►
From YouTube: School Board Budget Work Session - 3/17/2022 - 6:00 PM
A
A
E
Yes,
I
recommend
the
budget
binder
that
we
passed
out
at
the
last
school
board,
meeting
kind
of
be
the
guiding
document
that
we're
looking
at
tonight
for
discussion.
There
have
been,
I
appreciate
there
have
been
some
phone
calls
and
some
questions
that
we've
been
able
to
answer
over
this
past
week.
I,
I
think
the
focus
for
the
school
board
really
looking
at
page
15
and
maybe
even
16,
where
we
kind
of
dick
we
kind
of
detail.
F
E
E
F
E
Year
over
year,
yeah,
the
the
majority
of
that
would
be
in
the
cip
fund
for
hvac
related
things
from
cares,
act
that
we're
going
to
be
working
on,
so
that
would
be
temporary.
That's
one-time
funding
so
you're,
seeing
a
very
large
increase
there,
eight
to
ten
million
dollars
that
will
come
in
we'll
do
all
those
projects
and
then
that'll
come
off.
So
that's
the
biggest
part
of
that.
But
if
you
look
at
the
operating,
that
is
reoccurring.
E
B
E
Yes,
ma'am
in
the
budget
for
the
operating
fund.
There's
an
increase
of
federal
money.
There's
some
decreases,
but
about
two
million
dollars
is
budgeted
to
next
year.
For
cares,
act
really
for
learning
loss
teachers
and
to
fill
those
positions
there
may
be
some
other
things
we
might
have
to
do
for
cleaning
and
custodial,
but
mostly
for
teachers
is
what
that's
going
to
be
spent
on.
B
E
Yes,
I
think
you
know
yes
I'll
refer
to
dr
calvert
on
that.
I
think
we
stated
a
little
bit
about
that,
but
she's
ready
to
add
a
little
bit
more
detail
and
that's
the
biggest
part.
It's
really
the
only
ad
in
the
budget
for
the
operating
is
really
all
focused
on
salaries.
Not
really
mini
programmatic
program
changes.
There's
technical
adjustments
in
there,
but
the
new
additional
money
in
the
ask
is
really
for
salaries,
so
I'll
defer
to
dr
calvert,
and
she
can
answer
some
may.
A
H
I
That
comment:
yes,
as
we
stated
the
last
time
we
were
with
you.
Our
number
one
priority
was
funding
the
compensation
step
so
we're
competitive
in
years,
one
to
11.
in
the
early
years
of
teachers
creators
we
we
do
well
in
comparison,
but
we
don't
for
our
most
experienced
teachers,
which
is
why
you
see
the
differentiation
and
compensation,
because
those
experienced
teachers
did
not
receive
goals
and
step
adjustments
for
many
years.
I
So
that's
what
we
call
restoration
steps
is
to
go
back
and
compensate
them
for
what
they
would
have
earned
if
we
would
have
had
the
funding
in
those
years,
so
on
average,
sixty
percent
of
our
teachers
are
going
to
see
seven
on
average
seven
percent
increase.
Some
of
them
will
see
eight
nine
ten
eleven
twelve
percent
increase.
I
I
If
you
have
any
further
questions
about
that,
we
can
go
into
even
more
detail,
but
we
want
to
make
sure
that
our
teachers,
in
particular,
are
aware
that
this
this
administration
and
this
proposed
budget
is
prioritizing
compensating
our
most
experienced
teachers
for
compensation.
We
didn't
have
to
provide
for
them
during
the
years
of
recession.
B
G
H
B
B
H
H
E
I'd
like
to
also
add
when
we
actually
have
a
final
budget
and
generate
contracts,
we
actually
say
here's
your
salary,
if
there's
any
additional
stipends,
and
also
we
will
list
what
step
or
how
many
years
of
service
they
have.
So
when
they
get
that
document.
If
they
go
wait
a
minute,
that's
off,
they
would
come
to
hr
we'd
do
the
research
if
it
needed
to
be
adjusted,
we
redo
a
new
contract,
and
so
this
is
really.
This
really
completes.
The
restoration
steps
gets
everybody
all
the
teachers
back
on.
E
H
I
So
randy
lee
can
no
I'm
sorry,
dr
mitty.
Can
I
just
ask
a
clarification
from
staff
on
this
as
well,
because
I
I
understand
the
essence
of
your
question,
I'm
a
teacher.
If
this
budget
is
approved,
what
am
I
going
to
make
next
year?
What
kind
of
raise
am
I
looking
at
so
these
are
in
the
budget
book?
Am
I
referring
to
the
right
page
randy?
Yes,.
E
Sir,
any
teacher
could
go
to
the
budget
book
that
that
the
board
has
in
front
of
tonight
it's
both
on
board
docs
and
on
our
website
under
the
finance
page
budget,
2022
go
back
and
look
if
you're
a
200
210
teacher.
What
year
of
teaching
are
you
going
into
next
year?
Look
here
and
that's
that's
what
you
would
be
that's
what
would
be
on
your
contract
next
year.
I
Age,
31
and
32
right
it's
for
teachers,
it's
available
through
our
website,
so
I
would
recommend
dr
miele
you're
asking
the
question,
but
any
of
our
board
members,
if
you're
contacted
by
a
teacher
saying
you
know
budget,
sounds
good.
What
am
I
going
to
make
it's
in
the
document?
They
can
find
that
they
know
the
number
of
years
they've
taught
they
can
find
themselves
in
the
table
if
once
contracts
are
issued.
C
C
In
terms
of
the
teachers,
I
think
this
is
great
that
the
teachers
are
going
to
have
an
opportunity
to
chat
with
you
with
you
guys
whenever,
if
they're
in
question
regarding
their
salaries
and
increase
in
all,
I'm
wondering
if
that
opportunity
will
also
be
extended
to
our
paraprofessionals,
our
support
staff.
If
they
have
questions
regarding
their
raise
and
their
income
as
well,
will
they
have
also
be
afforded
that
same
right?.
E
I
would
I
would
state
that,
once
the
board
board
has
an
adopted
budget,
it's
still
preliminary
until
we
know
the
final
money
from
the
state
in
the
county,
hr
and
myself,
and
my
in
our
teams
we'll
do
as
much
as
we
can
to
communicate
this
out
to
our
staff.
Instead
of
waiting
for
them
to
come
to
us,
we
want
to
get
out
and
say
this
is
what
we
did
and
then
say.
If
you
have
individual
questions,
we'll
answer
that
we
want
to
communicate
that
out.
E
We
haven't
done
that
yet,
because
the
board
hasn't
taken
action
on
anything,
but
once
the
board
takes
action
on
something
we're
going
to
do
all
we
can
to
communicate
that
out.
We'll
try
to
do
some
meetings
and
it's
hard
to
do
meetings
with
bus
drivers,
but
you
know
if
it's
virtual
or
going
out
or
doing
it
by
zone,
we'll
try
to
do
that
thing.
So
we
can
communicate,
get
questions
and
answers
back
and
dialogue
with
our
with
with
our
staff.
C
I
E
E
So
if
you
had
15
years
experience
right
now,
you'll
be
going
into
your
16th
year
next
year,
you
will
be
on
step
16.
right.
So,
if
you
think
about
it,
you
were
on
12,
because
we
froze
those.
If
you
gave
one
step,
you
would
go
to
13
you're
still
behind
because
of
frozen,
we're
taking
you
from
12
to
where
you
should
be
on
16..
D
E
Yes,
yes,
and
so,
when
you
get
to
support
outside
of
teachers,
there's
still
that
kind
of
range
for
them.
Okay,
everybody
get
at
least
four,
but
for
support
staff.
There's
two
things
that
might
somebody
might
get
more
one
is
there
were
several
groups
that
were
classification
changes
and
that
they
were
under
market
and
so
we're
gonna.
E
They
might
get
closer
to
ten
percent,
because
when
we
compare
to
other
districts-
and
we
said
where
do
some
of
these
staff
compare-
they
were
way
below
market,
so
we're
adjusting
that
so
that
group
would
see
more
and
then
in
our
proposal
is
that
if
there
were
certain
people
frozen
in
nutrition
and
and
custodials
staff
that
were
frozen
and
there's
a
few
bus
drivers
that
might
have
been
frozen,
some
of
those
will
get
their
steps
restored
too.
Just
those
groups
just.
H
E
I
C
D
E
I
think
what
we're
looking
at
at
this
time,
those
car
drivers,
I
think
we're
going.
We've
talked
with
transportation,
they
do
quite
a
bit
of
driving
for
us.
Historically,
we
have
not
contracted
with
car
drivers.
It's
been.
If
you
drive
that
day,
we
pay
an
hourly
rate,
we're
going
to
move
some
of
those
to
contracted
it's
just
they're
driving
every
day,
it's
routine,
and
we
can
do
that.
But
I
would
say
in
this
budget
when
we
do
a
four
percent-
and
I
say
all
employees-
that's
substitutes-
that
we
don't
contract.
That's
remediation
rates.
E
C
H
H
The
amount
of
hours
in
the
day
because
there's
60
percent
drivers,
80
drivers,
100
drivers
and
she
was
looking.
If
I
remember
right
randy,
it
was
like
20
some
drivers.
She
was
moving
to
contract
about
half
the
car
driver,
something
like
that
and
they
were
the
drivers
that
were
driving
the
greater
portion
of
the
day.
Okay,.
E
E
So
my
recommendation
to
pat
in
guiding
this
is
that
we
don't
want
to
do
them
all,
because
there
are
going
to
be
some
down
days
and
then
you
can
shift
around
and
we're
not
paying
people
not
to
come
in.
So
some
will
be
under
contract.
Some
will
not
if
they
don't
drive,
they
won't
get
paid
and
we
can
shift
around
and
meet
the
needs,
as
as
she
has
the
needs
and
move
people
in
the
place.
Okay,
so
we're
not
doing
them
all,
but
we're
doing
we're
doing
quite
a
bit,
but.
H
C
E
Own
cars,
now
they
drive
them.
We
we
do
bedford,
county,
dr
dews,
correct
me
for
all.
We
do
maintain
a
white
fleet
of
cars
that
some
of
the
you
know
they
use.
We
used
to
have
more,
but
we've
kind
of
shocked
our
fleet,
so
most
staff,
if
they're
itinerant
and
doing,
are
using
their
own
cars
when
we
reimburse,
but
for
special
ed.
I
believe
how
about
not
speaking,
I
think
most
of
those
are
our
cars
that
we
maintain,
okay
and
in
use,
and
so
no
they're
not.
E
A
J
J
E
E
I
take
these
standards
that
were
developed
by
hr
and
previous
staff
years
ago,
and
we
plug
in
mr
blankenship's
numbers
that
he's
projecting
by
school
and
that
calculates
the
staff
for
the
school.
So
these,
I
would
say
a
staffing
model.
Somebody
asked
me
before:
does
it
save
money
or
cost
money?
It's
an
allocation
model,
it
doesn't
save
our
costs,
you
change
it.
It
redirects
the
resources
fairly
across
the
board
based
upon
the
schools
and
these
staffing
standards.
So
back
there
we
plug
in
mr
blankenship's
numbers.
E
We
say
what
the
school
gets
and
then
in
each
year
the
adm
or
the
average
daily
membership
changes
either
the
school's
going
to
lose.
Some
staff
might
gain,
and
so,
in
my
technical
adjustments
that
there's
actually
savings,
we've
gone
down
a
little
bit
enrollment,
so
that's
plugged
in,
however,
as
we
get
into
the
summer,
if
more
kids
show
up
that
school
gets
the
staff
and
we
adjust
on
the
fly.
E
So
you
go
well
that
kind
of
problem
with
your
budget,
because
you're
adding
expenditures,
but
I'm
going
to
get
more
state
money.
So
we
we're
watching
this
throughout
july
and
august
and
principals
are
watching
it.
So
we
adjust
on
the
fly
to
these
staffing
models
and
we
allot
out
more
staff
if
more
kids
show
up
and
so
what's
not
in
the
staffing
standards
is
really
special
education,
that
is
case
load
kelly,
jennings
director
of
special
education,
oversees
that
and
allocates
out
with
special
education.
E
If
there's
kids
needs
out
there,
we
we
take
care
of
it.
It's
not
like,
oh
no,
it's
not
it.
We
just
take
care
of
that
and
we
need
to
take
care
of
those
kids
and
so
she
projects
the
best
she
can
with
the
staff
and
what
the
caseload
is.
But
new
kids
come
in
and
we
have
to
add
staff.
We
just
have
to
do
that
as
we
go
a
lot
of
money,
correct.
E
Some
of
it's
federal,
some
of
it's
state
a
lot
of
it's
local,
but
those
are
things
we
just
need
to
do
and
that's
where
I
brief.
The
staff
like
when
I
come
with
my
quarterly
updates,
if
we're
having
ad
staff
I'll
show
that
we've
had
to
do
that
and
where
there's
exposure
in
the
budget
as
we're
going
through
it.
So
in
the
staffing
standards,
we're
really
looking
at
principal
assistant,
principal
guidance,
counselors,
librarians
aides,
teachers
and
allocating
those
out,
and
so
the
hr
staff,
along
with
the
instructional
staff,
are
working
with
principals.
E
Now
saying
this
is
where
we
see
you
next
year,
talk
back
to
us.
Do
you
see
any
problems
and
kind
of
addressing
those
problems,
especially
if
mixed
classes
in
elementary
or
something
that's
going
to
be
a
problem
they're
still
working
through
that?
That's
where
the
cares
act.
Money
will
help
us
next
year,
long
term.
That's
not
fair,
but
that's
where
we
could
say.
Oh
there's
a
need
here
we
can
tap
into
that
two
million
dollars
and
assign
somebody.
E
I
Okay
and
mr
james,
can
I,
if
I
can
add
on
to
mr
hagler's
explanation,
these
staffing
standards
are
bedford,
county
staffing
standards,
not
the
state
statements,
and
you
can
just
google
virginia
soq
staffing
standards.
You
know
as
a,
for
instance,
the
state
says
if
an
elementary
school
is
smaller
than
400
students,
you
need
a
part-time
principal.
I
I
I
E
The
first
question
just
to
piggyback
on
that.
So
when
we
talk
about
giving
salary
increases,
the
state
will
say
we're
going
to
fund
only
our
portion
for
the
soq.
So
that
means
the
lci
comes
in
and
so
they're
going
to
say
we're
going
to
give
you
60
60
cents
on
the
dollar,
for
what
it
costs
to
give
to
your
standards
of
quality.
E
J
E
E
So
when
we
get
to
out
your
budgets,
if
anything,
that's
in
there,
for
instance,
we
want
to
maintain
more
teachers,
but
we
got
to
change
the
staffing
standards
and
it
becomes
part
of
the
staffing
standards
to
maintain
that
level.
It
won't
be
done
with
federal
karezak
money,
so
they
are
there
once
the
money's
gone.
E
This
board
would
have
to
take
action
to
increase
the
level
of
the
teachers
or,
I
think,
there's
only
two
other
positions.
One
is
coordinating
all
this
money
coming
in
for
the
esser
funds
that
would
go
away
unless
there
was
some
other
position
and
stuff
and
there's
a
special
ed
supervisor
in
there
also.
So
if
that
was
critical
to
maintain
that
we
would
have
to
identify
another
funding
source,
not
the
cares
act
so
not
to
say
that
they're
go
they're
going
to
go,
wait.
E
E
There's
enough
money
for
I'll
I'm
using
the
word
learning
loss
acceleration
it's
for
the
students
and
teachers.
We
have
till
2
24
to
spend
it
so
there's
2
million
in
this
year
and
the
22
23
budget,
but
I
still
have
another
2
million.
I
can
add
to
the
operating
budget
for
23.24
if
need
be
or
help
yeah.
Sorry.
F
E
E
E
K
Library,
art
music
we've
tried
to
even
those
out
between
the
schools
so
specifically
even
out
to
make
sure
every
school
has
art.
Every
school
has
the
same,
like
percentages
based
on
their
students.
So
that's
right
now.
We've
only
really
worked
with
the
elementary
principals.
We
haven't
gotten
to
the
middle
in
high
schools.
Yet
so
dr
calvin
and
I
are
like.
H
They
have
to
go
through
the
fts
and
go
through
their
staffing
standard
to
do
their
proposed
schedule
and
then,
if
there's
a
problem
like,
I
would
have
to
combine
second
and
third
graders
or
you
know,
the
sharing
of
this
librarian
is
not
going
to
work
that
type
of
thing
between
two
schools.
Then
they
would
meet
with
us
and
then
we
would
weigh
out
whether
that
was
a
true
con.
You
know
concern
and
then
we
would
a
lot
based
on
that,
once
they
met
with
us.
We've
met
with
some
elementary
teachers.
H
Not
all
I
don't
know
if
the
rest
of
them
have
the
concerns.
The
ones
we
met
with
already
have
met
with
us.
The
secondary
is
in
the
middle
of
doing
them,
starting
the
master
schedule
and
card
next.
So
I
don't
think
they're
at
a
point
where
they're
prepared
to
discuss
that
with
us.
Yet,
but
we're
being
we're
being
pretty
stingy
with
what
we
hand
out
and
it's
you
know
what
I
mean:
we're
keeping
it,
because
we
want
to
keep
it
lower
than
what
we
predicted.
J
E
E
In
addition,
there
are
staff
that
use
purchase
cards.
We
post
that
entire
statement.
You
see
every
charge
going
through
that,
so
every
transaction
outgoing
is
on
our
consent
agenda.
The
timing
of
when
we
get
those
it
might
be
the
next
board
meeting
when
we
get
the
statement.
So
if
the
board
meeting
was
on
the
fourth
of
the
month,
the
state,
the
credit
card
statement
will
be
on
the
next
one
sure,
so
we
post
all
that
online.
So
any
any
community
member
can
look
at
anything
that
we're
paying
for
super
transparent.
E
E
H
K
H
H
We
will
be
able
to,
I
don't
have
any
fear,
I
don't
think
you
do
it
either
with
the
turnover
that
we
have,
because
of
the
national
teacher
shortage,
that
we
would
have
any
problem
with
placing
them
it's
just.
We
would
place
them
with
turnover.
You
know
when
it's
when
it's
time
placing
10
teachers
in
a
year
is
not
going
to
be.
E
We
have
we
have
that
turnover
and
more
yeah,
there's
so
there's
I
don't
know.
I
really
don't
have
a
concern
with
that.
I
we're
probably
seeing,
on
average,
probably
40
to
50
teachers
turn
over
a
year,
leaving
or
retiring.
So
I
I
I
don't
think
it
gives
me
any
concern
that
that
would
be
a
problem.
If
we
were
adding
40
or
50.
Yes,
then
we
we
would
put
into
the
contract.
This
is
funding
for
one
year.
E
H
I
I
I
No,
of
course
not
so
these
are.
These
are
teaching
positions.
We
have
this
many
teaching
positions
and
they're
paid
from
a
variety
of
sources.
Some
of
it
is
care
smarts,
but
marcus
back
to
your
question
of
that
number
is
going
to
need
to
to
shrink
unless
there's
an
increase
in
funding
and
other
sources
between
now
and
two
years
out
that
funding
drops
off.
So
we
don't
want
to
hit
a
cliff
and
have
20
positions.
I
We
have
funding
for
so
we're
being
very
careful
on
how
we
allocate
these
positions
to
make
sure
that
we're
addressing
the
needs
of
the
students
as
they
sit
today
and
then
we
that
number
will
diminish
over
the
next
two
years,
because
the
funding
goes
away.
That
was
where
we
started
in
on
this
conversation
with
you.
You
know
we're
at
20
positions
now
that
are
not
people
but
positions
being
funded
with
federal
dollars
and
that
funding
is
going
to
time
out.
F
I
E
I
J
I
was
just
just
checking
because,
with
you
know,
the
proposed
raises
that
are
going.
Hopefully
that
helps
us
keep,
reading,
keep
talent
and
retain
talent
so
and
then
attract
more
so
that
that
could
help.
But
it's
good
to
see
that
with
that
we're
not
replacing
burning
they're
burning
the
candle
at
both
ends
yeah
and.
E
E
I
would
deem
that
like
we're
spending
that
money,
because
we
want
a
lot
more
remediation
trying
to
get
kids
caught
up
and
stuff,
so
it
might
be
for
something
like
that.
But
it's
really
for
the
student,
we
might
not
spend
it
all,
but
that
would
come
back
to
the
board
and
say
we
didn't
spend
it
all.
This
is
what
we
plan
to
do
next
year
and
be
very
transparent
with
the
board.
How
much
is
left
how
this
is
where
we
recommended
to
direct
the
money,
and
you
could
redirect
it
as
as
you
wanted.
E
It's
in
the
other
thing
that
I
attached
it's
under
and
our
detail
budget.
Every
single
line
is
also
on
our
website.
They
they
fall
under
the
area
with
where
I'm
reporting
psychologists
under
the
instructional
department,
and
they
would
be
there.
We
were
funding
some
intervention
design
specialists
with
kara's
active
money,
those
go
away
next
year,
there's
two:
I
believe
id
504
with
title
four,
that's
a
that's
another
grant.
E
I
think
there's
two
positions
funded
with
that
that
will
continue
and
then
the
other
positions
are
locally
funded
positions,
but
they
are.
They
are
a
separate
line.
Item
you'll,
see
a
line
item
for
psychologists
and
you'll,
see
a
line
item
for
an
intervention
design
specialist,
and
that
is
in
our
detail.
Budget
and
they're
listed
with
the
psychologists
under.
E
F
F
E
F
L
L
E
K
The
intervention
design
specialist,
if
those
of
you
who
are
on
the
board
last
year,
if
you'll
remember
that
chart
we
have,
we
have
elementary
intervention,
design
specialists
that
work
under
a
school
psychologist
and
we
do
deploy
them
to
elementary
schools
who
have
needs,
but
the
middle
school
and
high
school
staff
is
on
campus
to
do
their
alternatives
to
suspension
programs.
So
those
each
of
those
schools
are
assigned
support
as
well,
yes
and
academic
support.
J
Special
education
staff:
according
to
that,
the
study
that
we
saw
they
were,
they
were
pretty
much.
They
were
fairly
underneath,
you
know
average.
Where
are
we
getting
them
now?
Are
they
still
in
that
that
four
to
ten
percent
or
is
it
something
different
being
that?
Is
it
a
different
bucket
for
those.
H
H
F
G
C
I
certainly
think
that
we
should
consider
down
the
road,
certainly
adding
more
intervention
specialists
at
the
elementary
level.
There's
a
great
need
for
steel.
We
we've
done
a
great
job,
but
I
still
think
that
we
still
have
a
need
if
we're
having
to
pull
from
our
middle
and
our
high
school
support
there
to
meet
the
needs
of
the
elementary.
I
think
that's
a
flag
for
us,
so
just
food
for
thought.
As
we
talk
further.
Maybe
thank.
G
F
I
would
just
make
a
comment
before
we
add
any
more
of
those
positions.
We
would
need
to
understand
what
is
the
full
realm
of
those
positions
and
are
there
opportunities
to
use
outside
agencies
for
what
we
are
attempting
to
do
within
the
schools?
My
focus
would
be
on
adding
more
classroom
teachers
above
other
positions,
just
making
a
statement.