Feb 09, 2023 Work Session

[00:00:03]

ALL RIGHT. SO GOOD EVENING, EVERYONE.

[Call the Work Session to Order]

TODAY, FEBRUARY 9TH.

[1. FY 2024 Combined Funds Budget Add/Delete Work Session (Documents to come)]

THERE ARE SOME PROPOSED ADJUSTMENTS THAT A SUPERINTENDENT IS PUTTING FORTH.

SO WE'RE GOING TO START WITH THOSE FIRST AND THEN.

SORT OF MOVE THROUGH OUR AD DELETES ACCORDINGLY.

SO I WILL TURN IT OVER TO DR.

KATE WYATT. GOOD EVENING, EVERYONE.

THIS EVENING, AS WE BEGIN, I ASKED IF WE COULD POSSIBLY START WITH SOME PROPOSED ADJUSTMENTS BEFORE WE GET INTO THE ADD DELETE SESSIONS.

I THINK IN LOOKING OVER YOUR ADD, DELETE AND UNDERSTANDING WHERE WE ARE WITH OUR FINITE RESOURCES, WE WERE ABLE TO IDENTIFY A NUMBER OF REOCCURRING THEMES AS EACH PERSON TURNED IN THEIR OWN PERSONAL DELETES.

THERE WAS BECAUSE THERE WERE A NUMBER OF REPETITIOUS KIND OF REQUESTS.

WE PUT THEM IN THEMES.

WE'RE GOING TO EXCUSE ME PROPOSE SOME ADDITIONAL CHANGES BEFORE WE GET INTO THE ONE BY ONE.

SO AT THIS TIME, I'M GOING TO TURN IT OVER TO MR. TURNER, WHO WILL SHOW WHAT WE ARE PROPOSING TO MAKE ADJUSTMENTS TO THIS EVENING.

SO MR. TURNER AND MR. EASLEY, I THANK YOU VERY MUCH AND APOLOGIZE FOR BEING LATE.

I WAS TRYING TO GET INTO THE GARAGE FOR ABOUT 20 MINUTES SO WE WOULDN'T START WITHOUT YOU.

WELL, I APPRECIATE THAT. SO AS DR.

KAY WYATT MENTIONED, WE DID SEE SOME THEMES ACROSS THE AD DELETE REQUEST THAT WE WANTED TO TRY TO WORK WITH YOU ALL TO GET SOME OF THOSE REQUESTS INTO THE BUDGET WHILE NOT DELETING THINGS THAT WOULD REALLY HINDER THE SCHOOL DIVISION FROM BEING ABLE TO EITHER TRANSFER STUDENTS, TAKE CARE OF STUDENTS WITH SPECIAL NEEDS AND SO FORTH.

SO I'LL JUST WALK THROUGH SOME OF THE SUPERINTENDENT'S RECOMMENDED ADJUSTMENTS.

SO THE FIRST FOR HIGH SCHOOL CORE TEACHERS, A HIGH SCHOOL PSYCHOLOGIST, A PSYCHOLOGIST AT THE ELEMENTARY SCHOOLS.

SO THAT'S A POINT FOUR SEC POINT TWO AT GEORGE MASON, POINT TWO AT NAOMI BROOKS.

AND POINT TWO ALLOWS CROUCH, THIS WILL PROVIDE EACH ONE OF THOSE THREE GEORGE MASON NAVAL PERSONNEL, EACH WITH A FULL TIME PSYCHOLOGIST.

WE ALSO HAVE A CAREER AND A COLLEGE CAREER COUNSELOR AT THE HIGH SCHOOL, A TRUANCY SPECIALIST AT THE HIGH SCHOOL, AND THEN MAKING THE BIKE AND PEDESTRIAN SPECIALISTS. I HAVE FROM A HALF TIME TO A FULL TIME POSITION.

THEN WE ALSO SAW SOME REQUESTS FOR COMPENSATION ENHANCEMENTS.

SO WE DID INCREASE THE MARKET RATE ADJUSTMENT FROM TWO AND ONE HALF TO 3% AND THEN INCREASE THE ADDITIONAL THE NEW STEP ON THE TOP FROM A 2% INCREASE TO A 3% INCREASE.

WE ALSO SAW A REQUEST TO ELIMINATE HOLD STEPS.

SO WE PUT THAT IN AS WELL TO BE ABLE TO FUND THIS TO KEEP A NET CHANGE OF ZERO.

ON THE FUNDING SIDE, WE WOULD ELIMINATE THE BONUS FOR STEP EMPLOYEES BECAUSE THEY WOULD BE NOBODY ON A HOLD STEP ANYMORE.

THEY WOULD BE GETTING A STEP INCREASE, INCREASE THE ATTRITION SAVINGS.

SO WHEN A CENTRAL OFFICE POSITION BECAME VACANT, WE WOULD KEEP IT VACANT FOR A WHILE TO BE ABLE TO FULFILL SAVINGS AND THEN DO EXTRA THREE REALLOCATIONS TO BE ABLE TO FUND SOME OF THOSE POSITIONS.

SO THOSE ARE ALL OF THE SUPERINTENDENT RECOMMENDED ADJUSTMENTS.

THERE ARE A COUPLE OF TECHNICAL ADJUSTMENTS IN THERE THAT HAVE NO CHANGE ON THE BUDGET AND WERE INCLUDED IN THE PROPOSED BUDGET.

BUT WE SAW THAT THEY WEREN'T IN THE BUDGET BOOK AND THAT'S, FOR INSTANCE, THE VPI CLASSROOMS. WE NEEDED TO MAKE SURE THAT WE PUT THE NEEDS THERE AND SO FORTH.

SO THOSE ARE ALL OF THE SUPERINTENDENTS RECOMMENDED ADJUSTMENTS, AND I'LL TOSS IT BACK TO DR.

KAY. ALL RIGHT.

BEFORE I BEGIN WITH SOME CLOSING COMMENTS, I JUST GOT SOME FEEDBACK FROM THOSE LISTENING THAT THEY CAN HEAR.

SO IF WE COULD JUST MAKE SURE THAT OUR COMPUTER'S ON MIC, THEY HEAR SOME THINGS GOING ON.

I JUST WANT TO MAKE SURE.

NO, NO ONE. ALL RIGHT.

WE'LL LET THEM KNOW THEY WERE HAVING SOME FEEDBACK, WAS UNABLE TO HEAR PART OF THAT.

SO. ALL RIGHT, WITH THAT BEING SAID, WE'LL GO AHEAD AND MOVE FORWARD.

THANK YOU FOR THAT, MR. TURNER.

AND I HOPE THIS EVENING WITH HAVING SOME OF THOSE ADJUSTMENTS, WE UNDERSTAND THAT WE'RE WORKING TOGETHER TO COMPROMISE, TO MAKE SURE WE CONTINUE TO MEET THE NEEDS OF OUR SCHOOL WITH THOSE FINITE RESOURCES.

I ALSO WANT TO GIVE A FEW REMINDERS LIKE, WELL, WE HAVE THOSE THINGS.

WE HAVE TO UNDERSTAND THAT WE ARE ROLLING OUR BUDGET OUT AHEAD OF WHAT THE CITY IS GOING TO ROLL OUT WITH THEIR PROPOSED BUDGET.

SO WE MIGHT HAVE TO COME BACK AND REVISIT AND MAKE SOME ADJUSTMENTS IF THAT WERE TO HAPPEN.

ON THE TAIL END, WE'RE GOING TO HAVE A SHORT TURNAROUND TIME.

[00:05:01]

ANOTHER POINT THAT I WANTED TO MAKE IS THAT WE KNOW THAT RICHMOND IS VERY BUSY DOWN THERE RIGHT NOW AND ROLLING OUT A LOT OF NEW INITIATIVES.

SO WITH THAT BEING SAID, THERE ARE SOME BUDGET THINGS ON THE TABLE THAT WE'RE GOING TO ALSO BE WATCHING VERY CLOSELY THAT WE MIGHT HAVE TO COME BACK AND MAKE ADJUSTMENTS FOR.

WE KNOW THAT THERE WAS AN ERROR THAT WAS PUT OUT BY THE STATE.

THEY HAVE PROPOSED SOME THINGS.

WE DON'T HAVE A FINAL ON THAT.

BUT ONE OF THE NEW ITEMS IS THAT ANOTHER INCREASE FOR TEACHERS THAT COULD GREATLY IMPACT THE PERCENTAGE THAT WE'RE GIVEN VERSUS WHAT MIGHT COME OUT.

AND THAT WOULD BE AN IMPACT NEXT YEAR.

SO THAT WOULD DEFINITELY BE A BUDGET ADJUSTMENT.

I DON'T WANT TO GET TOO MUCH INTO THAT NOW BECAUSE WE DON'T REALLY KNOW WHAT THAT'S GOING TO LOOK LIKE, BUT I THINK WE NEED TO BE MINDFUL OF THAT AS WE ARE MOVING FORWARD.

WE'LL GET THE CITY MANAGER'S PROPOSED BUDGET, I THINK IT'S ON FEBRUARY THE 28TH AND THEN WE'LL BOTH BE GOING KIND OF WATCHING THAT PROCESS AND THEN WE'LL COME BACK AND HAVE ABOUT 2 TO 3 WEEKS ROUGHLY TO MAKE OUR FINAL BEFORE THE FINAL VOTE MOVES FORWARD.

SO JUST WANTED TO PUT THOSE OUT THERE AND THEN I FORGET ANYTHING.

MR. TURNER. I THINK I GOT IT ALL.

ALL RIGHT. SO THANK YOU FOR LISTENING TO OUR PROPOSED ADJUSTMENTS.

SO YES, SO WE'LL GO TO QUESTIONS FIRST.

DR.. THAT'S. HERE THAT CARE.

SO A COUPLE OF THINGS.

FIRST. PSYCHOLOGISTS SAY WITH THESE CONDITIONS IS THAT THERE'S AT LEAST ONE EMPTY IN EVERY SCHOOL.

YES. YES, THAT IS GOOD.

THANK YOU. WELL, LET ME CORRECT THAT WITH THE EXCEPTION OF THE SEC.

SO THE SEC WILL HAVE 2.4, BUT ALL THE OTHER ELEMENTARY SCHOOL WILL HAVE AT LEAST A FULL TIME PSYCHOLOGIST FOR THAT.

AND THEN. SO YOU HAD MENTIONED, I THINK THIS IS 15 OR JUST FOR THE SPECIAL PROJECTS. SO THIS 720,400 FOR NON PERSONNEL, IS THIS THE ATTRITION THAT YOU ARE TALKING ABOUT, INTEREST AND SAVINGS OR IS THIS SOMETHING ELSE? NO, THIS IS SOMETHING ELSE.

THIS IS THE REALLOCATION OF OUR ESSER THREE GRANT FUNDING TO BE ABLE TO SUPPORT THE POSITIONS THAT WE HAVE RECOMMENDED AS ADJUSTMENTS.

OKAY. THANKS. THAT WASN'T CLEAR.

SO WITH THE ESSER FUNDS, I'D LOVE TO HEAR YOUR THINKING ON THIS.

MY INITIAL RESPONSE WAS I WAS A LITTLE BIT CONCERNED ABOUT USING ESSER FUNDS FOR OUR CORE CONTENT TEACHERS AS WE WOULD ONLY BE ABLE TO HIRE THEM FOR A YEAR.

HOW ARE YOU THINKING ABOUT THAT? SURE. SO RIGHT NOW, BY THE NUMBERS, WE LOOK AT IT AND EACH CORE CLASS AT THE HIGH SCHOOL, IT'S LESS THAN A 1 TO 141 RATIO RIGHT NOW.

NOW, THE ACTUAL CLASS IS MAYBE DIFFERENT THAN THAT.

AND WHAT WE WANT TO DO IS BE ABLE TO ADD THESE TEACHERS TO PROVIDE SOME EXTRA SUPPORTS GOING INTO NEXT YEAR AND TO BE ABLE TO EVALUATE THE CLASS SCHEDULES, TO BE ABLE TO ENSURE THAT NONE OF THE HIGH SCHOOL TEACHERS HAVE MORE THAN 150 STUDENTS.

ONCE WE'RE ABLE TO EVALUATE THE SCHEDULING FOR THAT AND TO SEE IF WE CAN CREATE A SCHEDULE THAT DOESN'T HAVE ANY TEACHER WITH MORE THAN 150 POSITION, THEN WE WILL EVALUATE THESE POSITIONS MOVING FORWARD TO SEE IF WE WANT TO KEEP THEM IN THE OUT YEARS.

AND PLEASE, I'M SORRY, CAN I JUST YOU MIND IF I ADD TO THAT? PLEASE KNOW THAT WE ARE HAVING THOSE MASTER SCHEDULE DISCUSSIONS FOR NEXT YEAR.

BUT THE BIGGER PICTURE IS LOOKING AT A LONG TERM MASTER SCHEDULE AROUND GOING TO THE HIGH SCHOOL PROJECT AND WHAT THAT WOULD LOOK LIKE FOR BOTH CAMPUSES TO RECRUIT TEACHERS FOR POSITIONS ACCORDING TO TO POSITION IS ONLY TEMPORARY OR I THINK THERE I THINK THERE ARE SHORTAGES NO MATTER WHICH ANGLE WE TAKE, WHETHER IT'S AN FTE OR IF IT'S USED WITH ESSER FUNDS.

SO I THINK THE GOAL IS TO BE HOPEFUL AND TRY TO GET OUR RECRUITMENT TEAM TO DO THAT.

BUT OF COURSE WE WILL CONTINUE TO WORK TO FILL OUR OTHER VACANCIES AS WELL.

THANK YOU. THANK YOU. YOUR QUESTIONS AND CONCERNS ARE COMPREHENSIVE.

SO. AND I WOULD BE ON RECORD TO SAY THAT, YOU KNOW, WHILE THIS IS KIND OF A STOPGAP, THAT WE REALLY SORT OF PROMISE TO DO THE WORK AROUND LOOKING AT THESE SCHEDULES AND MAKING SURE WE'RE

[00:10:02]

SO HOW DO WE HAVE PROPOSED ADJUSTMENTS? WOULD YOU LIKE FOR US TO GO THROUGH THIS FIRST AND MAKE A NUMBER OF THINGS THAT YOU NEED TO DO? AND THEN I THINK DO THAT THEN AS WE GO THROUGH, STILL HAVE OUR PROCESS, WE HAVE TO GO THROUGH THE ACTIVITY AGAIN SO THAT COLLECTIVELY WE ESTABLISH A SOLUTION TO THINGS THAT IS CORRECT SO THAT YOU CAN GO THROUGH THE ADJUSTMENTS UP OR DOWN ON THE PROPOSED SUPERINTENDENT'S ADJUSTMENTS.

AND THEN IF THESE ADDRESS ANY OF THE CONCERNS THAT SCHOOL BOARD MEMBERS HAVE PUT FORTH IN YOUR ADD TO THE REQUEST, THEN THAT SCHOOL BOARD MEMBER CAN SAY THEY WOULD LIKE TO POOL THEIR OWN REQUEST.

IF NOT, THEN EVERY REQUEST THAT HAS AT LEAST TWO SPONSORSHIPS CAN BE DISCUSSED HERE TONIGHT.

SO WE NEED TO.

ROBERT MADE A GREAT POINT THAT THE ADJUSTMENTS THAT WE PUT FORTH IN THE SUPERINTENDENTS ADJUSTMENTS HAVE A NET ZERO BUDGET IMPACT.

WE PAY FOR ALL OF THESE ADJUSTMENTS THROUGH DIFFERENT MEANS THAT IT DOES ADD THE RIGHT. ALL RIGHT.

SO WE'RE JUST GOING THROUGH.

YOU WANT ME TO READ THIS? THIS IS WHERE I DON'T KNOW HOW YOU GOT IT.

ALL RIGHT. I'M GOING TO READ THEM.

ALL RIGHT. ADJUSTMENT NUMBER ONE, THAT IS TO ADD 0.4 FTE PSYCHOLOGIST TO THE EARLY CHILDHOOD CENTER.

THAT IS $49,520 EXPENDITURE CHANGE TO ACCOUNT FOR FULL COMPENSATION, INCLUDING SALARY AND BENEFITS.

AND THAT INCREASES ON THE STAFFING CHART BY 0.4 FTE SUMS UP.

ALL RIGHT, MR. ATTORNEY, HAVE NINE.

YOU HAVE NINE. THUMBS UP.

YOU HAVE NINE THUMBS UP.

YEAH. ADJUSTMENT NUMBER TWO IS TO ADD 0.2 FTE PSYCHOLOGISTS TO GEORGE MASON ELEMENTARY SCHOOL.

THAT IS A $24,000, $24,760 EXPENDITURE CHANGE TO ACCOUNT FOR FULL COMPENSATION, INCLUDING SALARY AND BENEFITS.

AND THEY POINT TO FTE INCREASE ON THE STAFFING CHART.

OK. NUMBER THREE.

WE ARE ADDING 8.2 FTE PSYCHOLOGIST TO NAME NAOMI L BROOKS ELEMENTARY SCHOOL.

THAT IS THE $24,760 EXPENDITURE CHANGE TO ACCOUNT FOR FULL COMPENSATION, WHICH INCLUDES SALARY AND BENEFITS.

AND IT IS A 0.2 FTE INCREASE ON THE STAFFING CHART.

YOU HAVE NINE THUMBS UP.

ADJUSTMENT NUMBER FOUR.

THAT IS TO ADD A 0.2 FTE PSYCHOLOGIST TO LYLES CROUCH ACADEMY.

THAT IS $24,760 EXPENDITURE CHANGE TO ACCOUNT FOR FULL COMPENSATION THAT INCLUDES SALARY AND BENEFITS AND INCREASES ON THE STAFFING CHART BY 0.2 FTES.

THAT IS. YES, DR.

REEF, THAT IS THAT IS NINE IN SUPPORT.

WHERE ARE WE? ADJUSTMENT NUMBER FIVE.

THAT IS TO ADD A ONE FULL TIME POSITION TO THE COLLEGE AND CAREER COUNSELOR.

THAT IS A COLLEGE AND CAREER COUNSELOR TO ALEXANDRIA CITY HIGH SCHOOL.

THAT IS A $123,600 EXPENDITURE CHANGE TO ACCOUNT FOR FULL COMPENSATION, INCLUDING SALARY AND BENEFITS.

AND THAT IS A ONE.

50 INCREASE ON THE STAFFING CHART.

THAT IS NINE IN SUPPORT.

UM, ADJUSTMENT NUMBER SIX, WE ARE ADDING A 0.5 FTE BIKE AND PEDESTRIAN SPECIALIST TO TEACHING, LEARNING AND LEADERSHIP FOR $34,000. SO THAT IS A $34,000 EXPENDITURE CHANGE TO ACCOUNT FOR FULL COMPENSATION, INCLUDING SALARY AND BENEFITS.

[00:15:02]

MAY I ASK A QUESTION WHICH ESSENTIALLY TURNS THAT INTO A 1.0 FTE BECAUSE IT IS CURRENTLY 0.5.

KNOW I'M AHEAD OF YOU. DR..

THUMBS UP. ALL RIGHT.

WE HAVE NINE IN SUPPORT.

UM, ADJUSTMENT NUMBER SEVEN, THAT IS TO INCREASE THE PROPOSED MARKET RATE ADJUSTMENT BY 0.5% FROM 2.5% TO 3%.

THAT IS AN 860,000 EXPENDITURE CHANGE TO ACCOUNT FOR AN INCREASE TO THE PROPOSED MARKET RATE ADJUSTMENT TO COMPENSATION, INCLUDING SALARY AND BENEFITS.

ALL RIGHT. THAT IS NINE IN SUPPORT.

ALL RIGHT. WE ARE AT ADJUSTMENT NUMBER EIGHT, AND THAT IS TO INCREASE ADDITIONAL TOP OF SCALE BONUS BY 1% FROM 2% TO 3%.

THAT IS A 175,000 EXPENDITURE CHANGE TO ACCOUNT FOR AN INCREASE TO PROPOSE TOP OF SCALE BONUS TO COMPENSATION, INCLUDING SALARY AND BENEFITS.

WE HAVE NINE IN SUPPORT.

LOOK ADJUSTMENT NUMBER NINE.

THAT IS TO ELIMINATE THE WHOLE STEP.

AND GRANT STEP INCREASE WITHIN THE CURRENT SALARY SCALE.

THAT IS A $325,000 EXPENDITURE CHANGE TO ELIMINATE THE WHOLE STEP WITH CURRENT SALARY SCALE WITHIN CURRENT.

WITHIN THE CURRENT SALARY SCALE FOR COMPENSATION.

IT INCLUDES SALARY AND BENEFITS.

OKAY, WE HAVE NINE IN SUPPORT ADJUSTMENT.

NUMBER TEN, THAT IS TO DELETE AND IT IS TO ELIMINATE THE BONUS FOR THE WHOLE STEP.

THAT IS THE $325,000.

SO THAT IS AN EXPENDITURE CHANGE TO ACCOUNT FOR ELIMINATING THE BONUS FOR THE WHOLE STEP FOR THE FULL COMPENSATION, INCLUDING SALARY AND BENEFITS.

THUMBS UP. NINE IN SUPPORT.

ADJUSTMENT. NUMBER TEN IS TO ELIMINATE THE.

OH, I'M SORRY, NUMBER 11, I'M OFF TRACK.

THAT IS A DELETE.

AND IT IS TO INCREASE VACANCY SAVINGS TO ACCOUNT FOR UNFILLED POSITIONS AND ADDITIONAL TIME TO FILL THAT IS $1,316,400. AND THAT IS AN EXPENDITURE CHANGE TO INCREASE OUR VACANCY SAVINGS FOR FULL COMPENSATION, INCLUDING SALARY AND BENEFITS.

THUMS UP AND IS NINE IN SUPPORT? ALL RIGHT, NUMBER.

ONE OF OUR TECHNICAL ADJUSTMENTS.

SO THESE ARE TECHNICAL ADJUSTMENTS, ADJUSTMENTS, YOU DON'T HAVE TO GO THROUGH THOSE.

SO THOSE ARE AGAIN, JUST MAKING SURE THAT THE FINAL BUDGET BOOK WILL INCLUDE THESE ITEMS. AND THERE ARE NO QUESTIONS ABOUT THESE TECHNICAL ADJUSTMENTS, CORRECT? OKAY. SO.

NOW THAT WE HAVE THAT JUST FOR THE RECORD SCHOOL NUTRITION SERVICES FUND, THERE ARE NO RECOMMENDED CHANGES OR TECHNICAL ADJUSTMENTS. ALL RIGHT.

OKAY. SO.

I'M SORRY. OH, YEAH, WE DO.

YES. SORRY.

ALL RIGHT. GRANTS AND SPECIAL PROJECTS FUND.

THESE ARE THE RECOMMENDED ADJUSTMENTS, RIGHT? THE ADJUSTMENT IS TO ADD FOUR FTE TO ALEXANDRIA CITY HIGH SCHOOL.

THESE ARE CORE TEACHER POSITIONS.

AND THIS MONEY IS COMING FROM ESSER THREE FUNDING IN THE TOTAL OF $468,000.

$468,400. THIS EXPENDITURE CHANGE TO ACCOUNT FOR FULL COMPENSATION, INCLUDING SALARY AND BENEFITS, AND IT ALSO INCREASES OUR STAFFING CHART TO 4X4 FTES.

HMM. EXCUSE ME.

YEAH. YEAH, I THINK WE GET IT.

WE GET IT? YES.

ALL RIGHT, ADJUSTMENT NUMBER TWO.

THAT IS ONE.

[00:20:01]

THIS IS COMING FROM ESSER THREE FUNDING AS WELL IN THE AMOUNT OF $123,800.

AND THIS EXPENDITURE CHANGE IS TO ACCOUNT FOR FULL COMPENSATION, INCLUDING SALARY AND BENEFITS.

THIS ALSO INCREASES THE STAFFING CHART BY ONE FULL TIME EMPLOYEE.

THAT. ALL RIGHT.

YOU HAVE NINE IN SUPPORT ADJUSTMENT.

NUMBER THREE IS TO ADD.

I'M SORRY, NUMBER 14.

I MEAN. GRANTS AND SPECIAL PROJECTS.

ADJUSTMENT NUMBER THREE.

ALL RIGHT. IT IS TO ADD ONE FULL TIME TRUANCY SPECIALIST TO ALEXANDRIA CITY HIGH SCHOOL.

AGAIN, THIS MONEY IS COMING FROM ESSER FUNDING AND IT'S $130,200.

THIS IS THE EXPENDITURE CHANGE AMOUNT AND IT WILL ACCOUNT FOR FULL COMPENSATION, INCLUDING SALARY AND BENEFITS AND INCREASES OUR FTES ON THE STAFFING CHART BY ONE FULL TIME EMPLOYEE.

RIGHT. WE HAVE NINE IN SUPPORT.

THE NEXT ADJUSTMENT.

IT IS THE REALLOCATION OF RESOURCES OF APPROXIMATELY $722,000 AND $722,400 FROM NON PERSONNEL CATEGORIES TO SUPPORT COMPENSATION AND BENEFITS FOR ADDITIONAL STAFFING.

SO THAT WAS THE QUESTION ASKED BY DR.

SIMPSON BAIRD.

YOU KNOW WHERE THAT MONEY'S COMING FROM, AND THAT IS TO OFFSET THE COST OF THE INCREASE TO COMPENSATION AND BENEFITS FOR THESE ADJUSTMENTS.

OKAY. THUMBS UP.

RIGHT. WE HAVE NINE IN SUPPORT.

I WILL NOT DO THE TECHNICAL ADJUSTMENT.

IT'S REGARDING THE V.P.

POSITIONS. I THINK I COVERED IT.

ALL. OKAY? YES, MA'AM. GO AHEAD.

SORRY, I'M NOT GOING TO LET THIS EXTRA THING.

AND BUT. WOULD IT BE POSSIBLE TO SAY IF WE IF WE HIRED A FIRM NOT SITTING CLOSE ENOUGH? WOULD IT BE POSSIBLE IF WE HIRED A CORE CONTENT TEACHER UNDER AN ESSER FUNDED POSITION AND THEN LATER SORT OF SWITCH THEM OVER TO A YOU KNOW, IF IT WERE TO BE THAT WE HAD EXTRA FTES AFTER OUR SCHOOLS WERE FULLY STAFFED OR OR WHATEVER IT MIGHT BE TO SWITCH THEM OVER, LIKE RECLASSIFY THEIR POSITION.

SO THAT WOULDN'T BE A RECLASS THAT WOULD BE PLACING THEM IN A VACANCY IF SOMEONE WERE TO VACATE.

IF WE HAD A VACANCY, OF COURSE WE WOULD WORK TO, IF THEY'RE IN GOOD STANDING, TO GO BE PLACED SOMEWHERE ELSE.

AND WE DO THAT ANYWAY.

IF THEY WERE, SOMETHING HAPPENS LIKE THAT.

AND PLEASE ALSO BE MINDFUL THAT WE DO HAVE A TREND TRANSFER FAIR THAT'S PRETTY HUGE THAT COMES UP.

SO THERE OFTENTIMES IF THERE'S A RETIREMENT OR OR SOMEONE LEAVES TO GO TO THAT MAYBE VACANCY, THEN THAT OPENS UP ACROSS SCHOOL.

I DON'T KNOW IF I EXPLAIN THAT. RIGHT. BUT THERE'S LIKE OFTEN THIS THIS KIND OF RESHUFFLING OR RESHUFFLING WITH VACANCIES AND RETIREMENTS.

AND SO WE ALWAYS TRY TO ENCOURAGE STAFF MEMBERS TO GO FOR THE TRANSFER FAIR OR ANY VACANCY, ESPECIALLY FOR THE K SIX POSITIONS ARE PRETTY TRANSIENT.

WE CAN DEFINITELY MOVE THEM TO A VACANCY.

OKAY. THAT'S HELPFUL. THANK YOU.

MS.. IGNACIO, I HAVE A QUESTION AROUND THE.

THE THERAPIST WE'RE PUTTING THE PSYCHOLOGIST THAT WE'RE PUTTING IN EACH SCHOOLS.

I KNOW THOSE POSITIONS ARE SO HARD TO FILL, AND MORE AND MORE PEOPLE ARE DOING THERAPY ONLINE AND THROUGH THE COMPUTER.

AND I DON'T KNOW IF THAT'S AN OPTION FOR US IN SOME CASES WITH KIDS OR WHAT THE SOLUTION WILL BE IN THE EVENT WE CAN'T FILL THOSE POSITIONS.

BECAUSE I JUST KNOW A LOT OF THERAPY RIGHT NOW IS ONLINE.

ARE WE ABLE TO UTILIZE IT THAT WAY? WELL, I THINK WE HAVE TO BE COGNIZANT OF HOW WE USE OUR PSYCHOLOGISTS.

IT'S NOT WHAT WE THINK IN THE TRADITIONAL SENSE OF COUNSELING OF A STUDENT OFTENTIMES.

SO I THINK RIGHT NOW IT'S BEST THAT WE RECRUIT THEM FOR IN-PERSON BECAUSE WE THINK OUR STUDENTS COULD REALLY USE THOSE SUPPORTS IN SCHOOL.

SO I THINK THAT'S BEST IF WE GET TO THAT POINT.

WE ALSO TALK ABOUT CONTRACTED SERVICES AND PUTTING STAFF.

AND THERE WE'RE GOING TO DO OUR BEST TO REALLY GET THEM BEFORE OUR STUDENTS IN PERSON TO REALLY SUPPORT THEM ON A DAILY BASIS.

I THINK THAT'S GOING TO BE OUR FIRST ATTEMPT AT THAT.

I THINK WHEN YOU'RE TALKING ABOUT VERY YOUNG CHILDREN, I THINK THAT'S HELPFUL BECAUSE IT HELPS BUILD A RELATIONSHIP.

OKAY.

[00:25:01]

SO THEN WE CAN I THINK WE SHOULD GO AHEAD AND SHIFT TO OUR ADS.

LEAD PROCESS.

AND. I'M GOING TO SQUINT MY EYES.

UM, BECAUSE I WANT TO MAKE SURE WE DON'T.

UM. I HAVE AGED IN THESE FOUR YEARS.

ALL RIGHT. SO WE HAVE THIS FIRST.

AND IT IS FROM IGNACIO.

AND IT.

IT'S EXPLICITLY BASICALLY THE ASK WAS TO FILL 100% OF THE SCHOOL BASED ASKS.

SO. WE OBVIOUSLY DID NOT DO THAT WITH THE PROPOSED ADJUSTMENTS.

DO YOU HAVE ANY THING TO ADD? NO. OK IS THERE.

ARE THERE ANY. COMMENTS QUESTIONS ABOUT THIS AD.

OK. SO IN THAT VEIN, I WILL GO OVER THE DELETE AS WELL, WHICH WOULD REMOVE 40 VACANT POSITIONS FROM CENTRAL OFFICE.

SO DT ONE AND TT TWO T SORRY.

T ONE AND T TWO.

UM, I'M GOING TO GO AHEAD AND ASK FOR THUMBS UP, MR. TURNER. THUMBS UP OR THUMBS DOWN? BASED ON UNLESS ANYBODY HAS A COMMENT ON THE DELETES.

OKAY. SO THUMBS UP ON T ONE.

ALL RIGHT. WE HAVE.

ONE THUMBS UP ON TAIWAN.

ALL RIGHT. THUMBS DOWN ON THAI ONE.

ALL RIGHT. WE HAVE EIGHT THUMBS DOWN ON TIE ONE.

THEREFORE, DO WE EVEN NEED TO DEAL WITH THE.

A ONE ABSENT SEVEN.

YEAH. SEVEN DOWN ONE ABSENT ONE.

WAS UP ANYWAY.

SO. ALL RIGHT.

WE HAVE T THREE, WHICH WAS AROUND.

QUICK, QUICK POINT OF CLARIFICATION.

WAS THAT THUMBS UP AND THUMBS DOWN ON BOTH? ONE AND TWO? YEAH.

OKAY. ALL RIGHT.

TI3, WHICH WAS, LET'S SEE, THIS IS ABOUT ADDING PARKING FOR CENTRAL OFFICE STAFF.

WOULD YOU LIKE TO SPEAK ON THIS? IGNACIO WE DID HAVE OUR MEETING, AND I THINK DURING THE MEETING THAT DR.

KAY WYATT AND DOMINIQUE AND OTHERS AGREED TO LOOK AT THE WHOLE PICTURE OF THIS OF THE PARKING AND SEE IF THERE IS A PROCESS BY WHICH WE CAN OFFER PARKING, PARTICULARLY FOR OUR TEACHERS AND SATELLITE AND PEOPLE THAT ARE HERE EVERY DAY.

SO I FEEL CONFIDENT THAT THEY WILL GO THROUGH THAT PROCESS.

YES, ACTUALLY, WE DISCUSSED THAT TODAY.

AND SEVERAL OF THOSE THAT YOU BROUGHT UP HAVE ALREADY BEEN ADDRESSED.

BUT WE WILL CONTINUE LOOKING.

BIG PICTURE. OKAY.

I WILL GO THROUGH THE DELETE AS WELL, WHICH WAS THE DELETE IN THE SAME AMOUNT WOULD COME FROM THE CENTRAL OFFICE BUDGET. SO I'M GOING TO GO WITH THUMBS UP FOR T THREE.

AND THERE ARE NO THUMBS UP FOR TIE THREE, SO THERE AREN'T GOING TO BE ANY THUMBS UP FOR.

T FOR.

GOOD. YES.

BUT JUST AS A REMINDER, IF YOU DON'T WANT YOUR ITEM TO TO BE HEARD BECAUSE OF THE ADJUSTMENTS, YOU CAN ALWAYS PULL IT.

AND THAT WAY YOU DON'T HAVE TO GO THROUGH THIS.

THUMBS UP OR THUMBS DOWN.

ALL RIGHT. THANK YOU.

ALL RIGHT. WE HAVE LET'S SEE.

THIS IS YOU, DR.

ASHLEE SIMPSON. BAIRD. WHAT YOU WANT TO DO? I'LL GO AHEAD AND PULL SB ONE.

OKAY. SO DR.

SIMPSON BAIRD IS PULLING A USB ONE.

[00:30:03]

ALL RIGHT, GO RIGHT AHEAD.

YEAH. SO FOR ASP, TOO, I'M SUGGESTING THAT WE TAKE AWAY FUNDS FROM ANY ESSER FUNDED POSITION THAT HAS BEEN VACANT FOR MORE THAN THREE MONTHS.

JUST TO NOTE THAT OTHER ESSER FUNDS THAT ARE BEING USED IN THE PROPOSED ADJUSTMENTS WE JUST TALKED ABOUT ARE NON PERSONNEL FUNDS.

SO IT'S A DIFFERENT POT OF MONEY, AS WE ALL KNOW.

ESSER FUNDS NEED TO BE USED BEFORE SEPTEMBER 2024.

SO THESE ARE TIME BOUND MONIES.

AND SORT OF MY, MY THINKING HERE IS THAT WE COULD REPURPOSE THESE FUNDS TO BE USED FOR SOMETHING THAT MS..

IGNACIO JUST MENTIONED IS A FUND TO PAY FOR VIRTUAL MENTAL HEALTH SERVICES.

I AGREE WITH DR. K-Y THAT VIRTUAL SERVICES ARE NOT PREFERRED.

I THINK MANY PRACTITIONERS AND PATIENTS PREFER TO RECEIVE THEIR SERVICES ONE ON ONE OR IN PERSON.

BUT WE KNOW THAT STAFFING FOR THIS IS VERY CHALLENGING RIGHT NOW.

I'M ALSO THINKING ABOUT THIS SORT OF AS A COMPLEMENT TO SOME OF THE INCREASED SAFETY THINGS THAT WE ARE THINKING ABOUT RIGHT NOW.

I KNOW THAT THAT ADDRESSES A PROBLEM, BUT I THINK WE ALSO NEED TO THINK ABOUT WHAT SOME OF THE ROOT CAUSES OF THOSE PROBLEMS ARE.

SO MORE MENTAL HEALTH SUPPORT FOR OUR STUDENTS, I THINK, COULD BE VERY BENEFICIAL.

I KNOW WE'VE ADDED PSYCHOLOGISTS, MANY IN THE PRIMARY GRADES AND ONE AT THE HIGH SCHOOL WITH THESE NEW ADJUSTMENTS WE JUST SPOKE OF.

BUT I ALSO KNOW THE ROLE OF THE SCHOOL PSYCHOLOGIST OFTEN ENDS UP GETTING TAKEN UP BY SPECIAL EDUCATION ASSESSMENTS, IEPS, THOSE SORT OF THING, AND MIGHT NOT BE A DIRECT PROVIDER OF MENTAL HEALTH SERVICES.

SO JUST TRYING TO THINK ABOUT WHAT MORE WE CAN GIVE OUR STUDENTS HERE.

THIS IS AN ALLOWABLE USE UNDER ESSER.

I KNOW OTHER AREAS THAT HAVE MADE THIS DECISION AND SOME OF THE VENDORS THAT THEY'RE USING.

SO. YEAH, THAT'S IT.

SO WHAT I WOULD HAVE IN REGARD TO THIS IS BECAUSE, YOU KNOW, AS A PART OF THE BUDGET, AS IT WAS INITIALLY PROPOSED, WE HAVE MONEY THAT IS SUPPOSED TO BE FOR CONTRACTING THESE SERVICES.

SOMETHING. I'M THINKING SOMETHING LIKE THAT.

OR WHAT? DR. SIMPSON BAIRD, YOU KNOW, JUST TALKED ABOUT WHAT COULD FALL UNDER THOSE EXPENDITURES OR WOULD THERE ACTUALLY NEED TO BE MORE BE THE QUESTION. I THINK WE NEED TO BE I WANT TO MAKE SURE I'M CLEAR ON WHAT WE'RE SAYING ABOUT THE VACANT, BECAUSE I'M WONDERING BECAUSE WE DO HAVE A LIST OF THOSE.

RIGHT. ARE SOME OF THOSE MAY BE POSITIONS THAT ARE EXACTLY THIS THING THAT ARE GOING TO SUPPORT STUDENT SERVICES.

RIGHT. SO I DON'T WANT TO CLAIM THAT BECAUSE THE ESSER SHEET IS SO HUGE THAT WHAT'S ON THERE.

BUT NO, WE'RE PULLING IT OUT.

PULL IT UP FOR US BECAUSE THERE'S IT'S SO PAGES.

ANY ESSER FUNDED WILL MOST OF THE ESSER FUNDED POSITIONS THAT ARE VACANT.

A LOT OF THE FUNDS HAVE ALREADY BEEN MOVED OUT OF SUPPORTING THAT VACANT POSITION AND PUT INTO OTHER ITEMS BECAUSE OF THE EXACT REASON THAT YOU SAID THERE'S A TIME LIMIT ON THOSE FUNDS.

SO FOR INSTANCE, IF WE HAVEN'T BEEN ABLE TO FILL THEM THUS FAR, WE'VE ASSUMED THAT WE'RE NOT GOING TO FILL THEM.

SO FOR INSTANCE, I HAVE POSITIONS IN FSD THAT WE HAVE NOT FILLED.

WE'RE NOT GOING TO FILL THOSE POSITIONS.

SO WE'VE ALREADY TAKEN THE FUNDS TO BE ABLE TO PROVIDE FOR ANOTHER PROJECT ALREADY.

SO YOU'LL STILL SEE THE POSITION THERE IN THE BOOK, BUT WE'RE NOT FILLING THOSE POSITIONS.

MY STAFF HAVE ALREADY TAKEN ON THOSE DUTIES OF THOSE POSITIONS THAT WE WERE GOING TO GET BECAUSE THERE'S NOBODY IN THE JOB MARKET TO TAKE THOSE JOBS RIGHT NOW.

SO WE'VE ALREADY TAKEN THE FUNDS TO USE IT FOR WHETHER IT'S A FACILITIES PROJECT, A TECHNOLOGY PROJECT, WHETHER IT'S FOR TO HELP WITH THE VENDOR, SUPPORT FOR THE PSYCHOLOGISTS AND THE COUNSELORS THAT WE HAVE, BECAUSE THAT IS ONE OF THE THINGS THAT THE STUDENT SERVICES DOES.

WHENEVER WE DON'T HAVE A PSYCHOLOGIST IN A SCHOOL BUILDING, THEY USE A CONTRACTOR TO BE ABLE TO GO OUT AND PROVIDE THOSE SERVICES.

SAME THING FOR OUR SPECIALIZED INSTRUCTION.

WHENEVER WE DON'T HAVE THEIR INSTRUCTIONAL ASSISTANCE FILLED, THEY GO OUT AND USE A VENDOR TO GET THOSE SUPPORTS BECAUSE THOSE STUDENTS HAVE TO HAVE THOSE RESOURCES.

SO WE'RE ABLE TO USE IT THAT WAY.

RIGHT NOW THERE'S 4.7 VACANT ESSER POSITIONS, BUT THOSE FUNDS HAVE BEEN MOVED OUT OF THOSE POSITIONS TO BE ABLE TO FUND SOMETHING ELSE.

MAY I ADD SOMETHING ALSO, IF WE'RE SAYING IF THEY'VE BEEN VACANT FOR THREE MONTHS OR LONGER, IT WOULD CONCERN ME ABOUT THE RECRUITMENT CYCLE ALSO.

SO I WAS THINKING ABOUT WHEN YOU SAID THAT BECAUSE WE HAVE GRADUATES THAT ARE COMING OUT, RIGHT, AND THERE TENDS TO BE CYCLES WHERE SOMETIMES IT TAKES US FOUR MONTHS TO FILL A POSITION. AND IF IT'S A HARD TO FILL POSITION, WHETHER WE ALREADY IDENTIFIED OR INTEND TO IDENTIFY IT IN THE FUTURE, I WOULD HATE TO PULL SOMETHING AWAY THAT'S GOING TO HAVE A SCHOOL IMPACT JUST BECAUSE IF WE DIDN'T WAIT ANOTHER WEEK OR ANOTHER OR MONTH, AND IT'S ONE OF THOSE RARE POSITIONS, THOSE HARD TO FILL POSITIONS, AND IN FOUR MONTHS, IF WE

[00:35:09]

I THINK PUTTING A KIND OF BLANKET TIME FRAME ON THAT REALLY WOULD HINDER SOME OF THE RECRUITMENT WORK FOR THOSE.

SO I THINK SO IN RELATION TO THIS, I THINK MY QUESTION WAS MORE OF, YOU KNOW, DR.

SIMPSON IS TALKING ABOUT TELEHEALTH ESSENTIALLY.

AND WOULD THERE BE A REASON THAT.

YOU KNOW, UNDER SORT OF THE BUDGET THAT WE HAVE, WE WE SET ASIDE FUNDING.

WE'VE SET ASIDE FUNDING FOR, YOU KNOW, CONTRACTING THESE SERVICES.

IS THERE ANY REASON THAT THAT WOULDN'T BE AN OPTION THAT'S INCLUDED FOR OUR STUDENTS? I THINK WE'D HAVE TO DISCUSS THAT FURTHER, RIGHT, BECAUSE THAT REQUIRES PARENT PERMISSION.

THAT'S A WHOLE NOTHER LEVEL OF LEGAL THINGS THAT WE NEED TO DISCUSS.

AND FOR ME TO SAY TO SIT HERE AND NOW AND SAY YES, THAT OUR PARENTS WOULD WANT THAT AND THEY WOULD GIVE US PERMISSION TO HAVE THAT OPTION, IT WOULD STILL NEED TO BE SOMEONE IN THE ROOM WITH THAT STUDENT IF WE'RE GOING TO DO SOMETHING LIKE THAT.

RIGHT. SO THAT'S GOING TO EVEN TAKE ADDITIONAL STAFF.

SO I THINK WE HAVE HAD SOME KIND OF TOP LEVEL DISCUSSIONS ABOUT THAT, BUT WE THOUGHT MOVING FORWARD WAS BEST TO DO MORE IN PERSON.

IF THAT'S SOMETHING THAT THE BOARD WOULD LIKE FOR US TO CONSIDER, I WOULD SAY LET US TAKE THAT BACK A LITTLE BIT ON WITH STUDENT SERVICES, RUN THAT THROUGH LEGAL A LITTLE BIT TO MAKE SURE THAT WE ARE PROTECTING OUR STUDENTS.

SORRY. ANY ADDITIONAL QUESTIONS OR COMMENTS? OKAY. DO YOU WANT TO.

DID YOU TALK ABOUT THE DELETE TO A COMPANY? SORRY. I TALKED ABOUT THEM TOGETHER.

OKAY. ALL RIGHT.

SO WE HAVE AS.

TWO. AN ASP.

THREE. SO WE NEED A THUMBS UP FOR ASP TO.

ALL RIGHT, SO WE HAVE ONE, TWO, THREE.

OR FIVE THUMBS UP FOR SB TWO.

ALL RIGHT. AS OK THUMBS DOWN FOR SB TWO.

OKAY, WE HAVE ONE.

OH, WAIT A MINUTE. ARE THEY BACKWARDS? YEAH. THE DELETE SPURS.

CAN WE STOP? PAUSE. ALL RIGHT.

I'M GOING TO DO A USB THREE FIRST, IF THAT'S OKAY.

ALL RIGHT, SO WHAT WE NEED IS A THUMBS UP FOR SB THREE, AND THAT IS TO.

REPURPOSE. ESSER FUNDING.

QUICK QUESTION. IF DR.

K-Y IS GOING TO GO BACK AND DISCUSS THIS.

HER FOLKS WANT.

WHY ARE WE VOTING ON? SEE IF IT'S FEASIBLE.

SEE IF SHE SHOULD DO THAT.

MAYBE. YEAH.

I MEAN, IF I'M JUST.

IF. IS THAT SOMETHING WE CAN WAIT? I'M JUST ASKING. IS THAT SOMETHING YOU WAIT ON? BUT JUST KNOW THAT IF YOU VOTE ON IT AND IT DOES HAVE SOME LEGAL IMPLICATIONS, THEN WE WOULD HAVE TO COME BACK AND WE WOULDN'T BE ABLE TO MOVE FORWARD WITH IT.

SO WE WOULD HAVE TO SHARE THAT OUT WITH THE BOARD.

I'LL JUST SAY WE WOULDN'T BE THE FIRST SCHOOL DISTRICT TO DO THIS.

THERE IS SOME PRECEDENT AND OTHER FOLKS HAVE BEEN THROUGH THIS BEFORE.

SO IT'S NOT.

SOMETHING NEW. SO I REALIZE IT'S NOT SOMETHING NEW, BUT I ALSO HEAR FROM OTHER DIVISION LEADERS THAT SOMETIMES THERE ARE A NUMBER OF CHALLENGES THAT THAT COME ALONG WITH IT, AND IT ALSO REQUIRES ADDITIONAL STAFFING.

SO I THINK WE NEED TO BE MINDFUL OF WHAT THAT THAT'S A WHOLE THAT'S A WHOLE PROGRAM IN ITSELF.

SO THEN IT'S THEN IT INVOLVES OUR STAFF WORKING IN CREATING WHAT THAT PROGRAM WOULD LOOK RIGHT.

SO I JUST WANT US TO BE MINDFUL.

IT'S NOT AS SIMPLE AS WE'RE GOING TO GO OUT AND CONTRACT AND HAVE THIS HAPPEN.

SO, YEAH, I MEAN, ESSENTIALLY WE'D BE VOTING ON THIS.

THE VOTE IS LIKE, IF YOU WANT THE WORK TO GO INTO FINDING THAT OUT BECAUSE THERE ARE BOARD MEMBERS WHO WANT TO MOVE FORWARD WITH IT, THEN THAT'S WHAT WE WOULD BE VOTING ON.

BUT I THOUGHT SHE WAS GOING TO FIND THAT OUT ANYWAY.

I MEAN. YES, BUT SO GO AHEAD.

SO, LIKE I SAID, WE'VE HAD THESE DISCUSSIONS BEFORE.

WE FULLY COMMIT TO IT.

I DON'T. I DON'T WANT TO SAY THAT WE'RE GOING TO DO THAT FOR SURE, BUT WE HAVE LOOKED INTO IT.

BUT I JUST WANT US TO BE MINDFUL THAT AND ALSO IT'S A PROCESS, RIGHT? SO I KNOW DR.

[00:40:01]

BUT I DON'T WANT TO SAY YES, THAT WE'RE AT THAT POINT TO SAY, YES, IT'S GOING TO START ON THIS DATE.

SO I KNOW MR. TURNER IS LIKE, LET'S GO.

BUT UNTIL WE GET THE FINAL ON IT FROM LEGAL AND MAKING SURE THAT WE HAVE ALL OF THE PAPERWORK REQUIRED, THEN I THINK I WOULD LIKE TO JUST.

WE CAN SAY WE'LL CONTINUE TO RESEARCH.

SO IF YOU VOTE, WE WILL JUST BE PROVIDING YOU.

AND I DON'T KNOW ANY.

SO I WAS JUST GOING TO SAY WHETHER YOU VOTE YES OR NO ON THIS, WE'RE GOING TO LOOK INTO IT ANYWAY.

YEAH. I MEAN, WE HAVE RULES OF ENGAGEMENT HERE.

WE HAVE WE HAVE RULES.

WE HAVE RULES OF ENGAGEMENT HERE.

AND I'M GOING BY THE RULES OF ENGAGEMENT.

UNLESS DR. SIMPSON BARRETT IS GOING TO PULL THIS ITEM.

THEN WE NEED TO SHOW OUR SUPPORT FOR IT OR NOT.

SO SHE'S NOT PULLING IT.

SO THEN WE NEED TO SAY OUR THUMBS UP OR THUMBS DOWN AND IT'S SHOWING, YOU KNOW.

OUR THINKING ON THE VALUE OF ADDING THIS, WE ALSO NEED TO REMEMBER THAT THIS IS AN ADD.

TO THE BUDGET. ALL RIGHT.

ALL RIGHT. SO, I MEAN, UNLESS PEOPLE ALSO WANT TO GO FORWARD WITH THE DELETE.

ALL RIGHT. SO THE AD IS ACTUALLY A USB THREE.

ALL RIGHT. DOES ANYBODY NEED A REMINDER OF WHAT THAT IS? OKAY. SO IT'S TO REPURPOSE FUNDS PREVIOUSLY BUDGETED FOR ESSER FUNDED POSITIONS INTO A FUND TO COVER THE COST OF ANY INTERESTED SECONDARY STUDENT TO ACCESS VIRTUAL MENTAL HEALTH SERVICES.

AND THE DELETE.

ABOVE WOULD BE TO DELETE ANY ESSER FUNDED POSITION THAT HAS BEEN VACANT FOR THREE OR MORE MONTHS.

OKAY, I'M GOING TO START WITH THE AD.

THUMBS UP FOR SB THREE.

OKAY, WE HAVE ONE, TWO, THREE, FOUR, FIVE, SIX, SEVEN.

THUMBS UP FOR ASP.

THREE THUMBS DOWN FOR ASP THREE.

WE HAVE TWO THUMBS DOWN FOR SB THREE.

SO GIVEN THAT AD, WE NEED TO TALK ABOUT SB TWO, WHICH WE WOULD BE TO DELETE ANY ASSET FUNDED POSITION THAT HAS BEEN VACANT FOR THREE OR MORE MONTHS WITH THE UNDERSTANDING THAT THOSE FUNDS HAVE ALREADY BEEN REPURPOSED.

CORRECT. OKAY.

SO WE NEED A THUMBS UP FOR THAT.

DELETE. ALL RIGHT.

WE HAVE A QUESTION FROM IGNACIO.

SO MY QUESTION IS, IF THOSE ESSER FUNDS HAVE ALREADY BEEN ACCOUNTED FOR AND THIS PASSES, IS THERE AN OPPORTUNITY TO LOOK AT OTHER FUNDING? SHOULD WE GET.

AN OKAY TO GO AND WHAT THAT MIGHT LOOK LIKE.

I MEAN, UNLESS WE WANT TO GO OVER BUDGET, WE WOULD HAVE TO.

OKAY. CAN I HELP WITH THE QUESTION? SO I UNDERSTAND THAT THE VACANCY SAVINGS FOR A POSITION THAT HASN'T BEEN FILLED WOULD BE REPURPOSED INTO SOMETHING ELSE.

BUT IF THE POSITION IS STILL THERE, ENLISTED, AREN'T THERE FUNDS ALLOCATED FOR THE FUTURE? OR IS THAT A MISUNDERSTANDING? NO. SO IF WE'VE ALREADY.

SO FOR THE 4.7 POSITIONS THAT ARE IN ESSER THREE, I'LL HAVE TO LOOK.

BUT I'M ALMOST POSITIVE WE'VE ALREADY TAKEN THOSE FUNDS TO ALLOCATE FOR OTHER PROJECTS BECAUSE WE'RE TRYING WE'RE TRYING TO MAKE SURE BY SEPTEMBER 30TH OF 2024 THAT ALL OF THOSE FUNDS ARE GONE.

SO WE'VE BEEN LOOKING AT ALL OF OUR VACANT ASSET POSITIONS THROUGHOUT THE ENTIRE TIME.

AND ANY TIME THERE'S ANOTHER PROJECT THAT COMES UP WHERE IT'S A ONE TIME COST, WE TRY TO SHIFT THOSE FUNDS TO THAT ONE TIME PROJECT BECAUSE, ONE, IT'S NOT AN ONGOING EXPENSE AND THEN TWO IS GOING TO PROVIDE ACPS WITH SOMETHING THAT'S GOING TO LAST BEYOND THE TERMINATION DATE OF THAT GRANT.

SO WE'VE BEEN TRYING TO BALANCE HOW WE'RE SPENDING OUR ESSER FUNDS WITH IMMEDIATE RESULTS FOR STUDENTS VERSUS LONG TERM IMPACTS THAT ARE GOING TO BE ONE TIME COST IN ACPS.

SO WE CAN LOOK INTO THOSE 4.7 POSITIONS THAT ARE CURRENTLY VACANT IN ESSER THREE.

BUT I'M ALMOST POSITIVE BECAUSE ONE OF THOSE POSITIONS IS MY ACCOUNTANT AND WE CAN'T FIND AN ACCOUNTANT.

SO I'VE ALREADY TOLD PEOPLE THEY CAN HAVE THAT MONEY.

SO WHAT IS THAT? SO THIS CAME OUT OF A BUDGET QUESTION I ASKED AND IT SAID THAT THERE WERE 8.7 ESSER.

I GUESS IT DIDN'T HAVE THE THREE MONTH STIPULATION.

IT JUST SAID WHAT CURRENT ESSER POSITIONS ARE ARE VACANT.

SO THAT THAT SO I'M LOOKING AT ESSER THREE.

SO THAT QUESTION WAS PROBABLY ALL ESSER POSITIONS.

SO ALL ESSER POSITIONS IT PROBABLY IS EIGHT.

SO WE LOOK AT ESSER TWO.

[00:45:19]

SO THAT MEANS THERE'S FOUR THAT ARE FUNDED AND ESSER TWO AND 4.7 THAT ARE FUNDED IN ESSER THREE AND 100% SURE THAT THOSE ESSER $2 ARE GONE BECAUSE THEY END ON SEPTEMBER 30TH OF THIS YEAR.

DR.. YEAH, JUST A QUESTION AND MAYBE THIS HAS BEEN ASKED AND I'M JUST MAYBE REPHRASING IT.

BUT MS..

SIMPSON BAIRD'S AD WAS TO REPURPOSE ESSER FUNDS FOR STUDENT MENTAL HEALTH.

IT DIDN'T. IT DIDN'T REALLY SPECIFY.

AND SO THEN WE HAVE THE AD AND THEN.

THAT'S YEAH. LIKE, SEE IF IT'S IF THERE ARE FUNDS THAT ARE AVAILABLE, THEY CAN BE REPURPOSED IN THAT WAY.

AND IF THEY'RE NOT, THEN WON'T BE.

SO THAT THAT'S WHERE I WAS TRYING TO GET TO THE POINT WHERE WE'RE GOING TO DO THE RESEARCH ON THIS REGARDLESS.

BUT TO ME, IF YOU'RE VOTING TO ADD THIS, THIS IS SAYING THAT PUT SOME FUNDS IN IT AND BECAUSE THERE'S NOT A DOLLAR SIGN BEHIND THAT.

THAT REALLY MEANS ANY AMOUNT OF FUNDS, RIGHT.

SO THAT'S WHY WE'RE SAYING THAT WE'RE GOING TO LOOK INTO WHETHER WE CAN DO VIRTUAL MENTAL HEALTH VISITS ALREADY. IF WE COME BACK AND WE SAID, OKAY, YES, WE CAN DO IT, THERE'S NOT GOING TO OPEN UP TO ANY LIABILITY OR ANYTHING LIKE THAT.

THEN, YES, DR. JACKSON'S TEAM WILL LOOK AT HER FUNDING AND ASK TO BE ABLE TO SAY, OKAY, THIS IS A BENEFIT FOR STUDENTS.

HERE'S THE AMOUNT OF FUNDS WE CAN CARVE OUT TO BE ABLE TO PROVIDE THAT SERVICE.

BE READY FOR THE DELETE.

ALL RIGHT. SO DO WE HAVE A THUMBS UP FOR.

WE NEED THUMBS UP FOR ASV TO.

ALL RIGHT. SO WE HAVE.

TWO THUMBS UP FOR A USB TWO.

THUMBS DOWN FOR ASB TWO.

OKAY, SO THAT IS.

WAS THAT SEVEN? SEVEN THUMBS DOWN FOR SB TWO OK.

SO I'M SORRY NOT TO BEAT A DEAD HORSE, BUT A A CORRECT NOT KNOW NUMBER.

AND WHAT WE'RE SAYING HERE IS TO LOOK INTO THIS TO SEE IF IT IS A VIABLE OPTION FOR ASPS.

AM I GETTING THAT? YES. OKAY.

ALL RIGHT. RIGHT? YEAH. I MEAN, ESSENTIALLY THAT'S WHY I WANTED IT ON THERE.

ESSENTIALLY BECAUSE THE DELETE, AS IS STATED, IS TO DELETE ESSER FUNDED POSITIONS.

SO NO, I'M NOT REFERRING TO THE DELETE.

I'M REFERRING TO THE ADD. I ALREADY KNOW THE DELETE WAS DEFEATED TO SEVEN.

THE AD WAS ACCEPTED SEVEN TWO.

SO IT SAYS REPURPOSE PREVIOUSLY BUDGETED FUNDS.

POSITIONS TO COVER. SO I WANT TO MAKE SURE THAT BY SAYING YES TO THIS, WHAT YOU ARE SAYING YES TO.

IS TO LOOK IN TO SEE IF THIS IS A VIABLE OPTION FOR ASPS AND IF IT IS A VIABLE OPTION TO PUT FUNDS BEHIND THAT OPTION.

YES. OKAY.

ALL RIGHT. AND FOR CLARITY, THOSE FUNDS WOULD BE AN ADD TO THE BUDGET.

NOT NOT NECESSARILY NECESSARILY A REALLOCATION OF FUNDS THAT ARE IN THERE BECAUSE THIS IS A GRANT.

WE DON'T CONTROL.

THERE'S NOBODY TO GO TO ASK FOR MORE, RIGHT? SO WE ALREADY KNOW THE TOTAL AMOUNT OF ESSER FUNDS THAT WE HAVE.

SO THERE ISN'T AN OPPORTUNITY TO ADD FUNDS TO IT.

WE WOULD HAVE TO REALLOCATE.

JUST LIKE THE DELETE, THE DELETE SAID.

SO THAT WAS KIND OF MY QUESTION.

IN THE PROCESS OF LOOKING IF THIS IS VIABLE FOR US, CAN YOU GET US AN ESTIMATE OF WHAT THE COST WOULD BE TO PROVIDE A SERVICE LIKE THIS? SO WE HAVE A BETTER UNDERSTANDING IF IT'S SOMETHING THAT'S EVEN REASONABLE WITHIN OUR SCOPE OR NOT.

I THINK ALSO WITH THAT, WE NEED TO SEE WHAT WE ARE GOING TO BE TAKING AWAY BECAUSE IT COULD BE A RELATED SERVICE THAT'S LIKE THIS.

AND I THINK THAT'S IMPORTANT TO NOTE TOO, BECAUSE WE'RE TALKING ABOUT ADDING THIS PROGRAM.

IF IT'S VIABLE, IF IT WORKS FOR US, THAT'S GREAT.

BUT IT ALSO COMES AT A COST THAT WE HAVE TO GO SEE.

WHAT WE'RE TAKING AWAY.

RIGHT. SO I THINK THE DISCUSSION NEEDS TO NOT ONLY BE THAT WE'RE ADDING AND WE'RE GOING TO SEE IF THIS IS AN OPTION, BUT WE NEED TO SEE WHAT THAT TRADEOFF IS ON THE BACK END.

[00:50:09]

BECAUSE THERE HAS TO BE A TRADE OFF IF THERE'S NO EXTRA MONEY.

BECAUSE IT'S NOT WRITTEN THAT WAY AS AT DELETE HERE.

OK. ALL RIGHT.

WHERE AM I? AS BEFORE.

ALL RIGHT, WE HAVE.

LET'S SEE.

WE'RE MOVING 0.6 1 A.M..

NON PERSONNEL EXPENSES FROM CENTRAL OFFICE BUDGET IN ORDER TO YOU KEEP DOING IT BACKWARDS, I'M GOING TO ASK FIVE FIRST.

WE. THAT WASN'T STATED IN THE DIRECTION.

SO I CHANGED THE RULES OF THE GAME.

TO BE FAIR, DR. SIMPSON BURIED.

I'D RATHER YOU OFFER UP THE DELETE FIRST.

I WAS THINKING. I WAS THINKING OF YOU, MISTER.

ALL RIGHT, SO NOT TO USURP ANYONE'S PROCESS, BUT I KNOW SEVERAL OTHER BOARD MEMBERS PUT FORTH SIMILAR BUDGET ADS RELATED TO WHAT I'M TRYING TO GET AT HERE.

SO I'M MORE THAN OPEN TO HAVING THE CONVERSATION ABOUT ALL OF THEM.

LET'S IDENTIFY ALL OF THEM.

THEY ARE.

WE HAVE ASB FIVE, CB ONE.

MR. FIVE.

SO THAT WOULD BE MS..

FOODS AND DR. REEF.

ONE AND TWO AND MORE.

FIVE. SO BOTH MY SPOUSE AND I ARE RECOMMENDING REMOVING ADDITIONAL BOTTOM STEPS FROM THE PAY SCALE FOR THE ESTIMATED COST OF $243,000.

IN MY BUDGET QUESTIONS, I HAD ASKED ABOUT WHAT WOULD BE 1% OF NON PERSONNEL CENTRAL OFFICE FUNDS.

AND I'M SORRY, I DON'T HAVE THAT NUMBER IN FRONT OF ME, BUT I, I FIGURED OUT WHAT OF THAT QUANTITY WOULD BE ABOUT EQUAL TO THIS 243,000.

I DO WANT TO SAY THIS IS NOT I DON'T MEAN TO PIT SCHOOLS AGAINST CENTRAL OFFICE.

I UNDERSTAND THOSE DYNAMICS.

I DON'T WANT TO SAY THAT AT ALL.

I JUST KNOW THAT IT'S A REALLY COMPETITIVE MARKET RIGHT NOW FOR GETTING TEACHERS.

AS DR. WYATT WAS MENTIONING, WE'RE ABOUT TO GET A WHOLE NEW CLASS OF GRADUATES WHO'LL BE COMING INTO THE FIELD, AND I LOVE TO PUT US IN A POSITION WHERE WE, AS WE ARE AS COMPETITIVE AS POSSIBLE, TO HIRE NEW TEACHERS AND HOPEFULLY GET THEM TO STAY WITH US FOR SOME TIME.

MS.. FOOSE, WOULD YOU LIKE TO.

OH, SORRY. YOU JUST WALKED IN.

SO YOUR SO ASB FIVE IS SIMILAR TO ONE OF YOUR ADS AS WELL.

UM, SO WE'RE ACTUALLY PULLING YOU INTO THE INTRODUCTION OF THE CONVERSATION AS WELL AS DR.

REEF. SO WHAT? WANT ME TO GO TO DR. REEF AND THEN YOU CAN.

YOU'LL BE NEXT. SO I'LL GO TO DR.

REID. OKAY.

WELL, THANK YOU FOR THE COMMENT OR HAVING THIS CONVERSATION.

SO I DID PUT FORWARD.

SIMILARLY, I THINK MY UNDERSTANDING I HAVE A DIFFERENT AMOUNT BECAUSE MY UNDERSTANDING WAS WE WERE ALREADY REMOVING THE BOTTOM STEP.

AND SO WE JUST I WAS SUGGESTING WE REMOVE A SECOND BOTTOM STEP.

AND I GUESS I THOUGHT IT WAS IMPORTANT BECAUSE I KNOW THAT CAME UP IN SOME OF THE ADVOCACY AROUND IT.

AND LOOKING AT THE RESPONSE, I THINK MY FEELING IS AT THIS POINT, LOOKING AT THE ADJUSTMENTS THAT ARE BEING OFFERED, THE STEP INCREASE FOR ALL EMPLOYEES, THE 3% MARKET RATE ADJUSTMENT FOR ALL EMPLOYEES, ELIMINATING THE WHOLE STEPS AND PROVIDING A 3% ONE TIME BONUS FOR PEOPLE AT THE TOP OF THE SCALE.

I THINK THOSE ARE THOSE ARE REALLY GREAT ADJUSTMENTS.

I'M REALLY EXCITED ABOUT THOSE.

I THINK THE CHALLENGE WITH REMOVING THE BOTTOM STEP AND I WOULD LOVE TO HEAR MR. TURNER'S TAKE ON THIS, BUT THE CHALLENGE IS THAT IT CAN CREATE COMPRESSION IN THE SALARY SCALE BECAUSE WHEN YOU IF WE WERE TO TAKE OFF THE ONE AND THE TWO, THEN WHEN NEW EMPLOYEES COME IN, THEY'RE MAKING THE SAME AS PEOPLE WHO'VE BEEN THERE FOR THE ONE, TWO AND THREE YEARS.

SO I THINK THE WHOLE POINT OF LOOKING AT THE WHOLE STEPS AND EVERYTHING IS JUST TRYING TO GET AWAY FROM THAT COMPRESSION IN THE SALARY SCALE.

AND SO I DON'T THINK, YOU KNOW, SPEAKING FOR MYSELF, I WOULDN'T RUN A REALLY ADD TOO MUCH TO THAT.

SO I WOULD AT THIS POINT, I THINK I WOULD WITHDRAW MY MY AD IN THIS CASE BECAUSE I'M REALLY EXCITED ABOUT THE ADJUSTMENTS.

AND I KNOW WE'RE ALSO DOING THE SALARY SCALE STUDY AS WELL.

SO I'M LOOKING FORWARD TO HEARING ABOUT THAT.

IT WAS BOOS. YEAH, AND SORRY I STOPPED OUT TO USE THE RESTROOM.

DR. SIMPSON, ARE YOU HOLDING KEEPING YOURS, OR DID YOU DROP YOUR.

[00:55:04]

I KEPT IT. OKAY.

YEAH. NO, I.

I HAD ADDED IN ADDITION TO THE ONES ONE REMOVING ONE STEP TWO ADDITIONAL, REMOVING TWO ADDITIONAL STEPS SO WE CAN TRY TO ATTRACT TALENT TO OUR SCHOOL SYSTEM.

SO I'M GOING TO KEEP MINE.

SO DR.

REEF IS WITHDRAWING HERS, HOWEVER.

DR. SIMPSON, BAIRD AND MR. VIEWS ARE KEEPING THEIRS.

OR ANY COMMENTS, QUESTIONS ABOUT THAT? STAFF HAS COMMENTS.

ALL RIGHT. STAFF PLEASE HAVE.

SURE YOUR COMMENTS.

THANK YOU. AND I WANT TO RESPOND TO THE DR.

REEF THERE. SO YOU'RE ABSOLUTELY RIGHT.

IF WE REMOVE MULTIPLE STEPS AT THE BOTTOM, THEN WE ARE CREATING A POSITION WHERE A NEW STAFF WOULD COME IN AND.

BE ESSENTIALLY WHERE SOMEONE THAT HAS BEEN HERE FOR THREE OR FOUR YEARS.

AND THEN THE OTHER THING THAT WE'RE DOING BY REMOVING THE BOTTOM STEP CURRENTLY, WE LOOKED AT WHERE WE WOULD BE BASED ON OTHER.

AGAINST OTHER JURISDICTIONS AND IT WOULD ALREADY MOVE OUR FIRST STEP ABOVE ALL OF THE OTHER JURISDICTIONS.

AND THIS WAS WHEN WE WERE JUST DOING THE TWO AND A HALF PERCENT MIRROR.

NOW THAT IT'S UP TO THREE, IT WILL MOVE IT UP EVEN HIGHER.

ONE OF THE THINGS THAT WE'RE CONCERNED ABOUT, IF WE REMOVE MULTIPLE STEPS AT THE BOTTOM.

THE WAY THAT OUR SALARY SCALES ARE DESIGNED, YOU GET MORE OF AN INCREASE WHEN YOU'RE AT THE BOTTOM OF THE SCALE, THEN WHEN YOU'RE AT THE TOP.

SO WE WOULD BE GIVING OUR LEAST EXPERIENCE WORKERS.

A SIGNIFICANT INCREASE THAT THE PEOPLE THAT ARE MIDDLE CAREER OR IN THEIR CAREER WOULD NOT BE SEEING.

SO WE WOULD BE AFRAID THAT THEN YOU WILL HAVE YOUR MID-CAREER AND THE CAREER EMPLOYEES COMING BACK SAYING, WELL, YOU JUST GAVE THEM ESSENTIALLY A 15% RAISE IN ONE YEAR, WHEREAS WE'RE GETTING, YOU KNOW, SIX AND A HALF.

SO WHAT WE TRY TO DO WITH WHAT WE PROPOSE WAS BE ABLE TO OFFER SOMETHING TO EVERYBODY, NO MATTER WHERE THEY ARE IN THEIR CAREER, WHETHER YOU'RE AN ENTRY LEVEL EMPLOYEE, WHETHER YOU'RE IN MIDDLE CAREER OR IN A CAREER.

THERE'S SOMETHING IN THERE FOR EVERYBODY IN THERE.

AND BECAUSE, AGAIN, THE WAY OUR SALARY SCALES ARE DESIGNED.

YOU GET A HIGHER INCREASE WHEN YOU'RE AT THE BOTTOM AND WHEN YOU'RE AT THE TOP.

ELIMINATING THAT IS GOING TO BE ABLE TO PUT US IN A PLACE WHERE OUR ENTRY LEVEL POINT IS MUCH BETTER IN THE MARKET THAN IT WAS THIS YEAR.

OKAY. ALL RIGHT.

SO DID YOU.

MORE BACKWARD HERE.

RICHARD, WAS THERE A DELETE? NO. YEAH, IT WAS AN ISP OR IT WAS AN ELIMINATION OF NON PERSONNEL COSTS IN A FIGHT AFTER THIS.

ALL RIGHT. AND MIGHT I MIGHT HUG YOU LATER.

ALL RIGHT. SB FOUR.

DO YOU WANT TO EXPLAIN YOUR DELETE? YEAH. SO I THINK I SAID THIS IN MY INTRODUCTION.

IT'S JUST A REDUCTION OF NON PERSONNEL COST FROM CENTRAL OFFICE EXPENSES WHICH TOTALS 200 AND.

46. 400.

440,000. ALL RIGHT.

IT MUST BE. DID YOU WANT TO EXPLAIN YOUR DELETE? YEAH, MINE WAS PRETTY SIMILAR.

THE DELETE.

THE EQUIVALENT DELETE WAS THROUGH CENTRAL OFFICE EXPENSES.

AND. OKAY.

ALL RIGHT. SO LET'S TACKLE ALL OF THESE.

SO AS A THUMBS UP FOR ASB FIVE.

I JUST WANT TO COMMENT ON THE CUT ON ON THE NON PERSONAL CENTRAL OFFICE.

SO THOSE IMPACTS ARE GOING TO BE GREATER ON THE SMALLER OFFICES THAN THE LARGER OFFICES.

SO IF YOU'RE A SMALL OFFICE WITH NOT A LOT OF NON NON PERSONNEL EXPENDITURES, THAT'S GOING TO HAVE A GREATER IMPACT ON YOU, EVEN THOUGH THE PROPORTIONAL AMOUNT OF THE CUT IS THE SAME EVERYWHERE.

IF YOU ONLY HAVE A $5,000 BUDGET, EACH ONE OF THOSE DOLLARS ARE MORE VALUABLE TO YOU THAN IF YOU HAVE A $3 MILLION BUDGET.

SO I JUST WANT TO PUT THAT OUT THERE SO YOU KNOW THAT THE SMALLER OFFICES ARE GOING TO HAVE A GREATER IMPACT WHEN WE DO THIS.

SO THAT'S WHY WE TRY TO STAY AWAY FROM THE ONE SIZE FITS ALL CUTS.

LIKE THAT'S THE LAST RESORT THING THAT WE LIKE TO DO IF WE GET OURSELVES IN A BIND, SUCH AS WHEN THE PANDEMIC STRUCK AND WE HAD TO CUT $12 MILLION IN IN MAY, I REALLY I EQUATE IT TO WHEN WE DO BUDGET CUTS, WE WANT TO BE LIKE A SURGEON AND USE A SCALPEL.

AND WHEN WE DO A 10% OR WHATEVER PERCENT ACROSS THE BOARD, THAT'S MORE LIKE BEING A BUTCHER AND USING LEVER OR SOMETHING LIKE THAT.

SO SORRY, SORRY FOR THAT.

[01:00:01]

WE WANT TO BE SURGICAL.

WE WANT TO BE SURGICAL WITH THE CUTS THAT WE MAKE SO WE UNDERSTAND WHAT THE IMPACTS ARE GOING TO BE BEFORE WE MAKE THAT CUT.

THAT'S THE POINT THAT I'M TRYING TO GET ACROSS, AND I'M GOING TO TIE THAT MORE MORE TO SCHOOLS AND STUDENTS.

RIGHT. WHILE IT'S STILL A CENTRAL OFFICE CUT, PLEASE KNOW IT'S ULTIMATELY GOING TO IT'S GOING TO IMPACT WHAT'S GOING TO SCHOOLS.

IN SOME FASHION.

SO JUST PLEASE REMEMBER THAT WHEN WE DO BLANKET CUTS AS WELL, BECAUSE THERE ARE SCHOOL BOARD BUDGETS THAT TIE TO SCHOOL WORK.

OK. UM, SO.

BASICALLY SB FIVE.

AND WHAT'S YOUR NUMBER? TASB. THANK YOU.

ALL RIGHT. SB FIVE AND CCB ONE A THUMBS UP FOR SB FIVE AND KB ONE.

WE HAVE TWO THUMBS UP.

ALL RIGHT. THUMBS DOWN FOR RSP FIVE AND KB ONE.

WE HAVE SEVEN THUMBS DOWN.

AND WOULD YOU LIKE TO DO THE DELETES AS WELL, MR. TURNER? YES, PLEASE.

OKAY. SO SB FOUR FOR.

TWO THUMBS UP FOR A USB FOR KB TO.

TWO THUMBS UP.

THUMBS DOWN FOR RSP FOR KCB TWO.

ALL RIGHT. SEVEN THUMBS DOWN.

RIGHT. WE.

OK. THE ART.

SO THIS MICHELLE DAVID, DO YOU WANT TO KEEP THIS AD BECAUSE IT IS TALKING ABOUT BASICALLY ADDING.

FTC TO FOR CONTENT AREAS FOR HIGH SCHOOL.

SO YEAH, I CAN PULL RE1 AND TWO.

THAT'S FINE. I'D LIKE TO DISCUSS.

THREE. OKAY, SO WHY DON'T YOU GO AHEAD AND DISCUSS R THREE, PLEASE? SO THEY ARE E THREE WAS ESSENTIALLY ADDING ONE PHD PSYCHOLOGIST TO HAMMOND, POINT EIGHT TO GW, THREE TO KING STREET CAMPUS AND POINT TWO TO MANY HOWARD TO GET CLOSE TO THE RATIO THAT'S RECOMMENDED BY THE NATIONAL ASSOCIATION OF SCHOOL PSYCHOLOGISTS, WHICH RECOMMENDS ONE SCHOOL PSYCHOLOGIST FOR EVERY 500 STUDENTS.

BASED ON THE NUMBERS IN THE BUDGET BOOK, WHEN YOU DO THE MATH, KING STREET IS PROBABLY THE MOST LACKING IN THERE.

I KNOW WE ADDED ONE KING STREET, AND I THINK WE ADDED SOMETHING TOO MANY.

HOWARD. SO I FEEL WE LIKE WE'RE STILL KIND OF LACKING THERE.

SO I'D LIKE TO DISCUSS THIS ONE IF THERE'S ROOM TO MAYBE ADD MORE TO KING STREET AND GW AND.

ALL RIGHT. ANY COMMENTS OR QUESTION? I JUST HAVE ONE QUESTION.

UM, SO I GUESS ONE CONCERN IS CLARITY, BECAUSE WHEN WE SAY SCHOOL PSYCHOLOGISTS.

IS YOUR INTENT ACTUALLY SCHOOL PSYCHOLOGIST, OR IS IT JUST.

LIKE MENTAL HEALTH SUPPORT.

SO SCHOOL PSYCHOLOGISTS PER SE, BUT OF COURSE SUPPORT MENTAL HEALTH.

I MEAN, I KNOW THE ROLES SOMETIMES OVERLAP BETWEEN COUNSELORS, PSYCHOLOGISTS AND SOCIAL WORKERS IN TERMS OF MENTAL HEALTH, BUT I THINK SCHOOL PSYCHOLOGISTS ARE THE MOST LACKING IN TERMS OF NUMBERS.

AND IN MY MIND, THEY'RE THE BIGGEST SUPPORT FOR MENTAL HEALTH.

SO I'M TALKING TO PSYCHOLOGISTS BASED ON WHAT WE HAVE IN TERMS OF WHAT'S ALLOCATED TO THE SCHOOLS.

SO WE'RE LACKING SPECIFICALLY FOR PSYCHOLOGISTS.

SO I'M SORRY, MADAM CHAIR.

SO THAT'S BASED OFF OF THE NATIONAL ASSOCIATION OF SCHOOL PSYCHOLOGISTS.

RIGHT. SO WE ARE WITHIN OUR SOCKS.

BUT WHEN WE HAVE THIS DISCUSSION AGAIN, I STILL FEEL LIKE I'M HEARING THIS TONE OF SUPPORTING OUR STUDENTS.

AND MAYBE I'M WRONG IN HEARING THAT.

BUT THEIR ROLE IS NOT ONLY TO DO THAT.

SO IF THAT'S WHAT I'M HEARING AND WE'RE DOING THIS, THAT'S NOT GOING TO HAPPEN IN THE WAY THAT THAT I THINK YOU'RE SEEING IT OR VISUALIZING IT, BECAUSE SCHOOL PSYCHOLOGISTS TAKE ON MANY ROLES. IT'S NOT LIKE MAYBE THE TELEHEALTH OPTION WHERE THEY'RE SITTING IN FRONT OF A STUDENT PROVIDING ACTUAL SERVICES, WHATEVER THAT MAY BE, FOR GRIEF OR

[01:05:02]

SCHOOL PSYCHOLOGIST, THEY HAVE MANY ROLES IN A SCHOOL.

IT'S IT'S NOT TO SIT AND TO PROVIDE WHAT WE WOULD THINK WOULD BE ALMOST LIKE A THERAPEUTIC SESSION.

RIGHT. LIKE THEY'RE PART OF CRISIS MANAGEMENT TEAMS, EMTS, EMTS, TEAMS AND THE LIKE.

BUT IT'S NOT TO SIT AND PROVIDE THE MENTAL HEALTH SERVICES LIKE I THINK WE WOULD THINK IF WE WERE TO TAKE A MAKE AN APPOINTMENT IN AN OFFICE AND YOU WOULD HAVE THAT FULL, UNDIVIDED TIME. OF COURSE, IF A STUDENT IS IN CRISIS, WE HAVE A NUMBER OF POSITIONS SCHOOL COUNSELOR, SOCIAL WORKER, PSYCHIATRISTS, WHOEVER MIGHT BE IN THAT SCHOOL THAT CAN PROVIDE IMMEDIATE CRISIS SERVICE.

BUT WE'VE GOT TO BE CAREFUL TO THINK THAT IF WE'RE ADDING THIS, IF THEY'RE GOING TO BE SITTING THERE PROVIDING ONE ON ONE SERVICES ALL DAY LONG TO CHILDREN AND THE MANNER THAT WE THINK. SO I JUST I JUST WANT TO MAKE SURE THAT WHEN I WHEN I READ THIS AND WHAT I'M HEARING ARE TWO DIFFERENT THINGS.

SO IT'S MENTAL HEALTH SUPPORT IS WHAT I THINK THE INTENT IS THAT IS THAT RIGHT? MR. NEWBY. YOU'RE RIGHT.

BUT ALL THE THINGS THAT YOU ALSO STATED THAT THE PSYCHOLOGISTS DO IS IMPORTANT AND ALSO IN A BIG WAY SUPPORT MENTAL HEALTH.

RIGHT. ALTHOUGH WHETHER IT'S EMTS YOU'RE TALKING ABOUT LIKE INTERVENTIONS, DIRECT INTERVENTIONS.

SO I JUST WANT TO MAKE SURE THAT WE HAVE ENOUGH PSYCHOLOGISTS TO DO THAT KIND OF ROLE FOR A BODY THAT'S AS BIG AS OUR HIGH SCHOOLS OR MIDDLE SCHOOLS.

AGAIN, BASED I UNDERSTAND THE SOX AND I THINK I MENTIONED THAT POINT BEFORE, BUT SOX WERE SET EVEN BEFORE THE PANDEMIC.

SO I JUST WANT TO MAKE SURE THAT WE HAVE, YOU KNOW, THE NUMBER.

SO, I MEAN. I HEAR YOU WHEN IT COMES TO LIKE, JUST LIKE AND I'M NOT THINKING ONE ON ONE, BUT I JUST WANT TO MAKE SURE THAT WE HAVE ENOUGH THAT OUR CAN DO THAT KIND OF WORK.

I ALSO WANT TO BE, ABOVE ALL, BE UNDERSTOOD.

I ALSO WANT TO ADD THAT THIS IS ONE OF THOSE HARD TO FILL POSITIONS ALREADY.

SO BY ADDING ANOTHER WHAT WAS IT, FIVE? THEN I'LL DO MY MATH. RIGHT. FOUR.

FIVE. THANK YOU.

THAT'S GOING TO BE FIVE MORE HARD TO FILL.

THAT COULD BE POTENTIAL VACANCIES.

AND I'D RATHER US PUT OUR ENERGY INTO SOMETHING LIKE IF WE'RE ALREADY WORKING ON THE TELEHEALTH PLAN THAT IS DIRECTLY TARGETED TO A PROGRAM LIKE THAT, THAT WE DO THAT.

BECAUSE THIS IS GOING TO REQUIRE SOME ADDITIONAL FUNDING.

SO THAT'S THAT'S JUST FROM MY STAFF'S POINT OF VIEW.

I THINK WE NEED TO JUST BE MINDFUL AGAIN OF THOSE ROLES OF SCHOOL PSYCHOLOGISTS, COUNSELOR AND SOCIAL WORKERS.

OKAY. SO WITH THAT, DID YOU.

AND WHY DON'T YOU TALK ABOUT YOUR DELETE COMPANY? IT'S JUST TO PULL FROM THE RESERVE POSITIONS.

SAME AMOUNT OF POSITIONS FROM THE.

AMERICAN WHITE. YES.

SO DOING THAT. SO YOU HAVE ALREADY ACCEPTED ALL OF THE SUPERINTENDENTS ADJUSTMENTS.

SO THAT INCLUDED INCREASING THE ATTRITION BY 1.3 MILLION.

THIS WOULD BASICALLY INCREASE IT TO 2 MILLION IF YOU DO THAT.

SO ESSENTIALLY WE BE LOOKING AT KEEPING POSITIONS VACANT FOR AN ENTIRE YEAR WHEN THEY BECOME VACANT.

IF WE DO THIS BECAUSE WE'RE ONLY LOOKING AT HOLDING THESE CENTRAL OFFICE POSITIONS VACANT WHEN THEY BECOME VACANT.

SO THAT'S NOT THE MAJORITY OF OUR VACANT POSITIONS, RIGHT? SO WE'D HAVE TO HOLD THEM FOR THE ENTIRE YEAR ESSENTIALLY BY GOING UP THAT AMOUNT.

ANY COMMENTS OR QUESTIONS, EITHER OF THOSE.

OKAY. SO WE'RE GOING TO GO AHEAD AND DO OUR PROCESS FOR RE3 THUMBS UP FOR R, E THREE.

SO I'M FINE PULLING THE DELETE AND PULLING THE AD BECAUSE I THINK I DON'T THINK IT'S SORT OF GOING THROUGH THE VOTE.

SO I'LL PULL IT BECAUSE I DON'T WANT TO ADD MONEY TO THE BUDGET.

I THINK WE ADDED SOME POSITIONS THERE.

SO YEAH, SINCE THE DELETE IS GOING TO COST THIS, SO WE'LL JUST I'LL JUST PULL BOTH.

OKAY. SO MR. ALL NEWBIES PULLING RE3 AND RE4.

ALL RIGHT, RE5.

YOU WANT TO GO AHEAD AND TALK ABOUT THAT? ALL RIGHT. SO THAT ONE IS TO.

HIRE A CONSULTANT OR A THIRD PARTY TO REVIEW, EVALUATE AND AUDIT OUR RESTORATIVE PRACTICES PROGRAM.

I THINK THE PROGRAM HAS BEEN GOING ON FOR AT LEAST EIGHT YEARS, IF NOT TEN YEARS FOR A LONG TIME.

I ALWAYS HEAR THAT, YEAH, WE'RE GOING TO EVALUATE, WHICH I THINK IS GOING TO HAPPEN.

THE PROBLEM IS WITH THAT STAFF TURNOVER.

I MEAN, WE HEARD THE SAME THING LAST YEAR.

I TRIED TO DO AN AD LAST YEAR FOR A POSITION FOR SORT OF PRACTICES, AND WE WERE TOLD THAT WE'RE GOING TO EVALUATE THE PROGRAM.

[01:10:08]

WE DON'T HAVE METRICS, WE DON'T HAVE ACTUAL DATA.

WE'RE RELYING ON A SURVEY.

SO I FEEL IT'S TIME TO ACTUALLY EVALUATE THE PROGRAM AND BRING A THIRD PARTY TO LOOK AT HOW WE'RE IMPLEMENTING THE PROGRAM AND TELL US.

I MEAN, I KNOW WE HAD AN MTS POSITION THIS YEAR FOR FOR THIS PROGRAM OR TO HELP WITH RESTORATIVE PRACTICES.

BUT I STILL I DON'T THINK I'M HEARING THE ANSWER WHETHER THAT'S ENOUGH OR NOT OR WHETHER WE EVEN KNOW THAT'S ENOUGH OR NOT OR HOW ARE WE GOING TO MEASURE IF THAT IS GOING TO BE ENOUGH. I WANT TO SEE HARD DATA.

I WANT TO SEE METRICS.

AND I MEAN, AGAIN, I UNDERSTAND THAT.

WE ARE TOLD IT'S GOING TO HAPPEN, BUT WE DON'T KNOW WHO'S GOING TO BE HERE AS A SUPERINTENDENT NEXT YEAR.

WE DON'T KNOW WHO'S GOING TO BE HERE FROM STAFF.

AND I DON'T WANT TO GO BACK AND RESTART THE PROCESS.

SO I FEEL BRINGING SOMEONE FROM THE OUTSIDE JUST MAKES THE EFFORT SUSTAINABLE.

AND IF STAFF IS GOING TO DO THE WORK ANYWAYS, WELL, THEY CAN SUPPORT THE THE AUDITOR OR THE THIRD PARTY THAT'S GOING TO COME IN AND AND DO THE WORK.

SO THAT'S WHAT THE AD IS FOR, ESSENTIALLY TO JUST EVALUATE THE PROGRAM, TELL US WHAT WE'RE DOING RIGHT.

TELL US WHAT WE'RE DOING WRONG, HOW WE CAN IMPROVE IT, HOW WE CAN DEVELOP METRICS AND COLLECT DATA AND WHAT DATA TO COLLECT.

AND THE DELETE IS ESSENTIALLY TO USE.

I KNOW THE SCHOOL BOARD HAS FUNDS, SO TO.

SO LET ME JUMP IN ON THAT BECAUSE WE DON'T REALLY NEED TO ADD ANYTHING TO THE BUDGET FOR THIS.

SO PART OF OUR SCHOOL BOARD BUDGET IS TO DO AUDITS OF WHATEVER WE CHOOSE.

SO THIS.

PROCESS AT THIS POINT.

IT REALLY JUST BE THE BOARD SAYING WE WANT TO USE OUR FUNDS TO DO THIS OR NOT.

SO YOU I MEAN.

AND I THINK THE BIGGER.

STAFF RELATED QUESTION IS, YOU KNOW, WE GOT WE GOT A LOT OF AUDITS COMING THROUGH.

CAPACITY AND THERE'S A CAPACITY QUESTION AND DO AND IF THE BOARD SAYS THIS IS A PRIORITY, DO WE NEED TO TAKE ANOTHER ONE OFF THE TABLE? DO WE NEED TO REPRIORITIZE? BECAUSE I THINK I'M ALL FOR THIS, BUT WE'VE GOT TO BE FAIR.

YEAH. SO, DR.

JACKSON, BECAUSE SHE HAS STEPPED INTO THAT NEW ROLE BECAUSE OF THAT TRANSITION, IS ALREADY WORKING TO LOOK TO SEE HOW WE'RE GOING TO REVAMP THE DATA THAT WE HAVE AND REALLY THE LESSONS IN MTS PROGRAM.

AND OF COURSE, NOW WE'RE ALSO LOOKING TO INTERVIEW AND HIRE THE EXECUTIVE DIRECTOR POSITION.

SO WE'RE GOING TO HAVE A NEW PERSON IN THAT ROLE.

AND HOPEFULLY WITH THE COMBINATION OF THIS NEW LEADERSHIP, YOU WILL START TO SEE MORE OF THAT DATA THAT YOU'RE EXPECTING.

IF IT IS THE BOARD'S WISHES TO DO THIS, I WOULD AGAIN PLEASE THINK ABOUT THE CAPACITY.

BUT THE VACANCY THAT WE HAVE, THE NUMBER THAT YOU'VE ALREADY PUT ON THE TABLE FOR US TO WORK ON, I WOULD REALLY HOPE THAT WE WOULD WORK TO PRIORITIZE IT, BECAUSE I THINK I'M THINKING ABOUT THE BOUNDARY ANALYSIS AND WE'RE DOING THE HIGH SCHOOL PROJECT.

WE'VE TALKED ABOUT THE MIDDLE SCHOOL, WHAT THAT LOOKS LIKE, K-8, LIKE THERE'S ATHLETICS.

YES, THERE'S A NUMBER OF THEM.

AND WE'RE ALL DEALING WITH THE SAME STAFF ON TOP OF THE SAME WORK THAT'S GOING ON.

YEAH. SO I WOULD THROW IN THAT REMINDER OF THINGS THAT WE'VE ALREADY ASKED FOR THIS YEAR.

AND I FORGOT ONE. THANK YOU, MR. TURNER. SO WE ASKED FOR AN AUDIT OF OUR ATHLETICS DEPARTMENT.

WE HAVE ASKED FOR AK8 ANALYSIS AND STUDY WE HAVE ASKED FOR.

THERE'S SOMETHING ELSE.

WE HAVE BOUNDARY ANALYSIS THAT REALLY NEEDS TO HAPPEN.

AND THERE HAS BEEN A REQUEST FOR A TECHNOLOGY AUDIT AS WELL.

THERE WAS THERE WAS THE DISCUSSION.

THERE WAS THE. MR. HARRIS. HOLD ON. LET'S THERE WAS THE DISCUSSION AROUND THAT.

I DON'T THINK THAT PUSHED FORWARD.

SO REMEMBER, THERE WAS A CONVERSATION ABOUT HOW WE'RE APPROACHING COLLECTIVE BARGAINING.

I DON'T WANT TO GET INTO THAT TONIGHT, BUT THAT WAS KIND OF TAKING A STEP BACK AND EVALUATING THE CITY AND THINKING ABOUT FUTURE BUDGET IMPACTS.

SO I DON'T THINK THAT'S WHERE WE WANT TO GO THIS EVENING.

YEAH, NO, I THINK WE HAD THAT DISCUSSION, BUT WE DIDN'T SAY WE WANTED TO DO THAT PARTICULAR STUDY JUST YET.

AND DR. REEF.

YEAH. THANK YOU. YOU KNOW, I THINK THIS IS AN IMPORTANT CONVERSATION THAT WE'RE HAVING.

YOU KNOW, I WOULD LIKE TO SEE US EVALUATE THE RESTORATIVE PRACTICES PROGRAM.

WE'VE BEEN TALKING ABOUT THAT FOR MANY YEARS NOW.

AND I ALSO APPRECIATE THAT THE STAFF TIME THAT'S INVOLVED.

ONE OF THE THINGS IN THE COMMENT THAT MR.

[01:15:02]

AND I KNOW OVER THE YEARS I'VE SUGGESTED THAT IT AUDIT OUT OF THAT FUNDING.

AND THAT WAS SAID AND, YOU KNOW, I DON'T KNOW THAT WE.

OH, AND THEN THE COMPENSATION STUDY TOO.

YEAH. YEAH. SO, SO I JUST THINK I WOULD LIKE SOME CLARITY MOVING FORWARD BECAUSE IF IT'S IN THE SCHOOL BOARD BUDGET, DOES THAT MEAN OUR CLERKS ARE SUPPOSED TO BE THE STAFF SUPPORT.

I JUST ALL OF THESE DIFFERENT.

NO, NO, NO, NO. RIGHT.

AND SO I'M JUST I'M JUST SAYING THAT THE FUNDING IS THERE FOR AUDITS.

WHO IS THE STAFF THAT'S GOING TO BE RESPONSIBLE IF IT'S COMING OUT OF THE SCHOOL BOARD BUDGET? I DON'T REALLY WANT TO I'M NOT REALLY LOOKING FOR AN ANSWER NECESSARILY TO THAT RIGHT NOW.

I'M JUST SAYING WITH ALL OF THESE STUDIES, I THINK AND THIS IS WE'VE TALKED ABOUT THIS, BUT.

I THINK COMING BACK TO THE BOARD AND LOOKING AT THESE THINGS AND DEVELOPING A WORK PLAN.

AND SO IF IF WE NEED TO INSTEAD OF THESE PIECEMEAL DECISIONS AND CONVERSATIONS THAT WE KEEP HAVING, IF WE CAN SEE THE WORK A LITTLE BIT MORE HOLISTICALLY SO THAT WE CAN WEIGH IN ON PRIORITIZATION, I FEEL LIKE THAT THAT WOULD BE HELPFUL.

SO I WANT TO MAKE SURE I FOLLOW, SEE THE WORK HOLISTICALLY, BECAUSE WHAT I REALLY THINK THE QUESTION IS, IS SEEING MORE OF A TIMELINE AND PROJECT MANAGEMENT BOARD AROUND THE WORK THAT YOU'RE DOING AROUND THE ASK FOR ASSESSMENT.

RIGHT? BECAUSE WE WERE TALKING ABOUT DOING THAT, YOU KNOW, WITH PROGRAM EVALUATION.

BUT WHAT YOU'RE LOOKING FOR IS REALLY A PROJECT MANAGEMENT TIMELINE TO SEE WHERE THE WORK OVERLAPS.

AND NOW THAT YOU'VE ASKED FOR ALL OF THESE THINGS, WE HAVE TO NOW GO OUT TO GET THEM.

SO WE DON'T HAVE AN EXACT TIMELINE BECAUSE JUST LIKE THE COMPENSATION STUDY THAT WE'VE STARTED, THAT TIMELINE GOT PUSHED AS WELL AS THERE'S ANOTHER ASSESSMENT THAT'S GOING ON BECAUSE THE COMPANIES THAT WE ARE WORKING WITH OR CONTRACTED WITH, THEY HAVE STAFFING SHORTAGES.

SO WE HAVE SOME TIMELINES IN PLACE THAT WE'RE GOING TO HAVE TO CHANGE.

WE CAN MAP IT OUT AND SHARE THAT WITH YOU.

AND THAT'S SOMETHING WE'VE BEEN TALKING ABOUT AS A CABINET AND SLT.

I KEEP SAYING WE WE'VE GOT TO DEVELOP THIS PROJECT BOARD, BUT WE CAN'T REALLY GET THERE AND TO SEE WHAT A PROJECT MANAGEMENT BOARD'S GOING TO LOOK LIKE WHEN WE'RE WE'RE KIND OF GETTING THEM THROWN AT US.

AND I DON'T MEAN IT IN A NEGATIVE WAY THAT THEY'RE COMING AT THIS TIME WHEN WE'RE TRYING TO MAP OUT ONE RFP FOR THIS ONE AND THEN WE GET ANOTHER ONE.

OKAY, SO WHICH ONE IS THE PRIORITY? RIGHT? SO DO WE BUMP THAT ONE AND MAKE NOW THE ATHLETICS ONE THE PRIORITY? SO I THINK WHAT WE SHOULD DO IS WE CAN BRING TO YOU ALL THAT YOU'VE ASKED FOR US IN AN UPDATE, POSSIBLY SOMEHOW.

BUT IT'S REALLY AROUND THE TIMELINE OF THE CONTRACT, RIGHT.

AND HOW LONG THEY ANTICIPATED WOULD TAKE.

BUT WHEN YOU'RE ASKING ABOUT IS IT THE CLARK STAFF THAT'S GOING TO DO THIS, THE CLARKS ARE NOT EVEN INVOLVED IN THIS PROCESS.

WE JUST REALLY YEAH, THEY ARE JUST THE THE FINANCIAL KIND OF BARRIER BARRIER, I'M SORRY, BRIDGE TO TO GETTING THE WORK FROM ONE OFFICE.

YEAH. NOT EVEN THE FACILITATOR.

FACILITATOR IS THE EXECUTIVE DIRECTOR AND THE CHIEFS BECAUSE THEY HAVE TO PULL THE DATA THEY WILL PROCESS AND SUPPORT WITH MAYBE SOME, SOME OF THE PAPERWORK.

BUT THAT WORK IS AT THE DEPARTMENT LEVEL.

THE SAME DEPARTMENTS ARE GOING TO OVERLAP BECAUSE THEY'RE GOING TO HAVE TO PULL DATA AND IT'S REALLY GOING TO HIT THE FINANCE AND THE ACCOUNTABILITY.

AND IT SOUNDS LIKE THOSE SAME KIND OF HIGH LEVEL DEPARTMENTS OF HR AND FINANCE AND, YOU KNOW, IT'S GOING TO HIT THE SAME FOLKS.

AND PLEASE BE MINDFUL THAT WE ARE GOING INTO A VERY HUGE AND VERY IMPORTANT TESTING WINDOW THIS SPRING.

AND SO TO PULL RESOURCES OFF OF OF THAT.

DOES SCARE ME A BIT BECAUSE I NEED THEM TO FOCUS ON ACADEMICS.

YEAH. SO WHEN THESE TRENDS, WHEN THESE TRANSACTIONS HAPPEN, IT IS LITERALLY JUST THE MONEY COMING FROM THE BOARD'S BUDGET.

THAT'S IT. WHEN IT COMES TO THE ACTUAL IMPLEMENTATION, THE AUDITORS ARE THE AUDITORS OR THE, YOU KNOW, THE COMPANY, THE PEOPLE, THEY'RE GOING TO GO FIND THE STAFF WHO CAN GIVE THEM THE INFORMATION THAT THEY NEED.

AND THAT'S NOT GOING TO BE THE PEOPLE IN THE BOARD OFFICE.

SO WHEN WE LIKE WHEN WE SAY THAT WE HAVE THE MONEY TO DO IT, WE HAVE THE MONEY IN THE SENSE THAT WE HAVE THE MONEY SET ASIDE IN OUR BUDGET FOR AUDITS THAT WE WANT DONE.

BUT THE IMPACT IS NOT ON OUR OFFICE.

THE IMPACT IS ON THE DEPARTMENTS THAT DO THAT PARTICULAR WORK.

IF I COULD JUST ASK A FOLLOW UP QUESTION, AND THAT'S HELPFUL.

THANK YOU FOR CLARIFYING.

SO I KNOW WE'RE GOING TO EXPECT TO HEAR MORE ABOUT PROGRAM EVALUATION, THE PROGRAM, THE FIVE YEAR PROGRAM EVALUATION CYCLE. SO I GUESS MY QUESTION IS THIS DOES THAT FUNDING WHERE DOES THAT FUNDING LIVE IN WHAT IT IS IN THE ACCOUNTABILITY DEPARTMENT OR IS IT THIS MONEY? NO, THAT IS THE ACCOUNTABILITY.

[01:20:03]

AND THAT'S, I THINK, MORE FROM A PROCESS PERSPECTIVE AND.

IMPLEMENTATION PERSPECTIVE AND MAYBE THE SOLUTION IS COMING UP WITH.

US BEING CLEAR ABOUT THE WAYS THAT WE WANT TO SEE OR KNOW THAT IT'S BEING IMPLEMENTED.

I FEEL LIKE SOMETIMES WE WANT TO THROW MONEY AT STRUCTURAL ISSUES.

AND. THAT ACTUALLY CAN CAUSE MORE STRUCTURAL ISSUES BECAUSE WE'RE PILING ON AS OPPOSED TO TEASING OUT WHAT WE WANT TO KNOW.

IN REGARDS TO SOMETHING THAT'S ALREADY HAPPENING.

SO. I WOULD THINK MAYBE A SOLUTION IS, YOU KNOW, IN THE NEXT TIME THAT WE HAVE TO BUY TOOLS, WE CAN EXPLICITLY STATE TO STAFF.

HERE ARE THE THINGS THAT WE WANT TO KNOW ABOUT RESTORATIVE PRACTICES, EVEN IF IT'S FROM WHERE WE WHERE WE WERE, WHERE WE ARE NOW, AND WHAT OUR PLANS ARE FOR THE FOR THE FUTURE.

AND THEN ADDING OUR INPUT IN TERMS OF SOME ADDITIONAL THINGS THAT WOULD BE HELPFUL BECAUSE WE AS A BOARD, I THINK PEOPLE FEEL A LITTLE BIT OF PRESSURE BECAUSE FROM A BOARD PERSPECTIVE, WE CAN'T TRULY ARTICULATE.

WHAT? WHAT'S HAPPENING? SO FROM MY PERSPECTIVE, I THINK THAT WOULD BE MORE OF A SOLUTION THAN TO, YOU KNOW, PAY AN OUTSIDER TO COME IN AT THIS POINT. THAT'S JUST MY $0.02.

MR. HARRIS. YES.

IN REGARD TO THAT. AND I AGREE WITH WHAT YOU'RE SAYING.

EXCUSE ME, MADAM CHAIR.

I MEAN, I'VE BEEN ASKING ABOUT THE SORT OF JUSTICES SORT OF PRACTICES UPDATES FOR SOME TIME.

I'VE BEEN WATCHING THEM. AND EVEN BEFORE I GOT ON THE BOARD, I WAS CURIOUS AS TO HOW THIS PROCESS WORKS.

I DIDN'T KNOW IT DIDN'T KNOW WHAT THE TIMELINE WAS.

WE ALWAYS HEAR FROM THE COMMUNITY OF THE PRACTICES CODE OF PRACTICE PRACTICE.

AND I'VE ALWAYS BEEN AGAINST JUST DUMPING MONEY INTO IT WITHOUT KNOWING WHAT OUTCOME WE'RE LOOKING FOR.

AND I THINK MR. ALBA'S POINT, I THINK WE WANT TO GET TO A PLACE WHERE WE UNDERSTAND WHAT THE PROGRAM IS.

AND TO BE HONEST, I DON'T THINK WE'VE GOTTEN THAT UP TO THIS POINT.

IT APPEARS THAT IT HAS BEEN KICKED DOWN, KICKED DOWN THE ROAD SOMETIME YEARS.

MY UNDERSTANDING AND THERE'S NO MORE CLARITY NOW THAN IT WAS THAT.

AND MAYBE TWO BY TWOS IS A SOLUTION.

BUT I THINK THAT IT NEEDS TO BE SOMETHING THAT HAS SHOWS A SENSE OF URGENCY.

TO GET THE INFORMATION THAT WE'RE ASKING FOR SO THAT WE CAN HAVE SOME CLARITY AND SHARE THIS TO COMMUNITY AND HAVE THEM GAIN A BETTER UNDERSTANDING OF WHAT THIS PROGRAM IS AS WELL. AND NOT TO ADD MORE TO IT.

I ACTUALLY THINK MAYBE NOW THAT I THINK ABOUT IT, THERE'S A DIFFERENT LAYER TO THE ISSUE IS THAT THE BOARD NEEDS TRAINING ON RESTORATIVE PRACTICES BECAUSE I THINK THERE'S A THERE'S ONE DEFINITION OUT THERE THAT PEOPLE THINK IN THEIR HEADS THAT'S NOT NECESSARILY FULLY WHAT RESTORATIVE PRACTICES IS.

AND IT'S IT'S DIFFERENT LEVELS OF SUPPORT.

IT IS NOT JUST ONE THING.

AND I THINK THE BOARD PROBABLY SHOULD GET TRAINING SO THAT WE KNOW WHAT WE'RE TALKING ABOUT AND THAT WE'RE CLEAR ON WHAT TRUE R.P IS AND WHAT GOOD IMPLEMENTATION LOOKS LIKE IN A SCHOOL SYSTEM.

SORRY, YOU JUST KIND OF TOOK MY WORDS.

I WAS GOING TO SAY, I THINK WE NEED TO COME TO AN UNDERSTANDING NOT ONLY AS A SCHOOL BOARD, BUT AS A COMMUNITY AROUND RESTORATIVE PRACTICES.

RIGHT. BECAUSE IT IS MORE THAN JUST ONE THING.

AND REALLY TO COLLECT DATA ON RESTORATIVE PRACTICES, IT'S NOT LIKE COMING BACK WITH AN ESOL DATA OR MAP DATA.

IT'S NOT ALWAYS THAT CONCRETE.

DR. JACKSON HAS ALREADY PREPARED A PRESENTATION FOR THE BOARD FOR TWO BY TWOS.

IT DID NOT FIT INTO THE TWO BY TWOS OR I WOULD HAVE HAD YOU ON ALL DAY LONG, AND I'M SURE YOU ALL DIDN'T WANT THAT.

BUT SHE DOES HAVE KIND OF AN INTRO TO LET THE BOARD KNOW TO START WHAT RESTORATIVE PRACTICE HAS MEANT TO ASPS MOVING

[01:25:02]

AND I WANT TO SAY TWO MORE BECAUSE THAT WILL GO INTO THE INTERVIEW PROCESS THAT'S COMING UP.

BUT WE DO KNOW THAT WE NEED TO REALLY PUT OUR TIME AND WORK INTO.

RAPTURE. YES, BUT I'LL JUST SAY THIS.

I THINK A LOT OF FRUSTRATION COMES FROM ESPECIALLY WHEN WE WENT THROUGH COVID.

THE EXCUSE WAS WE CANNOT DO THIS BECAUSE OF COVID.

IT'S GOING TO OVERWHELM THE TEACHERS AND WE'RE THROUGH COVID NOW.

AND. THERE'S STILL NO APPARENT MOVEMENT FROM WHAT WE CAN SEE.

AND WE COULD BE WRONG.

AND. TO YOUR POINT, JUST HAVING A BETTER UNDERSTANDING OF WHAT THE PROGRAM IS AND EDUCATING US ON HOW IT'S SUPPOSED TO WORK, BECAUSE I ADMITTEDLY THOUGHT INITIALLY THAT RJ WAS JUST ONE THING. NOW I KNOW IT'S LAYERS TO IT.

SO I SPEAK LESS ABOUT IT BECAUSE I KNOW LESS.

SO I THINK US BEING EDUCATED WILL HELP US OUT AND WE CAN KIND OF QUIT THE BED TO A CERTAIN DEGREE AND BETTER EDUCATE OUR STUDENTS IN REGARD TO WHAT THIS IS AND WHAT THE EXPECTATION SHOULD BE.

SO OUR STAFF STARTED THAT PROCESS BACK IN THE FALL.

THERE WAS A PRESENTATION, I DON'T KNOW IF WE RECALL, THAT STARTED TO TRY TO SET THE GROUNDWORK FOR THIS.

SO SO THAT WAS THE INITIAL STEP.

AND FOR WHAT YOU'RE ASK WERE RIGHT.

AND THAT'S NOT LIKE SOMETHING WE CAN PUSH A BUTTON AND RUN DATA LIKE A MAP.

SO IT IS GOING TO TAKE SOME TIME AND WE ARE REALLY REEVALUATING WHAT THAT LOOKS LIKE FOR NEXT YEAR, ESPECIALLY AT THE SECONDARY LEVEL.

MR. NEWBY. AND JUST TO ADD TO I DON'T NECESSARILY DISAGREE WITH WHAT YOU SAID, MADAM CHAIR, AND I AGREE WITH WHAT MY COLLEAGUE MR. HARRIS SAID. THE PROBLEM IS WE DON'T KNOW WHAT SUCCESS LOOKS LIKE FIRST OR PRACTICE AT THIS POINT.

AND THAT'S WHY I'M HESITANT MYSELF TO THROW MORE RESOURCES IN IT.

THAT'S WHY WE'RE NOW THINKING ABOUT THIS AD DELETE.

I TOOK A STEP BACK AND I WAS LIKE, OKAY, WHAT DID WE ADD THIS YEAR? WE ADDED THE MTS COORDINATOR.

OKAY, GREAT. HOW IS THAT GOING TO HELP THE PROGRAM? I DIDN'T I DON'T KNOW THE ANSWER TO THAT QUESTION.

I KNOW IF ANYONE KNOWS THE ANSWER TO THAT QUESTION, IF ANYONE KNOWS THE ANSWER TO THAT QUESTION, I WOULD LOVE TO HAVE THAT CONVERSATION.

AND THAT'S WHY, LIKE I'M THINKING, LET'S TAKE A STEP BACK AND REASSESS WHERE WE'RE GOING, RIGHT? IT'S A PROGRAM THAT WE'VE PUT RESOURCE IN FOR TEN YEARS, RIGHT? OR EIGHT YEARS, WHATEVER IT IS.

WE KNOW WHAT'S SUPPOSED TO HELP WITH THE DISPROPORTIONATE SUSPENSION OF STUDENTS OF COLOR.

RIGHT. BUT THAT'S NOT THE ONLY MEASURE.

AND THAT MAY NOT EVEN NEED TO BE THE MEASURE.

RIGHT. AND I CAN GO INTO A WHOLE CONVERSATION OF LIKE THAT MAY EVEN HAVE AN OPPOSITE EFFECT TO WHAT WE'RE TRYING TO DO, BUT.

I DIGRESS. SO AGAIN, I THINK IN MY PERSPECTIVE, I JUST WANT TO US TO TAKE A STEP BACK AND LOOK AT THE BIG PICTURE AND JUST REASSESS WHERE WE'RE GOING, WHERE SUCCESS LOOKS LIKE. WHAT ARE OUR SHORT AND LONG TERM GOALS FOR THIS PROGRAM AND HOW ARE WE GOING TO MEASURE? I MEAN, THIS IS THE BEST I CAN ARTICULATE ABOUT WHAT I FEEL ABOUT THIS PROGRAM RIGHT NOW.

AND IF THAT'S SOMETHING THE BOARD FEELS IS IMPORTANT TO DO, I MEAN, AGAIN, MAYBE YOU CAN I DON'T KNOW HOW WE CAN GO ABOUT THIS.

THAT'S A BOARD DECISION, OF COURSE, BUT I GUESS AT LEAST WE NEED TO MAKE IT CLEAR THAT, YES, THIS SORT OF PRIORITY AND YES, WE AGREE WITH THIS AND YES, THIS IS WHAT WE'RE GOING TO DO. SO I'LL LEAVE THAT UP TO MY COLLEAGUES.

MR. BAILEY.

THANKS, MADAM CHAIR. JUST REAL QUICK.

IT SEEMS LIKE EVERY TIME WE MEET, THERE IS SOMETHING WE WANT, AN AUDIT SURVEY OR SOMETHING WE WANT DONE.

RIGHT. SO SHOULD WE.

INDIVIDUALLY AS BOARD MEMBERS, YOU GIVE US A LIST AND WE SAY WHAT WE WANT.

PRIORITIZE FROM 1 TO 3 OR FOUR OR FIVE.

AND ONLY REASON I SAY THAT IS BECAUSE TRYING TO TAKE SOME OF THIS OFF STAFF, THERE'S NO NEED FOR THEM.

LIKE MR. NEWBY. HERE'S WHAT HE'S TALKING ABOUT.

I MEAN THAT TO ME THAT SHOULD BE AT THE TOP, YOU KNOW, TOP IN THE TOP THREE, RIGHT? AND WE KNOW THERE'S OTHER THINGS COMING UP, SO.

YOU ALMOST HAVE AN ANSWER FOR ME, SO I'M GOING TO SHUT UP.

IT'S NOT AN ANSWER. IT'S JUST THAT YOU ALL HAVE ALREADY IDENTIFIED PRIORITIES THAT WE'VE ALREADY STARTED ON.

SO IF YOU WANT TO REASSESS YOUR PRIORITIES, WE NEED TO KNOW, BECAUSE WE'VE DONE WORK AS A STAFF ALREADY TO START THOSE PROCESSES.

SO IF WE'RE GOING TO DO THAT, WE NEED TO DO IT NOW AND REASSESS BECAUSE LIKE I SAID, WHEN YOU START RFP PROCESSES, DR. JACKSON AND HER TEAM WERE ALREADY TALKING ABOUT WHAT THAT LOOKS LIKE FOR NEXT YEAR, EVEN HOW IT FITS IN WITH SCHEDULING TO HAVE THESE.

LIKE WE ARE ALREADY THERE FOR PLANNING FOR NEXT YEAR.

SO IF THAT'S SOMETHING THAT THE BOARD WANTS TO UNDERTAKE, THE STAFF NEEDS TO KNOW NOW BECAUSE WE HAVE ALREADY STARTED AND WE'VE ALREADY MADE YOUR INITIAL ASK OF

[01:30:03]

KAY, THAT'S WHAT I'M SAYING, BECAUSE HE'S JUST OBVIOUSLY.

SO NEWBY JUST BROUGHT UP ANOTHER ONE THAT I THINK WE ALL, MY COLLEAGUES, FEEL THAT THEY'RE IN THE TOP.

IS THERE SOMETHING WE SHOULD PULL OFF SO YOUR STAFF ISN'T WORKING ON THAT, SOMETHING THAT THEY FEEL BECAUSE IT SEEMS LIKE WE'RE.

EVERY COUPLE OF WEEKS, WE'RE COMING UP WITH SOMETHING THAT WE THINK.

I THINK IF YOU JUST SAY WE PROMISE OURSELVES, WE'RE NOT GOING TO CALL FOR ANY MORE AUDIENCE.

AND IS THERE A BUDGET THERE FOR THE ONES THAT WE'RE GOING OUTSIDE? HOW OFTEN HOW MUCH CAN WE DO? IS THERE A BUDGET? WELL, WE HAVE THE BUDGET ISN'T THE PROBLEM.

BUT THE PROBLEM IS, IS THAT YOU CAN YOU CAN.

USE ALL THAT MONEY AND ALL OF THAT MONEY STILL IMPACTS THEIR CAPACITY TO.

TO DO THESE AUDITS.

YEAH. WHAT I'M SAYING IS, SHOULD WE.

WHAT YOU'RE SAYING, DR.

KAY, WAS YOU'VE ALREADY STARTED ON EVERY AUDIT OR SURVEY OR WHATEVER WE'VE ASKED FOR.

YOU'VE ALREADY STARTED ON YOUR TEAM.

WE. YES, BECAUSE THAT WAS WHAT YOUR ASK WAS AT THE TIME.

NOW, WHEN WE CAME HERE AND WE HAD OTHER WORK SESSIONS AND OTHER PRESENTATIONS, OF COURSE, WE'VE ALREADY SHARED OUT WHAT WE THOUGHT SHOULD HAPPEN, OF COURSE, BUT YOU ALL HAD YOUR ASK. SO WE DID THAT AND WE STARTED THE WORK.

AND I KNOW MR. TURNER WANTS TO ADD FROM A FINANCIAL STANDPOINT, BUT FROM A CAPACITY STANDPOINT, I JUST WANT TO BE MINDFUL OF WHERE WE ARE WITH THAT WORK.

SO I'M GOING TO. DO YOU MIND IF I LOOK, I'M GOING TO YIELD MY TIME TO MR. TURNER. SO I'LL SAY SO AS A DEPARTMENT THAT UNDERGOES MULTIPLE AUDITS EVERY SINGLE YEAR.

IT DOES TAKE UP A LOT OF STAFF TIME TO BE ABLE TO WORK WITH THOSE AUDITORS AND PROVIDE THEM WHAT THEY NEED SO THEY CAN ACTUALLY DO THE WORK THAT THEY WERE HIRED TO DO.

I THINK THAT THIS GOES BACK TO WHAT DR.

REEF REQUESTED, ESSENTIALLY A PROJECT TIMELINE FOR THE AUDITS THAT WE ARE UNDER RIGHT NOW.

AND THAT STARTS FROM INCEPTION THROUGH THROUGH THE END, RIGHT.

SO THAT'S EVEN BEFORE THE AUDITOR COMES ON BOARD.

WE'RE DOING WORK. SO MY TEAM IS WORKING WITH WHATEVER DEPARTMENT IS IS RECEIVING THE AUDIT TO DEVELOP THE SCOPE OF WORK, TO THEN PUT THAT ON THE MARKET AND THEN IT HAS TO BE ON THE MARKET FOR SO, SO LONG TO BE ABLE TO GET A VENDOR THAT HAS THE CAPABILITIES TO BE ABLE TO DO THESE AUDITS AND THEN THEY HAVE TO HAVE THEIR ONBOARDING AND SO FORTH. SO I THINK THAT IF WE'RE ALLOWED TO BE ABLE TO PUT TOGETHER THAT TIMELINE AND SAY, OKAY, HERE ARE ALL THE AUDITS THAT YOU ALL HAVE REQUESTED AND THIS IS HOW IT LAYS OUT AND THE STAFF THAT WOULD BE INVOLVED IN IT, YOU ALL WOULD BE ABLE TO SEE WHAT YOU HAVE ASKED OF THE TEAM SO FAR AND THEN YOU'LL BE ABLE TO SEE.

OKAY, WELL, LET'S LINE UP THE NEXT ONE IN THE PIPELINE FROM THERE.

WE KNOW WHEN THESE ARE COMING OUT OF THE PIPELINE.

HERE'S THE NEXT ONE THAT CAN GO INTO THE PIPELINE.

AND WHAT I'M HEARING FROM THIS DISCUSSION IS THE NEXT ONE YOU ALL WOULD LIKE IN THE PIPELINE IS THE EVALUATION OF R.P.

AND IT SOUNDS LIKE THAT'S THE PRIORITY OVER THE ONES THAT WERE ALREADY MENTIONED BEFORE.

AND PLEASE BE MINDFUL ALSO THAT THAT HAVE OTHER PROJECTS AND PROJECT DEADLINES AS WELL.

YOU'RE AWAY FROM THAT.

BUT I THINK IT'S AN IMPORTANT DISCUSSION TO HAVE BECAUSE I FEEL LIKE WE'VE HAD IT BEFORE.

BUT I THINK THAT BECAUSE NOW WE'RE TYING IT TO OUR DOLLARS THAT WE'RE MAKING CERTAIN ASK A BIGGER PRIORITY.

AND NOT THAT IT'S NOT IMPORTANT, OF COURSE WE WANT TO DO WHAT'S IN THE BEST INTEREST OF OUR CHILDREN, BUT I JUST WANT US TO BE MINDFUL OF OF THE WORK BECAUSE WE WANT TO DO IT WELL. SO WITH THAT SAID, I'M GOING TO GO TO DR.

RIEF AND I JUST WANT TO HAVE ONE MORE REMINDER OUT THERE FOR US.

I'M GOING TO STOP TALKING AT THIS, I PROMISE.

BUT WE SET.

PRIORITIES AT THE BEGINNING OF THE YEAR.

SO I THINK WE ALSO NEED TO BE MINDFUL OF THAT WHEN WE HAVE ASKS DO THEY ACTUALLY FALL INTO THE PRIORITIES THAT WE SET BECAUSE.

THAT CAN HELP GUIDE US TO I THINK SOMETIMES LIKE.

AND I THINK THIS IS WITH ALL SCHOOL SYSTEMS, THERE'S SO MANY THINGS COMING AT US AND THEN WE GET AN IDEA OR WE HEAR A THING AND WE'RE LIKE, OH, WE GOT TO DO THAT.

WE GOT TO JUMP ON THAT.

SO WHEN WE HAVE THOSE ADS, IT MIGHT BE HELPFUL FOR US AS A BOARD TO THINK LIKE, DID THIS ASK FALL WITHIN THE PRIORITIES THAT WE ALREADY SET THAT'S THAT MIGHT HELP US AS WELL? I THINK. DR.

REEF. THANK YOU.

YEAH, I THINK THIS IS A REALLY IMPORTANT DISCUSSION, SO I WANT TO APPLAUD US ALL FOR THAT.

I ALSO THINK THAT WE ALL WANT TO MAKE DATA DRIVEN DECISIONS, AND SO THAT'S WHY WE'RE ASKING FOR PROGRAM EVALUATION VERSUS TRYING TO JUST THROW MONEY AT PROJECTS.

THAT SAID, I WAS KIND OF GOING TO GO IN THE DIRECTION.

CHARLES DUTTON OF WHAT YOU WERE SAYING.

WE THERE ARE A COUPLE OF KIND OF POINTS IN THE PROCESS WHERE WE TEND TO WEIGH IN ON THESE THINGS, SETTING THE BUDGET PRIORITIES WE WENT THROUGH AND

[01:35:07]

NOW WE'RE IN THE THE COMBINED FUNDS ARE OPERATING BUDGET.

THERE'S ALSO THE ACCOUNTABILITY PROGRAM EVALUATION CYCLE.

SO, YOU KNOW, ME PERSONALLY, I THINK, YOU KNOW, ONE OF THE THINGS THAT CAME OUT FOR ME OF THE BUDGET PRIORITY SETTING THIS YEAR, DR.

WHITE, IS WE WE HAD REVAMPED THE PROCESS IN THE LAST COUPLE OF YEARS WHERE THE BOARD GOT TO COME IN AND KIND OF SET WHAT WE THOUGHT THE PRIORITIES SHOULD BE.

AND I THINK THAT AS A BOARD MEMBER, WE REALLY APPRECIATED THAT PROCESS BECAUSE WE FELT LIKE WE WERE HAVING MORE INPUT ON THE FRONT.

AND THAT THAT SAID, I THINK SOME FEEDBACK I HEARD FROM YOU WAS.

THIS IS CHALLENGING BECAUSE LIKE, HOW HOW ARE WE FITTING ALL THESE PIECES TOGETHER? AND SO I THINK, YOU KNOW, IT I THINK IT MIGHT MAKE SENSE TO JUST PUT A HOLD ON SORT OF ADDING PROGRAM EVALUATIONS AT THIS POINT UNTIL, YOU KNOW, STAFF CAN COME BACK WITH SOME, YOU KNOW, WHAT WE WERE TALKING ABOUT SOME SOME, YOU KNOW, HERE'S WHAT WE'RE DOING.

HERE'S WHAT WE'RE HEARING FROM YOU.

YOU KNOW, HERE'S WHAT OUR LIMITATIONS ARE.

YOU KNOW, DO YOU AGREE WITH THIS? DO YOU WANT TO MAKE SOME ADJUSTMENTS TO THIS? AND THEN I THINK WHEN WE GO INTO THE BUDGET PRIORITY SETTING NEXT YEAR, LIKE WE NEED TO MAYBE JUST TWEAK THIS PROCESS A LITTLE BIT FURTHER SO WE CAN AND THEN BY THEN WE'LL HAVE THAT TIMELINE AS WELL.

THERE. YEP. I JUST WANT TO JUST WANT TO SAY THIS, THAT, YOU KNOW, I FULLY RESPECT HOW WE PRIORITIZE AGENDA HERE.

I JUST DON'T WANT THIS TO BE FORGOTTEN.

AND, YOU KNOW, IF IT'S NOT PRIORITY, SOMETIMES TEN THINGS TEND TO NOT BE ADDRESSED AT ALL.

AND I THINK EVERY TIME THERE'S AN OPPORTUNITY TO BRING THIS UP, IT SHOULD BE BROUGHT UP EVEN IF IT'S NOT A PRIORITY.

AND I RESPECT WHAT WE'VE DECIDED OVER THE YEAR.

BUT I JUST WANT TO MAKE SURE THAT THIS STAYS ON THE FOREFRONT.

IT IS IMPORTANT.

WE'RE NOT TRYING TO CROWBAR ANYTHING IN.

BUT WE JUST WANT TO MAKE EDUCATED DECISIONS BASED ON THE DATA THAT WE DON'T HAVE.

SO. I KNOW YOU SAID NO MORE, BUT CAN I JUST.

I THINK. BUT.

BUT I THINK THIS IS IMPORTANT TO SAY, BECAUSE I NEED EVERYONE LISTENING THAT'S OUTSIDE OF THIS ROOM TO UNDERSTAND SOMETHING.

JUST BECAUSE IT'S NOT IDENTIFIED ON THE SHEETS HERE TONIGHT OR WHATEVER WE POST AS A SCHOOL BOARD PRIORITY DOES NOT MEAN THAT OUR STAFF DOESN'T MAKE THAT A PRIORITY EVERY DAY.

IF YOU GO INTO THE SCHOOLS, YOU'LL SEE THAT.

SO I WANT TO BE MINDFUL WHERE YOU MIGHT NOT HAVE THE DATA IN THE WAY YOU WANT IT, BECAUSE THE DATA IS NOT, LIKE I SAID, A MAP DATA, BUT.

I CAN PROMISE YOU.

AND I'VE SEEN IT, AND I'M SITTING IN MEETINGS WHERE THERE ARE DISCUSSIONS AROUND THIS.

BUT WHAT YOU'RE ASKING FOR IS A REPORT OUT ON A DATA AND FACTS AND INFORMATION THAT I'M NOT EVEN SURE THAT, LIKE YOU SAID, YOU DON'T KNOW WHAT YOU'RE ASKING FOR. UNTIL WE REALLY WORK THROUGH THE PROGRAM THIS YEAR WITH WHAT WE HAVE WITH OUR NEW STAFF AND BRINGING ON NEW STAFF AND WE'VE ALREADY SET A BASELINE IN THE FALL.

SO I JUST WANT TO BE SAID THAT JUST BECAUSE IT'S NOT SITTING ON THE SCHOOL BOARD'S PRIORITY LIST, THAT STAFF'S NOT MAKING THAT A PRIORITY.

SO MAYBE THAT WON'T GO THROUGH.

LAST THING. I'LL JUST CLOSE WITH THIS.

I MEAN. WEATHER? WELL, FIRST OF ALL, I MEAN, WE MADE IT A BUDGET PRIORITY.

YEAH, WE DIDN'T MAKE IT AN ACADEMIC PRIORITY FOR THE YEAR, BUT WE MADE IT A BUDGET PRIORITY.

SO IT'S CLEAR THAT THE BOARD HAS AN APPETITE FOR THIS TO WORK.

WELL, TO WORK AND WORK WELL.

REGARDLESS WHETHER SOMETHING IS A PRIORITY OR NOT.

FROM MY PERSPECTIVE, IF WE'RE PUTTING RESOURCES TIME AND RESOURCES, TIME, MONEY, STAFF, EVERYTHING INTO SOMETHING, WE NEED TO BE ABLE TO MAKE AN EDUCATED DECISION ON WHETHER WE SHOULD CONTINUE THAT PROGRAM OR NOT, OR HOW WE SHOULD TWEAK THAT PROGRAM BECAUSE WE NEED TO HAVE EVIDENCE.

WE NEED TO HAVE HARD DATA.

AND BE ABLE TO POINT AT IT AND SAY THE PROGRAM IS WORKING OR THE PROGRAM IS NOT WORKING.

WE NEED TO DO ONE, TWO, THREE, FOUR TO FIX THIS PROGRAM.

THIS IS WHERE I STAND ON THIS.

SO WHETHER OR NOT WE SHOULD PROBABLY BE DOING THAT FOR EVERY PROGRAM WE HAVE, WE'RE SPENDING MONEY ON.

OTHERWISE, WHY ARE WE SPENDING THE MONEY ON THAT PROGRAM? MAYBE WE CAN PUT WE'RE JUST TALKING ABOUT HOW MONEY IS FINITE.

IT IS YOU KNOW, IT'S FINITE.

IT'S NOT INFINITE. SO WE SHOULD BE MAKING WISE DECISIONS ON WHERE WE'RE PUTTING OUR TIME AND EFFORT, THE MONEY, SO WE'RE JUST NOT, YOU KNOW, SPINNING OUR WHEELS.

I'LL JUST CLOSE WITH THAT. AND WE STATED IT WAS WE DID SAY IT WAS A BUDGET PRIORITY.

BUT WHAT I'M HEARING IS THAT WE NEED AN EDUCATION.

THE BOARD NEEDS AN EDUCATION ON WHAT SORT OF PRACTICES IS, BECAUSE I BELIEVE THAT STAFF BELIEVE

[01:40:08]

THEY ARE NOT THINGS THAT ACTUALLY SAY RESTORATIVE PRACTICES, BUT THEY ARE THINGS WITHIN THE MTS SYSTEM THAT SUPPORT THE IMPLEMENTATION OF RESTORATIVE PRACTICES. THAT IS WHAT I'M HEARING FROM STAFF.

SO THAT MEANS AS A BOARD, WE NEED AN EDUCATION ON WHAT THOSE THINGS ARE AND HOW RESTORATIVE PRACTICES IS SUPPOSED TO WORK.

SO THAT BECAUSE IF WE DON'T KNOW HOW IT WORKS, HOW SHOULD WE EVEN KNOW WHAT THE OUTCOMES SHOULD LOOK LIKE? I DON'T THINK WE CAN MAKE EDUCATED DECISIONS WITHOUT GETTING AN EDUCATION ON IT, IS WHAT I'M SAYING.

UM, SO.

EVERYBODY. I THINK EVERYBODY'S POINTS ARE 100% VALID.

AND I HEAR YOU LOUD AND CLEAR, MR. EL NEWBIE. PERFORMANCE MEASURES FOR EVERYTHING.

THAT IS HOW WE GO ABOUT MAKING INFORMED DECISIONS ON WHERE TO PLACE OUR DOLLARS.

AND THAT'S ACTUALLY WHAT WE HAVE BEEN TALKING ABOUT, ENSURING THAT WE DO EVALUATE THE PROGRAMS. I BRING IT UP ALL THE TIME BECAUSE WE NEED TO KNOW WHICH PROGRAMS AREN'T WORKING SO WE CAN SUNSET THEM AND THEN WHICH ONES ARE SO WE CAN PUMP MORE RESOURCES INTO THEM.

SO THAT IS WHAT STAFF IS WORKING ON.

MR.. DR..

PAIGE. DISCUSS SOME OF THAT IN THE TWO BY TWOS.

AND IT'S ACTUALLY DISCUSSED YESTERDAY IN OUR DIVISION WIDE TRAINING AS WELL.

SO THIS IS SOMETHING THAT IS UNDER WAY.

HOPEFULLY WE WILL BE ABLE TO PROVIDE THOSE PERFORMANCE MEASURES SO EVERYBODY CAN SEE WHETHER SOMETHING IS WORKING OR NOT.

IT DOES TAKE A WHILE TO BE ABLE TO DEVELOP ACADEMIC PERFORMANCE MEASURES BECAUSE THERE ARE A LOT OF DIFFERENT VARIABLES THAT ARE AT PLAY, BUT IT IS SOMETHING THAT IS BEING DEVELOPED. I READ YOU LOUD AND CLEARLY ON ON THE DATA PIECE.

I DO AS WELL.

I READ YOU LOUD AND CLEAR.

I GET IT. ALL RIGHT, SO LET'S GO THROUGH.

WE HAVE RE5.

WE NEED PEOPLE JUST LEFT US.

YEAH. SO, RE5.

WE NEED A THUMBS UP FOR RE5.

THAT IS THE BOARD CONDUCTING USING SOME OF OUR FUNDS TO CONDUCT AN EVALUATION OUTSIDE EVALUATION OF RESTORATIVE PRACTICES.

THUMBS UP. ALL RIGHT.

WE'VE GOT TWO THUMBS UP.

THREE THUMBS UP. OH FOUR.

THUMBS UP. OKAY, WE GOT PEOPLE OUT.

YEAH, I KNOW. I KNOW.

I'M. I'M SORRY.

I JUST. I GOT IT.

I GOT TO JUMP BACK IN REAL QUICK BECAUSE.

BECAUSE VOTING FOR THIS IS SAYING YOU WANT TO ADD ANOTHER $100 TO THE.

SO. SO, YEAH, THIS IS SAYING YOU WANT TO ADD ANOTHER ONE? YOU NEED TO.

SO I THINK WE NEED TO SEPARATE THINGS HERE BECAUSE THIS IS ON ON HERE.

SO WE'VE GOT TO DO TWO SEPARATE THINGS BECAUSE I'M HEARING A DISCUSSION OF WE WANT.

TO SEND STAFF AWAY WITH A DIRECTIVE TO.

WE'RE GOING TO PAY FOR AN AUDIT, EVERY SORT OF PRACTICES.

AND THAT MEANS THEY HAVE TO GO AWAY AND DO WORK ON THAT.

OK. SO WE GOT TWO SEPARATE ITEMS, THOUGH, BECAUSE THIS COMES OUT OF THE BOARD BUDGET.

ALL RIGHT. SO YOU ARE NOT SAYING THAT YOU WANT TO ADD $100,000 TO OUR TO OUR BUDGET, CORRECT? OKAY, SO I THINK YOU CAN PULL THE ITEM, BUT THEN IF IF WE'RE.

BUT IF WHAT YOU'RE SAYING IS.

MAYBE WE NEED TO HAVE A VOTE ON WHETHER WE WANT THEM TO GO AWAY.

AND DO ANOTHER EVALUATION.

BUT I THINK THE THE THE AUDIT OF THE PROGRAM CAN BE SOMETHING THAT THE SCHOOL BOARD DIRECT STAFF TO DO USING THEIR FUNDING.

AND YOU DON'T NEED A VOTE RIGHT NOW.

IT'S WELL, WE DO, BECAUSE IF ALL OF US DON'T WANT TO DO IT, THEN THAT'S NOT A DIRECTIVE TO YOU.

BUT. BUT.

RIGHT. THIS IS ABOUT THE THE THE 100,000.

AND THEN WHETHER YOU WANT US TO DO THAT, THAT CAN BE SET AT ANY TIME.

RIGHT. A MEMO CAN BE CAN COME FROM FROM YOU THE CHAIR SAYING WE ARE DIRECTING STAFF TO DO THIS AUDIT AND WE'RE ALLOWING UP TO X AMOUNT OF MONEY FROM THE SCHOOL BOARD'S BUDGET TO PAY FOR THAT AUDIT.

RIGHT. IT'S NOT. WHERE DO I PUBLICLY GET THAT? INPUT TO HAVE THAT DIRECTIVE.

[01:45:01]

OKAY. ALL RIGHT. I DON'T WANT TO BECAUSE THE THING IS, I CAN GO AND HAVE CONVERSATIONS WITH NINE BOARD MEMBERS, BUT EVERYBODY DOESN'T KNOW WHERE EVERYBODY STANDS ON DIRECTING STAFF TO DO MORE WORK.

SO THAT CAN BE SEPARATE FROM THIS BUDGET ITEM.

TOTALLY. BUT WE NEED CLARITY ON THIS AT THIS POINT.

SO I WAS JUST I JUST NEED CLARITY ALSO NOW MOVING FORWARD, BECAUSE I WANT TO MAKE SURE THAT WHAT I'M TAKING BACK TO STAFF IS THAT WE'RE WE'RE PROPOSING.

LIKE WHAT MR. TURNER'S POINT WAS THAT WE'RE PULLING IT AS A BUDGET ITEM, BUT THERE'S GOING TO BE A DISCUSSION OR WE'VE HAD A DISCUSSION AND THEN A VOTE ON IF YOU'RE GOING TO TELL US THAT THIS IS GOING TO BE ANOTHER AN ADD ON FOR US.

AND THEN AT THE SAME TIME, WE'RE HAVING THAT DISCUSSION IN THIS ADD ON TONIGHT THAT I'M GOING TO GO BACK TO STAFF AT THIS ON AND DO IT AND ADD THIS TO THIS TIMELINE THAT WE'RE TRYING TO DRAFT.

AND THEN WE'RE GOING TO PRIORITIZE THAT AT A AT A LATER DATE.

AM I FOLLOWING THAT? BECAUSE I FELT LIKE WE KIND OF LOST TRACK OF.

THAT'S WHAT I'M THINKING, BECAUSE WE'RE STILL.

THAT STILL MEANS SOMETHING THAT WE NEED TO KNOW THAT WE'RE GOING TO DO WITH THE BOARD'S MONEY AS WELL.

BUT. OKAY.

WHAT DID YOU SAY? DR.

JACKSON IS WORKING ON THIS.

SO, DOCTOR, THIS IS THIS IS AN EVERYDAY OK.

WHAT? I KNOW YOU DON'T HAVE TO SAY A LOT.

LET ME SAY THIS. YES, IT IS A PART OF THIS IS THAT IF SHE'S WORKING ON IT, CAN WE JUST CAN YOU GET BACK TO US? IT IS A PART OF SHE'S AS IN HER ROLE AS CHIEF OF STUDENT SERVICES AND EQUITY.

THE WORK THAT WE DO, LIKE MR. TURNER WAS SAYING, WE JUST HAD SOME TRAINING ON IT YESTERDAY.

WE BUILD THIS INTO EVERYTHING WE DO OUT OF DR.

JACKSON'S OFFICE.

SO WHAT YOU'RE ASK OF WHAT YOU WANT IS NOT CLEAR OTHER THAN SOME DATA AND AN UPDATE, BUT YOU'RE NOT SURE WHAT THAT DATA AN UPDATE IS THAT YOU'RE ASKING FOR.

YOU JUST WANT TO SEE SOMETHING TO KNOW THAT IT'S WORKING.

THAT'S WHAT I'M HEARING, RIGHT? I THINK WHAT WE CAN DO IS FIRST, WE SHOULD START WITH THE EDUCATION PIECE ON AS A COMMUNITY, AS A SCHOOL COMMUNITY.

WHAT DOES RESTORATIVE PRACTICES MEAN? RIGHT. BECAUSE I CAN I CAN BET YOU RIGHT NOW WE GO AROUND THIS TABLE, YOU'RE ALL GOING TO HAVE A DIFFERENT UNDERSTANDING BECAUSE IT HAPPENED IN IN OUR OWN LEADERSHIP AND TRAININGS AND DEPARTMENTAL MEETINGS, BECAUSE WE ALL BRING DIFFERENT EXPERIENCES AND UNDERSTANDING.

AND FOR OUR STAFF, THEY BRING DIFFERENT TRAININGS AROUND IT.

SO I THINK WE NEED TO, FOR THE SAKE OF BUDGET, DECIDE WHAT YOU'RE GOING TO DO IF YOU'RE GOING TO PULL IT OR NOT.

IF YOU'RE ASKING US TO GO BACK AND DO THAT, ADD THAT TO THE LIST OF EVERYTHING ELSE THAT HAS ALREADY BEEN ASKED FOR AND BUILD A TIMELINE AROUND IT, WHY THAT'S HAPPENING AND THE TWO BY TWOS, DEFINITELY.

OF COURSE, WE CAN GET DR.

JACKSON, WHO WAS ALREADY READY TO GO THIS TIME WITH IT, BUT BECAUSE WE NEEDED TO REALLY ADDRESS SOME OTHER URGENT MATTERS THAT WE'VE TALKED ABOUT, SAFETY THAT NOW WE NEED TO PRIORITIZE YOUR TWO BY TWOS THAT ARE COMING UP AND ADD THAT ON AS A RESTORATIVE PRACTICE INTRO WHERE WE STAND AND HAVE THAT DISCUSSION OF WHAT IT MEANS TO ACT.

THAT'S EVEN IF WE PULL IT.

YOU. OKAY, I'LL PULL IT.

MANAGER. SAID.

THEN THE NEXT THING IS.

BECAUSE I'M HEARING ALL THIS CONCERN.

AH, WHO WANTS TO WHO IS INTERESTED IN DIRECTING STAFF TO ADD THIS AS AN AUDIT ITEM? OUTSIDE AUDITOR COMING IN TO DO AN EVALUATION OF RESTORATIVE PRACTICES.

JUST RAISE YOUR HAND.

AGAIN. I HEAR YOU.

JACKSON COMING BACK TO US IF SHE IS.

I MEAN, THAT COULD BE SOME GOOD INFORMATION THAT WE.

SO WHY GO THROUGH ALL THIS? I HEAR YOU 100%.

BUT THAT'S NOT WHAT I HEARD FROM EVERYONE.

I'M JUST IF STAFF IS ALREADY WORKING ON IT.

WE SHOULD HAVE. LET'S GIVE A TIMELINE TO DR..

WHEN WE LIKE SOMETHING, YOU KNOW, IN WRITING FROM HER AND GO FROM THERE, I BELIEVE ME, I DO NOT WANT TO GIVE ANY MORE WORK TO STAFF THAN THEY ALREADY HAVE, AND I THINK MY COLLEAGUES FEEL THE SAME.

SO. I JUST THINK.

ARE WE MOVING ON AS A GROUP? YES. OKAY.

BECAUSE I WAS HEARING TWO DIFFERENT THINGS.

I NEED TO BE CLEAR BECAUSE I THINK THEY NEED TO BE CLEAR ABOUT WHAT WE'RE ASKING THEM TO DO.

SO MY TASK IS TO.

BUT TO DO AN INFORMATIONAL.

OKAY, GOT IT.

YEAH. I THINK WE NEED TO BUY TO USE AND PROVIDE SOME TRAINING.

[01:50:06]

ALL RIGHT. MS..

GREEN, YOU PROBABLY WANT TO TAKE YOURS OFF.

I DO, MADAM CHAIR.

BUT I'D LIKE TO SAY ONE THING ABOUT IT.

AND I'LL BE. I'LL BE BRIEF.

WE HAVE A TRUE TRUANCY PROBLEM WITHIN OUR WITHIN OUR HIGH SCHOOL AND TO TRUANCY OFFICERS DEFINITELY IS NOT ENOUGH.

I WANT TO THANK MR. TURNER.

THANK YOU, DR. KAY, FOR FINDING A WAY THAT WE CAN MAKE THIS HAPPEN AND I HOPE PASS THE ESSER FUNDING BECAUSE THIS IS BEING FUNDED OUT OF THE ESSER FUNDS THAT WE FIND A WAY TO BE ABLE TO TO MAKE SURE THAT WE HAVE THE RIGHT AMOUNT OF TRUANCY OFFICERS TO TO TAKE CARE OF THE ISSUES THAT WE'RE HAVING WITHIN THE HIGH SCHOOL.

SO THANK YOU VERY MUCH AND I WILL PULL J.G.

ONE AND J.G.

TWO. ALL RIGHT, SO J.G.

ONE AND J.G. TWO HAVE BEEN PULLED.

J.G. THREE.

SAME THING. OKAY.

SO THANK YOU AGAIN, DR.

KAY WYATT AND MR. TURNER, FOR FINDING A WAY TO FUND OUR COLLEGE AND CAREER CENTER AND ADDITIONAL FTE THAT DR.

RIEF HAS HEARD ME TALK ABOUT THIS AND MADAM CHAIR, FOR FOUR YEARS.

IT'S NEAR. IT'S THIS IS NEAR AND DEAR TO OUR HEART.

WE DO OURSELVES A DISSERVICE IF WE DON'T PREPARE OUR STUDENTS PAST THEIR HIGH SCHOOL EDUCATION, AND THEY NEED THE RESOURCES IN THE COLLEGE AND CAREER CENTER TO BE ABLE TO DO THAT.

SO THIS WILL TRULY HELP THEM OUT.

I KNOW THEY WILL BE ECSTATIC ABOUT IT.

AND ONCE AGAIN, I HOPE WE CAN FIND A WAY TO KEEP THAT ADDITIONAL FTE ONCE THE ESSER FUNDING RUNS OUT.

SO THANK YOU. I WILL PULL J.G.

THREE AND G FOR.

OK. UM.

CAN I ADD MY $0.02 TO YOUR G THREE AND G FOUR? I WOULD ADD THAT I ALSO HOPE THAT WE CAN DO SOME JUST WORK AS WE BUILD OUT THIS HIGH SCHOOL PROJECT AROUND OUR COUNSELING PRACTICES IN GENERAL.

BECAUSE I THINK AS WE START TO HAVE, YOU KNOW, CREATE ALL THESE PATHWAYS, I THINK IT'S GOING TO REQUIRE COUNSELORS TO COUNSEL DIFFERENTLY.

AND I THINK THAT WORK NEEDS TO HAPPEN SOONER RATHER THAN LATER.

AND IN ADD TO OUR COUNSELORS CAPACITY TO DO SOME OF THAT WORK SO THAT IT'S NOT SILOED.

OKAY. HOW'S MY $0.02 THERE? J.G. FIVE AND J.G.

SIX. ALL RIGHT.

THANK YOU, MADAM CHAIR.

SO WE'VE HEARD QUITE A BIT ABOUT OUR VETERAN TEACHERS.

AND THESE AREN'T THE NEWER TEACHERS, BUT THE VETERAN TEACHERS WHO ARE NOT ON THE PROPER STEP LEVEL AND ARE LOSING MONEY EACH AND EVERY YEAR.

THIS AD WAS TO.

TO FIGURE OUT A WAY WHERE WE CAN START TO.

TO TO WORK ON THIS PROBLEM, BECAUSE IT'S NOT GOING TO GO AWAY.

AND THOSE TEACHERS DESERVE TO BE ON THE RIGHT STEP LEVEL.

AND I PUT IN HERE 20, 20 YEARS A PLUS BECAUSE THAT'S JUST I WANTED A PLACE TO START.

AND I LOOK AT BEING ABLE TO FUND THIS, CONTINUE TO FUND THIS THROUGH EACH BUDGET CYCLE, STARTING WITH 20 YEARS AND THEN MAYBE GOING DOWN TO 15.

BUT IT'S SOMETHING WE TRULY NEED TO WORK ON AND I DON'T THINK WE'VE PUT ENOUGH, ENOUGH FOCUS ON IT TO MAKE SURE THAT WE ARE PAYING OUR TEACHERS WHAT THEY DESERVE. OR EVEN A STAFF RESPONSE.

SURE, I'LL JUMP IN ON THAT.

SO EACH ONE OF OUR TEACHERS ARE ON THEIR PROPER STEP.

A STEP IS VOTED BY THE SCHOOL BOARD EACH YEAR, EVERY YEAR THAT WE DON'T HAVE THE FUNDING TO BE ABLE TO DO THIS BECAUSE OF WHATEVER THE ECONOMIC SITUATION IS.

AND THE FOLLOWING YEAR WE TRY TO GIVE A MARKET RATE ADJUSTMENT WHICH BRINGS THEIR SALARY UP TO TO WHERE THE MARKET WOULD BE.

WE'VE DONE THAT OVER NUMEROUS YEARS.

SO OVER THE PAST TEN YEARS, I THINK THERE WERE TWO YEARS WHERE THERE WEREN'T A STEP GIVEN TO TO STAFF.

BUT WE'VE GIVEN SEVERAL MARKET RATE ADJUSTMENTS.

IF WE GO BACK AND LOOK AT THE OLD SCALES, IF WE WERE TO GIVE IN A STEP INCREASE EVERY SINGLE YEAR AND NOT THE MARKET RATE ADJUSTMENT, THEY WOULD BE MAKING LESS MONEY RIGHT NOW, PROVIDING THAT MARKET RATE ADJUSTMENT HAS INCREASED THEIR SALARY AND INCREASE THE TOP OF THE SCALE FROM WHERE THEY CAN REACH.

SO THAT TAKES THAT TO A HIGHER POSITION.

SO WHEN THEY RETIRE, YOU'LL ALSO HAVE MORE MONEY BECAUSE NOW YOU HAVE A HIGHER A HIGHER SALARY TO REACH AND THAT'S HOW YOUR RETIREMENT IS BASED ON.

IF WE WANTED TO GO AND PROVIDE MULTIPLE STEPS IN ONE YEAR, WE WOULDN'T PROVIDE WE WOULDN'T HAVE THE FUNDING TO DO THE MARKET RATE ADJUSTMENT.

SO YOU CAN PROVIDE THE TWO STEPS WHICH WOULD AVERAGE AGAIN ABOUT FIVE AND A QUARTER PERCENT ON AVERAGE FOR FOUR EMPLOYEES.

[01:55:05]

THOSE EMPLOYEES THAT YOU'RE REFERRING TO, THE 20 YEAR PLUS, A LOT OF THEM HAVE ALREADY REACHED THAT TOP OF THIS SCALE.

SO BY PROVIDING THEM MULTIPLE STEPS AND SAYING WE'RE GOING TO DO MULTIPLE STEPS VERSUS THE MIRROR, THEY WOULD ACTUALLY BE GETTING NOTHING BECAUSE THERE WOULD BE NO STEP FOR THEM TO GO. THEY WOULD GET SOMETHING THIS YEAR BECAUSE WE'RE ADDING A NEW TOP OR A NEW STEP.

BUT THEN THEY WOULDN'T GET ANYTHING ELSE.

THEY WOULD GET THAT ONE STEP VERSUS GETTING TWO STEPS.

SO THAT'S WHY WE LOOK AT THE MIRROR.

STAFF SHOULD PREFER THE MARA TO THE STEP INCREASE BECAUSE IT'S MOVING THE ENTIRE LADDER UP.

THE STEP INCREASE JUST MOVES YOU ONE RUNG ON THAT LADDER.

I'D RATHER THE ENTIRE LADDER MOVE HIGHER THAN ONE PERSON JUST MOVING ONE RUNG.

SO THAT'S THE STRATEGY THAT WE'VE TAKEN OVER THE PAST SEVERAL YEARS TO BE ABLE TO GET A SALARY FOR TEACHERS HIGHER AND TO BE ABLE TO ATTRACT TEACHERS TO COME TO US. OKAY.

THANK YOU FOR THAT EXPLANATION, MR. TURNER. BUT I MEAN, I'M HEARING SOMETHING DIFFERENT FROM THE TEACHERS, AND I DON'T KNOW WHERE THE MISCOMMUNICATION IS OR WHERE.

AND MAYBE YOU CAN HELP ME FROM AN HR PERSPECTIVE ON THIS.

DR. KAY BUT THAT IS NOT WHAT THE TEACHERS ARE SAYING.

I'VE HEARD THAT SINCE DAY ONE THAT I'VE ENTERED ACPS AND I THINK IT GOES BACK TO EDUCATION.

I KNOW WE HAVE DONE THIS WITH THE PRINCIPALS.

WE'VE DONE THIS CENTRAL CENTRAL OFFICE STAFF.

I FORGET HOW MANY TIMES LAST YEAR, EVEN IN MY HR ROLE WHERE WE TRY TO EXPLAIN THIS.

I KNOW IT'S NOT AN EASY CONCEPT BECAUSE THEY'RE SEEING STEPS IN THE FIELD OF EDUCATION FOR SO MANY YEARS.

THAT'S ALL WE SAW, RIGHT? SO PEOPLE ARE JUST ACCUSTOMED TO UNDERSTANDING THAT I'M EXPECTED OR OWED OR DO MY STEPS.

BUT IF YOU'RE GETTING THE MARKET RATE AND WE'RE ACTUALLY PUTTING TOGETHER ANOTHER VIDEO IN A COMMUNICATION AND MR. TURNER DID THIS LAST YEAR TO GET OUT TO STAFF AND WE'VE DONE IT WITH DIFFERENT GROUPS AS WELL.

THE STEP DOESN'T BENEFIT THEM IN THE LONG HAUL.

AND I DON'T KNOW HOW ELSE TO SHOW IT OTHER THAN THERE IS A PICTURE GRAPHIC THAT HE HAS THAT HE'S TAKEN OUT ONCE THEY TAKE IT OUT ON THE ROAD, BUT TAKEN OUT TO DIFFERENT GROUPS TO SHOW THEM WHERE THEY WOULD BE, IT ACTUALLY IS LIKE TWO PEOPLE ON A.

WAS IT A LADDER OR STAIRS? I CAN'T REMEMBER WHAT THE STEPS ARE, STAIRS TO SHOW THEM WHERE THEY WOULD HAVE LANDED ON A STEP AND WHERE THEY ACTUALLY LAND ON WITH THE MRAS THAT WERE GIVEN THERE. ACTUALLY, THERE'S IT'S HIGHER INCOME BECAUSE OF THE PERCENTAGE BASED ON STEP IS VERY DIFFERENT THAN THE MRAS THAT HAVE BEEN GIVEN OVER TIME.

SO THE MYRA WAS AT A HIGHER RATE THAN THE STAFF.

IS THAT I GUESS, DOES THAT HELP? BUT I THINK IT'S IT'S CHALLENGING BECAUSE IF YOU'VE BEEN IN EDUCATION FOR SO LONG, YOU JUST EXPECT THAT I'M OWED THIS STEP.

RIGHT. AND I'LL TRY TO EXPLAIN IT HOW I EXPLAINED IT WHEN I TOOK THE PRESENTATION ON THE ROAD.

SO I THINK A LOT OF THE CONFUSION IS, IS WHEN YOU LOOK AT IT AND YOU THINK THAT, HEY, I SHOULD HAVE GOTTEN THESE TWO STEPS, YOU'RE LOOKING AT THE CURRENT SALARY SCALE AND SAYING, IF I HAD THESE TWO STEPS, I WOULD BE HERE.

YOU SHOULD BE LOOKING ON THE OLD SCOUT SALARY SCALE BEFORE ALL THE MRAS HAD HAPPENED AND SEEING, OKAY, IT HAD I GOT AND ALL MY STEPS, I WOULD BE HERE.

SO IF YOU GO BACK TO THE TEN YEARS AGO AND LOOK AT THE SALARY SCALE FROM TEN YEARS AGO AND YOU SAY, OKAY, THIS IS WHERE I WOULD HAVE BEEN HAD WE GIVEN A STEP ALL OF THESE YEARS.

LOOK AT THAT SALARY.

CIRCLE IT ON THAT ON THAT SALARY SCALE.

NOW GO TO THE SALARY SCALE THAT WE HAVE NOW AND LOOK AT YOU WHERE YOU ARE ON THAT SALARY SCALE.

THE STEPS AT THE END OF THE DAY DOESN'T MATTER.

SOMEONE ON A GRADE NINE DOES NOT OUTRANK SOMEONE ON A GRADE EIGHT.

RIGHT? WE DON'T IT'S NOT A RANKING SYSTEM.

IT'S LITERALLY JUST THE AMOUNT OF MONEY THAT GOES INTO YOUR POCKET AND THE THE ROAD SHOW, IT'S LITERALLY IF YOU HAVE $100,000 AND SAY EVERY RUNG IS 10%, YOU MOVE UP, SAY YOU MOVE UP FROM 60000 TO 70000, YOUR TOP IS STILL 100,000.

IF YOU GET A 10% MIRROR, YOU MOVE UP FROM 60000 TO 70000.

BUT NOW YOUR TOP IS $110,000.

NOW YOU'RE GOING TO MAX OUT AT A HIGHER LEVEL THAN YOU WOULD HAD YOU JUST GOTTEN THOSE STEPS EVERY YEAR.

THAT'S WHY YOU SHOULD PREFER THE MARKET RATE ADJUSTMENT TO JUST SIMPLY GETTING THESE STEPS, BECAUSE THE STEP THE MARKET RATE ADJUSTMENT IS INCREASING YOUR MAXIMUM SALARY THAT YOU CAN OBTAIN AND THAT'S GOING TO AFFECT YOUR RETIREMENT WHEN YOU RETIRE.

SO IT'S PUTTING MORE MONEY IN YOUR POCKET TODAY AND IT'S PUTTING MORE MONEY IN YOUR POCKET WHEN YOU RETIRE.

DR. REEF. THANK YOU.

I THINK THIS IS A GOOD A GOOD CONVERSATION.

I THINK THAT THE MARKET RATE ADJUSTMENT AND THIS STEP ARE BOTH IMPORTANT.

[02:00:03]

MAYBE YOU CAN HELP ME UNDERSTAND.

SO WHEN A PERSON IS HIRED, HOW IS IT DETERMINED WHAT STEP THAT THEY'RE ON? HOW IS THAT DETERMINED, WHAT STEP THAT THEY'RE ON? WE DO HAVE SALARY GUIDELINES AND TABLES, AND IT DEPENDS ON WHERE YOU'RE COMING IN WITH YOUR EXPERIENCE, RIGHT.

WE LOOK AT YOUR EXPERIENCE AS IT RELATES TO THE JOB THAT YOU'RE APPLYING FOR, AND I THINK THAT IS OFTEN THE QUESTION THAT WE GET BECAUSE SOMEONE MAY HAVE WORKED.

IF THEY WERE APPLYING FOR A TEACHING JOB, THEY MAY.

I'M JUST GOING TO RANDOMLY I DON'T KNOW IF THIS IS TRUE, SO PLEASE DON'T HOLD ME TO IT.

MAYBE BEFORE THEY DECIDED TO BECOME A TEACHER, THEY WORKED AT A BANK, RIGHT? OR THEY WERE A CHEF.

AND NOW THEY'RE COMING TO TEACH MATHEMATICS, RIGHT? LIKE WE CAN'T COUNT THOSE YEARS OF EXPERIENCE.

SO IT'S THE RELATABLE EXPERIENCE TO THE JOB THAT YOU'RE APPLYING FOR.

AND THEN IF YOU LOOK INTO OUR SALARY TABLES AND GUIDELINES, YOU'LL SEE HOW WE ACTUALLY ACCOMMODATE YOUR YEARS OF SERVICE RELATED TO THAT JOB.

SO, YES.

SO THE OTHER PIECE OF THAT IS ALSO FOR OUR LICENSED STAFF, AND THIS IS SURROUNDING JURISDICTIONS HAVE THIS TO THERE'S A MAXIMUM STEP THAT YOU CAN COME IN AT.

RIGHT. SO EVEN IF YOU HAVE 25 YEARS OF EXPERIENCE, THERE'S A MAXIMUM STEP THAT YOU WOULD COME IN AT.

SAME THING FOR OTHER JURISDICTIONS.

IF SOMEONE WERE TO LEAVE A PIECE WITH 25 YEARS OF EXPERIENCE TO GO TO ANOTHER SCHOOL DIVISION, THERE'S A MAXIMUM STEP THAT THEY'RE GOING TO BRING THEM IN AT.

THEY'RE NOT GOING TO JUST SAY, YOU HAVE 25 YEARS OF EXPERIENCE.

WE'RE PUTTING YOU ON STEP 25.

THEY'RE GOING TO SAY YOU HAVE 25 YEARS OF EXPERIENCE.

FOR US, THE MAXIMUM STEP THAT YOU CAN COME IN AS AT 12, WE'RE GOING TO PUT YOU AT A STEP 12 AND YOU'LL GO FROM THERE.

OTHER SCHOOL DIVISIONS, IT MIGHT BE A STEP EIGHT.

THEY'RE GOING TO BE PUT ON A STEP EIGHT AND YOU'LL GO FROM THERE.

WE ACTUALLY JUST RAISED OURS NOT THAT LONG AGO WHEN WHEN DR.

BETTY HOBBS WAS HERE IN ACPS, WE RAISED WHAT YOU COULD COME IN AT, WHAT THE MAXIMUM STEP WAS.

I BELIEVE IN THE PAST IT WAS AN EIGHT, AND NOW IT'S A 12, OR EITHER IT'S A 12 ANNOUNCED TO 16, SOMETHING LIKE THAT.

BUT THERE IS A CAP FOR THE MAXIMUM STEP THAT YOU WOULD BE ABLE TO COME IN AT.

LET ME JUST HELP ME UNDERSTAND.

LET ME JUST PUT A HYPOTHETICAL SCENARIO OUT THERE AND YOU TELL ME IF I'M MISUNDERSTANDING.

SO IF YOU HAD A TEACHER WHO WORKED IN ACPS FOR SIX YEARS AND THEN MOVED TO ANOTHER DIVISION, THEY MAYBE THEY WERE HERE FOR SIX YEARS AND THERE WERE TWO YEARS WHEN THERE WASN'T A STEP.

SO THEN SO THAT'S SIX YEARS.

SO THEN THEY MOVED TO ANOTHER DIVISION FOR TWO YEARS AND THEN THEY COME BACK.

ARE THEY, ARE THEY ON THE SCALE BASED ON HOW MANY YEARS OF SERVICE THEY HAVE IN TOTAL TEACHING.

AM I? AM I LOSING PEOPLE WITH MY.

BECAUSE WHAT I'M SAYING IS IF IF YOU CAN WALK AWAY, IF YOU IF YOU IF YOU ARE AN EMPLOYEE WHOSE MISSTEPS.

OKAY, LET ME REPHRASE THAT.

LET ME REPHRASE THAT.

IF YOU WERE AN EMPLOYEE WHO WAS HERE IN A FOR A CERTAIN NUMBER OF YEARS, INCLUDING YEARS, THAT STEPS WERE NOT GIVEN TO YOU BY THE SCHOOL BOARD, OKAY.

AND YOU WERE TO LEAVE AND WORK ELSEWHERE AND YOU CAME BACK TO ACPS.

COULD YOU THEN END UP BEING PLACED AT A HIGHER POSITION BASED ON YOUR YEARS OF.

SO THERE'S A COUPLE OF THINGS.

SO ONE, YOU'RE GOING TO HAVE TO FIND A SCHOOL DIVISION THAT IS GOING TO HAVE YOU COME IN ON A STEP THAT IS HIGHER THAN WHERE YOU CURRENTLY ARE, BECAUSE, AGAIN, OTHER SCHOOL DIVISIONS HAVE A MAXIMUM STEP THAT THEY WILL BRING YOU IN IT.

AND QUITE POSSIBLY IF YOU ARE A SEASONED EMPLOYEE AND YOU'VE ALREADY PASSED THAT STEP, THAT THAT OTHER SCHOOL DIVISION WOULD BRING YOU IN ON.

RIGHT. SO THERE'S A GREAT CHANCE THAT IF YOU WENT TO ANOTHER SCHOOL DIVISION, YOU WOULD BE GOING DOWN, YOU WOULD RECEIVING LESS PAY IF YOU DID THAT.

SO, FOR INSTANCE, IF YOU ARE A 20 YEAR EMPLOYEE AND YOU ARE ON STEP 16 AND YOU WERE TO LOOK ELSEWHERE, A LOT OF THOSE SCHOOL DIVISIONS ARE GOING TO CAP YOU AT STEP EIGHT OR STEP 12.

SO YOU WOULD ACTUALLY HAVE TO TAKE LESS TO BE ABLE TO GO THERE.

RIGHT. IF YOU COME BACK, DEPENDING ON HOW LONG YOU'VE BEEN GONE, THAT'S SOMETHING THAT'S GOING TO BE EVALUATED BY HR FOR WHERE YOU'RE GOING TO BE PLACED ON THAT SCALE.

THE REALITY IS IN EVERY JOB MARKET, YOU'RE YOU'RE ABLE TO ACTUALLY MAKE MORE WHEN YOU LEAVE AND GO SOMEWHERE ELSE.

THAT'S IN EVERY INDUSTRY ACROSS THE UNITED STATES.

THEY LITERALLY JUST DID A STUDY WHERE IT SAYS PEOPLE THAT CHANGE JOBS EVERY TWO YEARS TEND TO MAKE MORE MONEY THAN THOSE THAT STAY AT THEIR CURRENT JOB FOR A LONG TIME. RIGHT.

AND ONE OF THE REASONS WHY PEOPLE ARE LEAVING AND GOING TO TO NEW JOBS, ONE IS TO RAISE SALARY.

BUT THEN IF YOU LOOK OUTSIDE OF THE PUBLIC SECTOR, PENSIONS ARE NO LONGER A THING.

SO YOU DON'T HAVE TO BE BEHOLDEN TO TO ONE JOB FOR YOUR ENTIRE CAREER LIKE GENERATIONS PAST.

[02:05:04]

SO THERE'S A LOT OF THINGS THAT WE HAVE BEEN DOING IN OUR STRATEGY TO BE ABLE TO RETAIN AND RECRUIT POSITIONS.

IT'S GOING TO BE VERY HARD TO COMBAT THE FACT THAT YOU COULD LEAVE AND TAKE ANOTHER OPPORTUNITY TO MAKE MORE MONEY BECAUSE YOU WHEN YOU LEAVE, IT'S ANOTHER OPPORTUNITY TO NEGOTIATE YOUR SALARY ALL OVER AGAIN.

JUST ONE LAST QUESTION AND CHAIR, IF YOU DON'T MIND.

WE'RE DOING A SALARY SCALE STUDY.

AND CAN YOU JUST GIVE US AN UPDATE ON WHEN WE AND I'M ASSUMING LIKE THAT WILL MAYBE WE'LL BE TALKING THROUGH SOME OF THESE ISSUES AGAIN WHEN WE GET THE RESULTS OF THAT SALARY SCALE STUDY. SO I THINK WE ARE ABOUT TWO MONTHS OUT.

SO I THINK IT'S MAY I DON'T REMEMBER THE EXACT TIME WE'LL HAVE TO I DON'T THINK MR. PASCAL IS ON, BUT I KNOW WHEN WE DID START THIS, THEY TOO WERE HAVING SHORTAGES, SO WE HAD TO PUSH OUR TIME.

MS.. IGNACIO SO I JUST WANT TO PIGGYBACK A LITTLE BIT ON DR.

REEVES QUESTION, BECAUSE PARTICULARLY THAT STAFF THAT IS IN THE MIDDLE OF THAT, NOT AT THE TOP AND NOT AT THE BOTTOM OF THE SCALE, WE HAVE HAD SITUATIONS, STAFF HAVE GONE TO OTHER JURISDICTIONS AND GOTTEN THEIR YEARS OF SERVICE AND HAVEN'T BEEN HAPPY THERE AND HAVE COME BACK AND GOTTEN THOSE.

SO IF YOU'RE IN THE MIDDLE OF THAT.

YES, YOU GET THAT HAPPENS IF YOU'RE AT THE TOP, NOT SO MUCH, AND MAYBE AT THE BOTTOM, NOT SO MUCH.

BUT PEOPLE WHO HAVE LEFT OR MILITARY PEOPLE WHO HAVE LEFT AND CAME BACK.

AND I KNOW FOR A FACT THAT THE SEVERAL TEACHERS THAT WE LOST TO NEIGHBORING JURISDICTIONS A COUPLE OF YEARS AGO, THOSE JURISDICTIONS WERE OFFERING THEM THEIR STEPS.

SO WHEN YOU CAN GO NEXT DOOR AND MAKE AN ADDITIONAL $11,000 A YEAR, THAT'S A BIG DIFFERENCE FOR A MIDDLE OF THE SALARY PERSON, NOT SOMEONE THAT'S BEEN HERE 20 YEARS, SOMEONE THAT'S BEEN HERE LONGER OR MAYBE NOT EVEN SOMEONE THAT'S VESTED.

BUT I DON'T EVEN KNOW HOW YOU WOULD GET PAST THAT, BECAUSE THAT'S JUST WHEREVER YOU WOULD GO, IT WOULD THAT WOULD BE THE SAME.

I MEAN, I THINK THAT WOULD BE THE SAME IF SOMEBODY WAS IN FAIRFAX AND CAME HERE AND THEN WANTED TO GO BACK TO FAIRFAX.

SO VERY SIMILAR TO WHAT MR. TURNER SAID.

PEOPLE DO DO THAT TO JUMP AROUND IN THE SYSTEM.

AND THE QUESTION THEN BECOMES IF YOU WANT TO BE VESTED IN A SYSTEM.

I DO HAVE TO SAY THAT ONE OF THE THINGS THAT.

THAT ALEXANDRIA OFFERS OR AT LEAST OFFERED WHEN I CAME IN WAS THAT SUPPLEMENTAL RETIREMENT.

AND IT DOESN'T SEEM LIKE MUCH, BUT WHEN YOU LIVE YOUR LIFE IN THAT 30 YEARS, THAT EXTRA 2000 A MONTH THAT YOU WOULDN'T GET IN ANOTHER JURISDICTION IS IS A NICE CHUNK.

SO. AND I DO KNOW THAT THERE ARE OTHER JURISDICTIONS.

SO I THINK YOU HAVE TO KIND OF LOOK AT.

BUT IF YOU'RE YOUNG AND YOU'RE IN THE MIDDLE OF THE.

YOU KNOW THAT. AND YOU HAVE THAT OPPORTUNITY.

THANKS. ONLY THING I WOULD ADD IS THAT SOME OF THESE ARE LIKE H.R.

PROBLEMS, TOO, BECAUSE I THINK THAT THERE HAVE BEEN TIMES WHERE PEOPLE DIDN'T FOLLOW THE RULES OR IT WASN'T AS STRINGENT. AND SO, YOU KNOW, YOU KNOW, FOR EXAMPLE, THERE WERE I REMEMBER A TIME WHEN IF YOU WERE SPECIAL ED AND YOU CAME IN LIKE, OH, I'LL OFFER YOU, YOU KNOW, THREE OR FOUR MORE STEPS BECAUSE I'M DESPERATE FOR THAT POSITION.

LIKE, THOSE KIND OF THINGS HAPPENED, AND I KNOW THEY'VE HAPPENED PROBABLY IN OTHER JURISDICTIONS.

SO PART OF IT IS MAKING SURE THAT WE ARE NOT DOING TOO MUCH WIGGLING IN OUR PRACTICES SO THAT, YOU KNOW, THOSE STORIES DON'T GET OUT BECAUSE THOSE PEOPLE TELL.

AND THEN IT BECOMES, OH, I HEARD YOU GOT THIS OR I HEARD THIS PERSON GOT THAT.

SO I THINK THAT'S PART OF THE ISSUE, TOO.

IT'S BEEN ADDRESSED.

I'LL SAY THAT LAST YEAR.

AND I THINK PEOPLE NEED TO ALSO UNDERSTAND COMING IN, LIKE MR. TURNER SAID THIS, THE SALARIES HAVE CHANGED.

OUR GUIDELINES HAVE CHANGED OVER THE YEARS, SO YOU CAN'T COMPARE 15 YEARS AGO TO TODAY'S SCALE.

SO I THINK WE JUST NEED TO BE MINDFUL.

I ALSO NOTICE ON HERE THAT THIS JUST MENTIONS TEACHERS.

I THINK WE NEED TO BE CAREFUL THAT IF WE'RE DOING THAT, THEY'RE GOING TO BE SOME OTHER DISCUSSIONS AND WE'RE CREATING ANOTHER MAYBE SOME CULTURE ISSUES WITH OTHER STAFF.

[02:10:07]

ALL RIGHT, SO GO INTO OUR PROCESS.

J.G. FIVE ARE YOU PULLING THAT? YOU'RE NOT PULLING IT. I JUST WANT TO MAKE I WANTED TO MAKE SURE THAT WHAT I'M HEARING IS CORRECT, THAT ALL 20 YEAR PLUS TEACHERS ARE ON THEIR PROPER STEP ACCORDING.

SO YOUR DOCTOR? QUITE.

YEAH, YEAH. I THINK IT'S A LANGUAGE ISSUE AND IT'S THE LANGUAGE, RIGHT? SO EVERYBODY RECEIVES THEIR PROPER PAY.

TWICE A MONTH, RIGHT? NOBODY'S GETTING CHEATED OUT OF THEIR PAY.

RIGHT. SO EVERY YEAR A SCHOOL BOARD EITHER DECIDES TO APPROVE A STEP INCREASE OR THEY DON'T APPROVE A STEP INCREASE.

THOSE YEARS THAT THEY APPROVE A STEP INCREASE YOUR SALARY GOES UP.

THEY USE THAT. THEY DON'T APPROVE A STEP, INCREASE.

YOUR SALARY DOESN'T GO UP.

AND THE FOLLOWING YEAR WE TRY TO GIVE THOSE MARKET RATE ADJUSTMENTS TO TO BE ABLE TO CATCH PEOPLE UP.

AND THEN THAT ALSO RAISES THE TOP OF THAT, THAT SALARY AS WELL.

SO, YES, EVERYBODY IS ON THEIR PROPERTY SCALE BASED ON WHAT HAS BEEN APPROVED.

RIGHT. SO THERE IS NOBODY THAT IS NOT GETTING WHAT IS ON THEIR CONTRACT.

THEY GET THEIR PAY EVERY TWO WEEKS.

AND ANY TIME THERE'S ANYTHING WRONG IN THEIR PAYCHECK, THEY CALL MY OFFICE.

IT'S THE FASTEST WAY TO LEARN CALCULUS WHEN THERE'S SOMETHING WRONG IN YOUR PAYCHECK.

DR. REEF. YEAH.

I JUST I THINK THAT, YOU KNOW, THE SALARY SCALE STUDY IS GOING TO BE COMING, AND THEN WE'LL HAVE REALLY CONCRETE DATA FROM THAT THIRD PARTY THAT'S LOOKING AT IT AND LOOKING AT, YOU KNOW, HOW WE ARE OR ARE NOT COMPETITIVE OR.

SO I YOU KNOW, I THINK IT WOULD BE TO WAIT AND HAVE THAT INFORMATION AND THEN HAVE THEM REVISIT THIS DISCUSSION.

AND THAT COMPENSATION STUDY IS REALLY TARGET.

AND WHAT FOR? AND I DON'T HAVE THE CONTRACT IN FRONT OF ME, BUT JUST KNOW THAT WE CONTINUOUSLY DISCUSS THIS WHEN WE'RE TALKING ABOUT BUDGET AND HOW TO BUILD IN THE BEGINNING YEARS AND END YEARS FOR ALL STAFF.

RIGHT? BECAUSE THIS IS ADDRESSING TEACHERS.

AND I WANT TO BE MINDFUL THAT WE HAVE OTHER STAFF MEMBERS HERE THAT ARE AT THIS THIS MAYBE THIS 20 PLUS THAT ARE NOT TEACHERS.

AND THEN IF WE DO IT FOR FOR OUR OUR TEACHERS, OUR INSTRUCTIONAL STAFF, WHAT ABOUT OUR OUR BUS DRIVERS WHO HAVE BEEN HERE 20 YEARS OR OUR INSTRUCTIONAL ASSISTANTS OR OR BUILDING ENGINEERS? LIKE, I WANT US TO BE MINDFUL THAT THIS SETS KIND OF A TONE OUT THERE AND A CULTURE AROUND A CATEGORY OF STAFF.

I GET IT. THANK YOU.

DR. KAY. RIGHT. THANK NO, THANK YOU SO MUCH.

AND POINT'S WELL TAKEN.

AND DR..

DR. REEF, THANK YOU FOR REMINDING ME ABOUT THE COMPENSATION STUDY AS WELL.

SO AT THIS POINT WITH THE PREFACE THAT I WANT THIS TO CONTINUE AND I KNOW THAT IT WILL BECAUSE I HEARD THIS DISCUSSION TO CONTINUE AND BECAUSE DR.

KAY WYATT HAS SAID THAT IT WILL, I WILL PULL J.G.

FIVE AND J.G.

SIX AT THIS TIME.

OKAY. THANK YOU, CASEY.

B THREE YOU HAVE STIPENDS FOR MCARTHUR? YES. WE CAN HOLD CASEY, BE THREE AND CASEY BE FOUR.

SINCE THAT WAS A TECHNICAL ADJUSTMENT.

AND THAT MEANS WE ARE DONE WITH TWO PAGES.

YEAH. LET'S GET THIS PARTY.

KEEP THIS PARTY GOING.

ALL RIGHT. AND I'M GOING TO PULL A FEW MORE OF THESE, YOU KNOW, CASEY FIVE.

WELL, I'D LIKE TO SEE MORE FTES, ESPECIALLY AT OUR SCHOOLS THAT ARE ACCREDITED, NOT WITH WARNING.

WHAT'S THE TECHNICAL TERM ACCREDITED WITH CONDITIONS.

I AM I AT LEAST VERY HAPPY TO SEE THE WORK THAT DR.

KAY WHITE AND MR. TURNER AND FOLKS DID TO RESPOND TO OUR NEED AND DESIRE TO LOOK AT MORE INSTRUCTIONAL STAFF, PSYCHOLOGISTS, AND THEN ALSO LOOKING AT SOME OF THE COMPENSATION SO WE CAN PULL CASEY FIVE AND CASEY BE SIX.

ALL RIGHT, CASEY, BE SEVEN.

I WANT TO DEFINITELY TALK ABOUT THIS ONE.

AND ALSO THE EQUIVALENT CUT IS CASEY B EIGHT, WHICH I AM ACTUALLY GOING TO PULL THAT CUT COMPLETELY.

SO I WANT TO HAVE JUST A DISCUSSION ABOUT CASEY SEVEN AS AN ADDITIONAL AD, LOOKING AT SOMETHING THAT I HAD PUT IN THE BUDGET LAST YEAR AND LOOKING AT GETTING SOME THREE ADDITIONAL ADMINISTRATIVE SUPPORTS FOR THE SCHOOL BOARD THAT WOULD BE IN THE SCHOOL BOARDS OFFICE TO HELP REALLY HELP US WITH COMMUNICATION, HELP US WITH EVENT PLANNING AND HELP US WITH HOWEVER WE WANT TO STRUCTURE IT TO TO SUPPORT.

IF YOU LOOK AT ANY OF THE OTHER JURISDICTIONS, THERE IS ACTUALLY A LOT MORE SUPPORT FOR SCHOOL BOARD AND OUR COMMUNITY AS WE CONTINUE

[02:15:10]

AND WE'RE WORKING ON STAGGERED TERMS AND WE'VE NOW SHIFTED WHEN WE'RE GOING TO DO OUR LEADERSHIP VOTE TO THE SUMMER, I WANT TO LOOK TO CONTINUE TO DO WHAT WE CAN TO SERVE OUR COMMUNITY. AND, YOU KNOW, AS WE ARE A PART TIME BOARD, MANY OF US HAVE FULL TIME JOBS AND FAMILIES AND STUFF LIKE THAT.

EVEN WITH ALL OF THOSE PIECES IN PLACE, THERE'S STILL AN EXPECTATION IN TERMS OF HOW WE COMMUNICATE MORE BROADLY WITHIN ALEXANDRIA.

SO THIS WAS AN ATTEMPT TO LOOK AT THESE TWO PIECES.

SO I HAVE HAD SOME CONVERSATIONS, BUT HERE'S THE CAVEAT.

I DON'T WANT TO CUT SOMETHING FROM THE BOARD THAT'S GOING TO IMPACT OUR CLASSROOMS. IMPACT OUR STAFF IMPACTS SALARIES.

THIS IS THOSE ARE ABSOLUTELY THE PRIORITY HERE.

I HAVE HAD SOME CONVERSATIONS WITH COUNCIL.

I DON'T KNOW IF YOU REMEMBER FROM A JOINT COUNCIL MEETING WE HAD PREVIOUSLY WHERE MR. COUNCIL MEMBER MCPIKE TALKED ABOUT LOOKING AT TRYING TO FIND THE SUPPORT FOR US WITH WITHIN THIS WITHIN THE SCHOOL BOARD.

AS YOU KNOW, COUNCIL ALL HAVE A 0.5 SUPPORT PERSON ASSIGNED TO EACH ONE OF THEM.

AND SO THERE IS SOME INTEREST ON THEIR END OF SUPPORTING THAT PIECE.

SO WHETHER OR NOT THAT MEANS US VOTING, SIX OF US SUPPORTING AN ADDITIONAL AD ABOVE OUR ASK OF THE BUDGET.

ALTERNATIVELY. WE CAN SEE THROUGH ADVOCACY WITH COUNCIL TO SEE IF THEY WOULD SUPPORT ADDING SOME OF THESE ADDITIONAL FUNDING INTO THEIR AD BLITZ.

SO. I WILL STOP THERE.

AGAIN, I'M TAKING THE DELETE OFF.

THE QUESTION IS WHETHER OR NOT WE WANT TO.

SAY YES TO SCB SEVEN TO GO ABOVE THE BUDGET OR.

NOTTS AND SEE IF THERE'S ANOTHER VAN YOUR WAY TO ACCOMPLISH GETTING THE SUPPORT, WHICH IS NOT GOING TO REDUCE ANY FUNDING FROM OUR SCHOOLS.

MR. AL NEWBY. THANK YOU, MADAM CHAIR.

PROCESS QUESTION FOR MR. TURNER. IF WE DON'T VOTE FOR THIS TONIGHT OR IF IT DOESN'T GET SIX VOTES, BUT THEN COUNCIL ESSENTIALLY PUTS THIS MONEY IN FOR US, WHAT WOULD BE THE PROCESS WHEN THE BUDGET COMES BACK TO US IN MAY? DO WE HAVE TO DO AN ADD DELETE? DO WE HAVE TO VOTE ON IT OR JUST AUTOMATICALLY GOES INTO THIS? LINE ITEM IF THE CITY COUNCIL VOTES TO ADD ADDITIONAL MONEY TO OUR BUDGET.

IN MAY, YOU WOULD HAVE TO SAY WHAT YOU WANT TO USE THAT FUNDING FOR, RIGHT? BECAUSE ONCE THE FUNDING COMES TO ACPS, YOU ALL CONTROL THAT FUNDING.

SO YOU WOULD JUST SIMPLY HAVE TO SAY WHAT YOU WOULD LIKE TO USE THAT ADDITIONAL FUNDING FOR.

SO HERE'S JUST A QUESTION.

SO IF COUNCIL ADDS FUNDING, THEY CAN'T REALLY DICTATE US TO WHERE IT GOES.

WE HAVE TO DECIDE THAT ONCE THEY ADD THOSE FUNDS.

SO NOW YOU'RE ASKING A VERY POLITICAL QUESTION HERE.

UM. THE.

THERE'S ALWAYS WAYS, AND I'LL LEAVE IT AT THAT.

RIGHT? SO THERE'S ALWAYS WAYS IF THEY WANT TO DIRECT IT TO SOMETHING SPECIFIC.

THERE'S ALWAYS WAYS TO DIRECT IT TO SOMETHING SPECIFIC, SO I DON'T REALLY KNOW HOW TO ANSWER IT BETTER THAN THAT.

DR. REEF. THANK YOU.

YEAH. SOMETHING SIMILAR HAPPENED WHEN WE WERE GOING THROUGH THE ISSUE WITH THE CUSTODIAN POSITIONS, AND COUNCIL DID ALLOCATE AN ADDITIONAL 70,000, AND THEY SAID THAT THEIR INTENT WAS TO MAINTAIN SOME OF THOSE JOBS, EXCUSE ME, RATHER THAN OUTSOURCING THEM.

AND SO THAT THAT WAS WE WERE ABLE TO FIND A SOLUTION IN THAT SITUATION.

YEAH. AND I'LL JUST SAY, YOU KNOW, CERTAINLY IT IS IT IS ABSOLUTELY NOT A GUARANTEE.

LIKE IF WE VOTE TO GO ABOVE AND BEYOND THE BUDGET AND THE CITY MANAGER COMES IN UNDER, UNDER WHAT WE'RE ALREADY ASKING, THEN THIS IS PROBABLY LIKELY NOT GOING TO HAPPEN. KNOW ALTERNATIVELY EVEN CITY COUNCIL, EVEN THOUGH LET'S SAY THEY THEY ADD IT TO THEIR ADS, IT'S STILL A POSSIBILITY NOT HAPPEN.

BUT AGAIN I DON'T.

I THINK THAT THIS IS IMPORTANT.

I THINK WE OWE IT TO OUR COMMUNITY TO DO WHATEVER WE CAN TO TO HELP COMMUNICATE MORE EFFECTIVELY WITH THEM.

BUT THERE'S ALWAYS TRADEOFFS, AS WE KNOW, AND PRIORITIES THAT WE NEED TO MEET.

SO MY QUESTION WOULD BE, IF THIS IS SOMETHING THAT COUNCIL MEMBERS WOULD LIKE TO ADD TO THEIR BUDGET, WOULD IT BE BEHOOVE US MORE SO TO WAIT UNTIL WE ACTUALLY SEE THAT AS IN THEIR BUDGET?

[02:20:06]

MY CONCERN IS ASKING THE SUPERINTENDENT TO GO OVER BUDGET AND GOING TO THE CITY MANAGER AND SAYING, AND BY THE WAY, I WANT AN ADDITIONAL 300 PLUS THOUSAND DOLLARS THAT SHE HADN'T ORIGINALLY, YOU KNOW, BEEN HAVING CONVERSATIONS ABOUT OUR ASKING FOR.

UM. IF WE.

AND MAYBE A BETTER PROCESS.

AND I'M JUST THROWING THIS OUT.

THERE IS YOU KNOW, WE'RE HAVING A BUDGET DISCUSSION ON MARCH 8TH.

AND IF WE HAVE COUNCIL MEMBERS WHO ARE SAYING, LIKE, WE'RE GOING TO ADD THIS IN OUR BUDGET, AND THAT CONVERSATION CAN HAPPEN AMONGST US, AS YOU KNOW, IN TERMS OF WHY THEN IF THAT GETS ADDED.

THAT'S MONEY'S GOING TO COME BACK TO US.

AND THEN.

YOU KNOW, IT MIGHT BE MORE IT MIGHT BEHOOVE US TO MAKE THAT DECISION THEN, AS OPPOSED TO AT THIS STAGE WHERE WE'RE IN A STRANGER POSITION, I GUESS.

YEAH, I THINK THAT I THINK YOUR ARGUMENT IS IS STRONG THAT WE COULD I CAN PULL THIS AND WE CAN WAIT TO HAVE THAT CONVERSATION.

MADAM CHAIR. DR.

HAYWARD. THERE ARE COMMUNICATION LIAISONS THAT SUPPORT THE BOARD ALREADY.

I BELIEVE WE HAVE THAT POSITION IN PLACE NOW IF THAT COULD HELP SUPPORT THIS WORK.

YEAH, I THINK THE.

THE DESIRE HAS BEEN FOR SOMETHING DIFFERENT.

LITERALLY MORE IN TERMS OF AIDS FOR BOARD MEMBERS AS OPPOSED TO.

YEAH. I THINK THIS ASKS FROM HIS BOOS.

THERE'S REALLY BEEN MORE ABOUT AIDS FOR BOARD MEMBERS AS OPPOSED TO.

SORT OF PEOPLE TO HELP THE FUNCTIONING WITHIN THE DIVISION.

YES. SO, YOU KNOW, IF MOST ELECTEDS HAVE AN AIDE WHO CAN HELP WITH LIKE SCHEDULING OR, YOU KNOW.

GOING TO COMMUNITY EVENTS AND THAT KIND OF STUFF.

AND AS IT STANDS, YOU KNOW, I UNDERSTAND PEOPLE FEEL A LITTLE BIT OF PRESSURE WHEN YOU'RE JUST KIND OF HOLDING ALL THAT BY YOURSELF.

SO, YES, WE DO HAVE THE LIAISONS.

I THINK THEIR PURPOSE IS MORE TO HELP US FUNCTION WITHIN THE DIVISION AND GETTING OUR MESSAGE OUT.

BUT I THINK THIS IS SOMETHING DIFFERENT THAT IS BEING ASKED, AM I CORRECT? THANK YOU. THANK YOU.

SURE. ALL WRITTEN. THAT IS EXACTLY, EXACTLY THE CASE.

YOU DID A MUCH BETTER JOB OF ARTICULATING THIS BECAUSE EVEN THE AIDES WHEN I SAY COMMUNICATION, SOMETIMES IT IS LIKE THE PERSON WHO'S COMMUNICATING AND SCHEDULING THE EVENTS OR HELPING GET SOME OF THOSE PIECES OUT OR PERHAPS EVEN HELPING WITH SOME OF THE TRIAGING, YOU KNOW, VARIOUS EMAILS AND MESSAGING THAT MIGHT COME IN THAT, YOU KNOW, WE WANT TO RESPOND TO IN MORE OF A BULK SORT OF WAY, BUT WE DON'T HAVE THE TIME TO GET AND RESPOND TO EVERYONE OR JUST THERE'S A LOT OF DIFFERENT WAYS TO STRUCTURE. CERTAINLY IF WE GET THESE POSITIONS.

OKAY. SO OK.

SO WHAT ARE YOU THINKING? DO YOU WANT TO. I CAN.

WE CAN PULL IT AND WAIT TILL MARCH EIGHT.

I THINK THAT'S A SMART MOVE.

OKAY. OKAY.

SHOULD I CONTINUE ON? ALL RIGHT, CASEY B NINE, THAT WAS NOT AN AD THAT WAS JUST LOOKING AT.

AND IT LOOKS LIKE WE'VE GOTTEN SOME UPDATES ON THIS AND LOOKING AT OUR QSO STRUCTURE AND MAKING SURE THAT OUR VENDOR IS DOING EVERYTHING THEY CAN TO FULFILL ANY VACANCIES AND STUFF LIKE THAT.

SO I'M PLEASED TO SEE THAT THAT IS UNDER WAY.

WE ALREADY.

KB. TEN AND KB.

11 WAS IN THE SUPERINTENDENT'S.

RIGHT. SO I GOT THAT ONE. YES.

SORRY, I'M LOSING. AND THAT WAS, YES, REMOVING THE REDUCING THE HOLD STEP SO WE CAN PULL THE CASE OF TEN AND CASE 11.

A. KB 12.

I. WANT TO TALK ABOUT THIS ONE.

I DON'T WANT TO I DON'T WANT TO PUSH THIS ONE IN TERMS OF THE TOTAL COST THAT IS PROPOSED HERE.

SO THIS ONE IS LOOKING SPECIFICALLY AT OUR COUNSELOR STAFF.

AND INITIALLY THE PROPOSAL WAS TO SHIFT THE COUNSELING STAFF FROM A TEN MONTH TERM TO 1110 MONTH CONTRACT TO 11 MONTH CONTRACT.

I THINK WE NEED MORE TIME TO TO LOOK TO SEE IS THERE AN APPETITE FOR SOME OF OUR COUNSELING STAFF TO SHIFT TO THAT? AND THAT WOULD BE SOMETHING THAT I WOULD REALLY LIKE STAFF TO LOOK AT FOR NEXT FISCAL YEAR.

HOWEVER, AND I KNOW WE'VE HAD SOME CONVERSATIONS IN THE TWO BY TWOS.

ONE OF THE THINGS THAT I HEARD LAST YEAR THAT I'VE EXPERIENCED AS A PARENT THAT I EXPERIENCED IN PREVIOUS YEARS IS THAT WE'RE NOT GETTING INFORMATION TO FAMILIES

[02:25:09]

I MEAN, I KNOW THAT THERE'S SOME LOGISTICAL THINGS.

I HAVE HEARD FROM, YOU KNOW, A FEW PRINCIPALS THAT.

BECAUSE COUNSELORS ARE CURRENTLY ON TEACHER CONTRACT SALARIES AND THEY PLAY A CRITICAL ROLE IN HELPING GET THE CLASS ASSIGNMENTS AND THE LANGUAGE AND THE COMMUNICATION OUT.

THEY'RE ALREADY REALLY BEHIND IN TRYING TO GET THAT COMMUNICATION.

SO IS THERE AN ALTERNATIVE WAY TO TO GET SOME OF THE COUNSELORS OR THE WHATEVER STAFF ARE PRINCIPALS NEED TO HELP HELP WITH THAT BACK TO SCHOOL TIME AND THAT COMMUNICATION.

SO I WILL PAUSE THERE, DR.

KAY, BECAUSE I KNOW WE WERE ABLE TO AT LEAST HAVE A CONVERSATION TO SEE IF THERE'S SOME ALTERNATIVE OPTIONS HERE.

AND WE'LL CONTINUE TO EXPLORE THOSE OPTIONS.

IS THERE IS THERE ANYTHING THAT WE CAN DO FOR THIS COMING SCHOOL YEAR, THOUGH? SO WHAT WE CAN DO IS LOOK AT BRINGING IN STAFF FOR A CERTAIN AMOUNT OF DAYS AHEAD OF THEIR CONTRACT AS NEEDED, AND STAFF IS WILLING TO DO THAT, OF COURSE, SO WE CAN DISCUSS THAT AT A PRINCIPALS. GREAT.

SO THAT I WILL PULL KB 12 AND KB 13.

I KNOW. SEE, I'M GOING.

I AM THE FASTEST SO FAR.

YOU ARE WELCOME.

MAKE IT UP.

CASEY. B 14 THIS IS SOMETHING.

THIS IS MY LAST ONE. YAY! AND THAT'LL BE ANOTHER PAGE DONE.

CASEY B 14 AGAIN, SOMETHING THAT WE LOOKED AT AND HAD A CONVERSATION WITH LAST YEAR ABOUT ADDING LONG TERM BUILDING SUBSTITUTES TO EACH BUILDING AND EACH SCHOOL.

AND REALLY BECAUSE THESE INDIVIDUALS CAN WOULD KNOW THE STUDENTS KNOW THE SCHOOLS, KNOW THE, YOU KNOW, THE FLOW AND CAN BE KIND OF EXTRA SUPPORT FOR SCHOOLS WHEN WE'VE HAD LOTS OF OUTAGES.

SO IT IS.

SOMETHING TO AGAIN, HELP SUPPORT SOME OF OUR VACANCIES THAT WE HAVE OR ILLNESSES WITHIN THE SCHOOL.

MADAM CHAIR, MAY I? AGAIN, THIS IS ONE OF THOSE LANGUAGE KIND OF TOPICS.

IT'S LONG TERM SUB VERSUS A DAILY SUB VERSUS HAVING A PERMANENTLY ASSIGNED SUB TO A BUILDING.

SO I JUST WANT TO MAKE SURE THAT'S CLEAR BECAUSE LONG TERM SUB MEANS SOMETHING VERY DIFFERENT WHEN WE'RE TALKING ABOUT CLASSROOM ASSIGNMENTS AND HOW WE PAY THEM IN THAT, THAT SORT OF THING. I THINK WHAT WHAT THE INTENT HERE WAS TO HAVE A PERMANENTLY ASSIGNED SUB AND NOT A LONG TERM SUB.

YES. SO. DO YOU HAVE ANY COMMENTS OR QUESTIONS ABOUT THAT ONE? KNOCK, KNOCK. OH, YEAH.

NO COMMENT. SO SO WITH THIS, THE CHALLENGE WITH THIS WOULD BE IS AGAIN, RECRUITING, RIGHT? SO WE WOULD BE GOING AFTER THE SAME PEOPLE, RIGHT? THE SAME PEOPLE THAT WE'RE TRYING TO HIRE AS TEACHERS.

WE'D BE LOOKING TO HIRE AS LONG TERM SUBS.

AND I THINK THE PRIORITY WOULD BE TO TRY TO GET THE TEACHER THERE FIRST AND THEN AND THEN PURSUE THIS ROUTE.

SO. IT'S ALL GOING TO BE THE SAME PEOPLE IN THE JOB MARKET.

SO IT'S IT'S WHERE WE PRIORITIZING AND I THINK THAT IT IS GETTING THAT THAT LICENSE TEACHER THAT'S GOING TO BE THE CORE ELECTIVE OR HOMEROOM TEACHER.

SO ADDING THESE IN WOULD BE.

PUTTING ANOTHER POT IN OF OF.

GOING AFTER THE SAME POT IN THE JOB MARKET, RIGHT? BECAUSE THESE ARE ALL TEACHERS.

SO WE'D BE ADDING ANOTHER 19 POSITIONS GOING AFTER THE SAME PEOPLE THAT WERE ALREADY GOING AFTER FOR THE OTHER HUNDRED PLUS LICENSED STAFF THAT WE HAVE VACANT.

SO THAT'S MY CONCERN AROUND THAT.

WE HAVE TO FIND THE CANDIDATES IN THE JOB MARKET FOR ALL OF THESE POSITIONS.

AND SO ALSO WITH THAT, OFTENTIMES SUBSTITUTES DON'T WANT TO TAKE THOSE PERMANENT LONG TERM POSITIONS.

SO REALLY WHAT YOU'RE SAYING IS TO CREATE A DIFFERENT TYPE OF ROLE, EVEN TO HAVE SOMEONE IN THERE TO SUPPORT AND FILL IN AS NEEDED.

SO I THINK WHEN WE USE THE WORD SUBSTITUTE, WE HAVE TO BE VERY CAUTIOUS BECAUSE WHILE SOME OF THEM MIGHT BE GOING TO THAT POSITION, SOME MIGHT WANT TO GO INTO AN EYE POSITION AND OUR SPECIALIZED INSTRUCTION PROGRAM.

WE NEED TO BE MINDFUL THAT WE NEED TO FOCUS ON THAT AREA AS WELL, AND THEN BUILD OUR SUBSTITUTE POOL IN ITSELF SO THAT WE DO HAVE A LARGER BANK TO PULL FROM OVERALL. YEAH, BECAUSE I THINK THAT WAS MY QUESTION.

[02:30:03]

ARE THOSE PERMANENT? AND CALL THEM PERMANENT.

BUT THOSE IN SCHOOL ASSIGN BUILDING, ASSIGN SUBSTITUTES.

ARE THEY ACTUALLY MORE DESIRABLE? TO. YOU KNOW, CANDIDATES WHO ARE LOOKING TO SUBSTITUTE.

DO WE KNOW? IS THERE ANYTHING INFORMATION OUT THERE ABOUT THAT? I THINK IT'S BY THE NATURE OF THE TERM SUBSTITUTE, RIGHT? THERE ARE PEOPLE WHO WANT TEMPORARY ASSIGNMENTS.

SO WHAT WE'RE REALLY TALKING ABOUT IS THE CREATION OF A POSITION IN A SCHOOL TO SUPPORT THE SCHOOL, ALMOST LIKE A MONITOR.

RIGHT. WHO CAN GO IN AND PROVIDE SUPERVISION.

RIGHT. OF COURSE, WE DO WANT SOMEONE THAT CAN GO IN AND HELP SUPPORT WITH INSTRUCTION, OF COURSE.

BUT I THINK WE'VE GOT TO BE CAREFUL OF THE TERM AGAIN, SUBSTITUTE, RIGHT.

BECAUSE OUR GOAL RIGHT NOW SHOULD BE TO BUILD THE POOL OF QUALIFIED SUBSTITUTES THAT WE CAN PULL FROM FOR SHORT TERM ASSIGNMENT OR A LONG A TRUE LONG TERM ASSIGNMENT, AND THEN MAKE SURE THAT WE'RE GOING BACK IN TO FILL THE INSTRUCTIONAL ASSISTANT POSITIONS AND THE TEACHER POSITIONS AND PUT OUR RECRUITMENT EFFORTS THERE AND CONTINUE TO BUILD ON WHAT THEY'VE ALREADY DONE IN H.R.

WITH BUILDING THE APPLICANT POOL BECAUSE WE DID MAKE CHANGES TO THAT LAST YEAR THAT GAVE US THAT DID GIVE US, I WANT TO SAY A SMALL INCREASE, BUT BY CONTINUING TO DO THE WAY THEY WERE RECRUITING FOR THEM, IT WILL GIVE US MORE NUMBERS.

BUT I THINK IT DID HELP WITH CHANGING THE PAY THAT WE HAD LAST YEAR AS WELL.

AND WE GET A STUDY ON THAT.

I'M JUST GETTING. WAS THAT TOO SOON? I WAS JUST LIKE, I HAVE TO REMEMBER ALL THIS.

I WAS LIKE, OH, THANK YOU.

SORRY. WAS THAT TOO SOON? I'M GOING TO NEED TELEHEALTH AFTER.

I WAS LIKE, PLEASE, NO MORE STUDY.

BUT YEAH, I JUST THINK IT'S THE NATURE OF THE TERM SUBSTITUTE MAYBE VERSUS ANOTHER PERMANENT ASSIGNED MONITOR.

BUT OUR GOAL IS TO REALLY FEEL, OF COURSE, WHAT WE HAVE.

YEAH, AND I THINK IT'S ALSO CONSISTENCY TOO.

I MEAN, YOU KNOW, TO THE EXTENT THAT YOU CAN CONSISTENTLY HAVE THE SAME.

SUBSTITUTE PEOPLE.

YEAH, EXACTLY. WHATEVER TERMINOLOGY WE WANT.

MONITORS WITHIN THE BUILDING WHO KNOW THE STUDENTS, WHO KNOW THE TEACHERS.

THAT'S A BENEFIT ACROSS THE BOARD, RIGHT? I MEAN, I MEAN, THAT'S WE HAVE THE RIGHT PERSON AND WE'VE HIRED THE RIGHT PERSON, BUT THAT'S A BENEFIT.

AND IT'S JUST IT IT HELPS BUILD COMMUNITY AND HELPS.

YOU KNOW, KNOW WHERE SOMEBODY NEEDS TO JUMP IN.

AND WE DO HAVE SUBSTITUTES WHO REALLY KIND OF WILL WORK ONLY IN THEIR SCHOOL COMMUNITY OR HAVE PREFERENCES.

AND THEY CAN GO IN AND AND SELECT THOSE MOVING.

WOULD YOU LIKE FOR US TO DO A THUMBS UP? THUMBS DOWN? YES.

BUT. UM, SO.

THUMBS UP FOR AN AD OF.

LET ME GET MY TERMINOLOGY CORRECT.

UM. YOU HAVE TO LEAVE IT AT.

AS IS THE LONG TERM BUILDING STANDING OF THAT, IT'S A PERMANENT ASSIGNED SUBSTITUTE.

SO LONG TERM BUILDING SUBSTITUTES TO EACH SCHOOL OR PERMANENTLY ASSIGNED SUBSTITUTE TO EACH SCHOOL.

UM, AND THAT'S A $6 MILLION.

285,000 AND.

SO THAT THAT $6 MILLION NUMBER IS WRONG.

IT SHOULD BE 2,375,000 FOR 19 POSITIONS.

NO. 2 MILLION.

SAY THAT AGAIN. 2,375,000 FOR THE 19 POSITIONS.

I JUST HAVE IS THAT ARE YOU ASSUMING THAT YOU WOULD PAY THEM ON THE TEACHER SALARY SCALE? THAT THAT IS CORRECT.

SO IF YOU WANT TO REALLY LOOK AT THAT STUDY, I KNOW THAT ARLINGTON OFFERS DAILY SUBSTITUTES, LONG TERM SUBSTITUTES AND WHAT THEY CALL PERMANENT EMPLOYEES.

THEY DON'T MAKE AS MUCH AS A TEACHER, BUT YOU DO HAVE TO OFFER THAT PERSON BENEFIT.

AND SO.

ONE THING THAT I SAW IN THE IN OUR NEIGHBORING JURISDICTION WAS THAT THE PERMANENT IF SOMEBODY WANTS BENEFITS, THAT MAY WORK OUT, BUT YOU ACTUALLY BRINGING HOME LESS MONEY.

THEN YOU WOULD THE PERMANENT SUBSTITUTE WHO DOESN'T WANT THE BENEFITS BECAUSE YOU HAVE TO PAY INTO THOSE.

BUT THEY DO HAVE THOSE THREE LAYERS.

SO THIS WOULD BE A BUDGET AD.

ALL RIGHT. THUMBS UP FOR KFCB 14.

MARY, WE'VE GOT ONE THUMBS UP FOR KFCB.

14 THUMBS DOWN FOR CASE OF 14.

[02:35:01]

AND HOLD ON.

PAPERS. OH, WAIT.

VOTE ON THEM. WE JUST DID KCP 14.

WHERE'S THE. OH, THERE WAS NO JULIE OK.

I'M SORRY. OOH.

ALL RIGHT, DR. REEF.

OK YANG FINALLY, LET'S TIME.

LET'S TIME. SORRY, WE ARE TO THE LAST BOARD MEMBER, SO THAT'S EXCITING.

BUT I DO HAVE THE MOST ATHLETES.

BUT ALL RIGHT.

I THINK. I THINK WE'LL GET THROUGH THEM FAST.

BUT I'M JUST GOING TO PUT A DISCLAIMER THAT THE MOST COMMENTARY I'M GOING TO MAKE IS ON MY FIRST AD.

SO. SO I WANT TO START BY JUST FIRST OF ALL, THANKING, YOU KNOW, DR.

KAY WYATT, MR. TURNER, MR. EASLEY AND YOUR TEAM FOR ALL THE WORK THAT YOU'VE PUT INTO THE BUDGET.

I KNOW IT TAKES A LOT OF EFFORT PUTTING OUR BUDGET TOGETHER, RESPONDING TO ALL OF OUR QUESTIONS.

WE MAY HAVE HAD A RECORD NUMBER THIS YEAR AND THEN ALL THE TIME IT TOOK TO MAKING THE ADJUSTMENTS.

I'M REALLY EXCITED ABOUT THE ADJUSTMENTS.

I REALLY APPRECIATE ALL THAT YOU'VE DONE AND I'M JUST GOING TO ALSO SHARE ONE LEARNING I'VE HAD COMING OUT OF THIS BUDGET YEAR IS JUST REALLY THINKING ABOUT HOW WE ALL AS A BOARD, AS OUR CENTRAL OFFICE STAFF AND AS OUR SCHOOLS, WE'RE ALL ONE TEAM.

YOU KNOW, WE SURVIVED THE PANDEMIC TOGETHER.

WE'RE ALL HERE BECAUSE WE REALLY CARE ABOUT THE KIDS IN OUR COMMUNITY AND WANT THEM TO GET THE BEST EDUCATION THAT THEY CAN.

AND SO WE REALLY NEED TO WORK TOGETHER.

I THINK IT CAN BE EASY TO SLIP INTO THIS SORT OF CENTRAL OFFICE VERSUS THE SCHOOLS.

AND SO I KNOW, YOU KNOW, I'M REALLY LOOKING AT HOW I CAN REALLY TRY TO GET US TO ALL HAVE A CULTURE OF WORKING TOGETHER.

SO I JUST WANTED TO ALSO PUT THAT OUT THERE.

SO THE FIRST AD I HAD WAS FOR 18, 1850S AT THE SCHOOLS.

AND I HAD I HAD PUT IN SOME SUGGESTIONS FOR THAT.

AND I REALLY APPRECIATE, LIKE I SAID, ALL THE ADJUSTMENTS THAT WERE MADE AND THE ADDITIONAL POSITIONS THAT WERE ADDED.

AND ESPECIALLY FOR ANYONE WHO'S LISTENING IN, I KNOW IT CAN BE REALLY HARD TO FOLLOW THIS BUDGET.

IT'S HARD FOR US TO FOLLOW THE BUDGET PROCESS.

SO I'M SURE FOR PARENTS, OTHER STAKEHOLDERS LISTENING IN, IT CAN BE HARD TO FOLLOW.

BUT, YOU KNOW, OUR OUR OUR STAFF REALLY HAS TO LOOK AT THE REVENUE THAT WE GET AS FIXED.

AND IT'S DETERMINED BY SOURCES OUTSIDE OF OURSELVES.

IT'S OUR OUR CITY, OUR CITY COUNCIL, OUR CITIZENS WHO PAY THEIR TAXES.

THANK YOU VERY MUCH. AND ALSO THE STATE ALLOCATION THAT COMES IN.

SO LIKE THE RESOURCES ARE FIXED, I JUST WANT TO SAY THAT AND I KNOW MR. TURNER AND TEAM, YOU KNOW, THERE'S A LOT OF PRESSURE FOR ALL THE ASSETS THAT PEOPLE WANT AND, YOU KNOW, THEY'RE HAPPY WITH YOU AND THEY GET THE ASK AND THEY'RE NOT WHEN THEY DON'T. SO WE APPRECIATE AND RESPECT WE RESPECT THE POSITION THAT THAT YOU'RE IN.

AND SO ONE OF MY LEARNINGS ALSO THIS YEAR IS THAT, YOU KNOW, IT IS A UNIQUE TIME BECAUSE OF ALL THESE STAFFING CHALLENGES THAT ARE HAPPENING, YOU KNOW, IN MANY FIELDS ACROSS THE COUNTRY AND ESPECIALLY IN THE FIELD OF EDUCATION.

AND SO SO WITH ALL WITH THE VACANCIES THAT WE HAVE, WITH THE EXISTING VACANCIES THAT WE HAVE, WE REALLY WANT TO FOCUS ON FILLING ALL THOSE VACANCIES.

THE VACANCY RATE, I THINK HAS PUT A LOT OF PRESSURE ON THE STAFF IN OUR SCHOOLS.

AND SO, YOU KNOW, THEY'RE FILLING THAT.

YOU KNOW, WE'RE HEARING THAT WE WANT TO BE RESPONSIVE TO THE SCHOOLS.

WE WANT YOU TO KNOW THAT WE'RE REALLY SUPPORTING YOU.

AND I THINK WITH SOME OF THESE COMPENSATION ADJUSTMENTS, LIKE I THINK WE'VE REALLY DONE THAT.

YOU KNOW, BUT AGAIN, IF WE IF WE TRY TO ADD IN MORE POSITIONS, YOU KNOW, WHAT I'VE HEARD FROM THE STAFF IS THAT THEN THAT'S MONEY WE CAN'T USE FOR OTHER THINGS.

WHAT WE NEED TO DO IS REALLY FILL THOSE POSITIONS THAT WE STILL HAVE OPENINGS.

BUT THE ONE CONCERN THAT I HAVE THAT WE JUST HAVEN'T HAD A CHANCE TO TOUCH ON TONIGHT THAT I KNOW A LOT OF FOLKS HAVE BEEN INTERESTED IN IS THE ISSUE OF THE CLASS SIZE AND HOW WE'RE APPROACHING THAT THIS YEAR.

SO THAT'S SO I JUST WANTED TO LIKE ASK A LITTLE BIT ABOUT THAT AND JUST MAKE SURE I'M CLEAR GOING INTO THE NEXT SCHOOL YEAR HOW THAT PROCESS IS GOING TO WORK.

AND SO I'M JUST GOING TO TELL YOU, LIKE MY UNDERSTANDING AND THEN YOU CAN CORRECT ME, DR.

WHITE, AND TEAM IF I'M WRONG.

SO ONE OF THE BOARD'S BUDGET PRIORITIES WE SET ASIDE WAS TO MAINTAIN SMALL CLASS SIZES.

AND YOU'VE SHOWN HOW THROUGH THE WEB GUIDE, COMPARING US TO OTHER DIVISIONS, WE DO HAVE SMALLER CLASS SIZES IN ALEXANDRIA.

[02:40:06]

SO THIS HAS BEEN LIKE A REALLY HOT TOPIC THIS YEAR.

I THINK PART OF THE REASON IS BECAUSE WE'VE HAD WHAT I'LL CALL SOME HOTSPOTS IN THE CITY WHERE THE THE THE THE NUMBER OF STUDENTS WHO SHOWED UP WAS LIKE BEYOND THE PROJECTION, PARTICULARLY AT PATRICK HENRY AND SAMUEL TUCKER AND I THINK YOU KNOW AND THAT COMBINED WITH THE STAFFING CHALLENGES AND ALL THE CONCERNS ABOUT LEARNING LOSS HAS JUST JUST MADE THAT A REALLY HOT TOPIC THIS YEAR.

WE TALKED AT LENGTH ABOUT OUR CLASS SIZE POLICY.

SO I UNDERSTAND THAT, YOU KNOW, WE WENT WAY IN THE WEEDS ON THAT.

BUT BASICALLY THAT, AS I THINK WE ALL KNOW, ESTABLISHES THE ELEMENTARY CLASS SIZE CAPS OF 20 TO 24 AND 26.

AND THOSE CAPS ARE FOR THE PLANNING PLANNING PURPOSES AS WE'RE PLANNING THE YEAR.

SO THE BUDGET IN THE BUDGET BOOK AND INCLUDES THE ENROLLMENT PROJECTIONS FOR THE COMING SCHOOL YEAR.

SO THAT'S WHERE WE'RE SEEING THE ENROLLMENT PROJECTIONS FOR THE COMING SCHOOL YEAR.

AND THEN THAT PROJECTION OF HOW MANY STUDENTS ARE GOING TO BE IN EACH GRADE LEVEL AT EACH SCHOOL IS WHAT DETERMINES THE NUMBER OF HOMEROOM TEACHERS THAT ARE BEING PROPOSED FOR EACH SCHOOL. SO WHEN I WAS LOOKING AT THAT PAGE IN THE BUDGET BOOK, THE CONCERN THAT I HAVE DR.

KAY WYATT AND MR. TURNER, IS THAT THERE WERE NINE GRADE LEVELS AT THE DIFFERENT SCHOOLS THAT WERE JUST ONE BELOW THE CAP.

AND SO I THINK AND I'VE HEARD FROM DIFFERENT FAMILIES THAT THEY'RE CONCERNED ABOUT THAT, TOO.

SO. SO.

SO HOW WE'RE APPROACHING THE START OF THE SCHOOL YEAR.

MY UNDERSTANDING IS STAFF ARE GOING TO CONTINUE TO MONITOR THOSE ENROLLMENTS THROUGH MAY, JUNE, JULY, AUGUST, AND THAT WE WOULD LOVE ALL THE ELEMENTARY CLASSROOMS TO STAY UNDER THAT CLASS SIZE CAP FOR SURE.

AND WE'RE WORKING AS HARD AS WE CAN TO RECRUIT ALL OF THE TEACHERS THAT WE NEED.

BUT SHOULD MORE STUDENTS ENROLL IN A GRADE LEVEL AT A PARTICULAR SCHOOL AND WE REACH THAT CAP, THEN WE HAVE A CHALLENGE THAT WE'RE FACED WITH, AND WE COULD EITHER ADD ANOTHER TEACHER AND CREATE ANOTHER CLASS AT THE GRADE LEVEL IF WE HAVE THE SPACE AND IF WE HAVE THE TEACHER, WE COULD ASSIGN ANY NEW STUDENTS WHO ENROLL IN THAT SCHOOL JUST BOOM, YOU'RE GOING TO ANOTHER SCHOOL WHICH HAS TRANSPORTATION IMPLICATIONS.

OR WE COULD ALLOW 1 TO 2 STUDENTS TO STAY IN THEIR ZONE SCHOOL, WHICH WOULD INVOLVE EXCEEDING THE CAP. AND SO THERE'S A LOT OF MOVING PARTS.

I MEAN, THAT'S WHAT I'VE LEARNED.

THERE'S A LOT OF MOVING PARTS AND THAT YOU ALL NEED FLEXIBILITY TO MAKE THE BEST DECISIONS THAT YOU CAN.

AND ONE OF THE THINGS I HEARD FROM DR.

KAY WYATT IS THAT NEW TEACHERS ARE NOT AUTOMATICALLY ADDED DUE TO SMALL INCREASES THAT COME ABOUT, NOR ARE THEY REMOVED DUE TO SMALL DECREASES, AND THAT SOMETIMES IT'S BEST TO JUST HAVE THE CLASSES GO UP ONE OR TWO OVER THE CAP AND TO JUST TRANSFER THOSE FAMILIES OUTSIDE OF THEIR ATTENDANCE AT THEIR SCHOOL.

AND SO SO I THINK YOU ALL NEED THE WHAT I'VE HEARD IS THAT STAFF NEEDS THE FLEXIBILITY TO ASSESS THE SITUATION AND MAKE THE BEST DECISION THAT THEY CAN, BECAUSE THEY'RE TRYING TO BALANCE KEEPING STUDENTS IN THEIR NEIGHBORHOOD SCHOOL TO THE GREATEST EXTENT POSSIBLE.

WE DON'T WANT PEOPLE TO HAVE TO MOVE TO OTHER SCHOOLS WHILE ALSO LIKE SPREADING OUT OUR TEACHERS SO THAT ALL THE CLASS SIZES FALL WITHIN THE SAME RANGE. CERTAIN RANGE.

RIGHT. BUT THEY HAVE TO DO THIS WHILE THE NUMBER OF STUDENTS CAN CHANGE FROM DAY TO DAY.

AND ALSO WE HAVE THIS STAFFING CHALLENGES SO THAT I THAT I GET THAT RIGHT.

THAT'S MY QUESTION. FIRST OF ALL, DID I GET THAT RIGHT? AND THEN I HAVE A FOLLOW UP QUESTION.

I FEEL LIKE I DON'T HAVE TOO MUCH MORE TO ADD OTHER THAN WE HEAR THE PRIORITIES IS KEEPING THEM VERY SMALL.

WE ALSO REALLY HAVEN'T HAD THE CONVERSATION ABOUT KEEPING CHILDREN IN THEIR HOME SCHOOL BECAUSE WE'VE HEARD THAT THAT WAS A PRIORITY OF THE BOARD NOT TO CAPACITY TRANSFER. RIGHT.

AND I DO WANT TO SAY THAT THOSE BUDGET PROJECTIONS WERE.

WE'RE. I'M SORRY.

WE'RE WE'RE ON TARGET.

THERE WERE SOME DECISIONS MADE DURING THE SUMMER AROUND STAFFING.

SO AND I DON'T WANT TO GO BACK AND REHASH THAT, BUT MOVING FORWARD, WE ACTUALLY HAD SOME MEETING TODAY TALKING ABOUT HOW TO TRAIN OUR STAFF TO MAKE SURE WHAT'S GOING TO ROLL OUT WITH PRINCIPALS WHEN WE'RE TALKING ABOUT ENROLLMENT AND PROJECTIONS AND CAPACITY TRANSFERS, HOW THAT'S GOING TO IMPACT TRANSPORTATION.

SO WE ARE ALREADY HAVING THOSE CONVERSATIONS AND WE HAVE BEEN.

SO WE'RE LOOKING AT NEXT YEAR'S PROJECTIONS ALREADY.

AND IF IT'S THE BOARD'S PRIORITY NOT TO CAPACITY TRANSFER, THEN I MEAN, WE NEED TO KNOW THAT LIKE PRETTY SOON BECAUSE WE'RE ALREADY TALKING ABOUT WHAT THAT'S GOING TO LOOK

[02:45:02]

AND WHERE ELSE DO WE HAVE A SHORTAGE BUS DRIVERS, RIGHT.

SO I THINK THAT WE REALLY NEED TO, AS A BOARD, REALIZE, ARE WE GOING TO HONOR WHAT YOU VOTED ON LAST YEAR, THAT THE SUPERINTENDENT HAS THE ABILITY TO CHANGE THAT CLASS SIZE? AND IF THAT WERE TO HAPPEN, HOW DO YOU WANT THAT COMMUNICATED TO YOU? AND THEN JUST KIND OF LIKE LAY OUT WHAT THAT'S GOING TO LOOK LIKE.

BUT YOU'VE YOU'VE PRETTY MUCH MAPPED OUT OUR DISCUSSION PRETTY WELL IN WHAT THAT LOOKS LIKE.

CAPACITY TRANSFERS AND NO CAPACITY TRANSFERS.

ARE YOU GOING TO ALLOW SUPERINTENDENT TO GO OVER THE CAP, THAT SORT OF THING.

AND THEN WE REALLY NEED TO TALK ABOUT BECAUSE WHAT WE'RE TALKING ABOUT ARE OUR STUDENTS, RIGHT? AND WHEN WE CAPACITY TRANSFER, IT'S NOT ONLY OFTEN ONE STUDENT, IT'S OFTEN A FAMILY OF STUDENTS.

SO WE'RE NOT TALKING ONE STUDENT THAT WE'RE GOING TO MOVE FROM THEIR HOME SCHOOL COMMUNITY TO ANOTHER SCHOOL.

IT COULD BE TWO OR THREE OR MORE SIBLINGS.

SO I THINK WE JUST NEED TO BE MINDFUL OF WHAT OUR PRIORITIES ARE.

DO WE NEED TO HAVE.

THAT THAT KEEPS COMING UP ABOUT, YOU KNOW, OUR SORT OF OUR PRIORITIES OF THIS AREA.

AND IT SOUNDS TO ME LIKE WE PROBABLY NEED TO HAVE A MEETING ITEM ON THE AGENDA WHERE WE REALLY HASH OUT AND CLARIFY THAT AS A BOARD, BECAUSE I THINK.

AND I DON'T KNOW, MAYBE WE DIDN'T NECESSARILY DO THAT WITH THIS BOARD, BUT WE'VE WE'VE HAD THAT SORT OF WAY IN THE PROS AND CONS DISCUSSION BEFORE, AND I THINK THAT PROBABLY NEEDS TO HAPPEN SO THAT YOU HAVE SOME YOU GUYS ARE GOING TO NEED DIRECTION, I THINK SOONER RATHER THAN LATER, NEED IT SOONER RATHER THAN LATER.

AND LOOKING AT THE NUMBERS THAT I ACTUALLY SAW THIS MORNING, WE'RE GOING TO HAVE TO CAPACITY TRANSFER.

AND A PART OF THAT IS ALSO LOOKING AT THAT MIDDLE SCHOOL AND K-8 MODEL.

SO THAT'S WHY WHEN WE'RE TALKING ABOUT PRIORITIZING ALL OF THESE KIND OF PRIORITIES, ARE WE GOING TO DO THIS ASSESSMENT OR ARE WE GOING TO DO THIS STUDY THAT THAT K81 IS ALSO A PRIORITY, JUST LIKE THE RESTORATIVE PRACTICE ONE.

BUT THIS ONE'S GOING TO HIT AND IT'S GOING TO HIT SOON.

SO I THINK WE JUST NEED TO BE MINDFUL OF THAT SO SO WE CAN WORK ON GETTING THAT ON THE AGENDA.

DR. SIMPSON BAIRD FOR TWO.

I APPRECIATE, DR.

REEF, HOW YOU LAID OUT THAT CONTEXT.

I THINK IT'S IMPORTANT, ESPECIALLY FOR US AS BOARD MEMBERS, TO KNOW HOW THAT OPERATES.

I THINK THERE ARE TWO OTHER THINGS THAT HAPPEN AS WELL.

WE CAN MOVE A TEACHER FROM ONE SCHOOL TO ANOTHER IF WE NEED IF WE HAVE THEM ALREADY IN THE BUDGET AND THEY'RE HIRED.

SO THAT IS ANOTHER POSSIBILITY IN THE.

DECISION TREE OF OPTIONS.

BUT ALSO WHAT'S IMPORTANT TO NOTE IS THAT WHEN WE GET THE BUDGET BACK IN MAY, IT WILL HAVE UPDATED PROJECTIONS.

SO I THINK IT'S IT'S IMPORTANT FOR US TO RELOOK AT THAT AND MAKE SURE THAT WHAT IS HAPPENING THEN STILL ALIGNS WITH OUR PRIORITIES TO.

MAY I SPEAK TO THAT? IT SOUNDS VERY EASY TO JUST MOVE A TEACHER, BUT WE ALSO HAVE TO THINK ABOUT THE PHYSICAL SPACE IN OUR CLASSROOMS. RIGHT. AND A I DON'T WANT TO CALL IT A SCHOOL NAME, BUT OUR ELEMENTARY SCHOOLS EVEN HAVE DIFFERENT CLASSROOM SIZES.

AND MS.. GULICK IS SHE'S KIND OF AN EXPERT IN GOING IN AND LOOKING AT SPACES AND KNOWING AND TRAINED.

OF HOW MANY STUDENTS AND HOW MANY CLASSROOMS CAN FIT IN A BUILDING.

SO IT'S NOT JUST THAT WHETHER WE HAVE A BODY GO IN A TEACHER OR STAFF MEMBER, IT IS REALLY WHAT IS IN THE BEST INTEREST OF THAT SCHOOL STRUCTURE.

SO IT IS A LITTLE IT IS DEFINITELY AN ART, I THINK IS WHAT IT IS.

IT IS DEFINITELY AN ART.

VARIABLES THAT COME INTO PLAY AND I THINK FOR THAT REASON, I KNOW WE CHOSE TO PROVE THIS POLICY LAST YEAR, BUT IT MIGHT BE WORTH REVISITING THE CLASS SIZE POLICY AGAIN, OR ESTABLISHING A REG THAT SOMEHOW PUTS LANGUAGE AROUND THIS BECAUSE OTHERWISE I THINK THE PUBLIC GENERALLY IS LIKE 22, 24, 26.

COME ON, WHAT HAPPENED WHEN REALLY IT IS THIS VERY NUANCED.

RIGHT? AND I'LL SAY THIS.

THIS IS WHAT I THINK THE PUBLIC UNDERSTOOD THAT TO ME, RIGHT? A 22 THE MOMENT THE 23RD STUDENT COMES IN THAT IT IS A CAPACITY TRANSFER, OR IF WE WEREN'T DOING CAPACITY TRANSFER, IT MEANS OK AIR.

WHERE'S THIS NEXT TEACHER, WHETHER WE'RE TAKING IT FROM ANOTHER SCHOOL, WHETHER WE'RE PULLING IT FROM RESERVES OR WHEREVER WE'RE PULLING IT FROM FOR THE FTE, IT IS ON THE 23RD STUDENT THAT WE ARE ALREADY OUT THERE AND HAVE SOMEONE TO GO IN.

SO THAT MEANS YOU'RE GOING TO HAVE THESE VERY SMALL CLASSROOMS IF WE WERE TO SPLIT THAT CLASS UP.

AND WE ALSO HAVE TO THINK ABOUT WHAT THAT SOCIAL EMOTIONAL IMPACT IS GOING TO BE FOR STUDENTS.

IF THAT 23RD STUDENT COMES IN IN JANUARY, ARE WE GOING TO MOVE THOSE STUDENTS INTO SMALLER CLASSROOMS BECAUSE OF OF ONE ENTRY? RIGHT. AND THE OTHER THING IS WHEN YOU START TALKING ABOUT CAPACITY TRANSFERS, THOSE STUDENTS WHO COME IN LATE OR SOMETIMES STUDENTS WHO MIGHT NEED SERVICES IN THEIR SCHOOL COMMUNITY, BUT YET WE HAVE TO CAPACITY TRANSFER THEM ACROSS THE CITY TO ANOTHER SCHOOL.

[02:50:04]

RIGHT. AND WE HAVE TO THINK ABOUT THE DISPARITIES AND THE IMPACT ON THAT STUDENT OR LIKE I SAID EARLIER, THERE'S OFTEN SIBLINGS.

SO NOT TO ADD ANOTHER NUANCE TO THE MIX, BUT ALSO IN TERMS OF MOVING BODIES, IN TERMS OF STAFF.

REMEMBER THAT WHEN YOU'RE MOVING PEOPLE INTO POSITIONS, THEY NEED TO BE CERTIFIED TO DO THOSE JOBS.

SO THEY'RE NOT EVEN IF YOU HAVE AN EXTRA STAFF AT X BUILDING, IF THEY DON'T HAVE A CERTIFICATION NEEDED FOR THE EXTRAS AT THE OTHER BUILDING, THAT'S NOT REALLY A MOVE THAT YOU MIGHT WANT TO MAKE.

SO IT'S IT'S COMPLICATED, BUT.

OKAY. YES, MISS IGNACIO, MAYBE MAKE IT A LITTLE MORE COMPLICATED, EVEN THOUGH I DON'T WANT TO.

I THINK THAT THAT WHEN WE'RE LOOKING AT AT TRANSFERS AND WE'RE LOOKING AT SCHOOLS AND WE'RE LOOKING AT CAPACITY, WE ALSO HAVE TO KEEP OUR EQUITY LENS IN MIND.

AND EQUITY DOESN'T MEAN EVERYBODY GETS THE SAME THING.

EQUITY MEANS THAT THAT YOU GET WHAT YOU NEED IN ORDER TO BE SUCCESSFUL.

AND IF WE'RE LOOKING AT SCHOOLS THAT HAVE A LARGE INFLUX OF IMMIGRANT POPULATION OR L POPULATION VERSUS A SCHOOL THAT MAY BE OVER CAPACITY BUT DOESN'T HAVE THOSE, I THINK THAT AS A BOARD THAT WE REALLY HAVE AN OBLIGATION TO LOOK AT THE WHOLE PICTURE AND LOOK AT EACH SCHOOL.

WE KNOW THAT OUR WESTERN SCHOOLS RIGHT NOW ARE REALLY PACKED.

AND I JUST THINK THAT WE NEED TO KEEP THAT IN MIND, TOO, WHEN WE START TALKING ABOUT OFTENTIMES WE DON'T HEAR THOSE VOICES, BUT WE KNOW THAT THOSE SCHOOLS ARE STRUGGLING TO MEET THE NEEDS OF SOME OF OUR OUR KIDS.

MADAM CHAIR, MAY I ALSO ADD IN THINKING OF THE TRANSPORTATION ITEM? THINK ABOUT THE LENGTH OF A KINDERGARTEN OR POSSIBLY ON A BUS FOR A LONGER PERIOD OF TIME AND WHAT THAT DOES TO THEIR DAY.

AND I THINK THAT'S SOMETHING WE OFTEN DON'T DISCUSS.

WE JUST TALK ABOUT WE DON'T HAVE DRIVERS AND WE'VE GOT TO TRANSPORT KIDS, BUT THAT IMPACTS OUR STUDENTS WELL BEING THAT THEY HAVE TO BE ON THE BUS SO LONG.

I JUST WANT US TO BE MINDFUL OF THAT.

DR. REEF, THANK YOU.

THANKS, EVERYONE, FOR THE CONVERSATION.

I THINK IT'S HELPFUL TO ME AND I THINK IT WILL BE HELPFUL TO THE PUBLIC AS WELL.

I JUST BEFORE I OFFER TO PULL MY ADD, ADD DELETE HERE.

I JUST DID WANT TO CLARIFY.

SO WE ALSO HAVE RESERVE POSITIONS THAT WE CAN TAP INTO, YOU KNOW, SHOULD WE NEED THEM.

AND I THINK ONE OF THE THINGS I WAS THINKING AND I WAS HEARING FROM OTHER STAKEHOLDERS IS, YOU KNOW, ESPECIALLY I KNOW WE'VE MOVED TO HIRING FOR LIKE A GENERAL POOL.

IS IT POSSIBLE TO YOU KNOW, YOU'VE LAID OUT HOW MANY TEACHERS WE NEED FOR THE HOME ROOMS. IS IT POSSIBLE TO TRY TO HIRE AN ADDITIONAL COUPLE OF TEACHERS ON TOP OF THAT JUST TO ANTICIPATE THAT WE'RE GOING TO HAVE NEEDS, EVEN THOUGH WE MIGHT NOT HAVE A SPECIFIC PLACEMENT FOR THOSE INDIVIDUALS YET? THAT'S ONE THING. AND THEN I KNOW FOLKS ARE REALLY INTERESTED IN THE TIMELINE ON REDISTRICTING OR THE BOUNDARY ANALYSIS.

SO IF YOU COULD SPEAK TO EITHER OF THOSE TWO THINGS, THAT WOULD BE GREAT.

SO I'LL START WITH THE HIRING OF EXTRA TEACHERS.

WE CAN ONLY HIRE FOR THE FTES THAT WE HAVE BECAUSE IF FOR SOME REASON, IF WE ANTICIPATE THERE'S GOING TO BE SOME TURNOVER DURING THE SUMMER, IF NOT, WE HAVE THOSE TWO PARTIES THAT HAVE SIGNED CONTRACTS.

SO THAT'S NOT THE BUSINESS THAT YOU WANT TO GET IN.

WE DO DO EARLY OFFERS, BUT THAT'S PLAYING KNOWING THAT WE WE HAVE SOME ANTICIPATED RETIREMENTS, THAT SORT OF THING.

SO WE HAVE TO BE VERY CAREFUL THAT WE ALSO DO NOT OVER HIRE.

AND I FORGOT THE SECOND.

SO WE ARE WORKING ON THE BOUNDARY ANALYSIS RIGHT NOW.

WE'VE TARGETED AND WE'LL BRING THAT TO THE BOARD PRETTY SOON.

I FORGET WHICH MEETING IT WAS ON, BUT DO WE HAVE OUR BRIEF GOING OUT TOMORROW? IS IT? I CAN'T REMEMBER.

I KNOW IT'S ALREADY DONE.

I WANT TO SAY IT'S NEXT WEEK.

I MAY BE WRONG. DON'T QUOTE ME ON THAT.

IT'S GETTING LATE. BUT WE DO HAVE A DRAFT OF THAT READY TO GO OUT.

AND THAT'S THAT'S ANOTHER ONE OF THOSE THOSE THINGS THAT'S GOING TO INVOLVE A LOT OF STAFF.

WELL, LOOKING FORWARD TO THE MAY ADJUSTMENTS AND JUST KIND OF LOOKING AT WHERE WE ARE ON ENROLLMENT AT THAT TIME.

YOU KNOW, I WILL PULL THESE ADD DELETES THE 18 FTE.

AND THEN WE WILL. DURING AGENDA SETTING, WE WILL ADD A DISCUSSION ABOUT CAPACITY TRANSFER.

KIND OF WHERE WE WANT TO GO.

MM HMM. OKAY.

[02:55:01]

I CAN. CAN YOU? YEAH.

YEAH. SO. SO MY NEXT ONE WAS ADDING THE 0.6 FTE.

CAN YOU GIVE US. WE NEED THE NUMBERS.

OH, IT'S THREE AND FOUR, WHICH IS ADDING THE 0.6 FTE PSYCHOLOGISTS WHICH HAVE ALREADY BEEN MADE IN THE ADJUSTMENTS.

SO I'LL PULL THAT AND THEN MR5 AND.

HE DIDN'T.

WE'RE GOING TO END UP HAVING A RESTORATIVE CIRCLE IN HERE.

RIGHT? YES.

WE'RE GOING TO WE'RE GOING TO BE DONE.

WE'LL BE DONE. WE'LL BE DONE.

IF YOU STOP CRACKING JOKES OVER THERE, WE'LL BE DONE FAST ENOUGH.

OKAY. SO FIVE AND SIX IS ELIMINATING THE BOTTOM STEP ON THE SALARY SCALE.

SO I'LL PULL THAT. WE'VE ALREADY DISCUSSED IT AND ARE SEVEN AND EIGHT IS ELIMINATING ALL HOLD STEPS.

I'LL PULL THAT. WE'VE ALREADY DISCUSSED IT.

AMRI NINE WAS DESIGNATING ONE PD PD DAY FOR COMPLIANCE TRAINING.

I WOULD LOVE TO HEAR JUST A STAFF REACTION TO THAT ONE.

THE IDEA IS, YOU KNOW, THAT OUR TEACHERS ALWAYS NEED MORE PLANNING TIME AND WE REQUIRE COMPLIANCE TRAINING AND MAYBE ONE DAY THAT IS A CALENDAR COMMITTEE DISCUSSION POINT. OKAY, I'LL PULL THAT FOR THE CALENDAR COMMITTEE TO DISCUSS.

THE NEXT THING IS INCREASING STIPENDS BY 20%.

THIS IS SOMETHING THAT I HAD SUGGESTED BECAUSE OUR STIPENDS, THE THE RATES WERE SET IN 2013.

SO I YOU KNOW, I'M HAPPY TO HEAR ANY COMMENTS.

I'M HAPPY FOR STAFF TO MAYBE LOOK AT THIS FOR FUTURE DISCUSSION AS WELL.

I DON'T HAVE ANY COMMENTS FOR FOR THIS ONE.

IT. WHAT IS THIS, 661,000 AD? NO, NO COMMENTS.

WELL, I MEAN, I THINK THE YOU KNOW, THE SET.

GO AHEAD. WELL, I THINK THIS ONE IS A LITTLE BIT MORE CHALLENGING.

OF COURSE, WE WOULD LOVE TO DO SOMETHING LIKE THIS, BUT WE HAVE TO MAKE THOSE TOUGH DECISIONS.

AND I THINK BY MAKING THE TOUGHER DECISIONS AROUND THE SALARY IS JUST SOMETHING WE HAVE TO FOCUS ON AND JUST KNOW THAT WE WILL CONTINUE TO MONITOR AND KEEP AN EYE ON THIS.

THANK YOU. SO I'LL PULL THAT MIC TEN AND 11.

MA 12 AND 13 WAS MAKING THE PEDESTRIAN BIKES EDUCATION SPECIALIST FULL TIME.

SO WE'VE ADJUSTMENT ALREADY DID THAT SO I'LL PULL THAT THE COMMENT FROM STAFFS FOR ME 14 AND 15 THIS WAS ADDING A SAFE ROUTES TO SCHOOLS COORDINATOR AND THE COMMENT FROM STAFF WAS THAT THE ONE FTE PEDESTRIAN AND BIKE EDUCATION SPECIALIST CAN, CAN CAN DO THAT WORK.

SO I WILL PULL THAT.

I DID WANT.

I WAS INTERESTED IN HEARING ANY STAFF FEEDBACK ON DOING AN UPDATED AUDIT OF THE WALK ROUTES TO SCHOOL.

WHICH IS.

IS THE CITY DOING THAT? YEAH. I CAN CHECK ON THAT.

AND I FEEL LIKE THAT WOULD BE BUILT INTO A DISCUSSION WE COULD HAVE WITH THE POSITION.

BUT I THINK IF WE COULD HOLD ON THAT AND CHECK THAT BECAUSE OF THAT, THAT'S ALSO ANOTHER STUDY.

BUT I FEEL LIKE THAT'S THAT'S PART OF SOMETHING WE'D HAVE TO DO IN COLLABORATION WITH THE CITY.

SO YEAH, AND MAYBE, MAYBE THAT'S SOMETHING TO ASK YOUR COUNCIL MEMBER.

MY UNDERSTANDING WAS AND I CAN ALSO DOUBLE CHECK WITH THE MAYOR AND MY UNDERSTANDING WAS, IS THAT THEY.

THEY ACTUALLY WERE SEEKING NEW START.

OH, DR.

HART HAS HER HAND UP.

HI, DR. HART. GO AHEAD.

HI. I WILL STAY OFF CAMERA BECAUSE I AM IN MOM MODE RIGHT NOW, BUT DEFINITELY WE CAN HEAR YOU, DR.

HART. YEAH, WE CAN'T HEAR YOU.

CAN YOU HEAR ME NOW? CAN YOU HEAR ME NOW? CAN YOU HEAR ME NOW? THEY'RE FIXING IT. WE'RE GETTING ALL SORTS OF ADVICE OVER HERE FOR YOU, DR.

HART. SHE'S REPORTING THAT THE CITY CAN DO THAT.

I THINK THE GENERAL PUBLIC CAN HEAR HER.

IT'S JUST THAT WE CAN'T HEAR BECAUSE OTHER STAFFS RESPOND AND THEY CAN HEAR HER PROVIDE AN UPDATE.

SO THE GENERAL PUBLIC IS HEARING HER.

BUT UNFORTUNATELY, WE'RE ABLE TO HEAR HER.

BUT SHE'S SAYING THE CITY IS DOING THEM NOW, IT SOUNDS LIKE.

AND SHE SAID SHE COULD ALSO POSSIBLY GIVE SOME INSIGHT ON WHERE WE ARE WITH THE BOUNDARY ANALYSIS UPDATE.

BUT SINCE WE CAN'T HEAR HER, HER TEAM JUST MET ON THAT.

I THINK WE'LL HAVE TO DO IT AT.

[03:00:02]

CAN YOU HEAR ME? OK GREAT.

SO WHAT I WAS SAYING IS IN TERMS OF THE CITY AND OUR TEAM ARE ACTUALLY PARTNERING ON DOING THE WALK AUDITS NOW, I BELIEVE.

I BELIEVE THOSE WERE SCHEDULED TO START ABOUT TWO WEEKS AGO AND THEY'RE CURRENTLY IN THE PROCESS OF DOING SO.

SO I JUST WANTED TO ANSWER THAT AFFIRMATIVELY THAT THOSE HAVE STARTED.

AND IN TERMS OF THE BOUNDARY ANALYSIS, I DO BELIEVE WE WILL BE SUBMITTING THE AUDIT BRIEF NEXT FRIDAY.

THE TEAM IS JUST FINALIZING AND MEETING WITH THE WITH OUR OTHER COLLEAGUES TO MAKE SURE THAT WE'RE GETTING ALL THE INFORMATION THAT WE NEED INTO IT TO PRESENT A APPROPRIATE PROPOSED SCOPE OF WORK THROUGH THAT BRIEF TO THE BOARD.

THANK YOU. THANK YOU.

NELSON SO THE REST OF.

* This transcript was compiled from uncorrected Closed Captioning.