Good evening ladies and gentlemen today is Monday December the 7th and this is the regular meeting in the city of Fairfax School Board. We will start with the Pledge of Allegiance. I pledge allegiance to the flag of the United States of America and to the Republic for which it stands one nation under our in individual with liberty ask this for all. There are no changes to the agenda and there are no announcements. We will open with citizen participation. Is anyone interested in addressing the board? Mr. Gerry, go down. Mr. O'Dowell. Where addressing the board? Mr. Gerry O'Dell. Mr. O'Dell. Gerry O'Dell, 3920 Bradwater Street. This coming Saturday, December the 12th, the Feast of Arleia Guadalupe. There is a talk on Old Testament prophecies regarding the coming of Christ, the first coming in Carnation. The talk will be at St. Anne's Catholic Church in Arlington, Virginia at 5312, 5312 North, 10th Street. At St. Anne's Catholic Church, I encourage you all to go. The talk is being sponsored by the Institute for Catholic Culture, which is a relatively new organization. The lecturers are all, almost all, laymen, sometimes priests. But they are under the watchful eye of the diocese sponsored and effect of the diocese, including the headquarters of the Arlington diocese on the Board of Directors. You'll find it a well worthwhile talk. I've lamented for some time that the City School Board doesn't seem to want to follow the example of the County School Board by opening its meetings with prayers. So having talked to you in the past, explained the chapter of Divine Mercy, let us begin, even though we have woefully and out of a time to complete, perhaps we'll embarrass you with further installments. There are great graces attached to singing this, and to even hearing it, even if you're a heart and center. So maybe the school board will soften and allow God to be present. In our meetings, and to be acknowledged through prayer. In the name of the Father, and of the Son, and of the Holy Spirit, amen. As you can see, this chapel is set on the beaks of the well-known rosary. There's an optional prayer at the beginning. You expire, Jesus, but the source of life, God's forth for souls, and the ocean of mercy opened up for the whole world. O found of life unfathomable divine mercy, envelop the whole world and empty yourself out upon us. O blood and water which God's forth from the heart of Jesus is a fountain of mercy for us, I trust you, O blood and water which God's forth from the heart of Jesus is a fount of mercy for us, I trust you. O blood and water which GUSFOR from the heart of Jesus is a fount of mercy for us, I trust you. O blood and water which GUSFOR from the heart of Jesus is a fount of mercy, I trust you. Time is up, Mr. O'Dell. Thank you. The next Mr. Early Our Student Rep is unavailable this evening. We'll move on to legislative program. This evening we have Mr. Michael Molloy, who is the director of governmental relations with Fairfax County Public Schools with us this evening. It's nice to see you Mr. Molloy and I'm going to turn this over to Mr. Butram in the event that he would like to make some comments before we get started. Thank you, Madam Chair. I do want to thank Mr. Moloy for coming in this evening and welcoming you to give the presentation you're about ready to give on the county legislative package. Mr. Moloy has been a, is instrumental in putting the package out for the county and has been very helpful in assisting us with coordinating our package and making it a standalone yet vibrant package that pretty much is along the same lines and very similar to what the county has with the exception that there are a few minor changes within our package that are consistent with the city requirements. Other than that, I think that you'll find the county package to be very, very robust and a very good instrument for guiding what would be county policy towards legislation and in terms of assisting us with our package, helping us make our package a very good instrument by which we can work our policies. So with that, I'd like to pass it over to Michael and if you want to go on, sir. All right. Thank you very much. It seems like every year I come and I speak in front of you and I feel a little bit like the guy with the cloud over his head with the little rainstorm that follows him around because I always warn you that I might not have the best of news. And this year unfortunately is not that much different. We've got a lot of challenges coming at us all at the same time basically. Obviously, everybody knows about the economic situation and the effect that that's had on Virginia's budget and the effect that that will likely have on K-12 education going forward into the next general assembly session. We've got a new governor elect who will be taking office in come January. We've got 20 new members of the general assembly or of the House of Delegates. so that's 20 out of 100, which is a pretty significant turnover in that body. So you have a lot of new faces, a lot of new ideas, but a lot of the same old issues that we've been dealing with for a long time. Obviously, front and center of the budget, you're going to have a situation where K-12 is going to come under a lot of pressure from the state. There's no real easy way to say that, but it's true. K12 has been relatively, held relatively harmless in terms of what the state has done in terms of education funding and the reductions that they made over the past few years. I'm not sure that can continue simply because there really is nowhere else for them to go. I'm not sure that can continue simply because there really is nowhere else for them to go. The governor has already proposed some changes to the existing 2010 budget and the House of Appropriations and Senate Finance committees. There are retreats the last couple of weeks. They talked about the possibility of another $200 to $300 million shortfall on top of everything else that has already been discussed. So, you know, as I said, I do feel like the guy with the ring-clot over his head because I don't necessarily come with good news. But it's important that we're all aware of it and that we look at it not only in terms of the challenges, but also in terms of the potential for opportunity. You know, with as many new people as there will be in the General Assembly and as many new ideas, there may be some opportunities to revisit some old ideas, particularly things like mandates. Things that this data is asked us to do that may not be that maybe outdated, maybe things that we can do differently, maybe ways that we can save money. All those ideas I think are going to be welcomed by the General Assembly, because the revenue picture is going to be fairly bleak, so anything they can do to reduce pressure on the other side of the ledger is probably going to be something that's going to be welcomed. So we're going to try and look for those opportunities as we go forward. I do have a PowerPoint presentation that kind of focuses in on the legislative package that Fairfax County School Board has already adopted and that you're talking about tonight. Okay on the first slide, it's a little hard to read but what this is all I tried to do was I tried to just take the table of contents from the 2009 program just to give you an idea of where this project started and where the program started. So if we flip to the next slide, you can see that the picture looks a little bit different. Kind of the legend that you see where there's an R by a position, that position's been renamed. The content is still there and the content is probably not changed very much. But there were a lot of places in the program where we fell into what we call edu speak and we use terms and language that may not exactly describe exactly what the position was intended to describe. So we tried to go through and clean up that language so that it's a lot clearer to people when they read the program. If you're looking for something about state funding, they're going to go looking for education funding state as opposed to state support of public education. It's, we just tried to make the language clearer to guide people a little bit better in terms of making this a resource. There were a couple of positions that had been moved from the left side of the ledger, basically to the right side of the ledger. Really the only distinction between those two sides. The first section of the program tends to be those issues that are wider in scope. There are things that have a lot more moving parts. There are things that tend to be more dynamic, change a little bit more over time, tend to be some of the issues that come up consistently year after year. Whereas the second section are more, there are either discrete issues, so there are a single issue. There are things that have been in the program for many years and have just kind of lingered, because they haven't been resolved or there are still important priorities that haven't been addressed. So that really is the only distinction between the two. It's not necessarily a prioritization. It's just a kind of a different way to look at the two types of positions. And then there is one new position on that slide and it's cooperative procurement. And basically that position says that cooperative procurement, which for those of you who don't know, is the idea that jurisdictions can piggyback on each other's procurement contracts. And a lot of times that's a way for jurisdictions to save money. It's a way to pool buying resources. It's a way to administratively streamline the process. And we wanted to make sure that there was a position in there that supported the current ability of school boards to make use of that cooperative procurement. Okay, next slide. This past year, the State Board of Education underwent a comprehensive review of the standards of quality. The standards of quality are the state code language that deals with the bare minimums for school divisions in terms of staffing and those types of things. One thing that we noticed as we were going through the rewrite of the program, there were a lot of SOQ related information that wasn't in the standards of quality position. So all this is talking about is this is talking about all the places where we took SOQ related information out of other places and put it into the SOQ position. Now the SOQ position is about four or five pages long, but it's now the comprehensive statement on everything SOQ essentially. So that's the stylistic changes that were made in the program. This is now getting into the substantive additions. We did add a number of positions, not new positions, but additions to standing places in the program. I won't go through every single one of them just in the interest of time, but just to highlight a few of them. First one on this page, support for a state data clearing house is under our educational technology position. Essentially, the idea there is is when students move around in Virginia from school to school, they have a unique identifier that's been assigned to them by the state, but there's no real easy way for jurisdictions to talk to each other to get records, to make sure that everything from jurisdiction A transfers over to jurisdiction B. The concept here would be to have a state data clearing house which ties into that student identifier and allows jurisdictions to get that information a little bit more easily. Obviously, in a tight budget time, this isn't, you know, it's not the right time to be asking for additional technology, but it's something that we thought was important to at least get on the table to highlight the issue of how difficult it is when students move from place to place. Okay, let's see on this, the last bullet is this is more of an issue that's addressed at the State Board of Education because this is more of a regulatory issue, but fees I think are going to be a significant issue going forward for local school divisions as one way to address some of the fiscal constraints that we face from state funding, from local funding. And we'd be very concerned if the state were to step in and to put it any sort of additional restrictions on our ability to charge fees, not for core academic types of programs, but for ancillary services and those types of things. On the next page, the first bullet, we did add some information to the standards of quality position and it really did kind of try and address some of the things that the State Board of Education had come up with during their review. Realistic instructional and support staffing standards that refers back to last year, the General Assembly adopted in its budget, a cap on support staff reimbursements to localities. Obviously, again, type budget times is going to be difficult for the state to revisit that. But we'd rather that not be a permanent change, and rather that be something that we can continue to discuss. One size fits all, rarely fits anyone. When you talk about budgeting and when you talk about staffing, so we want to try and convince the general assembly that they don't want to go down that road at least permanently. We understand current constraints, but as we go forward, let's see, I mentioned cooperative procurement. On the next page, just talk about one or two. Last year, the second to last bullet deals with the self authentication of records that the school system puts or is asked to submit in response to court subpoenas. Last year, we were able to get a change in the code that allowed us to what's called self certify. We can just simply submit an affidavit saying that these are true and accurate records from the school system for certain types of cases and we'd like to see that extended to all cases that were subpoenaed in. These are not done in lieu of substantive testimony from a school system, someone within the school system. What this is is when someone asks for transcripts or grades or or different administrative records The status quo is we actually have to send someone into the courtroom to stand up at the appointed time and say these are true and accurate records Court says thank you sons and home. Well, that's not the best use of school system personnel's time So we're gonna try and get that extended to all cases And then the last bullet on that page. Currently, sexually violent offenders can petition the courts to be allowed onto school grounds, whether they may be a parent of a student and they want to attend functions. Currently, the blanket provision is that they're prohibited from school grounds, but they can petition the courts. Right now they have the ability to petition two different courts. They can petition the circuit court or they can petition the family courts. Because it's a criminal matter, we think it's better suited that the circuit courts deal with the issue. It eliminates the possibility of venue shopping. It eliminates the possibility that the two courts deal with the issue. It eliminates the possibility of venue shopping, it eliminates the possibility that the two courts are gonna treat this differently. So we're gonna look for a change in the code section about that and have there just be one place for folks to go if they do wanna appeal that. And then on the last page, just in general, what we tried to do, there were a lot of places where the language read the Fairfax County School Board or the Fairfax City School Board opposed something. And to try and make the program a little bit more positive in tone, instead of saying that we opposed certain things, we tried to find the thing that we supported. So the position is substantively identical. It's just we're saying that we support something as opposed to opposing the opposite side of it. Stylistic change in tone, but I think it's a little bit more positive way to approach some of these issues from our standpoint. Okay, on the next page, this is where I can actually deliver a modicum of good news, because usually when we delete a position from the program, it means that either the position itself, the goals of it have been achieved legislatively or administratively, or it's no longer an issue for us. The things that we did deal with this year, one thing you may have noticed in your discussions with the city, is that we did pretty substantially change the joint position that we have with the county. The reason we did that was because the county has radically streamlined their program, they're gone from a 35-page program to about a five-page program. And so they've stripped out a lot of information from their program. They tried to kind of bring it back to first principle. So they had really broad statements of support or issues that they were concerned about. So we tried to follow suit with the joint position and focus it in on the K-12 funding side of it. It doesn't mean that the county's drop support for anything else that's in that position. It's just we're trying to keep the language consolidated so that it's that one big issue that we can kind of stand up and have a joint statement about. Couple of things that we were able to drop from LEP student testing had to do with the state adopting a statewide test for students with limited English proficiency that addressed a lot of the concerns that we had in the program previous. We had asked one of our delegates to carry a bill dealing with the mob assaults. We receive information from the community, from the criminal justice system when our students are accused or accused of certain crimes in the community and they tend to be the most serious murder rate rate those types of things. Mob assault was one category that was not included on the list and all mob assault is assault by more than one person. We already received information about assault. We didn't receive information about the mob assault so we asked if the General Assembly would require the courts to send us that information and now they will. Along a similar line, we asked for the authority to impose a short term suspension on students when they were accused of certain significant crimes in the community. We had some situations where something would happen over the weekend, and then everybody would, all parties involved would end up right back in the classroom, come the next Monday, which caused some significant problems. So right now, while those issues are being adjudicated, and they're adjudicated quickly because it's only a short-term suspension, we are able to short-term suspend students in those situations. And I think that's the bulk of the changes that we had with the program this year. I would be very happy to entertain any questions. Okay. Questions, board members? Mrs. Knight. Thank you for coming now. Questions board members? Mrs. Knight. Thank you for coming now. Oh, sure. Just a quick clarification on a new position about the pre-tax dollars for sports and physical fitness expenses. Can you just explain exactly what you're intending? Well, what that would require was that but actually require a change in federal tax code. And the concept is similar to like a health savings account, or is to be able to take some of those monies that have been set aside tax exempt, and donate them to schools that have physical fitness programs or donate them to booster clubs that deal with sports, those kinds of things. So expanding the concept of wellness just beyond individual, but to be able to use that money at a tax advantage way, to be able to be used by the school system or by these different clubs or organizations. So, I mean, as a family, we're to set aside their pre-tax dollars for paying their children's expenses for sports activities, et cetera. You're saying that those funds that would be here mark that they would go back into the school systems. And so is there a network of other states that have been lobbying on this? It's a concept that a few other jurisdictions have discussed. No, it hasn't risen to the level of, you know, anybody's introduced to Bill the Congress at this point, but it's something that people are discussing. As I said, we're looking for opportunities where we can in terms of trying to, you know, be creative about how people can help the school system and how people can kind of tap into their own resources to be involved. Okay. If I might follow up to Mrs. Knight's question, if the school system does adopt a fee structure for sports, then parents can write that off. I'm not sure if they would be able to, if they'd link that directly. I mean, if it's considered to be a contribution rather than a fee, I guess that's playing here. Yeah, as I said, that would be something that would have to be worked out in the details of the bill. The original concept was to be able to donate to booster clubs and or to physical fitness clubs and those types of things. So it's more of a charitable donation to a group, as opposed to for each individual. But that's certainly a concept that we can take back and look at and see if that could be expanded if we can get interaction with the original idea. All right, very interesting. Thank you very much. Additional questions? We've talked about this several times, I think, it appears that we have talked about it a lot. We do appreciate you coming out this evening. John, did you have something else to my dad? No, I just want to thank Michael one more time for all this support and and hope he's given us and putting together our packages in the past and this year also. It's my pleasure. Okay, thank you very much. Thank you. Thank you for coming this evening, Mr. Moly. And we'll be seeing you in Richmond. Yes, ma'am. Okay, the next agenda item is dealing with our September 2009 membership report and we have two staff members from Fairfax County Public Schools with us. Mr. Ted Davis, who is the Director of Information Technology, and Mrs. Lara Robinson, who is the coordinator for Information Technology. Nice to see you, the see-aping, Mr. Davis. And before we get started, Mrs. Mande, is there any comments that you would like to lead in? First of all, I'd like to welcome Mr. Davis who has never been here before, so welcome to the City of Perfect School Board meeting. And welcome back to our Robinson, who knows us very well. To put some context on this, Ms. Robinson and her staff made a report to the board in October of this year to work session, a very thorough report, membership report for September 09. We were questioning what appeared to be an unusual shift in the numbers of city, excuse me, county students in our city elementary schools. It was plausible based on the conversations I had had with planning, but we wanted to have more information about how, why we were seeing such a shift in population at our two elementary schools. The numbers were obviously higher at Providence, but the percentage of population at Daniels Ron appeared to be changing as well. So because of the questions that we were asking, we began to get some answers. And the answers were surprising in that the data that we had was not correct. And so because of the questions that we asked, the planning office got in touch with Ms. Robinson, and she began to go very thoroughly back through the membership report that she had presented. And then let me know that an error had been made, that she needed to come back and correct that information. I've already sent you a briefing on this, so you're aware of the general outlines of what is going to be explained today. But now we will also get a new membership report, so we will have a new official membership report so that you have a thorough understanding not only of what happened, but where we stand today. So Mr. Davis, I think you want it to begin. Thank you, Anne, for the welcome and nice joining you this evening. Joining Laura this evening she'll actually walk you through the correction in the membership data. I'm joining you to actually to express our profound apology for the error that we made in our prior report on this membership. We take this, this is something we take very seriously. We understand it's important to you, it's important to Fairfax City Schools, and we know it has consequences as well. This is a case of human error due to an experience and insufficient review, both of which we've already taken steps to correct. And again, I just want to express our profound apology for this error, and we are committed to making sure we get it right for you. And we know that you cannot have to get it right every time, and we're committed to do that. So I guess at this point, Laura will actually walk you through the correction, and she and I would be glad to answer any questions that we have on that. Thank you, Mr. Davis. Apology accepted. I understand you have this in hard copy and it's in your packages and on the page two, what we tried to do was delineate as clearly as we can where the changes were made in which schools. So the schools on the left column with the asterisk after their name are where the changes from the first membership report to this one exist. So in county-owned elementary schools, we found an additional 19 city students attending county schools. So the adjustment line beneath the total is the total elementary line of adjustments. Then for city schools we gave Daniels Run and then the Daniels Run adjustment. So we found a total of three additional city students that we can move into Daniel's run. Thus, you know, we do say the number of county students at Daniel's run. And for Providence, we found 23. So the total at the elementary level would be adjusted now to the 1570. Then for middle school, we found an additional two students in city and county students and we found an additional 40 students in linear. And then at the high school level we found 18, 15 additional city students in county schools and at Fairfax 31 students with city addresses attending Fairfax high school. So the total all line is your city membership now at 2973 and the total adjustments are are 133 students that are being added back with the recombuited elementary middle high totals and then additionally the ethnicity report redone based on the 2973. 73. So that's the report with the adjustments and if there are any questions I'll be glad to ask. Thank you, Ms. Robinson. Questions? Ms. Louis. Can we just can I ask that we just go through the elementary one again and just make sure that that we understand this correctly on the top half of the page where the 19 total is that is 19 additional city students in county schools, found in county schools. Okay. So that's being subtracted from our turtle. No, no. It's included in the 199, and it's just being put in a separate line to say what the adjustments were. Okay. And then on the bottom, the bottom of our additional city students in city schools. Those the the additional city three additional city and city schools are being totaled for the whole total elementary line. Okay. So we did not show the total of city students in city schools. We did not add the two adjustment lines for the city. So the total elementary represents your city students. Okay. And one other question I have on the high school page, I have on the high school page. What does the Fairfax High Total 2355 represent? That represents the total school population on September 30th. All the children in membership at Fairfax High. So if you do the subtraction, 1505 or county kids, and 850 are city kids, to bring that total to 2355. And that number did not change. We're not talking about enrollment changes in any of our schools from September 30th. We're talking about students identified as city students in our schools and in all of Fairfax County. Okay. Okay. Let's finish down here in the next night. Okay. Ms. Louis. I'm thinking. I guess that's fine for now. Thank you. Okay. Mr. Petrum and then Mrs. Ney. I apologize for the option. Yeah And just to confirm that, even though the actual population numbers at the schools remain the same, there is an increase in the number of indicated city, students, and the county schools. Correct. OK. Thank you very much. OK. Mrs. Ney. My arm, sorry about that. So there's one, just quickly, I'm noticing one adjustment for a child at Daniel's run that was previously identified as a city student that actually must not have been a city student. Correct. Is that the only student in that situation for all four of our schools? That was a previously identified city student, but now identified as a county student. So I mean, there would be any of those. That would adjust the total. That's the only one. Okay. And I see of course that was taken into account there. So at the end, and I don't even, I hate to even bring this up. But I want to make sure, I mean, we don't go back and have more surprises. But if the total adjustment is 133 students, additional city students. So our prior total all of 200 excuse me 2844 That that's what we got at our right at our October work session 2844 and I believe 133 may be a different total law than what I see here. My math might be wrong. OK, there may be additional subtractions from the city. There might be some besides that one student at Daniel's run. But that one student in fourth grade at Daniel's run was the only adjustment at that grade level. OK. OK. This has to do that grade level. Okay. Okay. This has to do with homeless students. Okay. And we identified additional city, students living in city addresses as homeless. Okay. And the county is taking those out of our total. Out of the total. Okay. Good. Because I was, well, then that was a question I had also. Was, are we sure that there's absolutely no more of these students that were maybe city addresses that were living in and how many days. We have gone over the city. Okay, the address is very thoroughly. But then that does explain why. I mean, because just my quick math of 2008 and 1944 plus 133 was more than the new total of 2,973, which of course I really don't want to pay more students, but I thought I'd ask. Make sure it's clear. All right, thank you. Additional questions? At Mrs. Hornet. You know, I wasn't at the October work session. Additional questions? At Mrs. Wrensett. You know, I wasn't at the October work session. I guess I have to ask, how did this happen? There's a two-step process. It's very manual in our office. We look at all the students tagged as city. And when we look at the students tag the city we check their addresses. And it's lined by line and so we were very comfortable that anybody tagged as a city student was living in zip codes 2, 2, 3, 0, 3, 1, 3, 2, that had city addresses, but were coded as being county students. So that was the omission that was not performed, and that's where these children have come from. How does coding or tagging work? In the student information system, there's what's called a dwelling location and there's a specific one for the city. And it's a manual process that we contact the schools and say this student is residing on a city street. Please code them as city students. We provide the list of city addresses to the schools. We ask them to code them correctly at time of entry. but it's a large system and some students are missed and they rely on a central office to review and assist them in finding these codes. So that's- The original coding directions come from you to the schools. It's not like they ask the families that registrate. No, they have, they have, they have, they give the address, obviously. They give their address and there's a listing of the addresses that are cities. And so the schools around Fairfax City know their streets and know how to, if they get a student from a Daniels run, they school attendance area. They know to look and see if it's a city kid. Okay, thank you. I was just, okay. But I could comment, I can understand certainly that, it's an even more complicated issue when we have students attending county schools procedure in place to make sure that city residents that are on their own for whatever reason placing their students, whether it's for language program or child care in schools elsewhere in the county? I mean, are you making contacts with all 165? No, we're not. We're consolidating into the three zip codes. We've requested that our data warehouse put in place an additional audit so that we can look both ways. We can look at anybody coded as a city to make sure the address is correct. And then anybody in the zip codes for Fairfax, look at those addresses to see if they're city and bring out a report of exceptions. So that report of exceptions will be reviewed monthly. This coding has already been put in place in November. So monthly we will make sure that the same rigid, rigorous procedure is put in place each month so that that come March ADM we will have a certified list of city kids that will be reviewed certified before it goes to the Richmond for ADM reporting. Thank you it is complicated I And please understand that Mr. Robinson's office and I work closely together. What we can do is verify city addresses. So over the last few years, when I would get a number, I would get the corresponding addresses for that number. We can review city addresses. What we can't do is review the 170,000 other addresses that are out there and call out city. So again, these audit procedures, which have been in place in various ways before, but now we're going to be strengthened so that clearly we won't be faced with this issue again. Okay. Thank you very much if there are no further questions. Again I'd like to say thank you to both to Ms. Robinson and to Mr. Davis. We really appreciate you coming again this evening and clarifying how we tabulate the number of city youngsters and Fairfax County Public Schools. So we appreciate it. Thank you so much for coming this evening. Thank you. Okay, we have a little late arrival here. We're going to go back to our report from our student representative, Mr. Ehrlich. Thank you, Mr. Ehrlich, for coming this evening. Thank you, Mr. Miller, and sorry I'm late again. I hope everyone had a safe and relaxing Thanksgiving. November was another successful month for students at Fairfax High School. The varsity cheerleading squad after taking second at districts and regionals, land the title of state champions after an exceptional performance at the Seagull Center in Richmond. On Saturday, November 28th, senior Kevin Dowd finished the ninth footlocker South Regional Cross Country Meet and is qualified for the footlocker cross country national championship chips, which take place on December 12th in San Diego. Last weekend, the Latin department participated in the Virginia Junior Classical League State Convention in Richmond. Over the two days of competition, students won more than 50 different awards. With false sports seasons having come to a close, the winter season is just beginning. The Northern Region Classic Wrestling Tournament will be held at Fairfax High School this Friday and Saturday. Wrestling from 32 high schools will compete in this prestigious tournament. There are numerous sports teams and events happening this winter. For the calendar of all events and games, please visit the Athletics Department's website, www.fairfaxhighsports.org. For any parents looking to volunteer, the library at Fairfax High School is looking for a parent or two to help out on Wednesday afternoons from 2.30 to 4, command the front desk. This will let the librarians help students with schoolwork. Those interested in volunteering can contact Miss Foss at 7-03-219-2260. Student leadership is starting their winter wear drive from now until December 18. Any pieces of winter wear are being accepted and all donations will go to the LAMP Center. Students can drop off their donations in the main office, commons area, or their English classes. Second quarter interim reports will be given to students on Wednesday, December 16th. And finally, 192 days until the graduation of the class of 2010. Okay, thank you very much, Mr. Orley. We are going to move to the next portion of our agenda and this will be the presentation of the superintendent's proposed budget. This is Monday. Before I begin my presentation, I'm going to start with the membership review which is standard for our budget presentation, but I need to tell you again something that I've already given you and writing in an overview of the issues around membership reporting in ADM. Mr. Robinson just reported on the corrected September 2009 membership report. And as I go through this presentation, I'm gonna refer back to that because that has implications for the present year's budget. But I also have to let you know is I'm now going to start talking about membership is that the same error was made last year. So that the membership ADM numbers that we received last year were also in error. Why is that important? Because as we go through some of this and look at trends, looking at last year is not going to be helpful because that information is not accurate. So I need to put that in context that we know that the information last year was not accurate. We know the initial information given us this September was not accurate. We now have corrected information and safeguards have been put in place to make certain that the air is not made again. So with all of that, let's go forward and look at a membership because that again starts our budget process. You've just seen this information in the presentation, prior presentation, and you see that we have a total fall membership of 2973. Again, looking at the trends here, you can see that there was some upward growth last year, but those numbers were not corrected, and therefore I believe that that number should have been higher so that we wouldn't see the level of growth that we were not adding students this year in our membership. We were surprised by that, but it wasn't implausible. I had asked again when I initially received this information to help understand what was happening with student enrollments, that it was plausible even though it was somewhat surprising. Again, I want to remind you we're in such changing times in terms of student enrollments in the city and in the county. It's difficult for any of us to really see trends because prior to the last couple of years, you can see fairly flat growth for this city over the previous five year period. We've corrected our student membership report to show the number of our total city students attending all any county or city school, our city students attending city schools, the vast majority of our students are at one of our four city schools and our city students attending county schools. This is I know of interest to the board. The numbers of students in our city schools who are city students and county students and then total students per school. Actually, ironically, one of the first questions was, why did the number at Daniel's run go up so much? And that's actually one of the reasons why we began to get data to help us unravel all of this. That number is still higher than it has been previously. 21 is higher than 12, obviously. That has to do with homeless children, and that is we have a growing number across the county of children who are at addresses. When you are identified as homeless, you still must provide an address. And we have children at Daniel's run who provide a city address but are not in fact city children and that number is growing. And that is what accounts for that growth there. Yes, ma'am. So we still, with the homeless students that are attending our city schools, it is still kind of kept relatively equitable between the two schools. Correct. It just seems more apparent that it's a greater increase because Daniel's run has always had such a small number around. Exactly. Okay, just wanted to clarify. Exactly that. Exactly that. This slide is corrected and shows that while we are growing some in our county population at the elementary level, it was not nearly as dramatic as what we saw previously. And again, got us to question this data because we wondered how it was that we were making such big changes at the balance between city and county at our elementary schools. changes at the balance between city and county at our elementary schools. You can see slightly different data here, slight tick up at the elementary level of numbers of students attending county schools and the middle and high, although again, last year's data would not have been accurate. It would not have included all students. So, comparatively, I'm not sure we would see, for example, much of a change at the elementary level. I suspect that should be pretty flat. Ms. Robinson, I'm going to go over this one because it's hard to see. Did provide new demographic information. And I think that the next slide with the bar graph is a little bit easier for people to read if you're looking at trends. These are city trends. Again, we don't deal with extremely large numbers, so trend lines are not dramatic. However, where we differ from Fairfax County, we have Fairfax County has slightly, a slightly higher percentage of population among Asian students. Fairfax County has 5% lower percentage of population for Asian students. Fairfax County has 5% lower percentage of population for Hispanic students. Fairfax County has 5% higher percentage of population for African American students. And that is significant because the total percentage in Fairfax County of African American students is 10%. And we have approximately 5% in our percentage of population. Fairfax County is slightly lower as a percentage population for white students. We've actually ticked up a little bit, and we are, Fairfax County is slightly lower in its percentage of population from all to racial. Overall, we're fairly reflective of the county. I would say that the big difference is that the percentage of Hispanic students. And as you recall from our meeting with the planning office, that's going to have any impact on student enrollment. Mrs. Mone, before you leave that slide, the September membership, this is, we're talking about city students. We're talking about city students no matter where they attend class. It's not just children, city students, and city buildings. Correct. Okay. And if you are interested in ethnic population by school, that is actually up to date and on the school's profile on each school's website. So you can look at by school what the ethnic population is. This gives us a profile of our city student population. And so they extract the data just for our city students. So city students, not city schools. Now, that's a good lead in because the mobility information and free and reduced lunch information is not done by city students only. Mobility of course, it has to be done by school because it's the percentage of the school population that changes from September 30th to June 30th. And it gives you a sense of what goes on, the dynamic in the school around the mobility of the student population. So this is by school and it's both city and county students. But again, it's a demographic that we need to know to understand what's happening with student populations in our schools. This one's pretty dramatic. Our linear middle school is most of the, our other mobility rates are fairly close to Fairfax County. Linear is significantly higher percentage of mobility. Ms. Mundy, was there any indication as to why that is? The speculation for Linear over the last couple of years is that it's the complete feeder for EGLE's view. And so EGLE's view has been adding so many students, they're opening new homes, townhouses, and they've had huge mobility there. So they think it's also impacting linear. It doesn't appear to be impacting Fairfax as much, but again, those are older children and maybe families more with younger children are going into that area. But yes, that's the best explanation that I've gotten. Ms. Mone, is there a breakout between Daniel's run and Providence? Do you see any difference in mobility there? Is that coming up? The mobility rate of Providence is higher than Daniel's run. In conversion to say like last year, again, is Eagles view playing into that at all? It wouldn't affect our elementary schools. Okay. Providence has generally had slightly higher mobility than Daniel's run. I don't think it's insignificant, but it's not a dramatic difference. But Providence has had a higher level of student mobility. Remember last year, too, however, the mobility rates were leveling off, which was sort of counterintuitive wire. We're getting more students on free and reduced lunch. Mobility rates were leveling off, and what was explained to me last year is that nobody could move. There was not out migration and some of our enrollment shifts were not about all these people coming in, it was about people not leaving. So this, you know, mobility is a tricky factor because again, sometimes the lack of mobility, it's generally a good sign in a school, it's generally a good thing to keep an eye on, but as last year it leveled off, we believe it had more to do with economics than anything else. And maybe as again families can begin to move, you'll see the mobility rate go up. Again, even if it's theoretically for a good reason. Free and reduce lunch, excuse me, I'm sorry. Free and reduce lunch. And this is again by school. We don't extract this information by city. They extract it by school. We don't extract this information by city. They extracted by school. And I think we're seeing across the county, we're seeing rather significant gains in free and reduced lunch. I can get you or you can see on each individual's schools in website their history of free and reduced lunch, but I think you can see that both of our elementary schools, 29% Daniels run, 36% provenance, were really gaining in students and families in poverty. And again, this is a trend across the county, but we're seeing that as well at the secondary level. Let's have some good news. In spite of all of this, our schools are really performing extremely well and the investment in our schools is paying off. Some facts about our schools, all of them are accredited by the state of Virginia. All of them this year have met and adequate yearly, have made adequate yearly progress for NCLB, no child left behind. I'm gonna show you some data in just a minute as we go through that I think is just amazing to see that the student achievement gap is decreasing and all of our schools, we continue to see more participation in advanced academic classes and we continue to look, reflect well in terms of our on time graduation rate in comparison to the county and to the state. You've seen these slides before, but I am, I'm not gonna spend a whole lot of time on them, but as we go through, you can see that except for a few exceptions, where there's a slight tick down from one year to the next, almost all of these bar graphs are clearly going in the right direction. And you can see that some of the changes are dramatic. Mathematics at the elementary level. This is, again, math. Go back one. Mathematics at the elementary level, 7 and 8. This is the second one at the elementary level that we added to clarify that those students who are being tested out of grade level, these are students in the elementary school who are taking either the seventh grade or the eighth grade SOL test because they're advanced in mathematics. And in 2009, those students had a hundred percent pass rate taking at a grade level SOL test. These charts are off of the state website showing subgroup performance in mathematics at Daniel's run. And again, I'm just gonna leave this for our audience at home to look at for a minute. And I think you can see some rather amazing improvements, especially over three years. Providence Elementary Likewise. You can see some real, real huge achievement gains among various groups of students. Elementary Reading, going in the right direction, going in the right direction. Slight ticked down at Providence in sixth grade, but I think when we went back and tracked back, we saw that that group of students was still making progress from year to year, as we looked back at where they had been in previous years. A percentage of students passing in English by subgroup, again some pretty dramatic results. We see the gaps changing as student performance rises for all students but most dramatically for those subgroups that had previously been underperforming. Providence Elementary English. Middle school mathematics, outstanding and results. I know the middle school spent a tremendous amount of its energy last year addressing problems with math because mathematics had been the area where they did not make a YP the previous year so you can see that their hard work paid off with great results in 2009. Again look at results by subgroups and just over three years some of the progress has been made in student achievement. Reading at the middle school, slight tick down in grade 8 but overall outstanding results and strong results in subgroup performance. Again, another area of particular concern with students with disabilities. And I think there's a great story to be told there as we see strong results. High school, we can do nothing but just, the only problem with our high school scores is there's no place to go but down. But we'll continue to see a great, strong, performance by our students, but also keep in mind that the administration of the high school tests does allow for retakes. And so you're going to tend to see among all the high schools higher test scores than the elementary and the middle schools. But nevertheless, this is something that we should be extremely proud of as you see. Continued success in high school mathematics. We were cited last year for closing the gap and you can see again that subgroup performance is strong across the board in mathematics. The other thing to point out here too, that this includes one of the tests that is given is Algebra II and we have really increased our participation in enrollment in Algebra II. So this reflects test scores in Algebra II as well as Algebra I and Geometry. So while reading 99% have Hispanic and white students at 100 percent last year. SAT results. We still continue to work hard to raise our performance in SATs. We're not where we think we are capable of being because we can see from other data that we have some very strong students at Fairfax. But last year as I think you saw in the press release that was sent out by Fairfax County Fairfax High School made the greatest gains of any county school in SAT with double digit increases in scores in all three of the SAT subtests. We love to look at this and recognize that we are continuing to grow in numbers of students who are taking advanced placement tests every year. That's been a goal of this board to open opportunities for students in the whole roadmap initiative was all about opening doors to opportunity and certainly that has paid off for our students. I think it's extremely important to also see that we are making gains in our mean scale score in our AP results so that we see over 2008 to 2009 that we increased, we increased the numbers of tests being given and we increased the mean scale score and we increased at a higher rate than Fairfax County. mean scale score and we increased at a higher rate than Fairfax County. They also increased but we increased at a higher rate than Fairfax County. So keeping that closing that gap between our performance in Fairfax counties and continuing to increase the numbers of students taking the tests is a very high standard to meet. High school on time graduation rates remember that this was, this is only the second year that the state has produced this information. I need to say just for clarifying, this is cohort data. This is the state's way of capturing across the state the number of students that they reflect four years of high school, traditional high school graduation. There is some recognition, however, and one of the things that I wanna say publicly is that there are children who by law have the right to be in high school or extend their education beyond the normal four years of high school students with certain disabilities and students learning a second language. But but nevertheless the goal is to get as high percent as possible of our students on the traditional four-year high school cohort and we have an overall pass rate or graduation rate of 92.5 percent. Yeah. Before we move into the tuition agreement on the student achievement piece with the SOLs was last year the first year that the VGLA Portfolio assessments was fully implemented across all the schools in the system. Yes, and so then the prior year Providence was one of the pilot schools. Okay, so there is, while you could see from 0607 to 0708, there was some gradual increase. I mean, there is some of that where, correct. We were on a good track, but the assessment, the VGA LA is certainly- The VGA LA certainly helped. That would be reading only. Mathematics is a plain English test. A plain, for LEP students, it is not VGLA. So it's reading. And of course there is no VGLA at the high school level. The students must take the regular SOL test at the high school level. There are some adaptations, but there's no VGLA at the high school level at all, okay. For the clerk. Excuse me, but one of the bonuses at the high school would be retakes. Which retakes are not available at the elementary or at the middle school level. Right. Right. But thank you for pointing that out. That is certainly part of the story. We'll now talk about our tuition agreement. I thought before I started to go down this explanation today because it's going to be a little bit more complicated than normal. I just want to review some of the factors that impact the tuition bill. The primary one, the first line of our tuition bill is Fairfax County's operating cost. And we'll see how that all obviously would be the driver and the tuition bill. Then the annual daily membership and special education enrollment that's part of, excuse me, that should be average daily membership, I apologize, that should be edited. Average daily membership that is related to the September membership. And that again is one of the reasons why we'll be talking about the impact of this membership inaccuracy because we did all of our planning based around information that predicted ADM that now we have learned is not accurate. So for this year and next year we had to make some changes Secondary factor in is the percentage of the Fairfax City ADM as a percent of total Fairfax County Public Schools school enrollment last year we went down as a percentage of This the county population except that the information was not accurate So this year now that we have, it is corrected, we went right back up. So again, and then that's what drives our operating costs. And that's not an insignificant piece because we're dealing with the huge budget in Fairfax County and our piece of it increases when our numbers of students and percent of the enrollment increases. And then Fairfax County students attending city schools because that affects our class or mental adjustment. And again, all those pieces are like moving parts in a puzzle they give you a tuition bill. A little history just to get a sense of where we've been over nine, ten years, the last decade, you can see that what the increase in this is again in billions of dollars from one year to the next and some years were rather dramatic increases in Fairfax County operating and that would have of course historically impacted what we had to pay. Then the other factor that we always are concerned about is the average daily membership. And I want to point out that through 2009, we're talking about what were actual, so we reported to the state as actuals. 2010, we are budgeted on 2834, but now based on the information that was just given to you today, Fairfax County and I would now project that our ADM for this year, this fiscal year is going to go up to 29.29. Okay, and that's obviously close to 100 more students in ADM. Not the same numbers membership, but obviously related to membership. With that in mind, we're projecting ADM for FY 11 of 2960 that assumes growth. And I have to say to you, I've spoken to just about everyone I can and about how can we project growth. We're still with all the dynamics that are changing within student populations and demographics. Now that I know that last year's number was low, I have more reason to believe we're going to grow than reason not to believe we are going to grow. Remember again we opened a new kindergarten class at Daniels Run this year which is significant those are our kids we're growing. So ADM's the next piece of information. Our tuition history and this is all information now that is in the past and our actuals from Fairfax County what we actually paid in tuition over the same amount of time what our ADM was reported to the state and our cost per student. And you can see that we were seeing significant increases in cost per student over a number of years. Last year there was a small increase or between, excuse me, FY08 to FY09, a small increase in the cost per student. But prior to that you saw rather significant changes from year to year that were driving increasingly high tuition bills. Comparing city and county, this is not a perfect comparison, but the way B City County cost per pupil is close enough to our cost as based on the tuition bill to give you just some sense of how we fare. And you can see that our cost is slightly less than the counties using tuition cost alone. And there are other costs to our students, so that's not a pure number. And you can also see that as years have gone on as the numbers of county students in our schools has increased, we've also rendered some savings because of the classroom rental fee, which is factored into this number. Some perspective here on where Fairfax County and Fairfax City are in terms of cost for student compared to other jurisdictions. And we compare well to our colleagues in Virginia. Overall, we would be on the lower end and both jurisdictions in Maryland have higher cost per student than we do or Fairfax County does. All right, let's talk about these two years because these are the two years that are not historic data. They're both live data. For FY 10, we adopted a budget that had a tuition billing, County billing of $35,114,599 with an estimated ADM of 2834. I just wanted to point out again as we're talking about budget tonight that that projection is now 2929. So we can expect an adjustment, a significant adjustment in tuition cost based on this new information. in tuition cost based on this new information. Looking down at the operating cost for FY 11 from Fairfax County, let me see if I can, I will try my best to make this clear. Note that the operating cost for FY 11 is going down. operating cost for FY 11 is going down. Yet I'm going to tell you that the reason why our tuition estimate is higher than what was predicted in the fiscal forecast is that Fairfax County is likely to recommend a budget that will ask the county to increase its transfer. That's still a negotiation, but that's likely to happen. And therefore, we need to budget on the possibility that that will happen. I will tell you that they will work with us and update us, and I'm staying in close contact with city staff as well, budget staff. But at this point, the information that you have in front of you is the best information we have. In fact, Fairfax County budget office told me today that the figure you see the 36,586,349 dollars will be their revenue estimate for Fairfax City in their budget presentation in January. So we are budgeting right at that level. And notice too that we have now an ADM of 2960. So this number is based on that corrected ADM. Still an estimate, still an estimate, but based on a corrected membership. When we hear Dr. Dale's budget presentation, and I think perhaps some of you were at their work sessions today. They're still going through a list of possible cuts. They're still trying to determine how it is that they can bring down their spending because even with an increase in transfer, it is likely that they will ask for, not assured that they will get, but that they will ask for, they're going to have to make some very hard calls. And then if the, if the, they can't get the funding from the county and you heard what Mr. Mouai said about the state, they still may need to make cuts that would include some of the things on this list. And this is not a new list to you, it's not a new list to anybody who's been following this budget procedure. But these are all items still being discussed at the county level. Okay. Our budget for this year. For FYI, I'm living. Under Administration School Board, we tried to keep our spending level. I'll talk to you in a minute about the accounts that you're very familiar with. You will notice that it does look like we took a cut, we did take a cut, but truthfully what when I worked with the budget director in the city on was to get our benefit contributions more actual. The formula that I had been given previously was just not, was not, did not give us good information. And so when we looked at the historic data and the actual benefits that we offer employees, our few employees, and actually fund the number there, he and I both agree is realistic. So while it's, it's, reflects a decrease for us for the city unfortunately it doesn't reflect a real decrease at this point. But nevertheless it's a more accurate depiction of our actual spending. We did some rearranging here. I just want to point out a couple things. Most of them were minor just to make certain that our administrative accounts could cover some of our expenses, our memberships and subscription fees have gone up so we moved money from some other accounts. We didn't increase our overall accounts but moved money. You'll notice a small increase under salaries. That's really not an increase in salaries. That's a shifting of responsibility in order to move the in our shift from four close-ups to probably 12 monthly close-ups. There are some costs that I'm shifting and designating to our communications specialist Mrs. Gibbs, which would be additional time and she'd be compensated for that time. And we shifted that money out of professional services. We didn't add it to salaries and keep professional services. We shifted it. Okay, tuition contract. You from could you repeat that? You did what now with Ms. Gibbs? When we added responsibilities to her, we moved it from professional services. We didn't, we moved the money from one category to another because she'll assume to contracted, to salaries because she's a salary part-time employee. And she will work additional time in order to get these, email the e-close-up out on a monthly basis, okay? But we move the money, and I'll show you in a minute where's the savings are because I know that was so. It's roughly about a $3,500. That's what I was gonna say. It's less than $4,000. It's what I was going to say. It's less than $4,000 moved from one category to another. It's a cost that we need to have her do rather than contract out somebody else to do. Okay. To wish in contract, I've talked about the county billing. You see there the estimate for classroom rental fee and that's that's recent information with the with the adjustment of student numbers so you can see the tuition contract. Debt services down slightly are payment on artificial turf at Fairfax High School remains the same and our major maintenance I'll be presenting our CIP, which includes two items, the paving at Daniel's run and the bus loop, and also phase one for heating and air conditioning switching at Daniel's run to be not only more energy efficient, but more functional. That would be phase one of a larger project. This is the request from the schools. At this point, we have fully funded the schools and actually added a little bit of money from last year. So our recommendation is to fully fund our school grants. Again, we know the realities of what's before us, but I think this has been a priority for this board. So at this point, I moved whatever monies we could shave away from other places into supporting the school grants. This is professional services, which is our other large account, our largest support of our administrative accounts. We reduced grounds maintenance, we left legal services the same, we reduced facility services. Then we had approximately, last time we met, we talked about approximately $20,000 to be under communications and there was some concern on the part of the board's, what does that mean? When I looked at it very carefully, it meant that I needed to move some of it to additional responsibilities for the communication specialist. It meant that I still needed to have a budget for photography, because that's a contract service that we use during the year. What I've left here for next year, using the money differently. One is the cost of the cards that you have in front of you, a mailing for once a year would be about $2,750. If we can, I think it may be wise for us as we're building our capacity for our e-communication to do another mailing next year, maybe something different, but one mailing to again draw people in and continue to grow our distribution list. That's something that I'm budgeting one mailing for to continue our communications project. We would have no obviously other mass mailings than the one. The other thing, truthfully, I just took what was left, the 13,000. And it gives me a small budget with the potential to work with Fairfax County Public Schools and use our roadmap project in a different way to impact our students. I've had some preliminary discussions with Mr. Nunean about things that we might be able to do. He's very familiar with the roadmap project. We'd like to link it to the state requirement for an academic and career plan for every student. We think it's a logical link. We'd like to do something using some technology. So, again, this gives us a little bit of a budget and it gives us a starting place. It's a placeholder. It's not a huge amount of money, but I think it could go a long way to get us into a new place with our roadmap initiative. And then obviously instructional support and staff development, which is our school grants. We continue to fund field trips and the late bus an addition from last year I'm gonna go back one minute just with the administrative accounts. I think it's important at this early stage as we go through this That we feel comfortable that that this funding reflects our values. It is Flat we are not asking for additional funds for administrative costs. It is using some of those funds differently. And I hope again it does reflect the values and priorities of this board. We don't have control over that tuition contract as you know. We don't have control over our debt service. We could, if we had to, consider, as time goes on, whether or not we can push forward major maintenance, that's again going to be an issue that the whole city is going to have to deal with, but the projects that we're pushing forward are going to have to be done. We're going to have to deal with both of these projects. I will also point out that for the switching a Daniels run, we have applied for a federal grant to actually pay for that. We just don't know whether we'll have, we don't have that information yet. We won't know that unfortunately for another few weeks. So. Question, this is Monday. The switching system is that I thought Daniel's run was complete. I'm sorry. I I stand corrected its provenance. OK. Daniel's run was completed by Fairfax County. It is this is for provenance. OK. OK, thank you. Thank you for correcting me. OK. Then both of our schools would have new switching systems, the first phase of a larger project which would be to update the heat and air delivery systems for both of our elementary schools, which we're going to have to do at some point. Variance comparison. You will see at the bottom I just couldn't at this point make a valid comparison between FY 10 and FY 11 until I have a better idea of where what our actual tuition is going to be in FY 10. We know it's going to be the bill is going to be adjusted higher. So that variance may be smaller. And again, as I get that information, I will certainly share it with the board and with city officials. But given the information we have now, small adjustment, small tick down mainly because we right sized I guess you would say our staff costs benefits the difference between the two tuition contracts with Fairfax County is 1.6 million although we're also projected to get slightly more classroom rental fee in this year than last year so that would that difference would actually come down a little bit closer to 1.5 than 1.6. debt service is a small reduction. No difference in technology and equipment we're not asking for anything this year. We didn't ask for any additional funding last year and capital improvement. We are recommending two small projects for $72,600. Sources at revenue? No real changes as I go through the next set of slides. Our percentages are staying pretty much the same. I did want to point out that for the first time in the documents that I could find, we're actually listing a little bit of federal funds 0.06 percent of our funding that came directly to us came from the Federal stimulus package. It came through state aid, but it did come to us as part of what they call the stabilization funds as a separate line item. And you can note that some of the schools did not put those funds in their operating accounts, but for the purposes of comparison, the way we decided to put all of the federal funds together so people could kind of get a glimpse at where funding is coming from. Again, we stayed where we've been in terms of local and state funding. And I just did note that I'm still including that 14%, I'm including that tiny sliver that is going to be stimulus funding for this year and next. I do want to say after Mr. Maloy talked today, and I spoke with Fairfax County repeatedly, including a conversation earlier today about where they are, I spoke with our budget director here in the city. We know there's going to be a reduction in state aid. We're taking a reduction in state aid. This is based on the best information we have right now. 20% reduction in federal stimulus, no change in state, basic aid, a reduction in sales tax, basically holding our own in the state lottery funds at this point. And that gives us a reduction in state funding. I truthfully believe this is a good guess, but that's all it is. And when the governor's budget comes out later this month, and then working with Fairfax County and working with our own internal staff in the city, we're going to try to get a better estimate if we can. A couple years ago, we estimated way too low. So we've been working to get a better understanding so we don't estimate too low, but I'm getting the sense this year we almost can't estimate too low because we are I think we're going to see a more significant drop in that basic aid. Okay, but that's where we are right now. This is our local funding effort and where we are we we stay. This is for FY10, this is for the information that the way he has for us on FY10 or at 41%. Again, these numbers are subject to change because FY10 is still in process and you know we're going to have a slightly higher tuition bill, not slightly higher, a higher tuition bill. For FY 11, even with the increase in cost with the additional students and the current estimated city operating budget, we stay right at 42% of these cities, funds, right again, as we have been in the past very close. That concludes my presentation and I'm welcome any questions that you have. Okay, thank you Mrs. Munday. Well done. Questions from board members? I have a question, no one else does. On the issue of membership in fees, have we received information from Virginia School Board's Association about what our fees will be? Our membership fees will be next year. If you haven't received information about that perhaps John attended a board meeting. Have you had any questions? Clear discussion on that. I have a committee. Real clarity on that. Well I know at the convention in Williamsburg there was some conversation by board members from various jurisdictions that you know everyone else was tightening their belts. So there was chatter about how there was a hope that VSBA would simply do the same. It's being discussed. Okay, thank you. Thank you. And Ms. Pierce made the adjustment to reflect what has been growing fees in BSBA. Okay. Go ahead, please. Can we put back it slides? 40, I don't have, you know, a hard copy of the current. 45, I think. 45, okay, magi nine. They started the proposed budget, the actual proposed budget. The start of the actual proposed budget. I think it's, the numbers are in the actual proposed budget. The start of the actual proposed budget. I think it's, the numbers are in the bottom right corner. Yeah, we just can't, we just, we just don't have to screen up right now. Oh, sorry, okay. Okay. Page 45. Yeah. Yeah. This is, oh, okay. Right, this is from our work session. Okay. And so of course, you know, we had zeros in the column for the proposed budget. And so I was trying just to compare. Yeah. And we will send you electronically copies of this tomorrow. We were literally finishing this up. I understand. Like this afternoon. I just was trying to compare because just the little what I was jotting down in the margins. You know, what our tuition bill, the county billing, I think we had at 36, roughly 36 and a half million. And then we're looking at the total budget of over 46, almost 47 million. Go to page the next slide if you would. And I just didn't look like after our contracted instruction cost, I just didn't see the numbers adding up to an additional, you know, $7 million. There's $7 million debt, but where do we come up with another $4 million? And I'm rounding my figures because I don't have the numbers in front of me. But if you could maybe just screen scroll down to slide 46. I mean, if our total county billing is 36 and a half million. But we count the tuition contract in that amount. Right. In the amount of 38 or in the amount of 36, 5. We count. That's a very good question this is night. When we do that final that grand total of 46.8 we have the numbers that we have added together are the numbers in bold. You're adding the tuition contract. Yeah and that's important. That's one point. One of the reasons why and that's been because Fair's an explain. And one of the reasons why, and that's been, because Fairfax County will never talk about that number. They only talk about their billing number because they adjust their bill. Okay. In the city, the tuition contract is does not take into consideration the classroom rental. That is considered revenue. So the city people want to hear from us, what's the cost? Okay. And then they're going to put the classroom rental fee in revenue. Okay. It's quite frankly easier as I'm going through this, especially as I'm comparing anything to Fairfax County because everything you will see, when you see the air budget next month, and they have a revenue estimate for Fairfax County, excuse me to Fairfax County because everything you will see when you see the air budget next month and they have a revenue estimate for Fairfax County excuse me Fairfax City they're going to have this figure Okay, because That's just the way they operate But the city operates differently The lower figure they'll have the they will have the adjusted tuition billing which is what they consider their tuition bill. They consider classroom rental and adjustment on the bill. The city considers classroom rental revenue. Thank you. I think I knew that we're just looking at it without having the hard copy in front. I'm sitting here, adding the numbers and I'm thinking we'll wait. We're a couple million over maybe, but I'm right. And if you back up to slide, I think the new slide number it was like 44 but now I think it's 41 if you back up about three or four slides. She just passed it 42. Yeah I'm just thinking that it probably for clarity I don't know in the formal where you talk the Fairfax County tuition estimate we probably should put you know our tuition contract estimate. The higher figure and then the county billing would be the lower figure. I don't know. Maybe this is just how we've always done it. But as I was looking at it, I just was thinking, you know, probably our tuition estimate is the higher. And then of course our county billing is based on the adjustment after taking out our rental fee. Our rental revenue, whatever you want to call it. I don't know. But the purpose of this slide is to compare apples and apples. And one of the things that is unusual here is that we are right now in our proposed, my proposed budget, we are proposing that we budget at the same number that Fairfax County is estimating. Why am I doing that? There's lots of reasons why I would like to make that higher. I could sleep better at night. But based on the conversations that I've had with Fairfax County, this is if they get funding, an increase in transfer at a fairly high level. Right, okay. So they believe that we've already built in a contingency. If Fairfax County doesn't get funding at the level that they expect, then I may want to come back and build some contingency for additional ADM because then that would be the other big driver. Again, I'm guessing that I believe we're going to grow an ADM next year, but in this environment, what can we predict in terms of numbers? But that's why we do that on that side. Well, and actually, it's playing a bit ago because that's consistent with their calling the tuition estimate. What we call tuition contract in our budget is higher. And I was looking at it that way. I think the most telling are the most interesting numbers on this page are the counties operating costs. They're number, at 2.3 billion. And they're proposed operating cost of 2.2 billion. It's a difference of $50 million less for next fiscal year than the current fiscal year. And that's remarkable. $50 million doesn't sound like a lot of money if you're talking about $2.2 billion, but it buys a lot of programs. And yet in order to reach this $2.29 billion, they would still need an increase in transfer. Because they're losing so much revenue on the state side and because their expenses are going up, their numbers of students they're expecting. I think again another 3,000 students next year and again they have to attach cost to 3,000 more students. Their employee benefit costs are going up, the utility costs are going up. So they have certain fixed expenses. They got them in a point where they feel like that's as far as they can cut. But they also know, and the Board of Supervisors and their joint meeting recently has said, they're preparing budget scenarios for the Board of Supervisors that would include funding at a lower level than this. I mean this would be reflecting if they were to get like 120 million trains. I don't know exactly what the numbers are and truthfully this is something that Fairfax County has given me an estimate of but there's still no excuse me there's still no gochiatiness and that won't really be known. But as of today, this is where they are and they have to stop at some point too and say what are we going to plug in as a revenue estimate for Fairfax City. And this is the number that they determined was the was the number that they thought was the best planning. Number right now, I will say again, I said this to you before up until last year whatever estimate they put in their fiscal fork, excuse me not their fiscal forecast, whatever number they put in their their proposed budget and advertised as a revenue estimate is what they actually build us on. That's what they build us on and we could you know here in the city determine what we were going to budget around that but that's what they build us on. And we could, you know, here in the city determine what we were going to budget around that, but that's what they build us on and then they adjusted it. Because of the situation last year and because again this year, they are so unsure about these numbers, they have said that they will update this for us in late February. And if it is significant, we would make a simultaneously make an adjustment. Yes. Last question, thank you. So we know that the numbers, there was the error last year, which caused a pretty significant inaccuracy. Prior to that, I mean, I know there's always one or two students that you know Nothing's infallible that may fall through the crack but prior to last year do we believe there's still that level of Air or I mean because of wow for while there's no I don't I know I've been told by the county that that the air that was made this year and last year By the person who was new in the job last year in the in the sure that's what right there is room for error in this complicated process but the error that was made last year and this year was made by the same person and it was the same error okay additional questions okay this is Okay. Additional questions. Okay. Um, Mrs. Munde, what will can you give us a timeline of what will happen next? Well, we we present obviously tonight and we'll have our public hearing and will I if there are changes between now and our next meeting, I would certainly update you prior to our next meeting in email and then we make another presentation and there's time for another public meeting. I don't think there will be changes. I think that Fairfax County is now moving in a direction and they're preparing their budget and their budget presentation is January 7th. So we will obviously some of us will attend that budget presentation and we'll I think confirm basically what we have today in terms of what's in terms of what's applicable to us. Then the county will do an updated estimate for us at the end of February. They will at that time have a better idea of where they think they're going to be with the transfer. They'll have a better idea of what state funding is going to be. They'll work with us and state funding. We won't yet have any more information about ADM. We won't have that until we get the actual ADM in March. And that's for this year, but that again gives us a little bit of more information about next year. March and that's for this year, but that again gives us a little bit of more information about next year. So that the primary thing we'll be looking at is whether or not that county operating cost is change significantly. And if so, how that would impact us. And they'll give us a feedback on that in time for our own city budget to be amended along the way. Okay. Then we'll hold a public hearing tonight. We will have a public hearing at the January meeting. We will adopt at the January meeting. If information will be available on our website with the proposed budget, is that correct? That's correct. That will be available. And you have been working with the finance people in City Hall to keep them apprised of changes that have gone on. That is correct. They are very aware of this. All right. If there are no additional questions, we will go into our first public hearing. Thank you very much. This is Monday. Your presentation was very thorough and answered many questions. The public hearing is now open. Is there anyone who would like to address the board about the proposed fiscal year 2011 budget? Mr. McDowell? Is it 30 minutes per speaker? It's three 30 minutes per speaker. It's a three minutes. Jerry O'Dell. Many things to say here. This item 4-8-1110. Top of the first page. The increase in salaries. Is that a secret device for sneaking in a salary increase The I'll answer that the answer is no mister. No I Thought the close-up issues were to be cut back not increased from For to 12 a year. The next line, 512-110, how are the benefits to be reduced? There's a substantial reduction and will they be reduced, reduced rapidly. The next line of print, you're cutting back on office supplies. Is that cut back realistic? Was there surplus last year? Are you slashing your own throat by cutting something essential? The travel, a couple more lines down. Why can't you cut that out? Grand in training is valuable, but so is money for the training. I think the subscriptions might, by themselves, be sufficient. The last three lines, the last two, the top two of the last three lines on that page. There's a 4.54% increase in the tuition contract, but yet a 13.510% increase in the classroom rental, what's the reason for that. The next page, let's go down to capital improvements near the bottom. 72,600. Why can't it be specific? Why can't you put something that says what that's for instead of just leaving it wide open as a potential blank check? The, the, just so much to say. I said before, can't we have charts and graphs that are easy for people to see? What sense is there to put in black ink on blue background, a dark blue background, which was done throughout the presentation. Why are we to accept that? I mean, the superintendent said that. If the similar error that was made last year, and I'm wondering why the presenters didn't have the courage to say that, if it's significant, you'll redo the charts. Why don't you just redo the charts so that all the projections are accurate and we're out of time. Thank you. Okay, the public hearing will be continued until our January meeting and I believe that meeting is on Monday, January, the 4th. Let me check that out. that meeting is on Monday, January, the fourth. Let me check that out. The yes it is. It's Monday, January the fourth is when we'll continue the public hearing. We'll move into action items. The first is the approval of the November 2nd, 2009 minutes. Mrs. Pierce provided those and the chair will entertain a motion. Madam Chair, Mrs. Pierce provided those and the chair will entertain a motion. Madam Chair, Mrs. Knight. I move that the City of Fairfax School Board approve the minutes of the November 2, 2009 Regulus School Board meeting has been indistributed. Thank you, Mrs. Knight. Is there a second? I'll second. Mrs. Knight moved and Mrs. Ornson seconded the City of Fairfax School Board approve the minutes of the November 2, 2009 regular school board meeting as printed and Mrs. Ornson seconded the City of Fairfax School Board approved the minutes of the November 2nd, 2009 regular school board meeting as printed and distributed. Are there any additions or corrections? They're being done all in favor, signify by saying aye. Aye. Chair votes aye. Members opposed? No members opposed? The motion is unanimous. The next item is the approval of the 2010 legislative program and Mr. Butchham, do you have a motion? After I do, I move the City of Fairfax School Board approved the 2010 legislative program as printed and distributed. Is there a second? Are there any additions or modifications to the legislative program? I'd like to make a modification. On page 32 under student transportation. I had a problem with this second bullet point last year. And again, I would like to recommend that we eliminate it. It says that the City of Fairfax School Board endorses the findings of the National Highway Traffic Safety Administration's April 2002 report to Congress regarding the safety value of installing safety belts on large school buses. It goes on to say that it feels that belts have little of any benefit in reducing serious injuries and well, in combination lap shoulder belts could provide some benefits but misuse could result in serious injuries. And that lap shoulder belts would reduce bus capacity, requiring the purchase of additional buses to compensate for lost capacity while exacerbating an already serious shortage of qualified drivers. You know my problem with this statement is that although the National Highway Traffic Safety Administration opposes the addition of seat belts to large school buses, there are other prominent national groups, such as the American Academy of Pediatrics, the National PTA, and the National Coalition for School Bus Safety, which support the use of safety belts in buses to improve safety, to improve passenger behavior, bus driver focus, and good safety habits. And the way this is written, it sounds like it's, you know, a for sure thing that everyone agrees that seat belts are not necessary in school buses. I don't think that that is the case. And for that reason, I would just like to see us eliminate it until we have more information. Okay, so you're going to put in the form of amendment. You move that the City of Fairfax School Board eliminate this. The second bullet. The second bullet under student transportation on page 32. Correct. Okay. Is there a second? Second. Okay. This further discussion. I would support that. I agree. I appreciate the information you provided. There are arguments on both sides of it. And so for that reason, I feel like it would be fine to eliminate that from our legislative package. Additional comments? Madam Chair. Mr. Butcherm. I'm more in line with, go ahead and keeping it in the package as it stands. It's been there and discussed a number of times in the past. We can continue this discussion and we can probably make better recommendations throughout the year and work up towards our next package whether or not we want to maintain it or continue the discussion. As a question, do you Mr. Rotterdam, do you know that if the reason for this particular provision is it because there have been some questions about requiring seat belts be installed or do you know of any background that drives this bullet to be included in the package? I'm not upbade on the specific history of this from the past. In previous discussions, when this had been brought up, the historical record had been that the discussions held at the county level had been based on whether or not this was something the county really needed to work with. You can see that as the, as it's in the second part, the back part of the legislative package. This has been a topic that's been very static. And the motions on both sides of the argument have basically come to a point where it's, it's had a bit of a still made. You know, and I can understand that, and that's why I proposed just eliminating it as opposed to actually changing it completely. And supporting seat belts, I just think there's probably enough evidence that it's not a settled matter, and it might be best you're just eliminated. Madam Chairman, Mrs. Knight. According to the statement is written in the county legislative package, the argument that they're making is that the requirements would reduce bus capacity requiring the purchase of additional buses. And we all know that there would be its fence involved in outfitting buses with seat belts. Now I'm not sure if there's not legislation on the books about this, nobody knows is it just a requirement as they purchase new buses or to go back and retrofit buses or, but right now you have lost capacity when you can't put as many kids in a seat and then you have to have more buses, but bottom line is I support, you know, that's my second emotion because there isn't a debate on both sides. I support eliminated in our package. Thank you, additional comments? Okay. It was moving seconded that the City of Fairfax School, this is an amendment to the main motion and it the City of Fairfax School Board eliminate bullet two under student transportation on page 32. All in favor signify by saying aye. Members opposed? May. The Chair of the Odds, aye. The motion passes 4 to 1 and this section is eliminated. Are there additional changes that we need to be making? Okay, there being none, we will go back to the main motion. And the main motion is to keep the motion. Okay, who second did I'm sorry no one Okay, you did okay fine. We'll go back to the main motion and that is to move the city of Fairfix School Board of Probe 2010 legislative program With the one amendment all in favor signify by saying aye Aye Chair votes aye members opposed. New members opposed the motion to unanimous with the one amendment all in favor signify by saying aye. Aye. Chair votes aye. Members opposed. No members opposed. The motion is unanimous. Okay. That is all we have under action items. The next order of business is superintendent matters. This is Monday. As you know, we launched the e-close close up in the middle of last month and we got some immediate responses asking people asking to sign up and we're building our distribution list and hoping that that's going to be a useful tool, a good communications tool and one that will really serve the sport well. It's going to take some time for us to build up our distribution list, however, we've made some good progress, but I've going to give each of you just a little bit of homework for the next month. You each have 10 of the cards that have that were mailed. If you could try to get 10 community members to sign up who are not signed up, we can kind of go with this. We'll be going to different groups. I know as individual members of the board or groups of you may be talking to groups, but just on a one-to-one basis, if perhaps you can try to get some of your colleagues in different parts of the community to go online and sign up, that would be terrific. Yes. Thank you, Mrs. Mendes. Yes. I know this Pierce was going to put some of these in City Hall or stack of cards, but I've not noticed some in the library. Could you also get some put into the library or racks right there in our City Library and the Regional Library that would be a great place, I think, to have a stack of those cards. Great. And if you would like more cards, if you have other places, we would love to have them distributed more widely. And they're available in the office and we'll get them to you. Thanks. That's all. Okay, thank you, Mrs. Monday. And Matt, I ask for board members. Mrs. Lewick? I'd just like to take this opportunity first off to wish everyone a wonderful holiday season. And in follow-up to the last motion regarding the legislative package just to thank Miss Ornson. I know that she had had some clarity of conviction around that issue earlier when we met on it and for bringing it back up. And while I certainly value deeply our relationship with the County School Board and wanted to support your program and its entirety, I do think that where there is opportunity for additional clarity around issues, and additional research into things, we ought not just to support them, because it is part of the county's program, and that's kind of the reason that I think that it was better stricken at this time. But happy holidays to everyone, enjoy this beautiful season. Thank you. Thank you, Ms. Louick. Mr. Petrum. I'd also add my best wishes for a holiday season. You know, Merry Christmas, Happy Hanukkah, Happy New Year, and being the December 7th, like to remind everybody of the Pearl Harbor Day and remember Pearl Harbor. Thank you, Mr. Betrum. Ms. Knight I would just like to report on the Fairfax Community Coalition meeting last month. It was an excellent program I'm unfortunately not as well attended as we would have liked round 20 parents and attendance and they you know were all very appreciative and several positive comments a lot of positive feedback on the evaluation and of course a lot of comment about they wish that more parents would have been there. But it was a very informative program. I think there was a little bit of coverage in the connection about the program. So maybe it'll start getting people a little more educated on the whole issue of cyber safety with their kids. A lot of interesting things out there. The coalition's meeting again this Friday morning I'll be with them. And happy holidays. Thank you Mrs. Knight. Mrs. Hornson. Oh I just wanted to congratulate Mrs. Monday and Mrs. Gibbs on the new City website. I think it's wonderful. My Civic Association has put a link to it on their website, which is great. And I really appreciate the explanation that I'm not sure who wrote it up of our relationship of the City School Board with the counties, but it was very well done. And I hopefully will clarify things for people in our community. And also hope everyone has a wonderful holiday and see you next year. Thank you, Ms. Swanson. Mr. Early? I have no other comments but to wish everyone a safe and happy holidays. Happy Christmas and happy new year and the other holidays that are out there. Great. Thank you, John. And I did attend the budget work session today at Gatehouse. There was conversation about shortfall and possible cuts to various programs. There have been no decisions made. The County School Board at their last business meeting did wrestle with the matter of schools who are the six schools who offer an extended school day and could not come to an agreement. Their original intention had been to make a decision prior to the end of the year so that planning time could be made available for not only for families but for staffs as well and a decision could not be reached. So stay tuned. We'll be hearing more about budget between now and the end of February. But at this time, there is not, there are no decisions that have been made. I will be sending board members and staff some links that have been posted on the County School Board's website about budget and hopefully one of them will include information about the dialogues that were held. The other meeting I attended this morning was the Comprehensive Planning Committee report. There was a report back on the Southwest Elementary Study and the staff has been very pleased with the diligence and the hardworking representatives from the various schools. And they believe that the citizens group will be, they believe that the citizens, this citizen's group is doing a great job. There will be a report on January 11th. A preliminary, excuse me, there will be a preliminary meeting between representatives of the ad hoc committee and the full county school board in work session. And then there will be a report at the end of January relating to this particular group. So I'll be sending you that information as it becomes available. And I would also like to say happy holidays. And I hope that everyone enjoys the season, whether you celebrate Christmas or Hanukkah or one of the other holidays and a very happy New Year to everyone. The last item of business is a closed meeting. The board will be going into closed session. I'm not sure how long the meeting will take, perhaps as much as half an hour. When we return to public session, we will not be pursuing further public business. We will simply come back into session and we will formally close the meeting. I'm going to read a motion to go into close meeting on December 7, 2009, pursuant to section 2-2-3711A of the Code of Virginia, I move that the City of Fairfax School Board convene a close meeting to discuss legal matters as authorized under 2.2-3711A, 7 of the Code of Virginia. All in favor, signify by saying aye. Chair votes aye. Members opposed. And we have to pose the motion as unanimous. The board will go into a close session at 9.33 p.m. Thank you. I'm going to go to the next room. Thank you. I'm going to be a little bit more careful. I'm going to be a little bit more careful. I'm going to be a little bit more careful. I'm going to be a little bit more careful. I'm going to be a little bit more careful. I'm going to be a little bit more careful. I'm going to go to the beach. I'm going to the beach. I'm going to the beach. I'm going to the beach. I'm going to the beach. I'm going to the beach. I'm going to the beach. I'm going to the beach. I'm going to the beach. I'm going to the beach. I'm going to the beach. I'm going to the beach. I'm going to the beach. I'm going to do it. 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I'm gonna go back to the old town. I'm gonna go back to the old town. I'm gonna go back to the old town. I'm gonna go back to the old town. I'm gonna go back to the old town. I'm gonna go back to the old town. I'm gonna go back to the old town. I'm gonna go back to the old town. I'm gonna go back to the old town. I'm gonna go home. I'm a little bit more I'm a little bit more I'm a little bit more I'm a little bit more I'm a little bit more I'm a little bit more I'm a little bit more I'm a little bit more I'm a little bit more I'm a little bit more I'm a little bit more I'm a little bit more I'm a little bit more I'm a little bit more Thank you. I'm going to go to the beach. I'm going to the beach. I'm going to the beach. I'm going to the beach. I'm going to the beach. I'm going to the beach. I'm going to the beach. I'm going to the beach. I'm going to the beach. I'm going to the beach. I'm going to the beach. I'm going to the beach. I'm going to the beach. I'm going to the beach. 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Music I'm gonna go back to the place where I'm going to see the place where I'm going to see the place where I'm going to see the place where I'm going to see the place where I'm going to see the place where I'm going to see the place where I'm going to see the place where I'm going to see the place where I'm going to see the place where I'm going go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I Oh I'm going go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the place where I'm gonna go and I'm gonna go back to the place where I'm gonna go and I'm gonna go back to the place where I'm gonna go and I'm gonna go back to the place where I'm gonna go and I'm gonna go back to the place where I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home. I'm gonna go home. I'm gonna go home. I'm gonna go home. I'm gonna go home. I'm gonna go home. I'm gonna go home. I'm gonna go home. I'm gonna go home. I'm gonna go home. I'm gonna go home. I'm gonna go home. I'm gonna go home. I'm gonna go home. We're here I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home. Thank you. I'm going to do a little bit of the same thing. I'm going to do a little bit of the same thing. I'm going to do a little bit of the same thing. I'm going to do a little bit of the same thing. Thank you. I'm going to do a little bit of the same thing. I'm going to do a little bit of the same thing. I'm going to do a little bit of the same thing. I'm going to do a little bit of the same thing. Thank you. I'm going to do a little bit of the same thing. I'm going to do a little bit of the same thing. I'm going to do a little bit of the same thing. I'm going to do a little bit of the same thing. I'm going to do a little bit of the same thing. I'm going to do a little bit of the same thing. I'm going to do a little bit of the same thing. I'm going to do a little bit of the same thing. I'm going to do a little bit of the same thing. I'm going to do a little bit of the same thing. I'm going to do a little bit of the same thing. I'm going to do a little bit of the same thing. I'm going to do a little bit of the same thing. I'm going to do to the same thing. I'm going to do a little bit of the same thing. I'm going to do a little bit of the same thing. I'm going to do a little bit of the same thing. I'm going to do a little bit of the same thing. I'm going to do a little bit of the same thing. I'm going to do a little bit of the same thing. I'm going to do a little bit of the same thing. I'm going to do a little bit of the same thing. I'm going to do a little bit of the same thing. Thank you. I'm going to do it. Music Music I'm gonna go back to the place where I'm gonna go I'm gonna go back to the place where I'm gonna go I'm gonna go back to the place where I'm gonna go I'm gonna go back to the place where I'm gonna go I'm gonna go back to the place where I'm gonna go I'm gonna go back to the place where I'm gonna go I'm gonna go back to the place where I'm gonna go I'm gonna go back to the place where I'm gonna go I'm gonna go back to the place where I'm gonna go and then I'm gonna go back to the place where I'm gonna go and then I'm gonna go back to the place where I'm gonna go and then I'm gonna go back to the place where I'm gonna go and then I'm gonna go back to the place where I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna to do it. I'm gonna go back to the place where I'm gonna go I'm gonna go back to the place where I'm gonna go I'm gonna go back to the place where I'm gonna go I'm gonna go back to the place where I'm gonna go I'm gonna go back to the place where I'm gonna go I'm gonna go back to the place where I'm gonna go I'm gonna go back to the place where I'm gonna go I'm gonna go back to the place where I'm gonna go I'm gonna go back to the place where I'm gonna go I'm gonna go back to the place where I'm gonna go I'm gonna go back to the place where I'm gonna go I'm gonna go back to the place where I'm gonna go I'm gonna go back to the place where I'm gonna go I'm gonna go back to the place where I'm gonna go back to the old town, I'm gonna go back to the old town, I'm gonna go back to the old town, I'm gonna go back to the old town, I'm gonna go back to the old town, I'm gonna go back to the old town, I'm gonna go back to the old town, I'm gonna go back to the old town, I'm gonna go back to the old town, I'm gonna go back to the old town, I'm gonna go back to the old town, I'm gonna go back to the old town, I'm gonna go back to the place where I'm gonna go I'm gonna go back to the place where I'm gonna go I'm gonna go back to the place where I'm gonna go I'm gonna go back to the place where I'm gonna go I'm gonna go back to the place where I'm gonna go I'm gonna go back to the place where I'm gonna go I'm gonna go back to the place where I'm going to do a little bit of the same thing. I'm going to do a little bit of the same thing. I'm going to do to the next one. I'm going to go to the next room. I'm going to go to the next room. I'm sorry. I'm going to do a little bit of the same thing. I'm going to do a little bit of the same thing. I'm going to do a little bit of the same thing. I'm going to do a little bit of the same thing. I'm going to do a little bit of the same thing. Thank you. I'm going to do it. I'm going to go to do it. I'm going to be to the next room. I'm going to go to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go home. I'm gonna go back to the school I'm gonna go back to the school I'm gonna go back to the school I'm gonna go back to the school I'm gonna go back to the school I'm gonna go back to the school I'm gonna go back to the school I'm gonna go back to the school I'm gonna go back to the school I'm gonna go back to the school I'm gonna go back to the school I'm gonna go back to the school I'm gonna go back to the school I'm gonna go back to the school I'm gonna go back to the school I'm gonna go back to the school I'm gonna go back to the school I'm gonna go back to the school I'm gonna go back to the school I'm gonna go back to the school I'm gonna go back to the school I'm gonna go back to the school I'm gonna go back to the school I'm gonna go back to the place where I'm gonna go I'm gonna go back to the place where I'm gonna go I'm gonna go back to the place where I'm gonna go I'm gonna go back to the place where I'm gonna go I'm gonna go back to the place where I'm gonna go I'm gonna go back to the place where I'm gonna go I'm gonna go back to the place where I'm gonna go I'm gonna go back to the place where I'm gonna go home. I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go home, I'm gonna go back to the place where I'm gonna go and then I'm gonna go back to the place where I'm gonna go and then I'm gonna go back to the place where I'm gonna go and then I'm gonna go back to the place where I'm gonna go and then I'm gonna go back to the place where I'm gonna go home. I'm a little bit more of a man I'm a little bit more of a man I'm a little bit more of a man I'm a little bit more of a man I'm a little bit more of a man I'm a little bit more of a man I'm a little bit more of a man I'm a little bit more of a man I'm a little bit more of a man I'm a little bit more of a man I'm a little bit more of a man I'm a go, I'm gonna go, I'm gonna go, I'm gonna go, I'm gonna go, I'm gonna go, I'm gonna go, I'm gonna go, I'm gonna go, I'm gonna go, I'm gonna go, I'm gonna go, I'm gonna go, I'm gonna go, I'm gonna go, I'm gonna go, I'm gonna go, I'm gonna go, I'm gonna go, I'm gonna go, I'm gonna go, I'm gonna go, I'm gonna go, I'm gonna go, I'm gonna go, I'm not a fan to the school I'm gonna go back to the school I'm gonna go back to the school I'm gonna go back to the school I'm gonna go back to the school I'm gonna go back to the school I'm gonna go back to the school I'm gonna go back to the school I'm gonna go back to the school I'm gonna go back to the school I'm gonna go back to the school I'm gonna go back to the school I'm going to go to the next room. I'm gonna go back to the old town. I'm gonna go back to the old town. I'm gonna go back to the old town. I'm gonna go back to the old town. I'm gonna go back to the old town. I'm gonna go back to the old town. I'm gonna go back to the old town. I'm gonna go back to the old town. I'm gonna go back to the old town. I'm gonna go back to the old town. I'm gonna to be a little bit more careful. I'm gonna go back to the old town. I'm gonna go back to the old town. I'm gonna go back to the old town. I'm gonna go back to the old town. I'm gonna go back to the old town. I'm gonna go back to the old town. I'm gonna go back to the old town. I'm gonna go back to the old town. I'm gonna go back to the old town. I'm gonna go back to the old town. I'm gonna a fan of the music, I'm not a fan of the music, I'm not a fan of the music, I'm not a fan of the music, I'm not a fan of the music, I'm not a fan of the music, I'm not a fan of the music, I'm not a fan of the music, I'm not a fan of the music, I'm not a fan of the music, I'm not a fan of the music, I'm not a fan of the music, I'm not a fan of the music, I'm not a fan to the next room. I'm going to be a little bit more careful. Thank you. I'm going to do a little bit of the same thing. Thank you. I'm going to make a little bit of a hole in the middle of the hole. I'm going to make a hole in the middle of the hole. I'm going to make a hole in the middle of the hole. I'm going to make a hole in the middle of the hole. I'm going to make a hole in the middle of the hole. I'm going to make a hole in the middle of the hole. I'm going to make a hole in the middle of the hole. I'm going to make a hole in the middle of the hole. I'm going to make a hole in the middle of the hole. I'm going to do a little bit of the same thing. I'm going to do a little bit of the same thing. I'm going to do a little bit of the same thing. I'm going to do a little bit of a hole in the middle of the hole. I'm going to make a hole in the middle of the hole. I'm going to make a hole in the middle of the hole. I'm going to make a hole in the middle of the hole. I'm going to make a hole in the middle of the hole. Thank you. I'm going to go to the beach. I'm going to the beach. I'm going to the beach. I'm going to the beach. I'm going to the beach. I'm going to the beach. I'm going to the beach. I'm going to the beach. I'm going to the beach. I'm going to the beach. I'm going to the beach. I'm going to the beach. I'm going to the beach. I'm going to go to the next room. Thank you. Thank you. I'm going to do it. Take the color I'm going go home. I'm gonna go home. I'm gonna go home. I'm gonna go home. I'm gonna go home. I'm gonna go home. I'm gonna go home. I'm gonna go home. I'm gonna go home. I'm gonna go home. I'm gonna go home. I'm gonna go home. I'm so proud of you I'm so proud of you I'm so proud of you I'm so proud of you I'm so proud of you I'm so proud of you I'm so proud of you I'm so proud of you I'm so proud of you I'm so proud of you I'm so proud of you I'm so proud of you I'm so to be a little bit more careful. I'm gonna go back to the school I'm gonna go back to the school I'm gonna go back to the school I'm gonna go back to the school I'm gonna go back to the school I'm gonna go back to the school I'm gonna go back to the school I'm gonna go back to the school I'm gonna go back to the school I'm gonna go back to the school I'm gonna go back to the school I'm gonna go back to the school I'm gonna go back to the place where I'm gonna go I'm gonna go back to the place where I'm gonna go I'm gonna go back to the place where I'm gonna go I'm gonna go back to the place where I'm gonna go I'm gonna go back to the place where I'm gonna go I'm gonna go back to the place where I'm gonna go I'm gonna go back to the place where I'm gonna go I'm gonna go back to the place where I'm going to do it. Thank you. I'm going to do a little bit of the next one. I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna go back to the I'm gonna to do a little bit of the same thing. I'm going to do a little bit of the same thing. I'm going to do a little bit of the same thing. I'm going to do a little bit of the same thing. Oh I'm not a bad guy, I'm not a bad guy, I'm not a bad guy, I'm not a bad guy, I'm not a bad guy, I'm not a bad guy, I'm not a bad guy, I'm not a bad guy, I'm not a bad guy, I'm not a bad guy, I'm not a bad guy, I'm not a bad guy, I'm not a bad guy, I'm not a bad guy, I'm not a bad guy, I'm not a bad guy, I'm not a bad guy, I'm not a to be here. I'm so happy to be here. I'm so happy to be here. I'm so happy to be here. I'm so happy to be here. I'm so happy to be here. I'm so happy to be here. I'm so happy to be here. I'm so happy to be here. I'm so happy to be here. I'm so happy to be here. I'm so happy to be here. I'm so happy to be here Thank you.