which is employee conflict of interest. So that's that must not be the right >> No, we had discussed that during that policy meeting and then this one was coming forward and so I had kind of combined the two. >> Yeah. Yeah. No, I and I was just expressing that that I was supportive of um the intent as you discussed it with me that we should, you know, hold ourselves accountable in similar way that we do staff. So that was from a February meeting, policy meeting according to my notes. >> So
031I'm happy to, you know, Dr. Ukraine and that has kind of come through with some language to put that there was okay with that. It's up to policy committee. So we're going to add two hours of ethics training or just you want each time it to be two hours. So I know well the 12 hours just the 12 hours in the ethics annually versus that four years 2 hours annually. >> Yes. Okay. All right. And and I'm just having those renewal. All right. >> All right. Dr. is going to take us through uh 2300 and 2330. um as you see thus far. Anything in red is a North Carolina Schoolboard Association recommended revision and anything in blue um was recommended um sort of as a general recommendation when considering all the school board association recommendations.
032So we're going to do board meetings first. Association recommends that we put in um in types of meetings include specially called meetings and that is added and it's further defined and clarified below on page two. So that is the first provision on page one. On page two, uh there's a recommendation to consider for regular meetings that any item on the consent agenda could be removed by request of a member and then placed on action if notification is provided to the board chair by the super and the superintendent by 12:00 noon on the Monday of the schedule board meeting. This is to allow staff the notification and time and prepared for that um on the action agenda. On letter C for emergency meetings, we have we've uh revised some language to reflect what's in the specially
033called meeting section below. So it is so that in consultation with the board attorney, the chair or the vice chair, if the chair is not available, instruct the following flaws or superintendent shall call an emergency meeting when it is determined the meeting is necessary. Um then in section D the specially called meetings there's a an addition of a section one specially called meetings generally um that they are scheduled may be scheduled between regular meetings of the board this includes work sessions retreats public hearings or specific types of specially called meetings and those are um set out below the board chair or the vice chair if the chair is not available or the superintendent may call special meetings when necessary to conduct business that cannot reasonably be handled at regular meetings. And I think that last
034sentence then is not needed at all. The board chair or superintendent may call special meeting. That's we can just um cut that out at all because that is what the sentence above says. Um we may need to do some revision in the next paragraph because um the some of the language does not reflect the language that has been revised above. Um and then the only other revisions are renumbering of public hearing hearing panels and then in the legal references for that policy >> and I know turn and I had some discussions about the parts of this I don't know was it this was it the next pause >> um in this one it was primarily the deletion of the last sentence that um Dr. Crane just mentioned the the board chair superintendent may call a
035special meeting because it's it's kind of covered already. Um and then as drafted I think we were otherwise okay with this particular one. a couple of hands. We'll start the vice chair Phil and so in this language you I'm wondering why we say um the chair or vice chair if the chair is unable or unwilling to act. I don't know the unwilling part, but why do we put reference that here as opposed to every other time we reference something that the chair is responsible for? >> I'm sorry. So, so we say cuz I'm just I don't know why it's just not kind of standard throughout cuz if the board chair is on vacation or whatever, everything falls to the vice chair anyway. So, I'm kind of wondering why we spell it out specifically for this
036but not every other time the board chair is referenced. I feel like it should just be >> Yeah. Right. So, if the board chair is not available, goes to the vice chair or a designate and you know for everything so you're saying it or so it's consistent. I I certainly think that is a possibility. Let let me real quick look at the um let me look at that policy real fast. Um yeah, we did actually discuss that without that language, if I were to receive a call, I would interpret the regular policy to say that if the chair is unavailable, that 2210 the vice chair. um in the actions of the chair, the vice chair of the board will assume all rights and responsibilities of the chair and will perform other duties assigned by the
037chair. So I do think that without the language added in that it your regular board policy 2210 would allow that. So I I certainly if if the board preferred could not object to um the deletion of or the vice chair if that were the preference of the board. >> Yes. uh and should there be a reference of that previous polic there's inconsistency there so I would add one clarifying point on this particular policy just so we can be clear so I do think that the reason that the school board's policy says unable or unwilling to act and I just hope you will take this in the spirit in which it's described that there were certainly situations that we have seen across the state where the chair for whatever reason has been unwilling to call a
038board meeting and and and is not un unable but is unwilling and the idea in in having the policy allow the vice chair to hear from the majority of the board that they want to have a meeting that the chair is only going to call is to create that option. If you were to do this and the chair is available to call the meeting but refuses to call the meeting, then the majority would have to turn to the superintendent and kind of ask or force the superintendent to call the meeting. So there is a reason and it politics is a interesting thing. Um, and that is why the school board's language says unable or unwilling. And I think that is why the vice chair is specifically called out in this policy, at least in that
039first part, um, is to deal with the unable or really more the unwilling than the unable. And I just think that's an important point for you to think about as you ponder this change because I mean we have literally had this occur multiple times across the state. It does happen. We're not here. Not even not the chair and I did not have this this discussion or issues and >> the previous vice chair and I don't have that. Um this call and then I'll go Miss Evans and then I'll >> um yes I was looking at item number six where we added the blue language. Um, and I was going to ask if you could remove that because we don't receive our information assembly until Friday evening and some of us do work in the evenings
040and at night. So, and on the weekends, so sometimes Monday is your only day to catch up. And if you're limited to only 12:00 noon, that does not give you a whole lot of time to review a heck of a lot of documents before Tuesday's meeting. Well, I'll ponder on that and I hear what you're saying. I'll ponder I have a response. I'll I'll um unless others have a response to that. >> I mean, I do, but I don't want to jump ahead. >> Same. Um but did anyone Oh, I'm sorry. I'm looking at Dr. Joe and saying the same thing. My brain is >> I might be confused by the language. This is just pulling something we already have and putting it in action items or can does this also allow us to add
041something new? >> So not to add anything new like if you want an item that is on the agenda, >> right? um that item could be pulled but that item should not at least I know it was a practice when we joined the board that pulling something will require notification to the superintendent Miss Allen and the chairs at the time so therefore staff could be prepared to know that I need to be able to present this item so that is why that language I was >> we but the documents wouldn't change or anything usually right >> it would just go from action to So like we should have read it already anyway. Right. >> Essentially, yes. >> Right. But having if it's on consent, there's no discussion if you want to take it to an
042action item to speak about it. Right. >> And that's where Robert's rules come into order. Um so Robert's rules also states that you need a and our policy says that you need two persons, one person to support two persons to support your items being moved from action to consent or vice versa. But the the the the other part was to ensure that staff had enough time to do their due diligence. Miss Allen and and her team um has a team with Miss B joining being prepared and not being in a situation where they don't know and we're all scrambling at the table. So it's to to give some consistency and so the superintendent can allow staff to say be prepared to present your item ABC. It was a courtesy thing and that's that's really >>
043I think that was the intent that if there was an issue that you wanted pulled that staff would have an opportunity to be able to be prepared to uh you know to address whatever issue may come up. I think the other part that you may have to consider is you don't want discussion you just want that removed so you can vote no on it. that I think that would be different than uh wanting the staff to be prepared to have discussions >> and we've seen that in my tenure here on the board of voting it down and then saying why or voting it down and not saying why. So it's nothing new to that but Mr. >> Thank you. So, originally when I saw this, I had some concern, but I I think that there's
044remedies that we already have under Robert's rules and other parliamentary procedure for how we could look at this. Um, this applies specifically to the consent agenda. And if you read it, it's only removing from the consent agenda and then place on the action agenda to go to the board of committee. I was thinking about situations where in the between the time that the agenda is finalized and the board would vote on something, there's new information, right? Sometimes information comes up, it's posted publicly, but then the public will come back and raise something about an issue um that maybe we didn't have, you know, awareness of over the weekend or maybe even Monday morning. So, we might have thought, okay, we don't see anything that's troubling, but then a constituent calls you and has an issue
045they raise. Then I thought about situations that sometimes occur where there's nothing on here that really restricts staff from adding things to the agenda. And that can be a concern where, you know, there's a deadline for publishing things on the agenda, but sometimes things are added or things are sort of slipped in. And then I I also saw the situation where um you know sometimes depending on where we have agendas we've had information items where staff has shared information that the board and their reaction to it might then have been inconsistent like with a policy. Remember the policy that we had on the CNS issue where the consent agenda recommendation was different than the direction the board is providing. But having said all that, Robert's rules of order, as you cited, gives all of us
046a remedy, which is rather than simply objecting to the item, you can simply make a motion to amend the agenda, which is often times what we end up doing anyway, rather than using this section. And you know, it just simply if you have good cause like say that CNS issue, then it just takes a motion and a second and a majority. And then in that situation, you had a majority of the board that thought, now that we've heard this presentation, we may not want to consent to the policy. So, we just had the motion and we're able to move it that way. That also allows you to change the agenda if you had a speaker scheduled and something came up and they can't present or the meeting ran very long and you wanted to move
047something to another meeting. So I think within Robert's rules of order, we have some very good tools we can use to handle those emergency situations and this is just the objection by by one member and they can still do that and still make that request up until that time. So when I first read it, I had some real concerns about it, but then in kind of going through all the scenarios and thinking what we've done in the past, we've usually found a way >> to deal with it just by doing it by motion. Correct. But it's also a way so staff is not surprised because you never want your superintendent or his staff to be surprised when the agendas are published on Fridays at 5. And I, you know, all of us have jobs. I
048divy up the materials over the weekend and then learn. And but I mean we were elected to do our homework and that's what the people would allow us. And so I I would object to that language being removed because I think it's just a way of ensuring that there are uh we're not surprising staffer for our lack of peace. But I do agree with the piece that you raised, Miss 5:00 on Friday and then we can't say anything after 12:00 on Monday. Well, staff has a deadline of Thursday of when they have to put their stuff in and the public and the board gets it on Friday. >> Well, whenever you choose to check your email, but it's 5:00. Is it 5:00? >> Right. So, I know unless something has happened to >> that issue.
049Yes. So, I know that the reason I >> they don't give it >> the reason I bring that up is because I know this conversation has happened in the past. If we could move that up to Thursday, giving us more time to review all the comments. Well, the problem is staff and I know when chair was chair was here and we were had this discussion but the problem is when staff has deadline of f Thursday at 5 and they have you can't then release things when their agenda is not completely there but as to this policy it's just making sure that board members if there is an objection and you want things poor or whatnot there's processes to that Robert's roles is the best option and then the policy supports the Roberts rules because we
050govern based off of that. >> So, I know we have quite a bit. I think the discussion has gone on longer than the 10 minutes. So, we can go put this one back. Miss Evans. >> Um, I don't support item six the way that it's written. And I would request that in policy committee that we work on language to try to compromise because I do understand the intent of I don't think anybody on this board has a desire to surprise staff or the superintendent and certainly not to disrupt what Miss Allen takes a lot of time and energy to put together. But I know that um in work session we have learned things or discuss things that may change what we want to do with the consent agenda. I understand what the points that have
051been made about Robert's rules, but I would like for the policy committee to try to work with this language um to to find a happy medium. >> There's no objection with that. It's going back to the committee to do just what you've suggested. is just going through and I can sense some different language too to make sure that the compromises there is a compromise um because I do think that it's important that there's something here that does that but I think we have to figure out what that looks like so I'm going to do some digging and figure it out um yes thank you um actually two points first in response to um that's item six um the way that's read if anybody is requesting something to be pulled out a consent to action. Is
052it automatically done without without question or it has to be approved by this the uh the board chair. It doesn't say what happens after that. It just says that it will be an actual agenda. But there is still a process involved in that from the point of request to the point of actually uh on Tuesday. >> Right. And so I can speak on some of the things when you know we joined in 22 when Miss Mafy was chair and there was an item that may have been discussed at the work session and when Miss Harvey was vice chair email us an email saying hey I would like for this item to be removed from action to consent or consent to action so there could be more dialogue and the superintendent caddy was on that email
053and so staff was prepared to know as well as Miss Allen. So it was just a common courtesy thing that was kind of where I was going with this find some courtesy. so folks aren't surprised at the table or trying to figure out why this piece is being voted down or whatnot. So people can at least explain it and go forth with it. But but the committee can figure out how that >> Yeah, that that's just a point for Miss to consider. Um and then um in regards to the previous uh discussion about the chair or um then the vice chair role I think there was a lot of in letter D second paragraph um though the there was lang that language about unable or unwilling to act. I mean I heard about all about
054that but then the previous paragraph I think there was the additional addition of language uh did not use that same same um uh type of language but the uh vice chair was more you know uh the chair or the vice chair if the chair is not available so there was some inconsistency there so I'm wondering for the sake of brevity whether it would be uh better to have like a paragraph in the beginning that that summarizes what what the vice chair should do and in the case, you know, um and and then just kind of simplify the the language so there's no confusion in the sub subsequent paragraphs. >> Yeah, there's a way we can draft that. Yeah. >> So, it's clear that this was going to the policy committee to do some work. Um,
055can I ask a question for just for my email? Is there interest in having language that would allow you to pull it from consent without discussion if you just want to vote against it at the meeting? Because I could see that someone may just want to vote against it an item, but um and and if there's no discussion, then there's no inconvenience to staff. if you pulled it with the understanding that there'd be no discussion, but you just want to vote against it. Somebody mentioned that and I just I've been pondering that as I was sitting here. With Robert's rules, there's always times for discussion. When the motion has been the motion has been moved and proper second, there's opportunity for a discussion to take place there. >> Often times when I was chair, we
056just handled all this through parliamentary procedure. So if you had a question like that, you would move to divide the question, divide the motion, and then just do it separately. We don't really rely on policy. This is the first time I when we got it today, you know, when we were talking about that I really kind of went through it, but oftentimes we accomplished everything just using parliamentary procedure. So I think you could do it outside of policy, but if you wanted to have it a policy, you could. We just have to figure out the way to do it. I mean I think the difference is that a single person currently can pull it from consent and the question would be is whatever up for the meeting can a single person say I'd like to
057pull it from consent not for discussion but so I can vote against it for whatever reason that you decided that you want to vote against it. So there wouldn't be discussion on the anyway it's just something to consider for the policy committee. Maybe I'll just make a note for names. Yeah, I mean that's going back to the committee to figure out some language, but I mean Roberts is very I just adise folks to learn. So we go to the next policy. Thank you chair. Next we have policy 2330 uh board meeting agenda. In blue you will see recommendations um to be included within the policy. This policy is already part of the new manual. But at this time, I would defer to defer to the board chair and to the board attorney with regards to
058uh five and six. Um I saw your hand. I'm just going to comment on on I think with that one is kind of the sphere of the same policy and so clearly there was some uneasement with this language and this will be going back to the committee as indicated. Uh so we can send both of those back to kind of get some teeth and clean it up is what's needed. So um those are my comments. I'll go Mr. Vice Chair. Is it standard that in any that any board member can pull an item completely from the agenda? >> That's the one that the chair now discusses. I aware that's a great idea without you can be pulling one person that controls the whole agenda. That was the one that we >> Yeah, one that's the
059one we discussed striking. So what we discussed is that we don't >> but I don't I don't think the chair is still recommending item five. I think that we're only recommending the change to what is now item six. Correct. and that item five would not go forward because a single board member being able to pull items off the agenda even with notice could be very violates Robert's rules because you just can't pull anything without a second. So, >> right. Yeah. I just think that one number five should be removed from the recommendation as it goes forward to policy. And again, just to the chair's point, they're things that we do by policy. They're things that we do by procedure and parliamentary procedure. And one of the fundamental underpinnings of parliamentary procedure has to do with
060the like the right of the body, right? And you never want like a smaller group to be able to restrict the rights of the larger group. So like when there motions to cut off debate, those usually require 2/3 rather than just the majority because the ability to discuss and debate things is seen as being very very important. Likewise here, you know, it's one thing to want to make a change to an agenda and if the majority of the board wants to change an agenda item, you know, they can discuss it and they they can advocate for it. But the potential for abuse that Mr. controversy raises. If you look at our typical like consent agenda, you know, no one on this board would do this, but you know, hypothetically, it's possible someone could object to
061every single item and then force a vote on every single item and then delay the meeting really for the purpose of delay of going like, you know, item one, item two, item three, like 30 different things and really create a disorderly environment which sort of gets rid of the whole notion of a consent agenda. So there there are things that we've managed through other processes. Um you know when I think even if we pass the policy we still have parliamentary procedure as a way to remedy it but you know I'll I'll just I'll save it for policy and the policy is just it's a spirited document but so you know it might be a concern for this board. another board may come and say heck with all of these policies or stuff but I mean
062so it's just meeting the mobile did you have a question Philill >> no I was just going to add a comment that you know I know I've commented about the after 5 on Friday before 12 on Monday it's also the public that gets to view that because I've had people come to me and ask me questions and raise concerns the day of because they reviewed it the night before as did side and you know here you are now it's in consent. So you're either voting the entire consent agenda down which is hundreds of documents or you're saying yes and you're including that because you didn't take you didn't get to do anything specific with it because 12:00 is passed. So I'm just saying it's not just the board. Sometimes other questions may be raised in
063a special meeting with those questions were raised just a week ago. So >> what was an issue, >> right? But it's still a special meeting because of something that came up. And so that's that's just my concern is limiting the board to actually be able to ask those questions. >> So we'll come up with some language and send it to the policy committee. And we were able to Was that the last policy that was the last one? I was looking at the clock had a reminder set to make sure that we got through this timely manner so we can get to the discussions. Um and so I know with the 2100 series it's kind of more positive. Um I thought that we could have it come before the work session. So therefore every board member
064everyone attends the work session who may not be able to make it to a policy committee meeting and want to make sure their voice is lifted up in within a policy. So that will be I think there's a couple others that you all will probably see in the after budget I think. Um and so then the regular program will start. We'll go back to the policy committee and go from there. All right. So, thank you Miss Evan for allowing us to indulge in that for a moment. All right. And we will now go to the calendars uh the draft calendar. So, uh Dr. Welcome to your service. Uh for during our last work session, the board asked you to uh take a deep look at the 2728 traditional calendar and return with revised option that
065reflects your priority. Specifically, you asked us to explore adjustments to teacher work days, vacation days, the structure and timing of spring break, alignment to holidays, the possibility of a day off each month, and stronger alignment to the end of quarters and semesters. So, in response, we're bringing forward the original draft calendar along with three additional options that reflect these considerations. Each option represents a different balance of instructional time, staff planning needs, and family community impact. So, our outcome is to um support the board in identifying a preferred option to advance to this evening's board agenda for approval. Excuse me. And chair, as we have talked about and discussed, um we do have it on the agenda. If we can figure out if there's going to be a recommendation that the board would like to move
066forward, we will be prepared to upload before the agenda tonight approved. Thank you. And thank you, Miss Anderson, for the work that you did to revise these at a very short minute notice. So, thank you. >> Um, I think it would be good. >> Okay, let me see what happened. >> Um, Dr. Robinson, I guess we can start with the original. >> Start with the original. >> Just a quick review of the original irony. Thank you. >> So you should see in assembly the nail four dress one being the original draft that I brought on March 17th which is just draft version six. Um, just as a reminder, there's a teacher work day or a holiday in each month. Um, this is not the original one, Dr. Robins. >> All right. Which one do we
067have? >> Go for Oh, God. I'm trying to read across the room. Bottom right. Bottom right. >> Trying to read all the way across the room. Yes. So, that one you'll know. Um, one of the questions was we have um a vacation day or an annual leave day on um November 24th. We did some work maybe to switch that out in one of the other drafts. Um there there's a teacher work day in February. There's one on March 7th. And then there's one at the beginning of spring break on that particular calendar which is March 27th. Um if you scroll down, there's a teacher work day on April 17th and one in May and then one at the end of the school year. So um one of the requests from a former board as practice
068was to have something each month teacher work day and holiday something each month so that there was not one month with nothing. That was a request. Um and then we have now version B which was um a request to look at a way to um for the spring break in March because it begins with the teacher work day on March 27. Um board members felt that that really didn't provide a great spring break. So for that option, I moved the teacher work day from April 17th up to April 3rd, which gives teachers, which is another work day kind of at the end of spring break. So that maybe that would give administrators some flexibility um and teachers some flexibility. The next draft is draft C. And in draft, see the difference from the original draft
069is um I made November 24th, which is the Wednesday before Thanksgiving break a teacher work day and swapped out the annual leave day that was on March 27th. That gave a truer spring break that week of March 27th. and I left the teacher work day on April 3rd to correspond with the end of the quarter that ends on March 24th. So those two calendars just switch around some dates. The final draft um was a request to consider limiting the number of work days um or a review of the number of work days in the instructional year. >> Hold on a second. Which one is the final address? >> Um D. I'm sorry. >> Yes, ma'am. >> Thank you. >> I just want to make sure we have the >> right one. >> That's D. Correct.
070Yes. So, this calendar considered removing um some of the other teacher work days during the year. Um I left of course the work days that correspond with the end of the quarter. And I did leave the two days um the two teacher work days are on election day. I left those. I I wasn't sure, but I felt like you didn't really want to remove those two. Um so you'll see there are a few less teacher work days during the instructional year, but that does lead like February with no days out. Um there's one date in April, there's one date in October, there's one date in September. It can feel kind of long for school personnel. Um that also moved the teacher work days outside of the instructional calendar because teachers still have to work 215
071days. So now you'll see there are six, seven teacher work days prior to the first day for students. And thank you Dr. Robinson. and two after the last day for students. Um so those are the different options that I shared based on your um reflections at the last board meeting. >> So can you do me a favor sharing before you open it up to the board for questions? Can you share the responses and the feedback that you were able to receive from not only staff but from your committee as well? >> Thank you. Thank you Dr. Robinson for that. I did send these new drafts back to the committee that created the original draft as well as the superintendent teachers advisory council. That's it stack right um because I had already reviewed the other calendars
072with them. So I just wanted them to see here are some other drafts we're taking. Um and you know lots of people had varying opinions. many really liked um the idea of draft C that creates a more real spring break for teachers um and having that teacher work day on April 3rd when they come back. Um second, of course, you know, people were okay with draft B. Is that right? Yes. draft B that just kind of swift changed u made a little change to give them that other teacher work day on April 3rd. Um that's kind of the those are the two calendars that have more energy than version D. Um so thank you for allowing me to share that information. But I did share all of these back out with the original committee and
073the um stack members of stack. >> Thank you, Miss Anderson. Pal um we'll start with Miss Anderson and then vice chair Hers. Is there flexibility for the May 5th date? Because we have received some um emails about that being a holiday for some in our community and I know we can't accommodate every religion and culture and holiday in that respect, but it looks like there might be flexibility with that May 5th workday. Am I Are you agreeing? >> I'm sorry. Did you want to move it or >> Yes. I'm asking if there's flexibility to move the May 5th workday off of the 5th, possibly to the 8th. >> Is that a community? >> No, no, no. Actually, not Cinco de Mayo. I don't want to mispronounce. Um, it is a Eid. >> It's Eid and
074a Muslim. >> And I thought it was I thought it was on the They wanted >> Yeah, I thought it was Am I reading it wrong? Yeah, you didn't want the the calendar. They got rid of it. >> Right. There was a calendar that got rid of that that teacher work day. >> Yeah, they got rid of it. >> Okay. I apologize. >> That's okay. >> I didn't read those communications correctly. I was just Thank you. Thank you for that. >> So, a question. When you get feedback, and this is one for the superintendent, how big is your teacher advisory? of um close to 40 to 50 teachers. I think I would pretty much approve. >> I would still welcome trying to give teachers that aren't in that the other 9,000 10,000 teachers an opportunity
075to weigh in on what they're looking for in calendars. I don't know if we could do a a teacher survey on are we doing too many? Are we not doing enough? How are we doing them? what you know just some general feedback from a because I hear conflicting things from teachers. Um I've heard that some question why we have so many work days some like what we have and it's so I'm just wondering how we can get a wider net especially as um I feel we need to listen more to schools than we do sometimes. Um, and also thank you for doing this for me. The parent, the parent in me was like, I love D because my kid is get them in school non-stop and it creates momentum, but uh I do understand the
076close to having work days every month. Um, but I would still like to get more voices just to make sure we're on the right path with all these calendars and how does folks join your committee if that's a way for >> they just email me and I add them. We meet virtually. Um, and especially for traditional calendar, we meet on a teacher workday. So then teachers or anybody really has the opportunity to join virtually. Um, all they got to do is email me or tell Dr. Taylor and Dr. Taylor will tell me to add them. >> Yes, >> that's a way of advising point of view. >> And I also think when I present to stack typically they at least go back to their staff members um and I create a Google form that they
077can give me feedback, but typically because it's a draft, it's out there for the public, they take it back to their schools and talk to their staff members. So while there may only be 40 on the meeting, they get feedback from lots of different teachers. I mean, I'm sure we could, you know, reach further by sharing, but I think I think teachers have a lot of opportunities to weigh in. Number one, I think something we could do better is help teachers understand what the law says because sometimes I get questions like someone asked, "Oh, could I move um January 3rd's holiday?" Like, I can't do that. But they but often teachers don't know this is not what they do and they don't know. So we maybe could do a better job of helping them understand
078these this is how many days you have to work and here's how we divide them up than here. >> That's great. >> That kind of thing. I think we could do better with that under >> um I like Thank you so much for doing this. Um I like see a lot uh for especially for giving them the solid week for for spring break. Um, and I also want to make sure that we keep the 11th of October as a work day because that's Yum Kapor, which is the most, you know, which is the holiest day of the year, um, for the Jewish religion. And I actually had a a question about that. What happens when a teacher takes um, a work day for a religious holiday? Does that count against their personal aids or >>
079So, how do you mean when they take over? Well, like like it's a teacher work day in Jam Kapoor, but like a a Jewish teacher wouldn't be working on that day. So, what do they lose a personal day for that or >> I mean, they would they would take annual leave uh is what I would imagine. Uh if it's um u non required that >> I'm looking to somebody I don't work in HR. >> Yeah, it it's um they will be able to take leave. >> Yes. Yeah. >> If they have the time, they're a new teacher. Certain when you're a new teacher, you don't you don't have the time accumulated as a veteran teacher. So and and and that is the difference that as a new teacher you don't accumulate any extra leave until
080after year three. So that means you know any um work day you've got to come to but uh if there's an optional work day then they have the opportunity to take uh leave and not come to work. >> And it's going to remind me of a good point. If the principal has it as a protected day you can't take leave anyway. You're required to be there. So although on this and I think I said the last meeting when we talked about this although there was a work day here the principal has an obligation to say I want to make the 11th protected the protected. So our job is just to pass whatever county then the principal has a the ability to determine what makes sense for their schools. >> So is sorry followup. >> Sure.
081Um, is there is that a policy question that because I'm just thinking that like this is something I ran into when I was a teacher and apparently hasn't changed in 25 years. Um, so if you're Christian, your most major holidays are automatically holidays, but if you're anything else, you have to use your annual leave for it. So, and it's possible that they might make it a protected day and force you to come in on the most serious holidays of your religion. Is that a policy thing? Is it a like how do we address that? >> Dr. Robinson, >> uh the one thing that I will share with the board, principles will not put um staff in situations where they cannot um respect their religion on those particular days. So although principles have the autonomy to
082create required days, if there's a situation such as you're referring to, they're not going to um do something inappropriate to that magnitude which would which would negate someone um celebrating their religious holiday in their religious perspective. And I understand what you're referring to, but that doesn't happen. >> But you still lose the name of a leap day. >> And if you're a new teacher, >> you'd have to use what? So, so the idea would be that uh if I'm the principal and it's a required work day, then I would work individually with a with a staff member and allow them to take um annual leave on that day. If if they're a new teacher and they don't have leave, uh then if they were out, it would be leave without pay is what it is.
083Uh what I will tell you is that uh in the wake, we give principles the authority to make it um required. they are not required. Uh every other district I've been in, it's already defined on the calendar as a required day or an optional day. And so that is some of the flexibility that that we have that uh other district you wouldn't see. But uh but it is that principle that would give them the opportunity to uh to meet their needs. But you know without leave as a new teacher, they would have to take it but as leave without pay even if the principal granted them the opportunity not to be there. Um, I wanted to thank you for taking the time to give us different options. And, uh, the feedback that I got was
084a little bit more detailed why they like C. Um, cuz the C actually um, when you gave them that Monday as a vacation day, they get the full Friday to the following Sunday. um where as Thanksgiving gives them, they still do have to come in that day, but they can still have the weekend to do what they have to do. So, I just wanted to say thank you for doing that. I am in favor of see I think that kind of gives them everything. I did get feedback cuz people were really trying to get Christmas week, that whole winter break off and um also the spring break. But I appreciated that you explained how there's a certain amount of days, holidays, and that actually explained a lot to them. So, thank you. >> Um, and
085I think, if I remember correctly, next year's calendar has some teacher work days prior to winter break. I could be wrong, but I think that's also happening. There's just not enough days to go around. >> Right. And sometimes the holidays don't fall. >> They don't fall where we want by too. >> Exactly. So, thank you for that. Fine. I know there's policy that allows students if they need to, you know, miss school for religious holidays because our calendar committee cannot, you know, honor all the holidays, but the ones that we can the policy gives students that ability to take those days as a unexcused absent or it's policy 35 to have us searching for this. So, thank you. >> Yeah, there is policy for students. >> Okay. any other comments or questions regarding So I
086guess before we go forth I just need I kind of counted that there's some but I just want to know um is there a thumbs up for options version C looks like version C will be the one that we will go on tonight's agenda >> thank you we go to I don't want to jinx it because you're making a great time with this agenda. Uh we will now turn to the CIP executive assembly. So we'll welcome Mr. Strickland. Um so Mr. Bernard is under the road today. Uh Mr. Cros is here, Mr. and I know that I sent an email request before feedback to Mr. Strickland regarding the CIP. So I just want to thank Mr. So I saw Mr. So you have seen the CIP and it's current the last meeting we received discussion
087about potential changes. We get an email about um some changes that we um wanted to bring back to you all. So if I'll just note with you focus the changes are at the very bottom of the document uh under the program requirements uh area that are cash funding. We made all of the changes in this category because the the the mechanics of getting the bond put together and the dollar amounts that go with it already established above the line for debt funded projects. So it was easier for us and the county to identify areas within the cash funded part of the CIP uh to make requested changes. And the changes that were made, if you look at the technology devices line item, that line item in fiscal 27 was reduced by $5 million. instead of
088taking that entire amount uh and putting it in the debt funded account for environmental ADA which would have been problematic for the county. We created a new category uh for environmental and ADA under the cash funded portion of the CIP. Again, this was in full uh disclosure with uh with the county and they were supportive of this. So we created that new category and added $2 million down there. So in total that raises the available funding for that category to $3.1 million. We took the remaining $3 million and we had a lot of discussion about where we could uh be best to use it and we felt like because uh in the next 30 to 60 days we'll be getting the first round of our security projects. We felt like we go ahead and put
089it in there. It is a cash funded effort. So, we put it there for now as a holding place. Once we get the the bids in for those first round of projects, we'll know how the rest of them are going to go. Um, we're hopeful. It could mean that we get really good prices and we can spend more with the dollars that we get or if we find the opposite is true and things cost more than we thought, we'll be covered there as well. We felt that that that was a prudent way of of adjusting the the funding. And so those are the only changes that we made to the document. We've had lots of discussion about the new schools and existing schools, but again, we felt like those for some good suggestions. Be glad
090to entertain any questions. Thank you, Mr. Strickland. Dr. Joe, >> the $5 million from technology is something from technology devices. Um has what where did that number come from? I'll ask uh Mr. I prep that question. >> Yeah. Thank you Dr. for that question. So obviously last year there was a lot of um debate about finding the money from the technology devices to reallocate that to more critical needs. So since last one year the team has been working on a lot of initiatives and I'll tell the top three or four where we were able to sustain that $5 million the one of the key projects is the chromium board. So we were able to accelerate that project in fact I think that a couple of months ago we were able to finish the project. So
091the implementation of token boards across big county is completed on an average we used to spend about four and a half million dollars on a yearly basis. So that's a savings we have that that's number one. Number two we also reduce the number of devices we procured for the next year with an understanding that we will be finalizing our sustainable device strategy. Remember that whole conversation we had in the month of Feb was a lot of feedback and everything right. So we are actually working on that particular strategy right now. So with the goal that we will come back to the board about what that strategy is hopefully by September. So we have enough time to really realign what we need for the following school year which is 2738. Not just from procuring the devices
092what they need based on the finance strategy but also the change management the communications making sure we have enough runway for the schools adjustment. There's a lot of things we need to align. So that's pretty much where we got the money from. Now next year probably this time when we talk about the CIP we'll have the you know approved device strategy which you all know and if we need to adjust up or down we can still do that >> followup. Sure. >> Um where are we in getting a pilot program in place for removing onetoone from elementary? >> That is a part of the discussion right now with our academic schemes and everything. There's a lot of discussion which is happening including doing some survey for the committee board use. There's a lot of feedback
093which we got. So we are of you know working on those details right now. >> Okay. >> Thank you. >> So um you know Dr. Joe, one one of the things I'll say is um we want to really help everyone understand what onetoone in elementary looks like because when we have the conversation it will always be the uh the idea that we need to have a classroom set you know that cow that's in the classroom well that's the ultimately one to one uh and I think the the conversation that everybody understands is that we're not in a co setting and we don't want um these devices to be issued where kids take a moment and literally no elementary school sends uh K3 devices home and and many don't even opt to do it in four
094five uh and so it is about knowing that uh from that perspective there's going to be um a classroom situ but it is about how that impacts instruction and what we don't want to see is kids on computers all the time and and what if you go into elementary schools that's probably not what you're going to see, but devices are still issued and and we got to make sure that that's not the dominating theme in any individual school. >> Um, all right. Thank you. So, my followup to Dr. Joe's question is so ultimately are we saying that we are not looking at reducing devices until 20 28 2028 29 >> no so academics will come back with um uh the device strategy what that final strategy is going to be but you know what I've
095heard from from board members here and other people in the community is to say instead of being having one to one. They equate one to one to every student being issued a device and they take it home. And the and the idea is that we need to just have a a cow computer on wheels or classroom set. And so that's still one to one. It's the philosophy of of not issuing devices that go home uh and and and still there's an opportunity for classrooms at the lower grade level to share those computers if you because everybody's not going to use them every day. right now uh every district has because of co leaned on we've got to issue devices so that if we've got to go remote blah blah blah uh that I think is
096what everybody's trying to get out of their mind having technology having it available versus having it where it goes home uh and that's the balance that everybody's trying to strike right now >> so Dr. I'll come to you if I wanted to follow around so other folks can speak on this matter. Uh Miss Coffin, >> um I was just wondering um before we had all the oneto ones, especially in elementary school, we had technology classes where our children actually got up, they worked on their social skills, walking through the hallway, they, you know, learned how to how to do all that. They got up, they moved, they motivated, they went to technology class, and then they came back to the school. I mean, back to their classroom and now they're ready to settle back into
097core instruction. So, if we went back to that way of doing things, could you, and you probably don't have it right now, but would you be able to give us an update on how much that saves for elementary school if we went back to the way we did it before? >> I don't think we can give you the number, but I think I'll let my academic team chime in because there's a lot of models actually we're going through right now. uh different combinations of what work and again there's a national debate about the screen time we all know what's happening and everything we also know about what's happening with the technology especially with the whole these data centers in AI where everybody is scooping up the technology especially from the chipsets and memories and everything
098the cost of those devices is also going up so and especially with the macroeconomics what is happening around there's a lot of things which are kind of uh moving parts right now so we're looking at those But going back to your question, I would let Dr. Hill Chelsea here also from so if you could chime in. Miss Cfield, you raised an excellent point and please know that the work that we have in conjunction with technology as a followup is what is developmentally appropriate for those grade spans and we're going to bring that back and work session so you can actually see those standards and those competencies that those students have to have underneath their mastery and we're working on that to bring that to you all in a more indepth work session. So you can
099see that span as we go across those grave hours. Mr. P, you want to add anything to that? >> That's right. That's what we're working on. Um we certainly have some details behind that, but um it rapidly goes into a lot of detail for what that looks like for students developmentally, what those lessons look like, who delivers those lessons, what does that impact look like. Um just so that I have clarification for further followup. That's probably um your question centers around moving towards devices in one classroom that students would share by going to that classroom >> core technology classes. >> Yeah. I don't know if it's one that we so so I could if I could add to that um one of the things I would say is that technology is embedded um in a
100different way uh today than it was 10 or 15 years ago. So it's just an integral part of what happens and that is what we want to be able to educate kids on the the proper use of technology. Uh but one of the things we're going to lean heavily on and and I don't think as a district we've done this it is a digital teaching and learning standards for both students and teachers and those standards don't necessarily talk about devices. It just talks about uh what those digital teaching and learning standards are and what we want to expose kids to. Uh and so kids still have the opportunity to uh to go to a technology lab to do those sorts of things. Um but we want uh all teachers and students to understand how we
101embed the standards in instruction every day and the focus is not necessarily on a device or a piece of equipment. So uh I appreciate great conversation that Miss Cfielder is raising but I want to shift this back to like very specific to CIP and the numbers and I want to first say I appreciate the work. Um, you know, we really pushed uh the technology department to come up with some savings. They have done that to the tune of $5 million. Uh, I appreciate uh Mr. Strickland and his team listening to the concerns over the environmental um number and we've added to that. I think that's great progress. uh they you know this is when we've got a lot of conversations in facilities and facilities committee meetings for planning you know what else do we do
102and and one thing that I feel strongly about as we are evaluating the space that we have the land that we own versus where we are paying rent or have leases is how do we look at programming that can be combined maybe into one building or how do we uh program that is currently in a lease building into somewhere where we own and making sure we're doing that. And I really want to encourage not only uh my board members but staff on all levels to embrace that we have to make changes and it cannot be status quo. And as we're looking for additional savings, cuz you think about the savings we can take and then we put into more renovations or somewhere else rather than paying leases, paying the lease over and over again and
103getting caught in a 10-year lease when we're unsure of it. So, I want to encourage all of staff to be open-minded. I've talked to the chair. We're talking about how do we bring this um sometime it it won't be before the election. I know there's a lot going on, but after that, how do we bring this to a big roundt discussion with board members and with staff presenting different ideas so we can choose a path when it comes to facilities, the 20-year plans and progress we need to make in some areas and since the chair has gone, Mr. Strickland, you had a comment? So there are have been from thank you for sharing that been lots and lots of conversations with many many stakeholder groups around that very thing in terms of how can we
104tighten up the spaces that we use, how can we be more efficient because the the dollars are dwindling. So there's lots of work going um on right now with that and we'll be reporting that out soon. Um it is interesting that um sometimes the mere act of asking the question is offensive and uh and so lots of questions have been asked of many of our stakeholder groups and uh listen we're just trying to get better and again to tighten up but we've tried to also leave no stone unturned. So there may be some things that uh only a small group of people think is a really great idea where the larger group doesn't, but we still have to ask the question. And so that's what's been going on in the last few months. And I
105think it's important that uh we'll share this information out um at CHIES or SLT first to kind of get our footing and get some criticism going there. But the the homework is being done and there's a certain amount of excitement in terms of being able to look at things new and differently in order to achieve some efficiencies. So I wanted to share with you that a lot of that work and I encourage my board members if you have ideas you know send them to staff. I know Glenn loves to receive all my ideas and I have a lot of them. Uh Dr. Uh yeah, qu question about the uh line item for environmental/ADA. Um can you clarify specifically what what um qualifies to pull money from that pool that money? So first of all, the
106additional funding that we will be putting in this line item, we will utilize to hire additional staff because we are understaffed. We don't have enough people to do the work that needs to be done. So we want to position ourselves to be more proactive, more reactive, you know, being ahead of things. So that will involve um being more aggressive in terms of responding to work orders and complaints, trying to get ahead of things as opposed to being again behind the eightball. Uh and and this category involves all kinds of things. You know, ADA is a component of it, too. We utilize this category. For example, here's a great example. when we do a playground and if it's not ADA accessible, we'll use some of this fund to to increase the sidewalk accessibility to a site.
107So, anything involving accessibility issues, it could also involve lifts in schools as well. But, um it's the ADA and environmental component mode, you'll do as best as lead, anything that uh air quality that could that could be a concern. We will be looking and and we're okay to do this. We check with the the county. Uh we'll be looking to again add probably a couple three additional staff members to do this. And the way this is really set up on the funding resides in the CIP, but the work is done by staff and maintenance and operations. So that's kind of how it's set up. So, so once again, you're saying that that money will go towards uh paying people, a couple a couple of people, couple three people because we need the staff to position
108ourselves to be more aggressive in responding and more responsive and but also there's cost in actually doing those structural changes. >> Yes. And then that was going into that. Yes. That line item. Yes. Yes. >> Yeah. Sorry. So just by way of clarification, if you look at what they've presented, they've actually created two line items. So you have the debt funded line item and the cash funded. So, as I understand it, anything that be related to personnel and staffing would come out of the cash funded line item, whereas we have some flexibility >> and you have some flexibility, but you're not taking staffing money out of the debt funded because the restrictions on the debt funded money. >> And if you look closely, uh, when you get into outer years, that environmental ADA line item
109under the cash funded line item goes away because after the bond, we're able to shift it up into the debt funed category. Okay. So, if just as the follow-ups I had, I I've gone through the document. I see the changes to the security line item, the devices line item, the environmental ADA item, and the, you know, creation of the cash funded in addition to the debt funded item. I think, if I'm reading it correctly, I also saw some changes to SNAP. They were kind of modest. Um, they we may have made some minor changes. It ran some things out. We were the fiscal 27 numbers set had to work it so that it it remained in that to keep everything balanced on. Okay. >> Cuz I was curious in some of our correspondence we talked
110about some priority projects that it sounded like we might be able to address. I think you recommended in your email we could address them through SNAP or PREP. I'll just give the example some of the repairs that were needed at Hunter Elementary. When I look at typically what we budget for a renovation though, it does seem to be much larger than our prep, prep and snap budget. So, can you speak to that? >> We're trying to acrue some funding from some other areas much like we did with um uh land. So, we're trying to acrue funding from other areas to get enough money and and you mentioned other SNAP projects. So just looming in the back of everybody's mind is rock quarry. >> Yeah. >> Um we have I believe finished the the assessment the
111the study of that facility um it looks like whatever we do out there we'll have to do in phases and um as we get that tightened up we'll share that information with you all. >> Okay. Thank you. Thank you Mr. President. >> Any other questions regarding the VIP executive summary? So for next steps, we are approving this and it is on the action agenda for tonight. >> Okay. Um any concerns with it so we're not surprising staff at the action agenda? Okay. Action. >> Um that was really quick. Thank you very much. We'll move on with our uh work session. There's a resolution I believe. So the the next item is the resolution for the proposed bond referendum for this fall. This is standard language that we've used for years as we work through that
112with the county staff. Um and as you know, we we need to request this funding uh from the county for them to put it on the on the bond. And I just jotted down a couple numbers. roughly the the entire um ask I think is for $832 million and the the pond component is $680 million. And again, these numbers and and this verbiage come to us uh from the county with the county. We're in conjunction how we put this together and this is also on the action agenda for tonight. >> So, Mr. Strickland, could I get you to explain a little bit more? I know Miss Lucas comes and visits sometimes and she's kind of tonight talks about this. Okay. But just so everyone knows and understands, talk to us a little bit about the
113difference between that larger number that's in the resolution and the amount that we're specifically requesting that would be obl that would be funded through the general obligation bonds. So there two ways to throw things there. GO bonds, geo bonds, general obligation bonds which are voted on by the public and that's what will happen this fall. And then at other times they will fund things through lobs which are limited obligation bonds that do not require a vote of the public. In this case some of the the effort will be uh go or general obligation bonds and then some will be cash. So they're funding that through both vehicles. So that's why when you look at the resolution board members will see two different numbers. It's just that the resolution is specifically talking about one of the
114many funding vehicles the county has available. Right. Okay. Thank you. Thank you. You took one of my questions about Mr. Peterson. But I would just ask what Mr. Spar different interest rates associated with the general obligation bonds versus the limited obligation bonds. So the money, the the county's money and ultimately the board's acquisition capacity with general obligation bonds can go further because they're guaranteed by the financials of the county whereas the limited obligation bonds are not. But there's a reason to go and look at directions. And as Mr. Strickland pointed out, the gods require a rational passage. >> Mr. Um, just one other note. Um, we we work on this a lot with our county partners. There's always the issue of how much. And so they they have their own debt models, but I I
115want to say here at the table, but they have always been wonderful to work with. They are nothing but flexible and informative to our questions. Um, I remember a couple of years ago, they were very flexible when we needed some help, but um, they have been great to work with. and uh Mark Cooney works with uh county staff closely and it's a it's a great process uh for us to follow. I just wanted to share that. >> Dr. >> um thank you for this. Um two questions that kind of go together I think. What percentage how I've heard about this before is that a lot of this bond will go for repairs and for and for renovation. uh what percentage of this is going to be for repair and renovation? >> So, I I didn't
116know you were going to ask that, but I do know these numbers because I've looked at them a lot. So, thank you for throwing me that softball. But, um if you look at roughly speaking the next seven years, um the majority of the money, 70% of it, uh of the money available for new construction and additions and renovations is about 70%. If you add in the funding in that 7-year period that we're going to spend on life cycle projects, which by their nature they are existing schools, that goes up to 75%. That's of the funding that we have available for both new school projects and additions or renovations. That is purposeful. It is planned. We we looked at things several years ago and realized that we needed to u increase the intensity of our efforts
117on those existing schools. So, that's what we're doing. So, thank you for that question. >> And the followup is um are there specific projects you can speak to as to you know what kind of renovation what would I want the public to understand what we mean by like what renovations and and repair life cycle repairs would look like. So, um what I think would be maybe most appropriate is to have us to come at a future facilities committee meeting where we can explain that in more detail. But listed here, you can see the the list of existing schools, whether they are um simple um just additions or maybe major renovations or in some cases entire replacements, but we can bring that. Um I'll put a plug in, Mr. Hershey, we're going to have a robust
118uh facilities committee meeting, which we're looking forward to. And so, um, we'll, uh, we won't have the information ready at that meeting, but we'll get it queued up for a future meeting. >> Any other comments or questions? >> I just have a question in regards to and and maybe this is for our action item when we when we talk about it. Um, when we talk about when we asked for the bond, did we need I mean, obviously met with the county commissioners, but did they know that we're going to get approved for it with the other bond that we already have? Don't don't we have like a certain like credit rating limit that we have to go before before they would even consider giving us this much money? So, we work hand in hand with
119the county staff to come up with a dollar amount that that we can ask for and that's in the resolution. If approved tonight, that will go to the county, I think, uh, early May. And that will start the process of the county placing the the bond referendum on the ballot in the fall. And so once we do that, that rest of that work is only part of the county's responsibility in this and expertise is looking at based upon their revenues and cash flows and fund balance how much debt capacity they can add during any particular period of time without putting any risk to their credit rate. If I'm not mistaken, I believe Miss Lucas shared this at the last meeting um and walked through all of this for us for us. So for us, sorry,
120I didn't mean to for us. >> And they're very careful with that now. Correct. Yeah. >> Because a lot of this is is going to be determined by the LGC and what they say you can and cannot follow. So that's ultimately what the conversation is about is one um the LGC won't let you exceed that but also the conversation about what we believe uh the county can reasonably support uh without putting themselves at risk and and ultimately what you know taxpayers will support as well. So, I think what I was asking um is does the county know that the LGC will that it's a possibility that we can do that with what we already have happening? >> Well, what I would say is that they are very clear on what their debt capacity is and
121and so I don't know what kind of conversations that the county government has with the LGC, but um um my experience has been they're pretty clear on what that is. uh and they're not going to go uh and ask the LGC to do something that they know our debt capacity won't allow us to do. But and Ryan, you may be able to speak to um county governments and the LGC and what they ask for. But that's been my experience. That's you know >> I can I would just add my experience working with Emmy for the last 10 plus years and even her predecessor they take their count the counties not with county board of education but the county's debt ratings extremely seriously. They will do their homework. >> Sure. Um, the reason I was asking
122is well I guess part two of the question would be does the LGC determine if we can or how much we can like in other words if they say well we're not going to approve this what happens to that bond or ask I'm just trying to understand where the line is drawn when does it then become that the taxpayers may have the burden >> so if made the LGC local government commission generally follows a it's not a fixed formula but it's very definite criteria. So they'll look at the necessity and purpose of the bond. They'll look at the financial feasibility, the county's ability based on its revenues to repay a bond. So for example, this bond that we're putting forward this year might be less than what we put forward in the last bond, but
123some of that might be based on currently what we saw with the county revenues at our joint meeting. So these are things that can all be predicted and in consultation with the county staff, the fiscal staff and and the folks that serve on the CIP and they can project basically this are these are the guidelines that the LGC has set. So let's bring a proposal that kind of falls within those. There's not a lot of I mean it's discretionary but it's also kind of very I think formuladriven. Is that fair to say? I know they look at things, tax impact, they look at, you know, projected interest rates, and there's always a little bit of guesswork with where interest rates might go, but they've been pretty conservative. They have and in 20 or so years
124I've only seen one circumstance and it wasn't the county's issue where what they were seeking was not achievable and that was a result of the great recession when the debt markets collapsed. So lenders were just not lending money. So that was not anything based on what was projected or the LGC. But in 20 years, I've never seen with that exception any issue. I would say traditionally where we've seen negative LGC actions have been with smaller units of government, particularly ones where they've had some issue with mismanagement, um either inability to pay bonds, default on a bond, or they've had an issue with like a town manager, for example, without naming specific locations. Is that fair? Yeah, that's what that's what I was going to say that Wake has not historically had any issues, but we
125do have clients for which the trip to the LGC is a lot more fingers crossed um and hope and hoping that it'll be improved. I mean, I think that hits uh right at the core that uh it's about uh the revenue that that a county can raise. If we think about um I think the lowest county is maybe 94,000 per one cent property tax for Wake County that might be four or five or $6 million. So they don't specifically look at what capacity you have and uh and they will limit you and won't let you go beyond that. >> I'm sorry. we f if we um if we ask for this bond and it goes for and we already know that like the county is strapped, everybody's strapped and we keep hearing that what at
126what point would it then become something that the taxpayers that it would affect them that we didn't have enough revenues coming in to actually pay it back that it would fall on the taxpayers. >> So the bond will be on the ballot for the voters to determine yay or nay. I think the first step for this is to pass the resolution highlighting what our needs are and then it's up to the county to determine and they'll have public input. Um it's a process that they'll go through. But once we've done our our job of passing resolution, the county has accepted and pass resolution to ensure us on the ballot. Um then it's up to the voters and we can have conversations with the county about this. It's up to the voters and those agencies that
127will go out and advocate for the bond. So, um, but >> aren't we advocating for the bond by asking for it in a resolution? >> We're stating our needs. >> Correct. And right now, there's a lot of schools that are in dire need of renovations. Um, so I think it's showing the public the needs of what why we're choosing to put a bond on. And it's not like a school bond is every year, it's every four years. The last time a bond was on was in 2022. And if my memory serves correctly, I believe M. Lucas said that that um bond had to be paid down by a certain amount in order for another bond to be put forth within Mr. Neer. So, he's giving me the thumbs up if my memory is accurate today.
128Um, so I I we just have to do our job is to pass this resolution to state what our needs are and then allow the county in the process to pay out the playoff the way it should because if we don't pass this bond, another bond would go forward for another till 2030 I think would be the next four years. >> I'm sorry. >> We'll get the money. It'll just cost us more. >> Right. Well, that's true. >> Any other comments, questions? All right. No, I was Oh, we're done. Quicker than I anticipated. Um, this will be on the action agenda for later this year. >> One more question. Sure. >> I'm sorry. Um, will we ask for a bond first? I I know it just seems a little weird that we're asking for something
129that's so open-ended because from if I remember the last time we were going to ask for the bond and then we'll figure out what we can put in there later on like will we have a list of XYZ >> and then it paid. Okay. So we just don't see that. Please know that that's >> well this is NCIP and and this document helps the county cash flow both the current proposed bond and future uh expenditures as well. >> So when we ask for the bond and if they and it passes in November will have an ongoing list like a monthly list that says hey this is the amount of money and this is what we're spending it on. Do they where's the checks and balances that all the money >> it's a draw down process
130once a bond is passed. uh we submit invoices for projects and then the county reimburses us. So it's a monthly and could be more frequently than monthly but is a a draw down process. Mr. Strickland, don't you come back to the board an annual plan for what your CIP funds will be used for? >> Well, that's the executive summary for considering tonight bring the cost to the court. Okay. And that's that bigger thicker document they should see that you bring. >> Uh no, I understand that the we have the list. It's just that it's such a broad that's it's not really like telling the public exactly where their dollars are being spent is is what I need. >> Okay. which I think the CIP does highlight what the needs and where the dollars are going.
131Um, and it's and simply which lays out what the needs are yearby year. And so I mean I think that's just very transparent in my opinion, but I'm just one person. >> Just to follow up, what we will what we have always done, what we will continue to do is after this gets approved, we will share our building program plan with the public. So it will be posted on the website with the projects that have been approved and is what the request is for. Is that what you're asking? Uh yeah, just to have like accountability checks and balances like what we're cuz there are sometimes when we get fund funds in um and then our priority shift or something changes um we talk about fund balance all the time like it's all different changes there.
132So, we know that we got money that came in for CO funds, for example, and we put a lot of it towards salaries. You know, you didn't put it towards HVAC. And now here we're answering questions on a daily basis about Hback. So, I'm just trying to find out where's the accountability that we're going to spend this money specifically on brick water. >> I I do have to address that cuz we did spend money on Hback and I can show you the documentation. >> I know we did, but not at the level that the public felt. So, I'm saying just for clarity, do we have this checks and balances to show the public, hey, look, here's the money we got and we're spending it. Your brick and mortar is now being repaired where we weren't
133able to do it before. This money has helped us do it like that way. I think it's a fair question that if the taxpayers are are paying it, they add that to Mr. Malone. Mr. Well, don't when the when the county issues a bond, doesn't there have to be a publicly available document that goes through and lists like the purpose of the bond, the projects, the expenditures? We used to put them in newspapers, but I know there's not as much newspaper publishing these days, but isn't there that public notice requirement? So, that's a great question. When I've talked to bond council, I don't think that the the bond question is normally not so limiting that the projects that you state that you're going to use the money on that you literally are reading to those
134projects. So there is a little flexibility in the way that the question is typically put on the um put on the ballot but normally there is a very clear document that explains how the board is is planning to spend the money and that's the distinction right between the ballot question which is more general and this longer public document is on file. >> Yes, absolutely. And it's also listed in the CIP as well that Mr. corrosive polio on it. So all of the money that we're spending on new schools and renovations is clearly identified for the bond two years of this bottom line. The only uh schools that may receive renovations that are not listed are anything that would fall under perverse staff. And those are presentations that staff will bring to the board for approval
135before we um move forward with any of those particular projects. So we will be transparent and open about every single project that this bond money will be used for with regards to renovations or brand new buildings for schools. So it assures that all of us are being good stewards with the public's dollars. There's transparency. There is conversations about it and we are the accountable body. We are the ones who approve the projects and give feedback based on concerns that we hear from the from the public. So that's where I think again that checks and balances is where it it is the nine of us at this table. And if I may, this is a little bit dated. I apologize le I'm going back to some old stuff, but generally with the building program and the
136bond campaign, we will post the total capital, the bond funding. We'll have an FAQ facilities design and construction page. will often even have site maps and area maps of the specific areas of the projects. And then here, if you were interested in like very specific things, you'll see here, this was just for Wriliff, the total amount of capital needed, the bond funding and cash funding and some of those dates. It has flexibility, right? Cuz like if you had a supply chain issue and you couldn't fix fix finish it by certain date, you might have to go back and amend some of those dates. But a lot of this has traditionally been made made available during the campaigns and they keep it up after the campaign so you can track over the years like where these
137projects are. This one right here is um >> I mean it's a crazy URL but >> yeah. So we will redo that page. You all are in this process right now. So we will redo that page. Um, we're sharing information about our building program, about the bond, but it's to create transparency about what those funds will be used for. >> Mr. Har, since you are the the veteran board member, can you just walk us through the process that the board did, so therefore there's no more confusion with this process once the bond once the board approves a resolution in 2022? >> Yeah, it it it's just a sequence. This is the first well the first step is the planning which has been all the work that we've talked about with the CIP the identification of
138specific projects. Um we'll go and we'll do the assessment financial aid and what we think is needed and they've taken board input about things like renovation how much we want to put in everything that you see on that CIP that says debt funded is in reference to bonds. Okay. Um but then we have to have this resolution by a certain date to go through so that legally the county can begin the process of requesting the bond. Then as we go closer basically staff will come in and bring us details about specific projects. The last bond we did there was a big question in terms of high schools between like Athens Drive and Kerry High School. And so there was board discussion and debate and in that particular bond we had the funding for Athens Drive.
139And so now for this bond, we have the funding that's coming up for Kerry High School. So when the campaign starts, there's this whole process that the county has to go through. You can go to the school of government and look up just on their website. They'll go through the whole bonding process with the local government commission. There's flowcharts that'll sort of show you the different steps that the local government commission considers in terms of, you know, which route it has to go through through the commission. And then they'll make this available, you know, this information available publicly. You can get it from the county as the agency that's actually, you know, putting their name on the bond. You can get these as public documents of local government commission. And again, we put more plain
140English versions available on our website. I think the actual technical documents can get a little hard to read. I think what we do is we put together, I think, a much more clear version of what's in that bond package. And then the news news media as well often do stories about exactly what is in the bond proposals, what it would be used for. The rules that we have on how we use money from bonded indebtedness are pretty tight. They have some flexibility which has been referenced, but you can't just use it for anything, right? Again, that's the difference that we talked about with the environmental and ADA requirements. There's some things that are capital expenditures that have that would be debt funded, but you wouldn't do like salaries and personnel with bond money, right? Because
141the that would be something that you the bond money has to have something behind it, right? It's tied to an asset and a building is an asset, property is an asset, but someone's position, someone's salary is not an asset that could be capitalized for the behind. So, if we had like contractors and architects and all those, they're not we're not using bond money for that. >> No, I'm sorry. We are for that, but we're not paying a WCPSS employee for the actual construction cost. When I say you're purchasing land when you're building a building, the building doesn't get built without a contractor, right? What you pay the contractor might be supplies, it might be architecture and design, it might be the project management, it might be the girders. I mean, there's all sorts of things
142that are go into the construction of the school. But that total school construction bill, you're going to see under the debt funded line item specifically in here for those schools that we've identified. And for some schools that are in the plan that we're projecting, it may not be specifically enumerated yet. you'll see elementary school to be determined one. But we can plan knowing that our growth projects a need for that school, right? But by the time we're getting it into the bonds, we have to have more specificity about how we're going to divide up that pie. This bond can be paying for the design dollars for the future construction costs come out of a future bond. >> That's right. And we've seen that recently, right? >> Thank you, Mr. Har. >> Thank you. There's no
143more comments or concerns. This will be on action this evening. Um, and again, this is just one part of many parts with this process. Um, and thanks to the team and Mr. Circle and your team for, you know, going back and raising answer questions that we had and um, we'll see you this evening on the other side of the room. So with that um vice chair hers motion to go into close sessions for the reasons stated on the agenda. There is a motion uh to go into close second by any discussion on the item hearing and seeing none. All those in favor of going close session let it be known by the sound of I same signs. The eyes have it. We're in close session.