[00:00:06]
FOUR 30 ON, UM, UH, TUESDAY, THE 20, WHAT IS IT? THE 25TH.
AND, UH, WE ARE GOING TO START THE MEETING AND THEN TAKE A RE JUST A SHORT RECESS.
SO THE, UM, I'D, SO THE MEETING COME TO ORDER AND I'D LIKE TO, UH, START WITH THE PLEDGE ALLEGIANCE.
PLEDGE ALLEGIANCE TO THE FLAG.
THE FLAG OF THE UNITED STATES OF AMERICA, AND, AND TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION UNDER GOD, INVIS WITH LIBERTY, BE INJUSTICE OR FRAUD.
AND MAY I SUGGEST, MR. CHAIRMAN, IF SOMEONE JUST WANTS TO MAKE A MOTION TO, UH, ENTER INTO A RECESS UNTIL 4 45 TO PROVIDE, UH, SUPERVISOR JAMESON AN OPPORTUNITY.
I THINK WE WOULD NORMALLY HAVE A MOTION AND A SECOND AND A VOTE ON THAT RECESS.
SO DO I HAVE A MOTION TO RECESS UNTIL 4 45? SO MOVED.
WE WILL RE RECESS UNTIL, UH, 4 45.
[A. Consideration of whether to accept the unsolicited proposal for library services for publication and conceptual-phase consideration under the County’s PPEA Guidelines or whether to not accept the proposal and instead issue a Request for Proposals for library services and follow the process for competitive negotiation set forth in the County’s procurement policy.]
IS A, UH, SPECIAL MEETING AND IT'S, UH, FOR CONSIDERATION OF WHETHER TO ACCEPT THE UN UNSOLICITED PROPOSAL FOR LIBRARY SERVICES FOR PUBLICATION AND CONCEPTUAL PHASE CONSIDERATION UNDER THE COUNTY'S PPEA GUIDELINES ARE WHETHER TO NOT ACCEPT THE PROPOSAL AND INSTEAD ISSUE A REQUEST FOR PROPOSALS FOR LIBRARY SERVICES AND FOLLOW THE PROCESS FOR COMPETITIVE NEGOTIATIONS SET FORTH IN THE COUNTY'S PROCUREMENT POLICY.AND THE, UM, SO THE, UH, WARREN COUNTY PREVIOUSLY ADOPTED GUIDELINES FOR CONSIDERATION PROPOSALS PURSUANT TO THE PUBLIC PRIVATE EDUCATION FACILITIES AND INFRASTRUCTURE ACT OF 2002.
AND THE COUNTY HAS RECEIVED AN UNSOLICITED PROPOSAL FROM LIBRARY SYSTEMS AND SERVICES LLC FOR THE PROVIDING OF LIBRARY SERVICES AND THE COUNTY WISHES TO ACCEPT THE PROPOSAL FOR PUBLICATION AND CONCEPTUAL PHASE CONSIDERATION IN ACCORDANCE WITH THE GUIDELINES.
UM, SO DO I HAVE A DISCUSSION ON THIS? WELL, I WILL BE GLAD TO START.
AS FAR AS I'M CONCERNED, WE CAN THROW THIS OUT BECAUSE I DON'T THINK WE NEED TO BE DOING THIS AT ALL.
UM, I DON'T KNOW WHY WE CAN'T SIT DOWN WITH THE CURRENT, UM, OPERATIONAL CONTRACTOR AND WORK THIS OUT.
THEY'VE DONE A FANTASTIC JOB FOR DECADES.
AND I DON'T UNDERSTAND, I'D LIKE TO HAVE A, A GOOD UNDERSTANDING OF THE SCOPE OF WHAT THIS WARREN COUNTY LIBRARY BOARD IS SUPPOSED TO BE DOING, BECAUSE THIS SAYS UNSOLICITED, BUT I DON'T FEEL IT WAS UNSOLICITED.
I BELIEVE THEY WERE ASKED TO GIVE A PROPOSAL AND SHOULDN'T THAT HAVE COME FROM THIS BOARD AND NOT THAT BOARD? AREN'T THEY SUPPOSED TO BE GIVING US TO, UM, SOME SUGGESTIONS OR WAS THAT PART OF THIS AND I WAS LEFT OUT OF IT? NO, NO.
I, I CAN TELL YOU RIGHT NOW THAT THE, UH, THE LIBRARY BOARD WAS, UH, THAT THEY WERE, UH, LOOKING FOR SOME, UH, SOME FACTS ON LIBRARIES AND, UM, AND OF, YOU KNOW, THE, UM, UH, THEY WERE JUST LOOKING FOR SOME INFORMATION AND THE LIBRARY, UH, SYSTEMS, LIBRARY BOARD SYSTEMS SAID, WELL, WE WOULD LIKE TO PUT TOGETHER A PROPOSAL AND IT'S UNSOLICITED.
SO I CAN TELL YOU THAT RIGHT NOW.
AND DO YOU HAVE ANYTHING TO THAT'S CORRECT.
AND MS. MS. COOK IS ON THE BOARD.
SHE CAN, SHE CAN SPEAK FOR THAT.
FIRST OF ALL, UH, TO SAY WHY IS THE LIBOR, YOU KNOW, LIBRARY BOARD IS, IS PART OF THIS PROCESS NOW IS BECAUSE WE PASSED, WE, AS THE BOARD SUPERVISORS PASSED AN ORDINANCE THAT CREATED THE LIBRARY BOARD.
AND, UM, AND OF COURSE THE LIBRARY BOARD IS TO SET THE POLICIES OVERSEAS, TAX DOLLARS, DONATIONS AND FINANCES AND, AND PERFORMING THESE DUTIES.
NOW, THE REASON WHY THAT WE CREATED THIS LIBRARY BOARD
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IS TO HAVE MORE OVERSIGHT OVER THE COUNT COUNTY TAX DOLLARS OF THE MILLION 24,000 THAT WE GIVE EVERY YEAR.AND I QUESTION THAT AS WELL, IF YOU, BECAUSE WE ALREADY HAD THE OVERSIGHT ON THAT.
I, THIS IS SO FAR, I WISH THE TRUTH WOULD JUST FINALLY BE PUT OUT THERE OF WHY THIS DARN BOARD WAS CREATED, BECAUSE WE'RE DANCING AROUND IT.
IT'S ALWAYS HAD THE OVERSIGHT.
THIS BUDGET IS GONNA COME TO US, AND WE ARE THE ULTIMATE SAY SO TELL ME THAT IT DOES NOT, WE DO NOT HAVE THE OVERSIGHT, I'M SORRY, ENTIRE LAWS.
WE AS THE BOARD OF SUPERVISORS, AS THE BOARD OF SUPERVISORS, WE DO NOT HAVE THE PROPER OVERSIGHT IN RE IN, UH, REVIEWING THE TAX DOLLARS THAT WE GIVE TO SAMUEL'S LIBRARY INC.
NOW, OUR LAST MEETING, I HAVE TO SAY THANK LIKE THE CONSTITUENT WHO CAME UP AND SAID THAT, HEY, YOU KNOW, THE LIBRARY IS, IS, UM, SEPARATING THE, THE EXPENSES, THE OPERATION EXPENSES TO WHAT THEY USE FOR THE TAX DOLLARS, WHICH IS MAJORITY OF IT WENT TO, TO THE, UM, SALARIES AND SOME WENT TO UTILITIES AND SO ON AND SO FORTH.
AND OF COURSE, I, I WAS VERY THANKFUL THAT WAS BROUGHT UP TO MY ATTENTION BECAUSE THAT WAS A, A ACTION THAT I HAD ASKED FROM THE LIBRARY WHEN THEY DID THEIR BUDGET.
UM, WE HAD THE BUDGET HEARING.
NOW, IT HASN'T ALWAYS BEEN THAT WAY, AND I'M GONNA GO BACK TO THE FOUR YEARS SINCE I'VE BEEN ON THIS BOARD.
WHEN YOU GO BACK AND LOOK AT THEIR FINANCES THAT THEY PRESENTED DURING THEIR BOARD OF TRUSTEES MEETING, THEY NEVER IDENTIFIED WHERE THESE EXPENSES WERE BEING ALLOCATED TO THE TAX.
DID WE EVER TAX DOLLARS ASK TO? SO ANYWAY, SO WE, YOU KNOW, WE, WE BELIEVE, YOU KNOW, IT'S NOT THAT WE'RE ATTACKING THE LIBRARY.
I MEAN, IT'S JUST PROPER OVERSIGHT.
YOU KNOW, LIKE I SAID AT THE VERY BEGINNING, YOU KNOW, YOU'RE KIND OF LIKE CO-MINGLING DONATIONS TO SALARY THE MONEY.
SO, SO THIS IS WHAT IT IS, YOU KNOW, SO WE JUST WANNA KNOW, I WANNA KNOW, I'M NOT GONNA SPEAK FOR THE BOARD.
I WANNA KNOW, OUT OF THE MILLION, $24,000 WHERE, HOW WERE THEY SPENDING THE MONEY TAX DOLLARS? THAT'S OVERSIGHT IN MY OPINION.
AND THEY DON'T ALWAYS TOLD THAT.
DON'T, THIS IS THE THING THAT NO, THEY DO NOT.
WELL, I MEAN, NOW THEY START ARGUE YOU THE GOOD NEWS, THE GOOD NEWS IS THAT THEY HAVE NOW PUBLISHED THEIR MARCH BUDGET THAT HIGHLIGHTS, YOU KNOW, UM, SALARIES IS TAX DOLLARS, YOU KNOW, UTILITIES AND, YOU KNOW, SO AND SO, SO FORTH.
UM, NOW TO ADDRESS, YOU KNOW, YOUR POINT THAT THE TRUTH, THE, THE REAL REASON WHY WE'RE DOING IT, AND IT'S FOR ACCOUNTABILITY AND TRANSPARENCY OF WHERE THE TAX DOLLARS ARE GOING.
AND RIGHT NOW, UH, YOU KNOW, FOR WHATEVER IT'S WORTH, BACK IN 2017 WHEN THE MOA WAS BEING, UH, NEGOTIATED WITH THE, UM, SAMUELS LIBRARY INC.
THE THEN BOARD OF SUPERVISORS IN THE, THAT DOCUMENTATION, THE REASON WHY THAT THEY DID THIS STUDY TO DETERMINE WHAT WAS THE BEST PATH TO GO TO, TO FUND LIBRARY SERVICES WAS BECAUSE THE BOARD OF SUPERVISORS AT THAT TIME HAD A CONCERN OF THE INCREASED COSTS.
AND THAT'S WHAT CREATED THE 2017 STUDY.
THAT'S WHEN THEY CAME AND DECIDED THE BOARD, THE BOARD THEN DECIDED THEY WERE GONNA GO IN THIS PATH.
WELL, I KIND OF FEEL THAT, UM, AGAIN, I'M SPEAKING FOR MYSELF.
I, I FEEL LIKE I'M AT THAT POINT AGAIN BECAUSE, YOU KNOW, NEXT YEAR THEIR BUDGET REQUEST, THEY WANT WHAT? UH, I THINK IT'S 16% MORE.
YOU KNOW, BECAUSE YOU CUT OUT THE MAINTENANCE.
WELL, YOU KNOW WHAT, THE MAINTENANCE HAS ALWAYS BEEN PART OF THE LEASE AGREEMENT BACK IN 2008, AND IT WAS BACK IN 2008, SAMUEL LIBRARY INC.
SIGNED THE LEASE THAT SAID THAT THE TENANT WAS GONNA BE RESPONSIBLE FOR ALL MAINTENANCE COSTS.
NOW, IF, OKAY, I HAVE NO, I I SUPPORT YOUR ARGUMENT WHEN YOU SAID THAT THIS IS A COUNTY BUILDING AND THE COUNTY SHOULD BE RESPONSIBLE IBLE FOR LATENCY.
OKAY, SO LET'S AMEND THE LEASE, LET'S AMEND THE LEASE AND, AND CHANGE TENANT TO THE COUNTY.
BECAUSE I, YOU KNOW, WHEN YOU HAVE A, A CONTRACT OR AN M-O-A-M-O-A OR MOU WHATEVER, AND IT SAYS WE'RE GONNA PAY FOR THE MAINTENANCE COSTS.
OKAY, WELL, WHEN YOU HAVE THIS LEGAL DOCUMENT AND YOU GOT THIS LEGAL DOCUMENT CONTRADICTING EACH OTHER, I DON'T WANNA DISAGREE WITH THAT.
[00:10:01]
BOARD BELIEVE THAT WE SH YOU KNOW, THAT WE WANNA FUND MAINTENANCE OF THIS BUILDING, THAT LET'S GO BACK TO THE LEASE AGREEMENT AND CHANGE IT AND, AND WE TAKE ON THAT RESPONSIBILITY, ALL ELSE, ALL ELSE TERMS, THE CONDITIONS REMAIN THE SAME, THEN, THEN WHY ALL OF A SUDDEN DO YOU WANNA CHANGE THE LEASE WHEN WITH THIS WAS BROUGHT UP IN A BUILDING COMMITTEE MEETING AND YOU'RE WAIVING THE CONTRACT SAYING, WE ARE NOT RESPONSIBLE FOR YOUR MAINTENANCE AND WE'RE NOT GONNA DO IT.DID YOU NOT MENTION THAT THEN? SO WHAT ULTERIOR
I BROUGHT IT UP WITH THE LAST TIME THEY WERE HERE DOING THEIR PRESENTATION WHEN THEY GAVE AN, WHEN THEY HAD AN ESTIMATE FOR THE NEW ROOF YOU'VE MENTIONED DID AT A AND BACK THEN.
SO, BUT ANY EVENT, I'M NOT, I'M SORRY, UH, MR. CHAIRMAN.
NO, I, I'M, BUT ANY EVENT, SO I'M WORRIED TO FOLLOWING THIS ARGUMENT, SO I AM I OKAY, O OKAY.
LISTEN, ONE OF THE REASONS FOR THE LIBRARY BOARD IS BECAUSE WE ALWAYS GET THE INFORMATION AFTER THE FACT, AND YOU CAN'T DENY THAT.
OKAY, WELL THEN LET ME ASK THIS.
WAIT A MINUTE, WHEN NO, NO, NO, I WILL, I WILL HANDLE THAT.
WE GET THE INFORMATION AFTER THE FACT THE LIBRARY BOARD IS ASKING FOR THE, UH, IS ASKING FOR THE, UH, INFORMATION BEFORE THE FACT.
ASK HIM WHAT ARE YOU GOING TO SPEND THE, THE MONEY ON? UH, OR, OR NOT WHAT, BUT THIS IS WHERE WE WANT THE MONEY SPENT THIS YEAR.
THAT'S WHAT THE, THAT'S WHAT THE LIBRARY BOARD, THAT IS ONE OF THE THINGS THAT THEY'RE GONNA BE DOING.
NOW, CAN I HAVE MY TIME? EXCUSE ME.
I DO REALIZE THAT, BUT I'M ASKING IF YOU STOP.
DON'T SEEM THAT, YOU DON'T SEEM TO UNDERSTAND THAT MS. CALLERS.
SO WHAT IS IT, WHAT IS YOUR POINT? THAT WAS WHAT I WAS ASKING IF I, IF IT WAS MY TIME SINCE YOU HAD STOPPED.
I'VE BEEN ON THIS BOARD SINCE 2020.
I SAT IN ON THE 2019 BUDGET WHERE THE LIBRARY CAME IN WITH THEIR LIST AND WE'RE TOLD WE CAN'T GIVE YOU THAT.
IT WAS NEGOTIATED AND THEY GOT WHAT WAS GIVEN TO THEM.
2020, THE SAME THING WE NEGOTIATED.
SINCE THIS BOARD CAME ON, THERE'S BEEN NO NEGOTIATIONS.
IF THIS IS WHAT WE ARE GOING TO DO WHEN PEOPLE BRING A BUDGET IN AND WE, WE, UM, DON'T FEEL THAT WE ARE GETTING THE RIGHT INFORMATION, LET'S TAKE THE SHERIFF'S DEPARTMENT.
THEY COME IN WITH THE BUDGET AND WE SAY, WELL, WE DON'T UNDERSTAND THIS.
WE DON'T, YOU KNOW, AGREE WITH THIS.
WE'RE GONNA CREATE A BOARD TO LOOK AT IT AND THEN COME BACK AND TELL US WHAT TO DO ABOUT IT.
THE FIRE DEPARTMENT, THE FIRE AND RESCUE, ARE WE GONNA DO THE SAME THING WITH THAT? I MEAN, THAT'S WHAT YOU JUST SAID.
WE CAN'T GET THE RIGHT INFORMATION ABOUT THE BUDGET.
SO WE CREATE A BOARD SO THAT THEY CAN DO IT AND BRING THE, THE MESSAGE TO US.
YOUR ANALOGY IS BASED ON, THOSE ARE COUNTY SERVICES THAT WE ARE MAN, UH, MANDATED TO, TO PROVIDE AT THEIR COUNT.
IT'S A CONSTITUTIONAL OFFICE AND THEIR COUNTY DEPARTMENTS LIBRARY SERVICES IS NOT A MANDATORY REQUIREMENT.
AND THE PEOPLE WHO ARE PROVIDING LIBRARY SERVICES IS A SEPARATE ENTITY AS 5 0 1 C3.
THEY ARE NOT AN ELECTED OFFICIAL AND THEY'RE NOT PART OF THE COUNTY DEPARTMENT.
SO THERE'S A LITTLE, YOU KNOW, A LINE DRIVEN THERE OF ASKING THE, UM, ASKING THE ALL TYPES SHERIFF'S DEPARTMENT AND, AND OTHER COUNTY TO COME AND, AND, AND EXPLAIN THEIR BUDGET VERSUS A 5 0 1 C3.
AND I DO WANNA ADD WITH THAT IS THAT THE FI UH, SAMUEL'S LIBRARY INC.
IS PROVIDING LIBRARY SERVICES, RIGHT? AND THERE, AND THERE'S OTHER 5 0 1 C THREES THAT ARE PROVIDING SOCIAL SERVICES AS WELL.
AND I JUST WANNA PUT A POINT OUT THAT EVEN THOUGH THEY'VE BEEN FLAT FOR THE PAST TWO YEARS, THREE YEARS, SO HAS ALL THE OTHER 5 0 1 C THREES AS WELL.
SO WE'RE NOT PICKING ON 'EM AND SAYING, WELL, OKAY, YOU KNOW, WE WE'RE GOING TO NOT GIVE YOU ANY, UH, INCREASE YOUR RATES.
IT, IT, IT'S BEEN ACROSS THE BOARD.
IT'S, AND YOU KNOW, AND IT'S JUST, AND THAT'S WHAT BROUGHT UP WITH ME WITH THE ACCOUNTABILITY.
IF, IF I'M GOING TO APPROVE A $1,024,000 BUDGET TO A 5 0 1 C3, I WANNA KNOW WHERE THAT MONEY IS GOING TO, I WANNA KNOW HOW IT'S SPENT.
I WANNA WATCH THE BUDGET, I WANNA SEE THEIR PERFORMANCE.
AND AT THIS POINT IN TIME, THERE IS NO DOCUMENT THAT IS, UM, YOU KNOW, OFF, UH, THERE'S NO DOCUMENT THAT SAYS JUST THAT.
[00:15:02]
OKAY? NOW, TO, TO YOUR, YOUR POINT THAT, OH, WELL, SAM'S LIBRARY HAS BEEN AROUND HERE, YOU KNOW, FOR YEARS THEY'VE BEEN DOING A GREAT JOB AND SO ON AND SO FORTH, YOU KNOW, WELL, THAT, THAT I AGREE WITH THAT.EVERYONE SEEMS TO SUPPORT THAT STATEMENT, BUT I DON'T BELIEVE AT ANY POINT, AND I COULD BE WRONG, AND SOMEONE YOU CAN COME AND TELL ME IF I'M WRONG, I DON'T BELIEVE THAT THE, THAT SAMUEL'S LIBRARY HAS EVER PRESENTED A PROPOSAL OR EVEN OUTLINED THEIR SERVICES.
I MEAN, THEY COME AND THEY DO THEIR PRESENTATION.
THAT'S BASED ON THE, THE LATEST FUNDING AGREEMENT THAT WE ASK THEM THAT WE WANNA KNOW WHAT THEY'RE DOING.
BUT YOU KNOW, WE NEED, I I WE NEED TO BREAK DOWN WHAT WE, WHAT THE TAX DOLLARS SHOULD PAY FOR.
AND THERE IS NOTHING, THERE'S NOTHING THERE TO DO THAT, YOU KNOW, SO, UM, NO, I, I WON'T, I MEAN, IF YOU LOOK AT THE FUND, I MEAN, NO, LOOK AT THE HUMANE SOCIETY, UM, AGREEMENT.
I MEAN, THERE ARE FIVE, I, YOU KNOW, I DON'T, DIDN'T PRESENT IT TO US YET.
THE ISSUE, YEAH, THERE IS A CONTRACT OUT THERE BECAUSE IT WAS, WE APPROVED A TWO YEAR CONTRACT LAST YEAR.
SO WHAT WE'RE DOING IS DOING A RENEWAL RIGHT NOW, SIR, THERE IS A CONTRACT OUT FOR THE HUMANE SOCIETY AT THIS POINT IN TIME.
NO, WITH ALSO WITH A THREE TWO INCREASE.
BUT IF YOU LOOK AT THAT DOCUMENT, IT LISTS, THIS IS, YOU KNOW, WE ARE GONNA, YOU KNOW, UH, CLEAN OUT THE, THE, THE, THE CANINE, WHAT DO YOU CALL IT? CRATES OR WHATEVER, AND, AND THE, AND THE PEOPLE AND WHAT THEY'RE DOING AND SO ON AND SO FORTH.
AND AT THIS TIME, WE DON'T HAVE SUCH A DOCUMENT LIKE THAT, THAT'S JUSTIFIED OF US APPROVING AND TRANSFERRING ONE POINT $24,000.
WELL, AND, AND THAT'S, YOU KNOW, AND THAT'S KIND OF WHERE THE LIBRARY CAME BOARD CAME ABOUT.
EXCUSE ME FOR JUST A SECOND, DR.
IF I MAY REMIND THE BOARD, THE, THE BOARD DID NOT SOLICIT THIS PROPOSAL.
THE BOARD NEEDS TO DISPOSE OF.
UM, THE BOARD CAN A, ACCEPT IT AND TELL US TO ADVERTISE FOR ADDITIONAL PROPOSALS, OR IT CAN B IT CAN REJECT THIS PROPOSAL AND AUTHORIZE US TO ISSUE AN RFP FOR PROPOSALS OPEN.
THE RFP PROCESS IS QUICKER, AND BECAUSE THE BOARD HAS TERMINATED THE AGREEMENT WITH SAMUELS AFFECTED JUNE 30TH, TIME IS IMPORTANT.
AND IT WOULD BE OUR RECOMMENDATION THAT YOU PROCEED TO REJECT THIS, THIS, AND IT'LL AUTHORIZE US TO ISSUE AN RFP.
DO I HAVE A, WELL, I'D LIKE TO OFFER AN ALTERNATE C WHERE WE REJECT THIS AND WE SIT DOWN AND NEGOTIATE WITH THE CURRENT OPERATION FOR THEIR CONTRACT.
I KNOW IT WON'T BE ACCEPTED, BUT THAT'S MY MOTION.
DO I HAVE A SECOND FOR, FOR MS. KOHLER'S MOTION? AND I WILL SAY ON TOP OF THIS, 'CAUSE IT'S GONNA GET REJECTED THAT IT'S AMAZING THAT EVERY PENNY NEEDS TO BE ACCOUNTED FOR BY THE LIBRARY, WHICH SEEMS TO BE SINGLING THEM OUT.
BUT WHEN I BROUGHT UP THE $24,000 LINE ITEM THAT NOBODY, THE SHERIFF BUTLER COULDN'T TELL ME WHAT HE NEEDED IT FOR, IT WASN'T A BIG DEAL TO ANYBODY ON THAT BOARD BUT ME.
SO THE, UH, SO MS. KOHLER'S MOTION, UH, FAILS.
DO I HAVE A, DO I HAVE A MOTION? I MOVE THAT THE BOARD OF SUPERVISORS DENIED THIS PROPOSED RESOLUTION AND GO WITH, OH, I'M SO SORRY.
I MOVE NOT TO ACCEPT THE UNSOLICITED PROPOSAL FOR LIBRARY SERVICES AND ISSUE A REQUEST FOR PROPOSALS FOR THE LIBRARY SERVICES AND FOLLOW THE PROCESS FOR COMPETITIVE NEGOTIATION SET FORTH IN THE COUNTY'S PROCUREMENT POLICY.
I BELIEVE THAT'S THE RIGHT WAY TO DO, IS THE RIGHT, THE FAIR AND COMPETITIVE WAY TO GET A NEW CONTRACT ESTABLISH FOR LIBRARY SERVICES.
DO I HAVE A SECOND? I'LL SECOND IT.
I DUNNO, I DON'T KNOW HOW TO VOTE ON IT BECAUSE I DON'T AGREE WITH IT, BUT IF I VOTE AGAINST IT, THEN I'M VOTING FOR THIS AND I DON'T WANNA VOTE FOR THAT EITHER.
SO, MR. JORDAN BOWMAN, HOW DO I DO THAT? I DON'T WANNA ABSTAIN EITHER, BUT I'M SORRY, I'M GETTING SOME FEEDBACK HERE.
UM, I CAN'T ADVISE YOU HOW TO VOTE, BUT I DON'T KNOW THAT IT, IT'S FAIR TO INTERPRET A NO VOTE ON THIS ITEM AS A YES.
I MEAN, THERE, THERE'S A, A LARGE NUMBER OF ALTERNATIVES INCLUDING THE MOTION THAT YOU MADE.
SO IF, IF, IF YOU DISAGREE WITH THE MOTION,
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MAY DISAGREE WITH, JUST WANNA GO.NO, I DISAGREE WITH THE WHOLE PROCESS, SO I'LL LEAVE IT AT THAT.
SO, SO I TAKE THAT AS A NO VOTE.
AM I CORRECT? I'M, I'M GONNA ABSTAIN BECAUSE I THINK THE WHOLE THING'S CRAZY.
ALL RIGHT, MR. MEYER? YES, MR. CHAIRMAN.
SO THE, UH, THIS, UH, SPECIAL BOARD IS, IS, UH, IS, UH, NOW CLOSED AND WE WILL OPEN UP FOR THE, UH, SCHOOL BOARD.
I DON'T THINK YOU NEED TO, IF YOU'RE GONNA PROCEED, IF YOU'RE GONNA HAVE A RECESS, THEN I THINK WE SHOULD ADJOURN.
BUT IF YOU'RE GONNA PROCEED DIRECTLY INTO THE FIVE O'CLOCK JOINT WORK SESSION, THEN I THINK, THINK YOU CAN.
HOW ABOUT, HOW ABOUT IF WE JUST TAKE A, UH, UH, MAYBE A THREE MINUTE RECESS TO BE ABLE TO, TO TAKE A BREAK BETWEEN THE TWO MEETINGS? IF, IF WE'RE GONNA PROCEED THAT WAY, WHICH I THINK IS, IS FINE, THEN IF WE COULD JUST HAVE A MOTION TO ADJOURN THE SPECIAL MEETING.
SO, UH, DO I HAVE A MOTION TO ADJOURN FOR FIVE MINUTES? SO MOVED.
PENCE? SO WOULD YOU LIKE TO BEGIN?
[B. Warren County Public School's Budget Presentation]
SURE.AT THIS TIME, I'D LIKE TO TURN THE PRESENTATION OVER TO DR.
UH, JUST WANTED TO, UH, WELCOME EVERYBODY TONIGHT, UH, THROUGH ANOTHER PRESENTATION OF THE SCHOOL BOARD'S, UH, THE SUPERINTENDENT'S PROPOSED BUDGET.
UM, I DO APPRECIATE, UM, EVERYBODY IN ATTENDANCE.
I APPRECIATE THE, UH, THE BOARD OF SUPERVISORS AND THE SCHOOL BOARD.
UM, BUT MOST IMPORTANTLY, I DO APPRECIATE MY STAFF'S WORK, UM, ON CREATING THIS BUDGET.
UM, YOU KNOW, THE TIME AND EFFORT THAT THEY'VE PUT INTO THIS RESEARCHING, AND, AND YOU KNOW, THIS, THIS BUDGET DOES REPRESENT A NEEDS BASED BUDGET.
IT'S NOT A WANTS BASED BUDGET.
AND THIS IS, UM, A BUDGET THAT IS, IS BASED ON THE BARE MINIMUM NEEDS THAT WE HAVE RIGHT NOW IN OUR, OUR, OUR SCHOOL SYSTEM.
UH, OUR NEEDS ARE GREATER, BUT, BUT, YOU KNOW, WE DO WANT TO BE, UM, REFLECTIVE ON, ON HOW WE CAN BE SUPPORTIVE TO OUR COMMUNITY.
AND SO THIS BUDGET DOES REPRESENT THAT AS WE GO INTO THE, THE VIRGINIA CODE OUTLINES THAT EACH YEAR IT'S THE DUTY OF THE SUPERINTENDENT TO PREPARE THE, WITH THE APPROVAL OF THE SCHOOL BOARD AND SUBMIT TO THE GOVERNING BODY OR BODIES APPROPRIATING FUNDS OF THE SCHOOL, SCHOOL DIVISION.
UM, AN AMOUNT OF MONEY NEEDED DURING THE NEXT FISCAL YEAR TO SUPPORT PUBLIC SCHOOLS IN THE SCHOOL DIVISION.
AND THAT'S WHAT THIS BUDGET DOES.
WHEN WE LOOK AT OUR WHY, IT'S IT'S STUDENTS, THIS, THIS BUDGET IS DRIVEN BY STUDENT NEED.
THIS BUDGET IS DRIVEN BY OUR STRATEGIC PLAN.
THIS BUDGET IS DRIVEN BY OUR TEACHERS' NEEDS.
SO WE LOOK AT THE NEEDS WITHIN OUR, UM, OUR SCHOOL SYSTEM, AND WE MAKE SURE THAT WE ARE ADDRESSING THOSE NEEDS.
AND WE DO HAVE A PROCESS, AND THIS JUST KIND OF OUTLINES OUR PROCESS.
UH, WHAT GOES INTO CREATING THE SUPERINTENDENT'S PROPOSED BUDGET.
AS YOU CAN SEE, WE, WE DO MEET WITH OUR COST CENTERS.
WE HAVE VARIOUS MEETINGS WITH THE SCHOOL BOARD BUDGET COMMITTEE.
WE LOOK AT OUR CAPITAL IMPROVEMENT PLAN.
UM, AGAIN, THERE, THERE ARE A LOT OF THINGS THAT GO INTO DEVELOPING, UH, THIS BUDGET.
OUR TIMELINE, OF COURSE, WE START IN EARLY OCTOBER, PREPARING DOCUMENTS, SENDING THOSE DOCUMENTS OUT TO SCHOOLS AND COST CENTERS SO THAT THEY ARE ABLE TO, UH, DEVELOP THEIR BUDGETS TO PRESENT TO THE EXECUTIVE BUDGET COMMITTEE AS FAR AS THEIR NEEDS THAT THEY'RE SEEING WITHIN THEIR DEPARTMENT OR WITHIN THEIR SCHOOL.
WHEN YOU LOOK AT OUR STRATEGIC PLAN, AGAIN, THIS BUDGET, IT DOES, UH, TIE INTO OUR STRATEGIC PLAN FOR THE SCHOOL DIVISION.
WE HAVE FOUR CA CATEGORIES THAT, THAT, THAT WE LOOK AT AS FAR AS WITH OUR STRATEGIC PLAN.
THAT IS INSTRUCTION, CLIMATE AND CULTURE, FAMILY AND COMMUNITY, SAFETY AND HEALTH, TECHNOLOGY AND TRANSPORTATION.
AND I'M NOT GONNA GO INTO EACH ONE OF THOSE BULLETS THERE, BUT JUST KIND OF OUTLINE AS FAR AS THE OVERALL ARCING OF OUR STRATEGIC PLAN.
AND OF COURSE, WE DO HAVE GOALS WITHIN OUR STRATEGIC PLAN.
AND THESE GOALS RANGE FROM STUDENT GOALS TO TEACHER GOALS,
[00:25:01]
TO JUST GOALS FOR THE ENVIRONMENT FOR FACILITIES, UH, WITHIN OUR SCHOOL.SO THERE, THERE ARE A LOT OF GOALS LISTED THERE, UM, IN OUR STRATEGIC PLAN THAT DO ALIGN AND THAT WE BASE OUR BUDGET OFF OF ONE OF THE, THE PROCESSES THAT WE HAVE TO LOOK AT.
AND, AND THE MAIN DETERMINING PROCESS IS WHEN WE LOOK AT STATE AND LOCAL FUNDING, UH, THAT IS CON THAT, THAT FALLS OFF OF THE, UH, COMPOSITE INDEX.
AS YOU CAN SEE ON THIS SLIDE, THE COMPOSITE INDEX FOR WARREN COUNTY THIS YEAR IS 0.4517.
WHEN YOU LOOK AT THE COMPOSITE INDEX, IT'S DETERMINED BY THE LOCAL GOVERNMENT'S ABILITY TO PAY EDUCATIONAL COSTS FUNDAMENTAL TO THE, UH, COMMONWEALTH STANDARDS OF QUALITY WITH LOCAL FUNDS.
THE COMPOSITE INDEX IS CALCULATED USING THREE INDICATORS OF LOCALITY'S ABILITY TO PAY.
THAT'S TRUE VALUE OF REAL PROPERTY WEIGHTED AT 50% ADJUSTED GROSS VALUE OR, OR ADJUSTED GROSS INCOME WEIGHTED AT 40% AND TAXABLE RETAIL SALES WEIGHTED AT 10%.
AND WHEN YOU LOOK AT THIS, YOU CAN SELL, YOU CAN, YOU CAN SEE THAT, UH, WARREN COUNTY, UH, WE'RE SECOND TO CLARK NOW.
THOSE ARE THE PEOPLE THAT WE COMPETE WITH.
UH, WHEN YOU LOOK, UH, WE DON'T HAVE F**K HERE ON THERE ALLOWED.
AND THOSE, THOSE NUMBERS WILL PROBABLY BE A LITTLE LOWER AS FAR AS THE, THE LCI.
BUT WHEN YOU'RE LOOKING AT THAT LCI AND YOU SAY, OKAY, WELL, OURS IS, IS 40, BASICALLY 45%.
SO THAT MEANS THE STATE IS PAYING 55%.
WELL, YOU HAVE TO UNDERSTAND THAT WHEN, WHEN YOU'RE LOOKING AT STATE FUNDING, IT'S NOT REALLY 55% OF THE TRUE COST.
IT'S 55% OF WHAT THE STATE DETERMINES IS THE SOQ COST.
AND WE'LL GET INTO THAT A LITTLE BIT LATER AND GIVE SOME EXAMPLES THERE THAT, THAT KIND OF OUTLINE WHAT THE, HOW THE STATE DETERMINES WHAT PERCENTAGE THEY'RE GONNA PAY UP.
THE NEXT SLIDE AS WE LOOK INTO OUR BUDGET DEVELOPMENT IS, OF COURSE, LOOKING AT OUR STUDENT NUMBERS AND, AND ENROLLMENT.
UM, THIS TRANS, THIS IS A, UM, A TIMELINE FROM 2000 ALL THE WAY UP TO 2025.
AND YOU CAN SEE IN FY 14, THAT WAS THE HIGHEST YEAR THAT, UH, WARREN COUNTY AS FAR AS NUMBER OF STUDENTS THAT WERE BUDGETED FOR.
AND DURING THAT TIME, THAT'S ALSO WHEN THEY BUILT THE, UM, POWER PLANT, POWER PLANT.
AND SO YOU HAD A LOT OF PARENT, A LOT OF FAMILIES COMING IN TO BUILD THE POWER PLANT THAT BROUGHT THEIR CHILDREN AND, AND WENT TO SCHOOL HERE.
AS SOON AS THE POWER PLANT WAS FINISHED, THEN THEY MOVE ON AND THEIR CHILDREN MOVE ON AS WELL WITH THEM.
UM, YOU, YOU KNOW, YOU DO SEE OVER TIME, UH, AS FAR AS WITH, WITH THIS, IT'S ANYWHERE BETWEEN 53 TO 52 A HUNDRED, THEN AN FY 20, UH, WE ALL KNOW WHAT, OR ACTUALLY FY 21, WE KNOW WHAT THAT YEAR WAS.
SO THAT WAS THE YEAR EVERYTHING SHUT DOWN.
THAT WAS ALSO THE YEAR THAT WE HAD A LOT OF PARENTS THAT PROBABLY DECIDED THAT THEY WERE GOING TO DO OTHER, OTHER THINGS WITH, WITH EDUCATION.
UM, AND WE'VE KIND OF HOVERED AT THAT POINT, UH, SINCE COVID, UH, WE DID SEE A REDUCTION THIS YEAR IN OUR NUMBERS.
WE WERE LOOKING AT OUR NUMBERS.
AND THAT IS JUST SOMETHING THAT WHEN WE WERE PROJECTING OUR NUMBERS, WE DIDN'T FIGURE THAT WE WOULD SEE THAT DROP THIS YEAR, BUT WE DID.
UM, AND, AND AGAIN, YOU HAVE TO REMEMBER A BUDGET IS, AGAIN, THIS IS JUST A PROJECTION.
THERE'S NO WAY WE CAN HAVE TRUE HARD FACTS WHEN YOU HAVE SO MANY DIFFERENT VARIABLES, SPECIFICALLY WHEN YOU'RE ALSO LOOKING AT STUDENT NUMBERS.
UM, PEOPLE CAN MOVE IN, PEOPLE CAN LEAVE AND, AND IT'S JUST A FACT OF LIFE THAT HAPPENS AT TIMES.
UH, ONE THING I WILL SAY, IF YOU LOOK AT THE BAR GRAPH, THOSE NUMBERS ARE JUST WHAT WE ARE FUNDED AS FAR AS SOQ.
SO WHEN THE STATE LOOKS AT THAT, THEY'RE SAYING, WE'RE GONNA FUND YOU, UM, ACCORDING TO THAT NUMBER A DM.
BUT YOU HAVE TO REMEMBER, THERE'S ALSO PRE-K THAT'S NOT COUNTED IN THERE.
AND THEN WE HAVE A REGIONAL, REGIONAL SPECIAL ED PROGRAM THAT IS NOT COUNTED IN THOSE NUMBERS.
SO AT THE BOTTOM YOU CAN SEE THAT WE ADDED THAT YOU NEED TO ADD 153 STUDENTS THAT ARE IN OUR BUILDINGS, THAT'S NOT IN THAT TOP COUNT.
SO, YOU KNOW, WE ARE SETTING AT, AT JUST OVER, UH, 5,000 STUDENTS WHEN IT COMES TO TOTAL NUMBER OF STUDENTS IN OUR BUILDINGS.
UH, BECAUSE THE, THAT FUNDING IS BROUGHT IN FROM A DIFFERENT, UM, A DIFFERENT WAY.
UH, AS FAR AS WHEN IT COMES TO REGIONAL ALTED OR THROUGH, UM, YOU KNOW, THE, UH, THE, THE EARLY CHILDHOOD, THE PRE-K, THAT IS A DIFFERENT BUDGET LINE WITHIN THE STATE, UM, CALCULATION TEMPLATE.
AND THEY PROJECT HOW MANY SEATS THAT, THAT THEY WILL FUND.
AND THEN WE ARE GIVEN THOSE NUMBERS ON THOSE SEATS THAT THEY'RE FUNDING, BUT IT'S NOT COUNTED IN THE OVERALL, WHEN YOU LOOK AT THAT NUMBER UP AT THE TOP.
SO EVEN THOUGH WE'VE HAD A DECLINE IN, IN SOME ENROLLMENT
[00:30:02]
AND REALLY, UM, YOU KNOW, IF, IF YOU LOOK BACK FROM, FROM FY 21 WHEN COVID HIT, THEN YOU KNOW, WE'VE, WE'VE KIND OF STAYED CONSISTENT.BUT WHAT ARE SOME THINGS THAT HAVE CHANGED? AND, AND WE WANTED TO LOOK BACK AND SAY, OKAY, WHAT WAS OUR, WHAT WAS OUR SALARY SKILLS BACK IN FY 13 COMPARED TO WHAT WERE, WHAT ARE OUR SALARY SKILLS NOW? SO WHEN LOOKING AT SALARY SKILLS, YOU CAN SEE THAT A TEACHER BACK IN FY 13 STARTED OUT AT 39,000 8 56, AND CURRENTLY A TEACHER THAT IS STARTING OUT IN WARREN COUNTY SCHOOLS WILL START OUT AT 52,426.
SO THE DIFFERENCE THERE, AND THAT'S JUST AN AVERAGE OF IF WE WERE TO HIRE SOMEBODY ON EACH OF THOSE SCALES NOW VERSUS BACK THEN, THAT'S THE DIFFERENCE THAT WE'RE PAYING BETWEEN FY 13.
AND YOU CAN SEE THAT WHEN YOU ADD IN YOUR, YOUR, UH, EMPLOYER COSTS, THAT'S OVER $10 MILLION DIFFERENCE.
NOW, THAT'S NOT HOLISTICALLY AND THIS, AND, AND WHY ARE WE LOOKING AT TEACHER SKILLS? WELL, TEACHER'S, THE BIGGEST PIECE OF THE PIE, THERE'S A LOT OF OTHER SKILLS OUT THERE THAT, THAT ARE ADJUSTED, BUT THIS ALSO DOESN'T TAKE INTO ACCOUNT THAT TEACHER THAT PROBABLY STARTED WITH US IN FY 13 AND HAS BEEN HERE WITH US FOR 12 YEARS.
SO NOW IF YOU MOVE DOWN TO LOOK WHERE IT SAYS FY 24, 25 YEARS OF EXPERIENCE, AND YOU GO DOWN TO STEP 11, THAT TEACHER IS NOW MAKING 60,440 BECAUSE THEY HAVE BEEN WITH US FOR THAT, THAT AMOUNT OF TIME.
AND SO THE DIFFERENCE THERE IS NOT 12,000 FOR THAT ONE EMPLOYEE, IT'S NOW 20,000, UM, FOR THAT ONE EMPLOYEE OVER THE, THE, THE TIME THAT THEY HAVE HAVE BEEN HERE WITH US.
SO LOOKING AT THIS, IT, IT, AGAIN, IT'S JUST AN AVERAGE THAT WE USED ON THE SIDE THERE, BUT THERE'S SOME OTHER FACTORS THAT GO INTO IT WHEN LOOKING AT HOW OUR SALARY SKILLS HAVE HAVE ADJUSTED.
UH, ONE OF THE THINGS YOU CAN ALSO LOOK BACK, LOOK AT IN FY 13, IF YOU LOOK AT AT STEP TWO, YOU CAN SEE THAT THERE WERE 1, 2, 3, 4, 5, WHAT IS THAT? SIX YEARS? ONE, TWO, YES.
YEAH, THAT THEY STAYED ON THE SAME STEP.
AND THAT'S ONE OF THE REASONS THAT WARREN COUNTY PUBLIC SCHOOLS WAS PROBABLY SEEING A LOT OF TEACHERS LEAVING EARLY IN, IN THEIR TENURE.
UM, BECAUSE WHEN YOU'RE, WHEN YOU'RE HAVING TO STAY ON A STEP FOR ONE OR TWO OR THREE YEARS, UM, YOU KNOW, AND, AND, AND THEY CAN GO TO ANOTHER COUNTY, THEN THAT WAS SOMETHING THAT WE REALLY WANTED TO ADDRESS ALSO, IS LOOKING AT HOW WE CAN RETAIN, UM, OUR TALENT WITH WITHIN WARREN COUNTY.
ANOTHER THING, WHEN YOU LOOK AT AS FAR AS WHAT HAS CHANGED THE STANDARDS OF QUALITY, SO FROM FY 13 TO CURRENT, THE STANDARDS OF QUALITY HA THEY HAVE REQUIRED THAT WE, UM, ADD 18 NEW POSITIONS.
SO EVEN AS ENROLLMENT HAS WENT DOWN, THE STANDARDS OF QUALITY HAS SAID YOU NEED TO ADD 18 MORE POSITIONS, AND THAT IS RELATIVE TO THE STUDENT POPULATION.
SO IF STUDENT POPULATION WAS HIGHER, THEN THAT NUMBER COULD BE HIGHER AS WELL.
THAT COULD BE 19, THAT COULD BE 2022, UH, OR WHATEVER THAT NUMBER IS CORRESPONDING TO THE STANDARDS OF QUALITY.
UM, AS FAR AS TO THE, TO THE, UM, POSITIONS THAT THEY'RE REQUIRING.
UM, SOME, SOME INSTANCES AS TO SOME OF THE THINGS THAT THEY'VE REQUIRED HERE RECENTLY.
UH, FOR INSTANCE, LIKE READING SPECIALISTS.
SO THOSE ARE, THOSE WERE THREE THAT WE HAD TO, TO BRING IN THIS LAST YEAR.
UH, SO, SO THAT IS A STANDARDS OF QUALITY, UM, POSITION THAT, THAT THE STATE HAS SAID THAT WE HAD TO HAVE.
SO JUST FOR EXAMPLE, THAT WOULD BE THREE OF THOSE 18.
WHEN LOOKING ALSO AT CAREER AND TECHNOLOGY, WE, WE PUT COURSES HERE BECAUSE NOT ALL COURSES, UH, EQUAL A POSITION.
I CAN IDENTIFY THAT PROBABLY IN FY 17 AND FY 18, THOSE PROBABLY EQUATED TO SOME POSITIONS BECAUSE THAT, WE HAD AN EVENT THAT HAPPENED THAT YEAR, AND THAT WAS WHEN WARREN COUNTY MIDDLE SCHOOL WAS, WAS COMPLETED AND THE MIDDLE SCHOOL SPLIT.
SO YOU'RE ADDING ADDITIONAL PROGRAMMING TO THOSE SCHOOLS, UH, AS FAR AS WHEN IT COMES TO, YOU KNOW, WHETHER IT'S AN AG DEPARTMENT OR WHETHER IT'S A FAX OR, OR SOME OTHER, UM, COURSE, BUT NOT ALL COURSES AND TECHNOLOGY REQUIRE, UM, YOU KNOW, AN ADDITIONAL TEACHER.
I CAN ALSO POINT OUT THAT IN FY 22, WHERE YOU SEE THAT, THAT TWO FOR THE COURSES THERE, THAT IS A POSITION AS WELL.
THAT'S WHEN WE STARTED OUR CRIMINAL JUSTICE, UH, PROGRAM.
AND SO ADDING THESE COURSES OVER TIME, THAT'S MEETING STUDENT NEED, THAT'S ALSO SEEING WHAT'S HAPPENING OUT IN THE ECONOMY AND INTO THE WORLD TO BETTER PREPARE OUR STUDENTS, UH, FOR LIFE
[00:35:01]
AFTER, AFTER HIGH SCHOOL.ANOTHER THING THAT HAPPENED, UH, BETWEEN FY 13 AND, AND CURRENT, AGAIN, WARREN, WARREN COUNTY MIDDLE SCHOOL, UH, THERE WERE ADDITIONAL 20 POSITIONS ADDED, AND THERE WAS ONE AT SKYLINE MIDDLE SCHOOL.
SO THAT'S WHEN THE TWO MIDDLE SCHOOLS SPLIT AT THAT TIME.
AND THEN YOU CAN LOOK AT FY 21 THROUGH 25.
THOSE ARE JUST SOME POSITIONS THAT, THAT, YOU KNOW, HAVE BEEN ADDED, UH, TO ADDRESS THE NEEDS AND THE PROGRAMMING THAT WE HAVE WITHIN OUR SCHOOLS.
UM, JUST, YOU KNOW, SINCE, SINCE I HAVE BEEN HERE AS FAR AS ADDRESSING, I'LL, I'LL POINT OUT, LIKE FOR INSTANCE, IN FY 22, YOU CAN SEE THE TWO GIFTED AND TALENTED EDUCATIONAL TEACHERS THERE.
UH, WE HAD THE GIFT AND TALENTED COORDINATOR, UH, HAD RETIRED.
UM, WE DID NOT HAVE A, AN A GIFT AND TALENTED PROGRAM IN THE, AT THE ELEMENTARY LEVEL.
IT WAS MORE SUPPLEMENTAL IN THE CLASSROOM.
AND SO, UM, I TOOK THAT ONE POSITION AND CREATED TWO TEACHERS TO THAT ARE ACTUALLY PROVIDING A GIFTED AND TALENTED PROGRAM IN OUR ELEMENTARY SCHOOLS.
AND TO BE HONEST WITH YOU, WE PROBABLY NEED TO BUMP THAT UP TO A THIRD.
BUT, UM, IT'S NOT IN THIS BUDGET, BUT IT, YOU KNOW, THOSE ARE JUST SOME THINGS THAT, THAT AS WE HAVE HAD NEEDS.
AGAIN, ELL WILL KIND OF TALK ABOUT THAT ON THE NEXT SLIDE HERE.
AS NUMBERS HAVE INCREASED, UH, OF COURSE THE, THE NEED FOR THOSE, THOSE POSITIONS INCREASE AS WELL.
JUST SO THAT WHEN WE LOOK AT WHAT ELSE HAS CHANGED IN FY 13, THERE WERE 68 STUDENTS THAT REQUIRED A 5 0 4.
5 0 4 IS A, UM, IS A, IS A PLAN FOR A STUDENT THAT, THAT HAS A DISABILITY IN SOME MANNER, BUT CAN ACCESS THE EDUCATIONAL PROGRAM.
THERE'S A DIFFERENCE BETWEEN AN IEP AND A 5 0 4 AND, UM, A A 5 0 4 COULD BE ANYTHING AS SMALL AS, YOU KNOW, A A STUDENT MAY HAVE A PEANUT ALLERGY AND, YOU KNOW, WE CAN'T FEED THEM FOODS THAT HAVE PEANUTS IN 'EM, OR WE HAVE TO HAVE, UM, OTHER KI A A TABLE FOR THEM TO SIT AT.
BUT THEN THERE ARE SOME THAT DON'T QUALIFY FOR AN IEP, BUT HAVE HIGHER NEEDS THAT IT MAY REQUIRE THAT THEY HAVE ONE-ON-ONE SESSIONS, THAT THEY HAVE READ ALOUDS THAT, YOU KNOW, THEY REQUIRE EXTRA TIME IN THE CLASSROOM, THAT THEY, UM, NEED, NEED SUPPORT IN A LOT OF DIFFERENT WAYS THAT YOU CAN FUND OR PROVIDE THROUGH, UM, SPECIAL EDUCATION FUNDS, BUT YOU HAVE TO PROVIDE THEM THROUGH YOUR GENERAL EDUCATION FUNDS.
AND SO YOU CAN SEE THAT THOSE NUMBERS JUMPED FROM FY 13.
THERE WERE 68 STUDENTS ON A 5 0 4, AND IN FY 24 THERE'S 305.
UH, SO YOU CAN SEE THAT THAT IS, THAT, THAT GROWTH THERE WITHIN OUR 5 0 4.
THE NEXT SLIDE THERE IS THE EL UM, AND THIS IS OUR END OF YEAR COUNT.
UH, FY 24, WE HAVE 240, AND THIS IS ALL BASED ON MINUTES.
AND SO, UH, RIGHT NOW WITH OUR CURRENT NUMBER OF EL STUDENTS THAT WE HAVE, WITH THE CURRENT NUMBER OF EL TEACHERS THAT WE HAVE, WE ARE RIGHT AT THAT POINT.
UM, IF WE ADD ONE MORE STUDENT, THEN WE WILL NOT BE ABLE TO MEET THE MINUTES AS REQUIRED BY THE DOJ WHEN IT COMES TO MINUTES REQUIRED, DEPENDING UPON WHAT LEVEL, LEVEL THREE, TWO, OR ONE THAT THOSE STUDENTS ARE ON.
UH, SO, SO WE ARE RIGHT THERE AT THE, UH, THE MAX WITH, WITH OUR EL STUDENTS AND, AND WITH OUR ELL TEACHERS.
WHAT ELSE HAS CHANGED? ROB, IF YOU DON'T MIND, I'LL LET YOU TAKE THIS ONE RIGHT HERE.
WHAT WE BASICALLY DID HERE IS CHART, UM, BOTH OUR STUDENT MEMBERSHIP DOWN AT THE VERY BOTTOM AND UP AT THE TOP OF THE, UH, CHART ARE THE, UH, DIFFERENT PAY SCALES THAT WE HAVE.
UM, THEY'RE NUMBERED, BUT THEN THE, UH, DESCRIPTION OF 'EM IS INCLUDED THERE.
AND YOU CAN SEE AS THE YEARS WENT BY, UM, WE HAVE ADDED, UH, EMPLOYEES TO OUR, UM, TO, OR ADDED EMPLOYEES.
UM, THE ONE THING I WILL POINT OUT IS UNDER CUSTODIANS, IT'S SHOWING A REDUCTION OF 49.
AND WHAT HAPPENED DURING THIS TIME PERIOD, WE CONTRACTED OUT WITH A THIRD PARTY TO PROVIDE CUSTODIAL SERVICES, AND THOSE ARE NO LONGER OUR EMPLOYEES.
SO THOSE 49 THAT WE EMPLOYED, UM, ARE 51 WHATEVER BACK, UH, IN 13 AND 14.
THOSE EMPLOYEES ARE NO LONGER OURS, BUT THEY'RE STILL IN THE SCHOOLS DOING CLEANING EVERY DAY.
UM, AND, AND THAT'S PRETTY MUCH IT, IT JUST SORT OF SHOWS YOU IN WHICH CATEGORIES AND WHERE, UH, WE'VE HAD FLUCTUATIONS, INCREASES,
[00:40:01]
OR DECREASES IN THE NUMBER OF EMPLOYEES WE HAVE.OKAY, THE NEXT ONE, I JUST WANTED TO DO A COMPARISON BETWEEN THAT YEAR AND THIS YEAR.
UM, BACK THAT YEAR BEING 2013 WHEN WE HIT OUR PEAK.
AS FAR AS THE NUMBER OF STUDENTS, AS YOU CAN SEE, OUR TOTAL OPERATING BUDGET INCREASED, UM, BY ALMOST $28 MILLION SINCE THEN.
TEACHER SALARIES INCLUDING BENEFITS, AND AGAIN, NOT TO PICK ON ONE CATEGORY OF EMPLOYEES, BUT THAT IS OUR LARGEST, UH, GROUP OF EMPLOYEES.
JUST TO GIVE YOU A LITTLE PERSPECTIVE, THOSE WAGES AND BENEFITS INCREASED BY 14 AND A HALF MILLION.
THE EMPLOYER COST OF HEALTH INSURANCE INCREASED BY $4.3 MILLION OVER THAT TIME PERIOD.
AND WHEN I LOOKED AT THAT AND WHEN I FIRST PUT THOSE NUMBERS IN THERE, I WAS, UH, I WAS SURPRISED THAT IT HAD GONE UP THAT MUCH, AND THEN I STARTED THINKING ABOUT IT.
AND, UH, TO BE HONEST, BACK IN 2013, WE WERE NOT AT ALL COMPETITIVE ON WHAT WE OFFERED AS AN EMPLOYER FOR HEALTH BENEFITS.
PEOPLE LOOK AT THEIR SALARY, BUT THEY ALSO LOOK AT THEIR BENEFITS AND WHAT THAT LEAVES THEM.
AT THE END OF THE DAY, AS FAR AS, UM, TAKE HOME PAY, WE HAVE WORKED TO GET MUCH MORE COMPETITIVE WITH OUR HEALTH INSURANCE RATES.
SO THAT WAS ANOTHER DRIVER BETWEEN IT, OUR COST FOR SPECIAL EDUCATION, UM, THEY'VE INCREASED BY JUST OVER $3 MILLION.
THE OPERATING COSTS, WE TALKED ABOUT THE PERSONNEL, BUT THE OTHER OPERATING COSTS FOR OPENING A MIDDLE SCHOOL, EVERYTHING FROM UTILITIES TO INSURANCE TO WHATEVER THAT COMES IN AT, UH, 1.7, ALMOST 1.8 MILLION.
BALLINGER MENTIONED EARLIER, THE NUMBER OF POSITIONS THAT WE'RE REQUIRED LITERALLY BY LAW THROUGH THE STANDARDS OF QUALITY TO EMPLOY, HAS INCREASED BY 18.
SO THESE NUMBERS DON'T ALL ADD UP TO THE TOTAL OF THE 2 27 0.7 MILLION INCREASE.
AND I'LL BE VERY HONEST, SOME OF 'EM ARE, ARE REPORTED TWICE.
THE SPECIAL EDUCATION COSTS, A LARGE PERCENTAGE OF THAT ARE IN, UH, TEACHER SALARIES, WHICH AGAIN, THE INCREASE IN TEACHER SALARIES IS SHOWN AS A SEPARATE LINE.
SO, UH, TO BE CLEAR, SOME OF THESE REPORT 'EM IN TWO DIFFERENT AREAS BECAUSE THEY'RE LOOKED AT DIFFERENTLY TWO DIFFERENT WAYS.
AND THIS IS REALLY JUST TO KIND OF PAINT A PICTURE AS KIND OF WHAT HAS HAPPENED SINCE 2013 AS, UM, AS, AS OUR NUMBERS HAVE CHANGED, UM, JUST WHAT ELSE HAS CHANGED WITHIN OUR SCHOOL SYSTEM.
SO, WARREN COUNTY PUBLIC SCHOOLS, OUR MISSION IS LEARNING THROUGH INSPIRATION, ENGAGEMENT, EMPOWERMENT AND INNOVATION.
EVERY STUDENT, EVERY DAY, WE HAVE NINE SCHOOLS.
WE HAVE ONE TECHNICAL CENTER, ONE NON-TRADITIONAL EDUCATIONAL PROGRAM.
WE SERVE OVER 5,000 STUDENTS, 802 STAFF, 591 TEACHING PROFESSIONALS.
THERE'S 63 CAREER TECHNICAL EDUCATION OR CTE COURSES OFFERED 226 STUDENT, UM, COMPLETERS, 21 DUAL ENROLLMENT COURSES OFFERED 2084 COLLEGE CREDITS EARNED JUST LAST FALL, SO JUST LAST FALL IN WARREN COUNTY PUBLIC SCHOOLS.
BETWEEN WARREN COUNTY HIGH SCHOOL AND SKYLINE HIGH SCHOOL.
THERE WAS OVER 2084 COLLEGE CREDITS EARNED BY OUR JUNIORS AND SENIORS IN OUR TWO HIGH SCHOOLS.
UH, 93% ON TIME GRADUATION RATE, A 36% ADVANCED DIPLOMA.
UH, WE RUN 35 BUS ROUTES AND SEVEN CAR ROUTES, OVER 2300 STUDENTS OR TRANSPORTED DAILY.
AND WE DRIVE OVER 385,000 MILES EACH YEAR.
AGAIN, WE, WE SERVE, WHEN YOU LOOK AT CHILD NUTRITION, UM, BREAKFAST AND, AND STUDENT LUNCHES DAILY, WE SERVE OVER 3000.
WE SERVE OVER 3,100 BREAKFAST AND OVER 33,000 STUDENT LUNCH MEALS.
UM, YOU KNOW, MS. COLORS, UH, WE WENT OUT TODAY, SHE WANTED TO VISIT SOME SCHOOLS, SO I DID TAKE HER OUT.
UM, GAVE HER AN OPPORTUNITY TO, TO SEE HOW THE LUNCH LINE HAS CHANGED SINCE WE WENT TO SCHOOL.
AND SO WE, WE DID EAT AT WARREN COUNTY HIGH SCHOOL, AND I WANT TO THANK, UM, OUR STAFF AT WARREN COUNTY HIGH SCHOOL FOR PROVIDING LUNCH TO US AND, AND GETTING TO, TO SEE THE, THE, THE LUNCH OPTIONS THAT, THAT OUR STUDENTS HAVE.
AND, AND I'M, I'M WILLING TO TAKE ANYBODY ELSE THAT WOULD LOVE TO, TO SET A TIME WITH ME TO GO OUT AND VISIT OUR SCHOOLS.
UM, LOVE TO TAKE YOU OUT AND LET YOU VISIT AND, AND SEE WHAT'S HAPPENING.
BUT AGAIN, UH, WE SERVE OVER 3,100 STUDENT BREAKFAST AND 3,300 STUDENT LUNCHES.
UH, EACH DAY DURING THE SUMMER, WE SERVE AGAIN, OVER 2000 SUMMER BREAKFAST AND OVER 2000 LUNCH MEALS PER DAY.
[00:45:01]
BALLINGER, I'M JUST KIND OF CURIOUS WITH THE, UH, YOU'VE GOT AN ENROLLMENT OF ABOUT 5,000 STUDENTS, AND SO IS THAT, UH, ARE THOSE, DO THE OTHER STUDENTS JUST VOLUNTARILY SAY, NO, I DON'T WANT THIS, OR, YEAH, IT COULD BE THAT THEY'RE BRINGING THEIR LUNCH OR, YOU KNOW, ABSENCES.I MEAN, YOU KNOW, THERE, THERE'S A LOT OF THINGS THAT PLAY INTO, UH, WHETHER A STUDENT TAKES A LUNCH OR, OR BREAKFAST.
ALL RIGHT, THERE'S THESE, OH, I HAVE, I HAVE ONE QUESTION.
SO WITH THE, WITH THE MILLS, SO IS THAT COUNTY FUNDED OR IS THAT STATE FUNDED? NO, THAT'S, THAT'S STATE AND FEDERAL.
SO THE STATE, SO WE ARE UNDER CEP, SO EVERY STUDENT IN OUR, UM, IN ALL OF OUR SCHOOLS EAT BREAKFAST AND LUNCH FOR FREE.
UH, SO IT COSTS THE PARENTS NOTHING.
IT COSTS THE, THE, THE LOCALITY, NOTHING.
UH, THOSE FUNDS COME FROM THE FEDERAL AND STATE THROUGH THE CEP PROGRAM, AND THEY SET THE REIMBURSEMENT RATE THAT IS BASED ON OUR, UH, DIRECT CERTIFICATION COUNT, WHICH IS DONE AT THE STATE LEVEL, AND THAT'S THROUGH DSS AND, AND DIFFERENT THINGS WHERE THERE'S, UH, DIRECT CERTIFICATION BASED ON INCOME GUIDELINES.
AND THEN WE, WE GET REIMBURSED BASED ON THAT RATE, UM, FOR THE NUMBER OF MEALS THAT WE SERVED.
AND, AND IT HAS BEEN A VERY, UM, GREAT PROGRAM FOR OUR SCHOOLS.
UH, ONE THING YOU WANT TO ALWAYS CONSIDER IS THAT, YOU KNOW, WHEN, WHEN A STUDENT IS SITTING IN A CLASSROOM AND, AND THEY'RE TRYING TO LEARN AND THEIR STOMACH IS GROWLING, THEY'RE NOT PAYING ATTENTION TO THAT TEACHER.
UM, WHEN, WHEN WE LOOK AT THE NEEDS OF OUR STUDENTS, WE WANNA MAKE SURE THAT WE CAN TAKE AWAY ANY BARRIERS TO EDUCATING THEM THAT WE CAN, UH, BECAUSE, YOU KNOW, JUST, JUST HUMAN NATURE, WE ARE GOING TO FOCUS ON WHAT OUR PHYSICAL NEEDS ARE FIRST BEFORE WE CAN FOCUS ON ANYTHING ELSE.
AND SO IF THAT STUDENT IS SITTING THERE IN THE CLASSROOM AND THEY'RE HUNGRY, THEY'RE, THEY'RE NOT PAYING ATTENTION TO WHAT THE TEACHER SAID, THEY'RE NOT FOCUSING ON THAT ON THAT ASSIGNMENT.
UH, THEY'RE FOCUSING MORE ON WHERE'S MY NEXT MEAL GONNA COME FROM? AND, AND SO BY, BY ALLOWING THIS TO, FOR US TO, TO PROVIDE THIS SERVICE TO OUR STUDENTS FOR FREE, IT, IT IS, IT IS WONDERFUL AND IT DOES HELP A LOT OF STUDENTS.
JUST, THIS IS OUR, OUR FUNDING DATA, UH, THAT WE, WE, WE LOOK AT, UH, FROM FY 12 THROUGH FY 25, UH, THIS IS OUR STATE REVENUE DATA, AND THIS IS JUST A TREND LINE TO LOOK AT WHEN, WHEN LOOKING AT STATE DATA.
WE ALSO HAVE OUR LOCAL DATA TREND LINE FOR THE SAME YEARS, UH, LOOKING THERE AT THAT DATA.
SO DOES THIS DATA, UH, INCLUDE GRANTS THAT YOU'VE RECEIVED THROUGH THE YEARS? SO ANY, ANYTIME THIS, THIS WAS, THIS IS BASED OFF OF THE, UM, AUDITS THAT WE GET THE AUDIT EACH YEAR.
SO, SO WE USE THE AUDIT INFORMATION STATE GRANTS.
IF THEY, IF, AND IF THEY WERE STATE GRANTS ARE PART OF THIS, IF THEY WERE INCLUDED IN THERE, THEN THAT WOULD BE INCLUDED WITHIN THE APPROPRIATION THAT IS ON THE AUDIT.
GRANTS FROM LIKE THE WC COMMUNITY? WERE NOT, YEAH.
SOME, SOME LOCAL GRANTS JUST GO TO THE SCHOOLS THEMSELVES.
UH, UM, THIS MISCELLANEOUS, NO.
SO, SO FEDERAL, YOU CAN SEE WE HAD THAT BIG JUMP.
EVERYBODY HAD THEIR CARES FUNDING, UH, DURING FY 21, THAT'S DURING THE COVID YEARS.
UM, OUR FEDERAL FUNDING IS, UH, DECREASING, UH, AS THOSE FUNDS WERE, WERE SPENT AS WELL.
THEN WE HAVE OUR MISCELLANEOUS FUNDS AND YOU CAN SEE THE ROLLERCOASTER THERE.
UH, THERE'S, THERE'S A LOT OF THINGS THAT GO INTO THAT.
UM, AS FAR AS WHEN IT COMES TO MISCELLANEOUS REVENUE, UH, THOSE CAN INCLUDE, UH, RENTALS FOR OUR FACILITIES.
ALSO INCLUDED IN THERE IS, WELL THE COUNTY WE SERVICE THE COUNTY'S, UH, VEHICLES.
UH, SO THAT, THAT IS COUNTED IN THE MISCELLANEOUS REVENUE.
UH, SO, SO THAT IS CONSIDERED THERE.
ROB, IS THERE ANYTHING ELSE AS FAR AS ANY MISSING FEES FOR SERVICES? AND SO THEN WE WANTED TO LOOK AT, UH, THIS NEXT SLIDE HERE IS STATE REVENUE VERSUS LOCAL REVENUE.
AND THIS JUST KIND OF SHOWS A TREND LINE OF AS STATE REVENUE GROWS, SO WHAT DOES OUR LOCAL REVENUE OUTLOOK LOOK LIKE AND HOW HAS THAT, UM, OR HOW HAS THAT GOING TO AFFECT OUR SCHOOLS? SOME PEOPLE LIKE
[00:50:01]
BAR GRAPHS, SOME PEOPLE LIKE LINE CHARTS.SO THIS IS THE SAME DATA THAT IS ON THAT BAR GRAPH.
UM, YOU KNOW, YOU CAN SEE THERE'S, SINCE FY 22 FY 23, WE'RE STARTING TO SEE A LARGER DISCREPANCY BETWEEN OUR, OUR LOCAL FUNDS AND OUR STATE FUNDS AS COMPARED ALL THE WAY BACK TO FY 12.
THEN WE DO HAVE OUR DEBT SERVICE ALSO ON HERE BEFORE YOU MOVE ON.
UM, SO GOING BACK TO THE STATE REVENUE VERSUS LOCAL REVENUE.
I AM, WHAT IS THE MANDATORY CONTRIBUTION THAT LOCALITIES FOR WARREN COUNTY HAS TO CONTRIBUTE TO THE SCHOOL BOARD? I KNOW THERE'S SOME NUMBER OR SOME KIND OF FORMULA THAT'S SO, SO, SO THERE IS A, IT'S CALLED A REQUIRED LOCAL EFFORT, AN RLE.
AND, AND WHEN YOU LOOK AT IT, YOU ALSO HAVE TO, UH, ONE, I'M GONNA, I'M GONNA SAY FIRST I'M GONNA PREFACE THAT THERE'S ONLY ONE COUNTY IN VIRGINIA THAT WHERE THE LOCALITY DOES NOT PAY MORE THAN THE REQUIRED LOCAL EFFORT.
UM, DOWN IN SOUTHWEST VIRGINIA.
BUT ALL OTHER COUNTIES AND ALL OTHER LOCALITIES PAY ABOVE THE REQUIRED LOCAL EFFORT.
AS FAR AS WHEN YOU'RE LOOKING AT THE REQUIRED LOCAL EFFORT, THERE'S TWO NUMBERS THAT, THAT THEY GIVE YOU ON THE CALC TEMPLATE.
ONE, ONE NUMBER GIVES YOU, IF YOU DO THE BASE, SO QS, UM, THEN THE OTHER NUMBER THAT WE USE A LOT OF TIMES THAT WE USE IS WITH ALL THE INCENTIVE PROGRAMS. SO IF YOU WANT TO HAVE LIKE THE VKRP, THE PRE-K, THAT'S AN INCENTIVE PROGRAM.
BUT IF WE DON'T OFFER IT, THE STATE'S NOT GONNA GIVE US THE MONEY FOR IT EITHER.
SO, SO THERE'S TWO DIFFERENT NUMBERS AND THIS 1 0 6, SO THIS INCLUDES ALL THE NUMBERS GOING DOWN.
SO YOU WANNA TALK ABOUT THE YEAH, YEAH.
BALLINGER MENTIONED TO A COUPLE CATEGORIES.
THE FIRST ONE WOULD BE WHAT WE CALL THE STANDARDS OF QUALITY.
THAT WOULD BE 20, THIS IS ESTIMATED FOR NEXT YEAR BASED ON STUDENT COUNTS AND DIFFERENT THINGS THAT'LL CHANGE, UM, 21 MILLION, 500,000.
FOR WHAT THEY CALL INCENTIVE PROGRAMS. THAT WOULD BE LIKE FOR THE SALARY INCENTIVE WHERE THEY SAY, WE'LL GIVE YOU SO MUCH MONEY TO GIVE A 3% INCREASE, BUT YOU GOTTA MATCH IT.
THAT THOSE INCENTIVE TYPE PROGRAMS ARE 1,000,735.
THEN THERE ARE ALSO LOTTERY FUNDED PROGRAMS THAT WE MUST COME UP WITH A LOCAL SHARE ON.
AND THOSE DIFFERENT PROGRAMS FROM AT RISK TO UM, CLASS SIZE REDUCTION TO ALGEBRA READINESS, A WHOLE BUNCH OF DIFFERENT PROGRAMS, THOSE COME UP TO 2.3 MILLION.
AND THE TOTAL OF THAT ENDS UP BEING 25.6 MILLION.
ROUGHLY 25 MILLION 5 89, 2 0 3 IS WHAT THE LOCAL SHARE FOR NEXT YEAR WOULD BE BASED ON THE EXISTING, UM, PROPOSAL FOR, FOR THE STATE BUDGET, WHICH HAS NOT BEEN FINALIZED.
WHICH THAT NUMBER COULD, COULD CHANGE.
AND SO THIS NEXT SLIDE WE HAVE OUR WCPS DEBT SERVICE THAT'S JUST SHOWING, UM, YOU KNOW, BACK IN FY 12 AS, AS BOND ISSUES HAVE, HAVE GONE TO, TO, FOR CONSTRUCTION, UM, THAT AS THAT DEBT SERVICE.
THIS NEXT SLIDE JUST KIND OF LOOKS AT COUNTY REVENUE VERSUS LOCAL FUNDS FOR OPERATION AND INCLUDES DEBT SERVICE.
UH, THE BLUE IS THE, UH, WARREN COUNTY, UH, PUBLIC SCHOOLS AS FAR AS OUR, UH, REVENUE PLUS INCLUDING THE DEBT SERVICE.
THE ORANGE IS PROPERTY TAXES AND THE GRAY IS, UH, TOTAL COUNTY REVENUE.
AND THAT JUST KIND OF LOOKS AT THOSE AS FAR AS COMPARING SCHOOL OPERATIONS TO, UH, PROPERTY AND OTHER TAXES AND, UM, TOTAL COUNTY REVENUE.
AGAIN, SOME PEOPLE LIKE LINE CHARTS.
SO PROVIDED A LINE CHART HERE THAT IS THE SAME INFORMATION AS THE PREVIOUS SLIDE.
THIS NEXT SLIDE LOOKS AT COUNTY REVENUE VERSUS LOCAL FUNDS FOR OPERATIONS.
SO, UH, WE DID JUST STAY, OKAY, JUST LOOKING AT OPERATIONS 'CAUSE THAT IS OUR BREAD AND BUTTER.
UH, HOW DOES THAT COMPARE WITH OUR, UH, PROPERTY TAXES AND TOTAL COUNTY REVENUE COMPARING TO, UM, THE, THE LOCAL FUNDING FOR, FOR PUBLIC SCHOOLS, UH, FROM THE LOCALITY.
THIS NEXT SLIDE IS AGAIN A LINE CHART SHOWING, UM, THE SAME INFORMATION THAT WAS ON THAT BAR CHART, UH, ON THE PREVIOUS SLIDE.
SO WHEN I'M LOOKING AT THE, THE LINE CHART HERE, SO I SEE PROPERTY AND OTHER TAXES YOU'RE TALKING ABOUT FOR WARREN COUNTY, RIGHT? WHAT OUR REVENUE COMING IN AND THE TONE OF TOTAL COUNTY REVENUE IS EVERYTHING
[00:55:01]
ABOVE AND BEYOND THE PROPERTY TAXES AS FAR AS REVENUE TOTAL COUNTY REVENUE WOULD BE EVERYTHING THAT IS THE TOTAL COUNTY BUDGET.SO THAT IS, THAT IS ALL RIGHT.
SO THAT IS, FOR INSTANCE, IF IF THE TOTAL COUNTY BUDGET IS A MILLION DOLLARS, THAT OR A HUNDRED MILLION DOLLARS, AND THAT'S INCLUDING EVERYTHING THAT INCLUDES THE SCHOOL BUDGET, THE FIRE, THE MM-HMM
THAT IS WHATEVER THE TOTAL COUNTY BUDGET IS, THE REVENUE, WHAT THEY'RE LOOKING AT.
I, UH, WHEN I THINK OF REVENUE, I'M THINKING THE MONEY THAT WE RECEIVE, IS THAT WHAT THE REPRESENTATION IS ON THIS GRAY LINE? SO ON THIS LINE, THAT WOULD, THAT WAS JUST WHAT, WHATEVER THAT BUDGET WAS IN THAT YEAR FOR, UM, FOR THAT FISCAL YEAR.
SO YES, THAT WOULD BE LOOKING AT REVENUES THAT, THAT ENDED UP ACCORDING TO THE, UM, AUDITS THAT WE LOOKED AT.
SO, SO WHEN I LOOK AT THE TOTAL COUNTY REVENUE, THAT'S INCLUDES THE BUDGET FOR THE TOTAL COUNTY? YES.
NOT, NOT THE MONEY THAT WE BROUGHT IN.
SO, SO WHAT IS, WHAT IS THIS SLIDE DESIGNED TO TELL ME? THIS IS JUST FOR, FOR INFORMATION PURPOSES, JUST LOOKING AT WHAT AS, AS FAR AS HOW WE LOOK AT WHERE OPERATIONS ARE, UM, CONCERNING, UM, BUDGETS AS FAR AS WHERE WE FALL WITHIN THE COUNTY.
OKAY, SO THEY, SO WE'RE LOOKING AT THE, THE, THE LOCAL FUNDING AND IT'S, UH, I GUESS IT'S LOOKS LIKE IT'S ABOUT 20, MAYBE ABOUT, UH, 27, 20 8 MILLION FOR FY 2024.
AND YOU'RE SAYING THAT THE, UH, PROPERTY AND OTHER TAXES THAT THE, THAT THE COUNTY BROUGHT IN WAS, UH, I GUESS, AND I'M, I'M INTER INTERPOLATING THIS, IT'S, UH, IT'S ABOUT, UH, LOOKS LIKE IT'S AROUND 75 MILLION IF I'M CORRECT ON THAT.
AND THEN, THEN THE, THE, THE TOP ONE, THE CO THE TOTAL COUNTY REVENUE, I, I DON'T QUITE UNDERSTAND BECAUSE IT'S SAYING PROPERTY AND OTHER TAXES IS, IS ISN'T THAT WHAT THE, ISN'T THAT WHAT THE, THE REVENUE IS THE PROPERTY AND OTHER TAXES.
SO THIS IS LOOKING AT THE BUDGETS AND THAT INCLUDES ANY OTHER REVENUES THAT THE, THE COUNTY WOULD BRING IN, NOT JUST YOU ALSO RECEIVE, UM, SOME, THE COUNTY SHOULD ALSO BE, YOU ALSO RECEIVE, I THINK IS MY UNDERSTANDING SOME, UH, FUNDS FROM THE STATE AS WELL.
SO THAT WOULD BE ABOVE YOUR PROPERTY AND OTHER TAXES.
SO, SO KIND OF TO FOLLOW UP ON THAT FOR JUST A SECOND, YOU SEE THE BLUE LINE, WHICH IS APPROXIMATELY 27 MILLION AS THE CONTRIBUTION FOR SCHOOLS OPERATIONS.
THE ORANGE LINE, JUST ABOUT SIX, JUST ABOUT 70 MILLION, ALMOST UP TO 80.
THAT'S ALL OF YOUR TAXES, OKAY? YOU GET 32, 30 3 MILLION IN REAL ESTATE AND 23, 22 GOING BACK THERE A LITTLE BIT IS THE REVENUE FOR THE PERSONAL PROPERTY.
OKAY? AND THEN THE REMAINDER IS EVERYTHING ELSE, WHICH INCLUDES ALL OF THE ARPA AND CARES ACT MONEY, WHICH IS WHY YOU SEE THIS JUMP FROM 2020 IN THERE ON UP.
SO THEN WHAT, WHAT I CAN DEDUCE FROM THIS IS THAT, UH, IN FY 2024, IT'S ABOUT 27 MILLION OF LOCAL MONEY GOES TO THE PUBLIC SCHOOL OUT OF, UH, OUT OF A TOTAL BUDGET OF, IT LOOKS LIKE ABOUT 97 MILLION.
AM I CORRECT? PRETTY CLOSE PLUS ADD 10 MILLION FOR THE DEBT.
SO THEN THAT'D BE 37 MILLION, SO THAT, THAT WOULD, THAT'D BE ABOUT 40, 45%, RIGHT? THAT'S ABOUT WHERE THAT'S PRETTY CLOSE.
ALRIGHT, SO THIS NEXT SLIDE KIND OF GETS INTO THAT LOOKING AT WHERE WE, AS FAR AS WITH THE, UH, PERCENTAGE OF THE TOTAL COUNTY BUDGET THAT THE SCHOOLS, AND THIS DOES INCLUDE DEBT SERVICE, STATE REVENUE, LOCAL REVENUE.
SO IF OUR BUDGET IS $70 MILLION AND WE HAVE $10 MILLION IN DEBT, SO THAT'S $80 MILLION OUT OF THE TOTAL COUNTY BUDGET.
UH, AND THIS JUST LOOKS AT THE PERCENT OF THAT TOTAL COUNTY BUDGET OVER TIME.
AND THIS DOES INCLUDE DEBT SERVICE.
AND SO YOU CAN SEE THAT, UH, YOU KNOW, THIS GOES BACK TO OH FOUR, HISTORICALLY IT'S BEEN AROUND 60% OR ABOVE 60%.
AND OVER THE PAST, WELL NOW WE'RE DOWN TO RIGHT AT 50%.
SO THAT NUMBER IS AT 50% OF THE TOTAL COUNTY REVENUE.
AS FAR AS WHAT YOU WERE TRYING TO, TO COME UP WITH AS FAR, AS FAR AS WHAT YOU WERE LOOKING AT.
SO IS, IS THAT BECAUSE THE, THE, THE, UH, DEBT SERVICE HAS BEEN GOING DOWN OR NO.
[01:00:01]
SERVICE IS, IS HOLDING THE SAME.CAN YOU I WOULD JUST, YEAH, IF I, IF I MAY ASK, UH, I'M NOT, I DON'T UNDERSTAND THIS, THIS GRAPH, AND IF YOU BACK UP TO THE PREVIOUS ONE, UM, THERE'S, LET'S FOCUS ON THE GRAY LINE SINCE THAT'S THE TOTAL BUDGET, THAT'S KIND OF GOING UP AND DOWN, BUT IT'S, IT'S EFFECTIVELY FROM UH, 21 TO 24 DOWN A LITTLE SO, BUT KIND OF FLAT.
UM, THE BLUE LINE WAS ALSO KIND OF FLAT, BUT IT CREEPING UP A LITTLE BIT.
SO THE RATIO, NEITHER ONE IS REALLY MOVING, SO THE RATIO OF THE TWO SHOULDN'T MOVE EITHER.
I DON'T UNDERSTAND HOW WE GET THE NEXT SLIDE WITH THIS MASSIVE OR WHAT LOOKS LIKE A BIG DROP, UH, FROM 21 TO 22.
SO THAT'S LOOKING AT, FOR INSTANCE, LIKE WHEN, UM, AN FY 22, THAT WAS THE YEAR, UH, WAS THAT FY 22, 23, WHEN WE HAD THE REDUCTION OF ONE POINT 22, THERE WAS A REDUCTION OF 1.2.
WHAT WAS THAT NUMBER? I CAN'T REMEMBER THE NUMBER OFF THE TOP OF MY HEAD.
BUT THERE IS A REDUCTION IN, IN LOCAL FUNDING AT THAT POINT IN TIME, UM, FROM OPERATIONS.
SO THIS IS LOOKING AT, UM, FUNDING WHEN IT COMES TO AS FAR AS FROM THE LOCAL, YOU KNOW, YOU, YOU DO SEE A, A REDUCTION THERE.
AND WHEN WE HOLD, WHEN, WHEN WE'RE LEVEL FUNDED, THEN AS THE, IF THE, THE COUNTY PERCENTAGE GOES UP, THEN THE, THE LOCAL THEN THE SCHOOL'S PERCENTAGE DOESN'T GO UP AT THAT, THAT SAME PERCENTAGE.
BUT THAT, THAT, THAT SHOULD BE GOING THE OTHER WAY ON THAT, ON THAT NEXT SLIDE, THAT SHOULD BE GOING THE OTHER WAY BECAUSE IF YOU TAKE A LOOK AT THE TANGENT ON THE GRAY LINE, AND THEN I THINK THIS IS WHAT, UH, DR.
IF YOU TAKE A LOOK AT THE TANGENT ON THE GRAY LINE, BEGINNING OF FY 2020, AND YOU GO DOWN TO FY 24 AND YOU, AND YOU JUST DRAW A TANGENT ACROSS THAT.
AND THEN YOU TAKE A LOOK AT THE, UH, AT THE BLUE LINE.
UH, THAT ONE, YOU KNOW, THE TANGENT ON THAT ONE IS A, IT'S A, A NEGATIVE, UH, WHEREAS THE BLUE LINE'S GONNA BE A POSITIVE.
SO INSTEAD OF BEING A, A, A DIFFERENCE, A NEGATIVE DIFFERENCE ON THE NEXT SLIDE, IT SHOULD BE A POSITIVE DIF DIFFERENCE, SHOULDN'T IT? WELL, WELL, AS YOU, IF YOU LOOK AT THE PERCENTAGES, IF YOU LOOK BACK IN FY 12 ON THIS, YOU, YOU CAN ALSO LOOK AT THE DIFFERENCES IN THE RATIOS BETWEEN FY 12, BETWEEN THE BLUE LINE, THE ORANGE LINE, AND THE GRAY LINE.
OKAY? AND COMPARE THAT AT THE END IN FY 24, THE DIFFERENCE BETWEEN THE BLUE LINE, THE GRAY LINE, OR THE ORANGE LINE, AND THE GRAY LINE.
UM, AND SO YOU CAN TELL BACK IN FY 20, THE, THE PERCENTAGES WERE MUCH CLOSER THAN THE PERCENTAGES ARE CURRENTLY.
NOW, I THINK I, I STILL WANNA LOOK AT THE RATE, THE, AT THE TRANSITION.
I DON'T NEED TO UNDERSTAND THE TRANSITION TRANSITION FROM 21 TO 22.
BOTH OF THE BLUE GRAPHS DROP, UH, DURING THAT TIME.
THE COUNTY BUDGET IS DECREASING, THE SCHOOLS IS INCREASING TO A LEVEL.
SO THAT RATIO IS NOT DECREASING.
THESE NUMBERS COME STRAIGHT FROM THE AUDITS.
THESE NUMBERS ARE, ARE WHAT WE HAVE WHEN WE PULL THOSE AUDITS AND PUT THOSE IN THE, COULD WE, IN OUR, IN OUR, UH, SPREADSHEET, COULD WE LOOK AT THE NUMBERS THAT ARE THE INPUTS FOR THE GRAPHS? UH, I DON'T HAVE THOSE, BUT YEAH, IF YOU WANT TO COME BY AND THAT WOULD BE GREAT.
I DON'T HAVE THOSE ON ME AT THIS POINT IN TIME.
NO, BUT IF YOU COULD SEND THEM TO US, WE COULD.
ALL I'M DOING IS POINTING OUT THAT THE BUDGET IS DROPPING TO, THE GRAY LINE IS GOING DOWN, AND THE BLUE LINE IS EITHER, EITHER FLAT OR GOING UP.
SO THE PERCENTAGE OF THE BLUE, THE BLUE LINE AS A PERCENTAGE OF THE HOLE CAN'T BE DROPPING.
SO I THINK THIS, MAYBE THESE NEEDS TO BE, UH, JUST, I'LL BE MORE THAN HAPPY TO SHARE THAT INFORMATION.
AND SO WHEN YOU SAY THAT THIS DATA CAME FROM THE AUDIT, THIS IS THE WARREN COUNTY ANNUAL BUDGET AUDIT THAT YOU'RE REFERRING TO.
SO THE LAST ONE THAT IT HAS BEEN APPROVED WAS FISCAL YEAR 23.
SO THE NUMBERS THAT YOU GOT FOR 24 IS JUST ESTIMATES OKAY.
FROM THE, FROM THE CURRENT BUDGET ON THAT ONE.
AND ON THE NEXT SLIDE, IF, IF, UH, IT'S THE SAME, I HAVE THE SAME QUESTION, BUT I, BUT I'M NOT SURE WHAT CHANGED FROM IN THE, OKAY.
SO THIS ONE JUST LOOKS AT THE, FOR, FOR APPROPRIATIONS OF THE, UM, OF JUST THE OPERATIONS.
AND IT JUST REMOVES THE, UM, THE DEBT SERVICE.
SO YOU CAN SEE THAT THOSE, THOSE PERCENTAGES.
[01:05:01]
OPERATIONS VERSUS DEBT SERVICE.THE OTHER ONE INCLUDED DEBT SERVICE.
THIS ONE DOES NOT INCLUDE SERVICE.
SO WHEN WE LOOK AT OUR SALARY INCENTIVE AND PERSONNEL, OUR COMPENSATION AND BENEFITS, UH, CURRENTLY IN THIS BUDGET WE HAVE ALL EMPLOYEES WILL RECEIVE AT LEAST A 3% INCLUSIVE OF STEP TEACHERS OF 3% PLUS INSTRUCTIONAL ASSISTANCE.
WE HAVE A SCALE ADJUSTMENT BUS DRIVERS WE'RE INCREASING TO FIVE HOURS WITH A SCALE ADJUSTMENT, SPEECH THERAPIST, SCALE ADJUSTMENT, REGISTERED NURSE SCALE ADJUSTMENT, STUDENT SUPPORT, COACH, SCALE ADJUSTMENT, UH, THEN A COACHING SCALE AND MISCELLANEOUS SCALE ADJUSTMENT.
UH, THEN ALSO WE, WITH OUR BENEFITS, WE HAVE A SICK LEAVE PAYOUT FOR OUR TEACHERS AND INSTRUCTIONAL ASSISTANTS.
RIGHT NOW, THE WAY OUR BUDGET IS SET UP IS A 10%, BASICALLY EMPLOYER COST INCREASE IN, IN HEALTH OR HEALTH BENEFITS, AND A 10% ON THE EMPLOYEE SIDE.
WE DO HAVE VARIOUS, UH, COMPREHENSIVE COVERAGES.
UH, WE HAVE DENTAL, WE HAVE DUAL EMPLOYEE DISCOUNT, WE HAVE HEALTH SAVINGS ACCOUNTS.
AND THAT JUST KIND OF LOOKS AT THE COMPENSATION, UH, BENEFITS, UH, WHEN ALSO, AGAIN, WE LOOK AT, AGAIN, EARLIER I TALKED ABOUT THE LCI AND DETERMINING STATE REVENUE, AND I'M GONNA SPEND A LITTLE BIT OF TIME ON THIS.
YOU KNOW, THE STATE, THEY, THE STATE 3% SALARY INCENTIVE THAT INCLUDES SUPPORT AND INSTRUCTIONAL, SOQ, AND THE STATE DEFINES SUPPORT AND INSTRUCTIONAL SOQ AS FOLLOWS.
SO, FOR INSTANCE, IF YOU LOOK AT THAT, UH, GRAPH TO THE RIGHT THERE, THAT, THAT HAS, I GUESS I BETTER GET THERE.
IT SAYS SOQ FUNDED INSTRUCTIONAL POSITIONS.
AND THAT SAYS, UH, PART OF BASIC AID FUNDING FORMULA.
SO YOU CAN SEE THOSE ARE PEOPLE THAT ARE INCLUDED IN INSTRUCTIONAL POSITIONS, ELEMENTARY PRINCIPALS, ASSISTANT PRINCIPALS, LIBRARIANS, TEACHERS, SECONDARY PRINCIPALS, ASSISTANT PRINCIPALS.
UM, THEN IF YOU LOOK AT THE ONE JUST BELOW THAT, IT SAYS SUPPORT POSITIONS.
SO YOU CAN SEE THAT THE FIRST ONE THERE LISTED AS ASSISTANT SUPERINTENDENTS, UH, SO THAT THE STATE, FOR INSTANCE, SAYS THEY'RE GONNA FUND US 1.68 SOQ, UM, POSITIONS.
WE HAVE TWO ASSISTANT SUPERINTENDENTS, SO THEY'RE GONNA PROVIDE US 1.68 OF THE 132,000 THAT THEY'RE USING AS A BASE.
BUT OUT OF THAT, THEY'RE ONLY GONNA PAY US 55%.
SO THEY'RE NOT GOING TO, TO GIVE US, YOU KNOW, THE FULL FUNDING FOR WHAT THEY ARE SAYING IS THE, UM, IS THE, THE, THE COST.
SO WHAT YOU HAVE, WHEN YOU LOOK AT WHERE SCHOOLS ARE CONCERNING TO STATE FUNDING, UM, AND THERE WAS A J ARC STUDY THAT WAS PUT OUT THAT DID TALK ABOUT HOW VIRGINIA'S FUNDING FORMULA IS NOT EQUITABLE AND IS ACTUALLY OUTDATED.
AND THAT THE STATE NEEDS TO REALLY LOOK AT THAT FUNDING.
AND THEY ARE, UH, LOOK AT THAT FUNDING FORMULA, AND THEY'RE TRYING TO ADDRESS THAT FUNDING FORMULA.
AND SO, UM, WHAT YOU SEE HERE IS THAT THE STATE IS GONNA SAY, THE SALARY'S HERE, WE'RE GONNA FUND YOU ON 50% OF IT.
SO THAT MEANS THE STATE MONEY THAT WE'RE GONNA BRING IN IS HERE, BUT THE SALARY IS ACTUALLY UP HERE.
SO EVEN THOUGH THE STATE IS SAYING, YOU KNOW, AND I'M JUST GONNA USE NUMBERS, FOR INSTANCE, I'LL ROUND THEM OFF, UH, THE STATE IS GONNA SAY THAT WE'RE GONNA PAY YOU.
UH, WE'RE SAYING THAT THE, THE, THE SALARY FOR AN ASSISTANT SUPERINTENDENT IS $130,000, BUT OUR ASSISTANT SUPERINTENDENT SAY, IS MAKING $140,000.
SO THEY'RE ONLY GONNA PAY YOU 55% ON 1.68 POSITIONS, NOT TWO, UM, ON THE ONE 20 OR ONE 30, SORRY, I WAS USING ONE 30 AS AN EXAMPLE, ONE 30.
SO THEREFORE THAT EXTRA 10 THAT COMES ON THE LOCALITIES, UH, FROM THE LOCALITY, BECAUSE THEY'RE ONLY PAYING YOU ON THAT NUMBER THAT THEY'RE GIVING.
UM, AGAIN, ANOTHER EXAMPLE AND, AND PEOPLE HAVE ASKED, WELL, WHAT DOES, UM, YOU KNOW, ADMINISTRATION ADMINISTRATIVE MEAN? YOU KNOW, AND, AND IN A LOT OF THIS, THEY DON'T GIVE DEFINITIONS FOR WHAT POSITIONS ARE.
UH, WHEN I LOOK AT THAT, I SEE THAT AS DIRECTORS.
SO YOU HAVE, YOU KNOW, WE HAVE A FINANCE DIRECTOR, WE HAVE A SPED DIRECTOR, WE HAVE A, UM, A TECHNOLOGY DIRECTOR, WE HAVE AN HR DIRECTOR.
AND, AND YOU CAN SEE THERE, THEY'RE SAYING THAT WE, UM, THEY'RE SAYING, OKAY, WE WILL FUND YOU 91,000 PER POSITION, AND YOU WILL FUND YOU ON 6.16 POSITIONS, BUT AGAIN, WE'RE ONLY GONNA GIVE YOU 55% OF THAT.
AND, YOU KNOW, IF YOU'RE, YOUR SALARY IS 120, WE'RE STILL ONLY PAYING OFF A 91.
SO IT'S, YOU KNOW, SO THEY LOOK AT THAT NUMBER WHEN IT COMES TO, UH, HOW THEIR FUNDING WORKS.
AND THAT'S JUST A LITTLE EXPLANATION CONCERNING THE
[01:10:01]
LCI AND HOW THAT WORKS.BUT WHEN THERE ARE SOME QUESTIONS, SOMETIMES WHEN YOU GET INTO THE 3%, AND SOME PEOPLE WILL SAY, WELL, I THOUGHT THAT WAS JUST FOR TEACHERS.
NO, IT'S FOR WHEN THEY SAY SOQ, THEY MEAN ALL SOQ POSITIONS, UM, NOT JUST TEACHERS THAT WOULD BE SUPPORT.
SO THAT MEANS YOUR ADMINISTRATORS AND OTHER POSITIONS THAT, THAT ARE LISTED BY THE VIRGINIA DEPARTMENT OF EDUCATION, UM, AND THROUGH LEGISLATION THAT IS, UH, CONSIDERED A, UH, POSITION THAT IS REQUIRED TO BE FUNDED, UH, BY OUR SCHOOLS.
ALL RIGHT, MR. VALENTINE, I THINK THIS ONE IS YOUR SLIDE.
THIS SLIDE JUST BREAKS OUT AGAIN BY THE, UH, DIFFERENT SALARY SCALES, UH, NUMBERED DOWN THE LEFT COLUMN AND DESCRIBED IN THE NEXT COLUMN THE NUMBER OF FULL-TIME EQUIVALENTS, UM, IN EACH OF THOSE, WHAT THE TOTAL OF ALL THE CONTRACTS OR THE SALARIES FOR THOSE FOLKS ARE.
AND THEN YOU GO ACROSS THE PAGE AND THERE ARE THE DIFFERENT EMPLOYER BENEFITS THAT WE MUST PAY.
AND THE FINAL COLUMN TO THE RIGHT GIVES YOU THE TOTAL COST OF EACH OF THOSE GROUPS OF EMPLOYEES COMING DOWN THE PAGE TO THE BOTTOM, WHICH ADDS UP TO THE $66,713,464 THAT WE HAVE IN THE PROPOSED BUDGET THAT'S BEFORE YOU THIS EVENING.
UM, AT THE BOTTOM OF THIS, THERE ARE SOME SA UH, SALARY, UM, SCALES THAT ARE BEING REVISED TO COMPRESS THEM AND WORK ON THOSE.
FIRST OF ALL, IF WE JUST GIVE THE 3% INCREASE, AND THEN THE OTHER, UM, AFTER THE REVISION SHOWS WHAT THE COST IS AFTER THOSE SCALES ARE REVISED, AND THEN WHAT THE TOTAL COST FOR THAT SCALE OF THE REVISIONS, UM, WHAT THE COST IS.
UM, AND THOSE COSTS ARE INCLUDED UP IN THE UPPER PORTION OF THIS.
SO THOSE ARE INCLUDED IN THE 66,000,700, UM, $13,464.
SO, UM, OBVIOUSLY WE ARE VERY HEAVY ON THE PERSONNEL AND SALARY SIDE, UH, AND BENEFITS FOR DELIVERY OF INSTRUCTION TO STUDENTS.
SO, UM, LATER ON IN YOUR PRESENTATION, ARE YOU GONNA HAVE SOME DATA THAT SHOWS, UM, THE, UM, WHERE WE ARE IN 25 VERSUS WHAT YOU'RE PROPOSING FOR 26 WITH THESE POSITIONS AS FAR AS HOW MUCH WE'VE PAID SO FAR? OR WHERE AS THE INCREASE THE INCREASE OF POSITIONS IN THE NUMBER OF POSITIONS? NUMBER OF POSITIONS, YES.
IS THAT GONNA BE ADDRESSED LATER ON IN THE, I BELIEVE THERE IS INFORMATION POSITION, NUMBER OF POSITION.
WELL, ACTUALLY, YOU KNOW, WHAT I'M LOOKING FOR IS LIKE, UH, FOR THE TEACHERS, WE HAVE A TOTAL OF 459 FTES, AND THIS IS FOR 26.
I'D LIKE TO KNOW WHAT IT WAS FOR 25 AT THIS, IF THERE, IT, IT IS THE RIGHT HERE.
AT THIS POINT, IT IS THE SAME AS 25.
THAT'S WHAT WE'RE BASICALLY DOING.
WE'RE TAKING EVERY APPROVED POSITION WE HAVE THIS YEAR, ROLLING IT FORWARD TO NEXT YEAR WITH THAT 3% INCREASE TO IT.
WE WILL GET INTO SOME SLIDES HERE THAT WILL SHOW ANY ADDITIONAL POSITIONS OKAY.
WHETHER IT BE TEACHING OR WHEREVER THAT, THAT WE WILL, THAT ARE INCLUDED IN THE BUDGET.
I DO, I I DO HAVE A QUICK QUESTION FOR YOU.
SO YOU, YOU SAID APPROVED POSITIONS.
DOES THAT MEAN THAT THOSE POSITIONS ARE ENCUMBERED THOSE THOSE POSITIONS ARE APPROVED BY THE, BY THE STATE? YEAH, THEY ARE.
I KNOW THEY'RE, THEY'RE BUDGETED FOR.
UM, WHEN YOU SAY ENCUMBERED, THAT WOULD MEAN TO ME THAT WE HAVE A PERSON IN IT YEAH.
IT ALSO INCLUDES THOSE POSITIONS THAT ARE NOT FILLED THAT WE WERE AT SOME.
AND, AND WE DO A SNAPSHOT IN TIME, TYPICALLY AROUND JANUARY 1ST.
AND THOSE ARE THE POSITIONS WE ROLL FORWARD.
WE ALSO LOOK AND SEE, OKAY, ON JANUARY 1ST, LET'S SAY WE HAD TWO TEACHING POSITIONS THAT ARE VACANT.
WE INCLUDE THOSE SO WE DON'T LOSE 'EM.
AND, AND HOPEFULLY WE'LL BE ABLE TO FILL 'EM BEFORE THE END OF THE YEAR, BUT IF NOT, WE, YOU KNOW, THE NEED STILL EXISTS FOR THEM GOING INTO THE NEXT YEAR.
SO DO YOU HAVE ANY DATA THAT SHOWS, UH, POSITIONS THAT HAVE, UM, UM, MAYBE, MAYBE NOT THE SAME POSITION, BUT LET'S SAY THAT ON THE AVERAGE, UM, AND I'M JUST GONNA THROW A NUMBER OUT THERE.
LET'S SAY THAT YOU GOT 500 POSITIONS, AND ON THE AVERAGE, YOU'VE ONLY GOT 475 OF THOSE THAT ARE, THAT ARE FILLED BECAUSE OF, YOU KNOW, RETIREMENTS BECAUSE OF PEOPLE, YOU KNOW, JUST GOING ON VACATION AND JUST NOT COMING BACK.
[01:15:01]
UH, YOU KNOW, THE, THE THINGS OF THAT NATURE.DO YOU HAVE A NUMBER THAT SHOWS WHAT THAT IS? WE DON'T HAVE POSITIONS THAT WE'RE NOT TRYING TO FILL.
SO IN YOUR EXAMPLE OF 500 POSITIONS AND, AND ONLY FILLING 475 OF THEM, THOSE POSITIONS THAT ARE VACANT WOULD BE FILLED BY, BY A SUB.
YOU KNOW, SO WE HAVE, SO, SO THAT MEANS WE'RE PAYING A SUB SUBCOMPANY TO GET A, TO GET A BODY IN THAT POSITION TO, TO TAKE OVER, UH, TO HELP US IN, IN PROVIDING THAT SERVICE.
DO YOU HAVE A ASKING ON AVERAGE HOW MANY VACANCIES DO WE HAVE? IS THAT YEAH, YEAH.
YOU KNOW, AND I'M NOT SAYING THAT ONES THAT YOU'RE NOT TRYING TO FILL.
RIGHT? I'M JUST SAYING THAT, THAT, YOU KNOW, BECAUSE OF JUST NATURAL WHATEVER HAPPENS, TURNOVER, YOU KNOW, TURNOVER, TURNOVER, AND THAT ARE, ARE YOU TALKING LIKE YEAR OVER YEAR? BECAUSE THAT VARIES.
UM, YOU KNOW, DEPENDING UPON RETIREMENT OR TEACHERS TAKING OTHER JOBS, UM, YOU KNOW, AND, AND DEPENDING UPON WHAT THAT IS EACH YEAR, I MEAN, IT CAN VARY.
I MEAN, I KNOW WE'VE HAD AS PROBABLY AS LOW AS 8% AND PROBABLY AS HIGH AS 15%.
UM, AS FAR AS POSITIONS THAT WE NEEDED TO FILL, I WOULD, I WOULD THINK THAT, THAT OVER TIME, SO, YOU KNOW, THE MAIN THING IS CONTINUING TO PROVIDE, UM, AN OPPORTUNITY TO, TO RETAIN THOSE PEOPLE.
UM, AND THAT'S WHAT WE WORK ON.
SO, UH, AND NOW, DO, DO YOU HAVE A FORMULA THAT, BECAUSE YOU MENTIONED ABOUT, UH, SUBS, DO YOU HAVE A FORMULA THAT SHOWS THAT, OKAY, ON THE AVERAGE, IF I HAVE TO, AND THIS IS NOT TEACHERS WHO ARE TAKING A, UH, A PERSONAL DAY OFF, THESE ARE POSITIONS THAT ARE NOT ENCUMBERED FOR ONE REASON OR ANOTHER.
DO YOU HAVE A FORMULA THAT SHOWS THAT, OKAY, ON THE AVERAGE, I'VE GOT A TEACHER'S POSITION HERE, AND LET'S JUST SAY THAT IT, IT COSTS ME $50,000 TO, TO FILL THAT POSITION AND THE, BUT A SUB TO PUT A SUB IN THERE BECAUSE I'VE GOTTA PAY THE SUB, I'VE GOTTA PAY THE, THE COMPANY THAT PROVIDES THE SUB, UH, IT'S GONNA COST ME 1.25 OR $75,000.
UH, DO YOU HAVE ANY, DO YOU HAVE ANY, UM, FORMULAS THAT SHOW THAT? SO AS FAR AS WE LOOK AT BLACK PAY LIST, YEAH, I MEAN, IT IS, WE, YOU KNOW, BECAUSE THAT, THAT IS BASED UPON WHAT THAT COST IS.
SO FOR INSTANCE, IF YOU'RE TALKING IN ESS SUB, UM, AND WHAT WAS, WHAT IS THE DAILY RATE FOR A SUB, UH, FOR A CERTIFIED, UH, ONE, ONE.
SO, SO 1 24 A DAY, UM, 200 DAYS, THAT, THAT, THAT WOULD ONLY, YES.
SO, SO, SO YOU'RE SAVING THERE AS FAR AS WHEN YOU HAVE, AND WE CALL THAT LAG PAY OR, OR TURNOVER OR, UM, YOU KNOW, VARIOUS THINGS FOR IT AS FAR AS WHEN WE LOOK AT IT.
SO, YOU KNOW, IS THERE AN EXACT SCIENCE TO IT OR IS THERE AN EXACT FORMULA FOR IT? I MEAN, WE CAN SEE THAT WE HAVE THIS VACANT POSITION, AND IF THAT POSITION, OR WE HAVE THIS POSITION AND IT WAS VACANT FROM AUGUST UNTIL DECEMBER, WE KNOW THAT THAT'S ABOUT THAT, THAT WE CAN LOOK, SEE WE HAD THAT SAVINGS THERE FOR THAT TIME PERIOD.
BUT THEN WE FILLED IT IN JANUARY AND WE'RE GONNA HAVE THAT EXPENSE FOR THE REST OF THE YEAR.
SO CAN WE TRACK THAT? YES, WE CAN SEE THAT, THAT WE HAD.
AND ROB LOOKS AT THAT AS, AS HE LOOKS AT NUMBERS AND HE, AND HE GOES AHEAD AND HE PROJECTS OUT AS FAR AS FUTURE COSTS.
I, I WAS JUST KIND OF CURIOUS 'CAUSE I, I, I RECOGNIZE THAT YOU'VE GOT, YOU GOT TWO DIFFERENT TYPES OF EXPENSES ON YOUR, YOUR, UM, SUBS BECAUSE YOU HAVE ONE WHERE A TEACHER IS TAKING A PERSONAL DAY OFF THAT'S ALREADY INCLUDED IN THEIR SALARY.
AND SO YOU'RE HAVING TO BRING A SUB IN TO, TO FILL IN, YOU KNOW, FOR THAT DAY VERSUS A, UH, A POSITION THAT IS FOR WHATEVER REASON, IT'S NOT ENCUMBERED AT THAT POINT.
SO YOU'RE, SO YOU'RE BRINGING IN A, UH, AN INDIVIDUAL OR YOU'RE BRINGING IN A SUB THAT'S GONNA BE FILLING THAT POSITION.
AND, UH, SO, SO BASICALLY, AND THE, THE, THE DIFFERENCE HERE IS YOU'RE THE, THE, THE MONEY, THE, THE MONEY THAT YOU'RE SPENDING ON THE FIRST POSITION, YOU'RE NOT ABLE TO, TO BANK THE MONEY THAT YOU'RE, YOU'RE SPENDING ON THE SECOND POSITION.
ARE YOU ABLE TO BANK THAT BECAUSE, UH, YOU KNOW, YOU'VE ALREADY GOT IN, IN YOUR, UH, BUDGET, YOU, UM, I, I WOULD THINK THAT YOU'VE ALREADY GOT, UH, CERTAIN AMOUNT OF, OF SUB HOURS THAT, UH, THAT YOU'VE GOT PROGRAMMED AND THAT, UH, UH, THAT BECAUSE OF THE FACT THAT
[01:20:01]
YOU'RE NOT SPENDING THE MONEY ON THAT, UH, UNENCUMBERED POSITION, THAT, UH, THAT'D BE A LITTLE BIT OF, UM, MONEY THAT YOU COULD BANK TO USE FOR SOMETHING ELSE.AT LEAST THAT, THAT'S THE WAY THAT I WOULD DO IT.
AND, AND, AND THAT'S SOMETHING ELSE THOUGH PROBABLY, UH, IS ADDITIONAL SUB COST.
OUR SUB BUDGET, WE HIT IT EVERY YEAR HERE RECENTLY AND ACTUALLY GO OVER IT.
SO WHILE WHEN WE HAVE A LONG TERM SITUATION WHERE THERE'S NO TEACHER IN THE POSITION OR NO EMPLOYEE IN THE POSITION, THEN WE SAVE ABOUT HALF OF WHAT THAT SALARY IS THROUGH PAYING A SUBSTITUTE.
BUT WHEN WE HAVE THE SITUATION YOU MENTIONED EARLIER OF WHEN EMPLOYEES TAKE OFF FOR SICK LEAVE OR WHATEVER OTHER BENEFIT THEY HAVE, THEN THAT'S AN ADDITIONAL COST WE HAVE BUDGETED FOR IT.
BUT TYPICALLY THE BUDGET DOESN'T CARRY US, UM, FOR THAT COST.
SO WE END UP TAKING THAT MONEY WE SAVE ON THE SALARY VERSUS THE SUBSTITUTE AND MOVING IT TO HELP OFFSET THE, UH, AN OVERAGE, LET'S SAY IN THE, UH, SUBSTITUTE COST.
WELL, DO, DO YOU HAVE ANY, DO DO YOU HAVE ANY FIGURES ON THAT? I MEAN, DO YOU TRACK THAT? UM, WE DO TRACK IT.
I DON'T KNOW OFF THE TOP OF MY HEAD.
BUT WE ARE WORKING ON THAT BECAUSE LIKE, AS I MENTIONED, WE'VE ALLOCATED TO EACH SCHOOL A CERTAIN SUB BUDGET.
AND SOME OF THE SCHOOLS HAVE GONE OVER.
SO WHAT WE'RE LOOKING AT IS, WELL, THE REASON THEY WENT OVER WAS THEY DIDN'T HAVE A THIRD GRADE TEACHER, SO THEY HAD TO HAVE A LONG-TERM SUB IN THEIR SCHOOL.
THEY SHOULDN'T BE PENALIZED FOR THAT.
'CAUSE WE BUDGETED FOR THE SALARY OF THAT TEACHER.
SO WE'LL MOVE THAT MONEY DOWN TO THEIR SUBSTITUTE LINE TO OFFSET THAT OVERAGE, WHICH THEY COULDN'T HELP.
UH, IF, IF YOU, YOU MIGHT RECALL, THIS WAS A A, A SUBSTANTIAL PART OF OUR DISCUSSION LAST YEAR WHEN WE WERE ASKING FOR, UH, YOU KNOW, THE DIFFERENCE BETWEEN FUNDED POSITIONS AND FILLED POSITIONS.
AND, AND, UH, WHEN WE FUND THE BUDGET, IT'S FOR ALL THE POSITIONS, BUT IF THERE'S 40 OF THEM OR 30 OF THEM THAT AREN'T FILLED, WHATEVER ON AVERAGE, UM, THAT ENDS UP BEING A LOT OF MONEY.
AND YOU JUST ALLUDED TO IT, YOU KNOW, ABOUT HALF OF, OF THE THING, BECAUSE YOU HAVE A SUB COST.
YOU ALREADY HAVE A SUB BUDGET TO DEAL WITH ABSENCES.
UM, IF YOU'RE HAVING AN UN POSITION, AN UNFILLED POSITION, THEN YOU HAVE I GUESS A LONG TERM SUB, WHICH IS A LITTLE BIT DIFFERENT PROPOSITION OR SAME COST BASIS, I'M NOT SURE.
UM, BUT I THINK WHAT'S AS LAST YEAR, I WANNA KNOW THIS YEAR, PREFERABLY FOR FI FOR THE YEAR OF 24, AND THEN 25 IS WHAT IS THE DIFFERENCE BETWEEN FUNDED POSITIONS AND FIELD POSITIONS? IF, YOU KNOW, IF, IF WITH BENEFITS, THE, I DON'T KNOW, LET'S MAKE IT EASY.
YOU KNOW, IT'S A HUNDRED THOUSAND DOLLARS PER, PER EMPLOYEE, UM, AND THERE'S 20 OF 'EM, THAT'S $2 MILLION.
UM, AND THEN THAT, YOU KNOW, MAYBE THAT'S OFFSET A BIT BY THE NEED FOR SUBSTITUTES.
SO MAYBE THAT EATS IN, YOU KNOW, 500,000 OF IT.
I MEAN, THESE ARE NUMBERS THAT ARE FAIRLY BIG, FAIRLY SIZABLE SINCE IT'S INVOLVES SO MANY PEOPLE.
UH, AND IT'S, IT'S OF INTEREST, YOU KNOW, TO, TO UNDERSTAND.
I KNOW, UH, I GUESS THERE ARE, THERE ARE CLASSES THAT DON'T HAVE TEACHERS.
SO, SO SOME TEACHERS HAVE TO DO DOUBLE CLASSES OR VIDEOS, THINGS LIKE THAT.
UM, THAT'S THE KINDA INFORMATION THAT THAT'S NECESSARY TO KNOW REALLY IN TERMS OF, OF, OF THAT DIFFERENCE BETWEEN WHAT'S FUNDED AND WHAT'S FILLED AND KNOWING OR FUNDING X, BUT ONLY, YOU KNOW, 90% OF IS FILLED, THERE'S MONEY THERE AND WHAT, AND IT'S SUPPOSED TO BE USED FOR INSTRUCTION.
UH, IF IT'S NOT, THEN YOU KNOW, WHERE, WHERE'S THAT TRACEABILITY AND, AND, AND REPORTING FOR THAT.
UM, IT'S, IT'S THE SAME TOPIC FROM LAST YEAR.
UH, MAY I ASK THE QUESTION? GO AHEAD.
ON LINE, UM, 42, THE STUDENT THAT THE, THE, THE FEDERALLY FUNDED THE CARES ACT POSITION? NO, THOSE WOULD BE, YEAH, THOSE ARE THE POSITIONS THAT WE HAVE THAT DON'T HAVE THEIR TEACHER CERTIFICATION THAT IS WORKING THROUGH.
SO THEY HAVE A BACHELOR'S, BUT THEY DON'T HAVE THEIR CERTIFICATE.
THAT'S, AND WE ADDED THAT GRADE, I THINK IT SHOWS EVEN GRADE 42.
SO THAT WAS, UH, THE SCALE THAT THE, UH, BOARD APPROVED TO FOR THOSE PEOPLE THAT DON'T QUITE HAVE THEIR CERTIFICATION.
BUT, SO THERE'S ONLY TWO NUMBERS ON THAT SCALE FOR AN ASSOCIATE'S DEGREE AND A BACHELOR'S DEGREE.
SO ON THE NEXT SLIDE, UH, WE'RE LOOKING AT THE, UH, MS. COOK.
[01:25:01]
POSITION.SO THE SLIDE EARLIER WAS ALL THE POSITIONS THAT WE CURRENTLY HAVE FOR ALL THE POSITIONS THAT WE NEED, THAT WE KNOW THAT ARE CURRENTLY IN A CLASSROOM, CURRENTLY DOING A JOB, OR THAT WE HAVE A SUB IN THERE DOING THE JOB, BUT WE KNOW WE HAVE TO BUDGET SOMEBODY FOR IT.
RIGHT? UH, THESE ARE POSITIONS THAT, THAT WE LOOKED AT AND SAID, OKAY, THESE ARE ADDITIONAL POSITIONS OR POSITIONS THAT WE HAD TO PUT ON HOLD.
SO LET'S START AT THE LEFT SIDE HERE.
AND THIS IS REINSTATE THE FY 25, UM, HELD POSITIONS OR REPURPOSE POSITIONS TO FIT CURRENT NEEDS.
SO THESE WERE POSITIONS THAT WE HAD TO HOLD LAST YEAR, UH, TO MAKE ENDS MEET AS FAR AS WITH THE, UH, APPROPRIATION AMOUNT.
AND THEN WHEN LOOKING AT IT, YOU KNOW, FOR INSTANCE, THERE IS STILL THAT NEED AT E WILSON MORRISON FOR A TEACHER.
WE HAD A TEACHER AND AN, AND A SPECIAL EDUCATION TEACHER ON HOLD AT E WILSON MORRISON.
BUT WE ALSO HAVE A NEED AT WARREN COUNTY MIDDLE SCHOOL NEXT YEAR FOR A, UM, A SPECIAL EDUCATION TEACHER BECAUSE WE KNOW WE HAVE HIGHER NUMBERS COMING FROM THE FIFTH GRADE.
THAT'LL BE IN SIXTH GRADE NEXT YEAR AT WARREN COUNTY MIDDLE SCHOOL.
AND SO WHAT WE DID IS WE ARE ACTUALLY TRANSFERRING THAT POSITION FROM E WILSON MORRISON TO WARREN COUNTY MIDDLE SCHOOL.
SO WE'RE NOT ADDING A POSITION.
UM, HILDE J BARBER, THERE IS STILL THAT NEED FOR THAT TIER THREE SPECIAL EDUCATION TEACHER.
UH, SO THAT WOULD STAY IN PLACE.
THIS IS A, AN EXAMPLE OF A REPURPOSE, UH, THEIR TEACHER, IT WAS A, UH, FOURTH GRADE TEACHER, I BELIEVE, IS THAT WE, WE HAD HELD, UH, AND THEN IN LOOKING AT THEIR NUMBERS, WE'RE NOT SEEING THAT THAT TEACHER IS NEEDED.
AND INSTEAD OF MAKING IT AN ASK, WE ARE REPURPOSING THAT POSITION AS A READING SPECIALIST.
AND I'LL GET INTO READING SPECIALIST A LITTLE BIT EARLIER.
SSI JEFFRIES, THERE WAS A NEED FOR LAST YEAR.
WE WERE PROJECTING, UH, HIGHER NUMBERS OF KINDERGARTEN STUDENTS.
UM, AND INSTEAD OF ADDING A, A PHYSICAL EDUCATION TEACHER, WE ARE REPURPOSING THAT, THAT POSITION THAT WE HAD TO HOLD LAST YEAR, UM, AND PUT THAT AS A PHYSICAL EDUCATION TEACHER AS RHODES PRE-K TEACHER.
AGAIN, REPURPOSE THAT TO A READING SPECIALIST.
SKYLINE HIGH SCHOOL, WE STILL NEED THAT AG TEACHER.
UH, WE HAVE HAD STUDENTS THAT ARE HAVING TO WAIT, UH, TO TAKE COURSES BECAUSE WE ARE LIMITED IN THE OFFERINGS THAT WE HAVE.
AND THEN SKYLINE MIDDLE SCHOOL, AGAIN, THOSE TWO TEACHERS THAT, UH, WE HAD TO HOLD, WE STILL NEED, AND THAT'S A TEACHER AND A SPECIAL EDUC AS A SPECIAL EDUCATION TEACHER THERE.
THOSE, THAT'S PROJECTED AT 754,000, 80, $80.
ON THE RIGHT SIDE, YOU LOOK AT ADDITIONAL POSITIONS.
SO WE DID OUR REPURPOSE AND, AND LOOKING AT THE REINSTATEMENT OF THOSE HELD POSITIONS THAT WE PUT ON HOLD LAST YEAR, UH, BLUE RIDGE TECH SPECIAL EDUCATION TEACHER, AND THEN DIVISION WIDE.
AGAIN, AS I MENTIONED EARLIER, WITH OUR ELL NUMBERS, WE ARE RIGHT THERE AT IT.
IF WE ADD ONE MORE STUDENT OR TWO MORE STUDENTS, WE ARE OVER THAT AND WE HAVE TO HAVE ANOTHER TEACHER.
UM, THEN LOOKING AT OUR NURSING COORDINATOR, UH, PUBLIC INFORMATION OFFICER, YOU'RE LOOKING AT A COST THERE OF 409,000.
I WOULD LIKE TO MAKE NOTE HERE, UH, GOING THROUGH WITH THE COST CENTERS, UH, BACK IN NOVEMBER, UM, THAT FIGURE WAS CLOSER TO ABOUT 4.5 MILLION THAT WAS REQUESTED FROM, UM, THE COST CENTERS AND THE SCHOOLS AS FAR AS FOR POSITIONS AND UPGRADES.
AND, AND SO YOU CAN SEE THAT THIS REQUEST IS 409.
UM, SO THERE IS IS SOME ADDITIONAL IDENTIFIERS, UH, POSITION AND NEEDS OUT THERE THAT WE DO HAVE PAY GRADE ADJUSTMENTS.
THIS IS JUST ALIGNING THINGS TO WHERE PEOPLE ARE, ARE DOING A CERTAIN JOB OR A ROLE THAT IT BETTER THAT, THAT IT NEEDS TO BE ALIGNED.
A SOFTWARE SPECIALIST TO A TECHNICIAN, A DEAN OF STUDENTS TO A PRINCIPAL, AN INCREASED PART-TIME SECRETARY RATE, AND A LINE SCHOOL COUNSELOR COORDINATOR STIPEND.
AND AGAIN, DOING THOSE PAY GRADE ADJUSTMENTS IS $82,000.
AND THEN THE, THE NEXT ONE DOWN THERE IS RETAIN OUR STUDENT SUPPORT COACHES AND STUDENT SUPPORT INSTRUCTIONAL ASSISTANTS.
UH, WE STARTED OUT WITH 51 POSITIONS, UH, 34 BACHELOR LEVEL AND 17 INSTRUCTIONAL POSITIONS OR INSTRUCTIONAL ASSISTANT POSITIONS BACK IN 22 21, 22 22.
UM, AND AS, AS, AS, AS FUNDING HAS, HAS DECREASED, WE'VE USED CREATIVE WAYS AND, AND TRYING TO KEEP, KEEP THESE POSITIONS IN PLACE.
WE, WE HAVE NOW EXHAUSTED ALL OF THAT.
UM, AGAIN, I WILL TALK A LITTLE BIT MORE ABOUT THE, UH, STUDENT SUPPORT COACHES HERE IN A LITTLE BIT, BUT WE'RE STILL SHOWING A REDUCTION IN THAT CURRENTLY.
UM, THERE ARE TWO AT EACH, AT EACH, UH, ELEMENTARY AND MIDDLE SCHOOL THAT HAVE THE BACHELOR LEVEL AND ONE AT BOTH HIGH SCHOOLS.
UM, THIS IS STILL TAKING THAT DOWN TO WHERE WE WOULD HAVE EIGHT BACHELOR LEVEL AND SEVEN INSTRUCTIONAL ASSISTANTS.
[01:30:02]
UH, TO CONTINUE TO PROVIDE THOSE SERVICES.AND AGAIN, I WILL GET INTO MORE DETAIL WITH JUSTIFICATIONS ON THIS.
OH, OH, BEFORE YOU MOVE ON TO YOUR NEXT, SO WHEN THE RETAINED STUDENT SUPPORT COACHES THE STUDENT SUPPORT, ARE THEY, ARE THESE THE CARRYOVERS FROM THE CARES ACT POSITIONS? YES.
AND SO WHEN, WHEN DOES THAT FUNDING, UM, STOP? IT'S GONE.
SO, SO THE CARES FUNDING, WE RENT OUT LAST YEAR AND THEN WE USED, THIS YEAR WE USED ALL IN, UH, VIRGINIA TUTORING MONEY BECAUSE THEY ARE TUTOR, THEY, THEY'RE PROVIDING READING REMEDIATION.
UM, AND SO WE WERE ABLE TO USE THAT FUNDING TO, ALTHOUGH WE DID STILL DECREASE THE NUMBERS, WE USED THAT TO PAY FOR THIS YEAR.
SO WHAT'S THE DIFFERENCE BETWEEN THESE INSTRUC, UH, THE INSTRUCTIONAL ASSISTANTS THAT YOU'RE ASKING TO MAKE TO RETAIN VERSUS YOUR PERSONNEL THAT'S ALREADY ACCOUNTED FOR, AND YOU HAVE IN INSTRUCTIONAL ASSISTANCE, THERE, WAS ANY OF THOSE POSITION EVER COVERED UNDER THE CARES ACT? OKAY, SO REPEAT YOUR QUESTION.
SO ON THE SCALE OF SIX, THE SALARY, THIS ONE HERE, RIGHT.
AND WE HAVE, UM, INSTRUC INSTRUCTIONAL ASSISTANCE, UH, OF 143.
SO THEN I COME OVER HERE AND YOU'RE SAYING THAT YOU WANNA RETAIN 51 OR I, NO, I THINK THE NUMBER IS LESS THAN THAT.
SO OF THIS 143 THAT YOU HAD THIS YEAR, WERE ANY OF THESE ASSISTANCE COVERED UNDERNEATH THE CARES ACT? IT'S JUST THAT YOU WERE ABLE TO ABSORB THEM WITH YOUR, YOUR BUDGET.
SO THEY'RE INCLUDED IN THAT COUNT BECAUSE THEY'RE AN INSTRUCTIONAL ASSISTANT.
IT'S JUST WE WERE PAYING OUT OF A DIFFERENT POT.
SO, SO THEY ARE INCLUDED IN THAT COUNT.
SO, SO UNDER THIS COUNT HERE, THERE ARE, IT'S, UM, I THINK POSITIONS THAT YOU HAVE ABSORBED FROM THE CARES.
AND THEN NOW YOU'RE SAYING I NEED, UH, A SEVEN MORE NOW TO, YOU KNOW.
WE ALREADY NOW, OH, THESE SEVEN ARE ALREADY IN HERE.
THIS IS SAYING WE'RE GONNA KEEP THESE, THESE SEVEN INSTRUCTIONAL ASSISTANTS.
WE WANT TO KEEP THEM THE PART, THE BACHELOR LEVEL IS ACTUALLY, YOU CAN ADD WHAT, WHAT ARE, WHAT'S OUR CURRENT 15 AT THE BACHELOR AND WE'RE TAKING IT DOWN TO EIGHT.
SO WE'RE REDUCING IT BY SEVEN.
AND SO WHY, WHY IS, WHY ARE WE, WHY ARE YOU KEEPING THEM? WELL, I'LL GET INTO THAT ON THE NEXT SLIDE, IF THAT WOULD BE OKAY.
CAN I, CAN I, BEFORE, BEFORE HE GOES TO THE NEXT SLIDE.
CAN, CAN YOU, CAN I JUST GO BACK TO HER QUESTION? THERE'S 143 LISTED.
WHERE DID, WHEN DID THEY START? HAD THERE ALWAYS BEEN INSTRUCTIONAL ASSISTANCE AND THERE, THERE BECAME MORE THAT GOT PAID FOR BY CARES AND THEN WE HAVE TO REDUCE ONLY THE CARES ONES? OR WHEN, WHEN DID IAS START BEING SOMETHING? WAS THAT A LONG TIME AGO? FOR A LONG TIME.
THAT'S ALWAYS HAD LIKE IN OUR KINDERGARTEN CLASSROOMS AND THROUGHOUT OUR BUILDINGS.
SO IT WAS THE 51 THAT GOT ADDED INITIALLY AFTER COVID.
SO THEY, BUT THEY'RE, EVEN THOUGH SOME OF THOSE ARE INSTRUCTIONAL ASSISTANTS, THEY'RE GONNA BE 17.
WERE INSTRUCTIONAL ASSISTANTS DURING THAT TIME.
BUT THEY'RE GONNA BE A DIFFERENT CLASS THAN OUR, SO THAT ALL ON THAT SCALE.
THAT USED TO BE LIKE 190 THEN.
UM, AND NOW AT 50, ALMOST 50, OR, WELL, IT WENT FROM 51 TO THE 34 THIS YEAR.
BELLINGER JUST SAID 17 OF THOSE.
WELL, WE'RE JUST BLENDING, WE'RE BLENDING TYPES OF IAS, I GUESS.
'CAUSE THERE WERE JUST THAT THIS IS THE, THE SAYS THE 1 43 AND RIGHT.
AND YOU HAVE YOUR SPECIAL EDUCATION IAS IN THERE.
YOU HAVE YOUR KINDERGARTEN IAS IN THERE.
JUST GETTING AT THE, THIS 1 43 NUMBERS ALREADY REPRESENTS MOST OF THE CARES PEOPLE DROPPING OUT OF IT EXCEPT FOR THE SEVEN THAT YOU WANT TO, YOU WANNA RETAIN.
SO THAT, THAT WOULD INCLUDE EVERYBODY THAT WE WANTED TO KEEP.
SO BEFORE YOU MOVE ON, JUST LET MY LAST QUESTION.
SO WITH ALL OF THESE REINSTATEMENTS ADDITIONAL PER, UM, POSITIONS, RETENTION, ALL OF THIS, IF WE GO OUT TO THE MONEY TREE AND WERE ABLE TO APPROVE ALL OF THESE NEW POSITIONS,
[01:35:01]
WOULD YOUR SUBSTITUTE TEACHER BUDGET GO UP AS WELL? BECAUSE, YOU KNOW, I, I'M ASSUMING, UH, LAST, YOU KNOW, I KNOW THE, UH, THE STUDENT, UH, THE INSTRUCTIONAL ASSISTANT, SHE HAVE PEOPLE ALREADY, YOU KNOW, BUT THESE OTHER POSITIONS ARE VACANT.SO WOULD THAT BUDGET ALSO GO UP BECAUSE YOU AREN'T, YOU KNOW, WHEN YOU KNOW, YOU, YOU, UH, WE GET APPROVAL TO GO AND HIRE THESE PEOPLE.
RIGHT? THAT MEANS YOU HAVE A NEED.
SO THEN YOU'D HAVE TO GET SUBSTITUTES TO FILL THE, TO FILL THESE POSITIONS.
SO MY QUESTION WOULD BE, WOULD THE SUBSTITUTION BUDGET THAT YOU HAVE GO UP? SO WE'LL TALK ABOUT THIS A LITTLE LATER ON.
WE'RE ALREADY, WE'RE ALREADY INCREASED.
WE ALREADY PUT AN INCREASE INTO THE SUB BUDGET.
'CAUSE OUR PROJECTIONS ARE, WE'RE GONNA BE OVER WHAT WE BUDGETED THIS YEAR ANYWAY.
WELL, SO THAT DOESN'T ANSWER MY QUESTION, BUT WE'LL GO ON.
DOES THAT, DOES THAT SAY THAT THESE POSITIONS ARE GOING TO CAUSE THE SUB BUDGET TO GO UP? THAT THE, YOU KNOW, THE SUB BUDGET IS IN FLUX.
THE SUB BUDGET IS, YOU KNOW, DEPENDING UPON, WE ONLY PAY THE COMPANY IF THERE'S A NEED TO FILL.
AND SO, SO, AND THESE ARE NEEDS, YOU WERE SAYING THAT THAT IS A NEED FOR THE SCHOOLS.
SO THE ANSWER IS, WILL THESE POSITIONS CAUSE UH, A CHANCE TO HAVE THE BUDGET TO GO UP TO, TO HAVE A, AN OPPORTUNITY TO, TO NEED TO FEEL, YES.
IT WOULD CAUSE AN OPPORTUNITY TO, NEED TO FEEL, BECAUSE IT'S A POSITION IF IT'S A CLASSROOM TEACHER.
UM, AND SO, BUT, BUT WE ARE, WE ARE ALREADY PROPOSING AN, AN INCREASE.
AND WE'LL TALK ABOUT THAT HERE IN A SECOND.
SO JUST GOING INTO THE JUSTIFICATIONS, UM, ALREADY THERE.
SO, LOOKING AT OUR HELD POSITIONS, THE HELD POSITIONS ARE NEEDED TO REDUCE CLASS SIZE, MEET MANDATED REQUIREMENTS, PROVIDE STUDENT SUPPORT, UH, HELD POSITIONS CAUSE LARGER CLASS SIZE TO REDUCE OUR ABILITY TO PROVIDE PROGRAM OFFERINGS AND REDUCE OUR ABILITY TO PROVIDE SPECIFIC STUDENT SUPPORTS.
UH, SOME HEALTH POSITIONS HAVE BEEN, UH, REPURPOSED OR TRANSFERRED TO MEET CURRENT NEEDS OF THE SCHOOL SYSTEM.
SO POSITIONS INCLUDE SIX TEACHERS BETWEEN ELEMENTARY AND SECONDARY SCHOOLS.
THREE SPECIAL EDUCATION TEACHERS BETWEEN ELEMENTARY AND SECONDARY SCHOOLS.
AGAIN, I SHOW HERE HOW THIS ALIGNS WITH OUR, UH, STRATEGIC PLAN.
SECTION ONE, OBJECTIVE ONE, SECTION ONE, OBJECTIVE THREE, SECTION ONE, OBJECTIVE FOUR.
THEN WE MOVE INTO OUR STUDENT SUPPORT COACHES AND STUDENT SUPPORT INSTRUCTIONAL ASSISTANTS THAT WE WERE JUST HAVING THE CONVERSATION ABOUT.
UH, THESE POSITIONS HAVE BEEN FUNDED THROUGH VARIOUS GRANTS.
THEY WERE SHIFTED TO FOCUS ON ONE-ON-ONE AND SMALL GROUP REMEDIATION.
UH, WITH THE IMPLEMENTATION OF THE VIRGINIA LITERACY ACT, BEGINNING OF THE YEAR, VOWS TESTING IN GRADES K THREE FOUND THAT 527 STUDENTS REQUIRED A READING PLAN IN FY 26.
THE VLA WILL INCLUDE GRADES FOUR THROUGH EIGHT AND STUDENTS NOT MEETING THE BENCHMARK WILL ALSO REQUIRE A READING PLAN.
OUR READING INTERVENTION PLAN AND SUPPORT, UH, TO ADDRESS ONE-ON-ONE.
OUR SUPPORT COACHES ARE ALSO REQUIRED, UH, ARE, ARE ALSO REQUIRE A READING INTERVENTION PLAN TO, HANG ON, I GOT OFFLINE THERE.
OUR SUPPORT COACHES, UM, ARE CURRENTLY SUPPORTING STUDENTS IN THIS MANNER.
AND WITHOUT THIS SUPPORT, OUR STAFF WILL NOT BE ABLE TO MEET THE NEEDS, OR IT WILL BE MORE DIFFICULT TO MEET THOSE NEEDS.
AND AGAIN, THIS IS 15 TOTAL POSITIONS.
AND AGAIN, IT ALIGNS TO OUR COMPREHENSIVE PLAN.
IF YOU LOOK AT THE, UH, GRAPH RIGHT THERE TO THE RIGHT, AND LOOKING AT K ONE, TWO, AND THREE, I DO WANNA MAKE NOTE THAT WHERE THE ASTERISK IS, UH, WE DID NOT HAVE, UM, ALL OF OUR, OUR STUDENTS, UM, DATA, UH, REPORTED FOR THAT GRADE LEVEL.
BUT LET'S JUST LOOK AT, YOU KNOW, EXAMPLE.
IF YOU LOOK AT THE, THE TWO DIVISION TOTAL, BACK IN AUGUST IN THE FALL, WE HAD 132 STUDENTS THAT REQUIRED A READING PLAN.
MIDYEAR, WE ONLY HAD 117 OUT OF THAT 132 IF YOU MOVE OVER TO THE MODERATE RISK.
SO THAT WAS THE HIGH RISK AREA.
WHEN YOU LOOK AT THE MODERATE RISK, YOU HAD 118 THAT WERE MODERATELY IDENTIFIED THAT NEEDED A READING PLAN.
AND, UM, THEN MID-YEAR WE HAD 75.
NOW THIS LOW RISK, YOU WANNA SEE THAT NUMBER INCREASE.
SO IN THE FALL AT SECOND GRADE, THERE WERE 98 STUDENTS THAT IDENTIFIED THAT DID NOT NEED A READING PLAN.
NOW HERE WE ARE, MID-YEAR, WE'VE IDENTIFIED 153 STUDENTS THAT DO NOT NEED A READING PLAN.
SO THE GOAL IS TO MOVE THOSE STUDENTS FROM HIGH RISK TO MODERATE RISK TO LOW RISK.
AND OUR, OUR STUDENT SUPPORT COACHES GO IN, THEY, THEY PULL OUT STUDENTS IN SMALL GROUPS,
[01:40:01]
UH, WHETHER THAT BE ONE-ON-ONE, UM, SMALL GROUPS OF THREE TO FOUR.UM, AND THEN THEY PROVIDE, UM, REMEDIATION BASED ON THE SCIENCE OF READING AND THE TRAINING THAT WE'VE HAD, UM, THROUGHOUT THE, WITH OUR READING SPECIALISTS AND MOVING IN TO WHERE WE'RE IMPLEMENTING THE VLA.
SO THE, THE READING, OUR STUDENT SUPPORT COACHES ARE PROVIDING THAT ONE-ON-ONE TRAIN, UH, ONE-ON-ONE INTERVENTION, UM, IN OUR SCHOOLS.
UM, THEY ARE PULLING THOSE STUDENTS BECAUSE WHEN YOU LOOK AT THAT SMALL GROUP, UM, REMEDIATION, YOU HAVE TO HAVE THE STAFF TO BE ABLE TO, TO PROVIDE THAT SERVICE.
SO COULD YOU TELL ME WHAT WAS THE ORIGINAL, UM, THE ORIGINAL TASKS THAT THESE INSTRUCTIONAL ASSISTANCE WERE PROVIDING WHEN IT CAME UNDER THE CARES ACT? SO ARE YOU, YOU ASKING FOR JUST THE STUDENT SUPPORT COACH IAS OR JUST THE, OKAY.
WELL, I, I GUESS I, I'LL REPHRASE IT.
SO YOU GOT CARES ACT MONEY, UHHUH
THAT, YOU KNOW, NORMALLY HOW IT WORKS, RIGHT? WHEN THE GRANT MONEY GOES AWAY, THE POSITIONS GO AWAY.
BUT IN GOVERNMENT, WE ABSORB THEM IN THE BUDGET AND WE MOVE ON.
SO MY QUESTION IS, AT THE TIME FOR THE CARES OUT, WHAT WAS, WHAT WAS THEIR, THEIR RES UM, THEIR, UM, RESPONSIBILITIES? SO, SO WHEN THEY FIRST STARTED IN, THEY WERE HELPING BECAUSE WE DID NOT HAVE SUBS.
UM, WE WERE STILL IN THE POSITION OF HAVING, UM, YOU KNOW, DISTANCE LEARNING, UH, SOME STAFF NOT BEING ABLE TO COME IN.
UH, THERE WERE A LOT OF DIFFERENT THINGS THAT WAS HAPPENING THAT WE NEEDED PEOPLE TO SUPPORT, UM, IN THOSE BUILDINGS.
AND SO THEY WERE SERVING IN THAT CAPACITY.
ALSO, AT THE SAME TIME, THEY WERE SERVING IN THE CAPACITY TO HELP STUDENTS THAT HAD SOME ANXIETIES AND, AND DIFFERENT BEHAVIORS.
UM, ALSO AT THE SAME TIME WE WERE IMPLEMENTING, UM, A READING PROGRAM THAT IS CALLED FOUNTAS AND PINNELL.
WE ALSO DID DO SOME, READ SOME TRAINING WITH THEM ON F AND P OR LEVELED LITERACY.
SO THEY COULD ALSO DO SOME SMALL GROUPS, BUT A LOT OF TIMES THEY WERE SUBBING BECAUSE OUR SUB POOL HAD DRIED UP TO ALMOST NOTHING DURING THAT TIME.
AND SO THESE PEOPLE WERE HELPING TO FILL THOSE SPOTS AND, AND STAFF OUR SCHOOLS.
SO NOW WHAT ARE THEY GONNA BE DOING? WELL, THEY ARE CURRENTLY THE ONES THAT WE'VE, WE ARE TO DOWN NOW MM-HMM
THEY'RE PROVIDING READING REMEDIATION.
SO THAT'S WHAT YOU WERE JUST DESCRIBING TO OUR, TO OUR STUDENTS CURRENTLY? YES.
BECAUSE IT'S LIKE A TUTOR IT SOUNDS LIKE, OR A SMALL GROUP.
I THINK IT'S MAXIMUM OF FOUR THAT THEY'RE SUPPOSED TO HAVE.
IS THAT IT? DEPENDING UPON THE LEVEL DEPENDS ON THE PROGRAM THAT'S BEING IMPLEMENTED AND WHAT THE RECOMMENDATION IS TO MEET THE, UM, LIKE HIGH QUALITY INSTRUCTION.
MOST OF OUR GROUPS RUN JUST SLIGHTLY OVER THAT RECOMMENDATION BECAUSE OF THE NUMBER OF STUDENTS WE HAVE ON A READING PLAN AND THE STAFF THAT WE HAVE THE STAFF.
SO SMALL GROUPS CAN RUN FIVE TO SIX ROUGHLY FOR REMEDIATION.
THE, UH, NEXT STEP WE LOOK AT, UH, JUSTIFICATION.
SO LAST YEAR WITH VLA, THEY, THE STATE IMPLEMENTED THAT WE OR SAID WITH OUR SO QS, THAT WE HAD TO HAVE THREE ELEMENTARY READING SPECIALISTS.
UH, WE ALREADY HAD READING SPECIALISTS AT, AT THE MIDDLE SCHOOL.
BUT THEN, YOU KNOW, WHEN WE LOOKED AT THIS AND WE HAD, WE DID NOT FILL ONE POSITION, WHICH OUR POSITIONS WERE GOING TO BE 'CAUSE WE COULDN'T FIND A CANDIDATE.
BUT, BUT OUR POSITIONS WERE GOING TO BE SPLIT BETWEEN SCHOOLS ANYWAY.
AND WITH THE NUMBER OF STUDENTS THAT, THAT WE HAVE ON A READING PLAN, THE READING SPECIALIST, WE REALLY WANT THEM TO BE RUNNING THE SCHOOL'S PROGRAM, RUNNING THAT READING REMEDIATION, AND BE THERE TO PROVIDE SMALL GROUP AND ONE-ON-ONE WITH STUDENTS BECAUSE THEY ARE THE EXPERT WHEN IT COMES TO READING.
AND SO WHEN YOU LOOK AT THE CURRENT MODEL THAT WE HAVE SET UP, OUR READING SPECIALISTS ARE BEING SPLIT BETWEEN SCHOOLS.
SO YOU MAY HAVE A READING SPECIALIST THAT IS SPLIT RIGHT NOW.
CURRENTLY WE HAVE ONE THAT IS SPLIT BETWEEN WARREN COUNTY MIDDLE SCHOOL AND AN ELEMENTARY SCHOOL BETWEEN SKYLINE MIDDLE SCHOOL AND AN ELEMENTARY SCHOOL.
AND THEN BETWEEN TWO OF OUR OTHER ELEMENTARY SCHOOLS ARE SPLITTING, UM, POSITIONS AS WELL.
WHEN YOU LOOK AT WHY ARE WE REQUESTING TWO READING SPECIALISTS? BECAUSE WE'RE LOOKING AT OUR NEEDS AND WHAT IS THE BEST PROGRAM, UH, WHEN IT COMES TO PROVIDING REMEDIATION AND GETTING OUR STUDENTS WHERE THEY NEED TO GO.
AND THAT IS IF WE HIRE TWO READING SPECIALISTS THAT WILL GIVE EVERY ELEMENTARY SCHOOL AND EVERY MIDDLE SCHOOL A READING SPECIALIST THAT WILL BE ABLE TO RUN THE READING REMEDIATION
[01:45:01]
PROGRAM, PROVIDE THAT OVERSIGHT FOR THAT PROGRAM, SUPPORT THE TEACHERS IN THE CLASSROOM ON A DAILY BASIS, AND NOT JUST BE THERE TO, TO COMPLETE THE STUDENT, UM, UM, READING PLAN.BUT THEY'RE ALSO THERE PROVIDING SERVICES TO THE STUDENTS DIRECTLY.
UM, AND, AND WORKING WITH AND GUIDING THE OVERALL READING PROGRAM.
SO THIS IS THE BEST MODEL FOR A READING REMEDIATION PROGRAM IN THE PUBLIC SCHOOLS.
AND BY ADDING THESE TWO POSITIONS, OR ACTUALLY WE'RE NOT ADDING, WE'RE REPURPOSING, SO I NEED TO USE THAT WORD.
WE'RE TAKING TWO POSITIONS THAT WERE HELD LAST YEAR PUT ON HOLD, AND WE'RE REPURPOSING THOSE TO PUT BACK INTO THE BUDGET, UM, AS READING SPECIALISTS BECAUSE THAT, THAT IS WHERE OUR NEED IS RIGHT NOW.
VLA GOES RIGHT NOW, IT'S CURRENTLY KINDERGARTEN THROUGH THIRD GRADE.
NEXT YEAR WE IMPLEMENT FOURTH, FIFTH, SIXTH, SEVENTH, AND EIGHTH.
SO THAT MEANS WE COULD SEE ANOTHER LARGE NUMBER OF STUDENTS THAT ARE ON A READING PLAN THAT'S GOING TO REQUIRE READING SPECIALISTS TO PROVIDE READING PLANS AND ALSO TO HELP RUN READING PROGRAMS IN THE SCHOOLS.
AND THAT'S JUST WHERE WE'RE AT AS FAR AS WHEN IT COMES TO THE READING SPECIALISTS.
SO YOU MAY NOT HAVE THE ANSWER TO THIS QUESTION.
SO HOW MANY STUDENTS ARE WE LOOKING AT THAT NEEDS TO BE ON A READING PLAN? WELL, PREVIOUS FIVE.
THAT'S THING WAS, THERE WERE 5 27.
THAT WAS K THREE AT THE BEGINNING OF THE FALL.
NOW DO WE KNOW HOW MANY NEXT YEAR? BECAUSE WE WON'T KNOW THAT TILL THE FALL.
BUT WE DO KNOW THAT AS WE LOOK AT THIS, WE WILL SEE WHERE OUR STUDENTS ARE.
THEN WE ALSO SEE THE SUMMER SLIDE THAT WILL OCCUR FOR SOME OF YOUR AT-RISK STUDENTS THAT WILL THEN FALL.
MAYBE WE GOT THEM AT THE END OF THE YEAR TO WHERE THEY WERE LOW RISK, BUT THEN THEY COME BACK FROM SUMMER AND ALL OF A SUDDEN NOW THEY'RE BACK TO, TO MODERATE RISK.
AND SO YOU HAVE TO PUT 'EM ON A PLAN AND, AND YOU CONTINUE THAT CYCLE TO WHERE YOU'RE TRYING TO MAKE GROWTH.
AND IF YOU HAVE STUDENTS THAT, OR A YEAR OR TWO YEARS BEHIND, YOU TRY TO MAKE UP, IF YOU CAN GET A HALF A YEAR GROWTH, THAT'S THAT, THAT'S GETTING A LOT OF GROWTH FOR US.
AND SO THEN, YOU KNOW, YOU'RE, YOU'RE TRYING TO MOVE THAT STUDENT TO WHERE IT TAKES TWO YEARS TO GET THEM ON LEVEL.
SO, YOU KNOW, YOU'RE ADDING A HALF YEAR, ADDING A HALF YEAR WHILE THEY'RE CONTINUING TO LEARN THAT YEAR.
SO ADDING THAT GROWTH, IF YOU CAN GET A YEAR AND A HALF IN A STUDENT, THEN YOU'RE, YOU'RE REALLY DOING A LOT OF, MAKING A LOT OF PROGRESS.
SO CURRENTLY FOR THIS FALL THERE ARE 527, ADDING THE REST OF THE CLASSES NEXT YEAR, WE WILL HAVE TO SEE WHAT THOSE NUMBERS ARE BECAUSE I DON'T THINK THE STATE HAS ACTUALLY EVEN RELEASED THE ASSESSMENT OR HOW WE'RE GOING TO TEST THEM.
THEY'RE SO FAR BEHIND ON SOME OF THE STUFF THAT, AS FAR AS EVEN WITH THE MATERIALS, WE'LL TALK A LITTLE BIT ABOUT SOME OF THOSE LATER ON WITH MS. BRAGG.
BUT THE STATE HAS TO APPROVE MATERIALS AND CURRENTLY THERE IS NO, AS FAR AS WE KNOW THAT HUH? PRELIMINARY LIST.
AND, AND SO THEY HAVE NOT OFFICIALLY ADOPTED AND YOU, YOU CAN ONLY PURCHASE OFF OF THAT LIST.
YOU CAN'T GO OUT AND PURCHASE ANYTHING YOU WANT.
YOU HAVE TO PURCHASE OFF OF THAT LIST FOR VLA.
AND SO, YOU KNOW, LOOKING AT WHERE THE STATE WILL COME FROM, YOU KNOW, OR DIRECT US AS FAR AS WHEN IT COMES TO WHAT PROGRAM IS USED, HOW THAT'S IMPLEMENTED, WHETHER THEY'RE USING THIS OR THAT.
WE'RE STILL KIND OF IN THE DARK ON THAT.
WELL, IT'S KIND OF, IT'S, I'M SORRY.
IT JUST, IT'S KIND SCARY THAT WE HAVE CHILDREN THAT ARE TWO YEARS BEHIND.
THEY, THEY WHERE THEY SHOULD BE IN THEIR READING CAPABILITIES.
SO I'M HOPING THAT MAYBE THERE'S A PLAN OF HOW TO FIX THAT.
YOU KNOW, THERE'S A ROOT CAUSE AND I DON'T KNOW WHAT IT IS, BUT I WOULD HOPE THAT INSTEAD OF JUST 'CAUSE KEEP THROWING MONEY TO, TO HAVE THESE SPECIAL ASSISTANCE TO ACT AS THE TUTOR, TO GET THESE CHILDREN UP TO THE STANDARD WHERE THEY SHOULD BE.
THAT THE SCHOOL THAT YOU'RE LOOKING AT, WELL HOW DO WE FIX THIS TO, YOU KNOW, THAT'S WHAT WE'RE FOCUSING ON.
AND THAT, THAT'S A PIECE OF THAT, RIGHT? SO IF YOU HAVE THE READING SPECIALISTS THAT ARE AT EACH SCHOOL THAT'S RUNNING THAT REMEDIATION PROGRAM, THAT'S PROVIDING THE TRAINING, THAT'S PROVIDING THE DIRECT SUPERVISION TO ALL THE PEOPLE THAT ARE, ARE RUNNING THOSE, THOSE SMALL GROUP REMEDIATION GROUPS WITH THOSE STUDENTS.
AND ALSO YOU GET THAT HIGH QUALITY INSTRUCTIONAL MATERIAL AND THEN YOU ADD JUST THAT, IT COMES DOWN TO DOSAGE AND FREQUENCY.
WHEN YOU LOOK AT BEING ABLE TO MOVE A STUDENT THAT IS LOW PERFORMING TO GET THEM ON TRACK.
AND SO IF YOU DON'T HAVE THE ABILITY TO, TO DO DOSAGE, THEN YOU'RE NOT, AND, AND YOU MAY GIVE THE FREQUENCY BECAUSE YOU DON'T HAVE THE DOSAGE,
[01:50:01]
YOU'RE STILL NOT GONNA GET THERE.SO THEY HAVE TO BE COMBINED, THE DOSAGE AND FREQUENCY AS FAR AS BEING ABLE TO MOVE A STUDENT FORWARD.
AND THIS IS OUR PLAN AND THIS IS A SOLID PLAN WHEN IT COMES TO LOOKING AT AND, AND, AND YOU, YEAH, I USED TWO YEARS AS AN EXAMPLE.
I'M NOT GONNA SAY THAT THERE ARE SOME STUDENTS THAT MAY BE BEHIND, BUT, UM, BY TWO YEARS, I'M NOT SAYING THAT.
BUT, UH, YOU NEED TO ALSO UNDERSTAND THIS IS NOT JUST A WARREN COUNTY PUBLIC SCHOOL PROBLEM.
THAT IT, THAT THERE'S OTHER SCHOOLS THAT, AND IT'S A, IT'S A NATIONAL PROBLEM WHEN IT COMES TO ISSUES AND EFFECTS FROM, FROM COVID THAT, YOU KNOW, EVEN WITH OUR LITTLE ONES, LIKE TODAY WHEN WE WERE TALKING WITH ONE OF OUR PRINCIPALS, WE ARE SEEING MORE STUDENTS WITH SPEECH IMPEDIMENTS.
WHY? BECAUSE THEY DIDN'T GET TO SEE HOW WORDS WERE ARTICULATED WHEN THEY WERE YOUNGER BECAUSE WE HAD A MASK ON.
AND SO STUDENTS AREN'T ABLE TO ARTICULATE WORDS.
AND SO NOW WE'RE HAVING TO PROVIDE OTHER SERVICES TO THOSE STUDENTS BECAUSE OF THAT.
AND SO WHEN YOU PUSH ALL THAT TOGETHER, YOU'RE SEEING A, A, A, AH, YOU'RE, YOU'RE, YOU'RE SEEING EVERYTHING COME TOGETHER.
BUT WE ARE MOVING FORWARD AS YOU CAN SEE WITH OUR NUMBERS.
AM I STILL ON THAT PAGE? IF I COULD JUST PUT NUMBER THAT OUR STUDENTS ARE MOVING YEAH.
OUR STUDENTS ARE MOVING WHERE THEY NEED TO BE MOVING.
AND THAT'S JUST WITHIN THE FIRST YEAR OF, OF, OF IMPLEMENTING VLA WITH THIS PLAN.
NOW, IF WE GET OUR READING SPECIALISTS AND WE CONTINUE WITH OUR STUDENT SUPPORT COACHES AND STUDENT SUPPORT, INSTRUCTIONAL ASSISTANCE, WE'RE GONNA BE ABLE TO MAKE GREAT STRIDES WITH, UM, WITH OUR STUDENTS IN PROVIDING THIS PROGRAM.
SO MS. COOK, MAY I ADD MM-HMM
SO ONE THING THAT HELPED MAKE ALL OF THIS REALLY MAKES SENSE TO ME.
THERE'S A WONDERFUL PODCAST, IT'S CALLED SOLD A STORY, AND IT'S MORE TO IT THAN JUST COID THAT SET OUR KIDS BACK.
THERE WAS A TREND GOING TO THIS WHOLE LANGUAGE TYPE OF LEARNING WHERE THEY STOPPED TEACHING PHONICS.
AND THAT HAS CREATED A DISASTER.
PART OF YOUNGIN'S VLA IS THAT HE SWITCHED US BACK TO, WE ARE GOING TO BE TEACHING PHONICS NOW.
SO IT'S NOT JUST GOING TO BE MORE OF THE SAME, IT'S GOING TO BE A COMPLETELY DIFFERENT APPROACH.
WE'RE GETTING BACK TO THE BASICS, GETTING BACK TO TEACHING THROUGH PHONICS.
AND WE HAVE TO KEEP CATCH THESE KIDS UP BECAUSE ONCE THEY'RE NOT ON TARGET TO READ THIRD GRADE, THEY START LOSING LEARNING IN IN THE OTHER SUBJECTS AS WELL.
YOU KNOW, BECAUSE, YOU KNOW, RIGHT NOW WE HAVE 1, 2, 3, 4, 5 SCHOOLS THAT ARE ACCREDITED WITH CONDITIONS MM-HMM
BECAUSE OF THE LOW SCORES OF SCIENCE AND MATHEMATICS.
WELL, IF YOU CAN'T READ, HOW DO YOU EXCEL? EXACTLY.
AND TO GET US ACCREDITED TO THE, YOU KNOW, AT THE LEVELS THEY SHOULD BE.
SO THIS IS A TOTALLY DIFFERENT APPROACH.
WELL, I WILL SAY TODAY, UM, WE WENT TO AS ROADS E WILSON MARON, LESLIE
AND I ASKED, WHAT IS YOUR GREATEST NEED? AND THESE SUPPORT STAFF TO CONTINUE WORKING WITH THESE CHILDREN WAS THE NUMBER ONE NEED THAT THEY SAID I GOT TO WITNESS.
UM, IN SEVERAL OF THE SCHOOLS, THE, UH, INSTRUCTIONAL ASSISTANTS AND THE, UM, STUDENT SUPPORT COACHES, THE STUDENT SUPPORT COACH WORKING WITH THESE KIDS AND THEY WORK WITH THEM.
WAS IT 45 MINUTE BLOCKS? YEAH, IT DEPENDS UPON THE, THE TIME.
SO, UM, AND THEY ARE WORKING REALLY HARD WITH THESE KIDS, AND THESE ARE KIDS.
IF YOU'VE GOT A CLASSROOM AND THE TEACHERS THAT ARE HERE, UM, YOU'VE GOT 20 TO 25 CHILDREN IN A CLASSROOM AND SIX OR SEVEN OF THEM HAVE, THEY'RE ON A READING PLAN.
UM, AND YOU MAY HAVE TWO OR THREE OTHER CHILDREN THAT HAVE AN IEP THAT'S FOR SOMETHING ELSE.
UM, THEY'RE A SLOW PROCESSOR, SO THEY HAVE TO HAVE EXTENDED TIME OR THEY HAVE TO BE READ TO FOR THEIR TEST.
THAT TEACHER CAN'T DO ALL OF THAT AND STILL HAVE EVERYONE ELSE ON COURSE.
SO PULLING THESE KIDS OUT, TAKING THEM TO A SEPARATE ROOM AND WORKING WITH THEM ON, YOU KNOW, THE DEFICIENCIES THEY'RE HAVING, THEN THEY CAN GO BACK IN THE ROOM AND WORK WITH THE OTHER KIDS LATER IN THE DAY TO CONTINUE THAT PROCESS.
UM, I, YOU KNOW, WHEN I WAS AT RESI, WE'VE HAD READING LABS IN EACH OF THE SCHOOLS FOR YEARS.
THIS HAS EXACERBATED THIS WHOLE PROCESS.
UM, LET'S FACE IT, UH, YOU KNOW, WHEN THE KIDS WERE OUT, HOW MANY MONTHS AT HOME, EVEN THOUGH THERE WAS VIRTUAL, IF THE PARENTS DIDN'T WORK WITH THEM REALLY DILIGENTLY, THEY MAY HAVE DONE THE BARE MINIMUM OF WHAT THE, THE, YOU KNOW, THEIR VIRTUAL DAY ON THE COMPUTER, UM,
[01:55:01]
WAS MANDATED.BUT YOU'VE GOT TO HAVE THAT CONTINUAL AND, UM, I I, I FULLY SUPPORT IT.
I I I, IF YOU CAN'T READ, LIKE YOU SAID, YOU CAN'T DO THE OTHER CORE SUBJECTS AND THE WAY I LOOK AT IT, YOU KNOW, IF YOU HOLD A CHILD BACK BECAUSE OF THEIR READING, THEIR SELF-ESTEEM STARTS TO SUFFER AND THEN THEY GET UP TO, YOU KNOW, IN YOUR, YOUR K THROUGH FIVE UNTIL YOU HIT FOURTH GRADE.
NOBODY REALLY PAYS A WHOLE LOT OF ATTENTION IF YOU'RE NOT DOING AS WELL IN CLASS AS THEY ARE FIVE AND UP.
AND ESPECIALLY WHEN YOU HIT MIDDLE SCHOOL, THEY REALLY START THE BULLYING AND THE TORRENT TAUNTING.
WHEN YOU GET TO HIGH SCHOOL, THERE'S YOUR DROPOUTS, THEY'RE STOPPING.
I'D RATHER PUT MY MONEY IN AT THIS LEVEL AND NOT SUPPORT RSW SO MUCH ONCE THESE KIDS START DROPPING OUT.
SO I I, I WAS REALLY GLAD TO TAKE THIS TOUR.
I DIDN'T UNDERSTAND THE, THE, WITH THE, UH, WHAT THE, UM, READING SPECIALIST DID.
AND EACH SCHOOL EDUCATED ME A LITTLE MORE AND I DON'T KNOW HOW THEY DO THEIR JOB AND, AND HAVE THE EFFECTIVENESS THAT WE NEED IT TO HAVE WHEN THEY'RE SPLIT BETWEEN TWO SCHOOLS.
I JUST DON'T, SO I, I HOPE WE'RE ABLE TO FULLY SUPPORT THIS.
UH, UH, I HAVE ADDED UP ALL THE, ALL THE NUMBERS AND IT'S 1,415 OR SOMETHING.
IS THAT, AM I READING THIS WRONG? UH, ON IN THE TEXT THERE'S 500 STUDENTS NEEDED A READING PLAN, BUT IF I LOOK AT THIS K ONE THROUGH THREE AND THEY GO FROM THE RED ZONE TO THE BLUE ZONE, I JUST ADDED UP 1400.
SO DID 1400 KIDS ON READING PLANS OR OR 500, 505 27 THAT WAS READING PLAN.
UM, ON HIGH RISK STUDENTS REQUIRE READING PLAN, MODERATE RISK, AND LOW RISK STUDENTS DO NOT REQUIRE RISK.
OH, MODERATE RISK AND LOW RISK DON'T, AREN'T ON THE READING PLAN.
BUT THOSE ARE THE ONES THAT YOU, WE STILL PROVIDE, YOU HAVE TO MONITOR AND YOU STILL HAVE TO PROVIDE THE REMEDIATION TO THEM TO GET THEM TO WHAT? TO A LOW RISK.
SO FOR EXAMPLE, MIDYEAR, IF, YOU KNOW, IF YOU WERE A MODERATE RESIDENT THE START OF THE YEAR AND MIDYEAR, YOU DROP BELOW THE BENCHMARK AND MOVE TO HIGH RISK, WE WILL HAVE THEN SAY A READING PLAN FOR YOU AT THAT TIME.
SO YOU DON'T WANNA, SO THE HIGH RISK, SO THE, AND THE GREEN COLUMNS WERE JUST, JUST HELPED IN A DIFFERENT WAY THAN A READING PLAN.
IT'S THE DATA WE HAVE TO TRACK.
WE HAVE TO TRACK WHETHER YOU'RE LOW RISK, MODERATE RISK, OR HIGH RISK.
BALLINGER, I'M JUST KIND OF CURIOUS, HOW, HOW DO WE, HOW DO WE COMPARE WITH THE NATIONAL AVERAGE ON THESE, THESE ISSUES? ARE WE, ARE, WE DO, DO YOU, YOU KNOW, WITH THE, WITH THE READING ISSUES, WITH THE, WITH SOME OF THE OTHER ISSUES THAT WE'VE GOT WITHIN THE, THE, THE PUBLIC SCHOOLS, WHEN YOU TAKE A LOOK AT, UH, THE, UH, THE NATIONALLY, WHERE ARE, ARE WE KIND OF LIKE ON PAR WITH EVERYBODY? ARE WE, ARE WE BETTER THAN EVERYBODY? ARE WE NOT, AS NOT DOING AS WELL AS AS, AS YOU KNOW, NATIONALLY? WELL, AND I THINK THERE'S, THERE'S A LOT OF DIFFERENT FACTORS THAT GO INTO TO WHERE, WHERE YOUR COMPARISON, I MEAN, ONE OF THE THINGS THAT WE ARE GONNA LOOK AT IS, IS KIND OF ALSO, UM, THAT WE'LL TALK ABOUT A LITTLE LATER IS, IS GETTING A, A, A SCREENER THAT IS NATIONALLY NORM, THAT, THAT CAN GIVE US A LITTLE BIT MORE DATA ON THAT.
RIGHT NOW WE DON'T HAVE A NATIONALLY NORM SCREENER WHEN IT COMES TO WHERE OUR ELEMENTARY STUDENTS ARE.
UM, YOU KNOW, WE LOOK AT OUR STATE ASSESSMENTS COMPARED THAT, UH, TO WHERE WE ARE NATIONALLY.
UM, YOU KNOW, THERE'S, THERE'S OTHER THINGS OUT THERE, UM, THAT MAY BE THERE, THERE IS THE SCREENER THAT WE MAY BE TESTING OUT THAT CAN HELP US WITH, WITH SOME OF THAT.
BUT I CAN TELL YOU THAT YOU'RE SEEING THIS IN ALL SCHOOLS.
SO IF YOU LOOK ACROSS THE COUNTRY AND YOU CAN LOOK AT MANY DIFFERENT STATES, THEY ARE IN THE SAME BOAT WITH THEIR ELEMENTARY SCHOOL STUDENTS THAT ARE HAVING A DIFFICULTY TIME OR A DIFFICULT TIME LEARNING TO READ.
UM, AND WITH HIGH NUMBERS OF STUDENTS THAT ARE NOT MEETING BENCHMARK, THAT THEY'RE RELYING UPON GROWTH AND THINGS OF THAT NATURE TO SHOW THAT THEY'RE MAKING PROGRESS.
SO I WOULD SAY, TO ANSWER YOUR QUESTION, UM, MR. CHAIRMAN, IS THAT I THINK THAT WE ARE ON PAR WITH WHERE, WHERE WE SEE A LOT OF OTHERS.
NOW, AGAIN, THERE'S SOME THAT ARE DOING BETTER THAN US AND THERE'S SOME THAT ARE DOING A LOT WORSE THAN US.
THERE'S SOME EVEN WITHIN OUR DIVISION THAT ARE DOING BETTER THAN OTHERS, UH, WHEN IT COMES.
BUT, BUT AS FAR AS A WHOLE, UH, WE, WE ARE ON PAR WITH, WITH WHERE EVERYBODY ELSE IS IN THE COUNTRY.
AND I THINK WE ALSO, WE HAD A GREAT PRESENTATION FROM MS. MCKNIGHT AT A SCHOOL BOARD MEETING A COUPLE MONTHS AGO,
[02:00:01]
UM, WHERE SHE WAS, SHE, WE HAVE BROUGHT HER IN.SHE'S A, UM, SHE'S WORKING WITH OUR MIDDLE SCHOOLS, UM, AND, AND WE'RE FOCUSING ON ENGLISH, UM, AND, AND ELA.
AND, AND ONE OF THE THINGS THAT SHE MENTIONED AT THAT MEETING, UH, TO THE SCHOOL BOARD IS THAT THIS IS NOT A WARREN COUNTY PROBLEM.
AND SO WE'RE, WE ARE WORKING WITH OUR STAFF TO, TO MOVE US FORWARD AND WE ARE SEEING SOME PROGRESS, UM, JUST IN TODAY.
I THINK WE WERE AT LFK WHEN OUR, WHEN, WHEN THE ADMINISTRATORS WE'RE, WE'RE TALKING ABOUT, UM, JUST WITH SOME OF THE, THE PHONICS FOUNDATIONS THAT WE'VE, WE'VE INSTILLED, UH, AND ARE INSTALLED THIS YEAR WHEN IT COMES TO, I THINK WE'RE USING ULY, UM, JUST WITH THAT PHONICS PROGRAM, WE ARE SEEING THAT OUR, YOU KNOW, IT WAS MADE NOTE THAT A LOT OF OUR PRE-K STUDENTS ARE SPELLING.
UM, AND THAT'S REALLY WHAT WE WANT TO SEE.
UM, JUST WHEN YOU'RE LOOKING AT, AT PROGRAMS THAT ARE BEING OFFERED AND, AND, AND HOW WE'RE MOVING OUR STUDENTS FORWARD.
BUT, YOU KNOW, THERE THERE'S OTHER ISSUES THAT, THAT WE CAN LOOK AT TO SAY, OKAY, ARE WE, ARE WE, WHERE OTHER NATIONALLY, YOU KNOW, WHERE ARE WE COMPARED NATIONALLY? I THINK YOU ALSO HAVE TO LOOK AT DOES, ARE YOU COMPARING US TO A, TO A STATE THAT HAS UNIVERSAL PRE-K VERSUS WHERE VIRGINIA DOES NOT, YOU KNOW, WE DO NOT HAVE UNIVERSAL PRE-K COMPARED TO WHERE WHEN YOU LOOK AT OKLAHOMA, THEY DO, UH, WEST VIRGINIA HAS UNIVERSAL PRE-K.
SO WHAT IS HAPPENING IN THOSE OTHER STATES, IN THEIR PRE-K PROGRAM WHERE THEY'RE GETTING THOSE CHILDREN THAT ARE, YOU KNOW, EARLIER IN GETTING THEM READY TO LEARN WHEN THEY GO INTO KINDERGARTEN.
YOU KNOW, THAT HAS, THAT PLAYS A HUGE FACTOR TOO.
UM, SO, YOU KNOW, OUR STUDENTS THAT GO THROUGH OUR PRE-K PROGRAM, THEY'RE, THEY'RE MORE PREPARED FOR KINDERGARTEN, UH, THAN, THAN OUR STUDENTS THAT ARE NOT GOING THROUGH THAT PROGRAM.
SO, YOU KNOW, THERE, THERE'S A LOT OF OTHER FACTORS THAT, THAT WE HAVE TO PLAN TO THAT.
THAT'S A LONG, YOU KNOW, I WENT FULL CIRCLE HERE WITH MR. CHAIRMAN, BUT, UH, YOU KNOW, SORRY FOR TAKING UP SO MUCH TIME ON THAT ONE.
UH, SO WE WERE TALKING ABOUT READING SPECIALISTS.
UM, I ALREADY MENTIONED THAT, YOU KNOW, WE WANT THEM, WE WANT TO GET TWO MORE, OR WE NEED TWO MORE, SO THAT WE CAN EFFECTIVELY RUN OUR READING INTERVENTION PROGRAMS AND THAT THEY CAN RUN THOSE PROGRAMS AT EACH SCHOOL.
UM, AND AGAIN, THOSE ARE REPURPOSING POSITIONS THAT WERE HELD.
SO THOSE ARE NOT ADDED POSITIONS.
THAT'S REPURPOSING POSITIONS THAT WE HAD TO HOLD.
UH, SPECIAL EDUCATION TEACHER AT BLUE RIDGE TECH, UH, THAT BLUE RIDGE TECH SUPPORTS STUDENTS ON AN IEP.
THERE'S A NEED FOR A DEDICATED SPECIAL EDUCATION TEACHER WHO CAN WORK WITH STUDENTS AND STAFF IN THE BUILDING AND HELP IMPLEMENT AND SUPPORT IEP REQUIREMENTS.
THIS HAS BEEN A REQUEST FOR BLUE RIDGE TECH, UH, I KNOW FOR PROBABLY THE PAST TWO TO THREE YEARS.
UM, YOU KNOW, THEY, THEY ARE STILL SEEING THIS NEED.
UM, AND AS OUR PROGRAMS GROW, AS OUR STUDENTS DIVERSE, UH, YOU KNOW, DIVERSITY COMES IN, COMES IN AS FAR AS LEARNING.
UM, WE NEED TO BE ABLE TO PROVIDE THE SUPPORTS TO THOSE STUDENTS THAT ARE GOING THROUGH THOSE PROGRAMS AS WELL.
UH, THEN ALSO LOOKING AT THE PHYSICAL EDUCATION TEACHER.
IT'S NOT AN AD, IT'S A REPURPOSE OF THE KINDERGARTEN TEACHER THAT WE HAD TO HOLD.
AND RESI JEFFRIES IS OUR THIRD LARGEST SCHOOL.
SO RIGHT NOW, I THINK, UH, RESI STUDENTS GET PE IS THAT THEY GET IT TWICE A WEEK EVERY FOURTH WEEK, OTHER, THE OTHER THREE WEEKS, THEY GET IT ONE DAY.
SO OUR, OUR STUDENTS AREN'T GETTING PHYSICAL ACTIVITY AS OFTEN AS THEY NEED.
AND SO NOT JUST DO WE NEED ANOTHER PE TEACHER THERE.
AND AGAIN, THIS IS A REPURPOSE OF A KINDERGARTEN.
WE NEED TO LOOK AT OUR OTHER SPECIALS AT RESI SUCH AS ART MUSIC, BECAUSE RESI JEFFRIES IS THE THIRD LARGEST SCHOOL.
SKYLINE HIGH SCHOOL IS YOUR LARGEST WARREN COUNTY HIGH SCHOOL IS YOUR SECOND AND RESI JEFFRIES.
UM, THE NUMBER OF STUDENTS THERE, WE NEED TO ADD STAFF TO WHERE WE'RE PROVIDING AND MEETING THE NEEDS OF THOSE STUDENTS.
SO THAT IS, IS ONE OF THE THINGS, AND AGAIN, THIS IS A REPURPOSED POSITION.
THEN WHEN YOU LOOK AT THE TRANSLATOR, WE'VE KIND OF ALREADY TALKED ABOUT THOSE NUMBERS EARLY ON IN A SLIDE.
AND AGAIN, I'VE LISTED WHERE THAT MEETS OUR COMPREHENSIVE PLAN IN EACH OF THOSE.
SO IF YOU LOOK AT THAT NURSING COORDINATOR DEMANDS ON SCHOOL NURSES ARE EVER CHANGING, UH, THERE IS A NEED TO HAVE A POSITION ABLE TO SUPPORT AND TRAIN NURSES ON A REGULAR BASIS.
THIS PORTION, UH, THIS POSITION WILL HELP ENSURE CONSISTENT BEST PRACTICES AND EFFECTIVE OVERSIGHT OF OUR NURSING PROGRAM.
AS WE MENTIONED, OR AS I MENTIONED EARLIER, YOU KNOW, JUST IN THE FIVE OH FOURS GOING UP, A LOT OF THAT CAN BE A DHD.
A LOT OF THAT CAN BE MEDICATION DRIVEN.
AND SO YOU ARE SEEING AN INCREASED NUMBER OF STUDENTS THAT MAY NEED, THAT MAY BE ON MEDICATION.
AND YES, WE HAVE A LEAD NURSE, BUT THAT LEAD NURSE
[02:05:01]
IS ALSO A NURSE AT A SCHOOL.SO THAT MEANS THAT LEAD NURSE CANNOT JUST UP AND GO AND DO AND PROVIDE TRAINING AND DO THE THINGS THAT WE NEED, UH, A NURSING COORDINATOR TO DO, BECAUSE THAT LEAD NURSE HAS A RESPONSIBILITY TO THE STUDENTS IN HER SCHOOL AS WELL.
AND SO THIS WILL ALLOW US TO BE ABLE TO PUT TOGETHER A, A HEALTH PLAN, BE ABLE TO PUT TOGETHER A STUDENT SERVICES DEPARTMENT THAT IS WORKING FOR THE BETTERMENT OF OUR STUDENTS AND OUR STAFF.
AND, AND THIS IS JUST A POSITION THAT IS NEEDED AS WELL.
SO, UH, LOOKING AT ADDING THAT, THAT IS AN ADDED POSITION.
ANOTHER ADDED POSITION, UM, PUBLIC INFORMATION OFFICER.
I'VE HAD THIS ON THERE FOR THE LAST THREE YEARS.
AGAIN, INFORMATION IS KEY WHEN IT COMES TO, UH, PUBLIC SCHOOL SYSTEM.
AND, YOU KNOW, I, I STILL FEEL THAT WE NEED A, A WAY TO PROVIDE OR COMMUNICATE INFORMATION THAT IS CURRENT, CONSISTENT AND TIMELY, UH, TO OUR FAM, TO OUR PARENTS, AND TO OUR COMMUNITY.
AGAIN, THIS ALIGNS WITH, UM, YOU KNOW, OUR, OUR COMPREHENSIVE PLAN.
THEN THE PAY GRADE ADJUSTMENTS, AGAIN, AS I MENTIONED EARLIER, UH, TO BETTER ALIGN WITH THE RESPONSIBILITIES OF THE JOB AND TO IMPROVE THE EFFICIENCY WHILE STREAMLINING SERVICES ACROSS THE SCHOOL DIVISION.
AND AGAIN, I OUTLINED HOW THAT, UH, REACHES, UH, OR ADDRESSES OUR, OUR COMPREHENSIVE PLAN, UH, GETTING INTO NON-LABOR A LITTLE BIT.
SO WE'VE, WE'VE SPENT ALL THIS TIME ON, ON LABOR.
NOW WE'RE GONNA MOVE INTO NON-LABOR.
AND AGAIN, MS. COOK, THIS IS WHERE, WE'LL, WE'LL TALK ABOUT YOUR QUESTION ABOUT SUBS HERE.
SO HERE, WE, WE HAD TO GO THROUGH A TITLE ONE AUDIT, AND ONE OF THE THINGS THAT CAME OUTTA THAT TITLE ONE AUDIT WAS LOOKING AT THE HOW, HOW SCHOOLS WERE FUNDED EQUITABLY, UH, VERSUS NON-TITLE ONE.
SO WITH TITLE ONE MONEY, THAT THAT'S FEDERAL DOLLARS THAT COMES IN BASED ON, UH, YOUR ACCOUNT OF, OF HIGH NEEDS STUDENTS OR, UM, YOU KNOW, IT'S, IT'S LOW SES OR IT'S, UM, I'M LOOKING FOR THE WORD AT-RISK STUDENTS.
THAT'S THE TERM I'M LOOKING FOR.
SO, SO YOU'RE LOOKING AT YOUR AT-RISK STUDENTS, AND THOSE GO TO THE SCHOOLS WITH HIGH NUMBERS.
SO FOR INSTANCE, E WILSON MORRISON IS OUR SCHOOL THAT HAS THE NOT HIGHEST NUMBER OF AT-RISK STUDENTS ELEMENTARY WISE AS ROADS DOESN'T RECEIVE ANY TITLE ONE FUNDING.
AND SO THEY, THEY DON'T, THEY'RE ACTUALLY THE LOWEST RISK, AND THEY DO NOT, SINCE THEY'RE THE LOWEST RISK, THEY DO NOT RECEIVE ANY TITLE ONE FUNDING.
AND SO WHEN LOOKING AT HOW FUNDING IS PRESENTED TO OUR SCHOOLS, WE HAD TO, WE HAVE TO SHOW THAT WE ARE FUNDING OUR TITLE ONE SCHOOLS LOCALLY THE SAME THAT WE ARE NON-TITLE ONE SCHOOLS.
SO THE TITLE ONE, WHAT THEY LOOK AT IS THEY WANNA MAKE SURE THAT I'M NOT USING TITLE ONE MONEY TO PAY FOR A PROGRAM AT ONE SCHOOL, BUT THEN I'M PAYING FOR IT LOCALLY AT A SCHOOL THAT'S NOT A TITLE ONE PROGRAM, BECAUSE I'M SUPPOSED TO, IF I GIVE IT TO A NON-TITLE ONE SCHOOL, I'M SUPPOSED TO PROVIDE IT TO ALL OF THE SCHOOLS EQUALLY.
AND THEN THE TITLE ONE MONEY IS ON TOP OF THAT.
SO WHATEVER I DO FOR MY NON-TITLE ONE SCHOOLS, I HAVE TO DO FOR MY TITLE ONE SCHOOLS, THE EXTRA SUPPORT THAT THE NON-IT OR THAT THE TITLE ONE SCHOOLS GET COMES FROM THAT TITLE ONE MONEY.
SO WHEN GOING THROUGH THAT AUDIT, THEY WANTED TO LOOK, WANTED US TO LOOK AT EQUITABLE FUNDING.
AND SO ON THIS, UM, ON THIS CHART HERE, ON THIS PAGE, YOU CAN SEE WE PUT ON WHAT WE JUST ADDED, WHAT THE BUDGETS WERE FOR OUR SCHOOLS BACK IN 2015.
UM, COMPARING THAT TO WHAT OUR BUDGETS ARE CURRENTLY.
UM, AND YOU CAN SEE, LET'S JUST USE REI JEFFRIES FOR, FOR EXAMPLE, UH, IN 2015, THEIR BUDGET WAS 64,549.
UH, CURRENTLY THEIR BUDGET THIS YEAR WAS 65,879.
UH, REI JEFFRIES, WHEN THEY PUT IN THEIR REQUEST, AND THEY'VE BEEN REQUESTING THIS FOR THE LAST COUPLE YEARS, UM, YOU KNOW, OR MORE, BUT THEIR REQUEST WAS $84,000.
THAT'S WHAT THAT, UM, ADMINISTRATOR AND AND STAFF FEEL THAT THEIR NEEDS ARE, UH, TO ADDRESS THE THINGS THAT THEY NEED TO DO AT THEIR SCHOOL.
UM, WITH THE FUNDING PROPOSAL FOR FY 26, THEY WOULD BE FUNDED AT $81,000 BECAUSE IT WOULD BE BASED OFF OF STUDENTS.
AND SO WHEN WE LOOKED AT WHAT WE WERE GOING TO DO AS FAR AS HOW WE WERE GOING TO DO THAT, WE LOOKED AT CURRENT REQUESTS, WE LOOKED AT OTHER SCHOOLS, WE LOOKED AT, YOU KNOW, WHAT WOULD BE THE BEST MODEL FOR WHERE WE ARE.
WE KNOW, AND WE KNOW THAT INFLATION SINCE 2015 HAS REALLY MOVED THE DOLLAR.
UM, YOUR, YOUR, YOUR YOUR PURCHASING POWER.
[02:10:01]
THE SAME AS IT WAS IN 2015.SO WITH OUR SCHOOLS AT HAVING THE SAME BUDGET FOR 10 YEARS, THEIR PURCHASING POWER HAS BEEN REDUCED.
AND SO THEY'RE HAVING TO SPEND MORE MONEY ON THINGS NOW AND PUT LESS MONEY.
FOR INSTANCE, COPY PAPER, COPY PAPER IS LIKE GOLD IN SCHOOLS, AND BUDGETS ARE HAVING TO, SCHOOL ADMINISTRATORS ARE HAVING TO PUT AND SPEND MORE MONEY ON COPY PAPER BECAUSE THE COST HAS WENT SO HIGH THAT NOW THEY CAN'T BUY THESE THINGS THAT NEED TO GO INTO THE CLASSROOMS FOR TEACHERS OR FOR STUDENTS, BECAUSE NOW THAT COST IS GOING OVER HERE INTO COPY PAPER.
AND SO THERE'S, YOU KNOW, YOU'RE, YOU'RE SEEING A DECLINE IN THEIR PURCHASING POWER AND, AND THEIR ABILITY TO DO THE THINGS THAT THEY NEED TO DO TO KEEP THEIR SCHOOLS UPDATED AND TO PROVIDE TEACHERS WITH THE SUPPORT THAT THEY NEED IN THE STUDENTS WITH THE MATERIALS THAT THEY NEED.
AND SO WE LOOKED AT AND WE SAID, OKAY, IN FY 26 ELEMENTARY, WE WILL FUND ALL ELEMENTARIES BASED ON THEIR STUDENT COUNT AT $125 PER STUDENT.
AT MIDDLE SCHOOL IT WILL BE 215, AND AT HIGH SCHOOL IT WILL BE 240.
AND THEN WE WOULD KEEP THAT THE SAME FOR FY 27.
SO WE WOULD KEEP THAT AT 1 25, 2 15, AND TWO 14.
SO WE'RE TRYING TO PUT A FIVE TO 10 YEAR PLAN HERE TOGETHER.
NOW IN 2020, UH, FY 28, WE WOULD BUMP THAT UP 2%.
SO IT WOULD GO FROM 1 25 AT ELEMENTARY SCHOOLS TO 1 28, AND THEN IN 2030, SO IN 29, WE WOULD KEEP IT THE SAME.
IT'D BE 1 28, AND THEN IN FY 30, WE WOULD BUMP IT 1%.
SO YOU'RE LOOKING AT FROM 26 TO 30, ONLY SEEING A 3% JUMP IN THE TOTAL AS FAR AS COST PER PUPIL OVER THAT FIVE YEAR PERIOD.
AND TYPICALLY INFLATION GOES UP ON AVERAGE 3% EACH YEAR.
UM, AND WE'RE ONLY BUILDING IN A 3% OVER A FIVE YEAR.
AND IT'S ALL BASED ON STUDENTS.
UH, SO IF STUDENT NUMBER GOES DOWN THAT SCHOOL'S, THAT SCHOOL'S, UM, ALLOCATION WOULD GO DOWN.
IF THE STUDENT NUMBER GOES UP, THEN THAT ALLOCATION WOULD GO UP ACCORDING TO THE NUMBER OF STUDENTS THAT ARE IN THEIR BUILDINGS.
AND SO THIS GETS US ON A LEVEL PLAYING FIELD WITH WHAT A LOT OF OTHER SCHOOLS, UM, ARE, ARE DOING IT.
IT ALSO MEETS THAT TITLE ONE REQUIREMENT THAT WE HAD WITH THAT FINDING TO MAKE SURE THAT WE ARE, UH, FUNDING OUR SCHOOLS EQUITABLY WHEN IT COMES TO TITLE ONE VERSUS NON-TITLE ONE SCHOOLS.
THEN WHEN WE GET INTO OUR NON-LABOR DEPARTMENT, UM, ROB, DO YOU MIND CHATTING ON THIS ONE FOR A LITTLE BIT? WHAT WE'VE DONE HERE IS DOWN THE LEFT HAND SIDE OF THE PAGE, IT GIVES THE, UH, DESCRIPTION OF THE DIFFERENT COST CENTERS.
UH, THE SCHOOLS ARE NOT INCLUDED IN THIS, BUT THESE ARE THE DIFFERENT DEPARTMENTS AND COST CENTERS.
I SAY THE SCHOOLS AREN'T, BUT REALLY, BLUE RIDGE TECH IS UP THERE AT THE BEGINNING.
UM, AND IT SHOWS WHAT OUR CURRENT APPROVED NON-LABOR BUDGET FOR THAT COST CENTER IS WHAT, UM, THE PROPOSED WOULD BE, UM, WITH THE, UH, PER PUPIL, WHICH REALLY IS OVER ON ANOTHER SLIDE.
SO, WE'LL, WE'LL, WE'LL IGNORE THAT ONE.
LET'S GO TO THE FY 26 COST CENTER REQUEST, THE NEXT TO THE LAST COLUMN ON THE RIGHT, WHICH IS WHAT THE COST CENTERS HAVE REQUESTED, AND THEN WHAT THE DIFFERENCE IS BETWEEN THIS YEAR AND LA UM, NEXT YEAR.
THE ONE, UM, COMING DOWN THE PAGE TECHNOLOGY, WELL, LET ME BACK UP.
LET'S GO UP HERE TO NUMBER 900.
COMING DOWN THE ASSISTANT SUPERINTENDENT FOR ADMINISTRATION, WE'RE LOOKING AT AN INCREASE IN OUR CUSTODIAL SERVICES COST, AND THAT WOULD COVER THAT.
UM, WE'RE ALSO LOOKING AT TECHNOLOGY.
UM, THE INCREASE WAS ASKED FOR WAS SUBSTANTIALLY MORE THAN WHAT'S INCLUDED HERE, BUT, UM, THAT IS WHAT WE'RE, WE'RE LOOKING AT.
AND WE'LL GET INTO SOME OF THE WHYS A LITTLE BIT LATER IN THE JUSTIFICATIONS FORUM.
UM, SUBSTITUTES COST CENTER 9 0 7 THAT WE'RE LOOKING TO BUMP IT UP $112,000 TO PUT IT MORE AT WHERE IT LOOKS LIKE IT'LL END UP THIS YEAR.
THE OTHERS ARE MORE OR LESS FOR, UM, ITEMS THAT JUST THE INCREASED COST AS WE GO FORWARD.
BUT, UH, AGAIN, THE DIFFERENT COST CENTER MANAGERS WILL GIVE A BRIEF IN FOR A BRIEF EXPLANATION OF WHAT THEIR COSTS ARE FOR.
HOW ABOUT THE, YOU'VE GOT THE, UH, INSTRUCTION THERE AND IT'S AN INCREASE OF ABOUT, UH, CLOSE TO 200,000, THE 192,790, THAT ONE.
[02:15:01]
MS. BRAGG IS GONNA COME UP, I THINK, IN A LITTLE WHILE AND TALK ABOUT THAT, OR IF YOU WANNA TALK ABOUT IT NOW, FEEL FREE.I CAN NOW MI MS. BRAGG, YOU, YOU'RE THE, YOU'RE THE ASSISTANT SUPERINTENDENT FOR INSTRUCTION.
UM, SO YES, THERE IS A REQUEST FOR A COST, UH, INCREASE FOR THE INSTRUCTION NON-LABOR BUDGET THAT WOULD COVER THE COST OF THAT UNIVERSAL SCREENER THAT DR.
BALLINGER MENTIONED, SO THAT WE COULD PROVIDE A K EIGHT, UM, MONITORING AND DIFFERENTIATED SUPPORT FOR OUR STUDENTS IN ENGLISH AND MATH.
WE WOULD BE LOOKING AT THAT SCREENER, AS HE MENTIONED, THAT IS LIKE THE NATIONAL NORMED SCREENER, SO THAT WE WOULD BE ABLE TO COMPARE RESULTS AND PROGRESS, UH, TO, UH, NATIONALLY NORMED TESTS.
IN ADDITION, UM, WE ARE INTERESTED IN PURCHASING A SCREENER THAT HAS A COMPONENT OF DIFFERENTIATED PROGRESS MONITORING AND INSTRUCTION IN IT.
WE DON'T NEED ANOTHER TEST TO TELL US THAT OUR STUDENTS MAY BE STRUGGLING.
WE ALSO NEED THE COMPONENT TO HELP SUPPORT AND FILL THOSE GAPS.
AND SO THE COST ESTIMATES ON THOSE TYPES OF PROGRAMS, WE HAVE ABOUT FOUR DIFFERENT ESTIMATES, AND THEY RANGE BETWEEN ABOUT 54,000 AND ABOUT $184,000, DEPENDING ON WHICH SERVICE YOU GO WITH AND THE PROFESSIONAL DEVELOPMENT AND THE PACKAGES THAT ARE THAT, THAT ARE PART OF THAT.
SO WE WOULD BE LOOKING AT, UM, THAT UNIVERSAL SCREENER PURCHASE FOR OUR K EIGHT ENGLISH AND MATH.
UM, I'LL COME BACK TO THE TEXTBOOKS IN JUST A SECOND.
THE OTHER, UH, COST IS THE INCREASING COST OF SERVICES.
BALLINGER MENTIONED, THAT'S JUST OUR TRADITIONAL, UH, PRO PROGRAMS AND SOFTWARE THAT WE'RE PURCHASING, LIKE OUR ASSESSMENT SYSTEM MASTERY CONNECT.
UM, THE ADULT BASIC ED PROGRAM THAT'S PROVIDED THROUGH LAUREL RIDGE, WE'RE JUST SEEING CONTINUALLY EACH YEAR SOME INCREASE IN THOSE, UM, YEARLY PURCHASES THAT WE HAVE TO MAKE IN ORDER TO KEEP UP WITH, UM, THE SERVICES THAT WE PROVIDE TO MONITOR OUR STUDENTS, LIKE I SAY, WITH ASSESSMENT AND THAT SORT OF THING.
IN ADDITION, UM, THERE ARE SOME INCREASES AT BLUE RIDGE TECH TO IMPROVE SOME AGING EQUIPMENT THAT NEEDS REPLACED ALSO, THE PURCHASE OF THEIR INSTRUCTIONAL RESOURCES AND CONSUMABLE EQUIPMENT TO SUPPORT SOME OF THE PROGRAMS THAT THEY ARE OFFERING.
AND OUR ENROLLMENT AT BLUE RIDGE TECH CONTINUES TO, UH, INCREASE SO THAT WE CAN PROVIDE, UH, THIS, WHAT THE STUDENTS NEED TO, UM, WORK THROUGH THOSE PROGRAMS. AT CTE.
THEY'RE RESPONSIBLE FOR PURCHASING SEVERAL WEB-BASED PROGRAMS, UM, THAT THEY USE, UH, FOR THEIR STUDENTS AS WELL FOR AN ADDITIONAL $5,000.
UM, THAT COST ALSO INCLUDES SOME CARRYOVER MONEY FROM ALL IN VIRGINIA.
BALLINGER WAS TALKING ABOUT, THAT WE HAD USED TO PAY THE STUDENT SUPPORT COACHES AND STUDENT SUPPORT COACH IAS.
THERE'S A SECTION OF ALL IN VIRGINIA THAT ALSO COVERS THE COST OF IMPLEMENTING THE VIRGINIA LITERACY ACT IN PURCHASING THE, UM, SUPPLEMENTARY AND INTERVENTION MATERIALS IN ORDER TO PURCHASE THOSE FOUR THROUGH EIGHT SUPPLEMENTARY AND INTERVENTION READING MATERIALS, THAT MONEY WOULD BE CARRIED OVER.
UH, THIS WILL BE THE LAST, UH, FISCAL YEAR THAT WE CAN SPEND ALL IN VIRGINIA MONEY.
IT WAS PROVIDED TO US ACROSS THREE YEARS, BUT WE RECEIVED THAT MONEY IN FY 24.
UM, SO SOME OF THAT IS, IS A LITTLE BIT OF JUST CARRYOVER, UM, TO CONTINUE TO PURCHASE MATERIALS FOR, UM, THE IMPLEMENTATION OF THE VIRGINIA LITERACY ACT.
UM, WITH REGARD TO THE TEXTBOOKS, DR.
BOLLINGER'S PROPOSAL WITH THE TEXTBOOKS IS THAT THE $426,973 THAT IS PROVIDED FROM THE STATE TOWARDS THE TEXTBOOK FUND, BE DEDICATED TO REPLENISH THE TEXTBOOK FUND SO THAT WE CAN LOOK AT PURCHASING A K EIGHT MATH PURCHASE AND A SOCIAL STUDIES PURCHASE.
UM, K EIGHT MATH, OUR CONTRACT FOR THOSE MATH, UH, TEXTBOOKS AND ONLINE MATERIALS EXPIRES IN DECEMBER.
AND THEN WE HAVE NOT PURCHASED A SOCIAL STUDIES, UH, UH, INSTRUCTIONAL RESOURCE SINCE 2012.
SO THAT'S THE INCREASE IN INSTRUCTION.
ANY QUESTIONS THAT I CAN ANSWER? THANKS.
DALEY? UH, I WOULD LIKE TO, UH, SUGGEST THAT, UH, WE, WE WANT TO KEEP THINGS ROLLING, BUT IF INDIVIDUAL BOARD MEMBERS HAVE TO TAKE A
[02:20:01]
PERSONAL BREAK FOR ANYTHING THAT THEY GO AHEAD AND JUST NOT EVERYBODY AT ONCE.AND SO THE, UH, WE HAVE TO RAISE
BUT JUST MAKE SURE THAT TAKE TURNS, HOWEVER YOU WOULD LIKE.
BUT I, I WOULD LIKE TO, TO KEEP THINGS ROLLING, LET'S DO A LITTLE TAG TEAM.
THE TECHNOLOGY REQUESTS BASICALLY, UH, FALL INTO THREE BROAD CATEGORIES.
SO THE FIRST ONE'S FOR E-RATE, WHICH IS, UH, ALSO KNOWN AS THE SCHOOLS AND LIBRARY PROGRAM, WHICH PROVIDES DISCOUNTS TO SCHOOLS AND LIBRARIES FOR INTERNET CONNECTIVITY AND EQUIPMENT.
SO, UH, THIS IS SOMETHING THAT REQUIRES A MATCH, A LOCAL MATCH, WHICH IS NOT CURRENTLY BUILT INTO THE TECHNOLOGY BUDGET.
SO IT'S ONE OF THOSE THINGS THAT, UH, I THINK WOULD BE, UH, A BENEFICIAL USE OF FUNDS THAT JUST HAVE THAT, BECAUSE IT, WE USE IT FOR PAYING FOR THINGS LIKE OUR INTERNET SERVICES, OUR FIREWALL, UM, ALL THE ACCESS POINTS AND EQUIPMENT THAT WE USE TO KIND OF KEEP THE INTERNET UP AND RUNNING.
UM, THEN THE OTHER ONE IS FOR A PHONE SYSTEM UPGRADE.
OUR CURRENT PHONE SYSTEM IS BEYOND ITS END OF LIFE.
SO JUST TO BE CLEAR, IT IS STILL FUNCTIONING, BUT IF WE RUN INTO ANY ISSUES THAT WE CANNOT RESOLVE, WE DON'T HAVE ANY SUPPORT TO FIX IT, WHICH MEANS WE WOULD HAVE A, A DEAD PHONE SYSTEM, WHICH IN, IN, IN MY OPINION, IS A SECURITY CONCERN.
SO IT'S ONE OF THOSE I WANNA HIGHLIGHT THAT I REALLY WOULD LIKE TO TRY TO TAKE CARE OF THAT.
AND THEN THE THIRD IS JUST, UM, THE IDEA THAT WE NEED, WE NEED SOME MONEY TO COVER THE RISING COST OF SERVICES, AND WE ALSO DON'T HAVE A BUILT-IN FUNDS TO LIKE HAVE AN ADEQUATE REFRESH SCHEDULE FOR ALL OF THE VARIOUS DEVICES AND NEEDS THAT WE HAVE IN THE COUNTY.
SO, ON GOING TO YOUR E-RATE, SO YOU HAVE CATEGORY ONE, AND YOU JUST SAID COUNTY MATCH, RIGHT? THAT'S CORRECT.
SO IT'S THE 16,000 FOR THE INTERNET AND DARK FIBER WOULD BE ANOTHER 16 K? THAT'S CORRECT.
SO WHAT, UM, SO I'M, I'M GONNA MAKE AN ASSUMPTION THAT, OH, AND THEN I SEE HERE $215,000 FOR OPERATIONS.
SO, OH, IS THIS LIKE A 50 50 SPLIT? ARE YOU, WHAT, WHAT IS STEP, WHAT'S THE SCHOOL BOARD PART? THIS? NO, WHAT HAPPENS IS THE E-RATE PROVIDES FOR, UH, FOR OUR LOCALITY, WE GET A 70% DISCOUNT.
SO THE SCHOOL SYSTEM ONLY HAS TO PAY 30%, WHICH OF, OF WHATEVER THAT, THAT PARTICULAR COST IS.
SO WHEN WE'RE LOOKING AT THE, UH, INTERNET SERVICES, FOR EXAMPLE, THAT, THAT IS THE, THE LOCAL MATCH THAT WE WOULD BE REQUIRED.
SO THAT'S OUR 30% THAT WE WOULD DO.
SO WE'VE BEEN DOING THIS ALL ALONG THIS MATCH, OR IS THIS SOMETHING NEW? YES, WE HAVE, IN MOST CASES, WE'VE HAD, UH, I WOULD GO TO THE SCHOOL BOARD AND ASK FOR AN ADDITIONAL APPROPRIATION THIS YEAR.
THERE WERE SOME, UH, EXTRA FUNDS THAT WERE PROVIDED TO THE TECHNOLOGY DEPARTMENT, SO WE WERE ABLE TO COVER SOME OF THOSE COSTS.
BUT TO BE CLEAR, WE WEREN'T ABLE TO COVER ALL OF OUR E-RATE, UH, ALL OF THE THINGS WE APPLIED FOR.
WE ACTUALLY HAD TO DECLINE A FEW THINGS BECAUSE WE DIDN'T HAVE ENOUGH FUNDS TO COVER THAT.
SO I'M, THAT'S WHY I'M TRYING TO ASK FOR SOME OF THOSE THINGS.
AND THIS NUMBER HERE, IT IT IS, IT, IT DOES SHIFT BECAUSE THE CATEGORY TWO FUNCTIONS ON A FIVE YEAR CYCLE, AND THEN THEY RESET THAT, AND THE DISCOUNTS OR FUNDS THAT ARE PROVIDED ARE BASED ON OUR, OUR STUDENT POPULATION.
SO THIS NEXT YEAR IS THE END OF A FIVE YEAR CYCLE.
SO THAT MEANS THAT THE FOLLOWING FIVE YEARS COULD BE, IT OPENS UP A NEW AMOUNT OF FUNDING BECAUSE WE'LL HAVE TO ADJUST FOR OUR, OUR STUDENT POPULATION DECLINING.
SO WE'LL ACTUALLY GET LESS FUNDING FOR THAT.
SO THAT'S ANOTHER CONSIDERATION.
SO IF OUR, IF, IF THE COUNTY CAN'T AFFORD YOUR MATCH, WHAT WOULD HAPPEN IN THESE CATEGORIES? UH, WHAT HAPPENS IS, IN MOST CASES, UH, I, I JUST TRY TO PRIORITIZE WHAT, WHICH ONES WE CAN, WE CAN GET FROM WHATEVER SOURCE.
SO THE, SOME OF THESE THINGS WE NEED TO HAVE, LIKE OUR FIREWALL, OUR ACCESS POINT LICENSES, AND OUR INTERNET SERVICES.
UM, AS FAR AS UPGRADING EQUIPMENT, I JUST TRY TO PRIORITIZE LIKE, WHICH ONES I THINK WE MIGHT BE ABLE TO HOLD OFF A LITTLE BIT LONGER BEFORE WE COULD REFRESH THEM.
SO ULTIMATELY, IF WE DIDN'T HAVE ANY LOCAL MATCH, THEN IT, IT WOULD, IT WOULD PROVIDE A BIT OF A BURDEN ON THE SCHOOL SYSTEM OF TRYING TO FIGURE OUT WHERE DO I, WHERE DO I GET THE MONEY TO PAY FOR THESE SERVICES? MM-HMM
RIGHT? WE WOULDN'T HAVE THOSE SERVICES.
I'LL HAVE TO FOLLOW UP WITH THIS WITH OUR RT GROUP, YOU KNOW, 'CAUSE I DON'T KNOW IF HE HAS THIS IN HIS BUDGET.
I, I WOULD SAY PROBABLY NOT SINCE HIS SCHOOLS AND LIBRARIES.
SO THAT'S SOMETHING THAT YOU NEED TO KEEP IN MIND, YOU KNOW? YEAH.
E-RATE DOES NOT AFFECT LOCAL GOVERNMENTS.
IT'S ONLY FOR SCHOOLS AND LIBRARIES.
[02:25:01]
SO IT'S ONE OF THOSE, IT'S ALMOST, IT'S ALMOST LIKE THEY'RE PROVIDING US FREE MONEY
SO WE HAVE THE DISCOUNTED COST.
HAVE YOU CONSIDERED TO, YOU KNOW, I MEAN, WE HAVE AN IT DEPARTMENT AND SCHOOL BOARD HAS AN IT DEPARTMENT SOMEHOW PARTNERS WITH EACH OTHER TO, YOU KNOW, HAVE A BETTER GAIN ON THE ECONOMIES OF SCALE ON CERTAIN THINGS, LIKE WITH EQUIPMENT, AND, YOU KNOW, THE TECHNOLOGY HAS THAT EVER, I WOULD ARGUE THAT THOSE CONVERSATIONS, THE SCHOOL SYSTEM AND THE COUNTIES, UH, DEPARTMENTS HAVE DIFFERENT, DIFFERENT NEEDS.
SO I, I WOULD, BUT YOU MAY HAVE DIFFERENT NEEDS, BUT YOU MAY STILL NEED THE SAME EQUIPMENT.
WITH SOME EQUIPMENT THAT, YEAH, I MEAN, I DON'T KNOW.
OUR STUFF OUT RFPS, WE DO OUR PROCESS, RIGHT? YEAH.
SO, I DON'T KNOW, JUST A, JUST AN IDEA.
BELLINGER, YES, VAST MAJORITY, WE, WE FUNCTION THROUGH STATE CONTRACTS.
SO IT'S, YOU KNOW, IT'S ALREADY KIND OF SET UP THAT ALSO, WOULDN'T WE LOSE THAT 70% E-RATE IF WE PARTNERED WITH THE COUNTY? YEAH.
THE E-RATE RULES ARE VERY STRICT ON WHAT, WHERE WE CAN AND CANNOT SPEND OUR MONEY AND HOW WE CAN DO THAT.
WE USE IT FOR THE SCHOOL OFFICE.
SO WE CANNOT, SO WE CAN, THAT'S A GOOD POINT, BRENDA.
UM, WITH E-RATE, WE CANNOT PROVIDE INTERNET SERVICES TO THE SCHOOL BOARD OFFICE BECAUSE THERE ARE NO STUDENTS AT THE SCHOOL BOARD OFFICE.
WE CAN ONLY PROVIDE INTERNET SERVICES TO THE SCHOOLS WHERE STUDENTS ARE HAPPY.
SO IF THE SCHOOL BOARD OFFICE WAS IN A SCHOOL WITH STUDENTS, THEN YES, YOU WOULD BE ABLE TO PROVIDE SERVICES AT THAT TIME.
BUT WHERE WE'RE AT NOW, SO TRANSPORTATION, WE CANNOT PROVIDE IT THERE.
MAINTENANCE, MAINTENANCE AND FACILITIES, WE CANNOT PROVIDE IT THERE.
THE SCHOOL BOARD OFFICE, WE CANNOT PROVIDE IT THERE.
WE CANNOT GET THESE FUNDS FOR THOSE PLACES.
I AM THE NEWEST, UH, HUMAN RESOURCES DIRECTOR AT WARREN COUNTY PUBLIC SCHOOL.
SO, UH, FIRST OFF, THANK YOU FOR EVERYTHING AND, UH, THE OPPORTUNITY TO PRESENT MY, MY JUSTIFICATIONS FOR THE BUDGET.
I UNDERSTAND THIS IS HOLISTIC AS FAR AS WHAT, YOU KNOW, WE WOULD BE LOOKING TO APPROVE.
SO JUST WANNA GIVE SOME HIGH LEVEL, UM, FROM THE BULLET POINTS.
HOPEFULLY YOU'VE HAD AN OPPORTUNITY TO KIND OF READ AHEAD, SO I'M NOT JUST READING LINE BY LINE FOR YOU.
UM, SO, YOU KNOW, OUR EMPLOYEES ARE OUR GREATEST ASSET, ASSET OUTSIDE OF OUR STUDENTS.
AND SO, UM, WHEN I CAME IN, IT WAS, YOU KNOW, COMING FROM THE CORPORATE WORLD, IT WAS A LITTLE BIT DIFFERENT.
UM, YOU KNOW, I KIND OF MADE THE JOKE TO OUR BOARD THE FIRST TIME THAT THE FLINTSTONES WENT, THEIR CHISEL BACK
UM, SO I THINK IT'S JUST WHAT I'M USED TO.
BUT THEN ALSO MODERNIZING LIKE WHERE WE ARE.
UM, SO RIGHT NOW, LIKE OUR TIMEKEEPING SYSTEM, FOR EXAMPLE, LIKE WE ARE USING PAPER.
AND SO WHEN YOU THINK OF COMPLIANCE, LIKE WE NEED TO MAKE SURE THAT WE HAVE AN UPDATED TIMEKEEPING SYSTEM.
IT'S A LITTLE BIT MORE MODERNIZED AND, AND READY FOR ALL OF OUR NON-EXEMPT EMPLOYEES TO TRACK THEIR TIME.
SO IF WE WERE EVER AUDITED TO COME IN, THAT WE COULD ACTUALLY PROVIDE THAT.
OTHERWISE, WE'RE DIGGING THROUGH SOME PAPERS AND YEARS AND YEARS OF HISTORY.
SO WE'D REALLY LIKE TO INVEST IN THAT, TO UPGRADE OUR SYSTEM WITH WHAT WE CURRENTLY HAVE.
UM, SO THAT WAY WE'RE NOT BUYING A NEW SYSTEM, WE'RE JUST IMPLEMENTING ADDITIONAL SERVICES THAT THEY ALREADY PROVIDE.
AND THEN ALSO, UH, THAT IMPLEMENTATION COST, UH, POWERSCHOOL IS ANOTHER RESOURCE THAT WE ALREADY UTILIZE.
SO THAT'S SOMETHING THAT WE USE WITH ALL OF OUR STUDENTS.
UM, THIS IS SOMETHING WHERE WE HOUSE LIKE OUR APPLICANT TRACKING, UH, FOR LIKE AN HRIS SYSTEM TO KIND OF PUT IT SIMPLE.
AND SO THIS IS JUST AN ADDITIONAL, UM, AVENUE THAT THEY OFFER THAT I THINK WOULD BE REALLY GOOD FOR US.
AND I HAVE IT BROKEN DOWN TO THE PENNY.
WE DO HAVE ANOTHER SYSTEM IN PLACE, AND WE WOULD LIKE TO UPGRADE TO MAKE IT MORE, UM, USER FRIENDLY, BUT THEN ALSO ACTUALLY BE USED, UH, WITH OUR, WITH OUR TEACHERS AND OUR INSTRUCTIONAL ASSISTANTS AND ALL OF OUR EMPLOYEES FOR PROFESSIONAL DEVELOPMENT.
UM, I THINK, YOU KNOW, WHEN YOU THINK OF HUMAN RESOURCES, YOU THINK OF RETENTION.
AND SO WHAT BETTER WAY TO RETAIN YOUR CURRENT EMPLOYEES WITHOUT HAVING A SUCCESSION PLAN FOR THEM AND PUT THEM THROUGH, YOU KNOW, SOME DEVELOPMENT AND TRAINING OUTSIDE OF WHAT WE'RE CURRENTLY UTILIZING.
UM, THEY HAVE PROGRAMS WHERE IT'S SELF-PACED.
YOU KNOW, IF WE HAVE SOMEBODY THAT'S MAYBE NOT DOING SO WELL IN AN AREA, WE CAN SAY, HEY, WE'RE GONNA ASSIGN THESE COURSES TO YOU TO HELP.
UM, WHEN YOU THINK ABOUT OUR INSTRUCTIONAL ASSISTANCE, RIGHT? WE PARTNER WITH LAUREL RIDGE.
WE HAVE OUR GROW YOUR OWN, WE HAVE, UH, JMU THAT WE PARTNER WITH TO BE ABLE TO PUT THEM THROUGH PROGRAMS
[02:30:01]
TO BECOME TEACHERS FOR US.AND SO IF THEY HAVE ACCESS TO THESE SYSTEMS TO START THEIR OWN DEVELOPMENT, UM, THIS WOULD BE ABSOLUTELY WONDERFUL FOR THEM.
BUT THEN ALSO ON THE EVALUATION SIDE, THIS IS ALL TIED TO VIRGINIA.
I'M STILL GETTING USED TO THE ACRONYM, SO I APOLOGIZE.
UH, BUT WHEN WE LOOK AT THE FRAMEWORK OF THE VIRGINIA TEACHER PERFORMANCE EVALUATION SYSTEM, IT'S SET SPECIFIC TO OUR PERFORMANCE STANDARDS THAT WE HAVE TO, TO GRADE EVERYBODY ON.
UM, SO IT JUST ALIGNS WITH THAT.
AND IT'S ALREADY A PLATFORM THAT WE HAVE.
UM, JUST A LITTLE FUN FACT, BECAUSE I THINK IT'S NEW FOR ME, BUT THERE'S LIKE A LITTLE GAMING FEATURE IN IT WHERE THEY GET BADGES IF THEY DO WELL.
AND SO AS WE KIND OF CHANGE OUR MINDSET TO THE GENERATIONS THAT WE'RE HIRING, UM, THIS IS ALSO KIND OF ACCOMMODATING THEM WHEN YOU LOOK AT THE, YOU KNOW, THE TENURE AND THE AGE THAT, THAT WE'RE ACTUALLY HIRING.
ANY QUESTIONS ON THAT SLIDE? I GET TOO.
UM, AND THEN AGAIN, WHEN I THINK ABOUT CANDIDATE EXPERIENCE, UM, WE ASK OUR, UM, EMPLOYEES THAT WE ARE HIRING TO BRING A $27 CHECK IN OR EXACT CHANGE.
SO I DON'T KNOW IF YOU'VE HIRED A GEN Z LATELY, BUT THEY DON'T REALLY USE CHECKBOOKS ANYMORE, AND WE DON'T TAKE VENMO.
UM, YOU KNOW, BUT
AND I'M LIKE, OKAY, I HAVE GOTTEN TWO EMAILS, AND LIKE I SAID, I'VE ONLY BEEN HERE SIX MONTHS, BUT I'VE GOTTEN TWO EMAILS WHERE THE PERSON HAS SAID, I'M SO SORRY, I CAN'T AFFORD THAT.
AND SO I'M LIKE, OKAY, WE'RE GONNA FIGURE OUT A WAY TO COVER THIS COST FOR YOU BECAUSE WE ALREADY DO IT FOR OUR VOLUNTEERS.
UM, BUT IF WE'RE LOOKING TO HIRE SOMEBODY, I DON'T WANT A $27 BACKGROUND TO BE THE STOP, AND I CAN ONLY GIVE TWO OUT OF MANY.
AND I KNOW THAT'S A SMALL PORTION, BUT AGAIN, WHEN WE'RE SAYING WELCOME TO WARREN COUNTY PUBLIC SCHOOLS, WE'RE EXCITED TO HAVE YOU HERE.
THE LAST THING I WANNA SAY IS, PLEASE ALSO BRING A $27 CHECK SO WE CAN DO YOUR BACKGROUND TO HIRE YOU.
IF THAT'S OUR PROCESS, I'M ASKING FOR MONEY, AND THIS $9,000 IS JUST KIND OF AN OVERVIEW OF WHO WE'VE HIRED.
UM, SO THAT WAY WE CAN ENDURE THAT COST FOR OUR CANDIDATES COMING IN.
UM, AND THEN THE LAST IS OUR SUBSTITUTES.
AND SO, UM, I UNDERSTAND FROM THE YEARS IT'S BEEN A GOOD CONVERSATION THAT'S BEEN TAKING PLACE.
UM, AND SO WHEN I LOOK AT OUR TENURE, UM, OF EVERYBODY, SO IF ALL OF OUR EMPLOYEES USED ALL OF THEIR TIME OFF, UM, WE WOULD NOT HAVE ENOUGH IN OUR SUBSTITUTE BUDGET TO COVER THAT.
NOT EVERYBODY'S GOING TO TAKE THAT TIME OFF.
BUT SOMETHING TO CONSIDER IS THAT WE DO HAVE MORE TENURED EMPLOYEES.
UM, SOME OF THE NEW HIRES THAT WE HAVE ARE YOUNGER FEMALES THAN THEY ARE HAVING CHILDREN.
SO WHAT ARE THEY DOING? THEY'RE GOING OUT ON SHORT-TERM DISABILITY AND FMLA THAT'S TIED INTO OUR SUBSTITUTE, RIGHT? SO THEY NEED A LONG-TERM SUB FOR THAT.
UM, THERE'S ACCIDENTS THAT HAPPEN, AND SO WE HAVE TO BE ABLE TO COVER FOR THAT.
AND THAT'S VERY DIFFICULT TO SAY.
NEXT YEAR WE'RE GONNA HAVE 20 NEWBORNS.
WHERE THIS YEAR WE HAD 30 I NOBODY KNOWS THAT.
UM, AND THAT'S JUST AN EXAMPLE.
'CAUSE WE KNOW THAT THEY'RE GONNA BE OUT FOR SOME TIME.
UM, AND THEN ALSO WE DO HAVE OUR VACANCIES.
SO WE DO PLAN FOR THEM TO BE THE LONG-TERM SUBS, UM, IF AND WILL.
AND THEN WE HAVE LIKE ALSO, YOU KNOW, JUST YOUR DAY OFF OR YOU GET SICK OR YOUR KIDS ARE SICK, RIGHT? SO WE WANT PEOPLE TO BE HEALTHY AND STAY AT HOME IF THEY NEED TO.
UM, THE OTHER THING THAT'S TIED INTO THIS IS OUR POLICY, GC BD DASH R AND GDBD DASH R.
UM, SO THAT IS OUR INCENTIVE POLICY TO TRY TO GET BETTER ATTENDANCE.
AND SO THAT IS PAID OUT OF THIS LINE.
SO, UM, ANYTHING THAT WE HAVE LEFT OVER WITHIN THAT SUB BUDGET, WE NEED TO BE ABLE TO PAY THAT INCENTIVE OUT BECAUSE THIS LAST FISCAL YEAR, IT WAS NOT LIKE A SEPARATE LINE ITEM.
UM, SO FOR THIS YEAR IT'S COMING OUT.
SO AS YOU SEE THAT INCREASE, UM, ON WHAT WE'RE ASKING FOR, THAT'S ALSO BECAUSE WE HAVE THAT INCENTIVE BUILT IN TO HOPEFULLY HAVE PEOPLE SHOW UP TO WORK LIKE THEY'RE SUPPOSED TO WITHOUT GETTING DOCKED PAY.
HOW, HOW DO YOU MEASURE THAT? HOW DO I MEASURE? I'M SORRY.
WELL, OKAY, SO LIKE, SO LIKE, YOU, YOU HIRE ME TO BE A, A TEACHER.
AND YOU HAVE HOW MANY TEACHING DAYS? IT'S TWO.
IT'S HOW MANY? 180 OR 200 DAYS FOR A TEACHER.
AND, UH, SO I DECIDE THAT, UH, I'M GONNA TAKE PERSONAL DAYS OR WHAT, WHATEVER IT IS, WHICH, WHICH THEY'RE ENTITLED TO, RIGHT? ABSOLUTELY.
UH, THEY, THEY TAKE PER PERSONAL DAYS, BUT LET'S SAY THAT, THAT THEY DON'T TAKE PERSONAL DAYS.
IS, IS THAT WHAT THIS COVERS OR, OR, SO NO, THIS WOULD ROLL OVER.
WHAT I'M SAYING IS, ARE YOU TALKING THE SICKLY PAYOUT? WELL, WELL, NO, IT SAYS SUBSTITUTES CONTINUE TO TREND UP AND TO COVER THE COST OF PAYOUT ACCORDING TO POLICY.
THE PAYOUT'S, THE INCENTIVE THAT I WAS REFERENCING THAT TO KEEP, IT'S LIKE $50 FOR OUR INSTRUCTIONAL ASSISTANCE AND A HUNDRED DOLLARS FOR OUR TEACHERS.
UM, SO THAT WAY IF THEY DO STAY, LIKE THEY
[02:35:01]
CAN GET A PAYOUT, UM, FOR NOT UTILIZING THAT TIME, WHICH IS OKAY, AHEAD, PLEASE.SO YOU HAVE TO HAVE 30 DAYS MINIMUM.
SO IT'S NOT, NOT PERSONAL, YOUR PERSONAL OR YOUR EMERGENCY.
AND EVERY TEACHER AND INSTRUCTIONAL ASSISTANT, THEY GET 10 SICK DAYS EACH YEAR.
AND SO THEY HAVE TO HAVE A BASE OF 30.
SO ANYTHING ABOVE 30, IF YOU DON'T TAKE THOSE DAYS AND YOU FILL OUT THE FORM AT THE BEGINNING OF THE YEAR, YOU CAN BE PAID OUT TO UP TO 10 SICK DAYS.
SO THAT WOULD BE $1,000 PER PERSON IF THEY GO THE YEAR, AND THEY DO NOT TAKE ANY OF THEIR SICK DAYS.
NOT THE PERSONAL, SO NOT, NOT THE PERSONAL.
UM, BUT IT'S, WE ONLY LOOK AT THOSE SICK DAYS ABOVE 30 AND IT'S CAPPED AT 10 FOR THE YEAR.
HAS THAT PROGRAM MOVED THE NEEDLE AT ALL ON THE TEACHER ABSENCES? SO WE HAVEN'T SEEN IT MOVE WHERE WE THOUGHT IT WOULD THIS YEAR.
BUT WE ALSO KNOW, UM, YOU KNOW, THERE WERE MAYBE SOME CONFUSION A LITTLE BIT OR SOME STAFF DIDN'T RETURN THE, THE, THE FORM IN.
AND SO WE NEED TO BE A LITTLE MORE AWARE OF WHEN THAT'S GOING OUT, HOW WE'RE INFORMING STAFF.
UM, WE FIGURED THAT RIGHT NOW, EVERYBODY THAT WAS ELIGIBLE FOR IT TOOK THAT LEAVE AT THE END OF THE YEAR.
RIGHT? IT WAS GOING TO RUN AROUND 175,000, BUT THOSE THAT SIGNED UP FOR THE SICK LEAVE PAYOUT 40 RIGHT NOW IS ONLY 40,000 RIGHT NOW.
SO YOU HAVE A HIGH NUMBER OF STAFF MEMBERS THAT DID NOT OPT INTO THE PROGRAM VERSUS THOSE THAT DID OPT INTO THE PROGRAM.
AND SO WE JUST WANT TO PREPARE FOR THOSE THAT MAYBE SHIFT THEIR MIND NEXT YEAR.
I WANT TO OPT INTO THE PROGRAM.
SO, SO, BUT RIGHT NOW WE'RE NOT SEEING IT MOVE THE NEEDLE IN THE DIRECTION WE WANT.
BUT THIS WAS THE FIRST YEAR OF IT.
AND I THINK WITH THE FIRST YEAR, I DON'T, YOU KNOW, IF I'M NEW TO THIS, I MIGHT OBSERVE AND BE LIKE, HOW'S THIS PROGRAM GONNA WORK? WHAT AM I GONNA DO? WHAT'S IT LOOK LIKE? YOU KNOW, SO MAYBE NOT EVERYBODY DID OPT-IN.
UM, SOME OF THE FEEDBACK THAT WE'VE RECEIVED JUST THROUGH OUR BOARD MEETINGS IS THAT IT WASN'T INCLUSIVE TO ALL EMPLOYEES.
AND SO IF WE LOOKED AT OFFERING IT TO MORE EMPLOYEES THAT DIDN'T REQUIRE A SUB, WHAT WOULD THAT LOOK LIKE AS FAR AS THE COST GOES? BUT AGAIN, UM, THAT WOULD STILL COME OUT OF THIS LINE AND IT WOULD STILL INCREASE.
ANY QUESTIONS THAT I CAN ANSWER FOR YOU? ALL RIGHT.
UH, MY NAME'S CHARLES COSTNER AND I'M THE ASSISTANT SUPERINTENDENT OF ADMINISTRATION.
AND SO WHAT I HAVE I WANNA SHOW YOU IS KIND OF THE JUSTIFICATION FOR SOME OF THE REASONS FOR THE REQUEST FOR THE, UM, THE INCREASE IN OUR DEPARTMENT.
AND JUST, AND JUST TO KIND OF GIVE YOU AN OVERALL UMBRELLA OF THIS, ALL THIS TIES INTO OUR STRATEGIC PLAN.
WE WANNA MAKE SURE OUR STUDENTS COME TO SCHOOL, WE WANNA MAKE SURE THEY COME TO SCHOOL SAFELY.
WE WANNA MAKE SURE THAT OUR STUDENTS, WHILE THEY'RE AT SCHOOL, THEY'RE, THEY'RE WELL FED.
NOBODY NEEDS TO BE HANGRY WHEN THEY'RE GETTING READY TO TAKE A TEST.
YOU KNOW, WE WANNA MAKE SURE THAT OUR STUDENTS ARE EXCITED ABOUT BEING THERE, AND WE WANNA MAKE SURE THAT THEY'RE IN A CLEAN AND HEALTHY ENVIRONMENT.
SO, WITH ALL THAT SAID, OUR, UM, AS YOU CAN SEE, OUR THREE DEPARTMENTS THAT I'M, I'M TALKING ABOUT FROM OUR TRANSPORTATION JUSTIFICATION, THIS TIES STRAIGHT INTO OUR STRATEGIC PLAN.
WE NEED TO OUR ROUTING SOFTWARE, UM, WHICH IS HELPS OUR, OUR FOLKS WHEN THEY, TO MAKE SURE THE BUSES GET TO WHERE THEY NEED TO BE WITH THE NUMBER OF STUDENTS.
BALLINGER ALLUDED TO, THE AMOUNT OF TRANSPORTATION WE PUT IN THAT IS A $9,000 INCREASE TO, UM, UPDATE OUR ROUTING SOFTWARE.
WE'RE ALSO LOOKING TO MAKING SURE ALL THE ROUTES ARE PLACED ON OUR BUSES.
UM, THEN THE MAINTENANCE IN THE, FOR THE, UM, OF OUR EQUIPMENT.
YOU'RE TALKING ABOUT A $15,000 INCREASE.
WE'RE ASKING, WE'RE ALSO ASKING FOR A REPLACEMENT OF ONE OF OUR SCHOOL BUS LIFTS.
UM, THE REASON WE'RE ASKING FOR THAT IS OVER 20 PLUS YEARS.
BUT ALSO IT'LL HELP INCREASE OUR EFFICIENCY WITHIN OUR BUS SHOP BECAUSE AS YOU KNOW, THAT WE, WE HAVE A GOOD WORKING RELATIONSHIP WITH THE, UM, THE COUNTY AND WORKING ON THEIR VEHICLES ALSO.
SO THAT'LL, THAT'LL ALSO HELP YOU ALL IN RETURN.
UM, WE ARE ASKING FOR 2.5% INCREASE FOR THE FUEL FOR OUR VEHICLES AND POWER EQUIPMENT.
AND THEN TO, UM, UPDATE OUR SUPPORT STAFF RADIOS.
ONE OF THE THINGS IS WE HAVE INCREASED OUR, OUR PURCHASE OF RADIOS THAT WORK, YOU KNOW, WE HAVE ANYWHERE FROM BUS TRANSPORTATION TO CAR TRANSPORTS TO WHERE THAT WE WILL RADIO THAT, YOU KNOW, STUDENT A HAS BEEN PICKED UP, STUDENT A HAS BEEN DROPPED OFF TO THE LOCATION TO MAKE SURE THAT
[02:40:01]
WE'RE, UM, KEEPING OUR CHILDREN SAFE.THAT TAKES US OVER TO OUR, UM, FOOD SERVICE JUSTIFICATION.
NOW THIS IS BROKEN DOWN TO TWO PARTS.
SO PLEASE, WHEN YOU LOOK AT THE APPROPRIATION INCREASE, PLEASE DON'T THINK THAT THIS IS AN ASK FOR MORE MONEY.
WE ARE ASKING THIS TO BE IN OUR BUDGET BECAUSE OF OUR FOOD SERVICES.
WE'LL BE ABLE TO COVER THE COST.
WE'RE NOT ASKING FOR AN INCREASE IN THAT.
UM, BUT WE ARE ASKING FOR THE, UM, AN INCREASE OF AROUND 3.4% FOR OUR CUSTODIAL CONTRACTED SER SO, EXCUSE ME, OUR CONTRACTED SERVICES.
'CAUSE WE DO CONTRACT OUT WITH OUR CUSTODIANS AND OUR FOOD SERVICES.
SO IT IS A, UM, A 3.4% INCREASE.
SO YOU'RE LOOKING AT THE MANAGEMENT FEE OF AROUND 5,300 AND THE ADMINISTRATIVE, UM, FEE OF AROUND 4,200.
THE OTHER ONES THAT YOU SEE LISTED THERE FROM ANYWHERE FROM THE, UM, THE SERVING LINES OF REPLACEMENT OF 12,000 TO THE, UM, YOU KNOW, THE DIFFERENT ORDER LINES.
THAT'S NOT, THAT'S, WE WANT IT APPROPRIATED IN OUR BUDGET SO THAT WHEN OUR FOOD SERVICES HAS THE FUNDING TO BE ABLE TO, TO PURCHASE IT, THEY WILL.
WE'RE NOT ASKING FOR THE, UM, THE GOVERNMENT SIDE THAT WE'RE NOT ASKING FOR THAT TO BE IN THE, IT NEEDS TO BE IN THE BUDGET, BUT WE'RE NOT ASKING FOR THE FUNDING FOR IT.
IF I'M SAYING THAT CORRECT, MR. BALLINGER.
UM, THE OTHER THING IS OUR CUSTODIAL SERVICES, AS YOU CAN SEE, WE'RE ASKING FOR 5% INCREASE.
IF WE'VE GOT AN RFP OUT RIGHT NOW, OUR CUSTODIAL SERVICE FIVE YEAR CONTRACT IS UP.
SO WE HAVE TO MOVE FORWARD WITH AN RFP.
TODAY WAS THE LAST DAY ACTUALLY FOR THE, UM, COMPANIES THAT ASK QUESTIONS.
WE HAD OVER 13, UM, COMPANIES COME IN TOWARD THE FACILITIES.
UM, AND SO WE'RE, WE'RE IN THAT PROCESS.
SO I, I CANNOT GIVE YOU AN EXACT SAY OF THIS IS THIS IS WHERE WE ARE, BUT WE DO CONTRACT OUT WITH OUR CUSTODIAL SERVICES.
WHAT, WHAT DID, WHAT DID THE CUSTODIAL SERVICES COST FOR THIS YEAR? CUSTODIAL SERVICE ACTUAL COST FOR THIS YEAR.
I DON'T, IT'S JUST OVER 2 MILLION.
THAT WOULD'VE I DO NOT KNOW THAT OFF THE TOP OF MY HEAD.
DID I HEAR 2 MILLION? 2 MILLION? YEAH.
CAN I ASK YOU A QUESTION ON, UM, THAT'S SLIDE FOR THE SERVING LINE UPGRADES.
IS IT SUPPOSED TO BE SKYLINE MIDDLE SCHOOL FOR ALL OF THOSE? UM, SERVING LINE UPGRADE, UH, SERVING LINE REPLACEMENT, UPGRADE, SERVING ELEMENTARY AND, UM, OH, YOU'RE TALKING SKYLINE LINE, SKYLINE BORDERLINE.
THERE'S A, YEAH, THAT'S PROBABLY SKYLIGHT.
SHE'S ALREADY, IT HAS TO BE HERE.
YEAH, IT'S TO FOCUS ON SKYLINE MIDDLE SCHOOL.
I'M JUST SURPRISED 'CAUSE IT'S SO NEW.
IT UTILITY, IT JUST SEEMS LIKE IT WOULDN'T BE DUE FOR AN UPGRADE.
THAT'S WHY I THOUGHT MAYBE THAT WAS SKYLINE HIGH SCHOOL INSTEAD.
SKYLINE HIGH SCHOOL IS A NEW BUILDING.
THAT WOULD BE THE ONLY PLACE IT WOULD HIGH SCHOOL.
I'M THINKING WARREN COUNTY MIDDLE.
YEAH, MY, MY DAY STARTED AT 3:00 AM SO QUESTION, BUT, UM, NO, SO THAT IS, THAT IS, THAT MAKES SENSE.
WE'VE, WE'VE GOT FOUR PLACES TO GO YET.
SO WHICH LIGHT ITEM TOMORROW IS THE CUSTODIAN TOMORROW WITH CIRCLING BACK AROUND TO THE CUSTODIAL SERVICES ON THE, THE LIGHT ITEM? WHICH LIGHT ITEM IT IS HERE.
SO IT'S WITHIN, IT'S NOT GONNA BE EXACT, BUT IT'S WITHIN THE ASSISTANT SUPERVISION OPERATION WHERE YOU SEE THE 2.4 MILLION IN 45.
THAT ALSO INCLUDES SOME OTHER STUFF.
UM, BUT YOU DO SEE THAT INCREASE OF ONE POINT, UH, THAT, THAT HUNDRED 17,000, THAT'S FOR THE CONTRACT THAT WE CURRENTLY HAVE.
IT'S JUST OVER, OVER 2 MILLION, I THINK.
AND THAT, AND IT COMES OUT OF THE ASSISTANT SUPERINTENDENT ADMINISTRATION LINE ITEM FOR OPERATIONS? YES.
BECAUSE THE BILL IS SENT TO, YOU KNOW, HE'S ON ALL SCHOOL AND SO THE BILL SENT THE HILL AND WE PAY IT FROM THAT.
WHY WOULDN'T YOU HAVE A SEPARATE LINE ITEM FOR CUSTODIAL, I MEAN, $2 MILLION THAT'S IN, IN HIS BUDGET.
THERE IS A SEPARATE LINE ITEM THAT IDENTIFIES IT, BUT THAT'S THE TOTAL OF HIS BUDGET FOR HIS ENTIRE COST CENTER.
YEAH, IT IS DEFINITELY DETAILED OUT IN IT'S SEPARATED.
WE JUST FOR CON, WE, WE DIDN'T PUT A LINE ITEM.
ARE THE, ARE IS THE FOOD SERVICE PAID FOR BY THE COUNTY? I MEAN, DOES COUNTY BY THE FOOD SERVICE? NO,
[02:45:01]
THIS IS ALL FEDERAL STATE.SO THE COUNTY HAS NO MONEY THAT GOES INTO THE FOOD SERVICE PROGRAM.
AND NONE OF THOSE LINE, NONE OF THOSE SERVING LINE UPDATES WILL EITHER, THAT COMES OUT OF OUR FOOD SERVICES BUDGET, WHICH IS THROUGH ITS OWN SEPARATE ACCOUNT, BUT WE HAVE TO JUST HAVE IT APPROPRIATED INTO OUR BUDGET SO THAT WAY OH, OKAY.
THEY STILL COME BEFORE OUR BOARD AND ASK LIKE, HEY, WE WANNA DO THIS UPDATE FOR THIS $12,000 AND THEN OUR BOARD.
SO ALL THIS RELATED TO FOOD SERVICES, YOU'RE, YOU'RE PRESENTING INCREASES, BUT THEY'RE NOT BEING FUNDED BY US.
AND IT IS AN INCREASE IN APPROPRIATION, BUT IT DOESN'T, BUT IT'S NOT, THERE'S NO DOLLARS.
EXCEPT FOR CUSTODIAN SERVICES.
RIGHT? THAT'S COMING OUT OF YOU.
THAT'S COMING OUT OF THE BUDGET.
ANY OTHER QUESTIONS? NO, THANK YOU.
IF I COULD, IS IT POSSIBLE TO GO BACK TO THE TEXTBOOK THING? I DIDN'T UNDERSTAND THAT.
I DON'T, I DIDN'T SEE IN THE NON-LABOR ANYTHING CORRESPONDING TO THE TEXTBOOKS AT THIS TIME.
AT LEAST FOR SOMEBODY TO EXPLAIN TO DR.
JAMON WHAT WE TYPICALLY DO WITH THAT TEXTBOOK FUND ALSO.
SO A LITTLE HISTORY ON THE TEXTBOOK.
SO THE TEXTBOOK FUND CAN BE USED FOR A LOT OF DIFFERENT THINGS.
UM, THERE ARE CERTAIN REQUIREMENTS THAT YOU HAVE TO MEET IN ORDER TO SPEND THE TEXTBOOK FUND.
AND IN YEARS PAST, OR THE HISTORY IN WARREN COUNTY IS THAT THE TEXTBOOK FUND HAS BEEN ROLLED INTO THE NON-LABOR BUDGETS AND DISTRIBUTED TO SCHOOLS FOR SUCH PURCHASES THAT MEET THE REQUIREMENTS FOR EXPENDITURES.
BUT THAT DOES NOT MEAN THEY'RE PURCHASING TEXTBOOKS.
UM, THE TEXTBOOK FUND IS ITS OWN SEPARATE FUND.
SO IT'S NOT LISTED IN, IT'S KIND OF LIKE CHILD NUTRITION.
IT'S JUST SETTING OUT THERE, IT'S ITS OWN ACCOUNT.
UM, RIGHT NOW WE HAVE VERY LITTLE IN THERE, IF ANYTHING, UM, UH, AND, AND I HAVE BEEN TRYING TO PUT MONEY IN THERE, BUT CURRENTLY WHAT WE WANT TO USE IS TAKE THAT 426 THAT TYPICALLY IS PUT INTO THE OPERATIONS AND WE WANNA PUT THAT WHERE IT GOES INTO THE TEXTBOOK FUND SO THAT WE CAN PURCHASE THE TEXTBOOKS THAT WE NEED.
UM, AS THESE CYCLES COME UP, YES, AS MS. BRAGG MENTIONED EARLIER, WE HAVE A MATH ADOPTION, WE HAVE A HISTORY ADOPTION THAT'LL BE COMING UP.
AND, AND BETWEEN THOSE TWO ADOPTIONS, YOU COULD BE LOOKING AT SIX TO $800,000 FOR THOSE ADOPTIONS.
WHEN YOU DO AN ELA ADOPTION ACROSS THE COUNTY, YOU'RE LOOKING AT AN 800,000 TO A MILLION DOLLAR ADOPTION JUST IN ELA FOR SEVEN YEARS.
SO THEY'RE ON SEVEN YEAR CYCLES, BUT WE NEED TO START BUILDING THIS TEXTBOOK FUND, AND THOSE FUNDS NEED TO START GOING INTO THAT ACCOUNT SO THAT WE ARE ABLE TO PROVIDE THE TOOLS TO OUR TEACHERS SO THAT THEY'RE ABLE TO EFFECTIVELY INSTRUCT AND PROVIDE THE, UM, YOU KNOW, UH, AN EXPERIENCE THAT'S LIKE NO OTHER, UH, FOR OUR STUDENTS WITH BOOKS, JUST TEXTBOOKS PROGRAMMING.
SO I, I DID, I THINK I FOUND THE LINE AND IT'S THE INSTRUCTION LINE.
IS THAT RIGHT? THERE ISN'T A NO.
WELL, IS IS ON SLIDE 40, IS THE 4 26, IS THAT PART OF THE, TO THIS, THIS, THIS BUDGET REQUEST? WHICH ONE? HUH? SLIDE 40.
SO TEXTBOOKS THAT'S GOING INTO A DIFFERENT ACCOUNT.
YEAH, BUT IS IT PART OF THE BUDGET REQUEST? I MEAN, SO IT'S MONEY THAT WE TAKE IN EVERY YEAR FROM THE STATE, BUT WE'VE USED IT, THE WAY I WOULD SAY IT IS WE'VE USED IT TO OFFSET WHAT WE ACTUALLY ASKED FOR FROM OUR LOCAL ASK, BECAUSE WE'VE USED IT FOR THESE OTHER THINGS INSTEAD OF TEXTBOOKS, BUT THAT WOULD STILL BE ABLE TO FUND WITH THAT MONEY.
SO NOW WE WANNA USE IT THOUGH, FOR ITS TRUE PURPOSE TO BUY THOSE TEXTBOOKS.
SO NO SOCIAL STUDIES SINCE 2012.
IT'LL BE ON THE NEXT SLIDE AND WE'LL, WE'LL, WE'LL SHOW YOU THE TEXTBOOK FUND AS WE, AS MR. VALENTINE GETS READY TO POP INTO HIS REVENUE PROJECTIONS.
THIS IS THE, UH, STATE REVENUE PROJECTION.
AS YOU KNOW, WE DON'T HAVE A STATE BUDGET YET, BUT BASED ON WHAT THE GENERAL ASSEMBLY HAD APPROVED AT THE, AT THE POINT IN TIME WHEN WE DID THIS, UM, THIS IS A COMPARISON BETWEEN, UH, WHAT THE CURRENT YEAR BUDGET IS AND THEN WHAT THE, UM, GENERAL ASSEMBLY BUDGET IS AND WHAT THE INCREASES AND DECREASES ARE.
THAT'S JUST LOOKING AT THE STATE REVENUE SIDE OF OUR BUDGET.
IF YOU LOOK IN THE, UH, VERY TOP CATEGORY ONE, THE SOQ PROGRAMS, IF YOU COME DOWN TO THE THIRD ITEM, IT SAYS TEXTBOOKS.
[02:50:03]
IS.THAT IN PAST YEARS HAS BEEN MENTIONED, GETS ABSORBED INTO THE BUDGET AND USED FOR THINGS THAT QUALIFY FOR THE STATE TO ALLOW US THE, THE STATE QUALIFIES US TO USE FOR THAT MONEY, BUT IT'S NOT THE ACTUAL PURCHASE OF TEXTBOOKS.
UM, WHAT WE'RE PROPOSING TO DO IS, AND WHEN WE GET TO A DIFFERENT PAGE HERE, YOU'LL SEE A TRANSFER OUT OF THE OPERATING FUND AND TO THE TEXTBOOK FUND OF THE $426,973.
SO BASICALLY IT'S CREATING A HOLE IN OUR OPERATING BUDGET OF THE 426 9 73 THAT IN PRIOR YEARS HAS BEEN THERE.
THEN IF WE JUST GO, THIS IS, UH, A SUMMARY OF THE DIFFERENT, UH, STATE BUDGETS THAT EXISTED AT THAT TIME AND WHAT THEIR IMPACT WOULD BE.
UM, THE HOUSE AND SENATE BILLS ACTUALLY GAVE US A LITTLE OVER A MILLION DOLLARS MORE, AND THAT'S WHAT WAS ADOPTED.
SO WE'RE LOOKING AT, AT 42 MILLION 789, 5 0 5 IN STATE REVENUE FOR NEXT YEAR, UM, AS IT STANDS TODAY, SUBJECT OF COURSE TO CHANGE.
SO THAT EXTRA MILLION, THE, THE LEGISLATURE HAS COMMITTED THAT MONEY, BUT IT WILL HAVE TO GO THROUGH CONFERENCE WITH THE GOVERNOR AND WE'LL SEE IF IT STAYS, SEE IF IT STAYS.
I THINK NEXT WEEK THE, UH, GENERAL ASSEMBLY COMES BACK FOR THEIR, UM, I DUNNO IF THEY CALL IT VETO SESSION OR WHATEVER IT'S CALLED, BUT THEY'LL COME BACK AND I THINK THE GOVERN GOVERNOR HAS INTRODUCED SOME AMENDMENTS TO THE STATE BUDGET AND THEY WILL DISCUSS AND, AND HOPEFULLY COME UP WITH A BUDGET, UM, NEXT WEEK AS OPPOSED TO THE END OF JUNE AS IT'S BEEN SOMETIMES.
SO, UH, AND YOU MAY NOT HAVE THE ANSWER TO THIS QUESTION.
SO WITH THE, UM, NEW DIRECTION COMING FROM, FROM THE HILL OF TRANSFERRING FEDERAL MONEY, UH, SCHOOL BUDGETS TO THE STATES AND HAVING THE STATES DISTRIBUTED LOCAL, UM, LOCALLY, HAVE YOU HEARD ANY, YOU KNOW, PRELIMINARY IDEAS OR MODELS OF HOW THAT MIGHT WORK AND IF IT, AND OR WHAT FISCAL YEAR IT MIGHT? WELL, I DON'T THINK SO.
AND, AND I THINK IF YOU LOOK AT THE, THIS, UH, NEXT CHART THAT'S COMING UP MM-HMM
UM, UP IN THE RIGHT HAND CORNER THERE IS OUR FEDERAL REVENUE, AND YOU CAN SEE IT'S BASICALLY TITLE 1, 2, 3, 4, AND FIVE.
UM, AND THEN SIX B, WHICH IS THE IDEA AND THE PRESCHOOL MINI GRANT, AND THEN PERKINS, THOSE ARE THE FEDERAL PROGRAMS. EVERYTHING I'M HEARING ON THE NEWS ANYWAY IS THOSE FEDERAL PROGRAMS ARE GONNA STAY IN, THAT, THAT MONEY IS, UH, UM, ALLOCATED BY CONGRESS.
IT'S IN THE BUDGET THAT MONEY'S GOING TO STAY THERE.
I THINK THE QUESTION IS HOW IT'LL BE ADMINISTERED NOW, AS IT CURRENTLY STANDS THAT MONEY FLOWS THROUGH THE STATE.
WE DON'T GET THAT MONEY DIRECTLY FROM THE FEDERAL GOVERNMENT TODAY, NOR HAVE WE IN THE PAST.
IT FLOWS TO THE STATE, THE STATE'S ADMINISTRATED AND, UH, ADMINISTER IT AND, UM, PORTION IT OUT TO THE DIFFERENT LOCALITIES ON A REIMBURSEMENT BASIS.
SO, YOU KNOW, IT, IT MAY NOT CHANGE AT ALL THE WAY WE SEE IT HERE AT OUR LEVEL, IT MAY CHANGE AT THE STATE LEVEL OR THE FEDERAL LEVEL IF A DIFFERENT DEPARTMENT ADMINISTERS IT OR WHATEVER, BUT, UM, RIGHT NOW, I, I DON'T KNOW IF I'M BEING OVERLY OPTIMISTIC, BUT I THINK WE'RE GONNA, WE WON'T SEE MUCH CHANGE IN THAT.
WELL, I WOULD THINK THAT WE WOULD SEE SOME TYPE OF INCREASE BECAUSE YOU'RE CUTTING, YOU KNOW, SOME BUREAUCRACY OFF AT THE HILL THAT MIGHT RELIEVE A LITTLE MORE FUNDING.
AND, UM, AND I'M JUST GONNA THROW THIS THOUGHT OUT.
WE DON'T HAVE TO DISCUSS IT, BUT WHAT WOULD BE IN THE FUTURE, IF, IF BY CHANCE THAT YOU RECEIVED MORE MONEY, HOW WE WOULD NEGOTIATE THAT AND ABSORB IT WITH THE CURRENT, THE NUMBERS THAT WE'RE LOOKING AT? I'M NOT SAYING WE'RE, I'M JUST SOMETHING THAT WE TO THINK ABOUT.
I'LL HAPPY CROSS THAT WHEN WE GET THERE.
THE, THE THING IS, IT, IT'S FEDERAL MONEY.
IT'S, I KNOW EVERY PIECE OF FEDERAL MONEY WE'VE GOTTEN IN THE PAST HAS SOME, UH, WELL, THAT'S A VERY GOOD PART BECAUSE IT'S HERE, MARKED STRINGS ATTACHED TO IT.
YEAH, THAT'S, THAT'S A VERY GOOD POINT.
SO AS WE COME DOWN THE PAGE, I WILL COME DOWN TO THE, UH, THIRD SORT OF CATEGORY THERE THAT SAYS, TRANSFERS IN AND OUT.
[02:55:01]
AND THE FIRST ITEM THERE IS A TRANSFER OUT TO THE TEXTBOOK FUND.THAT'S THE MONEY THAT WOULD COME INTO THIS OPERATING BUDGET, BUT THEN AS IT'S RECEIVED, BE TRANSFERRED OVER TO OUR TEXTBOOK FUND TO PURCHASE TEXTBOOKS, AND THE TEXTBOOK FUND CAN CARRY OVER FROM ONE YEAR TO THE NEXT.
I SUSPECT, UH, MS. BRAGG WILL BE SPENDING THAT ALL IN NEXT YEAR, BUT IF FOR SOME REASON SHE CAN'T FIND A WAY TO, UH, WHICH WON'T HAPPEN.
BUT IF SHE WERE, UM, THAT MONEY WOULD CARRY OVER.
THE, THE GOOD THING IS ONCE WE START THIS AND DO THIS THIS YEAR, IF WE CAN NEXT YEAR, UM, IN FUTURE YEARS, THEN IT WOULD AUTO MOST, IT WOULD BE AUTOMATIC ALMOST THAT THAT MONEY WOULD TRANSFER OVER AND WE WOULD BE ABLE TO GET BACK ON A SCHEDULE OF, UM, ADOPTING AND REPLENISHING AND, UM, BUYING OUR TEXTBOOKS AT A RATE THAT WE SHOULD NOW THE NEXT ONE, THE COUNTY APPROPRIATION.
THAT'S WHAT AFFECTS YOU FOLKS.
WELL, LET ME BACK UP THE ALL IN PER PUPIL.
THIS IS THE THIRD AND FINAL YEAR THAT WE CAN SPEND IT.
WE RECEIVED IT ALL IN FISCAL 24, AND WE'RE SPENDING IT THIS YEAR FOR THOSE TUTORS.
NEXT YEAR, IT WOULD BE SPENT FOR THE THINGS THAT MS. BRAGG SPOKE ABOUT, UM, WITH THE VLA, THE READING MATERIALS AND THINGS LIKE THAT, THAT WOULD DRY THAT FUND UP, SO TO SPEAK, THAT FUNDING SOURCE.
UM, NEXT YEAR, SO WHILE WE WOULD BE TRANSFERRING IN A HUNDRED AND SEVENTY FIVE, NINE FORTY TWO, WE WOULD BE TRANSFERRING OUT, UM, 4 26, 9 73.
SO OUR TRANSFERS WOULD BE A NET TRANSFER OUT AND REVENUE LOSS.
RIGHT, WHICH IS, UH, WHICH TRANSFER THAT AT 1.9.
UM, THEN WHEN YOU COME DOWN TO THE COUNTY APPROPRIATION, IN ORDER TO BALANCE THE OPERATING BUDGET EXPENDITURES THAT ARE PROPOSED AND PRESENTED, UH, IT WOULD TAKE, UM, 32 MILLION 926, 356 OR A 4.2, ALMOST 4.3 MILLION INCREASE IN THE LOCAL APPROPRIATION TO BALANCE THE BUDGET THAT'S BEEN PROPOSED AND FORWARDED TO YOU.
AND THEN YOU CAN SEE WHERE THE DIFFERENT CHANGES, WE WOULD HAVE A LITTLE OVER A MILLION MORE IN STATE, BUT BECAUSE WE LOST THAT ALL IN STATE, UM, ALL IN FUNDING, VIRGINIA FUNDING, UM, WE'RE LOSING MONEY THERE.
SO REALLY THE BUDGET INCREASE 3.2 MILLION, BUT BECAUSE WE'RE LOSING OTHER FUNDING, IT WOULD REQUIRE A 4.2 MILLION, 4.3 MILLION INCREASE IN COUNTY FUNDING.
SO JUST TO GIVE A LITTLE COMPARISON HERE BETWEEN THE DRIVERS, THE DIFFERENT COMPONENTS OF OUR BUDGET FOR IT'S PROPOSED FOR NEXT YEAR COMPARED TO WHAT'S APPROVED FOR THIS YEAR, YOU CAN SEE THERE, WHAT WE DID WAS BREAK OUT SALARIES AND BENEFITS, WHICH IS BY FAR THE LARGEST PORTION OF OUR BUDGET THE PROPOSED ADDITIONAL POSITIONS.
THIS YEAR WE HAD, UH, $362,000 WORTH OF, UM, ADDITIONAL POSITIONS.
NEXT YEAR WE'VE REQUESTED 409,000.
THE POSITION ENHANCEMENTS 82,000 THIS YEAR, WHEREAS WE DID NOT HAVE ANY IN THIS YEAR'S APPROVED BUDGET.
AND THEN OUR NON-LABOR GOES FROM 11,000,427 UP TO 12,000,203.
WE'VE COVERED ALL THOSE PREVIOUSLY, BUT THAT IS A 3.2, UM, MILLION DOLLAR INCREASE OVER OUR CURRENT BUDGET.
BEFORE YOU MOVE ON, SO FOR NUMBER FIVE, THE PROPOSED INCREASE OH, INCREASE.
SO LET ME, UM, ASK THIS QUESTION.
WHAT DO YOU, WHAT IS YOUR CONFIDENCE LEVEL IN PUTTING OUT AN ESTIMATE OF HOW MUCH, UM, SURPLUS ARE YOU GONNA HAVE FROM FISCAL YEAR 25? WHERE ARE YOU WHERE NOW IT IS? SO, SO, SO CURRENT NUMBERS RIGHT NOW IS BELOW 200,000.
SO THAT'S REALLY, REALLY TIGHT.
AND SO THOSE NUMBERS, SO RIGHT NOW WE, WE ARE STOPPING SOME THINGS AND,
[03:00:01]
AND, UM, YOU KNOW, AT THE BEGINNING OF THE YEAR, AND JUST SO YOU KNOW, ON SCHOOL BUDGETS, UM, JUST AS A PREPARATION, WE ACTUALLY HAD ALL OF OUR, UM, COST CENTERS HOLD 20%.SO THEY, THEY ARE ONLY ON AN APPROVED SPENDING OF 80% OF THEIR BUDGET RIGHT NOW, UM, ON THE NON-LABOR.
AND, AND WHEN WE'RE, WHEN, WHEN MR. BALLANTINE LOOKS AT, AT PROJECTIONS, UH, THE LAST FIGURE, I THINK HE HAD TWO FIGURES.
UM, ONE WAS JUST RIGHT OVER 200,001 WAS AT 193,000.
SO LAST YEAR WE HAD A BREAKDOWN OF THE LINE ITEMS OF ALL OF THE, UH, THE BUDGET LINE ITEMS. DID I MISS AN EMAIL? DID WE GET THAT? NO, YOU DID NOT GET THOSE.
AND WE'RE NOT GONNA DO AN ADDITIONAL LINE ITEM.
WHAT WE WILL DO IS WE'LL PROVIDE YOU WITH THIS YEAR'S LINE ITEM BUDGET, AND WE CAN PUT WHERE THESE CHANGES WOULD GO.
UM, BUT I AM NOT GOING TO HAVE MR. VALENTINE RIGHT NOW WHEN WE DON'T KNOW WHAT'S HAPPENING WITH THE STATE BUDGET TO BUILD A LINE ITEM BUDGET OFF OF WHAT I'VE PROPOSED, AND THEN WE GET SOMETHING DIFFERENT, THEN HE HAS TO GO IN AND CHANGE IT FOR WHATEVER IS DIFFERENT.
AND I, I JUST DON'T WANT HIM CHANGING IT THREE TIMES, UM, AS HE HAS IN HASN'T, AS HE DID LAST YEAR.
BUT WHAT WE WILL DO IS WE WILL PROVIDE THE CURRENT FY 20 BUDGET WITH THE SMALL CHANGES ON WHERE THEY WOULD GO WITHIN THOSE CATEGORIES TO SHOW WHAT IS GOING.
SO THE REPORT WOULD SHOW FISCAL YEAR 25 BUDGET MM-HMM
AND THEN YOU'LL HAVE ANOTHER COLUMN IN THERE FOR PROPOSED FISCAL YEAR 26 FOR THE CHANGES THAT YOU USED TO DEVELOP.
YEAH, THAT'S WHAT WE, THIS BUDGET TO US.
IS THAT, IS THAT WHAT I HEARD? THAT'S WHAT WE TALKED ABOUT.
THAT WAY HE DOESN'T HAVE TO SET AND TAKE THE TIME TO, TO, TO BUILD THAT.
BUT IT, IT'S BEST TO BUILD IT AS YOU GET CLOSER TO KNOW WHAT YOUR NUMBERS ARE GONNA BE.
WELL, IT, IT SHOULD, SHOULD GET CLOSE TO WHEN WE HAVE TO APPROVE THE BUDGET.
SO IF YOU, WHATEVER YOU CAN PROVIDE US NOW, I'D REALLY APPRECIATE THAT.
IF, IF RICHMOND DOES COME AND COME THROUGH A LITTLE FASTER THIS YEAR, MAYBE AT THAT POINT YOU COULD, AS SOON AS YOU GO THROUGH THAT EXERCISE, YOU CAN SHARE IT WITH US.
AND, AND YOU KNOW, THE SOONER WE KNOW WHAT, YOU KNOW, THINGS ARE GONNA BE MOVING AND WHAT DIRECTION, YOU KNOW, IT JUST, WHEN IT TAKES TIME TO GO THROUGH, HOW MANY LINES DO YOU HAVE ON YOUR BUDGET, 1500 ROUGHLY.
AND, AND MAKING SURE THAT EACH COST CENTER AND EVERYTHING THAT TAKES, THAT TAKES ALMOST A WEEK OR, OR, OR, SO YEAH, FOR, FOR ROB TO WORK THROUGH THAT STUFF AND TO, YOU KNOW, AND THEN TO GO AROUND AND CHANGE IT THE NEXT WEEK, THAT'S NOT, THAT'S NOT EFFICIENT TIME MANAGEMENT FOR, FOR MR. VALENTINE AT THIS TIME.
WELL, IF YOU COULD JUST COME UP WITH A REPORT THAT CAME UP THAT JUSTIFIES THESE NUMBERS, WOULD BE WHAT I'D BE LOOKING FOR IN COMPARE TO THE FISCAL 25 BUDGET WITH THE KNOWLEDGE THAT WE KNOW THINGS WILL CHANGE GOING DOWN THE ROAD.
BUT, YOU KNOW, IT'S GREAT TO SEE SUMMARY, BUT HOW, WHAT, WHAT, HOW DID YOU GET THERE? THANK YOU.
THEN THE NEXT SLIDE, AGAIN, AS MR. VALENTINE TALKED ABOUT, WE JUST WANTED TO AGAIN MAKE NOTE, UM, PROPOSED REVENUE REDUCTIONS AND REALLOCATIONS IN, IN OUR CURRENT PROPOSAL.
WHEN YOU LOOK AT THE, UH, PER PUPIL FUNDING FOR THE ALL IN PER PUPIL FUNDING, UH, THAT'S A REDUCTION OF, AGAIN, $1.5 MILLION, UH, THAT WAS USED FOR SALARIES THIS YEAR.
AND THEN WE'VE TALKED IN DEPTH TONIGHT ABOUT THE TEXTBOOK FUND TRANSFER OUT OF 4 420 6,000.
SO AGAIN, THAT'S THAT $1.9 MILLION IN REVENUE THAT WE ARE NOT SEEING GOING INTO THE OPERATION, WHICH THEN AGAIN, AS MR. BALLANTINE, UM, EXPLAINED EARLIER, YOU KNOW, THE REQUEST IS 3.2, BUT BECAUSE OF THOSE REVENUE, THE REVENUE LOSS WITH ALL IN, AND THEN THE REVENUE TRANSFER OUT TO THE TEXTBOOK, YOU KNOW, THOSE REVENUE LOSSES BUMPS THAT UP TO THE 4.2, UM, WHERE WE'RE AT REQUEST.
THEN, AS WE MENTIONED EARLIER, UH, HERE'S WHERE YOU SEE FOOD SERVICE AND TEXTBOOK FUNDS.
AGAIN, THESE ARE SEPARATE FUNDS.
UH, FOOD SERVICE IS 4.3 MILLION, AND THE TEXTBOOK THERE IS WHERE WE'RE GOING TO TRANSFER THAT 426,000 INTO THAT TEXTBOOK FUND.
AND SO THAT, THAT WOULD BE THE APPROPRIATIONS REQUEST FOR THOSE.
THE NEXT SLIDE, AND I PROMISE YOU WE ARE ALMOST DONE, UH, CAPITAL IMPROVEMENT WE HAVE ON HERE, 875,278.
[03:05:01]
THANK YOU.UH, YOU CAN SEE THAT WE HAVE SOME CONTROL CENTERS, UH, AT FIVE SCHOOLS THAT ARE ABOUT $10,000 EACH.
WE HAVE A ROOF AT HILL TO J AND THEN WE HAVE A TENNIS COURT RENOVATION AT ONE OF OUR HIGH SCHOOLS.
BOTH OF OUR TENNIS COURTS ARE, ARE IN NEED OF, OF REPAIR.
UM, ONE OF THE THINGS WE'RE GOING, WE'RE LOOKING AT RIGHT NOW, AND YOU KNOW, I'VE TALKED WITH DR.
COSTNER, I KNOW, UM, MR. BALLANTINE IS, IS WORKING WITH, UM, UH, MS. SCOTT CONCERNING ARE SOME, SOME FUNDS THAT WE HAVE IN OUR FACILITY SIDE.
UM, IF I CAN ACTUALLY GET, AND, AND I KNOW MR. I THINK, UM, MR. HELME HAS SENT OUT A REQUEST FOR BID ON ROOF OR SHINGLING, HJB, HASN'T HE OR, OR IS IN THAT PROCESS? HE'S GOT, HE'S GOT THE COST ESTIMATE.
SO, SO WE'VE GOT SOME FACILITIES FUND THAT IF WE CAN USE THIS YEAR, THEN THAT WOULD ALLOW ME TO REMOVE THAT COST FOR THE ROOF AT HILDA OUT OF THE REQUEST FOR NEXT YEAR'S BUDGET.
SO, SO WE'RE LOOKING AT TRYING TO, TO ADDRESS THAT OUT OF THE FACILITIES, UM, CURRENTLY, AND WE'RE GONNA TALK TO, UM, OUR BUDGET, OR NOT OUR BUDGET, BUT THE BUILDING COMMITTEE, UH, THEY MEET TOMORROW, TOMORROW, UM, AND KIND OF TALK ABOUT THAT IN DEPTH THERE A LITTLE BIT TOO.
SO IF WE CAN MOVE THAT OFF, THAT'D BE GREAT.
UH, BUT WE, WE, WE NEED TO WORK THROUGH SOME THINGS.
UH, THEN THE NEXT PICTURE IS JUST A PICTURE OF OUR TENNIS COURTS.
UM, I KNOW THAT WAS ONE OF THE THINGS THAT WE LOOKED AT TODAY WITH MS COLORS AT WARREN COUNTY HIGH SCHOOL.
UH, WE DID ACTUALLY GET A, UM, A DIFFERENT QUOTE.
UH, SO WE DID HAVE ANOTHER COMPANY, AND ACTUALLY THE FIRST QUOTES THAT WE HAD WERE AROUND 700,000.
AND AS YOU NOTICE, THIS ONE'S AROUND 400,000.
SO WE DID, WE WERE ABLE TO GET A CHEAPER PRICE ON, UH, REDOING THOSE, UH, TENNIS COURTS.
THEN THE LAST SLIDE, THIS IS JUST TALKING ABOUT, IF WE LOOK AT LEVEL FUNDING, WHAT, WHAT ARE THE RAM RAMIFICATIONS OF LEVEL FUNDING TO THIS BUDGET? UM, ALL SCALES RECEIVE A 3% INCLUSIVE STEP.
THAT MEANS YOU TAKE AWAY THE 3% PLUS THE STEP FOR THE TEACHERS, YOU REMOVE THE SCALE ADJUSTMENTS FOR SCALE 6 24, 18 35, 42, UH, REVISIONS, AND IT REMOVES THE SUPPLEMENTAL AND COACHING SCALE REVISIONS.
ALL ADDITIONAL POSITIONS ARE REMOVED.
THAT'S THE BRTC SPECIAL EDUCATION.
UH, THAT'S THE TRANSLATOR OR ELL UH, POSITION.
THAT'S THE NURSING COORDINATOR, THAT'S THE PIO, THE PUBLIC INFORMATION.
ALL PAY GRADE ADJUSTMENTS ARE REMOVED.
UM, ALL STUDENT SUPPORT COACHES AND STUDENT SUPPORT INSTRUCTIONAL ASSISTANTS ARE REMOVED.
THAT MEANS YOU LOSE THE EIGHT AND THE SEVEN, UH, ALL NON-LABOR BUDGETS ARE LEVEL FUNDED.
THAT MEANS THEY ARE FUNDED AT THE CURRENT STATE THAT THEY'RE AT THIS YEAR, AS YOU KNOW, WE ARE DOING JUST IN SODEXO OR WELL, WITH OUR, OUR SODEXO CONTRACT FOR, UH, JANITORIAL SERVICES THAT IS GOING OUT FOR BID, WE ARE PROJECTING A 5%.
SO THAT MEANS IF WE LEVEL FUND AND THE BILL IS HIGHER, THAT MEANS WE'RE GONNA HAVE TO GET A, A, A CHEAPER SERVICE.
SO THAT MEANS OUR BUILDINGS MAY NOT BE AS CLEAN.
UM, WE MAY HAVE TO MODIFY ADJUSTMENTS.
AND THAT ALSO, I THINK, UM, DR.
DALEY, HOW MANY PEOPLE DO WE PROVIDE? DO WE PROVIDE YOU GUYS WITH SOME SERVICES THROUGH SODEXO? THERE ARE TWO PEOPLE WHO DO THIS BUILDING AND THEY SHARE BOTH SIDES OF IT.
SO, SO THAT WOULD BE, YOU KNOW, THAT WOULD BE A LEVEL OF, YOU KNOW, IF, IF FUNDING IS NOT THERE AND WE HAVE TO LEVEL FUND AND WE KNOW OUR PRICE IS GOING UP, THAT MEAN WE WOULD HAVE TO LOOK AT THE LEVEL OF CLEANLINESS THAT WE'RE DOING WITHIN OUR SCHOOLS.
BUT WITH THE COMPETITIVE BID, YOU WON'T KNOW UNTIL YOU GET THE BIDS CORRECT.
SO, AND SO THE SCOPE OF WORK SHOULD BE THE SAME.
THE SCOPE OF WORK THAT YOU'RE GETTING NOW, NOT IF YOUR LEVEL.
AND SO, YOU KNOW, SOMETIMES YOU NEVER KNOW.
YOU MAY, YOU MIGHT BE ANOTHER SERVICE PROVIDER, THEY'LL COME IN AND OFFER THE SAME SERVICES FOR LESS MONEY.
SO TO MAKE THE ASSUMPTION AS TO MAKE THAT ASSUMPTION AT THIS POINT IN TIME IS BE, I'M JUST GIVING THAT AS AN EXAMPLE, AS A LEVEL OF FUNDING.
I UNDERSTAND THAT WHEN, WHEN, WHEN WE GO OUT FOR BID, THERE ARE, THERE ARE MANY THINGS THAT CAN HAPPEN IN A BID, BUT YOU KNOW, THAT'S JUST, THAT WAS JUST GIVING AN EXAMPLE.
UM, WHEN WE LOOK AT ALSO THE TEXTBOOK FUNDS, THOSE ARE GOING TO BE PLACED BACK IN THE OPERATIONAL BUDGET.
SO THAT MEANS YOU WILL NOT HAVE FUNDS IN THE TEXTBOOK ACCOUNT IN ORDER TO PURCHASE, IN ORDER TO PURCHASE TEXTBOOKS.
UM, THEN ALSO WE LOOKED AT AND WE SAID, OKAY, THE EMPLOYEES WILL BEAR THE FULL COST OF THE, OF, OF INSURANCE INCREASE.
SO WCPS WILL CONTINUE TO COVER THE CURRENT EMPLOYER CONTRIBUTIONS, BUT EMPLOYEES WOULD ABSORB THE FULL 10%.
AND SO JUST LOOKING AT THE AVERAGE THERE, THIS WOULD RESULT IN AN AVERAGE EMPLOYEE COST OF $421, UH, PER MONTH FOR, UH, COMPREHENSIVE PLANS.
CURRENTLY THEY'RE PAYING ABOUT 2 68 PER MONTH.
SO YOU KNOW THAT THAT WOULD INCREASE THAT ON, ON THOSE EMPLOYEES.
NOW THE ONE THING THAT THAT DOES GIVE US, UM, THAT
[03:10:01]
WE DID KEEP IN THERE WERE ALL OF THE, UM, THE POSITIONS THAT WERE HELD OR REPURPOSED.SO THIS WAS JUST AN EXAMPLE OF, OF KIND OF WHAT WHAT WOULD LOOK LIKE, UH, AND, AND WE'RE STILL, WE WOULD STILL NEED TO ASK THE COUNTY FOR $1,600 IN IN THAT SCENARIO, IN THAT EXAMPLE.
UM, YOU KNOW, I DO APPRECIATE YOUR TIME, UH, TONIGHT IN ORDER, YOU KNOW, LISTENING TO THIS LENGTHY PRESENTATION.
UM, YOU KNOW, I APPRECIATE YOUR DUE DILIGENCE, UM, AS, AS, AS A BODY.
AND AGAIN, I WOULD LIKE TO INVITE ANY SUPERVISORS THAT WOULD LIKE TO, UM, ONE, GO OUT AND, AND VISIT THE SCHOOLS WITH ME.
WE'LL SET A DATE LIKE, UH, MS. COLORS AND I DID TODAY, AND WE'LL GO OUT AND WE'LL, WE WILL VISIT SOME SCHOOLS AND, UH, LET YOU LOOK AROUND AND TALK TO OUR ADMINISTRATORS, UM, AND TALK TO THE GREAT PEOPLE THAT, AND SEE SOME OF THE GREAT THINGS AND THAT THAT'S HAPPENING IN OUR SCHOOLS.
SO, UM, I ENCOURAGE YOU AND, AND I'M HAPPY TO, TO TO MEET YOU ANYTIME, UM, AND, AND DO THAT.
GOT A COUPLE QUESTIONS BEFORE WE LEAVE.
SO, UM, LAST YEAR WE TALKED ABOUT THE ACCREDITED, UH, SCHOOLS THAT WERE ACCREDITED WITH CONDITIONS, AND I THINK IT WAS THERE SHORTLY AFTER THAT.
IT WAS A PLAN WAS PRESENTED HOW TO GET THESE SCHOOLS FULLY ACCREDITED.
SO WITH THE BUDGET THAT YOU HAVE PRESENTED TO US, IS THAT, UH, IS THAT SUPPORTING THAT PLAN THAT YOU PRESENTED LAST YEAR? AND ALSO, HAS ANY OF THE SCHOOLS OF LAST YEAR ACHIEVED FULL ACCREDITATION? SO THERE'S A COUPLE THINGS THAT, THAT WE'LL, WE'LL NEED TO TALK.
AND ONE, I WOULD ENCOURAGE YOU TO COME TO OUR BOARD MEETING IN JUNE OR TO AT LEAST WE ARE GOING TO, THE STATE IS ISSUING A NEW ACCREDITATION MODEL.
SO THE CURRENT MODEL THAT WE'RE USING THAT EVERYBODY IS, IS USED TO, IS GOING OUT THE WINDOW AND THEY'RE USHERING IN A NEW ONE.
AND WHEN WE LOOK AT THAT NEW ONE, UM, OUR SCHOOLS THAT ARE ON TRACK, THEY'RE, THEY'RE CHANGING THE LANGUAGE TO ACCREDITED OR ACCREDITED WITH THE CONDITIONS TO ON TRACK, OFF TRACK AND NEEDS INTENSIVE SUPPORT OR SOMETHING LIKE THAT.
BUT, UM, AND, AND, AND THE STATE IS STILL CHANGING SOME THINGS.
SO JUST EVEN LAST WEEK THEY WERE CHANGING THE PROCESS OF, OF WHAT THEY'RE GOING TO USE.
AND, AND, AND IN DOING THAT, AND I BELIEVE WHEN WE RAN OUR NUMBERS OFF OF LAST YEAR'S DATA, UM, WE WOULD'VE ONLY HAD TWO SCHOOLS THAT WERE OFF TRACK WHERE WE HAVE, WAS THAT CORRECT, MS. BRAGG, OR WAS THERE THREE? I KNOW TWO THAT WERE ACCREDITED WITH CONDITIONS ACTUALLY WENT TO ON TRACK.
YEAH, THAT'S WHAT I WAS GONNA, I THINK IT THAT IT WAS THREE.
AND THEN, OKAY, THE COUPLE SWITCH TO, TO BEING ON TRACK, I'M LOOKING NOW FOR THE, THE LANGUAGE, UM, BECAUSE IT'S, IT'S ON TRACK, OFF TRACK, BUT THEN IT'S ACTUALLY ON THE OTHER END, IT'S ON THAT CHANGING LIKE THE HIGH ACHIEVING SCHOOLS.
I CAN'T WHAT THEY'RE CALLING THAT.
BUT, BUT ANYWAY, SO, SO THAT, THAT MODEL IS CHANGING.
AND YES, TO ANSWER YOUR QUESTION, THIS BUDGET, THIS, THIS DOES ADDRESS THAT, YOU KNOW, WHAT WE'RE TRYING TO DO IN OUR SCHOOLS TO MAKE SURE THAT WE ARE GETTING, UM, OUR, OUR SCHOOLS NEXT YEAR ON TRACK.
SO WHEN YOU SAY ON TRACK, THAT MEANS ACCREDITED, WELL, THEY'RE NOT USING THE TERM ACCREDITED ANYMORE.
WELL, YOU'RE, IT'S THE TERM YOU JUST USED.
SO ON TRACK EQUALS THAT THEY ARE ACCREDITED OR THEY, OR IS IT SAYING IT'S STILL ACCREDITED WITH CONDITIONS? ACCREDITATION IS GOING TO BE A TOTALLY DIFFERENT SOLUTION.
ACCREDITATION IS GOING TO BE BASED OFF OF POLICIES, PROCEDURES, UM, SOQ MEETING SOQ, UM, IT'S NOT, IT BASED ON, BASED OFF RIGHT NOW IT'S NOT BASED OFF OF, UH, STUDENT STUDENT TEST SCORES IS WHAT THE ACCREDITATION IS NOT GOING.
IT'S MORE OF THE OPERATION OF THE SCHOOLS, UH, TO WHERE NOW WE'RE GOING TO BE LOOKING AT DATA JUST ON STUDENT DATA.
UM, SO IT'S NOT PART OF THE ACCREDITATION SYSTEM.
AND THEN THE, UM, THE LAST QUESTION IS OUT OF THE WHOLE BUDGET, THERE IS NO, NO EXPENSES, UH, THAT WILL BE COVERING ANY OF YOUR PRE-K ENROLLMENT? YES.
BECAUSE YOU WOULD SAY BPI, YOU SAID PRE, IF YOU GO BACK TO, DIDN'T YOU SAY, LEMME FINISH, DIDN'T YOU SAY PRE-K WAS BEING FUNDED BY A GRANT? THERE'S DIFFERENT MONEY THAT'S FUNDING THIS.
AND SO I'M JUST ASKING OUT OF THE LOCALITY
[03:15:01]
DOLLAR AT LOCALITY CONTRIBUTION, IS ANY OF THAT GOING TO THESE PRE-K PROGRAMS? SO THERE'S A MATCH THAT THIS, THAT ANY WITH THE INCENTIVE THAT THE COUNTY HAS TO COME UP WITH.OKAY, SO THERE IS, SO, OKAY, IF YOU LOOK, I THINK IT'S VIRGINIA PRESCHOOL INITIATIVE WHERE THEY OUTLINE, UH, AND, AND IT'S ON THE, UH, ACCOUNT TEMPLATE, IT SHOWS HERE'S THE STATE PORTION, HERE'S THE LOCALITIES PORTION.
SO, SO THERE IS A COST TO THAT.
I THINK WHAT YOU WERE REFERRING TO IS WHEN WE DID OUR STUDENT ENROLLMENT, WE DON'T GET MONEY ON THOSE PRE-K STUDENTS.
'CAUSE THAT DOESN'T COUNT FOR OUR STATE ENROLLMENT NUMBERS, BUT THEY ARE A COST TO US STILL AS A DIVISION.
I'M JUST, I'M JUST SAYING I'M DISTINGUISHING BETWEEN COUNTY CONTRIBUTION ACCOUNTABILITY VERSUS OTHER SOURCES.
THAT'S ALL KIND OF LIKE THE LIBRARY.
UM, I'D LIKE TO LAY OUT A FEW NUMBERS THAT REPRESENT THE CHALLENGE WE'RE WE'VE GOT IN FRONT OF US HERE.
UM, I APPRECIATE ALL THE WORK THAT'S GONE INTO THIS SOMEHOW.
THIS GOT SCHEDULED FOR ONE HOUR.
UM, TWO, BUT WHAT NO, IS IT TWO? IT WAS SUPPOSED TO BE FIVE TO SEVEN, SIR.
THAT THEN, OKAY, FIVE TO SEVEN LITTLE.
IT DOESN'T MAKE ANY DIFFERENCE.
WE APPRECIATE YOU GOING OVER JUST I DID, I JUST, THERE THIS IS A CHALLENGE.
UM, SO GENERALLY, YOU KNOW, WE ALL KNOW OUR, OUR ASSESSMENTS WENT UP QUITE A BIT AND THERE'S GONNA BE AN EQUALIZATION, SO WE'RE GONNA BE SETTING TAX RATES.
UM, I'VE BEEN KIND OF TRYING TO TRACK THIS AS, AS THE PRES, AS THE, AS THE PRESENTATION WENT ON.
UM, YOU KNOW, WE KNOW THE, THE ENROLLMENT'S DOWN ABOUT 10% OVER THE LAST 12 YEARS, UM, IN TERMS OF INFLATION, INFLATION FROM 2012 TO TO, OR YEAH, 2013 TO 2025 WAS CUMULATIVELY 36%.
UM, LOOKING AT THE, AT THE, WHAT HAS CHANGED SLIDES, THE SALARY INCREASES.
IT'S GOOD NEWS REALLY BECAUSE, UM, THE CUMULATIVE INFLATION OVER THAT TIME, 20 12, 20 25 WAS 36%.
BUT I JUST TOOK A SAMPLE OF THREE VALUES AT THE BOTTOM, MIDDLE AND, AND TOP OF THE SALARY SCALE FOR TEACHERS.
AND, UM, AT THE VERY BOTTOM END FOR THE ENTRY LEVEL, THEY INCREASED 32%, WHICH IS NOT QUITE INFLATION, BUT 41%, UM, FOR THE REST OF THE SCALE.
SO, SO THE, THE TEACHER PAYS BEEN KEEP DOING INCREASING BETTER THAN INFLATION FOR THE LAST 12 YEARS.
AND EVEN THOUGH THIS COUNTY PAYS LESS THAN SURROUNDING COUNTIES, THAT'S, THAT'S AT LEAST KEEPING UP AND BEATING INFLATION.
UM, I HAVE SOME, SOME, I TOOK SOME NUMBERS OFF THE, THE SLIDE THAT I GOT FROM THE BOARD THING.
THE, UH, ELL UH, ENGLISH LANGUAGE LEARNING INCREASES 116%.
UM, SO I, YOU KNOW, DEPENDING ON WHAT SLICE OF OF THE RESOURCES THOSE TOOK BACK THEN, THOSE ARE BIG, THOSE ARE BIG HITS.
UM, TOTAL OPERATING BUDGET FROM THE SLIDE, FORGIVE ME, I DON'T REMEMBER THE NUMBERS.
SO WE HAVE DROPPING STUDENT ENROLLMENT OF 10%, INFLATION OF 36% IN, IN OPERATING BUDGET INCREASE OF, OF 57%.
SO THAT'S A CHALLENGE FOR, FOR PUBLIC PERCEPTION OF EVERYTHING.
I MEAN, WHERE THE, THE, THE, THE CHALLENGES LIKE SPECIAL EDUCATION BY THE WAY, THAT WENT UP 7%.
UM, AND PUPIL PER PU PER STUDENT SPENDING, UH, FROM 2013 TO 2015 UP 75%.
UM, NOW I UNDERSTAND WE HAVE THINGS LIKE IEPS, WHICH I NEVER HEARD OF WHEN I WAS, WHEN I WAS A KID.
UM, EVERYTHING'S DIFFERENT NOW.
UM, NO POINT IN LAMENTING THEY GET OLD DAYS, YOU KNOW, BUT, UM, UH, I KNOW THERE WEREN'T SO GOOD.
EVERY, EVERY AGE HAS, ITS, HAS ITS PROBLEMS. UM, SO, YOU KNOW, THERE'S A, A 99 IN 99 MORE EMPLOYEES THAN 12 YEARS AGO.
UM, SO THERE'S A LOT OF INCREASES, BUT, BUT THE, THE NUMBER OF EMPLOYEES, THE INFLATION, ALL THAT, WE STILL HAVE A SITUATION WHERE, AND THIS ISN'T WARREN COUNTY, THIS IS ACROSS THE BOARD, K TO 12 COLLEGE, EVERYTHING EDUCATIONAL COSTS ARE JUST EXCEEDING INFLATION COSTS BY A LARGE MARGIN.
[03:20:01]
UNDERSTAND.I MEAN, THE, THE MORE YOU GET BURIED AND, AND SUBMERGE YOURSELF AND, AND ALL OF THESE DETAILS, IT, IT, IT DOES HELP TO UNDERSTAND.
BUT, UM, STILL IT'S, THERE'S A, THERE'S A PROBLEM WE HAVE AS RELAYING INFORMATION OR, OR MAKING DECISIONS, YOU KNOW, THAT OUR CONSTITUENTS UNDERSTAND.
UM, AND YOU KNOW, AGAIN, I I, I'M NOT TRYING TO RE-ENGINEER THE EDUCATION SYSTEM, BUT I'M JUST TRYING TO RELAY LIKE, FOR EXAMPLE, THAT IN THOSE 12 YEARS, THERE WERE AS A 10% INCREASE IN TEACHERS, BUT A 30, 38% INCREASE IN INSTRUCTIONAL ASSISTANCE.
SO IT'S A, IT'S A STRATEGY I GUESS OR, OR WHATEVER OF HOW, OF HOW EDUCATION'S CONDUCTED.
BUT, UM, THOSE ARE, ARE JUST NUMBERS THAT SORT OF MAKE PEOPLE SCRATCH THEIR HEAD AS TO, YOU KNOW, UM, WITH 10% FEWER STUDENTS, WHY EITHER 10% MORE TEACHERS AND 38% MORE INSTRUCTIONAL ASSISTANTS? SO IT, I DON'T KNOW IF IT'S CURRICULUM THAT'S THE CHALLENGE, LIKE, LIKE THE KIDS AREN'T LEARNING AS WELL WITH CURRICULUM OR IF IT'S THE, THE CULTURE AND EDUCATE THEY, YOU KNOW, WE DON'T HAVE AN EDUCATION CULTURE.
UM, I DON'T, I DON'T KNOW WHAT THOSE THINGS ARE, BUT, UM, I, I WAS, YOU KNOW, THERE'S GONNA BE AN EQUALIZATION OF THE TAX RATE.
WE'RE, WE'RE NOT GONNA STAY AT.
I, I'M, I'M, I'M, I'M, I'M MAKING AN ASSUMPTION AND I THINK IT'S A PRETTY GOOD ONE THAT WE'RE GONNA BE REDUCING OUR TAX RATE BECAUSE OUR ASSESSMENTS HAVE GONE UP SIGNIFICANTLY.
UM, BUT JUST TO GIVE EVERYBODY KIND OF A SENSE OF IT, UM, THIS, THIS $4.2 MILLION WOULD BE ABOUT A, UH, 13% INCREASE IN PROPERTY TAXES.
UM, AND THAT'S JUST, THAT WOULD JUST BE THE SCHOOL BUDGET, AND THAT'S JUST THE SCHOOL WE HAVE, YOU KNOW, WE HAVE OTHER, OTHER DEPARTMENTS THAT HAVE NEEDS AS WELL.
SO JUST KINDA SETTING THE STAGE FOR, FOR, YOU KNOW, IT'S A, IT'S NOT THAT IT'S DISCOUNTING NOTIFICATION, BUT THAT IT'S, IT'S PROBABLY GONNA BE, UH, NOT FULLY MET.
AND, AND A QUESTION I HAVE IS IF WE, UM, IF WE'RE ABLE TO ASK QUESTIONS AND WE COME OUT, YOU KNOW, WITH A NUMBER, ARE YOU AS A BOARD WILLING TO ENTERTAIN THE IDEA THAT IF, IF WE HAVE, IF WE CAN JUSTIFY ON THIS BOARD INCREASES FOR THINGS ON, ON IN YOUR SYSTEM, WOULD WE BE ABLE TO COME TO AN AGREEMENT OR ARRANGEMENT THAT WE, WE WOULD SAY, WE, WE AGREE THAT THIS NEED EXISTS.
AND SO IF YOU'LL AGREE TO SPEND IT ON THIS, WE'LL, WE'LL PUT THAT IN THERE AND THEN, AND THEN AND SO ON DOWN THE LINE.
SO JUST TO, TO MAKE A RAN, JUST TO MAKE AN ILLUSTRATION, IF, IF INSTEAD OF 4.2, IT WAS 2.1, UM, WOULD WE BE ABLE TO WORK ON, ON A BASIS THAT SAYS, YOU KNOW, WE, WE REALLY UNDERSTAND THERE'S NEEDS HERE AND AS YOU KNOW, BOARD SUPERVISORS, WE'RE PRIORITIZING, WE THINK THESE ARE THE ONES OR, OR IS THAT SOMETHING YOU'RE WILLING TO ENTERTAIN? IT'S, IT'S, IT'S ALMOST LIKE A LINE ITEM, BETO.
WELL, IT'S, IT'S AN, IT WOULD BE AN EFFORT BECAUSE OF THE STRUGGLE FOR, OF, OF EVER OF ALL MONEY SPENT REALLY TO, TO, TO, TO MAKE, UH, STATEMENTS.
I THINK WE, LAST YEAR WE MADE SOME STATEMENTS ABOUT, YOU KNOW, WE WANT, WE REALLY WANT YOU TO DO THE FOLLOWING.
AND, AND, UM, SOME OF THOSE THINGS WEREN'T DONE.
UH, AND SO, AND IT'S YOUR, IT'S YOUR, UH, IT'S, IT'S YOUR PREROGATIVE TO SPEND THE MONEY AS A PILE OF MONEY ONCE WE APP, UH, UM, I THINK APPROPRIATE, UH, IN MAYBE THERE'S SOME CATEGORY RESTRICTIONS OR WHATEVER.
I, I KNOW IN THE PAST WHAT WE'VE DONE IS THAT WHEN WE APPROVED THE, THE BUDGET, WE'VE ALWAYS PUT OUT A RESOLUTION TO LET THE P YOU KNOW, OUR CONSTITUENTS KNOW THAT WE WOULD LIKE TO, UM, HAVE THIS FUNDING TO GO TO WHATEVER LINE ITEM, YOU KNOW, BUT ONCE IT GETS TO THE SCHOOL BOARD, YOU KNOW, WELL, I HAPPENS, I KNOW, WELL, GUESS WHAT YOUR GENERAL THOUGHTS ARE ON THAT SORT OF THING, GIVEN THE STRUGGLE TO, TO COME UP WITH FUNDS.
IF WE COME UP WITH FUNDS FOR CATEGORIES AND WE THINK, WE THINK WE REALLY WANNA SUPPORT THE, FOR EXAMPLE, I'LL JUST SAY ONE, THE AGRICULTURAL PROGRAM, I THINK IT'S, IT'S SUPER IMPORTANT HERE, UM, THAT IF THE MONEY WAS LESS THAN, THAN ASKED FOR, THAT IT WOULD GO THERE INSTEAD OF, WELL, WE ACTUALLY ARE GOING TO DO SOMETHING ELSE WITH THAT MONEY
I THINK FOR ME PERSONALLY, I WOULD LOVE TO HEAR WHAT YOUR BOARD IS THINKING PRIORITIES ARE, WHAT YOUR RECOMMENDATIONS FOR CHANGE WOULD BE.
I ALSO THINK THAT WE FORMED THREE YEARS AGO NOW, THE BUDGET SUBCOMMITTEE BETWEEN OUR TWO BOARDS.
SO I WOULD SAY THAT'S THE PERFECT OPPORTUNITY FOR YOU AS A BOARD TO TALK AMONGST YOURSELVES, SEE
[03:25:01]
WHAT YOU'RE THINKING, WHAT YOUR DOLLAR AMOUNT WOULD BE COMING TO US.BUT THEN, UM, THAT BUDGET SUBCOMMITTEE MEETING WITH DR.
BALLINGER OR MR. BALLANTINE, DR.
DALEY, AND THAT WAY COMING OUT OF THAT COMMITTEE, YOU COULD SORT OF HASH OUT THIS IS WHAT THE SCHOOL, BECAUSE OUR BOARD DIDN'T HAVE VERY MANY SUGGESTIONS.
I KNOW MS. SALE DOESN'T LIKE THE PUBLIC, UM, COMMUNICATIONS OFFICER, WHICH I'LL CERTAINLY SAY PUBLICLY, THAT'S A FIRST THING THAT I WOULD KNOCK OFF OF THIS IF WE GET LESS FUNDING.
UM, BUT I THINK THAT, YOU KNOW, THOSE, THESE GUYS, EVERYONE WHO SPOKE THIS EVENING ARE THE ONES WHO KNOW WHAT THE TRUE NEEDS ARE.
AND SO I WOULD LOVE TO HAVE THAT CONVERSATION AMONGST YOURSELVES IN THAT COMMITTEE.
AND, AND I'VE, AND I'VE TALKED WITH OTHER, UH, DEPARTMENT HEADS AND THINGS AND, AND TRIED TO RELAY THAT.
IT'S NOT THAT I, THAT I DON'T THINK THAT THAT NEED IS REAL.
IT'S THAT I JUST DON'T KNOW IF THE MONEY'S AVAILABLE THAT THAT'S, ARE WE GONNA PAY FOR IT? YEAH, THAT, THAT, BUT SO I THINK THAT'S AN IMPORTANT DISTINCTION TO MAKE.
I MEAN, NOT, IT'S NOT DISMISSING THAT NEEDS ARE ACTUAL, IT'S THAT, THAT, UM, OUR, THE ENVELOPE THAT WE HAVE TO OPERATE IN IS, IS LIMITED.
SO I AGREE ABOUT THE COMMITTEE THING, AND THAT'S WHY I WOULD, I AND MRS. COOK WANTED TO HAVE THE NEXT JOINT COMMITTEE MEETING FOLLOWING THIS MEETING INSTEAD OF BEFORE IT.
SO, AND FRANKLY, WE COULD HAVE MORE.
I MEAN, SO THE, UH, SO THE NEXT THAT WE'VE GOT IS, UH, DAVENPORT PUBLIC FINANCE ON WARREN COUNTY DEBT SERVICE.
ARE WE, ARE WE DONE? ARE WE DISMISSED?
SO I'M ENCOURAGING THE, UH, THE, THE SCHOOL BOARD AND, UH, THE, UH, THE, THE, THE, UH, THE, THE SCHOOL STAFF TO STAY FOR AT LEAST THAT PRESENTATION.
SO, DOES ANYBODY HAVE ANYTHING ELSE? UH, NO, NOT FOR ME.
WHAT PRESENTATION, WHAT IS IT? IT'S A PRELIMINARY AUDIT.
SO THEY'RE ASKING IF YOU, IF YOU, NO, IT'S NOT A AUDIT.
MY MISTAKE FOR DEBT SERVICE, IF YOU WANT TO HEAR THAT, THEN YOU ARE MORE THAN WELCOME TO STAY.
THEY'RE OFFERING THAT TO THE BOARD.
SO, MR. CHAIRMAN, UM, THE BOARD HAS RECEIVED TWO SCENARIOS HERE, AN INCREASE OF APPROXIMATELY 13 TO 15% AND A LEVEL FUNDED BUDGET.
I, I THINK IT WOULD HELP THE BOARD IF THERE WERE SOME OTHER SCENARIOS IN BETWEEN THOSE TWO OF MAYBE 2%, 5%, 10%, EXCEPT SOME AR I'M JUST PICKING ARBITRARY NUMBERS, BUT IT GAVE YOU SOME SCENARIOS BETWEEN THE PIE AND NOTHING AT ALL.
AND THAT'S ONE, THE, THE BOX, THAT'S ONE OF WHAT THINGS I WAS REFERRING TO IN TERMS OF BEING ABLE TO, UH, GO INTO THAT AGREE COMMITTEE MEETING WITH, WITH TRYING TO COME TO SOME UNDERSTANDING.
AND I'LL JUST SAY FROM MY POINT OF VIEW, I MEAN, I HAVE TO BE OKAY WITH IT, BUT I HAVE TO, IF, IF I AM OKAY WITH IT AND I'M WILLING TO MYSELF PERSONALLY ENTERTAIN RAISING TAXES TO SUPPORT IT, I HAVE TO BE ALSO CAPABLE AND WI AND OF, UH, SINCERELY TRYING TO PERSUADE OTHER SUPERVISORS TO DO THAT.
MAY I ASK, ARE YOU SETTING, ARE YOU EQUALIZING TONIGHT? NO, NO FACTS.
NO, NO, NO, NO, NO, WE'RE NOT.
NO, WE'RE GONNA GET INTO THAT IN A MINUTE.
BUT THE BOARD HAS TO DETERMINE WHAT IT'S GOING TO DO WITH THE TAX RATE, BECAUSE YOU'VE GOTTA GET THE BILLS OUT AND YOU'VE GOTTA BACK THAT OUT ALMOST 60 DAYS.
RIGHT? SO YES, THE BOARD IS GOING TO BE ASKED TO LOOK AT THE TAX RATE.
NOW WE'RE, WE'RE GONNA, WE'RE GONNA REVIEW IT TAX, BUT WE'RE NOT GONNA SET IT TONIGHT.
YOU'RE GONNA DETERMINE WHETHER OR NOT YOU'RE GOING TO EQUALIZE THAT.
THE ONLY 1% INCREASE REVENUE, WE'RE NOT GONNA DETERMINE, NOT TONIGHT, WE'RE NOT GONNA DISCUSS THE NOT TESTING.
WE'RE JUST GONNA TAKE A LOOK AT IT AND FIGURE OUT, OKAY.
IS THAT'S GONNA, IS GOTTA WORK WITH, THAT'S GONNA BE TONIGHT.
THE ASSESSMENT UPDATE IN, UM, SO, SO DR.
DALEY TAX CALCULATION, WHAT, WHAT, WHAT DO YOU NEED AS FAR AS, WE NEED FIVE MINUTES SO THAT MR. HENDERSON CAN REARRANGE THE FRONT UP HERE A LITTLE BIT FOR, UM, FOR OUR PRESENTATION, AND THEN WE'LL GET INTO TALKING ABOUT OUR DEBT AND THEN THE TAX RATE.
SO IT IS, UM, IT'S ALMOST 20 AFTER EIGHT RIGHT NOW.
CAN WE PLEASE BE BACK AT 25 AFTER EIGHT AND WE'LL GO FROM THERE?
[03:30:03]
EXCUSE ME, I, I THINK WE'RE, WE ARE READY TO, TO CONTINUE.THANK YOU MR. CHAIR, MEMBERS OF THE BOARD TONIGHT.
[C. Presentation - Davenport Public Finance on Warren County Debt Service]
WE HAVE, UH, TED COLE AND BEN WILSON WITH DAVENPORT PUBLIC FINANCE WITH US TO, UM, DISCUSS THE DEBT SERVICE FOR THE COUNTY AND THE SCHOOLS.SO EACH OF YOU HAVE BEEN GIVEN A DEBT BOOK FOR TONIGHT, AND THEN FOR YOUR REFERENCE.
SO WITHOUT FURTHER ADO, I'LL LET YOU INTRODUCE YOU.
THIS IS BEN WILSON WITH DAVENPORT.
WE APPRECIATE THE OPPORTUNITY TO BE HERE.
UM, WE WILL TRY TO WORK OUR WAY THROUGH THIS PRETTY QUICKLY.
THERE'S, UM, REALLY ABOUT 15 OR 20 SLIDES THAT WE'RE GONNA COVER, AND I THINK IT WILL BE ON THE, THE SCREEN AT THE SAME TIME, UM, OR IN FRONT OF YOU.
UM, NOT LOOKING FOR ANY ACTION.
UM, WE ARE, SHE WENT TO FIND IT.
PARDON ME? SHE WENT BACK TO GO FIND IT THERE.
UH, WE'RE GONNA COVER A FEW, A HANDFUL OF TOPICS.
WE'RE GOING TO TALK A LITTLE BIT ABOUT BOND RATINGS AND WHERE THE COUNTY IS CURRENTLY RATED BY THE RATING AGENCIES.
WE'RE GOING TO TALK ABOUT, UM, FUND BALANCE TRENDS IN THE GENERAL FUND, UH, AND THEN WE'RE GONNA TALK ABOUT YOUR EXISTING DEBT PORTFOLIO AND PROFILE SOME DEBT POLICIES AND DEBT RATIOS.
TALK ABOUT THE, UM, CONCEPTS OF DEBT CAPACITY.
THAT IS WHAT IS THE COUNTY'S CAPACITY TO POTENTIALLY ISSUE DEBT FOR FUNDING CAPITAL PROJECTS.
UM, AND THEN WE'RE ALSO GONNA TALK ABOUT DEBT AFFORDABILITY, RIGHT? SO THE CAPACITY TO DO IT, HOW DO YOU LOOK ON PAPER IN TERMS OF YOUR DEBT PROFILE? UM, YOU, YOU MAY, YOU MAY WELL HAVE DEBT CAPACITY WHERE YOU COULD REASONABLY CONSIDER TAKING ON DEBT.
AND THEN IT'S A SEPARATE QUESTION ABOUT WHETHER IT'S AFFORDABLE, WHETHER THE MONEY IS THERE IN YOUR BUDGET TO MAKE THOSE PAYMENTS.
AND THEN WE'RE GONNA WRAP UP WITH A, A, AN OVERVIEW OF CAPITAL, UH, CAPITAL IMPROVEMENT PLAN.
SO, UM, JUST I BELIEVE STAFF FELT LIKE THIS MIGHT BE TIMELY AS YOU'RE GOING INTO BUDGET TO THINK ABOUT THESE THINGS AND, AND TO PUT THAT CONVERSATION OUT THERE.
SO I'M GONNA KICK OFF, UM, THERE ARE SOME THINGS IN THE APPENDIX, WHICH WE DO NOT PLAN TO GO THROUGH, BUT IT HAS ALL OF THE DETAIL.
I'M ON PAGE TWO, ALL OF THE DETAIL OF YOUR EXISTING DEBT.
SO IF YOU CARE TO LOOK AT THAT AND SEE IT PIECE BY PIECE, WHAT, WHEN IT WAS ISSUED, WHAT WAS IT ISSUED FOR? UM, IT'S ALL THERE IN THE APPENDIX AS WELL AS YOUR CURRENT FINANCIAL POLICIES.
SO IF YOU GO TO PAGE FOUR, AND AGAIN, THE PAGE NUMBERS ARE IN THE BOTTOM RIGHT CORNER.
UH, AS YOU LOOK AT THAT CHART IN THE BOTTOM LEFT, THERE ARE THREE COMMONLY USED RATING AGENCIES NATIONALLY, MOODY'S STANDARD AND POORS AND FITCH.
THE COUNTY IS RATED BY ALL THREE, AND THAT WAS TIED TO A 2014 BOND ISSUE THAT WAS ISSUED INTO THE PUBLIC MARKET FOR WARREN COUNTY MIDDLE SCHOOL.
UM, SO THAT'S WHAT DROVE THAT RATING.
AND YOU CAN SEE, UM, FITCH HAS YOU ONE NOTCH ABOVE THE OTHERS, BUT YOU'RE IN THE AA CATEGORY, WHICH IS WHERE THE MAJORITY OF LOCAL GOVERNMENTS EXIST.
UM, AND YOU'RE A NOTCH OR TWO AWAY FROM THE HIGHEST BOND RATING THAT ANY LOCAL GOVERNMENT CAN ACHIEVE BEING AAA.
UM, ON THE RIGHT HAND SIDE, UM, YOU'LL SEE THIS IS DATA THAT WE SUBSCRIBE TO FROM MOODY'S, ONE OF THE RATING AGENCIES.
AND IF YOU LOOK AT THAT TOP RIGHT, YOU'LL SEE THEY RATE 740 DIFFERENT COUNTIES NATIONALLY THAT ARE EITHER RATED AAA, AA, OR SINGLE A 500.
AND ONE OF THEM ARE AA, ONE OF WHICH IS WARREN COUNTY.
AND THEN WITHIN VIRGINIA, 42 DIFFERENT COUNTIES ARE RATED BY MOODY'S.
29 OF THEM ARE IN THE AA CATEGORY, WHICH, UM, IS WHERE YOU ALL LAND.
WHY ARE THERE, WHY, WHY ARE THEY ONLY CONSIDERING 707? THERE JUST MAY BE MANY COUNTIES THAT HAVE NEVER NEEDED TO ESTABLISH A BOND RATING OR THEY HAD ONE AT ONE POINT, BUT IT GOES AWAY.
AND IN VIRGINIA, YOU KNOW, A HUNDRED COUNTIES, ONLY 42 OF THEM ARE RATED.
SO IT JUST, JUST MAY BE THAT, OR WE KNOW FOR A FACT MANY COUNTIES THAT JUST HAVEN'T NEEDED TO ESTABLISH A RATING, UM, FOR VARIOUS REASONS.
SO IF YOU GO TO PAGE FIVE, UM, THIS IS A LITTLE BIT ABOUT THE METHODOLOGY, AND I'M JUST GONNA TALK ABOUT THE MOODY'S.
UM, IN THE UPPER LEFT, UM, THEY ARE VERY DATA DRIVEN, RIGHT? THE RATING AGENCIES ARE, THEY LOOK AT AUDITS, THEY LOOK AT BUDGETS, THEY LOOK AT CENSUS DATA.
MOODY'S HAS FOUR AREAS OF FOCUS.
THEY'RE LOOKING AT THINGS LIKE YOUR TAX BASE, YOUR TAX BASE PER CAPITA, THE ECONOMIC OUTPUT OF THE COUNTY AND THE REGION, UM, UH, WEALTH LEVELS, DEMOGRAPHICS, AND THAT'S WORTH
[03:35:01]
30% OF THE RATING.AND YOU'LL SEE WE HAVE A CHECKBOX THERE UNDER LONG-TERM CONTROL.
THOSE ARE REALLY CONCEPTS THAT TAKE LONGER TO EVOLVE, RIGHT? THEY'RE NOT THE SORT OF THING THAT YOU MANAGE THROUGH A BUDGET OR YOU CHANGE IN, IN A SHORT PERIOD OF TIME.
THE ECONOMY FINANCIAL PERFORMANCE.
SO HOW YOU BUDGET, HOW YOU PERFORM RELATIVE TO BUDGET, YOUR RESERVE LEVELS, THAT'S ALSO WORTH 30% OF THE RATING.
AND YOU DO HAVE A LITTLE MORE CONTROL OVER THOSE ITEMS. UH, AS YOU WORK THROUGH A BUDGET INSTITUTIONAL FRAMEWORK, THAT'S A FUNCTION OF BEING A VIRGINIA COUNTY.
YOU GET A VERY GOOD SCORE FOR THAT BECAUSE THE RATING AGENCIES VIEW VIRGINIA AS A GOOD GOVERNMENT STATE IN TERMS OF YOU ALL HAVING CONTROL RELATIVE TO COUNTIES THAT OPERATE IN OTHER STATES.
AND THEN FINALLY, LEVERAGE, THAT'S ACTUAL DEBT.
UH, IT'S ALSO INCLUDING THINGS LIKE PENSION OBLIGATIONS FOR RETIREES AND EMPLOYEES, AND POST-EMPLOYMENT BENEFITS FOR YOUR RETIREES.
AGAIN, SOMETHING THAT YOU DO HAVE SOME CONTROL OVER AS YOU'RE MAKING DECISIONS BUDGET TO BUDGET.
SO THEY START WITH A, A SCORECARD.
UM, I'M GONNA FLIP OVER TO SIX.
UH, IF YOU GO TO PAGE SIX AND LOOK AT THE LEFT HAND SIDE, THEY BASICALLY HAVE A THREE STEP APPROACH.
THEY, THEY START WITH A SCORECARD, WHICH I'LL SHOW YOU HERE IN A MOMENT.
THERE'S ABOUT 15 DIFFERENT INPUTS, AND THAT, THAT OUT OF THAT SCORECARD COMES AN INITIAL RATING.
THAT'S THE STARTING POINT FOR THEIR RATING ON PAGE SIX.
UM, THEY THEN CAN CHOOSE TO APPLY A LIMITED NUMBER OF NOTCHES, WHAT THEY CALL IT.
UM, OFTENTIMES WE DON'T SEE THOSE APPLICABLE TO VIRGINIA COUNTIES, BUT THEY COULD BE.
AND THEN LASTLY IS WHAT THEY CALL OTHER CONSIDERATIONS.
SO ESSENTIALLY ANYTHING ELSE THAT THEY FEEL IS RELEVANT AND IMPORTANT TO INCLUDE.
ONE PAGE YOU SHOULD BE ABLE TO USE.
OTHER CONSIDERATIONS, ANYTHING ELSE THEY FEEL IS RELEVANT, MORE OF THE SUBJECTIVE OR QUALITATIVE PARTS OF YOUR CREDIT THAT THEY WANT TO TAKE INTO ACCOUNT IN ESTABLISHING YOUR RATING.
UH, PAGE SEVEN JUST GIVES YOU AN IDEA OF ALL FOUR CREDIT FACTORS, ECONOMY, FINANCIAL, INSTITUTIONAL FRAMEWORK, AND LEVERAGE THE INDIVIDUAL CALCULATIONS THAT GO INTO EACH OF THESE AND MAKE UP THE WEIGHTINGS EQUAL TO A HUNDRED PERCENT.
SO YOU, AGAIN, VERY SPECIFIC DATA POINTS THAT THEY LOOK AT.
AND OUT OF THAT COMES AN INITIAL SCORE, WHICH WE HAVE INCLUDED FOR YOU ALL ON PAGE EIGHT.
YOU CAN'T REALLY LOOK AT THE SCREEN AND GET THIS DATA.
YOU GOTTA LOOK AT YOUR BOOK, I THINK.
BUT ALONG THE LEFT HAND MARGIN ARE ALL THE INPUTS FOR THIS SCORECARD.
COLUMN B IN BLUE IS THE DATA INPUTS FOR WARREN COUNTY UNDER THE MOST RECENTLY AVAILABLE INFORMATION, RIGHT? SO WHETHER THAT'S THE FY 23 AUDIT OR DATA THAT'S CURRENTLY POSTED OUT ON THE CENSUS BUREAU WEBSITE, UM, THE GREEN BOXES ARE WHERE YOU LAND IN A SPECTRUM OF VERY STRONG ON THE LEFT TO VERY WEAK ON THE RIGHT, RIGHT? GENERALLY YOU WANT THOSE GREEN BOXES.
FURTHER TO THE LEFT YOU HAVE A, UH, A SCORE, A WEIGHT, AND ON THE VERY FAR RIGHT IS THE WEIGHTED SCORE, WHICH FOR YOU ALL UNDER THIS DATA SUMS UP TO A NUMBER NUMERICAL SCORE OF A 2.33 IF YOU SEE THAT IN THE BOTTOM RIGHT AND UNDER THERE.
UM, THERE RATING MATRIX THERE, A A 2.33 IS EQUAL TO AA ONE.
SO YOUR RAW SCORE OUT OF THE SCORECARD COMES OUT AT AA.
ONE, YOU'RE RATED DOUBLE A TWO, YOU'RE, THAT'S ONE NOTCH LOWER.
SO WE CAN ONLY SURMISE THAT EITHER THEY HAVEN'T LOOKED AT THE COUNTY, UM, AND, AND NEED TO DO SO OR RECENTLY, OR THERE'S OTHER THINGS THEY'RE TAKING INTO ACCOUNT THAT TAKE YOU FROM A, A ONE TO A A TWO AT A VERY HIGH LEVEL, VERY HIGHLY RATED IN THE MID TO HIGH AA RATING.
UM, AND GOING FORWARD WHEN THE NEW, OR I SHOULD SAY THE FY 24 AUDIT IS RELEASED, I SUSPECT THE RATING AGENCIES WILL ALL LOOK AT THAT.
THEY, THEY STAY CURRENT THEMSELVES AS AUDITS ARE PROVIDED, AND, UM, MAY BE REACHING OUT TO THE COUNTY TO DISCUSS SPECIFICS, BUT THAT GIVES YOU AN IDEA A LITTLE BIT ABOUT THE PROCESS WHERE YOU'RE RATED, UM, AND YOU KNOW, THAT THAT MAY PLAY INTO YOUR FUTURE CAPITAL NEEDS OR HOW TO FUND CAPITAL PROJECTS DEPENDING ON WHAT DECISIONS YOU ALL MIGHT MAKE.
COULD YOU VERIFY HERE WHERE, WHERE IS THIS? IS THIS 2.33 SOMETHING MOODY'S HAS RECENTLY COMPUTED, UH, IT, IT WOULD'VE BEEN IN THEIR, I, I GUESS IN THEIR MOST RECENT, UM, DATABASE, BUT IT'S, IT, THEY DO NOT YET HAVE THE FY 24 AUDIT, SO THEY'RE NOT ABLE TO UPDATE FOR THAT YET.
[03:40:01]
BUT WE ARE ACTUALLY CURRENTLY A DOUBLE A TWO.AND THAT'S NOT UNCOMMON THAT YOUR RAW SCORE AND YOUR ACTUAL RATING COULD BE A NOTCH OR TWO OFF.
THAT'S SOME SUBJECTIVE FACTOR THAT WAS DISCUSSED IN THE PRIOR SLIDE, PARDON ME? BECAUSE OF SOME SUBJECTIVE FACTOR THAT WAS IN THAT'S RIGHT.
SO, SO, SO DOES THIS MEAN, SO YOU SAID THAT WE'RE A A, A ONE, BUT THEN THEY ALWAYS TAKE IT DOWN A NOTCH TO A A TWO.
DOES THAT MEAN THAT NOBODY'S EVER AAA? NO.
UH, YOUR, YOUR, YOUR, YOUR BASELINE SCORE IS AA ONE IN THE SCORECARD.
THEY DON'T ALWAYS BRING IT DOWN A NOTCH.
IN YOUR CASE, YOUR ACTUAL RATING IS AA TWO, BUT ABSOLUTELY PEOPLE ARE DOUBLE A ONE IN AA.
THE, THE SCORECARD IS A STARTING POINT AND THEY MAY NOTCH OFF OF THAT FOR OTHER CONSIDERATIONS LIKE WE DISCUSSED THAT TAKE INTO ACCOUNT THINGS OUTSIDE OF THESE 15 DATA POINTS.
THERE IS STILL VERY MUCH A SORT OF AN, AN ANALYST DISCRETION ELEMENT TO, UM, TO THE RATING PROCESS.
ANY OTHER QUESTIONS ON THAT? OH, OKAY.
I, I WANT TO SAY I UNDERSTOOD THIS INCORRECTLY.
AA ONE IS BETTER THAN DOUBLE A TWO.
DOUBLE A ONE IS BETTER THAN DOUBLE A TWO.
WE'RE CURRENTLY RATED DOUBLE A TWO.
EVEN THOUGH OUR RAW SCORE IS DOUBLE A ONE.
SO IT'S ACTUALLY SOMETHING THEY SAW THAT THEY DIDN'T WANT THAT PUSHED US DOWN POTENTIALLY.
AND YOU KNOW, THERE'S, YOU KNOW, THERE'S SOMETIMES A LAG IN THE DATA.
UM, YOU KNOW, THEY DO TRY TO REACH OUT AND TALK TO LOCAL GOVERNMENTS AT LEAST ANNUALLY, BUT I, I SUSPECT THEY MAY BE HOLDING OFF ON THAT UNTIL THE NEW DOC, NEW AUDITS, RIGHT? YEAH.
OKAY, I'M GONNA TURN IT OVER TO BEN TO PICK UP ON THE NEXT SLIDE.
SO I'M GONNA GO THROUGH THE NEXT TWO SECTIONS HERE.
UM, AND THOSE ARE RELATED TO THE GENERAL FUND AND THEN THE DEBT THAT YOU ALL HAVE OUTSTANDING.
SO HERE ON PAGE 10, WE HAVE TWO GRAPHS.
THE TOP LEFT, WE'RE LOOKING AT THE GENERAL FUND REVENUES THAT YOU HAVE BROUGHT IN OVER THE LAST FIVE YEARS IN COMPARISON TO THE EXPENDITURES AND TRANSFERS OUT THAT HAVE OCCURRED.
UM, THE REVENUES ARE THE BLUE LINE THAT'S ALONG THE TOP AND THE EXPENDITURES AND TRANSFERS OUT ARE IN GREEN.
AND THEN IN GOLD THERE'S THE DEBT SERVICE.
AND THAT'S OBVIOUSLY THE PRINCIPLE AND INTEREST THAT YOU ALL ARE PAYING ON THE DEBT THAT YOU HAVE OUTSTANDING.
UM, IN THE LAST FOUR COMPLETED FISCAL YEARS THAT HAVE AN AUDIT, UH, 2020 THROUGH 2023, YOUR REVENUES AND TRANSFERS IN HAVE EXCEEDED YOUR EXPENDITURES AND TRANSFERS OUT.
UM, WHICH JUST MEANS THAT YOU HAVE A BALANCED BUDGET.
UH, THE BOTTOM LEFT WE'RE, WE'RE LOOKING AT YOUR GENERAL FUND BALANCE.
SO THAT'S YOUR RESERVES OR YOUR SAVINGS ESSENTIALLY.
UM, YOU CAN SEE AGAIN THAT FROM 2020 THROUGH 2023, UH, THAT HAS GONE UP.
IT DID PEAK IN 2022 AND CAME BACK DOWN A LITTLE BIT IN 2023, BUT YOU ARE AT A HIGHER LEVEL NOW IN 23 THAN YOU WERE IN 2019 AND 2020.
THE NEXT PAGE WE DIG IN A LITTLE BIT FURTHER ON THAT FUND BALANCE.
UM, I'M ACTUALLY GONNA START ON LINE NINE.
UH, SO THIS IS ON LINES 10, 11, AND 12.
THOSE ARE YOUR, UH, FUND BALANCES THAT YOU HAVE IN THE GENERAL FUND.
NOW, ACCOUNTANTS CAN CALL THEM DIFFERENT THINGS BASED ON HOW RESTRICTIVE THE, UM, THOSE FUNDS ARE.
SO YOU HAVE THREE CATEGORIES IN YOUR GENERAL FUND, NONS, SPENDABLE, RESTRICTED AND UNASSIGNED.
UM, NONS, SPENDABLE AND UN RESTRICTED ARE PRETTY SELF-EXPLANATORY.
THEY'RE EITHER FUNDS THAT HAVE BEEN SET ASIDE FOR SOMETHING OR THEY'RE AN ACCOUNTING THING LIKE INVENTORIES THAT YOU CAN'T REALLY, UH, SPEND.
UH, THE UNASSIGNED FUND BALANCE IS WHAT THE RATING AGENCIES AND OTHERS WILL FOCUS ON AS REALLY YOUR SAVINGS.
THAT'S, THAT IS YOUR ASSETS IN EXCESS OF YOUR LIABILITIES THAT IS NOT RESTRICTED FOR SOMETHING ELSE.
UH, LINE 14 FOR COMPARISON, WE HAVE LOOKED AT UNASSIGNED FUND BALANCE AS A PERCENT OF YOUR GENERAL FUND REVENUES AND WE'RE SHOWING THOSE GENERAL FUND REVENUES ON LINE ONE.
UH, IN THE FAR RIGHT COLUMN IN 2023, YOUR GENERAL FUND REVENUES WERE 96.6 MILLION, AND YOUR UNASSIGNED FUND BALANCE WAS 18.1 MILLION, WHICH TRANSLATES TO 18.8%.
UH, IN THE BOTTOM RIGHT GRAPH THERE, WE ARE SHOWING YOU IN COMPARISON TO MEDIANS FOR NATIONAL AND VIRGINIA RATED COUNTIES, UM, YOU CAN SEE YOU'RE RIGHT AT THAT 18.8% LEVEL.
THOSE NATIONAL MEDIANS ARE A LITTLE BIT HIGHER THAN WHERE YOU ALL ARE.
AND IN VIRGINIA YOU CAN SEE THAT THE AAA IS A LITTLE BIT LOWER.
UH, DOUBLE A AND SINGLE A ARE A LITTLE BIT HIGHER,
[03:45:01]
BUT YOU ARE WELL WITHIN THOSE BLUE LINES.THAT'S THE MINIMUM AND THE MAXIMUM FOR THOSE UH, LEVELS.
SO YOU ARE ABOVE THE MINIMUM FOR AAA AND AA.
UH, SINGLE A, THERE'S ONLY A COUPLE LOCALITIES IN VIRGINIA THAT ARE RATED SINGLE A.
UM, SO THAT, THAT'S JUST SKEWED A LITTLE BIT BY THE FACT THAT THERE, THERE AREN'T VERY MANY OF THOSE.
AND THOSE HAPPEN TO HAVE, UH, HIGHER FUND BALANCES.
STARTING ON LINE 16, WE LOOK AT YOUR POLICY FOR FUND BALANCE.
UH, WHAT'S BEEN CALLED IN THE PAST IS YOUR UNDESIGNATED RESERVES, AND THAT'S WHAT IT'S CALLED IN THE POLICY.
YOUR POLICY'S IN THE TOP RIGHT THERE.
YOUR UNDESIGNATED FUND BALANCES SHOULD BE AT LEAST 15% OF THE TOTAL ANNUAL OPERATING BUDGET.
SO THAT'S WHAT WE'RE LOOKING AT IN LINES THREE THROUGH SEVEN.
YOUR TOTAL OPERATING BUDGET, WHICH WE ARE LOOKING IN THE AUDIT AT YOUR EXPENDITURES, AND THAT INCLUDES YOUR GENERAL FUND EXPENDITURES, THE SCHOOL, THE TOTAL SCHOOL EXPENDITURES.
AND THEN WE SUBTRACT OUT THE, THE TRANSFER THAT YOU ALL MAKE TO THE SCHOOLS.
SO WE DON'T DOUBLE COUNT THAT AS AN EXPENDITURE.
IN 2023, THAT WAS 134 AND A HALF MILLION.
AND DOWN AT THE BOTTOM WE'RE LOOKING AT UNDESIGNATED RESERVES, WHICH IS MADE UP OF YOUR UNASSIGNED GENERAL FUND BALANCE.
SO LINES 12 AND 17 ARE THE SAME.
AND THEN IN LINE 18 YOU HAVE, UH, WHAT'S CALLED PERMANENT RESERVE THAT YOU ALL HAVE CALLED PERMANENT RESERVES IN ANOTHER FUND OUTSIDE OF THE GENERAL FUND THAT HAS BEEN INCLUDED IN THIS POLICY IN THE PAST.
UM, THOSE WERE FUNDS THAT WERE SET ASIDE MANY YEARS AGO AND HAVE BEEN RELATIVELY CONSTANT IN PRIOR YEARS.
BETWEEN YOUR UNASSIGNED FUND BALANCE AND YOUR PERMANENT RESERVES, YOU HAVE 22.3 MILLION OF FUND BALANCE FOR THAT POLICY, WHICH TRANSLATES TO 16.6% OF YOUR TOTAL BUDGET, WHICH IS ABOVE, SLIGHTLY ABOVE YOUR 15% POLICY.
AND THE BOTTOM LEFT GRAPH THERE IS JUST GRAPHICALLY SHOWING WHAT THAT PERCENTAGE HAS BEEN IN COMPARISON TO YOUR POLICY FOR THE LAST FIVE YEARS.
GOT A QUESTION FOR YOU ON THIS, THE SURE.
SO IF YOU TAKE A LOOK AT LINE ONE ON 2023, IT SHOWS THAT IT WAS JUST A LITTLE OVER $96 MILLION MM-HMM
AND THEN, UH, AND THEN YOU COME DOWN TO HOW DO YOU GET LINE SEVEN ADJUSTED EXPENDITURE 134 MILLION.
SO LINE ONE IS JUST IN THE GENERAL FUND.
SO THAT IS, THAT IS A SPECIFIC ACCOUNTING AND YOU ALL, IT'S, IT TAKES INTO ACCOUNT ALL OF YOUR COUNTY OPERATIONS.
UM, AND THAT IS THAT 96.6 MILLION, OKAY? LINE FOUR IS YOUR GENERAL FUND EXPENDITURES.
SO THAT'S SORT OF THE EQUIVALENT NUMBER.
IT'S GONNA BE A LITTLE BIT DIFFERENT BECAUSE YOU HAVE TRANSFERS OUT AND OTHER THINGS GOING ON.
UM, BUT LINE FOUR IS YOUR GENERAL FUND EXPENDITURES.
BUT WE ALSO TAKE INTO ACCOUNT IN THIS POLICY, YOU ALL DO YOUR SCHOOL OPERATING FUND EXPENDITURES BECAUSE YOU ALL DO FUND A SIGNIFICANT PORTION OF THE SCHOOL'S BUDGET.
SO THE, THE WAY THAT THIS POLICY WAS SET UP MANY YEARS AGO WAS THAT YOU, WHEN YOU LOOK AT YOUR FUND BALANCE, YOU COMPARE IT TO THE TOTAL BUDGET OF THE COUNTY AS OPPOSED TO JUST THE GENERAL FUND.
AND THE REASON WE'RE SHOWING LINE ONE A LITTLE BIT DIFFERENT, JUST THE GENERAL FUND REVENUES IS JUST BECAUSE THAT'S HOW THE DATABASE THAT WE PULL THE DATA FROM FOR THAT COMPARATIVE IN THE BOTTOM RIGHT, THAT'S HOW THEY CALCULATE IT TO TRY TO KEEP, KEEP IT CONSISTENT BETWEEN LOCALITIES.
BUT YOU'RE, BUT YOU'RE SAYING THAT THE ADJUSTED EXPENDITURES WAS 38 MILLION MORE THAN WHAT WE BROUGHT IN.
AND THAT ACCOUNTS FOR OTHER SOURCES OF REVENUE THAT THE SCHOOLS GET FROM THE FEDERAL GOVERNMENT AND FROM, UH, FROM, FROM THE FEDERAL AND THE STATES AND THE STATES.
SO THEN, SO THEN IF YOU TOOK TAKE, SO WHAT YOU'RE SAYING THERE IS IF YOU TAKE A LOOK AT THE WHOLE THING, UH, AND, AND WE TAKE INTO ACCOUNT OF, YOU KNOW, THE, UH, THE, THE FEDERAL, THE STATE, THE SCHOOL, UH, THE, THE LOCAL AND THEN EVERYTHING ELSE THAT, SO THEN YOU COULD SAY THAT, UH, THAT WE SPENT ABOUT A HUNDRED AND CLOSE TO $135 MILLION.
BUT THAT'S, BUT, BUT THAT'S, YOU KNOW, COUNTING THE, THE FEDERAL AND THE STATE, IT'S ALRIGHT.
YES, BECAUSE THE SCHOOLS DON'T KEEP THEIR OWN FUND BALANCE.
SO YOUR FUND BALANCE IS ESSENTIALLY HELPING THEM CASH FLOW AS WELL.
AND THE, THE POLICY'S ALWAYS BEEN SET UP TO BE A BIT MORE CONSERVATIVE.
SO IT'S 15% OF THAT LARGER NUMBER, THE 134 MILLION RIGHT.
AS OPPOSED TO THE SMALLER 92 MILLION.
SO PURPOSELY IT WAS WRITTEN TO INCLUDE THE SCHOOLS TOTAL BUDGET 70 MILLION, BUT WE BACK OUT THAT 27 'CAUSE WE DON'T WANT TO DOUBLE COUNT THAT.
UM, IT'S, THESE ARE JUST TWO DIFFERENT WAYS TO MEASURE A FUND BALANCE.
THEY'RE JUST DIFFERENT AND THE POLICY IS A BIT MORE CONSERVATIVE BECAUSE IT IS A PERCENTAGE OF A LARGER NUMBER.
[03:50:03]
IS THERE OTHER, ANY OTHER QUESTIONS ON THE FUND BALANCE BEFORE I GET INTO THE DEBT? OKAY.UH, IF WE FLIP TO PAGE 13, WHAT WE'RE SHOWING HERE IS THE TOTAL TAX BOARDED DEBT THAT YOU HAVE OUTSTANDING.
UM, THE BOTTOM LEFT, WE SHOW THAT BREAKDOWN BETWEEN COUNTY AND SCHOOLS.
YOU HAVE 106.8 MILLION OF PRINCIPAL AMOUNT OUTSTANDING.
UH, 7.9 MILLION OF THAT IS FROM THE COUNTY AND 98.8 MILLION OF THAT IS SCHOOL RELATED PROJECTS.
UM, THE RIGHT SIDE, WHAT WE'RE SHOWING IS THAT PRINCIPLE 106.8 MILLION AND THE REPAYMENT THAT YOU HAVE OVER THE NEXT, CALL IT 20 YEARS OF THAT PRINCIPLE AND THEN THE INTEREST THAT'S ASSOCIATED WITH IT.
SO THAT TOTAL COLUMN IS YOUR TOTAL DEBT SERVICE.
THAT'S WHAT YOU'RE GONNA BE PAYING ON AN ANNUAL BASIS FOR ALL OF THE DEBT THAT YOU HAVE OUTSTANDING.
IN 2025, IT WAS ABOUT 11 AND A HALF MILLION AND 26 AND 27, IT PRETTY MUCH STAYS AT THAT LEVEL.
UM, THAT LAST COLUMN ON THE FAR RIGHT, THE 10 YEAR PAYOUT IS ONE OF THE RATIOS THAT WE'RE GONNA LOOK AT ON THE NEXT PAGE.
BUT WHAT THAT IS SAYING IS HOW QUICKLY ARE YOU REPAYING YOUR DEBT SERVICE OR YOUR PRINCIPAL.
SO 75% MEANS THAT WITHIN THE NEXT 10 YEARS, YOU WILL HAVE REPAID 75% OF THE DEBT THAT YOU HAVE OUTSTANDING.
SO YOU CAN SEE THAT PRINCIPLE AMOUNTS IN 25 THROUGH 34 ARE IN THE SEVEN $8 MILLION RANGE FOR THE MOST PART.
SO BECAUSE YOU, THAT IS, YOU HAVE SO MUCH PRINCIPLE BEING PAID BACK IN THE NEXT 10 YEARS, YOU'VE GOT 75% OF IT WILL BE GONE IN THE NEXT 10 YEARS.
SO BEFORE WE MOVE ON YEAH, OF COURSE.
SO I LIKE QUOTING THESE NUMBERS.
SO RIGHT NOW WITH PRINCIPAL AND INTEREST, THE COUNTY'S DEBTS, UM, DEBT IS 128,000,694.
THAT WILL BE THE AMOUNT THAT YOU HAVE TO REPAY OVER THE LIFE OF THESE LOANS.
THAT THAT'S, THAT'S IF THE, THAT'S IF THE COUNTY DOESN'T WIN THE LOTTERY AND THEN, THEN WE'RE ABLE TO PAY OFF THAT 106 MILLION OR GET A BIG OLD COMPANY IN THAT BRINGS SOME REVENUE IN THAT WE CAN START PAYING DOWN THIS DEBT.
BUT ANY EVENT, AND THEN, AND TO JUST TO TO FOLLOW UP THEN, UM, OUR ANNUAL DEBT SERVICE PAYMENT, AN OBLIGATION THAT WE HAVE TO PAY MM-HMM
11,000,543 COMES OUT OF OUR TAX DOLLARS THAT WE COLLECT IN REVENUE.
AND ALL OF THE DEBT THAT YOU HAVE OUTSTANDING IS FIXED RATE.
WE KNOW EXACTLY WHAT THESE PAYMENTS ARE GONNA BE THROUGH THEIR MATURITY AND THAT'S WHAT WE HAVE, UH, FLOWING THROUGH HERE.
ANYWAY, ON PAGE 14, WE STARTED TO GET INTO A LITTLE BIT OF THE DEBT RATIOS.
UM, YOU DO HAVE SOME POLICIES ON THE LEFT SIDE HERE.
YOU DO NOT HAVE A PO POLICY ASSOCIATED WITH THIS 10 YEAR PAYOUT RATIO.
THIS IS THE SAME RATIO I WAS TALKING ABOUT ON THE PRIOR PAGE.
WHAT IT'S LOOKING AT IS HOW MUCH OF YOUR DEBT ARE YOU REPAYING IN THE NEXT 10 YEARS.
LIKE I MENTIONED BEFORE, YOU'RE AT 75% IN FISCAL YEAR 25.
AND AS YOU GET CLOSER TO THE MATURITY OF THESE LOANS, THAT PERCENTAGE IS JUST GONNA KEEP GOING UP UNTIL YOU GET WITHIN 10 YEARS OF, AND THAT'S MAKING THE ASSUMPTION THAT WE DON'T GET MORE DEBT.
THIS IS, THIS IS PURELY BASED ON THE DEBT THAT YOU HAVE OUTSTANDING.
WE'RE LOOKING IN THE, IN THE MIDDLE OF THIS PAGE AND ON THE NEXT PAGE WE HAVE SOME COMPARATIVES AGAIN, UH, LIKE WE DID WITH FUND BALANCE, THAT 75% PUTS YOU VERY MUCH IN THE SAME RANGE AS THE MEDIANS THAT WE LOOK AT ON THE NATIONAL AND VIRGINIA BASIS.
UH, THE RIGHT SIDE OF THIS PAGE IS A RATIO CALLED DEBT TO ASSESS VALUE.
SO THIS IS LOOKING AT THE TOTAL AMOUNT OF DEBT THAT YOU HAVE OUTSTANDING THAT 108 MILLION IN COMPARISON TO YOUR TOTAL TAXABLE ASSESSED VALUE.
SO THAT'S YOUR REAL AND PERSONAL PROPERTY, WHICH IS IN THE SEVEN TO $8 BILLION RANGE RIGHT NOW.
SO WHAT THIS IS DOING IS IT'S TAKING THE 108 MILLION AND COMPARING IT TO THAT SEVEN TO $8 BILLION NUMBER.
YOU HAVE A POLICY THAT YOU WILL NOT EXCEED 5%.
AND WHAT WE'RE SHOWING HERE IS THAT YOU IN 2025 ARE AT 1.4%.
SO WHAT TED MENTIONED EARLIER THAT WE WERE GONNA TALK A LITTLE BIT ABOUT WAS CAPACITY.
I KNOW YOU'RE TALKING ABOUT PAYING DOWN DEBT.
THIS, WHAT THIS RATIO IS SAYING IS THAT YOU HAVE CAPACITY WITHIN YOUR POLICY TO HAVE MORE DEBT.
THAT DOESN'T NECESSARILY MEAN YOU HAVE TO DO THAT.
THERE'S JUST IS CAPACITY WITHIN THAT POLICY TO
[03:55:01]
ISSUE WITHIN THE IT DOESN'T REALLY.SO IF YOU WERE TO ISSUE MORE DEBT, THAT YOU WOULD HAVE THE ABILITY TO DO SO WITHOUT EXCEEDING THIS POLICY THAT YOU HAVE IN PLACE POLICY.
BUT THEN OF COURSE THE DEBT SERVICE WOULD GO UP BY A MILLION, 2 MILLION.
SO THAT, THAT GETS INTO SOMETHING THAT TED'S GONNA TALK ABOUT IN A MINUTE, WHICH IS AFFORDABILITY AND SORT OF TALKING ABOUT THE DIFFERENCE BETWEEN HAVING THE CAPACITY TO ISSUE DEBT VERSUS THE AFFORDABILITY OF HOW ARE YOU GONNA PAY FOR IT.
UM, IN THE, THE COMPARISON THERE, YOU CAN SEE WARREN IS HIGHER THAN THOSE NATIONAL MEDIANS, BUT VERY MUCH IN LINE WITH THE VIRGINIA MEDIANS.
AND REALLY THOSE ARE NOT THE MOST COMPARABLE FIGURES THERE BECAUSE NATIONALLY A LOT OF COUNTIES DO NOT HAVE TO PAY FOR SCHOOL DEBT.
SO THAT'S WHY THOSE LEVELS, THERE ARE SEPARATE SCHOOL DISTRICTS THAT ADMINISTER THAT AND HAVE THEIR OWN TAX RATES AND THEY PAY FOR THAT DEBT.
SO THAT'S WHY THOSE NATIONAL MEDIANS LOOK LOWER THAN THE VIRGINIA ONES.
THIS IS AN ILLUSTRATION THAT WE'RE PAYING OUR DEBT FASTER THAN TYPICAL.
SO IF WE FLIP TO THE NEXT PAGE, UH, A COUPLE MORE RATIOS THAT YOU ALL HAVE POLICIES FOR.
THE LEFT SIDE IS DEBT SERVICE VERSUS EXPENDITURES.
SO THIS IS THE ANNUAL PAYMENT THAT YOU HAVE FOR DEBT SERVICE, THE 11 AND A HALF MILLION ON THE PRIOR PAGE IN COMPARISON TO YOUR TOTAL BUDGET.
SO AGAIN, BECAUSE YOU HAVE SCHOOL DEBT, WE HAVE INCORPORATED IN THIS NUMBER, AND THIS IS SOMETHING THAT YOU ALL HAVE DONE IN THIS POLICY PREVIOUSLY, THE SCHOOL, UH, EXPENDITURES AS WELL.
SO THIS IS IN COMPARISON TO THAT $130 MILLION NUMBER THEREABOUTS.
SO IN 2025 IT WAS JUST OVER 8%.
CALL EIGHT AND A HALF PERCENT.
YOUR POLICY IS FOR IT NOT TO EXCEED 12% OF YOUR TOTAL BUDGET.
UH, AGAIN, WE HAVE THAT COMPARISON IN THE MIDDLE OF THE PAGE.
UH, 8% IS VERY MUCH IN LINE WITH THE VIRGINIA MEDIANS AND THE NATIONAL MEDIANS, AGAIN, ARE MAYBE A LITTLE BIT LOWER, BUT THE, UM, BUT STILL YOU, YOU'RE VERY, VERY CLOSE TO THOSE.
UM, AGAIN, YOU HAVE SOME CAPACITY WITHIN THAT POLICY TO ISSUE ADDITIONAL DEBT IF THE, THAT WAS SOMETHING YOU WANTED TO PURSUE IN THE FUTURE.
ON THE RIGHT SIDE IS YOUR LAST DEBT RATIO POLICY THAT YOU HAVE.
AND THAT IS COMPARING DEBT TO INCOME.
UH, THAT'S THE INCOME OF THE, THE, OF ALL OF YOUR, UH, RESIDENTS IN THE COUNTY.
YOUR POLICY THERE IS ALSO 12%.
UH, AND THIS IS, UH, LOOKING AT THE TOTAL DEBT YOU HAVE OUTSTANDING, NOT THE ANNUAL PAYMENT.
WHY WOULD YOU GET VERSUS EXPENDITURES FEDERAL WHEN THAT'S NOT REALLY DISCRETIONARY MONEY
AND YOU ALSO HAVE SOME OF THOSE FUNDS IN, IN YOUR BUDGET AS WELL.
REALLY WHAT WE'RE TRYING TO CAPTURE THERE, AND THIS IS REALLY AN INDUSTRY STANDARD OF HOW THIS IS CALCULATED, IS THAT YOU ALL ARE FUNDING COUNTY AND SCHOOL PROJECTS WITH THE DEBT THAT YOU HAVE OUTSTANDING.
AND WE WANT TO BE ABLE TO CAPTURE, OKAY, YOU'RE PAYING DEBT SERVICE ON THAT DEBT THAT YOU'VE FUNDED COUNTY AND SCHOOL PROJECTS WITH.
WHAT IS THAT IN COMPARISON TO THE BUDGET FOR THE COUNTY AND SCHOOLS? NOW, OBVIOUSLY, LIKE YOU SAID, THE REVENUES COME FROM DIFFERENT PLACES, HOWEVER, WE'RE LOOKING AT THE EXPENDITURES AS A WHOLE FOR THOSE TWO ENTITIES.
UM, AND THEN LIKE I MENTIONED, THE RIGHT SIDE IS THE DEBT TO INCOME.
UH, YOU'RE ABOUT FOUR POINT HALF PERCENT AND YOUR POLICY IS 12%.
AGAIN, YOU HAVE CAPACITY, BUT WHAT TED'S GONNA TALK ABOUT HERE IN THE NEXT COUPLE PAGES IS AFFORDABILITY AND HOW THAT COULD BE, UH, LOOKED AT GOING FORWARD.
SO, WE'LL, WE'LL SORT OF WRAP THINGS UP HERE.
UM, SO WE'VE DISCUSSED THE DEBT PROFILE.
THERE'S SOME STEP DOWNS IN FUTURE YEARS, RIGHT? WHEN OLD LOANS ROLL OFF.
UM, AND WHEN YOU LOOK AT THIS SLIDE, LET'S START ON THE LEFT.
EVERYTHING IS SHOWN ON A FISCAL YEAR BASIS, STARTING WITH FISCAL 25, THE YEAR WE'RE IN.
UM, COLUMN B AS IN BOY, IS THE DEBT SERVICE EXISTING DEBT FOR DEBT THAT'S IN PLACE FOR COUNTY PURPOSES.
SO LIKE, FOR EXAMPLE, RIVERMONT FIRE STATIONS IN THERE, RIGHT? JUST ANY DEBT THAT'S NOT SCHOOL RELATED.
ESSENTIALLY, COLUMN C IS THE DEBT SERVICE FOR THE SCHOOL.
UM, DEBT OUTSTANDING, BIGGER PART OF YOUR PORTFOLIO.
WE HAVE NOTHING INCLUDED IN D AND E.
[04:00:01]
FOR SCENARIOS THAT COULD BE RUN IN THE FUTURE.DO WE WANT TO HAVE CAPITAL RUNNING THROUGH THIS MODEL, WHETHER IT'S DEBT FUNDED CAPITAL OR CASH FUNDED CAPITAL? SO RIGHT NOW, COLUMN F IS SIMPLY ADDING UP, UM, B PLUS C.
YOU'VE GOTTA PAY EVERY YEAR GOING FORWARD.
AND IN FISCAL 25, THE YEAR WE'RE IN, AS YOU'VE NOTED, IT'S 11.5 MILLION COLUMN G IS JUST SIMPLY AN ACKNOWLEDGEMENT THAT YOU ARE MAKING AVAILABLE IN THIS YEAR FROM CURRENT YEAR REVENUES $11.5 MILLION.
AND SO THAT'S WHY COLUMN J IS ZERO, RIGHT? THE PAYMENT UNDER F AND THE REVENUE UNDER I ARE MATCHED.
AND WHAT THIS IS LAYING OUT, ONE OF THE KEY ASSUMPTIONS IS COLUMN G THAT YOU COULD CONSIDER APPROPRIATING THAT SAME $11.5 MILLION EACH YEAR GOING FORWARD.
AND IF YOU WERE TO DO THAT AS YOUR PAYMENTS ACTUALLY STEP DOWN, YOU HAVE THESE SURPLUSES UNDER COLUMN J, THEY'RE MODEST FOR THE NEXT FEW YEARS, BUT THEY DO PICK UP.
AND THAT THAT IS, IF YOU CAN CONTINUE APPROPRIATING THAT LEVEL 11 AND A HALF MILLION COLUMN J BECOMES DOLLARS THAT YOU ALL COULD CONSIDER ROLLING BACK INTO YOUR BUDGET, WHETHER IT'S ON THE OPERATING SIDE, RIGHT? I MEAN, THAT'S CERTAINLY AN OPTION THAT THOSE BOARDS WILL HAVE AS YOUR DEBT PAYMENT DROPS.
DO YOU REDUCE THE APPROPRIATION AND, AND, AND PASS THAT BACK INTO THE OPERATING BUDGET, OR DO YOU CONSIDER HOLDING SOME OF THOSE DOLLARS FOR EITHER DEBT FUNDING OR, OR CASH FUNDING OF WHATEVER CAPITAL PROJECTS MIGHT BE ON THE LIST FOR DISCUSSION? AND THAT'S REALLY WHERE WE'VE STOPPED THE ANALYSIS JUST SHORT OF SAYING, HERE'S ALL THE PROJECTS THAT YOU MIGHT CONSIDER.
UM, AND INSTEAD WHEN YOU GO TO PAGES 18, 19, AND 20, THEY'RE JUST MORE GENERIC SLIDES ABOUT, UH, CAPITAL IMPROVEMENT BUDGETING.
AND, AND I'M NOT EXACTLY SURE WHERE YOU ALL ARE ON THAT, RIGHT? BUT OVER TIME, IF THERE'S A DESIRE TO LOOK AT THAT CAPITAL IMPROVEMENT PLAN, WHETHER IT'S A THREE YEAR OR A FIVE YEAR PLAN AND UNDERSTAND, HEY, HOW AFFORDABLE IS THIS? IS IT, CAN IT BE FUNDED WITH DEBT, CAN IT BE FUNDED WITH CASH OR LIKELY SOME COMBINATION? WE'VE GOT THE SETUP HERE THAT WILL ALLOW US TO DEMONSTRATE THE AFFORDABILITY OF IT, BE ABLE TO DEMONSTRATE CAN IT BE DONE WITHIN YOUR EXISTING POLICIES, RIGHT? GO BACK TO THE BEGINNING PART OF THE BOOK, UM, AND, YOU KNOW, WHAT ARE THE BUDGETARY IMPACTS AND IN WHAT YEAR AND HOW MUCH, SO SET THE SETUP FOR SOME PLANNING WORK, UM, GOING FORWARD, IF, IF YOU'D LIKE TO DO THAT.
AND AGAIN, THIS IS, THIS IS ALL ON THE CAPITAL SIDE, RIGHT? YOU'VE HEARD A LOT ABOUT THE OPERATING BUDGET TONIGHT.
OBVIOUSLY THIS IS REALLY LARGELY CAPITAL BUDGETING ORIENTED.
SO I'LL, I'LL LET YOU FLIP THROUGH IF YOU, WHEN YOU SAY IT'S CAPITAL, BUT WE COULD USE IT FOR OPERATING YEAH.
AS DECIDE ACTUAL PAYMENTS DROP, RIGHT? YES.
AS, AS YOUR ACTUAL PAYMENTS DROP.
AND THERE ARE SOME YEARS WHERE THERE ARE SOME SUBSTANTIAL DROPS, RIGHT? RIGHT.
LIKE FISCAL 30, YOU KNOW, THERE'S YEAH.
$33 BILLION THAT WOULD HAVE REDUCED YOUR DEBT PAYMENT ASSUMING NO NEW DEBT, OBVIOUSLY OB YES.
THAT YOU ALL, OR THAT BOARD AT THAT TIME WILL HAVE SOME CHOICES TO MAKE ABOUT HOW TO DEPLOY THAT.
SO, SO IF I'M LOOKING AT THIS CORRECTLY, IF WE CONTINUE JUST TO, TO, UM, BUDGET THE $11.5 MILLION IN FOUR YEARS, OUR DEBT HAS GONE DOWN WHERE WE HAVE $874,000 THAT WE CAN ROLL INTO A CAPITAL PROJECT OR INTO OPERATING CO.
IS THAT HOW I COULD READ THAT? IS THE ANNUAL SURPLUSES THAT WOULD OKAY.
THAT THAT, THAT YOU'RE EXACTLY RIGHT.
YOU COULD ROLL BACK INTO THE OPERATING BUDGET OR YOU COULD KEEP IN CAPITAL J IS THE ANNUAL AND K IS, WE'RE JUST ACCUMULATING THOSE ANNUAL, OKAY.
SO COULD I CAN LOOK, WHEN I LOOK AT THE, UM, ANNUAL SURPLUS, THEN THOSE, THAT WOULD BE REOCCURRING, RIGHT? CORRECT.
IT'S REOCCURRING REVENUE COMING IN EVERY YEAR IF WE WANT.
IT GETS IF WE WANNA INCREASE STAFF.
THAT'S IF WE CAN CONTINUE BUDGETING $11.5 MILLION.
SO I'M READING THIS CORRECTLY THEN.
CAN YOU EXPLAIN, UH, THE COLUMN B AND WHY NO, UH, PRINCIPLE SEEMS TO BE BEING APPLIED TO THAT.
THERE IS PRINCIPAL INCLUDED IN THERE, BUT, BUT THERE'S NOT A LOT OF NON-SCHOOL DEBT TO START WITH AND IT'S RELATIVELY
[04:05:01]
NEW AND, AND IT, IT WAS ISSUED OVER LONG TERM.SO THE PAYMENT, THERE'S NOTHING REALLY DROPPING OFF IN THIS HORIZON.
IT'S, IT'S ONE OR TWO PIECES OF DEBT THAT GO ALL THE WAY OUT TO 2044.
BUT, BUT COLUMN B IS, IS THE NON-SCHOOL DEBT SERVICE, LET'S JUST CALL IT $550,000 A YEAR.
BUT THAT IS MADE UP OF A PRINCIPAL PAYMENT AND AN INTEREST PAYMENT WITH C THE SCHOOL DEBT.
THERE'S MORE SCHOOL DEBT OUT THERE THAT HAVE BEEN ISSUED OVER THE YEARS.
SO YOU HAVE THOSE DROPS BECAUSE THE 20, THE 2004 BOND ENDS AND THEN, AND THE, THEN THE 2010 BOND ENDS.
SO THERE'S JUST MORE DEBT AND MORE DEBT THAT HAS BEEN ISSUED OVER A LONGER PERIOD OF TIME.
AND, AND WHEN EACH INDIVIDUAL BOND ISSUE ENDS, YOU HAVE THOSE LARGER DROPS IN THE SCHOOL DEBT PROFILE.
IT'S, IT'S KIND OF INTERESTING.
I THINK
THEY'RE ISSUED HERE, THEY'RE LISTED CHRONOLOGICALLY ON THE LEFT GOING BACK TO OH SEVEN, AND YOU GO WORK YOUR WAY ACROSS.
THERE'S A LOT OF DATA HERE, BUT IT TELLS YOU WHAT IT WAS, WHAT IT WAS ISSUED FOR, HOW MUCH THE ORIGINAL BOND SIZE WAS, WHAT'S OUTSTANDING AS OF THE END OF THE LAST FISCAL YEAR, UM, WHAT THE PREPAYMENT LANGUAGE IS, WHAT THE COLLATERAL IS FOR THE LOANS.
SO THERE'S A LOT OF GOOD INFO HERE, BUT, AND THE APPENDIX, MY POINT IS AS YOU LOOK AT THE, UM, FINAL MATURITY UNDER COLUMN E, YOU KNOW, YOU'LL SEE FOR, FOR SCHOOL DEBT, IT'S THOSE FINAL MATURITIES ARE STAGGERED.
THAT'S WHAT'S CREATING THAT, THAT STEP DOWN IN YOUR DEBT PROFILE.
THE, THE COUNTY DEBT REALLY ISN'T ALL THAT STAGGERED.
IT'S PRETTY FLAT FOR THE NEXT SEVERAL YEARS.
I SEE THAT SOME OF THESE, UH, THE, THE COUPONS ON THESE ARE, UM, UP TO ABOUT, UH, LINE FIVE.
THEY GO FROM, UH, WHAT, UH, FOUR, 4.35% TO 5.1% BACK THEN PRETTY HIGH, WASN'T IT? UH, THAT'S, THAT WAS ISSUED THROUGH WHAT'S CALLED A SUBSIDY PROGRAM FOR THE VIRGINIA PUBLIC SCHOOL AUTHORITY.
YOU ACTUALLY GOT SUBSIDIZED FROM THEM WITH BOND MONEY THAT BROUGHT YOUR BORROWING RATE DOWN TO A PERCENTAGE EQUAL TO YOUR COMPOSITE INDEX.
IT WAS, IT WAS A, A PROGRAM THAT THAT SCHOOL, VPSA IS A SCHOOL FUNDING MECHANISM THAT THE STATE ADMINISTERS VIRGINIA PUBLIC SCHOOL AUTHORITY.
BUT WHAT I'M SAYING THOUGH, IS THAT A, A COUPON OF 5.1% WHEN YOU'RE, WHEN YOU'RE, UH, UM, YOU KNOW, YOU, YOU WERE GETTING, YOU WERE GOING TO THE BANK AND YOU WERE LUCKY TO GET 1%.
AND, AND AGAIN, THERE'S TWO THINGS GOING ON THERE.
ONE IS YOU HAD A, UH, A SUBSIDY COMING IN FROM VPSA THAT REDUCED YOUR ANNUAL PAYMENT, BUT IT'S ALSO A COUPON RATE, AND THAT DOESN'T ALWAYS EQUAL YOUR ACTUAL COST OF BORROWING IN THE BOND MARKET.
YOU HAVE A COUPON, YOU HAVE A PRICE, AND YOU HAVE A YIELD.
AND, AND YOU WERE, OR VPS WAS SELLING 5% COUPONS.
I'M GETTING FAIRLY TECHNICAL AT A PREMIUM, BUT THAT CREATED A YIELD THAT WAS A LOWER YIELD.
AND THAT'S, THAT'S KIND OF HOW FIXED INCOME BONDS WORK.
IT'S, IT'S ONE OF THESE NUMBERS.
WE HAVE, OVER THE YEARS, YOU HAVE, UH, OR PRIOR BOARDS HAVE REFUNDED EXISTING DEBT QUITE OFTEN WHENEVER THE OPPORTUNITY PRESENT ITSELF.
WE'RE NOT IN THAT MODE RIGHT NOW.
WE'RE GENERALLY IN A HIGHER RATE ENVIRONMENT THAN WE HAVE BEEN IN RECENT YEARS.
AND WHETHER IT'S THROUGH THE VPSA PROGRAM, THE OTHER ONE THAT'S LISTED HERE, VRA VIRGINIA RESOURCES AUTHORITY, THAT'S ANOTHER STATE PROGRAM, THEY DO A VERY GOOD JOB OF MONITORING REFUNDING OPPORTUNITIES.
SO WE HAVE TRIED TO TAKE ADVANTAGE OF THOSE WHEREVER POSSIBLE.
THERE'S A COUPLE OF SLIDES IN HERE THAT ADDRESS REFUNDINGS, AND RIGHT NOW THERE'S JUST NOT AN OPPORTUNITY BECAUSE OF WHERE RATES ARE.
AND, AND THESE DIFFERENT LOANS HAVE DIFFERENT PREPAYMENT PROVISIONS.
THERE'S, UH, SOME OF THEM MAY BE NON PREPAYABLE FOR A CERTAIN PERIOD OF TIME.
YOU GOTTA WAIT UNTIL YOU HIT THAT PREPAYMENT WINDOW.
UM, EVERY LOAN PROGRAM IS A LITTLE DIFFERENT.
UM, BUT IT'S BEEN SAID, IT'S ALL FIXED RATE DEBT.
UM, IT'S, IT'S ONLY GONNA CHANGE IF YOU CHANGE IT.
AND THERE WILL BE MY, MY EXPECTATION
[04:10:01]
AT SOME POINT GOING FORWARD, SOME OF THESE DEBT OBLIGATIONS WILL HAVE A REFUNDING OPPORTUNITY.IT'S JUST A MATTER OF, OF WHEN.
SO, UM, AS I SAID BEFORE, THE APPENDIX, THERE WERE SOME CIP SLIDES.
UM, YOU KNOW, WE TALK ABOUT SOURCES AND USES HERE ON PAGE 18.
IDEALLY, WHEN THERE ARE PROJECTS IDENTIFIED AND REQUESTED, THERE IS ALSO A SOURCE OF FUNDING, WHETHER IT'S CASH OR DEBT OR GRANTS OR WHATEVER THE CASE MAY BE.
A WELL, A BALANCED, UM, CIP IN TERMS OF, UM, NOT ONLY WHERE THE MONEY MIGHT BE SPENT, BUT WHERE THE MONEY WOULD COME FROM.
UH, PAGE 19 JUST TALKS A LITTLE BIT ABOUT, UM, A CIP PROCESS.
OFTENTIMES WE SEE LOCAL GOVERNMENTS UPDATING THAT EVERY YEAR AS PART OF THE BUDGET.
UM, AND LOOKING AT DIFFERENT STAGES OF ANALYZING THE, THE REQUESTS, PRIORITIZING REQUESTS, UM, AND THEN ULTIMATELY DEVELOPING A FUNDING PLAN THAT CAN BE INCORPORATED INTO YOUR BUDGET.
LOTS OF FUNDING OPTIONS AVAILABLE TO VIRGINIA LOCAL GOVERNMENTS, DIRECT BANK LOANS, GOING STRAIGHT TO A BANK AND BORROWING MONEY.
THE VIRGINIA RESOURCES AUTHORITY, I MENTIONED EARLIER, THE VIRGINIA PUBLIC SCHOOL AUTHORITY GOING TO THE BOND MARKET, EVEN FEDERAL PROGRAM.
SO IF PROJECTS COME BEFORE YOU THAT YOU'RE INTERESTED IN PURSUING, THAT YOU DON'T HAVE THE, THE CASH TO FUND A NUMBER OF OPTIONS YOU'LL BE ABLE TO CONSIDER, UM, IF NEED BE.
UH, I MENTIONED A REFUNDING ANALYSIS OF SOME 2014 BONDS.
REALLY NOTHING THERE RIGHT NOW.
THE, THE RATES THAT WE'RE IN TODAY AREN'T SUPPORTING THAT, BUT IT'S SOMETHING WE'LL CONTINUE TO MONITOR.
SO THAT'S REALLY WHERE WE, WE THOUGHT WE'D LEAVE IT.
YOU'VE GOT, UM, YOU KNOW, YOU'VE GOT A VERY GOOD BOND RATING.
UH, YOU ARE IN COMPLIANCE WITH A, A FUND BALANCE POLICY THAT'S A GOOD FUND BALANCE POLICY AND, AND LINE UP WELL, UM, YOU'VE GOT ABOUT A HUNDRED MILLION DOLLARS OF DEBT OUTSTANDING, BUT IT'S ALL FIXED RATE.
UH, IT IS PAID FOR EVERY YEAR FROM CURRENT YEAR REVENUES.
UM, IT'S GONNA HAVE SOME DROPS AND YOU, AND FUTURE BOARDS WILL HAVE OPPORTUNITIES TO DECIDE HOW TO DEPLOY THOSE DROPS, WHETHER IT'S STAYS IN THE CAPITAL BUDGET OR IT GOES BACK TO THE OPERATING BUDGET.
UM, AND SET UP PRETTY NICELY FOR, UM, A CIP PROCESS.
IF, IF THAT'S SOMETHING YOU WANT TO CONTINUE TO EVOLVE WITH BEYOND YOUR CURRENT, UM, PROCESS AND, AND BE ABLE TO RUN SOME SCENARIOS.
AGAIN, NOT NECESSARILY JUST DEBT, BUT DEBT AND CASH FUNDING FOR MAJOR CAPITAL PROJECTS.
IF, UM, IF THOSE COME BEFORE YOU.
ANY OTHER QUESTIONS? SO, MR. CHAIRMAN, WHILE YOU HAVE YOUR BOOKS, IF ONE OF THE THINGS THEY PUT IN THERE ON PAGE 30, IT SHOWS YOU ALL YOUR ANNUAL DEBT BY COUNTY AND SCHOOLS FOR EACH YEAR.
AND THEN AFTER IT, YOU WILL FIND A PAGE THAT SHOWS YOU EACH OBLIGATION BOND, EACH BOND ISSUE, AND OF WHAT THAT BOND WENT FOR.
THERE'S BEEN QUESTIONS BACK AND FORTH ABOUT, WELL, WHAT WAS THAT BOND FOR BACK THEN? AND WHAT DID THEY DO, ET CETERA.
I BELIEVE THEY HAVE ADDRESSED ALL OF THOSE QUESTIONS IN THE BACK OF THIS BOOK.
IS THERE ANY WAY THAT WE CAN, UM, GET SOME INFORMATION LIKE IN THE PAST FIVE YEARS, HOW MUCH DEBT WE'VE PAID OFF? SURE.
YOU CAN LOOK AND LOOK BACK FIVE YEARS AGO AND WE CAN SEE, JUST TO SEE HOW MUCH WE GO, APPROXIMATELY HOW MUCH RELIEF THAT WE, APPROXIMATELY 4,000 50,000, WASN'T IT MRS. COLORS.
SO YOU APPROXIMATELY 25 MILLION MM-HMM
AND SO, SO, UH, WHAT I'M LOOKING FOR IS WHAT IS THE, UM, THE RELIEF? WHAT, WHAT NEW REVENUE DID THAT BRING BACK INTO OUR ACCOUNT? YOU REFINANCED A LOT OF IT.
IT'D JUST BE INTERESTING TO KNOW.
I, I MEAN I, WE PROBABLY HAVE, LET'S JUST PICK 2020 AS AN EXAMPLE.
WE COULD GIVE YOU, THIS IS HOW MUCH DEBT YOU HAD OUTSTANDING IN FISCAL YEAR 20 AND YOUR ANNUAL PAYMENT WAS X.
UM, AND TODAY YOU'VE GOT 106 MILLION AND YOU'RE PAYING 11.5 A YEAR.
IT'D JUST BE INTERESTING, UH, TO, TO KNOW.
SO $11.5 MILLION ANNUAL PAYMENT, THAT'S BEEN PRETTY STEADY.
THAT HASN'T FLUCTUATED A GREAT DEAL.
I MEAN, IT WASN'T 15 MILLION AND DROPPED TO 11
[04:15:01]
POINT A HALF OR ANYTHING LIKE THAT IN FIVE YEARS.SO, SO I'M JUST CURIOUS, WHEN, WHEN WE REFINANCE THESE, DO, DO YOU SOUND LIKE IF YOU'VE GOT, UM, IF YOU'VE GOT A BOND THAT HAS 20 YEARS ON IT AND YOU REFINANCE IT AFTER FIVE YEARS, DO YOU, DO YOU REFINANCE IT AT, AT ANOTHER 20 YEARS SO THAT YOU GET A LOWER PAYMENT? OR DO YOU KEEP IT AT 15? OR IS THAT A TY TYPICALLY WE KEEP IT AT 15.
WE KEEP THE SAME ORIGINAL FINAL PAYMENT.
AND YOU'RE DOING THAT BECAUSE WE'VE GOT A LOWER RATE AND YOU GET LOWER PAYMENTS.
NOW, AT THE TIME OF DOING THAT, YOU COULD CONSIDER EXTENDING IT.
YOU COULD CONSIDER SHORTENING IT.
AND SAY, LOOK, RATHER THAN TAKE THE ANNUAL SAVINGS, I WANNA SHAVE THREE YEARS OFF OF THE FINAL MATURITY.
SO THERE ARE OPTIONS AT THE TIME OF DOING THAT.
BUT THE STANDARD, AND, AND IN MOST OF WHAT WE WOULD'VE DONE IS WHAT WE CALL LEVEL SAVINGS, WHERE WE KEEP THE SAME FINAL, WE'RE JUST MOVING FROM A MILLION DOLLARS A YEAR TO 800,000.
[Items D & E]
NEXT WE'VE, WE'VE GOT, UM, THE, UH, COMMISSIONER OF THE REVENUE.I, I, I EMAILED HIM WHEN HE'S I'LL, I'LL, I'LL LET HIM GO UNTIL HE POPS UP.
YOU'RE GONNA LET HIM KNOW? YES.
IF YOU REMEMBER, SIR, MRS. COLOR'S ASKED TO HAVE MR. COHEN JOIN US IN THIS TO TALK ABOUT THE ASSESSMENT FOR A MINUTE.
HE'S BEEN HANGING OUT IN SPACE LAND SOMEPLACE FOR A COUPLE HOURS NOW.
SO YOU ALL WANNA TALK ABOUT REASSESSMENT? HE'S GONNA, HE'S COMING ON HERE JUST FOR FYI.
THE SECOND NOTICES THAT ARE GOING OUT FROM THE HEARINGS WENT TO THE, THE, UH, PEOPLE THAT OUTSOURCE IT MM-HMM
SO THEY SHOULD BE COMING OUT IN A COUPLE WEEKS.
BUT THE NEW ASSESSMENTS ARE ON THE WEBSITE ONLINE.
WE NOW HAVE THREE APPLICANTS FOR THE BOARD OF EQUALIZATION.
THEY ARE GOING TO BE ON YOUR AGENDA TO START GETTING THIS BOARD TOGETHER NEXT WEEK.
YOU STILL NEED A FOURTH MEMBER, SO PLEASE KEEP LOOKING.
IS IT TRUE WE NEED
THANK, THERE HAS TO BE SOME RELATION TO REAL ESTATE.
YOU HAVE TO HAVE, UM, PREFERABLY A COUPLE MEMBERS THAT ARE EITHER A REALTOR OR THEY'RE IN THE FINANCE FIELD OR SOMETHING ALONG THOSE LINES.
I THINK WE HAD MOST ALL THE BOE MEMBERS WERE REALTORS.
SO IS HE THERE? HE'S NOT COMING ON.
SO ARE WE, WE READY? WE'RE WAITING FOR JASON.
WE NEED TO SEE IF HE'S THERE, SIR.
HE'S, HE'S BEEN HANGING OUT FOR QUITE A WHILE.
MAYBE WE, CAN YOU HEAR ME? YEAH.
SO, UM, I'M PREPARED A FEW SLIDES HERE.
UM, CAN YOU GUYS SEE MY SLIDESHOW AS WELL? YES, WE CAN SEE IT.
SO, UH, I GUESS JUST REAL, REAL GENERAL STARTING OUT, REAL GENERAL, UH, THE PURPOSE OF GENERAL REASSESSMENTS ARE TO ENSURE EQUITABLE DISTRIBUTION OF A TAX BURDEN, UH, AND ALSO TO COMPLY WITH STATE REASSESSMENT LAWS.
UH, ASSESSORS DO FOUR MAIN THINGS.
[04:20:01]
DISCOVER PROPERTY, THEY LIST PROPERTY, THEY VALUE PROPERTY, AND ULTIMATELY TAX PROPERTY.UM, AND HERE'S A LITTLE DIAGRAM OF KIND OF THAT PROCESS.
AT THE BASE OF THAT TRIANGLE IS DISCOVERY.
THAT IS THE, THE MOST TIME, UH, JASON, I THINK YOU HAVE TO ADVANCE THE SLIDES.
UM, I'M JUST IN LOOKING AT TEAMS. I'M NOT SURE HOW TO DO THAT.
SHARE MY SCREEN IF YOU'D LIKE.
ARE YOU TALKING ABOUT THE OVERVIEW OF THE REASSESSMENT PROCESS LINE, JASON? YEAH.
IT, UH, LOOKS LIKE A TRIANGLE.
SO, UH, AT, AT THE BASE OF, I JUST DID A LITTLE, LITTLE VISUAL THERE.
UH, AT THE BASE OF THE REASSESSMENT PROCESS IS THE, UH, THE DISCOVERY FUNCTION THAT IS THE MOST TIME CONSUMING AND MOST COSTLY FUNCTION, UH, THAT ASSESSORS CARRY OUT.
UM, AND THE REST OF THE FUNCTIONS ARE ACTUALLY BUILT UPON IT.
THEY'RE DEPENDENT UPON DISCOVERING THE PROPERTY, BECAUSE IF YOU DON'T DISCOVER THE PROPERTY, YOU CAN'T LIST IT.
IF YOU DON'T LIST IT, YOU CAN'T VALUE IT.
AND IF YOU CAN'T VALUE IT, ALSO, YOU, UH, SO WHAT DISCOVERY IS, IF YOU COULD ADVANCE ONE MORE PLEASE.
WHAT DISCOVERY DOES IS ANSWERS QUESTIONS LIKE, WHAT, WHAT IS THE PROPERTY? HOW BIG IS IT? WHAT IS IT LIKE, IS IT NEW OR OLD? UH, IT'S A COMBINATION OF DIFFERENT, UH, THINGS LIKE DOCUMENTS, DEEDS, LAND RECORDS, SURVEYS, UH, ZONING RECORDS.
UH, A LOT OF THE WORK IS ACTUALLY DONE BY THE COMMISSIONER AROUND STAFF, UH, WHERE THEY MAINTAIN OWNERSHIP, UH, ACREAGE, UM, ZONING, ALL THOSE TYPES OF THINGS.
THE GIS UH, STAFF HERE IN THE COUNTY, THEY MAINTAIN WHAT'S CALLED A SHAPE FILE.
SO THEN WE CAN VISUALLY SEE THE PROPERTY ON A MAP KIND, WHETHER OR NOT HAS ROAD, FRONT END, THAT KIND OF STUFF.
AND THEN THE REASSESSMENT TEAM ACTUALLY GOES AND MAKES FIELD OBSERVATIONS JUST OVER FACTS LIKE, UH, CONDITION OF PROPERTY QUALITY, BUILDING SIZE, AND JUST VERIFY THAT THE INFORMATION IS CORRECT.
UH, AND THEN LISTING THE PROPERTY.
BASICALLY WE TAKE ALL THE INFORMATION THAT'S BEEN COLLECTED, UH, ON THE COMMISSIONER STAFF AND THE FIELD STAFF AND GIS PEOPLE, AND PUTTING IT INTO A COMPUTER SYSTEM, UM, WHERE WE CAN BOTH USE IT OURSELVES CURRENTLY, AND THEN ALSO, UM, PASS THE INFORMATION ONTO THE NEXT GENERATION OF PEOPLE WHO HAVE TO COME IN AND PERFORM A SIMILAR DUTY.
SO, UM, IT'S VERY IMPORTANT, AND THIS IS ONE OF THE THINGS THAT WE DID THIS REASSESSMENT CYCLE WAS ACTUALLY GOT A NEW COMPUTER SYSTEM, AND THE ONLY ONE WAS, UH, IT BEEN USED FOR A VERY LONG TIME THAT IT KIND DEFINITELY GOT ITS MONEY'S WORTH, BUT IT WAS NO LONGER BEING SUPPORTED, SO WE HAD TO SWITCH OVER TO A NEW SYSTEM.
AND, UH, IF YOU COULD ADVANCE IT, ONE MORE SLIDE.
UM, THE LAST THING WE DO IS VALUE PROPERTY, UM, WHICH IS BASICALLY WE DEVELOP A METHODOLOGY THAT UNIFORMLY DISTRIBUTES A TAX BURDEN IN A WAY THAT APPROXIMATES VALUE, UH, IT'S A VERY GOOD WORD, APPROXIMATES VALUE.
UM, IT'S BASED UPON VALUE IN GROUPS OR PROPERTIES WITH A LARGE NUMBER OF SALES.
UM, AND THE GOAL IS TO MEET STATE STANDARDS AND ASSESSMENT GUIDELINES.
AND THIS ONE MIGHT BE A LITTLE BIT HARD TO SEE, BUT I THOUGHT IT WAS IMPORTANT TO SHOW.
THIS IS FROM THE, UH, STATE APPRAISAL BOARD.
THEY HAVE A LITTLE FREQUENTLY ASKED QUESTIONS SECTION, AND RIGHT HERE IT GOES IN NUMBER TWO SAYS, WHAT IS THE DIFFERENCE BETWEEN SALE PRICES, APPRAISALS, AND ASSESSMENTS? AND I WON'T BORE YOU WITH READ THE WHOLE DEFINITION, BUT THEY DRAW A DISTINCTION BETWEEN EACH, EACH, UH, ITEM THERE.
AND IT SAYS, SPECIFICALLY, AN ASSESSMENT IS A MASS APPRAISAL PROPERTIES OF JANUARY 1ST FOR EACH, EACH YEAR FOR TAX PURPOSES.
ASSESSMENTS ARE BASED ON LARGE NUMBER OF SALES THAT ARE ANALYZED TO DETERMINE VALUES FOR LARGE GROUPS OF PROPERTIES.
[04:25:01]
SO SOME OF THE MAJOR ACCOMPLISHMENTS WE DID, UM, DURING THIS REASSESSMENT CYCLE, UH, SUCCESSFULLY CONVERTED TO A NEW, UH, COMPUTER SYSTEM.UH, WE OVERCAME SOME OF THE DATA CHALLENGES WITH WHEN THINGS, UH, MIGRATE FROM ONE SYSTEM INTO ANOTHER SYSTEM, THEY DON'T ALWAYS GET MATCHED OVER IF THEY'RE WORD OVER CORRECTLY.
SO WE HAD TO DEAL WITH SOME OF THAT.
UM, UH, WE MAINTAINED THE REASSESSMENT CYCLE, UH, WITHOUT GETTING A, AN EXTENSION, UM, WHICH WAS, I, I THINK, AN ACHIEVEMENT, GIVEN THE FACT THAT WE DID HAVE SOME ISSUES TO OVERCOME.
WE WOULD'VE PREFERRED TO FINISH A LITTLE EARLIER IN THE YEAR.
UH, BUT WE DID NOT NEED, UH, AN EXTENSION.
AND THEN SOME OF THE, UH, I GUESS, STATISTICAL SUMMARIES, UH, WE DID ACHIEVE, UH, A HUNDRED PERCENT SALES, UH, ASSESSMENT OF SALES RATIO, UH, WITH A COD OF 12.
AND WHAT THAT COD MEASURES IS BASICALLY, UH, AS WE ENCOUNTER THE DIFFERENT TYPES AND SIZES AND AGE AND QUALITIES OF PROPERTIES ACROSS THE COUNTY, HOW WELL CAN WE, WE, UH, VALUE THOSE? UH, I GUESS LIKE HORIZONTALLY, LIKE, YOU KNOW, FROM THE DIFFERENT NEIGHBORHOODS AND PROPERTY TYPES, UM, IN A COUNTY LIKE, UH, WARREN, WHERE YOU HAVE A DIVERSE POPULATION, PARK PARKS, URBAN IN TOWN PARKS, SUBURBANS, PARK, RURAL, UH, ANYTHING LESS THAN 20 IS GOOD.
UH, ANYTHING LESS THAN 10 IS VERY GOOD.
UH, THE PRE, THAT'S THE PRICE RELATED DIFFERENTIAL.
AND WHAT THAT NUMBER MEASURES IS VERTICAL EQUITY.
UH, SO THAT IS, HOW ARE THE ASSESSMENTS UP AND DOWN THE PRICE SCALE? ARE THEY HIGH, THE LOW VALUE PROPERTIES, ARE THEY LOW ON THE HIGH VALUE PROPERTIES? SO ANYTHING CLOSE TO A, UH, LIKE ONE OR, YOU KNOW, AS GOOD LOWEST SHOULD BE IS 98.
THE HIGHEST IT SHOULD BE IS 1 0 3.
SO WE WERE RIGHT, RIGHT THERE IN THE RANGE.
UH, AND, AND THE LAST PORTION OF THAT IS WHERE WE MET ALL THE STANDARDS WE WERE SUPPOSED TO.
UM, OF COURSE, IN THE PROCESS WE HELD BEFORE HEARINGS CONCERNED CITIZENS, UM, THE, THE HEARINGS ARE ACTUALLY NOT REQUIRED BY STATE LAW.
IT'S SOMETHING THAT'S TYPICALLY DONE, UH, JUST AS A COURTESY TO MAKE SURE THAT, UH, HOW PEOPLE HAVE AN OPPORTUNITY TO BE HEARD AND TO TALK ABOUT THEIR ASSESSMENT.
UH, WE ADDRESS INQUIRIES AND EXAMINE, UH, EXPLAINING THE PROPERTY EVALUATIONS.
UH, THE, THE FINAL APPEAL ADJUSTMENTS WERE SUBMITTED TO THE PRINTER, UH, LAST FRIDAY.
AND THEN, UH, I THINK NEXT TO LAST SLIDE IS, UH, SIR, QUICK QUESTION.
WHAT, WHAT PERCENT OF RESIDENTS WHO APPEALED WERE GRANTED AN AN ADJUSTMENT? UM, I DON'T HAVE THE EXACT PICTURE.
UM, I'M GONNA SAY BETWEEN 60, 70%, SOMETHING LIKE THAT.
MOST OF IT WAS BASED UPON LIKE, LIKE NEW INFORMATION, UM, WHERE, YOU KNOW, THEY SAID THEIR HOUSE, YOU KNOW, HAD MOLD IN THE BASEMENT.
YOU SAW ANY, ANY NUMBER OF THINGS.
ONE PERSON HAD, UH, A BUNCH OF STRAIGHT CATS IN THE NEIGHBORHOOD.
THEY WERE, YOU KNOW, DEFECATING ALL OVER THEIR, THEIR BACK PATIO AND ALL KINDS OF CRAZY STUFF THAT WE WOULD'VE NEVER, NEVER NECESSARILY KNOW, UH, WHO, WHO WOULD, YOU KNOW, THEY, THEY REPORTED IMPACT VALUE.
SO I JUST, FROM GUESSING, I WOULD SAY ABOUT 60%.
WOULD YOU BE ABLE TO SAY HOW, WHAT, WHAT PERCENTAGE OF RESIDENTS OF THE COUNTY MADE INQUIRIES? SURE.
UM, THERE WERE, I I'M GONNA SAY ABOUT 14 TO 1500 UNIQUE, UM, REQUESTS.
AND THEN THERE WAS A BUNCH THAT HAD MULTIPLE PROPERTIES, YOU KNOW, WHO HAD FARMERS, FARMERS WHO HAD 10, 20 PROPERTIES AND, AND THINGS LIKE THAT.
UM, CAN YOU MAKE A, A, A STATEMENT OR A CLARIFICATION ABOUT THE, THE APPEAL PROCESS IN TERMS OF THE TYPES THAT YOU ENCOUNTERED? FOR EXAMPLE, THERE WERE PEOPLE THAT ASKED FOR A ZOOM CALL.
THERE WERE PEOPLE THAT CAME IN, IN PERSON, THERE WERE PEOPLE THAT MADE A PHONE CALL.
UM, AND, AND OR EVERY IS WAS EVERY INSTANCE OF THOSE, UH, OR ON RECORD IN TERMS OF BEING AN INQUIRY WITH, WITH A, WITH A, UM, A NOTICE BACK TO THAT PERSON? EITHER THERE WAS OR WAS NOT AN ADJUSTMENT.
[04:30:02]
UH, WE DIDN'T TRACK LIKE, UH, TO THAT DETAIL.LIKE, IF I UNDERSTAND YOUR CORRECTION, YOUR QUESTION, UH, WAS DID WE TRACK WHETHER OR NOT WOULD'VE CHANGED BASED UPON HOW WE COMMUNICATED WITH HIM? IS THAT WHAT YOUR QUESTION IS? WELL, UM, IT'S, IT'S NOT NECESSARILY HOW YOU COMMUNICATE WITH HIM.
IT, IT'S FOR, I'M JUST GONNA SAY, I, I HAVE CONSTITUENTS REACHED OUT AND SAID, YOU KNOW, THAT THEY, THEY WANTED A HEARING.
THEY, UH, THEY WERE TOLD THEY DIDN'T NEED TO COME IN.
UM, I ACTUALLY HAD SOME COMMUNICATION WITH YOU, AND YOU SAID THAT WHILE YOU WERE ON THE PHONE, YOU WERE, YOU WERE OPEN, YOU WERE OPENING A FORM AND PERFORMING A, YOU KNOW, WHATEVER IT IS YOU DO, UM, ADJUSTMENT OR SOMETHING.
UM, THAT, THAT WHAT THEIR, WHAT THEY DON'T KNOW IS LIKE, IF THEY CAME IN IN PERSON AND SAT ACROSS AND PUT SOME PAPERS IN FRONT OF YOU AND THEN, YOU KNOW, YOU HAD A DISCUSSION, THEN IT'S PRESUMABLY THEY WOULD'VE HEARD FROM YOU OR THEY'LL HEAR FROM YOU SOON.
UM, OR THEY'LL HEAR, OR THEY'LL KNOW THEY GOT AN ADJUSTMENT BECAUSE IT'S NOW PUBLISHED.
BUT, UM, IN THE CASE OF A PERSON WHO CALLED IN ON THE PHONE AND IT DOESN'T HAVE A RECORD, UM, THEY, THERE'S AN, UH, THEY, THEY HAVE A FEELING THERE'S AN OPEN CASE AND, AND THEY DON'T HAVE A RECORD OF IT.
AND, UH, MY UNDERSTANDING IT WHEN I, WHEN I TALKED TO YOU ABOUT IT, WAS THAT YOU DID OPEN A FILE FOR THE PEOPLE THAT YOU WERE HAVING PHONE CONVERSATIONS WITH, CORRECT? YES, SIR.
SO BASICALLY, UH, IT'S ALL, IT'S ALWAYS GOOD EITHER TO HAVE A PAPER TRAIL.
SO, UH, WE FACILITATED THE TAXPAYERS WITH AN ONLINE FORM.
UH, THEY COULD HAVE COME IN AND FILLED OUT A PAPER FORM AND IN SHERRY'S OFFICE, UH, THEY COULD HAVE EMAILED ME DIRECTLY.
THEY COULD HAVE CALLED AND, AND CAME IN TO SCHEDULE AN APPOINTMENT, OR THEY COULD HAVE CALLED, JUST DID AN APPOINTMENT OVER THE PHONE.
UH, BUT IN ANY OF THOSE CASES, WE, WE NEVER AS A POLICY, UH, DISCUSS WHETHER WE'RE GONNA CHANGE OR NOT CHANGE, BASICALLY, BECAUSE IT'S NOT A NEGOTIATION.
AND, AND WE NEED TIME TO THINK ABOUT, TO CONSIDER WHAT THEY SAID AND TO CONSIDER THE IMPACT, YOU KNOW, ON DIFFERENT THINGS.
SO WE, WE NEVER BASICALLY SAY WE'RE GONNA CHANGE IT TO THIS, THAT THAT'S, AND I, I'VE BEEN DOING IT A LONG TIME.
I DON'T THINK ANYBODY DOES THAT.
AND NO, NO, I DON'T THINK THAT'S WHAT THEY WERE, THEY WERE ASKING.
THE QUESTION WOULD BE, UM, IF A, IF A PERSON CALLED IN AND SPOKE TO YOU ON THE PHONE, UM, MY UNDERSTANDING WAS YOU OPENED A FILE IN THOSE INSTANCES.
SO DID ANYBODY WHO MADE ANY KIND OF APPEAL, UH, WILL THERE BE A RECORD OF, UM, YES, THE ADJUSTMENT WAS MADE AND HERE IT IS, OR NO, AN ADJUSTMENT WASN'T MADE? YEAH, YEAH.
THERE'S A, THERE'S A LOG THAT, UH, THAT'S, THAT'S TYPICALLY HANDED OVER, UH, TO SHERRY, UH, IN THAT, IN THEIR OFFICE.
AND THAT'S ONE OF THE THINGS THAT WE, WE WERE ACTUALLY TALKING ABOUT THAT EARLIER TODAY.
SO ALL THE, ALL THE APPEALS THAT, YOU KNOW, CAME IN OR WHATEVER.
SO CONSTITUENTS OF MINE WILL BE ABLE TO SEE THIS LOG AND, AND, AND SEE THEIR NAME ON IT.
IF THEY HAD A CONVERSATION WITH YOU, I THINK WHAT MR. SO WAS SAYING IS THEY'RE GONNA GET A MA A MAILING.
THEY'RE GONNA GET A NOTICE IN THE MAIL.
WELL, THAT, THAT'S WHAT I'M TRYING TO ASCERTAIN IS THAT, THAT THE PEOPLE WHO HAD A PHONE CALL AND, AND DID NOT HAVE A IN PERSON OR DID NOT HAVE A ZOOM, THAT THEY WILL YES.
SO THERE, IN OTHER WORDS, WHAT THIS IS ALL GETTING TO IS WHAT WAS THEIR APPEAL ON THE RECORD? THAT THAT'S, THAT'S THEIR, THAT'S WHAT THEIR UNCERTAINTY IS.
THAT'S WHAT I'M HEARING A LOT ABOUT.
SO WE'LL SOON SEE IF, IF THEIR APP APPEAL, IF THEY APPEAR ON THE LOG THAT THE YES, IT WAS A MATTER OF FORMAL RECORD THAT, THAT'S CORRECT.
THEY'RE ALL GONNA GET A, UH, ANOTHER, UM, NOTICE.
IT'LL BE VERY SIMILAR TO THE ONE THAT THEY RECEIVED ORIGINALLY.
UH, BECAUSE A LOT OF THE STANDARDS ARE THE SAME.
IT'S SLIGHTLY DIFFERENT WHEN YOU DO, UH, AN APPEAL NOTICE, JUST A GENERAL NOTICE.
BUT YEAH, IT, IT'LL BE VERY SIMILAR.
AND IT HAS THIS, THE OLD VALUE, THE NEW VALUE, AND THE TWO PREVIOUS YEARS VALUES, THE TAX RATES, ALL THAT INFORMATION WILL BE ON IT.
UM, SO THEN I GUESS THE, UH, GOING BACK TO THE NEXT SLIDE HERE, UH, NEXT STEPS AND RECOMMENDATIONS, UM, OF COURSE IS TO MAINTAIN THE, THE CURRENT TWO YEAR REASSESSMENT CYCLE.
[04:35:01]
I GUESS WOULD BE, I GUESS, A GOOD THING BASED ON OUR, I WAS LISTENING TO WHAT WAS GOING ON.IT'S A GOOD OPPORTUNITY TO SAVE MONEY, UH, WITH A LIMITED SCOPE OF WORK, UM, FOR THE NEXT REASSESSMENT, POTENTIALLY THE ONE AFTER THAT.
UH, WITH A LIMITED SCOPE OF WORK.
THAT'S BASICALLY WHERE WE DON'T ACTUALLY HAVE TO GO AROUND AND KNOCK ON PEOPLE'S DOORS AND RECOLLECT A LOT OF THE INFORMATION WE JUST PREVIOUSLY COLLECTED.
UM, AND THAT'S AN OPPORTUNITY TO PASS ON SOME SAVINGS TO THE TAXPAYERS.
AND THAT PROCESS OF DOING A REASSESSMENT WITHOUT GOING INTO THE FIELD AND KNOCKING ON DOORS AND, AND CHECKING THINGS, THAT'S BEEN PRETTY MUCH ROUTINE SINCE THE SEVENTIES FOR JURISDICTIONS LIKE WARREN, WHO NOW DO A REASSESSMENT MORE FREQUENTLY THAN ONCE EVERY FOUR OR SIX YEARS.
SO THE REQUIREMENT IN VIRGINIA IS TO GO AND, UH, LIKE MAKE A, A GOOD INSPECTION ONCE EVERY SIX YEARS.
YOU KNOW, THAT'S WHERE YOU KNOCK ON THE DOOR AND YOU WALK AROUND, YOU PHYSICALLY GO AND TAKE A LOOK.
UH, AND THAT'S WHAT I WAS TALKING ABOUT BEFORE THAT DISCOVERY, THAT'S THE MOST EXPENSIVE AND TIME CONSUMING PART.
UH, SO, SO SINCE WE DID THAT, YOU KNOW, THIS PAST YEAR, WE CAN SKIP THAT PROCESS AND JUST DO WHAT'S CALLED A DESK REVIEW, WHERE WE JUST LOOK AT THE EXISTING INFORMATION, MAYBE DOUBLE CHECK SOME THINGS, AND THEN MAKE THE EXISTING INFORMATION MATCH UP WITH THE LOCAL OR THE CURRENT MARKET CONDITIONS.
WOULD YOU STILL NEED TO DO A VISIT IF THERE WERE A, A BUILDING PERMIT MAYBE FOR AN, AN ADDITION OR, OR SOMETHING LIKE THAT? OR AN OCCUPANCY CERTIFICATE GRANTED? YES.
SO, UH, THE, THE VIRGINIA REQUIREMENTS ARE IMPLICIT AND THEY SAY YOU HAVE TO KEEP UP WITH YOUR BUILDING PERMITS IN ORDER TO SKIP THIS, YOU KNOW, THE PHYSICAL INSPECTION, UH, DELAYING AT LEAST UP TO ONCE EVERY SIX YEARS, YOU DO HAVE TO KEEP UP YOUR BUILDING PERMITS, BUT OF COURSE, YOUR FIRE REPORTS OF A HOUSE BURNS DOWN OR WHATEVER, YOU HAVE TO GO AND VERIFY THAT, UM, THAT KIND OF INFORMATION AS WELL.
AND YOU CAN ALSO USE, UH, AN AIRPLANE.
UH, YOU KNOW, THERE'S SERVICES YOU CAN FLY OVER AND COLLECT VISUAL, UH, AERIAL IMAGERY, UH, WHICH IS OF VALUE TO THE ASSESSING OFFICE, BUT ALSO IT'S USUALLY VALUABLE TO THE ZONING, AND SOMETIMES THE POLICE AND FIRE CAN USE IT AS WELL.
AND IN VIRGINIA, YOU CAN USE THE AERIAL IMAGERY, UM, AS A SUBSTITUTE OF ACTUALLY GOING AND KNOCKING BECAUSE IT'S, IT'S TAKING ON A, AN OBLIQUE KIND OF LIKE, ON AN ANGLE, AND IT'S VERY GOOD, HIGH QUALITY RESOLUTION, SO YOU CAN REALLY SEE WHAT, YOU KNOW, WHAT THE PROPERTY IS LIKE AND STUFF.
UM, YEAH, I ALREADY KIND OF EXPLAINED THAT ONE, BUT UNDER BOTH SCENARIOS, JUST THE DESK REVIEW OR THE, THE AERIAL IMAGERY, UM, YOU'RE GONNA BE SAVING MONEY AND OR PROVIDING, UM, YOU KNOW, SOME VALUABLE IMAGERY TO THE COUNTY.
I APPRECIATE THE OPPORTUNITY TO COME AND TALK WITH YOU.
I APPRECIATE THE OPPORTUNITY TO HAVE, UH, SERVED THE CITIZENS IN THIS CAPACITY.
AND, UH, YOU KNOW, IF YOU HAVE ANY QUESTIONS, I'M HAPPY TO, UH, TO ANSWER.
WELL, I, I KNOW I ASKED, UM, FOR THIS PRESENTATION AFTER HAVING A COMMUNITY MEETING, AND SO MANY OF THE PEOPLE THERE WANTED TO KNOW, UM, HOW THIS PROCESS WENT.
AND I, I, YOU DID THAT PART, BUT I THINK THE BIGGER QUESTION, AND AS LATE AS IT IS TONIGHT, I, I'LL JUST GET WITH SHERRY AND SEND SOME, BECAUSE THE QUALITY, I JUST HAD SOMEBODY TEXT ME AND SAY THEY COULDN'T HEAR YOU WATCHING FROM HOME.
UM, SO IT'S NOT QUITE, I WAS HOPING YOU WOULD BE IN PERSON AND BETTER QUALITY, UM, BEING ABLE TO HEAR AND SEE, UM, THE PRESENTATION.
BUT WHAT THEY WERE ASKING FOR WAS HOW YOU CAME UP WITH, UM, LIKE IF SOMEONE HAD PROPERTY ON ONE SIDE OF THE ROAD AND THEIR NEIGHBOR ON THE OTHER SIDE OF THE ROAD, AND IT SEEMED TO THEM LIKE IT WAS APPLES TO APPLES.
BUT ONE'S, UM, ASSESSMENT WAS SAY 24,000 FOR AN ACRE OF GROUND AND THE OTHER WAS 70,000.
UM, THEY COULDN'T UNDERSTAND THAT DIFFERENTIAL WHEN IT SEEMED LIKE IT WAS APPLES TO APPLES.
BUT LIKE I SAID, PEOPLE CAN'T HEAR YOU WELL.
SO, UM, IN THE HOUR OR SO LATE, I'D RATHER TRY TO DO THIS, UM, WHERE THE INFORMATION COULD BID OUT A LITTLE BETTER FOR THE, UH, POPULATION THAT WANTS IT.
UM, WHAT WAS THE OVERALL PERCENT INCREASE FOR THE AVERAGE HOUSE? WAS IT ABOUT 8% OR SO? NO, I THINK IT WAS LIKE 25, UM, FOR HOUSES AND THEN 19 FOR COMMERCIAL.
[04:40:01]
SORRY, I HAVE SOME BAD MATH ON SOMETHING.A ANYTHING ELSE SHERRY? UM, WHAT, WHAT'S NEXT? WHAT'S NEXT?
WELL, I GUESS, DO WE NEED, JASON, ARE YOU STILL THERE, JASON? YES, SIR, I CAN HEAR YOU.
SO YOU SAID THAT THE AVERAGE WAS SOMEWHERE BETWEEN 20 AND 25%, AND WHAT THE COMMISSIONER'S RECORDS SHOW IS AN INCREASE A LITTLE OVER 10%.
I'M NOT SURE WHAT THE DIFFERENCE IS.
WELL, HE'S, HE'S SAYING 25 FOR RESIDENTIAL IN 19 FOR COMMERCIAL.
WELL, BOTH OF THOSE ARE MUCH HIGHER THAN THAT, TIM.
YEAH, WE COME BACK AND LOOK AT THE RATE AGAIN.
ARE YOU TALKING ABOUT, UH, YOU HAVE TO CONSIDER LAND USE IN THERE THAT WOULD'VE, UM, YOU KNOW, TAKEN OFF SOME OF THE, I'M NOT SURE WHAT YOU'RE COMPARING TO.
WHAT HE'S LOOKING AT IS WHERE WE DID THE TAX RATE CALCULATION AND LIKE, UH, THE 24 TOTAL REVENUE WAS LIKE 37 MILLION.
AND THEN WE TOOK THE 25 TAXABLE ASSESSED VALUE, WHICH WAS 8.4.
AND THEN WE WERE ALLOWED TO TAKE OFF THE LAND USE, ALLOWED TO TAKE OFF FOR THE HISTORICAL REHAB.
AND WE TOOK OFF THE NEW LOTS AND WE TOOK OFF THE NEW CONSTRUCTION, WHICH THE NEW CONSTRUCTION WAS 76.8 MILLION.
SO AFTER DOING ALL OF THAT, WE COME UP WITH THE NET 25 TAXABLE ASSESSMENT OF 7.8 MILLION, AND THEN WE HAVE TO, UM, DIVIDE ALL THAT OUT BY THE, UM, 24 TOTAL REVENUE, MULTIPLY THAT BY THE 101%.
AND THEN WHEN YOU COME DOWN HERE, WE WAS LOOKING AT AN EQUALIZED RATE OF, UM, 47.9, BUT THAT TOTAL VALUE IS ONLY ABOUT 10% ABOVE LAST OF LAST YEAR.
YOU, YOU, ARE YOU COMPARING THE 20% OVER THE LAST ASSESSMENT OR OVER LAST YEAR? UH, OVER THE TWO YEAR PERIOD IS WHAT I COMPARED.
SO OVER THE LAST ASSESSMENT MM-HMM
ALRIGHT, SO THAT MEANS THAT COULD BE, UH, IF THEY LEVEL THE RANK MM-HMM
EVERYBODY'S GONNA GET A 10% INCREASE AND IT'S SUPPOSED TO BE EQUALIZED SO THAT IT'S EQUAL MM-HMM
AND YOU SHOULD HAVE SOME FLEXIBILITY IN THERE.
BUT BASICALLY WE SHOULD BE COLLECT 'CAUSE WE'RE GONNA COLLECT THE SAME AMOUNT WITHIN 1%.
THERE COULDN'T BE THAT MUCH DIFFERENCE BETWEEN THE TWO YEARS.
COULD THERE? OH, THE RAIN INCREASE LAST YEAR.
THAT'S, THAT'S WHAT SHIFTS IT UP.
[F. Discussion - Tax Rate Calculation - The Commissioner of Revenue]
WHAT'S NEXT? WELL, THE REASSESSMENT THING WAS KIND OF COMBINED THE D AND E.UM, SO THE NEXT WOULD BE THE TAX RATE CALCULATION FOR THE REAL ESTATE.
AND I THINK EVERYBODY GOT A COPY OF THAT.
IF I CAN TALK ABOUT THE PROCESS FOR JUST A SECOND.
UH, YOU HAVE TWO SHEETS IN FRONT OF YOU.
[04:45:01]
OF THE SANITARY DISTRICTS, EXCUSE ME, SOME OF THE SANITARY DISTRICTS WANT, AND THEY HAVE VOTED TO ASK FOR A RATE INCREASE AND THEY WENT THROUGH THEIR SANITARY DISTRICT MEETING PROCESS AND SO FORTH.YOU HAVE TO APPROVE THOSE RATES AS THE OFFICIAL SANITARY DISTRICT ONE.
IF YOU ARE GOING TO KEEP ALL OTHER RATES WHERE AS THEY ARE, THEN WE WOULD NUMBER ONE, PUT THE RATE CHANGE PAGE WITH THE CORRECT NUMBERS IN THERE ON THE AGENDA NEXT WEEK.
AND WE WOULD BEGIN THE ADVER ADVERTISING, THE SANITARY RESPONSE, AND THEY WOULD BE AT A SPECIAL MEETING ON THE EIGHTH.
SO THAT ON THE EIGHTH, THAT'S, IT'S A TUESDAY.
THAT'S THE REGULAR WORK SESSION THAT, UH, THE PURPOSE IS BECAUSE THE COMMISSIONER GETS THE BILLINGS FOR APPROXIMATELY 10 DAYS AND THE TREASURER GETS THE BILLINGS FOR APPROXIMATELY 10 DAYS, THEN THEY GO TO THE MAILING AGENT FOR ANOTHER WEEK.
SO THAT THEY WOULD BE MAILED THE FIRST WEEK OF MAY TO BE DUE THE FIRST WEEK OF JUNE, JUNE 5TH.
SO WE BACK FROM THE, THAT DATE OF JUNE 5TH.
IF YOU DECIDE YOU WANT TO INCREASE THE RATE, THEN WE WOULD HAVE ON YOUR AGENDA NEXT WEEK TO ADVERTISE EVERYTHING FOR A HEARING ARE OTHERWISE, IF YOU ARE GOING TO KEEP THE RATE AT, AT THE EQUALIZED RATE AT 47 9, THEN YOU JUST HAVE THE HEARING ON THE SANITARY MIS.
SO WE JUST NEED DIRECTION TO KNOW WHAT TO ADVERTISE.
DO YOU NEED THAT, UH, THIS EVENING OR? YES, YOUR HONOR.
WELL THAT, UH, I FOR 1:00 AM UH, UH, I WOULD LIKE TO KEEP IT AT, UM, UH, AT THE 0.479, SIR.
SO DO I CHERYL, IT'D BE NICE TO, TO HAVE, YOU KNOW, KNOW WHAT THOSE REASSESSMENT VALUES ARE.
UM, BUT IT'S, YOU KNOW, UNANIMOUS ANYWAY, SO, UM, I I JUST FEEL PUSHED TO THINK ABOUT THIS TONIGHT.
I YEAH, WE BEEN TALKING THAT WE NEED TO KNOW WHAT DIRECTION, UM, IF WITH THE RATE TO BE EQUALIZED AT THE ONE OH 1%, THEN WE WILL PROCEED TO ALSO, AS I MENTIONED, THE BOARD OF EQUALIZATION.
WE DO NEED ANOTHER MEMBER TO GET THAT GOING SO THAT PEOPLE WHO RECEIVE THEIR NEW ASSESSMENT CAN START THEIR APPEAL IF THEY WOULD LIKE TO, THEY WANNA APPEAL THEIR NEW ASSESSMENT.
SO, SO BASICALLY WHAT WHAT YOU'RE LOOKING FOR IS JUST A DIRECTION SO THAT WHETHER OR NOT WE HAVE TO, UM, ADVERTISE THAT WE ARE GOING TO BE, UH, ASKING FOR EITHER HIGHER THAN, THAN, THAN THE 1% OR LOWER THAN THE 1% IS WHAT YOU'RE SAYING.
BUT WE'RE, WE'RE NOT GONNA FIX IT TONIGHT.
AND YOU DON'T FIX THE RATE TONIGHT.
BUT IF YOU SET, IF YOU TELL ME YOU DON'T WANT TO ADVERTISE, THEN WE DO NOT GO ABOVE 47 9.
COULD STILL SAY YOU WANNA SET 35, IS IT, YOU JUST HAVE TO FIGURE OUT HOW YOU'RE GONNA LIVE WITH IT.
CHERYL, WHAT DO YOU THINK?
THAT'S, THAT'S A SIGNIFICANT DECISION TO MAKE WHEN, YOU KNOW, WE'RE QUESTIONING EVEN THE NUMBERS THAT ON THIS SHEET TO A CERTAIN DEGREE.
SO I WOULD RATHER GO WITH, SET A
[04:50:01]
PUBLIC HEARING AND THEN IF WE DON'T NEED TO HAVE IT, WE DON'T HAVE IT.BUT THAT'S WHERE I STAND ON IT.
I I'M THE, UM, THE ISSUE WE, THAT WE'VE TALKED ABOUT IS THAT EVERYBODY'S RATE, EVERYBODY'S ASSESSMENT WENT UP DIFFERENT MM-HMM
SOME PEOPLE WENT UP 25%, SOME PEOPLE WENT UP 19%, SOME PEOPLE WENT DOWN.
AND WHEN YOU HAVE THE REASSESSMENT, YOU TRY TO JUST EQUALIZE THE RATE SO THAT ANY INCREASE THAT SOMEBODY'S GONNA GET IF THEY HAD THE 25 THAT YOU'RE NOT ADDING TO IT, IS THE REASON, REMEMBER WE TALKED ABOUT THAT.
YOU DON'T WANT TO PUSH THAT UP ANY MORE THAN NECESSARY.
AND THEN IF YOU DECIDE YOU WANT TO RAISE THE RATES IN THE FUTURE, YOU DO IT IN A YEAR THAT YOU DON'T HAVE A REASSESSMENT.
SO THAT THEN IF YOU GO UP 3%, THEN EVERYBODY GOES UP 3%.
AND NOBODY FEELS LIKE THEY WENT UP MORE THAN SOMEBODY ELSE WENT UP LESS.
AND THAT'S, THAT'S THE REASON THAT WE'VE BEEN TALKING ABOUT WHY WE SHOULD EQUALIZE THE RATE.
WELL, AND I DON'T WANNA RAISE TAXES ANYTIME OVER WHAT WE ABSOLUTELY HAVE TO, TO BE ABLE TO GIVE THE SERVICES, THE CORE SERVICES THAT, UM, THAT ARE EXPECTED.
BUT I JUST DON'T FEEL LIKE WHAT WE'VE SEEN TONIGHT, I CAN SAY DEFINITELY NOT RAISING TAXES OR DEFINITELY RAISING TAXES.
SO I, UM, SO, SO YOU'RE THINKING THAT, UH, THAT IT'D PROBABLY BE BE BETTER TO GOING AHEAD AND ADVERTISE THAT WE'RE GONNA HAVE A PUBLIC HEARING BECAUSE IT'S BETTER TO, IT'S BETTER TO HAVE IT ADVERTISED AND THEN NOT NEED IT, THAN NEED IT AND NOT HAVE IT ADVERTISED.
BUT THEN IF WE DO THAT, THEN THAT'S, WE'RE INFRINGING ON THE TIMELINE OF GETTING THE BILL SENT OUT.
WELL, WE WOULD NEED, WE WOULD NEED THE MAXIMUM RATE.
SO YOU, YOU WOULD HAVE TO THINK FOR A FEW MINUTES HOW MUCH YOU WANTED TO TALK ABOUT RAISING IT 2%, 5% LAST YEAR.
UH, YOU WOULD HAVE TO THINK ABOUT HOW, AND THEN YOU CAN LOWER IT, BUT YOU CAN'T RAISE IT.
SO IF YOU'RE, IF YOU'RE THINKING YOU WANT TO RAISE TAXES, THEN YOU SHOULD, YOU SHOULD DO THAT.
WE DO NOT RECOMMEND IT THIS YEAR.
I MEAN, I, I WOULD LIKE TO EQUALIZE, BUT I ALSO FEEL LIKE IT WOULD BE REALLY GOOD IF SOMEONE COULD DOUBLE CHECK ALL THE MATH GIVEN THE WE WILL OH, YES.
BEFORE THE ADVERTISEMENT GOES OUT.
BECAUSE IF WE COULD, IF WE SAY 0.479 AND THAT ACTUALLY TURNS OUT NOT TO BE THE REAL EQUALIZING NUMBER AND IT'S MORE LIKE 0.456 OR SOMETHING, YOU KNOW, THAT, THAT WOULD BE A REAL PROBLEM.
WE'LL CONFIRM THAT BECAUSE WE, I WASN'T THINKING OF THE QUESTION OF LAST YEAR'S COMPARISON.
SO THE QUESTION STILL IS, DO, DO WE WANNA RAISE RATES OR, AND THEN, AND YOU, YOU JUST WANT TO KNOW TONIGHT, DO YOU NEED TO PUT OUT A, UH, UH, A AN ADVERTISEMENT? CORRECT.
WELL, AND THAT WOULD GIVE THE PEOPLE THE OPPORTUNITY TO WEIGH IN HOW THEY FEEL ABOUT, UM, A TAX INCREASE.
I MEAN, MOST PEOPLE, I KNOW WHAT THEY'RE GONNA SAY, THEY DON'T WANT IT, BUT THERE HAVE BEEN TIMES WHEN THEY, YOU KNOW, LAST YEAR WE DIDN'T GET GRIEF OVER THE FACT THAT WE NEEDED TO INCREASE IT FOR, UM, THE CORE SERVICES OF PUBLIC SAFETY, UH, WITH THE NEEDS OF THE SCHOOLS.
THEY MAY COME IN AND SAY, YEAH, RAISE IT, GIVE IT TO THE SCHOOLS.
BUT THAT WAY WE'VE GIVEN THEM AN OPPORTUNITY.
IT'S THEIR MONEY TO TELL US HOW THEY WANT IT TO BE, BE SPENT.
HOW MUCH DO YOU WANT TO RAISE? I DON'T KNOW, BECAUSE I DON'T KNOW WHAT THIS ALL IS.
I, I, I THINK WHAT, UH, WHAT DR.
DALEY IS SAYING IS THAT JUST GIVE 'EM A NUMBER BECAUSE WE CAN, WE CAN SET IT AT THAT.
I, YOU KNOW, I KNOW WE'RE, WE'RE NOT IN A, UH, MEETING THAT WE TAKE A VOTE ON THAT.
NO, BUT TO ME, I MEAN, IT DOESN'T, MY POSITION IS THAT I WANT TO EQUALIZE THE, THE RATE AND, YOU KNOW, SO IT'S GONNA BE, YOU KNOW, UH, IT'S, IT'S, WE'RE IN A PICKLE
[04:55:01]
RIGHT NOW.BECAUSE I WILL NE I, I DON'T WANNA RAISE TAXES.
SO, UM, WELL, I, I'LL BE HONEST WITH YOU, I, I DON'T WANNA RAISE TAXES EITHER, AND I DON'T WANNA SIT HERE AND SAY, OH, WELL MAYBE WE'LL RAISE YOUR TAXES BY WHAT I COULD, I COULD THROW A NUMBER OUT, RIGHT.
JUST BASED ON WHAT WAS GIVEN TO US.
RIGHT? RIGHT NOW THE SCHOOL WANTS $4 MILLION MORE.
THAT'S HOW MUCH WE RAISED TAXES.
LAST YEAR WAS FOR FOUR, $4 MILLION MORE.
NOW, WITH ALL OF THE BUDGET HEARINGS FOR THE DEPARTMENTS, WE'RE LOOKING ABOUT PROBABLY ANOTHER $4 MILLION THAT THEY WANT.
SO YOU'RE, SO YOU'RE LOOKING AT WHAT, 16%? SO, I MEAN, I, I DON'T, UM, MY POSITION IS TO EQUALIZE IT RIGHT NOW, TO BE FAIR, ACROSS THE BOARD.
AND THEN WE RE-LOOK AT NEXT YEAR.
I MEAN, BECAUSE WE'VE DONE A LOT OF, WE'VE DONE A LOT OF, UM, OF REMODELING THE REVENUE, OFFSETTING REVENUES FOR A LOT OF OUR DEPARTMENTS THAT WE NEED TO CATCH UP.
YOU KNOW, WE HAD THE FEES, WE HAD THE TIPPING FEES, WE, AND, UH, BUILDING INSPECTION FEES AND BLAH, BLAH, BLAH.
WE HAD, WE'VE DONE A LOT OF SHUFFLING THAT I THINK WE NEED TIME TO THIS YEAR TO LOOK AND SEE WHAT, WHAT IMPACT HAS THAT GIVEN US, YOU KNOW? AND, UM, SO WELL, I WOULD SAY THAT THE, THAT THE CONSENSUS RIGHT NOW IS JUST EQUALIZE IT.
YOU THINK ABOUT A CIGARETTE TAX
AND SHOOT, I SMOKE, UH, I WILL SMOKE A, AN OCCASIONAL CIGAR AND I'LL, I'LL TELL YOU WHAT, I'LL PAY, I'LL PAY THE TAX ON THAT.
YOU KNOW, IT'S, UH, AND YOU KNOW, THE THING ABOUT THAT, RIGHT? I THINK WE'VE TALKED OFFLINE THAT IF WE DO, YOU KNOW, WE COULD EARMARK THAT CIGARETTE TAX EARMARK OR PUBLIC SAFETY THAT COULD HELP WITH, UM, THEIR CAPITAL IMPROVEMENTS.
BECAUSE I WOULDN'T COUNT ON THE, UH, THAT, THAT TAX BEING A REOCCURRING, YOU KNOW, UH, A LEVEL BECAUSE IT, YOU KNOW, PEOPLE MIGHT GO TO ANOTHER COUNTY TO BUY TAXES OR WHATEVER THE CASE MAY BE.
BUT I WOULD CONSIDER, YOU KNOW, UH, A CELL, UH, THAT TAX TO BE EARMARKED FOR CAPITAL IMPROVEMENTS FOR PUBLIC SAFETY.
YOU KNOW, I DELIBERATELY KIND OF WATCHED CIGARETTES THIS YEAR, PAST SIX MONTHS, AND I HAVE YET TO HAVE ANYBODY SAY, NOW HOW MUCH IS THE TAX ON MY PACK?
SO, SO D DOES, DOES THAT ANSWER YOUR QUESTION? SURE.
SO WHAT'S, WHAT'S NEXT? SOME BAD NEWS? UH OH,
[G. Discussion - Personal Property Tax Valuations - The Commissioner of Revenue]
PERSONAL PROPERTY, LET'S TALK ABOUT PERSONAL PROPERTY.WE SET OUR VALUES OFF OUR VEHICLES OFF, UM, ABOUT 33,000 IN THE LAST COUPLE WEEKS.
AND SOME OF THE VALUES ARE DECREASING NOW.
WE HAVE HAD INCREASES ON PERSONAL PROPERTY FOR A NUMBER OF YEARS BECAUSE THE VALUES HAVE BEEN UP.
WE HAD A TAX RATE INCREASE LAST YEAR FROM $4 TO 4 28.
WELL, NOW THE VALUES ARE NO DIVING.
NOW THE NEWER MODEL VEHICLES ARE NOT DROPPING.
IT'S THE OLDER MODEL VEHICLES.
SO WE HAVE ABOUT, IT'S ABOUT 1.8.
WE'RE STILL ADDING VEHICLES, WE'RE STILL DOING ASSESSMENT.
WE'RE ABOUT 1.8 LOWER THAN LAST YEAR'S TAX DOLLARS ON PERSONAL PROPERTY.
SO I JUST KIND OF WANTED TO LET YOU KNOW, MAYBE WE SHOULD RAISE THE AIRCRAFT TAX
SO ARE YOU, YOU'RE BASICALLY SAYING THE PROJECTED REVENUE FROM PERSONAL PROPERTY, IT'S
[05:00:01]
INSANE.VEHICLE TAX WILL BE LOWER BY 1.8 MILLION FROM LAST YEAR.
SO THE REDUCTION, OH, WE'RE GONNA BE WORKING ON THOSE NUMBERS, RIGHT? YES, MA'AM.
I JUST KIND OF WANTED TO LET YOU GUYS KNOW SO YOU'D BE AWARE.
UM, AND I DON'T KNOW IF WE WANT TO TALK ABOUT THIS CONTRACT.
SO THAT'S ALL I GUESS, UNLESS YOU ALL HAVE ANY QUESTIONS? NOPE.
[H. Text Amendment & Conditional Use Permits Discussion - Z2024-12-01 Training Facility & Social Hall, CUP2024-12-06 Training Facility, CUP2024-12-07 Social Hall, & CUP2024-12-08 Private Use Camping - Little Boy Ventures, LLC (Rick Rumbarger]
UH, NEXT IS THE, UM, TEXT AMENDMENT AND CONDITIONAL USE PERMIT ALMOST DOZED OFF BACK THERE.THEY MIGHT HAVE MISSED MY POWERPOINT.
UM, SO I WILL RUN THROUGH THOSE ITEMS. HONESTLY, I THINK IT WAS JUST INCLUDED IN THE AGENDA PACKET.
I DON'T KNOW IF IT WAS SENT SEPARATELY.
UM, BUT, UM, I GUESS WE'LL GET STARTED.
UM, SO YES, WE HAVE, UM, AN APPLICATION FOR A ZONING TEXT AMENDMENT AND THREE CONDITIONAL USE PERMITS.
THAT HAS BEEN THROUGH THE PLANNING COMMISSION, AND IT IS AT YOUR GUYS' LEVEL NOW.
UM, SO WE HAVE WORKED WITH THE PROPERTY OWNER OF SEVEN 14 RIVERMONT DRIVE, UH, WITH SOME INTENDED USES, UH, LAND USES THAT HE HAS OUT THERE.
UH, AND IN, IN REVIEWING THOSE, UH, DESCRIPTIONS OF USES THAT PROVIDED BY THE PROPERTY OWNER, WE DETERMINED, UH, THAT THE USES THAT WOULD BEST SUIT THESE THINGS ARE NOT IN THE ORDINANCE RIGHT NOW.
AND SO, UH, WE NEEDED THIS TEXT AMENDMENT TO ADD, UH, TWO USES TO THE AGRICULTURAL ZONING DISTRICTS, WHICH WE ARE RECOMMENDING BE PERMITTED BY CONDITIONAL USE PERMIT.
AND THOSE ARE OUR TRAINING FACILITY.
AND SO, AND SO THE FULL, I GUESS THE COMPONENTS OF THE TEXT AMENDMENT DO INCLUDE THE LISTED USES BY CONDITIONAL USE PERMIT IN THE AGRICULTURAL ZONING DISTRICT.
INCLUDES A NEW DEFINITION FOR EACH USE AND SUPPLEMENTARY REGULATIONS TO BE ADDED FOR EACH.
USE THE TRAINING FACILITY AND SOCIAL HALL.
AND AS A REMINDER, IT IS A TEXT AMENDMENT THIS FIRST, UH, APPLICATION.
AND SO IT WOULD NOT BE SPECIFIC TO THE, THE SEVEN 14 VERMONT DRIVE PROPERTY, BUT FOR ALL AGRICULTURALLY ZONE PROPERTIES, ANY AGRICULTURAL ZONE PROPERTY WOULD BE ABLE TO APPLY FOR A CONDITIONAL USE PERMIT FOR THIS USE IF THE TEXT AMENDMENT IS APPROVED AS IT IS CURRENTLY WRITTEN.
UM, SO WE'LL START BY DIVING INTO TRAINING FACILITIES.
SO THE DEFINITION WE'RE WORKING WITH RIGHT NOW IS A FELICITY, UH, FACILITY UTILIZED FOR INDOOR AND OUTDOOR TRAINING PROGRAMS AND EXERCISES FOR THE EDUCATION AND DEVELOPMENT OF A PARTICULAR SKILL.
THE TERM SHOOTING RANGES, COMMERCIAL OUTDOOR RECREATION OPERATIONS, AND RETREAT CENTERS.
UM, SO YOU MAY ASK WHY DO WE HAVE TERM EXCLUSIONS IN THE DEFINITION? UH, ONE FOR THE COMMERCIAL OUTDOOR RECREATION OPERATION RETREAT CENTERS, IT IS, UH, FOR THIS PURPOSES OF ELIMINATING OVERLAP.
UM, SOMETHING COULD POTENTIALLY BE BOTH OF THOSE THINGS.
AND SO, UH, IF IT LEANS MORE TO OUR TRAINING FACILITY WITH THIS IN THE DEFINITION, WE CAN OUTRIGHT CALL IT A TRAINING FACILITY WITHOUT THEM HAVING AN ARGUMENT FOR IT BEING A RETREAT CENTER OR A OUTDOOR RECREATION OPERATION AND A SHOOTING RANGE.
UH, WE WOULD CLASSIFY AS A COMMERCIAL OUTDOOR RECREATION OPERATION PROVIDED THAT A FEE WAS BEING CHARGED FOR, UM, YOU KNOW, THE ABILITY TO SHOOT.
UM, BUT WE THOUGHT IT WOULD, SINCE THE DEFINITION KIND OF, WELL, IT SPECIFIES DEVELOPMENT OF A PARTICULAR SKILL, YOU KNOW, THAT MIGHT BE EASY STRETCH TO, UH, YOU KNOW, MARKSMANSHIP AND, AND STUFF LIKE THAT.
AND, UH, DUE TO THE, UH, THE ACREAGE LIMIT THAT WE'RE WORKING WITH, WE DIDN'T THINK THE SHOOTING RANGE, UH, WOULD, UM, FIT WITH UNDER THIS, UH, USE.
AND SO WE WERE PROPOSING IT BE RESTRICTED AND FALL UNDER THAT COMMERCIAL RECREATION OPERATION USE, UM, AS WE CURRENTLY, UH,
[05:05:01]
DO THAT CLASSIFICATION.SO BE SO WHEN YOU SAY EXCLUDE SHOOTING RANGES OR COMMERCIAL OUTDOOR RECREATIONAL OPERATIONS, WHAT, UM, DESCRIBE A COMMERCIAL OUTDOOR RECREATION? YES.
UM, SO MOST RECENTLY WE HAVE SEEN IT USED FOR A SHOOTING RANGE BEFORE.
UM, MIDDLETOWN FIREARMS DID THAT.
UH, IT WAS USED FOR A SOFTBALL TRAINING FACILITY ON FORT VALLEY ROAD, UH, AT SOME POINT.
UM, BUT USUALLY IT'S, IT'S FOR, UH, LIKE A, THE, UH, SOME SORT OF PARTICULAR ACTIVITY THEORY.
IT COULD BE USED, UH, TO, TO STRETCH FOR OTHER USES, SUCH AS LIKE A, A GOLF COURSE OR SOMETHING LIKE THAT.
SOMETHING IS TYPICALLY OUTDOOR RECREATIONAL IN NATURE IN COMMERCIAL.
AND, UH, MOVING ON TO THE SUPPLEMENTARY REGULATIONS, UH, AS PROPOSED, IT DOES INCLUDE A VDOT STATE ROAD FRONTAGE REQUIREMENT AND ACCESS, UH, APPROVAL THROUGH VDOT.
UM, SO YOU DO HAVE TO HAVE THAT DIRECT ACCESS TO A VDOT MAINTAINED ROAD.
WELL, YOU DON'T HAVE TO WORRY ABOUT, UH, PRIVATE MAINTAINED ROADS, AND IF THIS GUY'S USING IT MORE, IS HE GONNA PAY MORE, ALL THAT GOOD STUFF.
UH, AND, UH, WE DO HAVE A COVER ALL AGENCY REQUIREMENTS FOR BUILDING INSPECTIONS AND THE HEALTH DEPARTMENT REGULATIONS TO BE MET PRIOR TO ESTABLISHING THE USE.
UH, WE HAVE IT SPECIFIED FOR THE MAXIMUM OCCUPANCY TO BE SET BY CONDITION ON THE CONDITIONAL USE PERMIT, UH, WITH, UH, THE CATCH THAT IT CAN'T EXCEED OCCUPANT OCCUPANCY LIMITATIONS PLACED BY BUILDING CODE OR THE HEALTH DEPARTMENT.
WE ARE REQUIRING AN EVACUATION PLAN BE POSTED AT ALL TIMES IN A VISIBLE LOCATION.
WE'RE GONNA ADD A TWO ACRE MINIMUM LOT SIZE AND A 50 FOOT SETBACK REQUIRED FROM, UH, THE PROPERTY LINES FOR ANY OUTDOOR TRAINING AREA, OUTDOOR STORAGE AREAS, OR ANY BUILDING USED AS A TRAINING FACILITY.
UH, IN ADDITION TO THAT, WE, WE HAVE KIND OF OUR STANDARD ILLUSTRATIVE DEVELOPMENT PLAN REQUIREMENTS, UH, INCLUDES PARKING REQUIREMENT WITH ONE SPACE PER TWO PERSON OCCUPANCY, AND ONE SPACE PER EMPLOYEE, UH, WITH LANDSCAPING, LIGHTING, UH, REQUIREMENTS TO JUST COMPLY WITH THE, UH, THOSE SPECIFIC ORDINANCES.
UH, WE HAVE A FULL SCREEN REQUIREMENT FOR OUTDOOR STORAGE AREAS AND HOURS OF OPERATION TO BE SET BY CONDITION ON THE CONDITIONAL USE PERMIT, UH, WITH A CATCH FOR NO TRAINING PROGRAMS OR EXERCISES CONTINUING PAST 11:00 PM.
UH, WE'RE ALSO, UH, REQUIRING PROPERTY BOUNDARIES TO BE MARKED AT ALL TIMES.
UH, SO THE BOUNDARIES OF WHAT THE TRAINING WOULD BE, UH, AND, UH, THE, UH, NOISE ORDINANCE, UH, WAS ALSO PULLED INTO MATCH.
AND THAT'S A 62 DECIBEL LIMIT AT PROPERTY LINES DURING HOURS OF OPERATIONS, WHICH MATCHES WHAT THE NOISE ORDINANCE HAS FOR THE AGRICULTURAL ZOO DISTRICT.
YOU KNOW, I KEEP, YOU KNOW, TRAINING FACILITY TO ME IS SO, IS SO BROAD.
BUT ANYWAY, UM, SO LOOKING AT THIS, YOU, YOU'RE PUTTING, UH, WE'RE GONNA HAVE A 50 FOOT SETBACK REQUIRED FOR PROPERTY, FOR ANY OUTDOOR TRAINING AREA, STORAGE AREAS.
IS, IS THIS ON THE PROPERTY OR IS THIS A, A 50 FOOT SETBACK FOR NEIGHBORS NEIGHBORING? SO THIS WOULD APPLY TO THIS PROPERTY, UM, OR TO THIS, TO ANY PROPERTY USED AS A TRAINING FACILITY.
BASICALLY, YOU GOTTA KEEP EVERYTHING 50 FEET FROM THE PROPERTY.
SO, SO I, I'M, I'M, I'M KIND OF IN A LOSS TRAINING.
I DON'T KNOW ELEPHANTS WELL, YEAH, TO ADD ON TO THAT, I, I WAS AT THE PLANNING COMMISSION HEARING WHERE THIS WAS FIRST BROUGHT UP.
AND, UH, SOME POTENTIAL USES WERE, WERE PUT OUT THERE THAT WERE QUITE RANDOM, SEEMINGLY UNCONNECTED.
UH, SOME THINGS THAT WERE SAID WERE LIKE BALLET CLASSES, CYBERSECURITY, UH, PRIVATE SECURITY OR POLICING TRAINING TO DISARM A THREAT.
WHAT IS THE TRUE INTENT? YEAH.
I BELIEVE THAT THE, UH, PROPERTY OWNER APPLICANT IS SEEKING THAT FLEXIBILITY TO BE ABLE TO HOLD DIFFERENT TYPES OF, OF TRAININGS OUT THERE, WHICH WOULD INCLUDE INDOOR USE OF, OF THE BUILDING OUT THERE FOR SAY, LIKE TRAINING, UH, OR SORRY, COMPUTER TRAINING, UH, TYPE THINGS LIKE HE HAD MENTIONED, UH, CYBERSECURITY, BUT ALSO SOME OUTDOOR TRAINING AS WELL.
UM, BUT YEAH, THAT WAS, UH, AT THE REQUEST OF THE APPLICANT TO HAVE THAT FLEXIBILITY IN THERE SO THAT HE COULD DO, OFFER DIFFERENT, UH, RANGE OF TRAINING.
BUT YOU GOTTA REMEMBER, THIS IS AN ORDINANCE.
IT'S NOT JUST THIS ONE, UM, OCCUP APPLICANT.
THIS IS ACROSS THE WHOLE COUNTY.
SO IF THIS ONE APPLICANT CAN DEFINE IT THIS WAY VERBALLY, BUT THEN IF YOU GO TO ANOTHER DISTRICT, SOMEONE MIGHT INTERPRET IT IN A DIFFERENT WAY,
[05:10:01]
YOU KNOW? UM, OR, OR WHAT IF A TRAINING FACILITY WOULD BE, I MEAN, THE ONLY THING WE'RE SAYING IS THAT IT CAN'T BE A SHOOTING RANGE.WELL, YOU KNOW, WHAT IS IT? DO WE WANNA LIMIT IT TO TRAINING OUTDOORS OR INDOORS? ARE YOU GONNA HAVE COMBAT TRAINING? ARE YOU GONNA, YOU KNOW, ANY, NOTHING LIKE THAT IS PUTTING ANY, YOU KNOW, BOUNDARIES ON IT.
YOU KNOW, SO THAT'S WHERE I'M COMING FROM.
I'M JUST LIKE, AND THAT'S KIND OF WHAT WE GOT STARTED WITH.
UH, EXCLUDING THE SHOOTING RANGE IN THE DEFINITION.
THE IDEA WOULD BE IF THERE IS A CERTAIN ACTIVITY THAT CONCERNS YOU, UH, THAT YOU'D WANNA BE EXCLUDED FROM THIS TYPE OF USE, IT WOULD BE ADDED TO THE DEFINITION OF SOMETHING ELSE THAT'S EXCLUDED.
WELL, YOU KNOW, IT'D BE SOMETHING LIKE, UH, WELL, WHAT HAPPENS IF THEY DECIDE THAT THEY WANT TO HAVE, UH, UH, PUT IN A, SOME TYPE OF A DRIVING RANGE OUT THERE AND TEACH PEOPLE HOW TO, UM, UH, TO, YOU KNOW, GET AWAY FROM BAD GUYS, YOU KNOW, DRIVING AND, AND, YOU KNOW, YOU HEAR THIS, THIS, UH, UH, UH, ENGINES GUNNING AT, AT 10 30 AT NIGHT, ALONG WITH THE SQUEALING OF TIRES AND STUFF LIKE THAT.
OR, OR ELSE, YOU KNOW, UH, LEARNING HOW TO, TO PUT OUT BALES OF HAY OR SOMETHING LIKE THAT, YOU KNOW, BALES OF HAY THAT ARE ON FIRE.
I, I'M JUST, I'M JUST LOOKING AT THIS LIKE, THIS IS SO BROAD AND, YOU KNOW, YOU COULD DRIVE A TRUCK THROUGH THIS THING AND, AND, UH, YOU KNOW, THE, I, I DON'T KNOW.
I, I'M JUST, I'M JUST THINKING IT'S PRETTY DAGG GONE BROAD.
I THINK WHAT'S BEING POINTED OUT IS THERE'S A CERTAIN IMPRACTICALITY OF MAKING A DEFINITIVE LIST OF WHAT'S NOT OKAY.
THAT'S, THAT'S, AND, AND IT'S UNKNOWABLE WHAT MAY BE PROPOSED.
I THINK THAT'S THE DIFFICULTY AS BEING EXPRESSED.
I THINK WHAT I'M CONCERNED IS, UH, IN THE, IN THE TOWN WE HAVE A, A BEER MUSEUM, WHICH YOU RENT A MUG AND DRINK BEER, AND IT'S AN INTERACTIVE EXPERIENCE.
IT'S NOT A BAR, BUT IT'S A, BUT EVERYONE KNOWS IT'S A BAR, RIGHT? SO WHAT IS THIS GONNA BE LIKE, LIKE, UM, AND I'M WONDERING, ARE, IS IT, ARE, IS THIS GONNA BE LIKE A, A PLAYGROUND FOR GROWN MEN TO COME AND DRIVE TANKS AND, YOU KNOW, WHICH, IF THAT'S WHAT IT IS, LET'S TALK ABOUT THAT.
I MEAN, BECAUSE I, YOU KNOW, THAT'S WHAT WE'RE, YOU KNOW, WE ARE MODIFYING AN ORDINANCE FOR A FOR-PROFIT ENTITY MM-HMM
AND, YOU KNOW, AND YOU GO ON SIX 19, YOU, YOU HAVE MILITARY VEHICLES PARKED OUT THERE.
SO, YOU KNOW, THAT KIND OF, YOU KNOW, IT'S, IT'S, IT'S OUT THERE.
PEOPLE SEE IT, YOU KNOW, SO WHEN I, I THINK, OKAY, IF THEY, EVEN THOUGH THEY MAY BE DECOMMISSIONED VEHICLES OR, YOU KNOW, WHATEVER THEY MAY USE THE, THAT EQUIPMENT FOR, BUT IF IT'S A TRAINING FACILITY, I MEAN, I KNOW TWO ACRES ISN'T VERY, UM, LARGE, BUT YOU KNOW, ONE CAN SAY THAT THEY MIGHT BE TEACHING PEOPLE HOW TO DRIVE MILITARY VEHICLES.
DO WE WANT THAT OUT IN THAT AREA THERE, ESPECIALLY ON TWO ACRES.
AND I MEAN, I'M NOT SAYING THAT'S WHAT THE, YOU KNOW, THEY WOULD DO, BUT BY, BY READING THIS, IT'S SO BROAD, YOU KNOW, YOU KNOW, IT, IT WOULD OPEN THE DOOR FOR THEM TO DO IT.
AND THEN WHEN I, YOU KNOW, UH, THE, THE TIME TO 11:00 PM FOR TRAINING, YOU KNOW, IF IT'S INDOOR TRAINING AND I CAN GET THAT.
BUT IF IT'S OUTDOOR TRAINING, YOU KNOW, 11 O'CLOCK AT NIGHT, YOU KNOW, I DON'T KNOW WHAT CURFEW IS THEN, YOU KNOW, BUT IT'S JUST SO BROAD TO ME, YOU KNOW? WHY IS SOCIAL HALL AND MIXED WITH TRAINING FACILITY? I MEAN, OTHER PLACES DO WEDDINGS.
WHAT'S THE, WHAT ORDINANCE ARE THEY, I'M SORRY.
LIKE, ONE OF THE THINGS MENTIONED HERE IS WEDDINGS, BUT THERE ARE LOTS OF PLACES THAT DO WEDDINGS.
IS THAT A SOCIAL HALL THING? HOW DO COULD BE, UM, YEAH.
SO THE TYPE OF EVENT ISN'T, NO.
I MEAN, WHAT ORDINANCE, IS THERE ALREADY AN ORDINANCE THAT ALLOWS WEDDING VENUES TO HAVE WEDDING RECEPTIONS? YEAH.
I WOULD SAY THAT IT COULD BE ACCESSORY TO A LOT OF USES.
UH, FOR EXAMPLE, I BELIEVE THE, UH, UH, THE FAIRGROUND DOES WEDDINGS, UH, THE ROYAL EVENT FACILITY USE IS TRULY WHAT WAS, HAS MOSTLY BEEN USED FOR SOMEONE THAT'S TRYING TO, YOU KNOW, START A BIG WEDDING VENUE.
BUT, BUT WE KNOW THERE'S PLENTY OF VENUES THAT DO THAT.
WHAT ORDINANCE DO THEY DO IT UNDER? SO IT'S EITHER DETERMINED AS AN ACCESSORY USE UNDER, UH, SOMETHING THAT'S ALREADY IN THE ORDINANCE, LIKE A HOTEL CONFERENCE ROOM, FOR EXAMPLE.
WELL, WHAT'S, UH, OR, AND THE ONLY OTHER THING WE HAVE IN THE ORDINANCE RIGHT NOW FOR THIS TYPE OF USE IS A COMMUNITY CENTER, WHICH IS EFFECTIVELY THE SAME THING, BUT BY DEFINITION IT IS A NON-PROFIT ENTITY.
AND SO THIS WOULD NOT BE A NON-PROFIT ENTITY, IS THAT IN OUR ORDINANCE? DEFINE IT IS REALLY COMMUNITY CENTER.
[05:15:01]
A NOT-FOR-PROFIT SOCIAL CALL.ONE OF THE THINGS THAT BOTHERS ME IS THAT IT FEELS SORT OF LIKE CHANGING THE ZONING TEXTS FOR EVERYTHING THAT'S IN THE AGRICULTURE DISTRICT AND ALMOST ALLOWS YOU TO CREATE SORT OF ANY COMMERCIAL OPERATION IF YOU'RE TRAINING.
AND LIKE, YOU MIGHT EVEN BE MOVING INCIDENTAL AMOUNTS OF INVENTORY, UH, THAT ARE PART AND PARCEL OF THE, THE SKILL THAT'S BEING TAUGHT.
UM, BUT THAT, I MEAN, YOU COULD BE TRAINING PEOPLE HOW TO USE FACTORY MACHINES AND THEN INSTALL A FACTORY, YOU KNOW? UM, SO THE OTHER THING IS THAT DOESN'T NEED TO BE THE ENTIRE AGRICULTURE DISTRICT.
UH, A FEW WEEKS AGO WE HAD THE WOMAN WHO WANTED TO DO QUILTING IN HER A DU OR IN HER, UH, GUEST HOUSE QUILTING CLASSES.
AND SO WE GAVE HER A CUP FOR THAT.
UH, AND SHE COULD HAVE X NUMBER OF PEOPLE COME AND PARK THEIR CARS AND TAKE THE QUILTING CLASS.
BUT WE DIDN'T HAVE TO CHANGE THE, THE ORDINANCE FOR THE ENTIRE AGRICULTURAL DISTRICT FOR THE ENTIRE COUNTY.
SO THE TYPE OF TRAINING SHE WAS TRYING TO DO IS VERY SPECIFIC.
UH, WE DETERMINED THAT IT WAS AN ARTISAN TYPE SKILL.
AND THE LIST, THERE'S A LISTED USE BY CONDITIONAL USE PERMIT IN THE AGRICULTURAL DISTRICT FOR AN ARTISAN AND CRAFTSMAN TRADES FACILITY, NOT EXCEEDING 5,000 SQUARE FEET IN SIZE.
SO YOU COULD DO A FACILITY LIKE THAT UP TO 5,000 SQUARE FEET, PROVIDED THEY GET THE CONDITIONAL USE PERMIT.
UM, SO IT WAS JUST VERY SPECIFIC, UH, ACTIVITY UNDER THAT USE, AND IT FELT WITHIN THAT USE.
UM, JOHN'S, UH, CONCERN IS WHEN I SHARE IN WHICH YOU'RE PLAYING THIS TO THE WHOLE COUNTY MM-HMM
AND THEN, UM, SO CS COME IN FRONT OF US AND, AND WE MAY START TO SEEM ARBITRARY, LIKE, THIS PERSON WAS ABLE TO HAVE THEIR COMPANY AND, AND DO A, YOU KNOW, WHATEVER, BUT THIS PERSON COMES AND HAS A DIFFERENT IDEA, OR THEY'RE ON THE OTHER SIDE OF THE COUNTY AND WE SAY, NO, WE DON'T LIKE THAT.
IT'S, I DON'T, IT JUST SEEMS LIKE WE'RE GONNA GET OURSELVES INTO A POSITION OF SUBJECTIVITY ABOUT ONE, ONE TYPE OF TRAINING ACTIVITIES.
AND ANOTHER TYPE OF TRAINING ACTIVITIES.
AND ANOTHER THING THAT JUST OCCURS TO ME, AND THIS IS REALLY LEFT FIELD, I, I'M SORRY TO INTERRUPT.
DO YOU WANNA FINISH, UM, THE PHRASE TRAINING? I EVEN THINK THAT NEEDS TO BE SPECIFIED.
WHAT, WHAT SKILL? UH, IN THE AI WORLD, YOU KNOW, YOU TRAIN MODELS ON DATA AND THEY HAVE THE SKILL OF SOLVING, YOU KNOW, OPTIMIZING THE PROBLEM AND COMING OUT WITH THE, THE, UH, THE OUTPUT.
UM, LIKE YOU COULD ALMOST SAY THAT THIS WOULD ALLOW YOU TO PUT IN LIKE A, A, A DATA CENTER FOR AI TRAINING, YOU KNOW, WHICH I'M REALLY OUT ON A LIMB HERE, BUT I THINK A TECHNICAL PERSON MIGHT ARGUE THAT THE TERM YOU'RE GOING FOR IS PROGRAMMING, BUT ARGUABLY PROGRAMMING IS A FORM OF TRAINING.
SO
FOR ME, UM, THE VAGUENESS AND I'LL USE, UM, YOU'RE EXCLUDING SHOOTING RANGE, BUT YOU'RE NOT SPECIFYING WHAT YOU'RE SHOOTING.
IS THAT A GUN, AN ONLY GUN? OR IS IT A BOW AND ARROW? YOU KNOW, WHAT ABOUT, YEAH.
WHAT ABOUT BLANKS? YEAH, I MEAN, IT'S, I THINK IT NEEDS TO BE SPECIFIC, YOU KNOW, WHAT THEY CAN OR CANNOT SHOOT, BECAUSE THERE ARE MORE THINGS THAN GUNS.
AND LET'S FACE IT, BOW AND ARROWS.
SOME OF THESE CROSS BLOWS ARE JUST AS DANGEROUS AS A BULLET.
UM, SO TO ME, THIS IS, IT'S, IT IS TOO VAGUE.
IT'S TOO OPEN ENDED, UM, FOR THE EDUCATION AND DEVELOPMENT OF A PARTICULAR SKILL.
UH, YOU KNOW, WHAT PARTICULAR SKILL IS THAT? YOU KNOW, I, I, I CAN'T EVEN THINK OF A LOT OF THINGS, BUT IT, I, I DO AGREE.
UM, AND THEN WHEN WE HAVE COMPLAINTS AND PROBLEMS, THERE'S NOTHING HERE TO BE ABLE TO ADDRESS IT BECAUSE IT'S TOO VAGUE.
SO I THINK IT NEEDS TO BE TIGHTENED UP BECAUSE I AGREE THIS IS GONNA BE FOR THE WHOLE COUNTY.
IT'S GONNA GET, IT'S GONNA GET IT, UM, INTO A PROBLEM SOMEWHERE DOWN THE LINE.
I MEAN, I, I WOULD LIKE TO FIND OUT WHAT TRULY IS THE SPECIFIC INTENT HERE, AND THEN HONE IN ON THAT AND IF THERE'S A WAY TO DO SOME KIND OF A VARIANCE OR, OR SOMETHING THAT, BECAUSE I'M WORRIED ABOUT UNINTENDED CONSEQUENCES MM-HMM
AND THIS IS, THERE'S JUST WAY TOO MANY UNKNOWNS TO, TO PRECLUDE THAT CONCERN.
I CAN TELL YOU THAT THERE IS NOT A PROCESS TO GET A VARIANCE FOR A LAND USE.
IT HAS TO BE DONE, IT HAS TO BE MADE AVAILABLE.
UH, AND SO OTHER THAN A TEXT AMENDMENT FOR THE AGRICULTURAL DISTRICT, WE COULD LOOK AT POTENTIALLY ADDING THOSE USES TO SAY THE COMMERCIAL DISTRICT AND BE LOOKING AT A REZONING
[05:20:01]
OF A, UH, A PROPERTY TO COMMERCIAL.WE HAVE A LOT LESS COMMERCIAL.
MIGHT BE IN MORE SUITABLE AREAS IN THE COUNTY FOR THIS TYPE OF USE.
I BELIEVE ONE OF THE PLANNING COMMISSIONERS MADE THAT POINT, UM, THAT THOSE USES BELONG IN THE COMMERCIAL DISTRICT.
I, I, I WOULD LEAN TOWARD THAT.
BUT YOU TALKING ABOUT THE PERSON, ONE PERSON WHO VOTED AGAINST, YEAH.
THIS IS, THIS IS JUST, JUST LIKE THE OTHER BOARD MEMBERS SAID THAT THIS IS, THIS IS WAY, WAY TOO BROAD.
AND, UH, YOU KNOW, FOR US TO, TO COME IN AND, AND, AND JUST LIKE, UH, JUST LIKE WAS SAID BEFORE, YOU KNOW WHAT, UH, UH, YOU HAVE A PERSON ON THE, THE NORTHWEST SIDE OF THE, THE COUNTY WHO COMES ALONG AND SAYS, OH, I WANT TO TRAIN, UM, ACROBATS.
AND, UH, ALRIGHT, WELL THAT'S FINE.
BUT THEN SOMEBODY ON THE SOUTHWEST SIDE OF THE SOUTHEAST SIDE OF THE COUNTY COMES ALONG AND SAYS, WELL, I WANT TO TRAIN ELEPHANTS.
WELL, YOU KNOW, THEY'RE, THEY'RE BIG AND STINKY AND THEY MADE A LOT, MAKE A LOT OF NOISE AND PEOPLE ARE COMPLAINING ABOUT IT AND WELL, YOU KNOW, WE, WE SAID THAT IT WAS OKAY.
AND, AND THEY CAN DO IT TILL 11 O'CLOCK AT NIGHT.
OR I WANT TO DO A COMMERCIAL DRIVER'S LICENSE TRAINING CENTER, AND THEN YOU CAN, YOU KNOW, THE ONE THAT CLOSED ON KENDRICK, YOU KNOW, PUT THAT SOMEWHERE IN THE MIDDLE OF ROCKLAND OR SOMETHING BECAUSE IT'S AGRICULTURAL DISTRICT BY BY.
SO, WELL, WE'RE NOT PROPOSING ANYTHING BY, RIGHT.
WELL, WHEN WE GET THE C UP, EVEN WITH, EVEN WITH, UM, SHORT TERM TRUST RENTALS, SOMETIMES I, I JUST FEEL VERY TORN.
AND IT, IT SEEMS SO SUBJECTIVE.
LIKE TRYING TO BE, HAVE ONE POLICY BE CONSISTENT WITH EVERYBODY IS CHALLENGING.
'CAUSE THEY'RE ALL KIND OF DIFFERENT.
AND I, I THINK THIS AMPS UP THAT LEVEL OF SUBJECTIVITY THAT'S GONNA COME WITH A POTENTIAL VARIETY.
AND EVEN WHEN I RECOMMENDED CONDITIONS, I KNOW THAT YOU, IN YOUR PRESENTATION HERE FOR THE TRAINING FACILITY, IT SAYS, UM, SHALL NOT EXCEED A HUNDRED PEOPLE.
BUT THEN IN THE ORDINANCE IT SAYS THAT THE, UM, UH, YOU HAVE TO COMPLY TO THE HEALTH DEPARTMENT.
I THINK, I CAN'T FIND IT RIGHT NOW, BUT, SO WHY WOULD YOU PUT IN THE CUP NOT TO EXTEND A HUNDRED PEOPLE WHEN THE ORDINANCE SAYS IT'S UP TO, UM, THE HEALTH DEPARTMENT? SO IF THE HEALTH DEPARTMENT COMES IN AND SAYS, YOU KNOW, SO THIS IS, YOU'RE ONLY GOOD FOR 50, YOU KNOW, AND YES, THAT'S ACTUALLY FOR YOUR BENEFIT, UH, AS A BOARD.
IF YOU WANTED TO GREATER RESTRICT SOMETHING, THEN WHAT THE HEALTH DEPARTMENT OR BUILDING CODE ALLOWS FOR, FOR EXAMPLE, IF THIS BUILDING UNDER THE BUILDING CODE WAS APPROVED FOR 500 PEOPLE AND HE'S GOT THE SEPTIC SYSTEM AND WELL TO SUPPORT 500 PEOPLE, AND YOU'RE LIKE, WHOA, 500 PEOPLE IS TOO MANY PEOPLE FOR TWO ACRES, LET'S MAKE IT A HUNDRED.
YOU WOULD HAVE THAT ABILITY TO SET A MORE RESTRICTIVE CODE DURING THE CUP PROCESS.
THE WAY IT READS NOW, THE 100 WAS REQUESTED BY THE APPLICANT AND, UH, AGREED WITH BY THE PLANNING COMMISSION.
UM, AND I THINK THE BUILDING CODE CHECKS OUT FOR THAT.
UH, BUT HE DOES HAVE TO GET ALL OF HIS MINOR MODIFICATION PERMITS THROUGH THE HEALTH DEPARTMENT.
AND IF THAT TURNS BACK A NUMBER THAT'S LESS THAN A HUNDRED, THAT IS THE NUMBER THAT IT IS GOING TO BE REGULATED TO.
IS THERE ENOUGH PARKING AND SPACE TO PARK THAT MANY CARS? I MEAN, IT'D BE 50 CARS IF THERE WERE TWO PER PEOPLE PER CAR.
ONE PER TWO PERSON OCCUPANCY PLUS ONE PER EMPLOYEE.
UM, SO YES, I BELIEVE, UH, THE INFRASTRUCTURE, UH, AND HE CAN PROVIDE MORE SPECIFICITY ON THIS.
UM, BUT I THINK IT WAS ON THE ORDER OF 30 SOME ODD EXISTING PARKING AREAS.
AND I BELIEVE HE WAS PLANNING ON DEVELOPING FURTHER PARKING.
'CAUSE I'M, I, I DON'T SEE, I CAN'T SEE 50 CARS PARKED OUT THERE.
YOU KNOW, NOT, I MEAN, I THINK THEY SOLD OFF THAT SIDE LOT 'CAUSE THEY USED TO PARK CARS IN A FIELD.
YOU WOULD GO IN AND GO TO THE LEFT AND PARK.
UM, 'CAUSE THERE'S NOT MUCH PARKING AREA BEHIND THE BUILDING OR BEHIND BUILDING.
NO, ON THE, I BELIEVE THE PROPOSED PARKING WOULD IS, UH, IN FRONT OF THE BUILDING, UH, WHAT WOULD BE ADDED.
UM, BUT IT WOULD BE SCREENED AND LANDSCAPED.
WELL, I KNOW THE, IF I REMEMBER CORRECTLY, WHEN I WENT BY THERE RECENTLY, THE POND'S BEEN FILLED IN.
I CAN'T IMAGINE BEING ABLE TO PARK THERE ALL THE TIME.
AND ABLE TO GET IT OUT WHERE THE POND WAS SITUATED ON THE PROPERTY.
AND, UH, WHERE THAT IS RELATIVE TO THE PROPOSED PARKING.
I KNOW HE IS ALSO PROPOSING, UH, SOME CHRISTMAS TREE PLANTINGS AS WELL, UM, DOING SOME
[05:25:01]
AGRICULTURE.AND THAT MAY BE WHAT HE HAS DESIGNATED FOR THAT AREA.
YOU'D HAVE TO ASK A, I MEAN, I, YOU KNOW, THE THING THAT WITH THIS, THAT I'M THE MOST CONCERNED WITH IS, I MEAN, PARKING AND ALL THAT, WE CAN FIGURE OUT WITH THE VDOT BEST AND ALL THAT.
BUT THAT VAGUE LANGUAGE MAKES ME FEEL LIKE THIS ISN'T READY FOR IT TO BE COMING TOWARDS US, UH, WITH THAT, THAT VAGUENESS THERE.
I'M NOT SAYING NO, I, I AGREE WITH SOME WORDING THAT MAYBE IT WOULD BE, UM, BUT THE WAY IT IS, I, I WOULD HAVE A HARD TIME WITH THIS BECAUSE IT'S JUST TOO OPEN TO INTERPRETATION THAT DOWN THE ROAD IS GONNA BE A PROBLEM.
SO THIS HAS PASSED THE PLANNING COMMISSION, RIGHT? CORRECT.
SO HOW DOES, HOW DOES THIS WORK? DO WE SUBMIT, DOES IT GO BACK TO THE PLANNING COMMISSION OR DO WE SEND YOU SUGGESTIONS OR WHERE DO WE GO FROM HERE TO YEAH, SO AS OF RIGHT NOW, I HAVE IT ON YOUR AGENDA FOR NEXT TUESDAY FOR AUTHORIZATION TO ADVERTISE FOR A PUBLIC HEARING.
THE IDEA WAS TO HAVE THE PUBLIC HEARING ON THE FIRST TUESDAY OF MAY.
UM, UH, I COULD GET WITH THE APPLICANT.
IF YOU'D LIKE, I CAN GET WITH THE APPLICANT, UH, TRY AND REWORK THE DEFINITION.
UH, IF WE'RE WORKING WITH A WHOLE NEW THING, IT'S GENERAL PRACTICE TO GO BACK THROUGH THE PLANNING CONDITION.
WELL, AND WHEN YOU PUBLIC HEARING AND WHEN YOU GO BACK, YOU GOTTA KEEP IN MIND THIS IS FOR THE WHOLE COUNTY.
YOU KNOW, NOT JUST THE APPLICANT.
SO NOW I COULD GO THROUGH SOCIAL HALL OR WE COULD FOREGO THAT AND THE SOCIAL HALL.
IS THAT, ARE WE, ARE WE TALKING ABOUT THE CUP ROUTE? THE ORDINANCE? WELL, IT'S ALL ON THE AGENDA.
WHY ISN'T IT? IS IT ALL ONE? YES.
SO THE TEXT AMENDMENT WAS APPLIED FOR ALL AT ONCE.
UH, AND IT ALL AFFECTS THE SAME CODE SECTIONS OF THE EXCEPTION OF THE, UH, SUPPLEMENTARY REGULATIONS THAT ARE BEING PROPOSED.
SO YES, IT WAS ALL, UM, DONE ON ONE DOCUMENT.
SO WE HAVE REGULATIONS FOR TRAINING, AND THEN WE HAD THE CUP.
WOULDN'T, WOULDN'T IT BE BETTER TO BRING US, HERE WE GO TEXT AMENDMENTS INDIVIDUALLY? I CAN SEPARATE 'EM OUT IF YOU WANT.
BUT, BUT I DON'T MIND DISCUSSING THE SOCIAL HALL ASPECT OF THIS.
YEAH, I'LL SKIP THE, UH, CONDITIONS ON THE TRAINING CENTER.
YEAH, WE'LL REWORK ALL THAT AND, UH, WE'LL SEE WHERE WE GET FROM THERE.
I MEAN, WE COULD DISCUSS IT, BUT IT'S NOT GONNA GO ANYWHERE
UH, SO FOR SOCIAL HALL DEFINITION, PROPOSED IS A BUILDING OR ROOMS WITHIN A BUILDING USED FOR HOSTING PUBLIC OR PRIVATE SOCIAL AND CULTURAL EVENTS SUCH AS MEETINGS, CONFERENCES, SEMINARS, PARTIES, BANQUETS, WEDDINGS, AND OTHER RECEPTIONS.
UH, AND I LEFT A NOTE EXPLAINING THE WHOLE COMMUNITY SETTER THING, HOW IT'S BASICALLY THE SAME THING, BUT FOR A NOT-FOR-PROFIT ENTERPRISE.
UH, SO FOR SOCIAL HALL SUPPLEMENTARY REGULATIONS, UH, WE'RE WORKING WITH THE SAME VDOT STATE ROAD FRONTAGE AND ACCESS APPROVAL REQUIREMENT THROUGH VDOT, UH, REQUIREMENT FOR ALL EVENTS TO BE INSIDE THE SOCIAL HALL, UNLESS OTHERWISE SPECIFIED WITHIN THE CONDITIONAL USE PERMIT.
UH, UH, CATCHALL FOR BUILDING INSPECTIONS AND HEALTH DEPARTMENT REGULATIONS TO BE MET BEFORE ESTABLISHING THE USE.
THE SAME MAXIMUM OCCUPANCY REQUIREMENT.
AS FOR THE TRAINING FACILITY, SAME FOR THE EVACUATION PLAN TO BE POSTED.
ALSO, A TWO ACRE LOT SIZE RESTRICTION.
UH, 50 FOOT SETBACK FROM PROPERTY LINES TO THE BUILDING USED AS A SOCIAL HALL.
UH, SAME ILLUSTRATIVE DEVELOPMENT PLAN.
REQUIREMENT PARKING IS ONE SPACE PER PER THREE PERSON OCCUPANCY WITH ONE, UH, PLUS ONE SPACE PER EMPLOYEE.
SAME LIGHTING AND LANDSCAPING REQUIREMENTS, HOURS OF OPERATION TO BE SET BY CONDITION ON THE CONDITIONAL USE PERMIT WITH NO EVENTS CONTINUING PAST MIDNIGHT.
AND, UH, RESTRICTION FOR ONSITE PREPARATION OF FOOD FOR EVENTS.
JUST FOR, TO ALLOW FOR CATERING AND PREPACKAGED FOODS ONLY.
SO FOR THE COMMUNITY CENTER, WHAT ARE THE HOURS FOR THE COMMUNITY CENTER ORDINANCE? UM, I DO NOT BELIEVE THERE ARE ANY SUPPLEMENT RECS FOR A COMMUNITY CENTER.
UH, IT'S JUST THE DEFINITION AND THE LISTED USE, BECAUSE HERE WE HAVE HOURS OPERATION, NO EVENTS CONTINUE PAST 12 MIDNIGHT.
AND IT SAYS, OH, RESTRICTED FOR ONSITE PREPARATION OF FOOD FOR
[05:30:01]
EVENTS.WHAT'S THE, WHAT'S THE RESTRICTION? YEAH, SO BASICALLY JUST TO HAVE PREPACKAGED FOODS AVAILABLE, UH, IF YOU CHOOSE, OBVIOUSLY, OR CATERING AS OPPOSED TO ACTUALLY PREPARING FOOD THERE, UM, IT WOULD BE A LOT OF EXTRA HEALTH DEPARTMENT REQUIREMENTS AND, UH, YOU KNOW, OBVIOUSLY IT COULD BE EXPANDED INTO A RESTAURANT PREVIOUSLY.
SO THERE, IN OTHER WORDS, THEY CAN'T PREPARE FOR ANY FOOD FOR THEIR EVENTS.
IT'S GOTTA BE CATERED OR PRE-PACKAGED.
THERE'D BE NO ONSITE COOKING ON ONSITE COOKING.
OH, ANYBODY? I, I THINK THIS IS WELL CONTAINED ENOUGH TO, FOR ME TO SUPPORT, UM, OTHER PLACES HAVE WEDDINGS AND RECEPTIONS AND STUFF, AND I DON'T, I DON'T SEE WHY IT MATTERS IF THEY'RE FOR-PROFIT OR NOT FOR-PROFIT.
BUT THEN YOU GOTTA THINK ABOUT THE AIR, UH, WHERE THE LOCATION, RIGHT.
YOU KNOW, SO, BUT, BUT WOULD THIS BE, WOULD THIS BE A, A TEXT AMENDMENT FOR THE ENTIRE COUNTY MM-HMM
TAX AMENDMENTS ARE GONNA AFFECT WHATEVER ZONING DISTRICT YOU'RE TOUCHING.
SO IN THIS CASE, FOR BOTH OF THESE USES, SINCE THE PROPERTY IS IN AGRICULTURAL, IT WOULD OPEN DOORS FOR THE ENTIRE AGRICULTURAL DISTRICT.
SO THEN WHY WOULD WE WANT TO HAVE SOMETHING LIKE THAT IN THE AGRICULTURAL? WELL, UM, IF THERE IS SOMETHING THAT IS NOT CURRENTLY LEGAL, YOU DO HAVE A RIGHT TO APPLY FOR TO MAKE THE, ESTABLISH A PROCESS TO MAKE IT LEGAL.
UM, SO THAT'S WHAT THE APPLICANT HAS PURSUED.
UM, AND BASICALLY WHEN WE FIRST MET, THESE USES AREN'T CURRENTLY PERMITTED IN WARREN COUNTY.
YOU KNOW, WE'RE GONNA NEED TO DO A TEXT AMENDMENT TO ADD IT AS SOMETHING THAT'S PERMITTED IN WARREN COUNTY.
THAT'S BASICALLY WHERE THE CONVERSATION STARTED.
SO WHY WOULDN'T YOU LET THE BOARD DO IT BY CEP? SO THAT IS WHAT'S PROPOSED.
SO YOU, IT WOULDN'T APPLY IN THE ENTIRE COUNTY UNLESS SOMEBODY APPLIED IN THE BOARD APPROVE IT.
SO I MEAN, YOU WOULD STILL HAVE THAT, RIGHT? IT WOULD STILL BE BY CONDITIONAL USE PERMIT.
SO YOU WOULD STILL HAVE THE FINAL SAY IN THE ABILITY TO PLACE ADDITIONAL CONDITIONS ON ANY CONDITIONAL USE PERMIT THAT'S APPLIED FOR IT, UM, WITHOUT CHANGING THE ORDINANCE, OR WE'D STILL HAVE TO CHANGE CHANGED IF THE ORDINANCE IS CHANGED.
HOW DO PEOPLE, MY, MY SON GOT MARRIED AND, AND IT WAS DEFINITELY OUT IN THE COUNTRY AND IT WAS A WEDDING.
IT WAS A SPECIFICALLY MADE TO HAVE A RECEPTION AND MUSIC AND ALCOHOL AND ALL THAT STUFF.
I, I'M PRETTY SURE IT WAS LEGAL TOO.
I MEAN, IT'S, IT'S POTENTIALLY, YEAH.
WE HAD A, IT WASN'T, IT WASN'T NOT FOR PROFIT, IT WAS PEOPLE WHO RURAL EVENT FACILITY IS NOT THE NOT-FOR-PROFIT.
COMMUNITY CENTER IS NOT-FOR-PROFIT.
SO RURAL EVENT CENTER, THE EVENT FACILITY IS A MUCH BIGGER USE.
IT HAS A 20 ACRE MINIMUM RURAL EVENT.
SO SHELLY COOK, HER PROPERTY HAS A RURAL EVENTS FACILITY.
UM, CLOVER HILL FARM UP IN ROCKLAND HAS A ROLE AT THAT FACILITY.
A LOT OF THESE TYPE OF PLACES WOULD PROBABLY BE 20 ACRES PLUS.
I MEAN, SO THAT'S WHAT IT WOULD, THAT'S 80 ACRES.
THAT'S WHY THIS SOCIAL WHOLE IDEA WOULDN'T FIT IN THAT.
'CAUSE IT'S IN THE AGRICULTURAL, BUT IT'S NOT 20 ACRES.
SO THAT, THAT'S THE REASON THEN.
AND THIS USE WOULD BE MORE SPECIFIC TO SOMETHING INDOORS.
A RURAL EVENT FACILITY COULD BE EITHER.
IT ALMOST SEEMS LIKE YOU COULD EXPAND THE DEFINITION OF A RURAL EVENT FACILITY TO ENCOMPASS THIS.
UH, BUT YOU'D HAVE TO GET RID OF THAT 20 ACRE MINIMUM.
I DON'T KNOW IF WE WOULD RECOMMEND THAT OFFHAND.
WHY, WHAT, WHAT'S FOR THE, YOU LOWER THE, UM, ACREAGE DOWN AND THEN YOU HAVE A HUNDRED PLUS PEOPLE.
PEOPLE ARE GONNA BE PARKING OUT ON THE ROADS.
AND THEN, YEAH, SO SPACE OF COURSE, UH, ROLL OF EVENT FACILITIES GENERATE A LOT OF NOISE.
I THINK THAT'S THE MAIN REASON IS TO HAVE A LOT OF SPACE.
UM, WE HAD, UH, RECENTLY DONE THE RURAL, UH, RESORT CENTER AND THERE WAS A QUESTION ABOUT 15 ACRE MINIMUM WHEN WE HAVE THE 20 ACRE FOR RURAL EVENT FACILITY.
AND THAT IS MOSTLY BECAUSE OF THE RURAL EVENT FACILITIES WE'VE SEEN ARE LARGELY OUTSIDE.
THAT'S BECAUSE OF THOSE ELEPHANTS THAT THEY'RE TRAINING.
UM, IF IT WERE APPROVED LIKE THIS, IT WOULD BE BY CONDITIONAL USE PERMIT, YOU WOULD NEED AT LEAST TWO ACRES TO ESTABLISH THIS USE.
AND YOU WOULD HAVE TO HAVE THAT DIRECT V DOCK ROAD ACCESS.
UM, SO THAT DOES ELIMINATE A LARGE AMOUNT OF THE AGRICULTURAL DISTRICT, ESPECIALLY THE VDOT RED FRONTAGE REQUIREMENT.
I, I, I THINK THAT THE, I THINK THAT
[05:35:01]
CONSENSUS IS THE, IF YOU CAN, IF YOU CAN BREAK THIS OUT AND MAKE IT A SEPARATE, UM, YOU KNOW, TEXT AMENDMENT YEAH.YOU CAN SPLIT THE TWO ITEMS. YEAH.
AND I JUST NEED TO UNDERSTAND WHAT THIS IS LIKE, LIKE I SAID, I'VE HEARD EVERYTHING FROM CYBERSECURITY TO BALLET TO, UH, PARAMILITARY TRAINING TO, UH, FIXING, YOU KNOW, AUTO MECHANICAL OR TANKS AND SURE.
EVERYTHING ELSE, YOU KNOW, IT'S VERY VAGUE.
SO, UM, I CAN, UH, WELL, I GUESS SAID THE APPLICANT WAS SEEKING THAT LEVEL OF FLEXIBILITY.
HE KIND OF HAS HIS ANSWER ON, ON WHETHER OR NOT HE'D BE ABLE TO GET THAT FLEXIBILITY.
SO, UH, LET ME MEET WITH THE APPLICANT, UH, WE'LL SEE IF WE CAN, UH, GET MORE SPECIFIC, ESPECIALLY WITH THAT DEFINITION.
AND KEEP IT IN MIND, THIS IS FOR ALL OF WARREN COUNTY.
DID NOT MEAN TO SHOOT THE MESSENGER.
[I. Discussion: Volunteer F&R Fiscal Policy - Vicky Cook - Alisa Scott, Finance Director]
THE NEXT IS, UH, THE, UH, UH, FIRE AND RESCUE FISCAL POLICY.WE'LL MAKE, WE'LL MAKE, I'LL MAKE THIS GO FAST.
NOW, DOES
SO I'M JUST GONNA GO THROUGH IT REAL QUICK.
SO I'M JUST GONNA START, YOU KNOW, WE ALWAYS TALK ABOUT THE, UM, THE WARREN COUNTY FINANCE AUDIT COMMITTEE.
WELL, I JUST WANNA LET, AND THIS IS JUST A SUMMARY OF, UH, WHAT THE COMMITTEE WE'RE CODIFIED, YOU KNOW, SO IT'S IN THE CODE THAT SAYS THAT THE COUNTY CAN ESTABLISH THE FINANCE AUDIT COMMITTEE.
UM, OF COURSE THE FI THE COMMITTEE ADVISES THE BOARD OF SUPERVISORS AND JUST DIFFERENT FISCAL POLICIES.
YOU KNOW, IF WE HAVE ANY GAPS OR, UM, OR NEED OR GAPS IN OUR INTERNAL CONTROLS WHERE WE NEED TO CREATE NEW POLICIES.
UM, WE ALSO, OUR, UM, OUR COMMITTEE IS ALSO ENTAILS THREE CITIZEN APPOINTMENTS.
AND WE HAVE SOME REALLY GOOD PEOPLE ON OUR COMMITTEE WITH A LOT OF KNOWLEDGE ALONG WITH A BOARD OF SUPERVISOR, WHICH IS, UH, MYSELF AND, UM, MR. BUTLER ARE ON IT.
SO THE PURPOSE IS, YOU KNOW, LIKE I JUST SAID, WE, WE ALL KINDA, WHEN I GET POLICIES, HERE WE GO.
SO THE OBJECTIVE OF THIS POLICY, OKAY, IS THAT, UM, IT, IT WILL ESTABLISH INTERNAL CONTROLS AND FINANCIAL PRACTICES FOR THE WARREN COUNTY, FOR OUR RESCUE DEPARTMENT TO ENSURE THAT OUR TAX DOLLARS HAVE THE PROPER OVERSIGHT OF WARREN COUNTY.
BECAUSE YOU KNOW, WHAT, HOW IT WORKS RIGHT NOW IS THAT, UM, THE VOLUNTEER FIRE STATIONS GET, GETS, GET, GET SOME MONEY FROM TAXPAYER DOLLARS TO HELP MAINTAIN THEIR, UM, OPERATIONS, THEIR FACILITIES AND THAT KIND OF THING.
AND SO WE JUST WANTED TO DOCUMENT WHAT IS ALREADY BEING DONE.
AND OF COURSE WE TWEAKED IT A LITTLE BIT, YOU KNOW, WITH THE, UH, POLICY TO THE POINT WHERE, YOU KNOW, WE, WE BROKE IT DOWN IN DIFFERENT SECTIONS OF WHAT THE COUNTY IS RESPONSIBLE, UM, IS RESPONSIBLE IN HELPING OUT THE VOLUNTEER STATIONS AND WHAT IS NOT ALLOWABLE FOR THE TAX DOLLARS TO BE USED BY THE PRESENTATIONS, OBVIOUSLY, UM, BY THE TAX DOLLARS.
SO, UM, SO GOD, MAYBE I SHOULD BE DOWN THERE 'CAUSE I CAN'T SEE THAT FAR.
OH, SO THIS IS KIND OF HOW WE, WE GOT STARTED VERY QUICKLY HERE.
SO THE COUNTY ADMINISTRATION REQUESTED THAT, UH, OUR COMMITTEE TO, TO REVIEW THE DEPARTMENT BUDGET DISTRIBUTION OF TAX DOLLARS.
AND WHEN I SAY THE COUNTY ADMINISTRATION, THAT WAS OUR FORMER FINANCIAL DIRECTOR WHO WAS PART OF THE COMMITTEE, AND HE, HE'S THE ONE WHO SUGGESTED THAT WE CAN LOOK AND SEE WHAT KIND OF POLICY WE CAN PUT TOGETHER.
I WON'T BLAME IT ON ANYBODY ELSE THAT'S HERE.
MATT'S NOT HERE, SO WE'LL JUST POINT THE FINGER.
SO ANYWAY, SO WHAT WE'VE DONE, UH, IS THAT WE HAVE SEVERAL, WE HAD SEVERAL INTERNAL WORKING MEETINGS, UH, BETWEEN THE FIRE AND RESCUE DEPARTMENT THAT'S, YOU KNOW, UM, UH, THE STAFF AND THAT'S, YOU KNOW, WITH JERRY AND, UM, THE CHIEF AND, AND THAT, AND OUR COMMITTEE MEETING, UH, MEMBERS AS WELL, YOU KNOW, THE, THE THREE CITIZEN APPOINTMENTS AND OF COURSE, UM, MR. BUTLER
[05:40:01]
AND MYSELF TO, UM, YOU KNOW, DISCUSS THE PROCESSES, HOW, YOU KNOW, HOW IT, HOW IT'S BEING DONE NOW VERSUS HOW WE CAN IMPROVE IT AND GET IT ALL DOCUMENTED.SO THE, UH, THE DIFFERENT ALL RESPONSIBILITIES AGAIN IS THAT, UM, ALL THE DISTRIBUTION BUDGET DISTRIBUTIONS WILL STILL BE OKAY.
I'M KIND OF GOING QUICK TOO FAST HERE.
SO WHAT WE HAVE DONE IN THIS SLIDE HERE IS TALKING ABOUT HOW WE DOCUMENTED EVERYTHING.
OKAY? SO, SO ALL THE BUDGET DISTRIBUTIONS WILL CONTINUE TO BE REQUESTED.
HOW IT'S DONE TODAY THAT THE, THE DO, UM, THE, THE BUDGET WILL BE, THE VOLUNTEER FIRE STATIONS WILL STILL GO TO THE WARREN COUNTY FIRE AND RESCUE DEPARTMENT WITH THEIR BUDGET REQUESTS.
IT'S, WE'RE GONNA CONTINUE DOING THAT.
UH, THE FIRE, UM, WARREN COUNTY FIRE AND RESCUE WILL CON AND WILL CONTINUE.
AGAIN, THERE'S NO CHANGE TO THIS PROCESS.
THEY CAN STILL CONTINUE TO MANAGE THEIR, UH, ANNUAL REPORTING REQUIREMENTS FOR THE, UM, VOLUNTEER STATIONS.
THEY'LL CONTINUE TO PROVIDE THE FUNDING FOR OPERATIONAL AND FACILITY NEEDS JUST LIKE THEY STILL DO TODAY.
AND THEY WILL CONTINUE TO SUBMIT ANNUAL FINANCIAL REPORTS TO THE COUNTY FINANCE DEPARTMENT.
AGAIN, NO CHANGE STILL HOW WE DO BUSINESS.
UM, WE ALSO, YOU KNOW, UH, THE, CURRENTLY, WHENEVER THERE IS A BUDGET GIVEN TO THE VOLUNTARY FIRE STATIONS, WHATEVER THEY DON'T USE, THEY CAN ROLL IT INTO ANOTHER ACCOUNT THEY CAN USE FOR FOLLOW ON CAPITAL EXPENSES OR, YOU KNOW, OTHER USES.
SO WE PUT IN THE POLICY THAT ANY, UM, ANNUAL CARRYOVER FUNDS WILL CONTINUE TO BE DESIGNATED TO THE INDIVIDUAL ACCOUNTS.
WE'RE GONNA CONTINUE DOING THAT, UH, FOR FUTURE UNFORESEEN OPERATIONAL EXPENSES.
UM, OKAY, SO THE INVOLVEMENT FROM THE VOLUNTEER STATIONS IS THAT, UM, THEIR FUNDING REPORTING REQUIREMENTS ARE, ARE LIMITED.
AND WHAT I MEAN BY THAT, IN OUR POLICY, WE HAVE WHAT WE CALL, UM, UH, UH, ALLOWABLE EXPENSES AND UNALLOWABLE EXPENSES THAT'S DOCUMENTED INTO THE POLICY.
UM, ANY AUTHORIZED EXPENDITURES MUST BE, UM, ACCOMPANIED BY SUPPORTED DOCUMENTATIONS.
YOU KNOW, THAT'S THEIR INVOICES OR WHATEVER BACKUP DOCUMENT FOR THE EXPENSES THAT THEY WANT TO, THEY WANT TO, UH, GET PAID OUT OF THE TAX DOLLARS.
YOU KNOW, WE CAN, THEY CAN, AND THAT'S IN THE POLICY TOO.
SO ANYTHING FOR FUNDRAISING, LET'S SAY, YOU KNOW, THEY HAVE THEIR DONATIONS, THEY CAN USE THAT.
BUT THIS IS STRICTLY FOR OPERATIONAL, UM, UH, EXPENDITURES WILL BE APPROVED BY THE STATION, UM, PRESIDENT OR ANY, THEIR DESIGNATED REPRESENTATIVE.
IT'S, YOU KNOW, SO WHEN THE FIRE, UM, WHEN THE COUNTY FIRE AND RESCUE RECEIVE A REQUEST TO HAVE, UM, MONEY TO, TO REQUEST TO HAVE A EXPENSE PAID OUT OF THEIR ALLOTMENT OF, UH, FISCAL YEAR DOLLARS, THEY, UM, THEY HAVE TO HAVE AN APPROVAL BEFORE IT COMES TO THE FIRE AND RESCUE, UH, THE COUNTY FIRE AND RESCUE THAT SHOWS THAT THE ACCOUNTABILITY IF YOU WILL.
UM, AND THEN OF COURSE THERE'S GONNA BE AN ANNUAL, UM, FINANCIAL REPORT TO WARREN COUNTY BY AUGUST 31ST.
AND THEY, AND THEY, YOU KNOW, THAT'S THE PURPOSE OF THEM HAVING THE, THE INVOICES.
SO THE DISBURSEMENT DOCUMENT, BECAUSE THAT WILL STILL BE ON THE FIRE AND RESCUE DEPARTMENT TO CONTINUE TO DO THAT.
BUT THEN, YOU KNOW, IT'S LIKE CHECK AND BALANCE.
SO ANYWAYS, SO THIS IS WHAT OUR TIMELINE HAS BEEN.
SO WE PRESENTED THE DRAFT POLICY TO THE FIRE STATION IN JULY OF 2024.
SO THAT POINT IS, IS THAT THIS POLICY THAT'S IN, UM, IN OUR PACKET HAS BEEN REVIEWED BY THE VOLUNTEER FIRE STATIONS AND THE COUNTY FIRE AND RESCUE FOLKS AND EVERYTHING HAS BEEN, YOU KNOW, PERIOD REVIEW AND WE'RE, WE'RE GOOD TO GO TO THE NEXT STAGE.
SO THEN ONCE WE HAD OUR MEETING, WE'VE, UH, UH, WE'VE FINALIZED THE, THE STATION, UH, THE POLICY.
WE HAVE, UH, FILTERED THIS THROUGH THE COUNTY LEGAL.
SO THEY'VE REVIEWED THIS POLICY, EVERYTHING'S GOOD TO GO.
AND WHERE WE ARE TODAY IS THIS WORKING SESSION.
SO, UM, DID I KNOW IT'S LATE, SO I WANNA
SO, UH, WE'LL BE PRESENTING THIS.
UM, I DON'T KNOW, I DON'T KNOW WHEN WE'RE GONNA PUT IT ON THE AGENDA, BUT FOR THE BOARD'S APPROVAL.
[05:45:01]
SO IF YOU HAVE ANY QUESTIONS, YOU CAN REACH OUT TO ME, YOU KNOW, SEE WHAT KIND OF RESPONSE WE GET.YEAH, IT DEPENDS ON WHEN IT GOES ON.
WELL, I, I DO, I, I HOPE I DON'T GET RESPONSE FROM THE COUNTY FIRE AND RESCUE FOLKS OR THE, THE VOLUNTEER STATIONS.
IT'S THE BOARD, RIGHT? BECAUSE WE'VE ALREADY WENT THROUGH THAT CYCLE AND THEY'RE ALL GOOD WITH THE VERBIAGE OF THE POLICY.
SO IT'S UP TO, SO, SO MAKE MAKE SURE THAT IF YOU HAVE ANY QUESTIONS THAT YOU WRITE 'EM DOWN UP HERE AND THEN YOU GO DOWN THERE AND ANSWER THEM.
BUT ANYWAY, SO THAT'S THE, YOU KNOW, UH, JUST WANTED TO BRING IT TO THE WORK SESSION.
SO IF I WANTED TO TAKE A LOOK AT IT AND HAVE YOU DIGEST IT BEFORE IT COMES TO THE BOARD FOR AN APPROVAL AS OF A NEW POLICY.
ALRIGHT, SO, SO YEAH, JUST A COUPLE QUESTIONS.
I KNOW THAT YOU'VE BEEN WORKING HARD ON THIS AND, UH, NEXT IS SANITARY DISTRICTS, SO YEP, THAT'S NEXT ONE,
THAT'S, UH, THAT'S GONNA BE A LOT.
BUT, UM, JUST ON, ON THIS ONE, WHAT WAS THE PROCESS, YOU KNOW, FOR SOCIALIZING WITH THE, THE VOLUNTEER DEPARTMENTS AND, AND WITH, UH, THE CHIEF AND, AND THE ASSISTANT CHIEF? WELL, A LOT OF IT CAME THROUGH, UM, WE STARTED THE DIALOGUE WITH THE COUNTY FIRE AND RESCUE FOLKS.
YOU KNOW, AND THAT WOULD BE, YOU KNOW, JERRY OR THE CHIEF.
AND, UM, WE WOULD JUST ASK THEM, YOU KNOW, HOW DO WE DO THINGS TODAY? AND SO WE WOULD SIT AND THEY, WE, WE DID INFORMATION SHARING AND GOING BACK AND FORTH, AND THAT WAS SEVERAL MONTHS, YOU KNOW, BECAUSE WE, WE GAVE THEM A DRAFT POLICY AND, AND OF COURSE THEY REVIEWED IT AND THEN THEY DID THEIR, THEIR CHANGES AND THEN CHANGES THAT CAME BACK TO US.
AND THEN THERE WERE SOME CHANGES THAT WE WANTED TO, YOU KNOW, MORE CHANGES TO INCLUDE.
SO IT WAS, YOU KNOW, IT WAS A COLLABORATION FOR MANY, MANY MONTHS MM-HMM
TO MAKE SURE THAT WE CAPTURED WHAT WOULD BE, UM, CAPTURE EVERYTHING.
THAT DOESN'T REALLY CHANGE THE WAY THE POLICY TO CHANGE THE PROCESS AS IT STOOD, BECAUSE WE WOULDN'T, NO ONE WAS COMPLAINING HOW THINGS WERE DONE EXCEPT FOR LITTLE, YOU KNOW, THINGS HERE, THINGS HERE AND THERE, BUT AT LEAST WE GOT IT DOCUMENTED AND, UM, AND, AND THEN IT'S, WE GOT IT DOCUMENTED AND IT'S ALSO ACROSS THE BOARD MM-HMM
BECAUSE, YOU KNOW, SOME VOLUNTEER FIRE STATIONS, THEY DIDN'T KNOW WHAT THEY CAN USE THEIR MONEY FOR, WHERE OTHERS ONE DID, YOU KNOW MM-HMM
SO NOW THIS IS A, A LEVEL PLAYING FIELD FOR EVERYBODY.
SO, UM, SO ANYWAY, I KNOW IT GOT SIDETRACKED.
SO THAT'S, WE STARTED WITH INTERNAL MM-HMM
AND THEN WE, UH, REACHED OUT TO THE VOLUNTEER FIRE STATION MM-HMM
AND THAT WAS THROUGH COLLABORATION WITH OUR, OUR INTERNAL COUNTY FIRE AND RESCUE STAFF.
AND, AND, AND THEN THAT, THAT'S WHEN THE, WE PRESENTED IT TO THE, UH, THE LEADERSHIP, YOU KNOW, AND SO, OKAY.
SO ON ITEM H, UH, PARDON? UM, YEAH, IT IS ITEM SECTION THREE, ITEM H MM-HMM
UM, IT TALKS ABOUT THE CARRYOVER MM-HMM
AND I'M, I'M JUST WONDERING, UM, CARRYOVER EXPENDITURES MAY BE APPROPRIATED, I THINK IT USED TO SAY SHALL BY THE BOARD OF SUPERVISORS TO FUTURE FISCAL YEARS, BUT YOU SAID, UM, THAT IT'S STILL EARMARKED TO THE SAME ACCOUNT.
UM, WHETHER IT WAS SOMETHING FOR ASSET REPLACEMENTS OR, OR CIP OR UH, UM, I'M, I'M JUST WONDERING IF, IF THERE'S, DOES THAT GO BACK INTO THE GENERAL FUND? UM, OR DOES IT STAY LIKE WITH THE DEPARTMENT IF THEY WANNA SAVE UP FOR, UH, YOU KNOW, THE WAY I UNDERSTAND IS THEY EACH HAVE THEIR OWN FUND, IS THAT CORRECT? YES.
THEY EACH HAVE THEIR OWN FUND.
IT PROBABLY WOULD BE A GOOD IDEA TO HAVE THAT TRANSFERRED TO ASSET OR CAPITAL DEPENDING ON THE DOLLAR AMOUNT OF THE PURCHASE.
UM, YOU KNOW, WE DON'T WANT TO CARRY OVER TO BUILD UP TOO, TOO MUCH.
WE WANNA BUDGET FOR IT MM-HMM
UM, BUT IF IT GETS TO A CERTAIN AMOUNT OR IT COULD BE EITHER ONE OF THOSE FUNDS, IT, IT WOULDN'T BE A BAD IDEA TO HAVE IT FOR ACCOUNTING PURPOSES COME OUT OF THE CAPITAL OR ASSET FUND.
BUT IN EITHER CASE WE WOULD REPORT ON IT IN OUR AQUIFER.
IS IT SUFFICIENTLY PRECISE NOW? THE, THE LANGUAGE? YEAH.
UM, AND THE OTHER QUESTION I HAD IS ABOUT THE INSURANCE CLAIMS. UH, LIKE WHAT IF, WHAT IF THEY, UH, SIDE SWIPE, YOU KNOW, SOMETHING AND THEY HAVE WORK DONE ON THE TRUCK, BUT MAYBE THE INSURANCE PAYOUT IS, UH, MORE THAN IT ACTUALLY COSTS, YOU KNOW, 'CAUSE I THINK THEY GET A, THEY GET A CHECK BASED ON THE, UH, INSURANCE ADJUSTERS.
UM, IF THEY WANTED TO USE THAT MONEY FOR SOMETHING ELSE, HOW, HOW WOULD THAT WORK? UM, I DON'T THINK THAT THEY CAN USE THE MONEY FOR SOMETHING ELSE.
[05:50:02]
YES.SO IF THEY'RE, UM, IF, IF A VOLUNTEER FIRE STATION MAKES A CLAIM AGAINST THE DAMAGE TO A VEHICLE AND THEN THEY GET A CHECK, THEY CAN'T USE THAT MONEY FOR ANYTHING ELSE OTHER THAN REPLACING OR REPAIRING THEIR VEHICLE.
SO IT GOES THROUGH THE SAME PROCESS AS OUR COUNTY DEPARTMENTS GO THROUGH MM-HMM
UM, THEY COME TO THE BOARD BECAUSE THAT'S UNEXPECTED REVENUE.
IT'S NOT A, IT'S NOT A REFUND.
SO IT HAS TO BE CLASSIFIED AS A REVENUE AND, UH, THROUGH A BUDGET ACTION FORM, THEN THIS BOARD WOULD APPROVE THE APPROPRIATION TO FIX THAT VEHICLE.
UM, OR WHATEVER THEY WANTED TO DO WITH THAT.
EVERY INSURANCE CLAIM REIMBURSEMENT WOULD BE APPROPRIATED BY THE BOARD OF SUPERVISORS.
SO I WANTED TO MAKE THAT PIECE OF IT, UM, CLEAR WITH THIS POLICY BECAUSE, UM, IT WASN'T CLEAR WHAT THE PROCESS WAS BEFORE MM-HMM
WHETHER THE INSURANCE CHECK GOES BACK TO THE FIRE COMPANY OR WHETHER IT COMES BACK DIRECTLY TO THE TREASURER.
SO THIS PROCESS LAYS OUT SPECIFICALLY THAT IT COMES BACK TO THE COUNTY AND IT'S THE BOARD WHO APPROPRIATES MM-HMM
ANYTHING ELSE? ALRIGHT, SO LAST WE'VE GOT THE, UH, CAN I LEAVE NOW? YES.
AND MS. KIRK, IF I, IF I COME UP WITH ANYTHING ELSE, I'LL, I'LL EMAIL YOU.
SO THE LAST THING WE HAVE IS THE FIRE
[J. Fire and Rescue Cancer Protections - Gear Washers and Drying Cabinets]
AND RESCUE CANCER PROTECTIONS, GEAR WASHERS AND DRYING CABINETS.I'D LIKE TO MAKE AN AMENDMENT TO THE AGENDA.
DAVENPORT WAS TALKING ABOUT STEP DOWNS AND YOU'VE GOT SOME EXTRA MONEY LEFT.
DALEY ASKED THAT WE JUST COME BEFORE YOU ALL TO TALK ABOUT THIS, UH, IMPORTANT CANCER INITIATIVE THAT WE'VE KIND OF ALREADY UPDATED YOU ON, BUT WANTED TO LET YOU KNOW THAT WE'VE RECEIVED OUR, UH, FINANCE TEAM AND PROCUREMENTS TEAM WITH APPROVAL TO MOVE FORWARD WITH THIS IMPORTANT INITIATIVE.
AND, AND ULTIMATELY WHAT THAT IS, IS WE WILL BE, UM, DOING AN ACQUISITION FOR TWO ADDITIONAL GEAR WASHING MACHINES AND THREE DRYING CABINETS, UH, IN THE INSTALLATION IE ELECTRICAL AND PLUMBING, UM, ASSOCIATED OUTFITTING THOSE IN THREE OF OUR STATIONS.
CURRENTLY, WE ONLY HAVE A WASHING MACHINE AVAILABLE AT OUR FRONT ROYAL STATION ONE.
UH, WE ARE CURRENTLY AIR DRYING OUR TURNOUT GEAR, UH, BECAUSE THE TUMBLE DRYER THAT IS SUPPLIED, UM, IS REALLY, UM, IT'S SEGREGATING OUR GEAR.
UM, IT'S CAUSING, UH, INCREASED FAILURES TO OUR GEAR AND QUITE FRANKLY, UM, IT'S BREAKING OUR GEAR DOWN MUCH FASTER THAN WHAT WE WE ANTICIPATED.
SO WE'RE NOT UTILIZING THAT TUMBLE DRYER.
UH, WE'RE GONNA MOVE TOWARDS A CABINET, UH, THAT CIRCULATES WARM AIR THROUGH THE CABINET AND DRIES IN THAT FASHION.
IT'S SOMETHING THAT, UH, BOTH, UM, SUPERVISOR COOK AND SUPERVISOR COLORS GOT TO SEE, UH, ALONG WITH OUR COUNTY ADMINISTRATION TEAM WHEN WE WENT AND TOURED SOME FIRE STATIONS IN LOUDOUN COUNTY.
UH, AND THAT'S WHAT'S PROVIDED IN THEIR FACILITIES.
UM, SO WE WOULD PUT A DRYING CABINET AT STATION ONE, OUR FRONT ROYAL STATION, THEN WE WOULD OUTFIT OUR LINDEN AND RIVERMONT STATIONS WITH WASHERS AND DRYING CABINETS.
UH, THAT WOULD GREATLY, UM, BENEFIT OUR FIREFIGHTERS, UH, QUITE FRANKLY, IN THEIR ABILITY TO DECONTAMINATE THEIR TURNOUT GEAR AFTER FIRE BASED INCIDENTS.
UM, WHICH CURRENTLY RIGHT NOW, UH, WITH THE LIMITATIONS THAT WE HAVE IN THE SYSTEM, UM, IT'S NOT GETTING DONE.
AND THAT'S SCARY, QUITE FRANKLY.
UH, SO NOW, UM, WE HAVE ACTUALLY TODAY RECEIVED THE FIRST WAVE OF DELIVERIES OF THE SECOND TURNOUT GEAR INITIATIVE THAT YOU ALL APPROVED US TO DO.
UH, SO WE THINK THAT NOW HAVING THAT SECONDARY SET AND EXPANDING, UM, THE LOCATIONS IN WHICH WE CAN LAUNDER OUR GEAR WILL GREATLY BENEFIT OUR DEPARTMENT AND OUR CANCER PROTECTIONS.
UH, SO WE JUST WANTED TO PROVIDE YOU AN UPDATE THAT WE'RE GONNA BE MOVING FORWARD WITH THAT PROJECT.
UH, WE'RE NOT SEEKING ANY ADDITIONAL FUNDS.
WE'RE GONNA UTILIZE THE CANCER PROTECTION MONIES THAT ARE ALREADY IN, UH, THE BUDGET, UM, TO PROCEED WITH THAT PROJECT.
[05:55:01]
AND I'LL ANSWER ANY QUESTIONS IF YOU HAVE NO QUESTIONS, BUT I'M GLAD THAT WE'RE HERE.IF, UM, IF THAT'S IT, DO I HAVE A MOTION TO ADJOURN? SO MOVED WITH PLEASURE,