here for the privilege of coming alongside parents as they raise their children um giving them the building blocks that they need um for success and to achieve all that you've created them to. Lord, pray father that as we meet together this morning to discuss the
business of the district, Lord, that our hearts and our minds would seek your truth um and your guidance and your wisdom in all that we do. And it's in your holy name we pray. Amen. I aliance to the flag of the United States of America and to the republic
for its one nation indivisible with liberty and justice for all. At this time I'm going to call to order the school board workshop for March 24th 20 26. Um I don't have my script with
me. So I'm if there are any individuals in the audience that have uh um >> okay questions uh during our presentation and that is fine. Just let me know. Um but other than that we are
going to go ahead and jump right in. Um I'm going to start with school board members. If there's anything that you guys want to discuss, you want to bring forward. um that's not what we're going to talk about today. This is the time to discuss that. Um
so I had an interest in helping us write our newsletter only because back when I was very very young I used to write for a newspaper and I sent you guys an email with some topic suggestions and I wanted
to Mr. Superintendent, can I give you one of these so you can kind of see there's some things I might need from the district times. Kelly, I'm going to >> give you one real quick as well. Um,
so what I thought was I would really like the board's newsletter to be personalized. You know, each one of us ran for our reasons. Each one of us has a passion and compassion for education and parents and students. And I really
wanted, not that the new newsletter isn't fine the way it is, but I really wanted it to be very reflective of our values and why we ran for office. Kind of a way for people to get to know us. A lot of times you get emails from people
who are disappointed for one reason or the other. Um, and we're the people that they reach out to. Well, of course, the superintendent as well, but they want they want to know where we come from, what we stand for, how we can help them, and I think the newsletter can do that.
It's not really long- winded my but I do have a copy. So, for instance, to make it like maybe more personalized for us, um the first part was like a message from the school board. We could do internal audit findings there since that
was um an initiative that we started and to let people know. We could do things like school board member, let's say Miss Clark has something she would like to say from, you know, her heart or something on her mind about school boards, it could be there. If somebody
wanted to take that section, the chair could write something for that section um that represents what we're thinking, what we're trying to accomplish, our long range goals. There was a policy spotlight. Um if you guys didn't mind, I think it's important to talk about the
student code of conduct and dividing it between elementary and secondary, what's changing and why. I think I can get with the superintendent to make sure because there's really good things that come from having those two separated. I think it's important parents know about that.
Um, board initiatives, I think it's a great place for teacher pay, staff pay, the 1% bill. It's a great place to make sure that everyone understands where we come from and why we'd like to do it and tracking our progress. I have asked the
superintendent yesterday if we could get some results, some clarification. I hear from teachers everywhere how grateful they are to have the cell phones. That commitment from the board, from the district, from administrators to keep
cell phones out of the classroom has made a lot of teachers really happy. Um, transportation, what this means for students and families. So, Mr. Superintendent, I thought maybe we could write about what we think is going to happen next year. maybe ease some lines um a plan. I could take what you've said
to write that, but I think it's important that maybe you and I work together to make sure that I'm 100% on board and we're on board with what we think is going to happen next year. And then working together for better schools. We did do new policies when it came to our parent teacher
organizations, family organizations. And I actually know somebody who started one of those at Coppergate. The administration, the principles have been absolutely fabulous. They're following the new policy. Parents are engaged. I thought it would be a good place to
maybe highlight. So what I'm asking is if you guys can keep this, there's fun facts. This year's gains reading lower cortile. I don't actually have access. So that's something the district will have to provide. I know we're doing very well, especially in the lower cortile.
And I wanted to know if you like the topics. One, we could add a different thing to these general headings and if there's something else that you might want to add to it. So, you have you have a copy of your
>> I do have it. I just made a copy of the email so that we would have it in case somebody All right. >> I figured you had the newsletter all laid out. >> No, no, we have to talk about it first. Well, some ideas. That's that's that's
my specialty. What I'll be doing for the next whatever. >> Um, can we put our new K9 serving that we've kicked off? And >> Yeah. So where So that's the thing. Um I think that's a great thing. Do you want to do it a board initiative? Do you want
to do it wherever you see fit? Community impact. >> It it can be where it could be in from the boardroom if you guys wanted whichever. I just I'll write it here. >> Some of our things that we we've done since the last newsletter, I think
should be be in there. And then um whenever you get get it finished just we can also talk about if we want to add something or adjust something or whatever. So we'll have the we'll all look at the final copy before it goes
out. And the district wrote a really nice Facebook. I'm I'm sure they're probably not here, but um when they introduced the dogs, they did a really nice We could just literally take a lot of that, I think, with the nice pictures and put it there for people who may not
have seen it. But also, this would be a place where maybe I can call you, Miss Skipper, and you give me a quote because you went there to one of the schools and you watched it in action. just so that we have that board connection there so people know that you know we're involved. So
>> anybody else have anything? >> I guess I'm just confused. Is this doing it differently than the way we did it last? >> We just had a newsletter. It's just a newsletter. >> But I mean the pro like what are we doing differently? I guess is my question. >> Well there maybe the headings because
the problem is is coming up with the ideas, right? >> Miss Skipper was trying to get that done like pulling stories from here and there. The thing about having headings, you can put whatever we would like to see in it, but the format will stay the same. It's still going to be a board newsletter, but if we don't get some
kind of, you don't pick up a newspaper, right, and it's done differently every single time, right? You have to have, as an English teacher, you have to have some kind of a format to be able to plug things in, become familiar with. >> I thought we didn't have a format with the one we did.
>> It's been different each time. >> Okay. And we've been using the AG layout. And so, um, that one, if we continue to use that format based on what you're saying that you want that consistency of structure and format,
>> that would be something that, um, we can assist with because we have it on through our system. We let we have what your template is. >> Yeah. >> And so, I would um, well, you >> I'm interested. on what role you would like for us to
play in this to assist. >> Well, I don't have access any board member writing articles. So, I don't have access to the programs. I don't have access to the data. >> Well, so it has to be conjunction and then we would create that for you. Is that how you would
>> Well, what I what the the idea of with with her being on that committee assignment was to work closely with Sabrina and or you whoever. Um, but I assume Sabrina's who who's gonna do the newsletter. >> Yeah, she and I work together on that. >> Okay. So, either you or Sabrina where
she would say, "Hey, this is what we want in the newsletter and then you guys would generate it and then present it to us and then we can adjust it or add to it or whatever." >> So, from a newsletter standpoint, when I used to write for the schools the newsletter when I did yearbook for those eight years or whatever, we always knew
what the headings were so we could find the stories. It would make it easier. they stay the same every time we do it. It's just plugging in the new words. >> So that the intent is to make it easier. So if Mr. Alvo is out and about and has an idea that he thinks people should
know about our board intent, we just put it in that box. I don't not sure what format, what program you're using, but it's pretty much the same across the world when you do newspapers. You have your editorial, they find the story, right? So it should be easier than last
time when we were trying to plan it over there. >> Well, and we can do that offline. What I want to make sure is that uh we as a board whatever ideas that we want in it, they can come up with the design and do all the things just the ideas that we
would like to see um within it. And if it's something we've already done that's not breaking sunshine. So um if you feel more comfortable reaching out to Mr. Rosski or or J or Mr. Blocker, whatever, then that's fine. But um this is
essentially stuff we've already done um and and or voted on. So my th that is my intent when we have these discussions for our board or our newsletter here at the workshop is just hey this is the idea like like I just said I would like to see the kines's in there and then um
Miss Hansen and Miss Watt and uh Sabrina can go and do their thing and then bring it back to us and we can say hey that looks great or we need to do this or that or whatever. >> Okay. So keeping basically we're keeping the same thing. >> Correct. It's just what idea do you want and if you find something within that
that okay board initiatives like hey this would be great teacher pay whatever you know we are discussing that and we can add that to that section. I thought that's what we've been doing all along as time changes and things come up you know even our discussion about
legislative needs and what we have gone you know before our >> a legislative update would be really great >> so anyway it I would hope that this really isn't changing any we've already discussed that you would be part of that
committee so we make things current and at the time for each. >> Well, the last two times I met with Miss Watt and um Madame Chair, we were really just struggling with the ideas to put in things. >> What this does is we might not have six
things every time, right? Especially >> Oh, we probably will. >> Oh, we probably will. I just wanted you guys to know that as you're like the police dogs, right? The new program. That's great. Right. Before when we sat here, it was just really kind of hard to
figure out what exactly we wanted to talk about. This lets you think if you kept this in your schoolboard stuff and you had an idea, you could just write it down and then gives us an easier way to communicate versus sitting at the table after a board meeting and then making
it's just it we saying keep this and then put your ideas in these boxes so that next time when we do our board letter we can say hey under fun facts let's do this or hey this would look good you know here or whatever. This is just a a format what I want to discuss. They could do all that. I just want to
discuss ideas. So, legislative updates, that would be perfect if you want to >> legislative update. >> Yep. If you want to work with um >> Well, and I actually really need to work with the district. I don't have access to >> Well, that's right. I think what what I'm maybe not 100% on is if we submit
ideas, we have a staff that their entire job is public relations and media. Like I would I think we should submit our ideas and let them generate just like we've done in the past. >> I mean, I'm okay with that, too. I just wanted to maybe personalize it a little
differently instead of it. There's nothing wrong with district letters and the way the district communicates. I just personally feel like we're just different, a little bit different as a fivep person elected board that it could be more personalized for us. >> I mean, the letter the letter is fine.
Maybe maybe a way to help personalize it is you determine what what what you want the article to be about >> and then perhaps a quote from a board member or a way to personalize. >> Yeah, something like that. And no way. And I know that the district is very busy as well, Miss Watt. So, part of
this was to hope that we could get ideas a little earlier >> and be think giving us a little more structured time. >> It really wasn't about me spending the next 40 hours trying to figure out how to write. I'm I'm getting older. It takes me a really long time to do that.
It really was about having a little more structure that I hopefully make it a little easier than our last meeting. >> Right. No. So, so here's what I hear just so that I can make sure that from this is that the board likes these headings and that we go
along with these headings each, you know, I think we we have the quarterly newsletter kind of like at the end of each nine weeks type thing. And uh each time you will lead the discussion here regarding what would go underneath here gathering those ideas
from you. I would just need to know what where and how you want to personalize it. We can absolutely take this and provide some um really nice content for your review and approval before being published. Um you know it looks great. I
like these are great ideas. And then um again just from you I would just need to know where you want the personalization from the board and we are certainly happy to accommodate. Well, I think the in topics itself, right, if we're talking about the board's initiative for the 1% mill, I think that is the
personalization, right? And I think it is important like when we have like a new PTO, I think it's at Coppergate, right? They're so excited about it. There's so many parents involved. I think it's important that even when we talk about the up what it means for
students next year, the the parents about transportation would probably be a good place for the superintendent to maybe lay a thought in there because to help ease the minds of parents who have struggled with transportation this year. I think in itself our ideas are
personalizing to what we would like people to know. I think we ought to attach an application to it as well so we can share and get recruitment for bus drivers. >> We can attach the flyer. We're also doing bus registration right now. Could
you have links in there like links if somebody wanted to learn more like >> we have that now links at the end of our last >> so we can do we have like the deadline for links or whatever
players >> okay I just want to I didn't want to spend too much time on this I just want to make sure that we all have the ideas and then Miss Hansen can run off and do the details of But >> so my only concern with six sections is that it might be real lengthy and I
don't know it could be >> yeah your readership you might lose them if it's >> well each section wouldn't be here. >> It's just one little story >> like a blurb like a paragraph. >> It could be it could be two paragraphs. It might be we don't have anything to talk about that you know in the beginning of the year we might not have
a lot to say. I mean I don't know. And I just know that >> the idea of keeping it short >> and bullet points and and graphics versus Yes. >> enough people open it and if we have interesting topics it'll be read, >> right?
>> Sometimes it's not about the length, it's about the content, >> you know. >> Yeah. >> And I think with the K9 just the thought, I mean, it's not about just putting a picture out there and saying we've got them. Now, this was something I talked to the sheriff about a few years back and we have to
recognize why we have to recognize the cost and having a handler. So, that kind of information. >> Yeah. If we're going to talk about it, then let's explain the change so people understand
more but keep it obviously in a secure level. Anyway, here we go. >> Any other court comments questions? >> All right, we are going to jump right
into the staffing plan. Mr. >> All right, I'm excited. It's the It's the fourth quarter and uh third quarter means two things. One, we're getting ready. Assessment season starts, you know, May 1st. That starts in April. We're getting ready for all of that, but
we've already been working hard at what do we do for next school year. And so, uh, the intent this morning is to in about 15 minute time frame to kind of synthesize the information that I've already provided you, tell you some of the differences that have happened for
um for next year related to staffing. Staffing is one of the most important things that that the district does uh and the board approves because that staffing is what really determines uh the services that will provide to
students. And I tell you what, it's it's more difficult uh this year than in past years because of the budgetary situation in in in the state as well as in the district and how do we provide the best possible services for our students and the support that teachers need and all
of those sorts of things. So here's my best attempt at at a 15minute >> overview of this. So basically one of the things I want to point out is that the guiding principles are are stability, fiscal uh fiscally conservative flexibility and
transparency. So by stability we mean that the organization itself has 5,000 people that are employed. You know, it's kind of like a it's not a little speedboat. It's a big barge going uh going down the river and it's hard for
that barge to turn around quickly just because of the sheer size of it. To give you an idea, the 5,000 people that work for Klay County Schools is is more than every other governmental agency combined, 5,000. So, this is a huge operation. That's why
it takes many months in order to get us to this point. We started in December, and I'm going to kind of guide you through the process to get us to where we are. It's fiscally conservative. The package I'm going to show you is $7.3 million less than last year's package,
right? uh 100% ne necessary cuz one of the things you have to do is take a look at the situation and then say okay what are we going to do is in in relation to the people that work for Klay County schools I think that the this provides
flexibility for us uh remember the document that that you have and this presentation if you were to ask me is this 100% correct the answer is no because between now and the start of next school year things will change. Remember, this is a fluid document. Each
month, it can change. There's a spot on the board agenda for allocation changes for that very reason. So, this is not the beall end all. So, I don't want the board to feel like on the agenda item, if there's one part that you think
should maneuver one way slightly or this way, the slightly, please remember that it's a long haul to August, right? This is just the baseline of that. And so flexibility is really the key and then transparency. Every single position is
on that document, right? As well as a a fiscal analysis of that. So there's a highly transparent process. So first thing we do is all things go back to the to the strategic plan. Like how does our strategic plan relate to this? Remember
we're talking about student success, recruitment of teachers and qualified staff. Family and community engagement remember was one of the things that we said hey we need to focus on which is why you saw a family and community engagement position added uh the
previous year in order to address the school improvement needs. So we look at this and say does our staffing plan align with the goals of the strategic plan that we have. So that's that's the very first step that we do. Uh you can
see the next step is just review current staffing plan. How's it going this year? Like are there areas that we say you need more more uh of one particular position or less of one particular position? Let me say something about
allocations that I've known over 37 years. If you were to ask somebody in a certain department, do you need more of X? The answer is yes. >> Always. And if you said can you do with with
less than one of X the answer is no right with that as a fact. So then it becomes very difficult to kind of go through the process line by line to make that determination and determine whether there's enough support.
Really I think I was sharing with somebody the only things in statute are you have to have a school board you have to have a superintendent and you have to have a principal. Those are the only things that are in statute. We know that schools would be mutual places if those were the only people employed. Right? So
there's a whole mess of things that are needed in order to provide good quality services with the bottom line being our students. Yeah, maybe. Okay. So you can see we review the current staffing plan line by line. I
know the staff loves this cuz this we, you know, we've had about 15 meetings. We sit around the table like this. Argyle Elementary School and then we go down each okay great we're done with Argyle and then we go on to the next one for each and every school within within
the district. So it's a lovely time. Then we analyze our current needs. Okay, what do we need? Maybe something that's different now. How do we refine so that we have less cost uh and still provide good quality services? So that's a
that's a that's a difficult uh type of thing to do because you're also trying to do it within budgetary reality, right? If you had unlimited funds, you could say, "Let's do this." But a lot of times those ideas can't happen because you don't have the finances to do it. So
it's a balancing act. >> Is this also based on your estimated FTE changes? >> Correct. >> Yes. Okay. Correct. So like when you >> population shifts >> like maybe three teachers less at a school under basic education. It could be because the numbers aren't there. >> Correct. Okay. 100%. So, we look at each
school's population. We look at last year. We look at the projection uh for the upcoming year. >> Last year's projection, this year's actual, >> next year's projection in order to make that determination at the school level.
So you can see once we get to the part where we're analyzing current needs, notice I put and budgetary constraints on step three. So you determine this. Here's exactly what you're talking about, Miss Hansen. Determine show enrollment shifts to certain schools as
determined by by our population. Uh project state revenue. Boy, is that gez if I could do that, I'd be like I write the book and retire today. Uh, as you all know, the the uh the session did not end with a with a budget.
They're going to go back and and have a budget, but everybody that's done the the deep dive in it looks like, right, of course, I have no idea, but it looks like a very very small increase. So,
we're talking like4 of 1%. So to give you an idea, if inflation was 2.7%. It's clear that the budget is not going to even meet the inflationary needs of the district. But uh I suppose one
positive is the state can say that they increased revenue to schools. 4% is not enough in order to meet the needs of Klay County schools. So, I'm hoping that something happens uh when the when the state goes back back in the session.
Notice the way I said that. That was good wording. I like I liked it. Okay. Very real. Okay. It's very real. You can't you can't just increase in a very small amount when that small amount's not even enough. Inflation in Klay County school terms,
by the way, is roughly $14 million. >> Mhm. >> So, that's just inflation. That's that's a lot of money. Uh thus the streamlining removing you're going to notice one of the major changes here is the removal of the climate and
culture department with many of the functions going on to um student services through through ESC that allows us to better align the work as well as saving saving cost for that.
>> Can I ask a big favor? Sure. >> And if it's not doable, that's fine. Uh I think it would be helpful for me and if it's too much, don't do it. But to get a something up here in the purple column that says how many students
roughly are in that school. >> We we probably have a single document that we can send you that that plug that in look from school to school. I think we we have a document that does that. I'm going to show you how many students are at that school. But I'm going to show you a chart here
in a second too that'll that'll help. And we adjust the staffing accordingly. Naturally, we've done the analysis. We've been in these meetings. Okay, we're going to make the adjustment to it and then figure out the budget calculation there. So, when you take a look at it, we use the census uh
information, which of course you do know that one of the things that public schools are experiencing all across the the nation is a decline in the birth rate. You know, I I have uh two children and uh I encourage them every day. I've got one
grandchild. Uh I'm doing my part uh in that part. Other people I need to do their their part. The birth rates are going down. So naturally, the number of students that we have are going down. Also, we look at kindergarten enrollment trends, the progression of of students
throughout the the grade levels, change in res residential development. I will say that the next bullet point been a big help this year. You know, we're onboarding focus. We're to the point where >> where uh the beginning of next school year, we'll have a new information system. One of the things that we've
done a little differently in coming up with these numbers is look at the class tallies of how many students enrolled in each course. that allows for more uh flexibility and and uh finetuning particularly at the secondary level. In
elementary it's more static in the sense that it's grade levels. In secondary becomes very difficult because everybody has uh six different classes. They're taught by teachers with different certifications that can't teach certain courses. So it becomes more complicated.
So knowing the number of students that have signed up for each class ahead of the allocations uh allows us to refine it to an even greater extent. So that's been a great uh step there. If you can click on where it says staff model
the the link on the let's see if it pops up. Okay. Hard to see but you can see that there's a base where that has the number of students that you need in order to earn another position. based on like like how do you
why is there two of these at this school and three of these at a different school? Well, it has to do with the number of students. So, there's a model that that's adjust that provides the baseline. Please understand that situations change. You can't go strictly
by a number based baseline and say that's it, right? Because if you had 1,500 students, you get an extra blank. Okay? But you got 1498. >> Mhm. >> Like there there's some flexibility within the system to do that. But you
can see that there's for for each level, elementary, junior high, high school. There's a sheet that says, "Hey, why is it that this school has this many of that, which I think is helpful for your for your questions that you bring forward. Okay, let's go on to the next one." And then there's a there's a whole
timeline there which um which can show you hey we started in December doing this to get to the point where we're having approval today and then reappointment of our employees in April. So we can go back to the presentation. Let's see. Okay. So here are the
results. Okay. I tried to summarize 28 pages and on one page you can see that for at the elementary level you're seeing a reduction of 32 basic teachers a reduction of nine ESSE gifted teachers. You can kind of read through
that but you can see how those changes were made. We keep track of number of teachers by grade level, number of students within the grade level, making sure that we're on track uh for each each and every school. Now, when you ask
about enrollment, enrollment is roughly the same as it was uh in previous years. So, that's the elementary impact. When it comes to junior high, you can see the same sort of thing. So, imagine going school by school. How many students are
at this school? What programs are there? Some of the programs are different. So like for example, if you take Ridgeview High School, the number of ESC programs, they are much higher than other schools, right? So there's differences based on programs that are at the school. Also,
you can see the reductions in our junior high program. And then you can see the reductions in our in our high school program. also very little changes when it comes to uh our alternative school.
Then you're looking at financial impact. So the total financial impact at school is because I did the math on the last sheet 5,25,251 which is the combination of general
federal funds that you see on that on that particular sheet. There's a financial analysis uh that you have within your book that goes between all staff, instructional support, administrative and federal funds, uh
millage funds, etc. All of that is is in the the uh the booklet that that's provided. So then when you look at the district level, these are all the departments within the district where there's no change, no financial impact. So, we're only going to talk about the ones where there was a change, not all the ones
that there wasn't. So, you can see under the school board and superintendent, there's no change to the staffing for that particular page of the booklet. But then when you start to look at it, if the instructional division is probably is the biggest division, which you know,
when you think about it, that would that would make sense, right? That that the instructional division would be uh uh the biggest. You know, one of the things that that uh I tried to make sure in the allocation package is that there's
equity between the schools and the district with majority of with a higher percentage of reduction coming from the district level also administrative versus instructional versus sports, not competition. But I but I do think that
you have to provide equity between those because if you cut one group and not the other, it's easy to say, well, why didn't you cut that? So I think what you'll see in this plan great deal of care given to all of that. I always say um at the district level we do things
kind of on the cheap and people don't realize I always point out that this room was the print center. There used to be a little print little copers going around this room until the floor collapsed and then Bryce and her team built this this particular room. So
people might see this on camera and go, "Well, that's a nice room. You need to walk across the street, right? I always say I went from Oakleaf High School. Uh I think my saying was something like I went from the penthouse to the outhouse. Uh we do not spend
money out of the district level and we take such I'm going to say it perverse pride. >> Mhm. >> In that. >> Yeah. >> Like you know we we truly believe in that. So when you look at positions, I got to shake head from a new a new county office person is agreeing. She's
been here a little while, right? So when you talk take a look at people within the district office, I saw a stat that 92% of all positions that are labeled district positions are people that are out in schools.
Right? So just because a position is a district position doesn't mean that they're not people at school. So let me give you an example, just one close to home. Speech pathologists. We have 42 speech pathologists that are
district office employees. So if you look at the number of people in the district office, it'll say those 42 people will show up. They're all out in schools. They're not sitting around the district office. the 8% they're talking about, most of them are in this room
right now, okay, is the district office. So, I would gladly debate that very loudly, very publicly about the the number of people at at the district at the district level. Um, related to that, I think the stat proves that. So, you
take a look at instructional resources, we're deleting one administrative assistant there. three coaches between professional development and early literacy. Let me tell you, this is this is kind of tough. This is a concept that I want to bring up with the board is the
support that you have to have for teachers versus teachers in the classroom. So I just want to say this publicly that really the teacher in the classroom is the front line that works with students
and therefore have a great importance, right? No doubt about it. But there has to be people that support those individuals that do that, right? And then the question becomes how much support do they need, right? And so last year we did reduce
some of the coaches and specialists and all of those folks district off. This year we're reducing three more. But I would caution the board into thinking that you can just simply put a teacher in the classroom without any support and just pray that it all works out. That's
not a good strategy. I would I would make strongly make the argument the reason why Klay County is as successful as it is is because we're able to transcend where we sit in a per capita or about middle of the pack 67 counties.
We're right in the middle per capita income which is the greatest determinant of of student academic success. When you look why are we in the top 10 academically, it's because we support people out in the classroom. But it's very difficult cuz we we we sat around
the table like this and we debated back and forth many many hours of like hey can we can we reduce one more of these and still provide the same service. Can we replicate this some other way and so it's a real struggle because you don't
want to take away the support which has given us the success that we have and the needs that teachers have. I also wanted to point out that that uh teaching hasn't gotten any easier. It's got more difficult, right? So
providing support becomes extremely important. And I think I don't want to belabor the fact, but I think you guys get the idea. It's like you can't just put a teacher in the classroom without the support mechanisms around them to help support them, especially in today's in today's world. >> So Mr. Brussi, since we're on this
slide, so I went through the schools and I noticed reductions in the ELLL.08 um down to zero, right? Did we do that because we do don't have enough ELLL students at those schools or
is someone else taking the responsibility for that? So the I you know one of the ideas behind a successful ELLL program is that students might come in uh and students arrive on a scale from one meaning no English at
all up to a level five and in between there. The goal is to bring them to bring them up to level four which is which is proficient and then graduate from the program. It's not to stay in ELLL services forever. The idea is to
remediate bring on. So to answer the question directly about the assistance that is based on the number of students >> that are in the program there. So there is a reduction >> as a former ELLL teacher. It is really really difficult for teachers. This is a
very that and of course ESE and customized IEPs for every student. So my that's my biggest concern is the ELLs that are left at these schools because there was there was one or two schools you kept those positions. I'm
just concerned about what school level support then or who is going to be doing the support for the ELLL if we removed all those assistants. >> So the assistant would be based on the number of of of
ELLL students within that group. >> If that number grows >> Yeah. then another one gets put in there. So it's it's totally >> that happens all the time throughout the year. New people move into into that. >> So is there like a threshold like if there's only 20 kids at a school?
>> There is but I don't remember the number. >> We do have fluctuating enrollment. So we have schools that started off with you know the teacher last year. However, the enrollment dropped below 10. Right. >> And based on what Mr. Broski just said there's levels in which students need to
have pull out services versus push in services. So long story short is the ones that you saw deletions were communities that have seen a decrease in enrollment in um multilingual learners. And so but you know one of the things with Mr. Barroski as well as the team in
general has been the conversation of just it if a need arises then we will address that need and we do that ongoing and then we'll look at um requesting an allocation if needed. >> Is it 15 though? >> What's the number?
>> It just really depends on the unique circumstances of every school. Like it just depends on where like if you let's say you had as far as an ESOL assistant, it's 15 students with that specific language. ELD teachers, it's a little different. It's just based on like what
are the needs of students and where do they fall in the level of services that they need? >> So the if the if the threshold if they're under let's say the 10 threshold or whatever, then they're going to be provided the services needed through the teacher who's certified in ELLL. And
we're and we're working through some, you know, because we're not um we have more access than we did previously with the DOJ, we're working through some alternative means to provide some supports. And that's where, you know, with Karen Frasier and her department as
well as collaborating with, you know, all of us. We're going to try to problem solve with those leaders at schools to see how we can provide those services. And do we still have the programs of support let's say through technology where kids can start learning the second language through
>> so we don't we don't utilize a technology platform to teach students at tier one >> at tier one >> like so when we think about before we use a magic >> was all revamped >> yeah because you know you can learn really fast that way it's learning a
second language right but we don't have um support technology wise anymore We have like a full-blown curriculum that >> there's a curriculum that's utilized and then there's like >> it's really kind of one of those situations too that as students um
increase in tiers as they increase the language acquisition >> then we provide different supports that go into like instead of pull out it's more of like working through instructional practices and accessibility of content. >> Yeah. >> Within the classroom. But again that
also goes back to as Mr. Broski said the power of, you know, making sure that we have supports within some of the coaches to provide that. We do have that with some of our ESEL facilitators. >> And then I guess my last concern was the ESC/Gifted. Um I'm always going to be concerned
about ESE period. The most difficult job I ever had. But are we when we say ES/Gifted, are we taking full full day gifted programs to half day? What do we I just wanted to
know exactly what that looks like. When you say ESse/gifted nine, was it nine? >> Yes, there were nine ESSE. Um, a couple of those were inclusion level positions and as we have built capacity in our
district over the last couple of years with collaboration between general education and special education teachers, um, we've become more efficient in that process. And so we were able to reduce in a couple of areas where the ESSE population at those schools isn't growing, which that's a
good thing, right? Um so also as we've done a better job with tier 1 within TSS and those interventions, there are some schools that have not increased in ESSE and we have been able to reduce in a few places. The gifted Miss Hansen was last
year when we were at the same time. There were a couple of schools that chose um when we were doing the reductions to go down to a half of a gifted teacher. Um a couple of those schools really needed a full-time so we put those back. But there were a couple of other schools that really did not
warrant a full-time gifted that we were able to reduce down to.5. But it really is just a couple of schools. Most schools will still have the full-time gifted. >> Yes, that's very important. So most schools will have it. For some reason, I didn't know that we added the full day back. So that's good to know. Thank you.
>> And it was all based on numbers. So looking at the current numbers and the projected numbers for next year. >> All right. Thank you. >> Okay. Here's the here's the change that you see within climate and culture. See the department be collapsed and merge with with the department of student
support services uh and ES. You can tell that you're still going to need uh school psychologist. You're still going to need social workers and all of some of the work that goes on within there. But clearly aligning our goals with with
the current staffing that we have and the our financial situation. You could see that's why the the merger that you see there uh has occurred. Then you can see food nutrition services and in Bryce's shop and one project
manager and then it let me let me tell you does any of us doubt that that it and the computers kind of rule the >> rule the world right that there's always something related to it and so we got a lot going in in it but we we've got a
new uh director involved you know that Dwayne came back we've now made the the decision to go full uh focus this uh next year and he's done some great work and I'd let him explain some of the things that he noticed within his department as well as the reorganization
there. So go ahead Dwayne. >> Yeah. So I think one of the big um updates that we're looking to make is is that we have certain positions. One of the challenges in IT is recruiting obviously because even though it jobs may evolve over the next couple of
years, there's still high demand. Um, interestingly enough, uh, probably since I've taken over, a lot of people have left. I don't know how to take that. I guess the thing is, it generally does actually Well, it generally happens. It doesn't happen specifically to me, but what happens a
lot of times is is that actually it's usually two groups of people that will sort of pick off our people. One is vendors. To be honest with you, that's actually what happens is is people will get opportunities and especially if you're younger in it, you don't mind working the long hours. they can offer just different situations as far as
compensation and stuff like that goes. That's that's harder. And I would make the argument that really like in public sector or in education. We do offer some benefits that are built in. We've got a good leave structure. You're kind of in rewarding work. I also think that we're
a little family friendly with like leave and stuff like that. Um but also just the holidays. There's a lot of reasons to work here, right? But when it comes to raw compensation, um, they're going to work more hours, but they're going to get paid a little bit more. What worries me a little bit more is other government entities
because one of the things is if you've been here for a minute, the FRS, the Florida retirement system will kind of lock you in a little bit because you start to see retirement getting a little bit closer. But um but the trick is is that you may have other agencies like
the clerk of I'm just picking on things that I've experienced in the past, the clerk of the court, the public governments that are also in the FRS that can also potentially offer that as as a solution. And so one of the things is that as we study kind of like where
we want to take it in the next little bit, a couple of core values I have is that I don't want the heaviest team as far as the most number of people. Um, I want a team that is agile. I want a team that we can recruit really high quality people. And we've got a great team. I
want to make sure I sort of indicate that we already have a great team. But part of the way that I've seen other districts cope with this um my last travel to Lake County. I know Orange County has it. I know St. John's County has it. I didn't do a study of everybody. But there is a class of
employee known as a professional managerial. If you were actually to study our sheet in IT, you would see a lot of administrators. Part of that is to sort of bend the existing pay structure to work where we're compensating people, but they may not be
always administrators in the most classic sense that you see other administrators. It's a bit of a hack if I'm being honest with you, and it's something that districts have done over time. the professional managerial class, what it allows is it allows for that agility and the ability to recruit and place people that we want to get.
Because again, I would make the argument if you give me two people and we're not paying them that good, they're probably going to flee if they're good. And then sometimes the pool's not as deep because other people won't get that chance to hire those people. But I think one thing that's really good is is that if we can
grow our people, offer sort of professional ladders of development and then really work to retain our people. I I I don't every time I lose a person, it sometimes takes a person and a half to fill that gap. Whereas if I can just keep that person and continue to grow that people and because I am a product
of Klay County, I just think it's important like a lot of the people who work in our shop came from well I like I kind of joked I've taught the network supervisor I think a lot of these people are, you know, people who've come through the schools that I've been in or other schools and I'm I'm proud of that,
right? So, I think the professional managerial class does a couple of things. One is is that it allows us to identify those functional leads or those like small team leads without making them a full-blown administrator if you get what I'm saying. And so, I think that is kind of important and because it
is collaborative, it has gotten much more collaborative. we don't really do used to be sort of sat cubicle and just sort of push through stuff for us to solve problems. We have to get together but you have to have a structure and so that lead needs to occur. And then one last thing I think I would say about it
is that I I I think this allows us to create um just kind of a different environment and really re-evaluate some of the job descriptions. Some of the job descriptions in it go back to like 2002, right? And so technology has obviously
evolved and as we're reforming infrastructuring I think this will be uh of benefit as you can see we have the leaded one supervisor of information and technology I think going forward uh as we kind of sort of re-evaluate through attrition and other things what we'll
start looking maybe collapsing into this professional managerial class a little bit more making sure that people get paid that we retain them but at the same time that we'll have that administrative like look if you get what I'm saying be admin administrative heavy and now we've argued we're not we're not paying people heavy we're doing good and we are
retaining people very proud of our team we're going to accomplish a lot make y'all proud next year um especially with the SIS conversion I just think that the flexibility is important in the professional managerial class just to speak very specifically about it for just a second we will be moving an an
FTE analyst as we know FTE is very very important that work to get FTE over the finish line is unbelievably complicated like there's a million files and a million records the students that we have to have correct on the students to even get paid. And again, I always kind of kid dawn here. We're only as good as
what we invoice the state. Like the state will not chase you down and give you money. You have to go earn it through the reporting. So that FT analyst would be that professional managerial that professional managerial case. um a help desk manager who would help basically sort of wrangle our
frontline support uh but also just kind of lead that work functionally if you get what I'm saying and then the one that I think is very very important one thing that is super important to me is is that is uh he has joked before uh I can be a flight risk sometimes and I leave but one of the things that I can
kind of get about a little better Dwayne three times right this is over like 20 something years so like in fairness but I think the one thing that I would say I think the one thing that I would say is is that um I'm big on as somebody who has seen when you leave you want to make
sure that we have like a a rock solid continuity in the teams and so one of the things that I always feel vulnerable about is that our network supervisor is a very very gifted gifted young man but
at the same time um we need a backup and so the other one you're seeing is a senior network engineer to be that person's right hand, but also to provide continuity just in case anything you we always get about the turnup truck or the chicken truck hits you or something like that, you need another one. These people
are not necessarily hard to find and plugging somebody natively in, even if they're a great network person. If you just plug them in, a lot of times it's really hard to get used to how our networks built and stuff like that. So again, it's just to provide continuity and so a lot of the reform we see is that
>> I make the argument too that uh the in intense focus on FTE that we're actually up FTE from from previous year and that's because the team has looked at it and focused on it >> so much more and he's he's not telling a
fib there. They're not going to come and say, "Oh, by the way, we should pay you more." They're going to always try and short you until you prove that they shouldn't pay you more. And that's what we've done. Some good work. Okay. In human resources, we're deleting a super a supervisor within within that
department. Also, >> can I ask a question? >> Sure. >> A couple slides back. Sorry. Sure. >> Um back to instructional um changes. I think it was your second slide. Um, can I ask for some clarification on the deleting four to six school
psychologists since we're already under um what we are projected to need for school psychologists and also for the speech language pathologists >> you you still need speech speech uh and and also school psychologist >> right why deleting why why are we
deleting allocation >> so in the case I can speak specifically about speech language pathologists well versed in that there's there's 51 uh allocations there. They have 42 current people. You're >> So those are unfilled. >> You're not going to you're not Yeah.
You're not >> So And is it the same? >> Okay. So I know there's been five open spots and that's always like oh you're not cutting more, are you? Those are just you're saying we're going to deal with what we have. >> Correct. because you're not going to Well, there's also you see the two two
additional educational evaluators also to fill up some of the gaps in the work there >> to do some of the testing. Okay. >> Okay. So, let's Okay. So, at the at the district level, you can see that that total is between
the two uh both federal and general 2.3 million really. So that equals 7.3 from the school versus the that versus the district. So if you take a look and you you were had 2.3 at the
district level, 5.0 at the school level, that's 46% of the reductions were at the district level, right? So you kind of see the the equity piece of that. Uh equity is such an important thing that I know that people will go ahead. One of
the first things that happens as soon as you put this out, people go, "Well, they didn't do this. Well, they should have done that. Wow, they could have done this." Right? There's great care given to the idea of is it fair
between the school and the district, the employee class, you can see the data that supports that and is analyzed related to that idea. So if you really want to take a look at district versus nond district, the percentage of
reduction was 6% reduction at the district level, a 2.2% reduction school level. So clearly almost 3:1 reduction at the district level versus the school level. You can see from um 4.4% 4% of the district
administrators versus the instructional at um 3.3. You can kind of see how we looked at all of those numbers to make those those uh decisions. Again,
you know, this is America. Everybody takes a look at things and they say whatever they're going to say related to it. I can only assure the board this a group of people that actually do the work each and every day met to discuss the issue also factor in the equity
pieces and make the best judgment possible within that. Uh the allocation package is a baseline. It's not a written in stone forever kind of thing. Uh we don't even have a budget for next school year. Right? So put this all in
perspective. We're we're going to vote on it. allocationbased package because for stability you have to move the timeline along because people need to know that they're reemployed for next year. So we're moving along. >> Can you repeat that out loud that we do
not >> we do not have a budget for next school year. So we we won't know until after the legislature meets and uh but the the indication is a very small small increase in education funding is is the
prediction of that. So, you can see a lot of work went in went into that. >> Hey, and I got a question real quick. >> Sure. >> Miss Watt, can you send me in an email? >> Just this chart and the I don't need the whole slideshow. I can I can actually
read the words on this, but as far as the charts concerned with the numbers, can you send that separately in the email to us? >> Sure. I'll I'll print it for you before you leave today. >> Okay. That way I can You got it. I'm I'm a little blind. It it is it did print out very small. So I'll get you up or in
this other one. >> I just wanted to conclude with >> Okay, you got it. >> I just want to conclude with the idea the concept that very difficult to maintain the level of performance that you have and also make reductions
related to that and support. And so uh you've heard me, you know, wax poetic many times about the need for increased funding for public education. uh the reforming of school vouchers. Uh all of those things need to occur that
are out of our purview, but our focus should be on students, right? And so we try to provide the best package possible. Um and with that, um I'm done unless there's questions. >> I guess we'll move on to ballot language.
>> Okay. for each of you. There's a there's a document that's uh a single sheet of paper and it just has some language there. I just start off by saying that ballot language is more complicated than you would think, right? So, it's 15word
maximum for the ballot title. It's 75word maximum for the ballot summary. So, every word kind of matters. So what the district did uh based on the conversation that the board had previously two other times related to
this topic uh everybody seemed like they were in favor of school safety and having police officers in our schools as well as uh competitive compensation for our employees to uh attract and
retain the best possible people. And you think about it that's that's kind of basic, right? We want our kids to be safe and we want our kids to have the best possible employee in front of them making a difference with those students each and every day. So, I'm going to say
we met five times for hours. >> Yes. >> Debating the words. I Bryce was in those meetings. That's why she's laughing. JP was in the meetings. And we all sat there and we looked and we said, "How do we convey this in a way that's easy for people to understand that we're going to
have police officers in all of our schools and that we're going to we're going to go ahead and uh uh compensate our employees in a competitive way because our neighbors, don't forget, have done that very same thing already."
So when it comes to competing, I don't know about you, first step in competing is not only assessing where you're at, but you assess where everybody else is and who you're competing against, right? And so when I look when you do that that it seems like a natural that when we go
back out for the for the renewal, remember this is not a this is not a new thing that's happening. Uh and this is a renewal of the same the same uh millillage that is already in existence which wouldn't cost the taxpayer uh
anymore uh for that. It just provides clarity of language that the objective of it is to keep our students safe by having police officers in our schools as well as uh a competitive salary for attracting and retaining employees. Now, I will
tell you that legals legals reviewed this this language. Uh we've had the supervisor of elections uh review it also. I think the statute is about like eight pages just on this like the wording of it. So, for example,
we originally had a hyphenated word. >> Mhm. >> Uh I think we said highly >> high quality. >> Highly qualified. >> High qualified. Mhm. >> And when we looked at it, Okay. Highly qualified. When we did that, we thought
a hyphenated word was one word. Chris Jan says, "Oh, no. Contrary. Hyphenated word is two words." So, I'm just trying to point out to the board that there's a technical thing related to this, and I don't know if the board attorney wants to chime in on it. Yeah,
absolutely. So, ballot language issues are one of the most heavily litigated. Um, just in the last 5 years, I've represented five different local governments. And so each year in a ballot initiative issue and I know some of these were involving special elections. So you have to has have
clarity. It has to be clear to the voter and the assumption the case law is that the voter has a fourth grade education which is is common through every county in all 67 counties cuz any anyone there's no real educational requirement to be a voter. So someone has to be able to read it. It has to be the plain
reading of it. It has to resonate with the individual. It has to be uh limited to 75 words and we have that and also the preamble has to be 15 words. You have a 15 word and a 75 word which this complies with. And
then further um it actually has to be with within the bounds of your authority which it is. You have the authority to approve this language and put it on the ballot is within your scope of authority. So we believe this is compliant. We believe this would withstand a challenge if there is a
challenge. I believe there's a challenge it would be frivolous because we're not over some of the challenges are you're over the word limit which is a strict compliance issue. There is some wiggle room on that but there's no reason to be over what we can convey it and it's clear to the voter any voter reading this would certainly understand the the
first parts of it establish you know the first line establishes to protect and then gets into what the mechanism is prove to the voter what they're voting for improving. So I I think if I could um first of all thank you guys. I know that this is a
lot of work and heavy lift and um to your point it's very delicate work and um I think it's well written. I think it definitely um makes it very clear what the intent is for how we will spend this money um while also empowering us as a
board um to make the right decisions for our district as we move forward in a very murky um financial world with what we're getting from the state and not getting from the state. So, um personally, I think it's wonder it's wonderful the way it's written and I
have no desire to change it. >> I have a question. >> Sure. Did our other language say that it is reviewed by an independent citizens oversight committee >> or do we >> It did not that that we added that. >> Okay. >> I think that in the discussion of of
people we recognize that transparency is a thing that uh for the the voters to have. We thought that that mechanism would be one that provides solace to the voter to see that there is a group of citizens that are going to review that. Are we going to make that committee or
is it >> similar similar to it would be similar to the um to the sales tax committee? >> So are we going to use those same people or we have to make another one >> we had we had talked about using the same people in order to do that. >> Okay. That's what I was wondering if we
were going to make a whole another I was just curious about that. No, I'm fine with the language too personally. Um, >> I think it's important to remember that this money when we're talking about um, teacher contracts and contracts with law enforcement contracts are negotiated.
So, I think it's important that we're careful in our language here that we are um, able to negotiate well in both of those areas. >> I agree. Yeah, I think it's I think it's very positive and I wouldn't change a
thing. You know, it's just sad that St. John's and Duvall got ahead of us with their 1 mil. I mean St. John's I think that passed by 68%. So I think we'll see a higher number this time of people supporting it. >> I think the challenge too is just the
amount that's generated. >> You know in St. John's >> it's it's almost a 3 to one advantage because of property value differences. Miss Hansen, >> I just feel like you guys did a really
great job on the wording. Um, and it has nothing to do with the wording on the last one, but I remember reading the last one wondering what exactly will we use the money for. You have left no doubt in anyone's mind what we're going to use the money for. It's clearly the two things. And I think it's an
exceptional idea to have an independent citizen oversight committee because we always need to have people looking from the outside in in order to maintain transparency. That's just the way it is.
>> So I appreciate the amount of work that went into it and the fact that it is so easily read and understood. And I believe this will be a very successful um
mill language for us. >> It's not open-ended. It's direct. >> Yeah. >> Mr. >> I think it's just important also for the public to understand through this. I don't know if you guys get the same calls I do every year when we have to report our um roll back rate in the
newspaper, >> but I think this is just, you know, an example of how we are not a taxing authority. That any tax that we ask for, it has to be voter approved. That we would never, you know, be able even legally to implement a tax apart from
voter approval. That this is our only way to increase the revenue here in order to do what we need to do to run the school district safely and and effectively. It's a life jacket. >> It is. >> It's our life jacket. It's very important >> and it's our job to make people
understand that how important that is. >> Especially with all the additional cuts and changes within education and um I know the the feedback that I get about our sheriff's office being in school, our our parents love that. They thank us all
the time for that. um the the K9's the the whole package that it comes with with having um CCSO in our schools. Um I couldn't be more thankful as a mom and
with two little girls u in our schools. So, I can tell you that supporting this gives us that consistency and and gives us the ability to continue that safety and security that um I personally want
for my two little girls. Um and I genuinely mean that it's not a selling point for me. That is literally you can't replace any of our our babies. So, um I think that the quality that we have within our schools matters. Um and
they're doing an exceptional job. Uh I hear nothing but positive things. So, um I personally would would love to see this passed for for those reasons alone. Um but then for for pay compensation for our teachers and catching our teachers
up and giving them what they deserve. So, but Mr. Albero, do you have a thought on this performance? >> Yeah, I I think this is excellent work. It doesn't leave any doubts for the questions that people in the community have before. No doubts is very
transparent and they going to be witness exactly what we're going to do in the committee so that they witness themselves. They can, you know, tell everybody else what we're doing. Doesn't have to come from us. Thinks it's good work.
So is that a consensus? >> So then we're going to add an agenda item Thursday then in order to put this on there. So then we can move then from here don't forget it goes to the the board of county commissioners as uh and then on to this on to the
supervisors off within the time frame. >> Time. >> Yes. Do you want to review that kill? You all have a sheet and everything. >> All right.
So, want to thank uh you all. I want to thank the community for um engaging in this. This was a a what we call a very successful survey in terms of being able to connect with our
community and we appreciate um the the great turnout. We had almost 21,000 individuals respond and so we really feel like we got a great um cross-section of our community of those.
Um, and you can see here we had 56 almost 57% of them were parents and guardians. So they were I think that they looked at the flyer they were highly attuned. >> Do we have a slide with this on it? >> With all of this on it. >> Yeah.
>> Um, so we >> I mean like this part so people >> so that they can see this. We we are going to put this out. Okay. So, we wanted to speak with you first, but we do have our web page and all of this will go on it, but we certainly wanted to give you all first glance at it. So,
if everyone if the board is okay with it, we would like to add this to our web page um on our school start times. Yeah. So, um of it about 57% were parents and guardians. Students, particularly high school students, were highly um
interested in this topic. And so one in four of the respondents were our students themselves. We had school employees and community members. And so here we did ask them which one was your what was your primary role. But we also
know that you could be a parent and a school employee, right? And an interested community member. Um if you look below you are going to see that um majority of respondents selected option
A and uh at 54% and so if you look on the back on the back it tells us about the different perspectives for students um as I mentioned the majority of our respondents were high school students
and they were most concerned about the fact that a later start time would impact their part-time jobs. And we know that employment for our students is important and for some students it is even more important as they contribute
to their families. Um they were also concerned about things such as sports practices and club meetings going later into the evening. Um, I will say, you know, and as we put out the survey that the reason that the
legislature initially brought this forward was in um um because we know that students, young people need more sleep and that there are certain health benefits. So students
did acknowledge that but they did feel like weighing the two that the benefits were certainly and you know employment would be in sports and athletics and other extracurriculars are going to be more important. Um and parents
overwhelmingly were highly even if they did not have an elementary age student they were highly concerned about this idea. If you recall, the later start times for middle school and high school force our elementary school students to
have that early slot. And what we know is that that means that our our young children would be out at the bus stops in the dark. And so um that was a a great concern. Um, parents were also
concerned about supervision for their students because an early start time means an earlier release and that they did rely on the older children to um look after and sometimes pick up the um their students. Um
and uh for in in terms of employees and staff um 62% of them continue to be in favor of of option A. and um they believe that a later dismissal
would impact their ability to remain in their current positions due to their own child care needs or coaching responsibilities. So really it came down to safety and some of those unintended economic consequences. And so um this will
be in our board agenda. Um and so these are the results and I'm happy to answer any questions that you may have. We only do this one time ever, right? >> You mean in terms of surveying? Yes. This is a oneand done. So based on um
Senate Bill 296, once we do this, we will continue with these start times from here forward, which is our maintaining our current school start times. >> Okay. I just want to make sure cuz I know we asked that question or I asked that question last time, but I have multiple parents
who were wondering what we were doing and why we thought this would be a good idea and all the things. So, we had to I had to explain um state statute and and the backstory behind all of it. And so, they're like, "Are we doing this every year?" And I'm like, "I don't think so, but no, we hope not. We have not because
we feel like we especially give it with 21,000 respondents, we did feel very good about the fact that we got a wide cross-section and they overwhelmingly voted in favor of maintaining our current start times.
>> But to Miss Gibber's point, it creates a lot of angst in the community. >> Yes. >> Um so I think it's important that we communicate that to our state legislators that it's important that we do this once and not do it again. Yeah. >> Um we don't need to stir up angst in our population every year,
>> right? Because one comment with a group of people that I spoke to is we have so much more you guys could be tackling. Why are you tackling? >> Well, that's good question. >> Yeah. Yeah. So, yeah. So hopefully we can put our community at ease that there
will give based on the board's decision that um there will not be a change. >> So then we're going to go ahead, sounds like there's consensus here. We're going to put an agenda item on there for for a vote and then at that point we can go
ahead and complete the the documentation that the state needs in order to grant a waiver current legislation. And that's really the process that we're that we're going through. >> Transportation. >> All right. Transportation.
>> Okay. Um so we wanted just to give um a brief update on refraining bus drivers. I also like there's another sheet. We gave you We always like paper. >> We gave you a sheet of some of the topics. We'll discuss briefly and Roxan will speak to it. Um the bus driver uh
recruitment. However, I just wanted to give an update on on the website. We are looking at the website and trying to update that and make it more user friendly kind of with bigger buttons. I know at the last board meeting there was a parent up there. I get calls, how do I how do I how do I get to the hazard
form? How do I get to the you know and there's a lot on our website that's required by state statute and a lot of it on the has to be on the first page. And so I understand it gets cumbersome for parents. So we're trying to look at the website and make it more obvious like click here. Um and so that was just
a representation of kind of what um we're putting on on the front page. Um and then again um working with Sabrina and her team, we will be updating that um regularly and as parents we get questions from parents just trying to
make it more user friendly. Um and we also wanted to let you guys know we're starting registration this year uh or now for 2627. Um, yes. If you guys hear from parents if they're like, "Do I have to register again?" Yes, you have to
register every year. Um, we can't anticipate, you know, every family needs change from year to year. So, you have to go on every year and reregister. Um, so if you hear any discussions out in the community or have questions on that, yes, please tell them to go
register. We tried to have the button on on the transportation page where they can do that. And so do it early, as early as possible. But it will we'll starting the messaging now and we'll continue. You have till um about midsummer. Um and of course, you know,
that doesn't mean we're stopping transportation registration, but you know, the earlier they can do it, the better we can plan for next year. Um so I'll have Roxan. I'll pass it to her to talk about bus driver. The only thing I want to add to registration, the only
exception is if it's an ESC student. Um, all of those are routed through the paperwork that we get. So, if you happen to get any questions from parents about that, the only exception is an ESC student. Um, so the other piece we want to kind
of talk through, um, and of course there's also the buttons now they're on the website are the hazardous walking condition forms. Um those you know we will be looking at as well every year. Um we look at them we re revisit them throughout the year as construction goes
away as construction gets added um we have to accommodate the es and flows of that. So um if there are some hazardous um conditions out there is a form for parents in the community that they can fill out. It goes directly to our
routing team and then we we send one or two of our employees out there. They took a look based off of state statute if it matches if it doesn't. Um >> I just wanted to say I remember there was 2,200 and something maybe students that we had concerns about when we first
lowered it or raised it to 2 >> 2 miles. I'm quite impressed with the fact that 813 students have qualified for hazardous walking conditions and 438 students as um courtesy writership. It's
quite impressive that we were able to get a handle on the majority of the kids that the board was concerned about. I just want to thank you because I know that's a lot of work. >> Sure. No, I appreciate that. Um, and that's kind of a main point for today is to kind of get those numbers in front of you guys just to kind of see that yes,
even though we have slid that to the two-mile rule, if anything comes across the desk or email or a phone call and it just makes sense, you know, we are flexible where we can be flexible. Um, and we just kind of wanted to show those numbers to everybody as well. And I did
want to real quick thank Roxan's team for doing that because they do have a heart for kids and they do I know you guys have said you see kids walking on the side of the road. I sometimes I think people just don't know where to get the hazard form or that there was even a hazard form. >> Sure.
>> Um and so you know just trying to make those things more obvious and and letting them know, hey, you can apply for a hazard form if you know that. Um, and we her team does everything possible to try to get we would love to give everybody a ride, don't get me wrong. Um, but you know, we just we can't. Um,
but we they do everything they can to to make it possible for as many kids in the courtesy form when they click the link. Um, it's also the parent or guardian acknowledging what a courtesy writer is. um depending on
the behavior of the student, they can lose that privilege. Um also depending on the volume on that bus. So if we have riders that say start moving into a community and they they fall outside of
that two mile um courtesy wrership could be lost as well. So there are stipulations as they look on that form um so that parents and guardians are aware up front um that we will do it as long as we can. Um but it's kind of also
their way of signing off that they've read through the disclaimers. Um the other piece that we have here um is just basically about our recruitment strategies um for our bus drivers. Um you know right now we're we're good with
monitors so our focus is still drivers. I will tell you right now, um, I've got three that are in training. One who received her CDL yesterday. Um, I have one that has to retest partial. Um, and then we have one who's in week three.
So, as we're getting the drivers in, they've been filling in routes. Um, my the routing team also has identified two routes that we completely were able to dismantle um because of availability in certain areas. So that helped us as well
with a driver need for that route. Those students no longer were a double up, double back. We were able to put them on specific routes and they were a part of the route which means parents can follow them on the Chipmunk app too. Um we do have a applicant tracking spreadsheet
that we keep internally. um that's between myself, my training coordinator who also assists largely and my HR operations and my HR secretary. So on the spreadsheet that we keep, it's any applicant that comes through whether
it's Indeed, whether it's through the county website um and it's and it follows it has a flow to it. um our HR department here at county also um contributes to that information so that we can see once they leave our screening at transportation where are they at in
the county's uh screening process as well whether it's drug screening background check orientation um so it's a great hub of information for everyone involved in HR to keep track of that um our last indeed job fair that we had um
just to give you guys some numbers as you can see on the So the great thing about Indeed is there's lots of data that gets captured if everybody's going through all the steps and applicants included. So we had 50 people RSVP. So all hands on deck day
um and 11 showed up. So that's something that you will battle with no matter what. That's it's part of the recruiting process. Um we had out of those 11 we had nine that we were interested in that we did submit to HR and they are
currently going through their screenings. So um I would say that's a very very successful um indeed hiring event. Typically you're I'm excited if I get two to three you know that come through from those. But um I think what also contributed to that was even the
social media post you know that we put out there. I think that really also helped give some a visual to it. Um, of course there's other job fairs that come through. Um, you know, our district has one on May 6th that'll be at Fleming Island High School from 5 to 7. Um, and
that is kind of a a district job fair. So that'll be all of them will have transportation representation there as well. Um, and then we've had just throughout our human resources department. They go throughout, you know, the state doing different job fairs as you can tell there. Um so far
there's been a total of 19 um in total that have not just been put on by transportation but also with our HR department. So very thankful for their assistance as well. Career source is another um outlet that we utilize. So if
anybody is familiar with career source you know that's where people you have candidates looking for jobs and career source has you know clients looking to get those jobs fulfilled. So it's a good connector for them. Um, and they also display our um our materials, our
flyers. Um, if people come through and they're doing their in-house interviews, um, you know, they're talking about, you know, our jobs at the district as well. Um, as well as we've been out there a few times kind of set up, um, and talk to people as they come through also. So,
as you can see, we've got our flyer down here as well. Um, that will be at our district booth at the fair. Um, and it kind of has just some of our, you know, the pay rate and the sign on bonus, um, things that we hope will attract candidates to come work for us. Uh, we
also have on April 25th, um, Touch a Truck is coming up. So, that's a really really fun event. Um, the the kids and the parents, it's great to even have they'll get up on the bus and a lot of them are, I didn't know we had AC. I didn't know the technology. So, it's a
really good event. Um, and this year we'll definitely have a bigger focus tying in the hiring piece as well. Um, but it's fun to just watch parents and students get up on the bus. Um, and even first- timers that have not ever been on a bus, you know, it does give some of
that opportunity. So, we'll also be that's at the fairgrounds. >> Here's a quick question. >> Yeah. >> Under where it says on the flyer full-time starting salary and it says full minutes and flexible hours. >> We allow people if they bring in years experience with them, right? on on the
steps. Yes. >> Would would it be would I don't know if it's a good idea or not. I'm just saying would it be maybe >> to our benefit if we put on there that we have that? >> Yeah, we can we can definitely add that >> that if you come with experience it's more than 1720.
>> Sure. >> To try to attract experienced people maybe >> cuz I remember the the board kind of fought to have that those steps put in there, right? >> Yes. and to bring that experience with them would give them a higher starting salary.
>> We can kind of give that range up to that cap of years >> and maybe just like a little asterisk or something. >> Yeah, we could absolutely do that. It's a great idea. Thank you. >> Or experience calendar. >> Yeah, just the age requirement 18 or 21.
>> Yeah. So, they have to be 21. >> Yes. >> So, we can't add it to our 16. >> We could future Um so the last piece um was about compensation um as well. So just as I mentioned for
the flyer, we do have a sign on bonus that is you know $500 once they meet their 90-day probation period um that our drivers do get it. Um as well as perfect attendance. I know I think the midyear um workshop we did um I had
displayed we had 36 I think employees for semester 1 that had perfect attendance. So um they were to get that bonus and then hopefully they'll continue for the second semester and get that as well. So um and just some
guidelines around how all of that works as far as your attendance. So um we are we're definitely moving right along. we're getting positions filled. Um, it is unfortunate, like I've mentioned before, sometimes it's one step forward, two steps back. So, you know, even
though I've put trainer trainees into open routes since the last time we've talked, I've also had some that had to go out. So, um, that is always a moving target, that is not specific to Klay County. Um, that's in all counties. So, we'll continue. I just want to tell you how thankful I am for you and your
efforts because honestly the thoughtfulness that goes into what you've just showed us is absolutely top tier. Right? You are doing the best you can with $17.20 an hour which is by the way $2 over minimum wage. So if you want
to talk about that hill you're climbing. >> Yeah. >> Thank you. >> To make that work for us. >> Yeah. Absolutely. We thank everybody. We thank all of our drivers also that are out there doing it every day. Um I would say our other hurdle to go over is attendance and that's we'll be making
our strides against that too. So any questions? >> I'll just tell you when I get a phone call about transportation service, this is my message. We're >> hiring. Hey, if you'd like to drive, you want to help. >> Yeah, absolutely. Absolutely. Yes. I I
have a question for um what can we do as a board that doesn't include you know giving more money because we don't have it right now they can help you. Yeah, I think just like she mentioned, you know, as the parents are coming with to you
guys with concerns, you know, just kind of supporting that the big topic, you know, is we we're doing the hiring, we're getting people in the door. It it is a fiveweek process. Um it is on everybody's radar. Um, you know, and as
we come into next year, you know, I know that was part of for your newsletter, what to expect for next year. You know, that I'm working with my team on that, too. There's changes that I would like internally um for my team to focus on as well as we get into the new year and have a better next school year. So,
>> I think the earlier registration time, yes, like hammering that right off the bat, cuz I remember it wasn't funny last year that we had so many people apply. I think Mr. superintendent said that we crashed the program, not just in our county. >> Yes.
>> So, I think really the key is that pre Yes. >> registering that we've moved up a couple of months with your eyes on that is really going to help us. >> Yes. We're already looking at summer school, you know, and as far as with our drivers and availability, so planning.
>> I know you guys have um through the year uh programs like driver appreciation day, right? >> Yes. Yep. So, the last week of April, we'll have driver appreciation week. So, I'm trying to hit the ground and look for donations and things like that. Um, in
years past, we've done like something nice every day, you know, whether it's crumble cookie or, you know, pizza. It's just kind of a nice week to recognize them. Yes. >> I wanted to ask you if are you are you able to fund raise as a direct director
of transportation? You just depend on people's donations? So, we typically, from what I do, we go after our vendors. So, as far as fundraising, I'll kind of open that to the others. Um, I I there's not an active fundraising that happens at transportation. We typically will go
to our vendors for donations. >> Be a good idea. Would you like to like >> Yeah, we're open definitely to any ideas, you know, hands to help. >> Most most of the most of the time it's vendors, you know, vendors, you know,
have a a stake within it. So even even like stated schools if you recall those were that was all paid for the through our vendors and and so the the vendors with with them if she needs assistance we can have Bryce through operations
also provide um some donations related to that. >> Some school districts have an individual person who essentially fundraises for the district. >> That's that's that's what I was thinking. >> That's like a separate position. We we have that that's what I was going to say through our education foundation.
>> We don't fund the that do we I think that position pays for itself now >> for the for the >> foundation itself. >> Yeah. For the is it the president? >> We do we do fund half of it. >> Half of it. Um so maybe that would be a source for um
>> maybe we should team up. >> You said that was the first week of April. >> Uh last week. >> Last week. Last week. >> Can you send us an email? >> Sorry about that. Mhm. >> So we can come crash your party. >> Absolutely. >> Thank you so much for all you guys do and anything that we can do, we will do.
So um let us know. I know we've beat you over the head with presentations and questions the last couple of months. So we um we greatly appreciate it. Anything you guys need, let us know. >> All right. >> Any more questions, comments, concerns?
>> All right, Mr. Brask. >> Okay, I'll go quickly through this. There's some there's some uh things that you witnessed today. There'll be an additional uh item added for ballot language. >> So, you'll see something new that's not on the computer right now. There'll be
an additional item for start time to vote on that. The staffing plan will be attached within the 48 hour time frame as well as um as well as supplements. So kind of going quickly through it. Uh on the discussion agenda,
you have the uh no human resources actions at this point. Then you have the textbook adoption uh item. There's public hearing for that to be in compliance with the statute. Then there'll be an item for allocations.
And then on the consent agenda, much of the same stuff that we've always had, whether it be the minutes, the personnel consent agenda. You will see on the personnel consent agenda some differences in um
in uh job descriptions. For example, part of the re restructuring of IT is that most places the person in charge of IT is the chief technology officer. So Dwayne gets a new job title and more
responsibilities but gets the same pay. So, so congratulations to Dwayne. Uh, and and also Dr. Sanders taking on additional responsibility. She gets a different job title, but the same base pay also in alignment in alignment with
our budget as well as what's happening in the trends around around the state. Uh, you can also see that there is a proclamation for teacher appreciation week. it it is May 4th through 8th um administrative
professionals week which is the 20th of April through the 24th. Uh there's a copy of the complete salary schedule with that professional managerial class added. Elementary student out of state travel
academic services out of state um travel professional learning catalog. You know, uh that's every year we bring the professional learning catalog. Appeals for um book reviews is on there. uh
establishment of school nurses week which is May 6th through 12th. Uh establishment month of the military child which purple up days is April 15th. Invite everybody to wear purple on that day. Proposed allocation changes.
You can see there their financial impact there. Uh the the auditor's independent report is also on there. This is the annual financial report related to uh independent independent auditor uh fiscal year
ending June 2025. Okay. There's no significant findings essentially was the the bottom line but it it took 80 pages to do that. Apparently there's there's some wordiness to it. uh monthly financial reports, budget amendments,
deletion of certain items, bid renewals, a lot of those very same things. Uh an agreement for real time access to surveillance cameras with great PD. We already have done that with the sheriff's office through their real real
time crime lab. Uh substantial final completion guys locker room. Um, hopefully the junior high classroom edition, the reconciliation report there, pre-qualification, purchase of a relocatable, and if
anybody wants to buy relocatable, we're selling them for $10. And the reason why that is is because it costs more to to transport. What's the cost to transport? >> About it depends on the size. 3,000
>> to transport about 10 grand. about 10 grand to transport one of them. >> Back up. >> Well, after you set back up and then start adding all of the stairs and concrete, now we're getting into big money. So, >> so $10.
>> So, we sell it for $10 so that they pay for the transportation to move it, which saves us a ton of money. We don't have to crush it. >> So, it cost us a substantial amount of money to crush it if we want to dispose of it in place. Um, so it's kind of a
win-win for both parties. >> We can't get a burn permanent. >> They see the change order for Keystone Heights High School. Then the parking lot at Middberg High. You can see ops is really busy. Fire alarm at Shadow Lawn.
Uh the Oakleaf Junior High classroom edition direct purchasing classroom edition at Oakleaf Junior High substantial and final. Then Lakeside Elementary, their kitchen renovations. So they've been busy over in operations.
Then Lakeside Elementary uh the final completion of their kitchen and then the uh relocatables at Oakleaf Junior High um so with that. So, some things that we owe you. We owe you the item on ballot
language. We owe you the item on start times. We owe you the addition of the supplement package. And we owe you the addition of the um allocation package itself. And that that completes the agenda
review. >> Any more comments? >> No. No, ma'am. >> All right. Um board attorney comments. and school board comments. Miss Gilhousen, >> uh, nothing from me. Hope to see you guys at Fair Legend.
Miss Clark, >> nothing from the audit for the procurement and contracts. They'll be here in April. the internal auditors. >> The invite they will be here on
>> I think it's May and I thought it was April's workshop. Um it has been where they come report to the board. I know we moved the date to May in May to a
different date. That was for us to meet. May 6 is the next internal audit committee meeting. >> I mean, when they report to us about the results of the internal audit, >> we'll get with RSM and see if they're available to come to the work. >> Yeah. Because Yeah.
probably 20 the uh 24th >> because in May they're going to discuss what maybe new area we would like to have audited. So according to the last meeting they're coming here in May to discuss the contracts. That was what they're coming to in May to have that
contract audit review done right now. They're still getting documentation. I think what I think what the board member wants is for RSM to come and the president to have an executive session on cyber security. >> Okay. >> They were supposed to be Yes. >> for them to give a presentation on that.
>> Okay. >> So, we'll we'll contact them >> cuz I thought that was happening today. And it's okay that it's not. There was supposed to be a meeting for the board to have the shade meeting and then in April there was they were supposed to be here to give us the results of the still
ongoing and contracts and procurement audit and then in May we meet and that's whole different that's when the internal audit committee meets itself and on that agenda they'll discuss maybe another area that they would like to have
audited. That was the timeline before the end of the year. So, so >> do you want me to send an email? >> Well, I just don't think they've discussed the contract review at the audit committee yet as well. All I'm saying that conversation hasn't been had yet. >> No, it was about the ideas for next the
next contract. >> So, so here's where I I think we're at with that. I think we're going to contact RSM, have them come to the board workshop. We would have a shade meeting regarding cyber security and the results of that of that audit in particular.
Then they're coming. We're having an internal audit committee meeting to discuss contracts in May. After that happens, then that'll be brought to the board at at a later date after after that May time frame. >> And we can also discuss what areas they
would uh recommend would be next for auditing >> in May second meeting. >> Y >> cuz I know the board has not been updated on Yeah. And they said they would come. >> Okay. >> Just let us know. Okay. Uh, anything else?
>> No. Miss uh, Mr. >> All right. This meeting is A GOOD