I want to say that uh today was the first day for the uh school leadership teams that are back for the 11 month and we had a yesterday actually the first day today we met and uh going over some data review um setting our our initiatives for the coming year and um
doing some very specific uhformational uh exchange about how we're going to continue and you'll learn more about that during the regular board meeting. Um so I know that y'all know but I'll just say it just to make sure we're on record of saying it. The purpose of the workshop is forformational purposes to
share out information about our budgetary process, budgetary numbers. No decisions or votes can be taken at at the workshop. I know you all aware of that. We just want to make sure everybody was on the same page and everybody was uh uh understanding. Um the absolute purpose of this is to make sure that uh you see it, the community
sees it. If you have any information, questions, or anything uh we we can help with or or bring understanding to, we absolutely want to make sure we do that as well. Tonight, um what what you're going to see, we're going to start out, we're going to we got a handful of directors that are responsible for large chunks of money that that encompass very
important parts of our district. And these directors are going to share information with you about the budgets that they are responsible for. Um and many of them are grants. And then we're going to wind up uh and I'll come back to that in just a moment. We'll wind the evening up uh with regard to the
workshop with Mr. Adams, uh, bringing all of it together with regards to our state, uh, FDOE, um, Department of Education, um, student, uh, student initiatives with regard to the money that we received from the state and the FFP. So, um, just to kind of give you
some context, we do have in front of you, it's online, and we also have printed versions of the the order that we're going to go through. Um, and just to give you a heads up and I'll give you kind of a prelude to what you're going to see um, tonight. Um, well,
not not to not to give you the spoiler, but I'll go ahead and give you the spoiler. With regards to a district uh today in the state of Florida, Henry is very strong. I contend that we may very well be one of the strongest financially seated districts today in the state of Florida. Um, we are that way for several reasons. We are that way uh because we
have had some very good, highquality, sound advice from our CFOs over the past several years all the way up until today. Um, we have been very frugal-minded as a district with where we put our resources, where we put our money, how we spend our money, when we spend it, and what we do with it. We
were very good with our ESR dollars with regard to offsetting things that we knew were going to be big expense items. And so, we were smart and and done that with within the perimeters of the ESRE budget that we were allowed to do. Today, as we move forward, um, the common practice that we have is to be frugal minded.
Today, one of the things we talked about with our school leaders is we're a district. Um, we have needs. We expect them to use the money to purchase what they need for their needs, but not more than their needs. Um, so the the the point, the tone is is look, we're going to buy what we need. We're not going to
buy things we don't need. We don't we benefit none from warehousing or stocking or or spending it because it's June. If you don't spend it, you won't get it back or anything like that. And so, our leaders have gotten their minds wrapped around that. And as a result, you're going to see a very healthy healthy uh district tonight. Um, and
it's proportionate. I mean, there are bigger districts with billions of dollar budgets, but it has to do with um the reserves and where we are with the reserves and what percent reserve that we have. And what you're going to see tonight, I think you'll be very proud of very very strong a very strong position that Henderson's in. However, um and we
we can talk about this more at the end. Just like we're in a very strong position, we're also in a very scary position in a very scary time right now. Um you may I know all of you follow uh news and information. Right now, the federal department of education has held
back five of our title grants that we use has been a staple in this and many districts for for a very long time. Um, they pay for uh 72 humans that we have in Henry County schools as well as many many programs that we use for supplemental education reasons. We don't
know at this point in time, number one, how long the review is going to take, nor the outcome of the reviews. Does that mean we're going to be cut? Does that mean we're going to be eliminated? that could be anything along that continuum that has a huge impact to Hender County Schools as well as every other school district, but obviously we're concerned about Hinder County
schools, right? And so that has huge impacts and implications to us and and how that happens. So tonight, you're still going to see um even though those budgets are uh frozen and under review, you're still going to see a proposal as if we're going to get that budget. If
that changes, if we don't or if it gets reduced, we obviously will adjust on our end as well. And so don't think that because of what you see where we anticipate spending the money that will happen unless the money shows up and we get the money. So I just want to be sure that we're clear about that. Also know
that um it could be uh obviously our greatest hope is that we get the review could possibly be reductions but yet we're able to move forward. However, the real the real uh the real gravity of the situation is is that we could be very well uh very uh uh I don't know what the
right vernacular. We could be very uh hurt by the drastic outcome of that if we have to take 72 humans off our payroll and lose some very very incredible programs that we use as supplemental education for our students. Um part of the academic outcomes that you're going to see later this evening
are a direct result of those folks in the programs and we know that that would take a toll. However, um I'm only telling you that forformational reasons. I swore an oath to this state, raised my right hand that I would I would follow the rules and the guidelines and the laws and I will uphold, you know, the direction of the Florida Department of
Education. That's exactly what I'll do. One of the things that our staff has committed and has proven is that they are up to any challenge that we bring and we will be successful and we will make it happen one way or the other. All of that is justformational groundwork for what you're going to see tonight.
Tonight, uh to start with, you're going to see the directors and we're going to start with Mr. Clay. Mr. play um handles transportation and school safety for us. And part of that is at 5:30 there's or 6:00 at 5:30 this evening in Label the Department of Educ Department of
Transportation is doing a Henry transportation meeting and I've asked him to attend that on our behalf so that he can get some inside knowledge about what roadways improvements you know and things like that so that we can plan accordingly as a district as well. So, we've asked him to go first and you're going to see him exit so that uh he's
not being rude or he's not hungry like he normally is. He's just going to a whole another meeting um to to represent Hendry County Schools. Um if you have questions, what I would what I would ask just so that we can get through this, if you would let them get through the presentations, please jot down questions you have and then we can ask them at the end just so that you know they can the
flow would go good and we all get the same information and something you want to ask me get answered, you know, through the through the process of the presentation. So, with that in mind, I'll let Mr. play get started. Thank you guys. Um, mine's pretty short and sweet. So, when I took this over, when I took over the safety and security
area, we really only have one grant coming in at that time, which was the hard grant. And the hard grant gets adjusted each year. And so, I just kind of went backwards to kind of show you what we've done from the 20 23 24 year. We had $109,172
obviously. And what we've been doing is taking pretty much all of our hardening money and trying to complete our camera projects that was started prior to becoming. So that year um all that money went to supplement what we paid to get the clothes and high school camera project completed which was about three
or four times that. So it's not like we're being able to do multiple projects with the money the state's given us. It's all been kind of um put to supplement other projects that we were already doing for the district to try to make up some of the money that we were spending on those projects. Um the very
next year, the 2025 year, 2425 year, we only got 105,000. Again, like I told you, it fluctuates and that money has went towards the LMS project that is in the process of being completed now. Again, it's an upgrade of their cabling system and their cameras. All that money is going through cameras. The cabling
system was something that was going through with it, but when they go in and upgrade the school and put all the new cabling systems in, it was the best time for us to upgrade the cameras. It saved a lot of money for the district. So, that's what we've chosen to do. We've seem to be able to get at least one project done per summer, which kind of aligns because we get one hardening
grant per year as well. Um, this year's harding grant, sadly enough, is still not out based on the same type of information that Mr. Swindle was telling you. There's a lot of variables out there. We really don't know what we're going to get or how much we're going to get. But I will tell you that our next our next cabling project by my
understanding is going to be Central Elementary School. So, more likely than not, I will be going after Central Elementary School's camera project. And that's where that money will go. however much they do give you. Um, pretty easy, simple task for me. I don't have to try to spread it and go a lot of places with it. But that's kind of what we're doing
with it until we get those camera projects completed and then depending on where the state's at at that point in time will address where we can put that money to better move us forward. Okay. Now, since that time this year, for the first time, we received a DTMC, okay,
which is a threat management. Um, so it is the district threat management coordinator. We received a grant from DOE for this position. Um it it supplemented this position. It's one of the many hats that I wear. So what we were able to do and communicate with finance and everything is we took that money because that's a hat that I wear.
We put that into my salary. We took money out of my salary and we're able to make and help support the assistant position we got with Anna E, which God knows you guys need her cuz she helps me. Okay. Um, and she's done a wonderful job of trying to organize all and keep all the different balls we have juggled
up in the air and under control and make sure we're not dropping any. So again, that salary is a simple that that grant is simply a salary supplement um which goes to towards my salary cuz that's another title that I hold and we take care of it and then we just supplemented made her position out of the excess with
my salary. That is pretty much the short and sweet of what I have for the grants. I do not have a lot of grants out there. I did not take on any grants when I took over transportation. I will tell you my hopes and dreams are we've looked at several different grants that we might be applying for during the next school year and I hope to be able to get some
more grants to South Texas. We're also looking at some transportation grants but um a lot of those grants were matching grants and again with the unknown status of where we're at right now, we really can't jump into something we've got to match until we know what we have. Where are you spending sales tax money
and safety? Okay. So, I was told to talk about grants, so I don't have that on hand, but sales tax money for me. I'm good with that. Good. Sales tax money for me comes into fencing. Okay. Um, we use a lot of sales tax money when it comes to our fencing. We also use that to supplement these camera projects. So,
good example, you've seen I made 10 and somehat thousand for the Cleveland project. The clueston project was $400 something,000. So, that was also supplemented by absent sales tax money. Um we also do a lot of um what we would call entry points or access control. So
the the automatic doors you're seeing getting put in place and so forth, that's all being supplemented by sales tax money. Sales tax money has also helped us in our radios, our improvement for the school radio systems and a few other projects like that. What portion like approximate portion I
was shocked when I was looking through Mr. uh Adams uh quick presentation about how much we've taken in in sales tax like how much what percentage of that estimated percentage of that do you think that you're getting for safety? I don't have that estimate. I would I
would have to kick back to Mr. Adams because he's the one who divides that and basically dels out to who has like 4%. Pardon me. You say percent like an like are you getting like a third of it or I'm not sure. Nor do we nor do we divide it up that way. It's more needs basis. So we don't really say you're going to
get a third or a third with Google based on the needs of where the capital things need to be necessarily just harder. There are other things that go into that as well. A good a good approxim approximate amount would be a third of the sales tax
budget is received at the same time. And that could be off a little, but that's you estimate. That's I that as he's talking and I'm thinking about it, it's popping up. And like I said, a lot of that has gone for improvements of our perimeters, our fences, replacing fences that are
already damaged. Those are things that would have came out of your capital outlay before that coming out of distribution side of the budget that now come back in. Uh y'all do I think you know, but yesterday was the new commissioner of education's first day on the job. Um and
uh he has laid out basically two initiatives uh that he will carry forward. One of them is to continue the academic drive and academic growth in the state of Florida. And the second one is to continue um safety and school safety parameters. Uh if you look at the
first two things on our strategic plan, we're perfectly aligned then with what the state and the new commissioner, you know, uh their initiatives are. So we know that we're on the right track with that regard. Um the other thing that I would say and we're all never are we perfect, right? But I think that we're in really really good shape. A lot of
the things that Mr. Clay has done has put Henry at the forefront of being a safe school and safe things that we do. Um, in fact, Mr. Clay and I were asked to present this summer um at at the school safety conference over a lot of things that we do, how how we've done it. We had a ton of questions and uh and
so when you look at where Henry is um we we have done a phenomenal job of safety. We've got a lot to do, don't get me wrong, but we're very very comfortable with the fact that we've invested well in uh to keep our students and employees safe on a day-to-day basis and get it back home. So, very proud of the work
that we've done safely. I just add to that that with your guys' support, like you said, we went toe-to-toe with much much larger agencies than us and almost everything they said they were doing, we were also doing a little ahead of them in many cases. And um you know, when I'm leaving tomorrow, I go up to another
program to advise them on what we're doing. so that they can start building other structures around some of the things that we're doing. So, um your support for us has been huge and you know, Mr. Smos is desire to make sure we're not just meeting the mark, but we're exceeding it and we're really
ahead of the game and many of the projects that coming down. So, a lot of times when the state kicks out these new laws, it says this must happen, we're kind of already there. What are we looking like for safety with our school buses as far as tracking kids on and off, camera systems, things of
that? I mean, where are we at? That is a that is a goat. Um, in fact, we kicked out yesterday, we kicked out the new program which parents will be registering online and we got a lot of positive feedback on that already. Um, they should, unless something crazy happens, we've already started during
summer school that we're scanning on and off. They should be scanning on and off when they start beginning of the school year. Um, parents will be getting apps that they can use to monitor their students and kind of know where they're at. um we will know we we can do a print out on who's on a bus at any given time.
Um it also tells us um you know the speeds, direction of travel, what's happening with the bus, but I can even tell you usually the engine speed and the trans heat temperature or the transmission temperature of the bus based on the growing. Wow. So we're expecting that to be that's that's operational right now. I
mean this year it's online right now. It's working right now. Obviously, we're going to have to go through the process of training our parents on how to properly use everything, but we've already started kicking those out. It has been working overtime. Um ReneGo and um he's just killing it and they they
kicked it out yesterday and they've had hundreds of responses already from parents that are already veterans or students and signing up for these apps. You know, obviously I expect us to have a few kinks in the road here and there, but as far as I as far as I look, it's moving smooth. We should be full operational this school. Yes, sir. that
on both sides of the county. Yes, sir. Fantastic. I love it. Are we going to have So, I know that there's like parents that don't do social media or but are we going to have like areas I know there's always like bus set up or you know the bus route
signups and stuff at the open houses? Are we going to have like maybe some technology there to help these parents who already have their kids signed? Thanks for a wonderful collaboration from Miss Duncan and her team. Um we've already had a meeting on that. have already relay relayed to us some of their concerns. Um we are we're in the
process of setting up um again Rene has set up a guideline. He's going to be teaching um he's already taught the route managers and their staff and they're going to be teaching the drivers and we're going to be trying to send out a minimum of three drivers to each site during open hours to help assist with that. And they're going to each school
is going to be supplying some laptops or some Chromebooks there to help them. But really it's it's a scan in reference to take their phone and scan a QR code. But we are going to have people available there for the people that are not so technologically savvy like myself or you know that maybe don't have a cell phone or something like that. So they can walk
them through and help them get their students registered. And that's every student whether you're on transportation or not. Every student in school will be registered on this because that's how we're going to be able to report our state data on who's riding the bus based on who's not riding the bus. And then any kid during the year decides they need to ride a bus. It's just a simple
change and click on the computer and now they're registered to ride the bus. Along that same vein, I want to add that we're also going that way in the school houses themselves. So, the forms that are important uh are going to be online. I think there will be an option this year to do it in paper, but we're going to really encourage everybody to go
online online and go as much paperless as possible. Ultimately, we hope by next year that we're paperless. And so, the school registration, if they're new, nurse form, yellow form, and all that's going to be online where the parents can go right on and do that. All communication is going to be through a new platform uh with with um with the
parents as well. So you guys will be getting trained on that and you'll be able to get the app on your phone where you can get all the school information that that's coming. Cool. I would ask a a a favor and as far as like the communication it's
I found that people like on analytics on my social media pages like I run analytics apps wanted to see like the engagement and if you have a video and you're verbally telling people they you get more view like you get more engagement on that and so like I read
the stuff that came out about signing up for the bus app but I didn't realize that everybody needed to do it whether your kid was planning to ride the bus or not. So, so maybe just a quick little video to explain, hey, everybody needs to do this. And I do know that I believe that Renee and
Annie, my assistant, are working on a video and Spanish because we did get some people, but that was great feedback. And if you get any feedback from your constituents out there that are telling you any concerns they may have, please give me a holler. Um, so that we can try to work on that because
again, we got to adjust it as we go. So any of that, let me know. And maybe before you ask, I'll say it. Um, next schoolboard meeting, if all goes well, I'll have a bus here. I'll have everything here for you to be able to see if work. So I think this in the bell, so it actually, but I'll bring the
bus out and let you guys see how it works and actually demo the program. Correct. Thank you. So now there's times that kids have to switch buses or whatever. They may have to go home with a cousin or a friend or whatever. How is there a process they're
going to have to go through to be able to ride a separate bus? They're still going to follow the same process of having a turn letter in because we want the schools to know what their students are doing because there may be conflicts, but we want them to be able to deal with any conflicts. But then once the school has approved, yes,
the route managers and developers can adjust that to make sure they lock that student at a one time. Yes, sir. Okay. Thank you. Catching up. Can I get some unsolicited feedback? Sure. I love that. Um, so on the like
the sales tax money for like the safety, I I hate paying taxes for anything. I hate paying taxes, but I think it makes it more palatable if you're saying such and such, this is how much money
your sales tax has gone into making our schools safe cuz like I feel like that's just like universal. Everybody supports that. And so letting people know like, you know, we're collecting the sales tax sales tax and this is how much we're putting into ensuring, you know, that
your schools and your physical campuses and buses are safer environments for our kids. That could be a good a good blurb on on different places. We do some of those. I don't know if y'all seen some of the signs of some of the projects we have. Your half cent sales funds this, you know, and stuff. So, we try to do things like that, but we can we could put some dollars and cent stuff out
there and social media blurs. That' be I just think that that is, you know, particularly when you're looking at we've got our Congress is on a national and then we're looking at our state legislature is like going after, you know, they're
ready to doge everything and cut taxes and cut everything back. like that you tell people me because it I think a lot of folks just they just see the income taxes they're paying or property taxes they're paying but when you and sales taxes they're paying but when you
show them that like this is what we're you know I think a lot of people think it gets reosely spent and so when you show them like we're keeping kids safe here with this money thank you Hendrick County and this is the in you know this is the investment you're making into kids with your sales
tax dollars I think that So it eases that pain of paying the taxes. I have no problem. I'll work with the superintendent. We'll get something put together. Any other questions for me? Thank you, Mr. Clay. Good job.
24 minutes. But who's counting? Miss Ros 14. I started at 3 or 3:30 is when I started this time. I've got my my talking count as well. Be safe. I'm just going to say that. I can see
that this. All right. So, we're going to talk a little bit about federal programs and our different grants. If you can scroll. Oh, you can. No, no, no problem. I mean, I think
And I will say that this is the main um crux of the grants that I was referring to that's on hold from the federal department of education and under review. So you're going to see this is where you're going to see a lot of plans, but many of these grants are on hold and under review.
Are these all federal the ones that she's going over? Yes, sir. All right. So, um, when you're looking at Title One School program, this is not one of the ones that they froze, but I will tell you that, um, after, uh, Dr. Mundy submitted it 2 days later, they
sent out a new award letter, and it was, um, $259,000 less. Okay. Yeah. So, they didn't freeze this one, but it is $259,000 less. right now until the state sends it
back to us, we can't do um the amendments and the and the budget amendments for that. Okay? But because of that, uh a little bit of this information change and I'll let you know which ones did. Okay? So, when you look at this uh 50, a lot of it is going to
salaries. I'm going to tell you that right now. A lot of it. It does require a director and an assistant director to keep track of all the money, all the everything that you have to do. compliancewise with the grant, right?
So, you have um 50% of each of the director and the assistant director salaries come from that. Uh we have 50% of an office manager come from that. And then obviously we got to pay the five group insurance, the retirement um for
everybody and the office manager as well. So, it's giving you all the totals of what we're paying out. Okay. We also um support our um our elementary and um middle schools with 100% of a reading resource teachers, one at each
elementary school like I said there and one at each middle school. And that is the um the total of their salaries, right? Then we have 17 pair professionals for elementary and middle schools. That is their salary. And then
when you take their FICA, there's even more, right? There's uh the retirement, the group insurance, um it's telling you there for the reading resource teacher and the arrows. This is where we're going to have to amend because we did
get that cut and because we needed a prek teacher, but the numbers are not where they're at right now. Um we um enrollment miss enrollment numbers or finance numbers. I'm sorry.
Enrollment. You said the numbers aren't where we need it right now. BPK and the enrollment was down. So we we will not use that as a teacher that we allow it. Yeah. Then you know each of those classrooms takes 20 kids right now. And right now each of the not all the classrooms are at 20 kids for right now.
I'm not saying that we're not going to get more kids, right? But they'll be put into those poses where there isn't 20 kids. Right. All right. Let's chat after the meeting. I have some resources to hopefully strum
up some BPK enrollment if that's necessary or possible. Well, well, one of the things that we were going to do to accommodate the cut was not hire that teacher. Okay. So, so that we would fall. So, I would go to 65 and 65% of their
salary is going to be cut. I mean 65% of the salary is going to come from title one part A and it'll be 12 BPK teachers with um the 14 and again if you look at it there that's all that along with the FICA the group insurance with retirement
teachers and professionals. Okay. So, that is another area where if you know if it's $259,000 that's being cut, we can amend it that. Okay. Um, we have 50% of two college and
career advocate recruiters for the middle schools. Why do we call them recruiters as well? Because 50% of their salary comes from the migrant grant, which I'll talk about in a little while. Okay. So, those ladies are there to help at the middle schools. um they help with
everything pretty much with parents, with the kids, uh with homeless giving out supplies. So they play an important role in the school as well. But again, um again, we're talking about the salaries
and how much of the grant goes into salaries, right? We're continuing with the title one part A, right? We also have 5% of our migrant advocate recruiters out of the homeless set aside. Why? Because they also take care
of homeless students, right? If a school is calling and they need um for them to go to that house and find out about the kid, they they can do that as well. We give them um they come to our offices, we give them supplies,
you know, God knows sometimes even food banks we have to take them to. So they help with that as well. Um and again it's 5% of their salary and it's also the 500 retirement for that not the
group because that comes from the bigger rent. um administrator for the homeless set aside. Title one part A has a homeless set aside. Even though we get a homeless rent and you'll find out a little later about that in the requirements for title one in an area of
focus homeless also has to have a little set aside there. So um and you pay for an administrator that helps for that as well. uh 10% uh for a family family engagement leaison out of the parent family
engagement mandate right that is set aside for schools and the LEA so we save that money because the schools themselves have to have a certain amount of money from title one to go for parent family engagement and then but the district also has to have a certain
amount of money to go for parent family engagement events yes sir Okay, give me a little family engagement. What would it be? Like uh the literacy uh those reading literacy nights, right? So the the the the
schools may want to pay their professionals for coming to help with the literacy night, right? Um or um books that they want to give the kids, right? But then they can also reach out to us and say, "Hey, we want this like
we want a reading kit, right? We want you to come and show um them how to use it. So if we hire teachers, you know, they get paid from all that for that, right? So uh but parent family engagement is big because
they're supposed to be teaching the parents how to help their kids at home. Right. So it isn't it's not it's not just a fun fun for all thing. Right. So, I hate to say that. I've been to one rep like out in Montura and then they pull the parents aside and
they're like, "Okay, these are the reading apps." Um, and like help the parents like download them either to their iPads or to their phones. What was the one that we footsteps to brilliance like footsteps to brilliance and we show them how to use them? how to use that which is like guided for the kids and then the
kids like did like literacy adjacent activities where the parents were learning how to do things like had to help the kids. It was pretty cool. We did one in Harlem. We did one that was very science-based in Harlem and and Mr. Swindle went and talked to the
parents about the importance of parent involvement and then that same night we also introduced them to the different apps and we had um like our our our department right federal programs our micro recruiters and everybody they were there and if parents um had devices like even their phone we could we showed them
how to download that app and their kid can use the app and it helps them with their literacy skills. So you try to teach them um something you know um and again that that's part of what Henry County the LEA right which is us um the big the district part that
we do but then the schools have their events as well they have their events as well um and you know more and more um you know we kind of emphasize you guys have to teach the parents something. So, I know I've seen a lot of wonderful pictures where they have um different centers and the parents go to the
different literacy centers and play games and do things with their kids to promote literacy. So, that's part of what needs to happen. That's part of the ESSA, you know, that every student succeeded that we have to have
on hold. That's that's on hold also. So, this one is not specifically on hold, but we lost a whole bunch of funding out of No, not this one yet. But, but that's a specific reason that, you know, if you notice, we were at 35 to 37% third grade literacy forever. Last year, we went up to the state
average of 52. This year, we're humming right around that same number. One of the reasons why is because of the extra things like that that we're doing, the extra engagement, the extra everything, the extra humans, and we are at threat of either being cut severely back or losing it. So, that is that is where we are. as to
gravity where we are and we know that it's going to take a toll if that comes to fruition. And then also for title one part A we have private schools uh they receive their equitable share. So that means when that money comes in, the very first thing we do, we have to do this
calculation on um our our public schools on free and reduced lunch, but we also have to go in and survey our private schools that are nonpublic and the the Florida has a list for us, right? And we have to set aside
automatically from the top it sets aside the amount that those that we need to give those schools. All right? Um, and we had three and now we have four of those private schools cuz we have a really small one, believe it or not, in Flyville at the church there at turn.
Yeah, we have and you know, I mean with them and a lot of theirs is just more supplies for kids. That's very small right now, but if they continue to grow, then more money will be going to them as well. Okay. Um, uh, Title One Part A
also supplements with these programs. to supplement it with Ray Pop and I ready and the Renaissance AR programs, right? And you can see the cost there for each of those programs. They're very expensive. They are expensive and and that's what I mean by, you know,
there there are some very very uh uh impactful programmatic things that that could be lost. And so we're so we're holding our breath. And then we have the indirect cost, right? The native direct cost is um 6.37%
of the total amount and um expenses that are not directly tied to a specific program but are necessary for the general operation of the school system. So that is um those financials and things like that. Okay. So it's got
backend people that help us out too. I called it. So that's pretty much title one part A. Like I said, that one was not on the chopping block um or is not posted. Um but it did reduce by 259,000.
Okay. But as you can see, a lot of salaries are going in there. The VPKs are to me one of the most important and I know that um previous uh previous superintendent, he um that was a big focus, right? And when you go look at the application itself and you fill it
out, it does say, "What are you doing for BPK?" Okay. So, we are addressing that need, right? And um and we really do have a really good BPK program and I don't even go there because we have an exceptional one cuz I hear I
go to meetings for BPK and it's like the other districts they're like at a loss at how we even do it, right? But I think it's because we do fund it. All right. Now, Migrant Migrant is about a million dollar,
right? And that comes from recruiting families. But not just families. We also recruit those H2A workers that are called out of school youth that are between the ages of 17 and 21 and don't attend school but go to work.
And so we receive money for them because we do interview them, we do recruit them, we do put them in, you know, the system that they need to go into and um we take um things to them as well. In the past, we've had a teacher, Miss
Cutler, she would go out into the camps and she would teach them English on Saturdays. And you know, at one point it we we can even do that with with that is what I'm trying to say. But as the money has been dwindling because the migrant
families have not been coming or some of them just stay they don't go back and forth to different um states to work for me agriculture or fishing then they lose that that that status of
being what's the estimate of like our our typical number of H2A workers if that we're servicing is it a large number actually in the past few years that's been larger than the amount of migrant families that we have and I do have a
number that we ended with last year in May I can share that with you Stephanie I don't know the top yeah but I do we do have a number because every time I have a staff meeting and we talk about the you know anything that comes up with my wreck we always bring up those numbers hey go out there and start recruiting because the recruitment
and the amount of kids or the zero to I mean um 17 to 21 that we did is quite a lot and you'll Think about the paradigm of what's happened in a where we used to get a lot of seasonal workers for vegetables, fruit and cane. We don't get nowhere near as much seasonal workers because we don't have citrus
where citrus is gone. Vegetables is more of a stable crop now where they get a little bit but most of those are the H2A workers. And so the paradigm has shift from those migratory families that used to follow the crops to the H2A piece. So, here's where we still have our migrant recruiters, which a lot of you
guys know them as Margie and Nancy on this side, Laura and Angie on the outside, right? And then, uh, this is where I said the the two college and career advocates are also funded through the migra because on top of them, they interview kids, sometimes they find
migrant families and they're able to recruit them. We train them so that they can complete, you know, the paperwork that's needed for them. Um you can sell it to see the salaries obviously the fighter retirement and the group insurance. We do allow we did have funds
for after school recruitment because believe it or not our ladies on a Saturday if they see them at Walmart or Sunday they are there and they are there recruiting. Okay. So you know you have to pay them those extra hours.
That's not part of their weekly salary. Um and then there we have the fiber retirement and group insurance for that. So we we figured that out as well. Um we do have a 70% for ESOL parent advocates um
parent support and again this is um it's it was Marlene now it's ending. She comes to Houston and label and she provides English classes to parents. Um, so she gets paid from my but she also gets paid
from title three which is the next title what I'll talk about. Okay. But she comes and she really supports our parents and she teaches teaches them literacy in English but she also is an advocate for making sure that they go to parent teacher conferences. She's another one that'll go with them and um
and you know translate you know because she wants them to be involved even though they may not know the language, right? So we pay for that as well. um parent supplies. We have to have parent we have to have parent events. That is another focus area of of the migrant
education. Um I have to have a migrant parent um advisory committee. So uh we actually have elections and I actually have a president and a vice president anyway. But um we have to have at least
two to four meetings a year with them. Okay. So when we have those meetings, this is like one of the only brands that we can't provide them with dinner because some of them get off work so late. So a lot of times we order pizza, we have um someone here taking care of
the kids so that we can meet with them and talk to them about different things um that you know that Henry County does like the parent family engagement. We talk to them about parent guides, um the the parent teacher conferences, events
that are going on at the school, you know, and then we also ask their impact um their for their other support and and just what else do you need for us to help to do so your child could be successful type thing, right? So, we kind of survey them as well in
different areas and really most of them are like, you know, our schools are great, you know, they really do take care of our kids. um when we go there's people there that even though we don't speak the language they do translate for us and and if not they know they come to our office and our girls here and in the
law will go with them and translate um again um this is a huge grant so 50% of director and assistant director salaries go into that one we do have one office manager who is Maria that takes care of
all the migrants um everything migrant everything my friend and then she also helps with the VPK VPK as well but none her salary doesn't come from VPK and we can use Myra because we do have to set aside
certain spots for myra students to be in BPK you know even if it's one little spot two little spots right just we do have to say that um and again you can see salaries right I retire.
Um the 40% migrant literacy specialist that is um Mr. Tada. He does work. He also is the BPK coordinator, but he also makes sure that there's spots for our migrant students. Um he also has um the girls reach out to help um those babies.
Um and another set of kids that we kind of look for as well when we go to see our minor families, do they have three-year-olds? And then we provide services at home for for that. But that goes through the minor recruiters and a lot of times um Mr. Tada is one of the
ones that helps sign those as well when through BPK Pops. Um so that is part of his salary and all that good stuff with salaries. All right. Um because we do have to reserve again it's another area of focus
for the title um one part C. Um we do reserve um some little spots for those babies, right? Um obviously in each other we get the earlier we get them the better. So you know 5% of the 12 VPK teachers and I did fix it on this one. I
didn't fix it on but 5% of those um 14 BPK professionals again for salaries and micro retirement and group insurance. We do have to put VPK substitute teacher funds, believe it or not,
for that. Um, so that's that there. Um, supplies, we always try to um have supplies for um our BPK kids, but it's not just this grant, also the VPK grant gives us as well. Um, and then a lot of
the money goes to after school tutoring and um summer school tutoring. So, you know, our ladies are out there, they're visiting families, um they're reading with kids, showing parents how to read with kids throughout the summer.
And then after school tutoring, we're always looking at um and we try to do really help the high schools with this one, looking at those 11th and 12th graders that might need credits or or they just they have all their credits in their GPA, but they need to be able to
pass that fast ELA or algebra. So, we always just go to them and say, "Okay, hey, what do you need? Which one?" Right? And, um, we provide them with a t, you know, we get a teacher that'll tutor them. Um, we provide them with ACT prep books if they need along with the
ELLs, um, algebra, whatever, whatever they need as supplies, right, to help tutor these kids so that they can be part of their graduation, right? Okay. Um, private schools here also have equitable shares. Okay.
Um right now the private schools there's only two of them that have migrant students which is ICA and Harvest Academy I believe. Yep. So it's not that many but we have to and that's also a formula right I just put in the number this many kids is in there this is their amount. So what we do with that is we
keep that money aside for supplies as well. So if they call us and say hey my little migrant student may need this then we provide it for them. Um and then we have the indirect cost also of this grant and that is at 6.35%
of the 1 million32 is one of the ones. This is one of the ones that's frozen. This is frozen. And uh we're quite confident that coming from the federal department of education, if any of them are going to get cut, I'm got a sneaky suspicion that anything to do with
migrant or anything like that, that's what they're trying to really target. And so this is one that we're in relatively sure and in fear that we're going to wind up losing. Well, Congressman Franklin told me that expect at least a 30% cut. And he said
not a reduction in spending, but a hard dollar cut. And then when I'm looking at a I don't know if anybody else is as thick as me but is I I go and look at the periodically the national department of education website and see kind of
like what's going on there and they have gone after and cut any kind of postsecary to for migrant or nonitizens and so that just kind of when you're looking at that pattern there and plus like what you're hearing from Congress
like well and you know we we did talk to our staff right the ones that are funded specifically for my dad that um obviously we were thinking we were going to get the money this year and we don't know yet guys crying here we don't know but I feel like Mr. just
went says my probably going to cut, right? But um but you know, they they kind of knew but we were thinking, okay, they we can if we have the money that Congress already set aside for us, right? Then we would have this year, but
then they could start looking for jobs next year because they know that, you know, if your if your job is funded by grants and it goes the grant goes away, your job is going to go away. I mean, we were very clear with them and they were
they're like, "Oh, but we may have one more year." You know, we were thinking, "Yeah, we have one more year." It's been appropriated right before it, but it didn't happen. Okay. Um, our next one is our uh title three, which is our English language learners. And again, we do have a districtl teacher, and that is Anna
Ps. And she does a lot a lot of our keeping up with our compliance. And when that compliance comes, it's those meetings, those ELLL meetings that need to happen every year. Um, the paperwork that goes into that, you guys, is it's a bear. I can tell you that. We were, you
know, monitored this year and they wanted samples of all that. Obviously, we get names off of them, but they wanted samples of all of that, of that whole component of of title three. Um, we do do a lot of after school tutoring and after school transportation,
right? The only time we can't provide transportation is when the actual school itself is having an after school tutoring then that is totally done by the district. But if we're doing something very supplemental for our ELLs, then we have to have transportation for the kids. So as you
can see when you talk about salaries, we have teachers, pair professionals and bus driver salaries that go into after school tutoring and after school transportation. Another big set aside is the parent family engagement. And again it's another area of focus that we have to
write something for. So that is where we have remember 70% was the migrant for our um parent advocate recruiter. Um then we have 30 again Andy's the one that comes and teaches parents things during the day. English she helps them
become citizens believe it or not a lot of them have appointments for that. So she quizzes them and she helps them to do that. Um very rewarding in essence. um supplies for ELLL's. Uh we did put quite a bit um in supplies because I don't know what it is, but it seems like
those little bilingual dictionaries get lost every year and they're expensive. They're a word for word dictionary. They have to be approved by the state of Florida. They don't have like digital resources right now. They can't they can't use that, right? Even when they're testing,
they got to use the the paperwork. I think it's moving toward the digital one, but we can't use that. It hasn't yet that I know of. Have you all heard? It hasn't moved, right? Not yet for a digital dictionary. Yeah. And they're working toward it, but it's not accessible during assessment time.
It's not accessible. So, you know, we give them their copies that they can take around the classes and use it. But then there also has to be a set that is very specific for testing. She put it on snow. I felt bad again. Um, charity events is
another one. Again, it goes back to that throughout the year, we got to have anywhere from two to three meetings with a group of EL parents. Um, talking about the EL plans that we have that's been approved, I think. Yeah. Um, and
anything else, right? If you want the you need input for the student handbook, then you should have parent input for we need input from that population for the student progression plan or the pupil progression plan then you know we have a set of parents that we can call that can
be part of that group okay um private schools again equitable shares they're always going to get that um and again that's another one that where I when the formula I put the little number in and it tells me this is the amount you got to give so um and then u this um title
three also has indirect cost um it's not as much it's only 2% but we do pay indirect costs for that as well. Okay, any questions on that one? Um, title three in title three we've
also gotten the immigrant grant with they have not awarded that this year. um curriculum. In the past, we have bought curriculum with it and it's because we have so many newcomers coming in that our new principles were like we need something
to use with kids that are coming in that need to learn the English language. So, I had looked into a curriculum um for our principles and we found the newcomers curriculum that helps them get acculated to the school, right? But then
at the same time they're learning the phonics and grammar and a little bit of everything. Speaking and giving them content, a little bit of everything. So we do that. Our pairing universities again parents is a big push. So our pairing universities that we host on
each side of the district. We host one at least and we host one um in um it used to be a CMS. This past year it was at east side. So we post that that a lot of times we have teachers or pair of professionals that want to work
that extra night one one day out of the week for two hours. So we have to put for salaries for that. But we don't have any money for that one. I can't really, you know, it's usually been anywhere from like 20 19,000 to
$24,000 more added to the title five is not in jeopardy. That was not on the list. Hey, we're happy about that one. It wasn't. Um I know. I'm sorry. We have a lot of grants that we write.
But as you can see, um, with Title 5, we're able to support our high schools. Um, again, we have salaries for, uh, ELLL teachers, two at the high schools, one in each school. Um, and then, uh, one district ELLL person. That one, um,
which is Patty Sutton, she is in charge of also DAO. So we need to so we got to do things for them as well. Um but that's their the salaries and the pocket retirement the group insurance um the two high schools
teachers that came about because um right Mr. Sanchez has been the last three years there's been more of our ELLL students have been our immigrant students so they they do not know any English. So in order to to teach them
English um they started um giving them a developmental language arts class to help teach the English. So that's where those teachers come and they teach that. But some of them also teach the Esau English one two three four so that they can get those English credits as well as
be in a class where they can learn English. Um, Elevation. Our Elevation is the the online platform that we use for compliance. That's where we put all of our um, ELLL
plans, everything in there for every student. And it keeps track of our kids that also exited the program for four years because there's an L. There's a whole complication there, but anyway, but we we use elevation. Um and then
automation is also purchased for da paths so they can keep track of their elellls. Um, star Spanish. This was another thing called what do we know? Like, you know, especially secondary, you want to know what they know in their language. Are they reading their language? Can they do
math in their language? Right? So, you know, when we found out that Star had Spanish, I go, "We really do need to purchase this so that when they come, they can test them and we can see, are they on grade level in their language?" because if they are, then learning English is going to just be so much
quicker, I want to say. You know what I mean? Because they have literacy skills behind them. Um, but so we purchased that and we do have our high school developmental language arts classes. We do give them that assessment to find out where they're at in their English
language. again in the trend now is that we have more of those kids are on grade level or above grade level in the reading and advance. So that's a good thing. That's a good thing. Um after
school programs for all the schools uh bar puts money for that salaries and you know and apply for retirement stuff. Leader and me is another program that has been purchased from title five funds. um after school supplies, supplies for ELLL students as well. This
is another one um that we have to supplement those ELLL teachers, you know, at the high school in case they need supplies for their classrooms. Yes. What determine us not in jeopardy? What what determined that? Not I don't know. It was the federal government.
They just said that's not going to turn Yeah, they that wasn't on the list. They went after a lot of the title ones. There's like title one with A B C D like subsections and they went after like the title ones and the subsections underneath that. So they have a but I think it's because it's titled
rule and low income and it's not titled with any other word but it's titled rule. Yeah rule low income. I think that's why they didn't go after migrant. I think they're targeting migrant type stuff just like they are nationwide with the with everything else. So pretty much
anything to do with migrant I think is what they're really looking at really close. I guess it helps to know this, you know, this bill still be available. Yep. And then remember I told you title one requires for us to have a homeless set aside but we also do get a homeless grant. I think this was more competitive
if I'm not mistaken. Okay. So we have a direct cost for that. Again we do have a homeless coordinator supplies after school for homeless kids you know teacher salaries. Can you give us a when when I think of homeless and I
hear the word I think of somebody with no place to live or under a bridge or in a tent. Can you Yeah. to kind of define what is that's a good question and it's a very broad definition. It is. Yeah. It is not. Same thing. Most people think
they're living on the streets or in their car. That's really far far from the truth. It could be people doubled up. Two families living in one house. It it could be a child that moved here and lives with her cousin. Yeah. For various reasons. They're considered they are classified under the homeless
category. So basically a home is a parent and children living in a home that they own or rent. That's it. Everything else is almost homeless. Wow. So it's really really broad definition or kids that are you're they're living in hotels, right? They're not necess they don't necessarily have a home, but
they might be living in a hotel. We've had and you know after the hurricanes we've had more and even more that moved from those other districts, right, that got hit really bad. So, some of those kids are living with another family in order to
survive. So, but we have um we train the guidance counselors every year on this with homeless. We have actually somebody from that does a really good job of explaining it. And when there's situations, believe it or not, when there's situations that we're
not sure about, we call her and sometimes she'll know, oh yeah, this happened in this and this, yes, is considered homeless. And sometimes she's like, I have to get to the state with the state for that one. Yes. Okay. But that's homeless. But it's not necessarily like you find somebody homeless out on the street.
Can kids be living like that? Yes. Yes. Another another one is um they're living in a camper in somebody else's house, right? and they they living there just to sleep because feeding and bathing and something else,
you know, may they may have to pay that person some money to do that. Okay. Um we had a little family in label. Oh yes. They were living in a garage with one door. Super hot. A mom
with a couple kids. Mhm. Okay. Is this your That's your um Yeah, homeless driver connection. We do write we did write that one. That was a competitive one as well. Um and this is
all this one ends in September, but this one was very specific for uh parent engagement. So, and you can see the breakdown of the cost there, but it was a certain amount for three years in a row and then um a
very small amount at the end um for students. I think I want to say in September of 2026, right? And BPK revenues. Those are those are the ones that come from the the state. Okay. So,
attendance to VPK is very important. I know my teachers out there in Montur are running after the parents. We, you know, monthly VPA attendance sheet so that we can get that money. Okay. And again, 30% of the VPK revenues
pays for the teachers, but we're also paying for the principal at 50%. Two custodians at 50%. A bookkeeper for the school 50% and um Mr. There's a lot of VPK coordinator which he does a lot
and he even takes care of this summer VPK and VPK the rest of the other pieces come from general fund. Mhm. And so uh that's one of the things that we've looked at very closely. We've talked about fee structures and we've held off for this year but we may continue the conversation just depending on you know how the rest of the
landscape changes and funding you know other districts. Yeah we're probably the only ones you don't like. We're I mean in my little group chat of school board members around the state we are the only one in that one in that group chat that it's fully fun. Yeah, we looked at it really close and
we kicked it around in multiple directions. We decided that we're just going to wait one more year and watch it. We're okay, you know, but we we suspect that it will happen at some point time. Thank you, Mr. I had a question. Yes, sir. Well, I thank you for your I've learned
a lot. So I look at all this 5% of 17 teachers get paid this so many categories. So who figures all that out? 70% here 30% you're 15% over and it's
it's a huge how who this is bookkeepers put that into the system. So, but the but but I think I think the true answer to the question is Dr. Mundy at one point was writing all these grants by herself. Miss Rose coming on
help take some of those over. Miss Duncan and Mr. Sanchez took one each over. And so when you write these grants, it's up to you as the grant director coordinator to go through and do that yourself. And so they have to decide up front. That's going to be huge.
Yeah. Oh, you know that is Dr. Money did it by herself for years and years. That's why you know she she had to have help with that. It's a lot. Well, hats are off to all you. And our bookkeepers do a good job of doing the salary sheets for us, right? And they even every year they include
like if there's going to be we always include a little extra, but if there's going to be a raise, we include that money in there. If there's going to be an incentive for some time, we include that money. And and and to to the second part about that, they decide where it goes. Then the bookkeepers make sure all of those
long sidelines wind up where they're supposed to be and one number off and now we're in audit findings and stuff. But if you'll notice over the last couple of years, we've been clean and so the work they're doing is incredible work to keep all that organized and clean. The finance folks and the payroll folks, they just do an amazing job.
Can't say enough about that. That's and you picked out exactly why because it's a lot. And we were done monitoring and we did really well. Next on the list is going to be Miss White with the um portion of the exceptional student education and the the funds that she manages through
the idea. Yes, I will. All right. So, these are my primary funding sources. Um because I am ESC and student services, we have two different uh
funding sources to look at um that or two different categories for that that we'll look at. The first one is IDEIDA. So, this is for our ESC students and this is federal funding part B entitlement grant. We do receive a part B for pre kindergarten and we get a part
B for our K through 12. And so, you can see the two different amounts there. Um, it's not a lot for our preK kiddos. Um, this really uses a formula. It considers factors like population and poverty
measures. And so when we're talking about our K through 12, it it starts with an allocation, a base allocation based on numbers from 1999. So the students that we had in our district with disabilities in 1999,
that's the base allocation funding that we received. Um, which is somewhere around $636 uh,000. And then we in addition in that formula, then it talks about our total population. And then we get uh a formula that is talking about um our poverty
rates um free and reduced lunch and so forth. And so digital academy of Florida is actually included in those numbers on the side of our total population poverty and all of that which brings us more money but they're not included in our base allocation. And so that has been
some discussion that we have had with the state department of education because um they have about the same number of students with disabilities currently that we have. But because they weren't a part of our school district in 1999, they're not in our base allocation number.
When you're talking about the same amount of numbers, are you talking about hard numbers or are you talking about percentage? Uh hard numbers. Total number of students with disabilities. What What do those numbers look like? Last year I don't have the exact totals but we were
right at like a,97 something like that and they were like right under a thousand but in the past we've almost been mirrored. So you know they have their uh rates have dropped a little bit but our total numbers are almost like
our total uh we're about like 7,000 students 7,000 something students. Um these funds are used to supplement the excess cost of providing special education and related services to students with disabilities. And so
primarily what these grants do for prek um it primarily we we put in there our professional and technical services. So contracted services for speech and language therapy for OT's occupational therapy for physical therapists. Um that's primarily what that uh money
would go towards. Sometimes it's for curriculum and materials or supplies. Those are the types of things that we do in the prek grants under the part B for K through 12. That also is primarily se well that's primarily salaried in
people. So all of our para educators um would fall under that. Not all of them but our ESSE paras we take 30 of them that we put into that IDEIDA grant. The other are served under or taken out of the general ESSE. So um we also have
salaries for our kodas our our occupational therapy assistants our physical therapist our behavior specialist um and it is not 100% there's a portion of that so 60 40 40% then coming out of um general and that's
different for each salary I have to go through each one of them to tell you um but pretty much this grant is going to cover salaries um FICA the insurance the um SS uh social security all those things are included in that grant. So as
salaries increase, I have to move things out of this grant because it will no longer um meet the needs that I have for that materials and furniture, technology, software, adaptive devices, those things can be covered and we do have supply lines and material lines in
this grant um for assisted technology and different things like that that we need to purchase for students. And then um any other idea related professional development um which we have been able to do a lot of our professional development things under a different grant but that's frozen right now. So um
this time we'll talk about that. Uh oh uh oh uh oh Francisco you're still there. Hey there we go. can't zoom out right now but that okay so um there were some roll forward what we were given this
year uh was 58,467 for our prek but with our roll forward meaning the remaining ballots from last year that left us with 78,95980 for the current school year and in our IDA K12 preliminary
allocation same um we were we have the same amount we were given last year we were allocated for this and we had a roll forward of 18753 and that was primarily in positions that we didn't get filled and so their insurance and different things and so we
ended up having a roll forward there that we're able to use for next year gives us that okay state funded um so that was the federal side of the money we receive for ESC students this is the state side of the funds that we receive and that's in our ESC guarantee
with this allocation. It comes from the uh Florida Education Finance Program, the FFP. And this is like those FTE counts for our students. Our students who count in this area for funding for us to receive funding have to be here for two uh
survey periods. Survey 2 and survey three. I believe yes. And in that count, they use a matrix funding model in our state. Other states, there's some states that do that. substates that use a resource-based model. Our state uses a
matrix level funding. And I'm going to explain that on the next slide. Um, in this money that we are receiving, we are not uh receiving funds here for students who are at a higher level, level four and level five. I'm going explain how we get that money in just a minute. But this amount that you see in the bottom
right uh the formula 920 that is um what we are getting for students who are at the basic level of funding. Okay. total number of students there. So ESC matrix funding what this means is that in the
blue categories a level 111, 112 and 113, those students are receiving a basic amount of funding and that's the numbers you see there that equate with that. Students who have a higher need level, we fill a matri matrix for every kid
with an IEP. And there are different categories and domains. There are behavior, independent functioning, healthcare, and communication, and curriculum. And we look at how they score in that area, what their needs levels are. A one being they don't need
a ton of support, a five being they need a lot more support. They get a score and a total. That total places them on this matrix. Okay? So based on that matrix score that aligns to the student's IEP and the goals and their need um the
state then will provide us money back for that student. And that's what in yellow you'll see the level fours and the level fives. They're called 254s. Their total on their matrix will be a 254 or a 255. Okay? And
that money that we received does not pay for that kid um in total, but it certainly helps, right? Um, we have I'll just give one example. We have one student that we've spent at least $86,000 just in people to serve him and
we received $32,000 for him. So, that's just one example, but um that this that level fours and five are considered a weighted FTE and they are not included in this number that I just gave you. Okay, the weighted FTE number that money
gets put back into general. So it's received generally and then that gets put into my ESC general. So it's in addition to that number and I don't have that total number because it gets dispersed differently. It doesn't come to the
okay so those are the two um that's the primary funding that we receive state and federal for students that have disabilities. This particular grant is not something we typically have uh but we were granted this this end of this
school year and it will be extended through the end of December. It was a community of practice for small and rural districts and it was a project that came out of some concerns that we had with discrepancy in the cost it takes uh to serve our students with
severe behavior needs and the actual funding we're receiving. And so we did a cost analysis, a data review, presented it to the state. You've heard Mr. Swindle talk about them about about it. They came down. They came into our classrooms. We shared that data and from that data we were granted this grant and
this amount of funding to serve kids um with behavioral challenges and help support the needs for that um those kiddos. So, okay. So, put you on the hot seat on this one. Yes. The $150,000 and they came to rectify the situation. Does it even touch it?
No. But it's a cute idea. So we're appreciative. We're appreciative though that we even close. Not even close. But but I want to make sure you fully understand the gravity of that. So Miss White uncovered and Mr. Adams uncovered the fact that you know a good example is
you got a student that we received 20 to $30,000 for that cost us as a board $86,000 in just humans alone that we had to provide services for. Not material equipment just just humans, right? And so that and they were like, "What? Really?" And so they were like,
"No, that can't be." So they said, "We're going to come check." Well, they come check and their eyes were just bugeyed about not only that, but a comprehensive list of students that Miss White and her team put together and showed them specific hard cost and the specific income or or the payback for that. And they were just kind of blown
away. And they're like, well, there, you know, they left here and went back and started doing some massive changes within Department of Education, addressing that matrix with the state, the state board of education, and they have made some changes to it. But I want to point out that Miss White, you know, really was the primary one, and Miss
Cochran that uncovered it, brought it, did did the background work, the lead work, hosted Department of Education here, and showed it to them. And so that was right here in our district with this great staff that you have that made that happen. 150,000. Does it does it help it? It's a band-aid on a broken layer of
butt. It's 150,000 that we didn't have that we now have. And the big part about it is we're moving there. They see it more clearly. And based on the work that she did, they're moving in that direction now as a state to better fund that matrix and to rethink that matrix for all districts.
Okay. So, my suggestion, my unsolicited suggestion would be let's put that on our legislative platform. Well, okay. Can we talk about that offline? Spicy. Well, we had some conversations with lobbyists and I am working through case
with other like it's a lot of awareness things that are happening and case is um the administrative uh special education um group that we're a part of. And so we are getting some yeah some words some things things are
happening federally talking more about things federally and state. and and obviously you guys, you know, need to help drive the legislative platform, but I've got some thoughts that we need to vet and talk about before we that's a great one and we are working on it and there is some movement there and I'm happy to do what I need to do, but we've
got to be very specific and strategic this year and I'll explain to you why at that point. Are you picking up where you're laying down there? Yeah, I'll tell you one of the outcomes of this that he's referring to. So, with this matrix level funding that I was talking about, um,
the state had me on a call with them and they said, "If we're going to change this, how would you change it for behavior? What should we look at? What should we do? And how like how do we make this work so you get more money for those kids who are more intense, more
severe?" They asked my opinion, they heard my opinion. They're going to change the matrix based on those recommendations. So, I've yet to see it, but that's a major deal like and it won't affect just our county. It will affect the entire state of Florida and
all those students that that need behavioral support. So, um and Miss Miss White coined it, well, she didn't create the term, but she coined it here in my opinion with the term feral child. And a lot of the children were getting because of whatever reason
at at the K and and one era, they are completely feral. And you don't know what it takes for staff to be able to run a school. They're not classified at anywhere else on that matrix, but it takes a lot of humans because of their behavior to be able just to keep them under control enough to be able to teach
a class. We get nothing extra for that. But yet, we have to have multiple people to be able to control that. And so that's specifically where that's going to help. So, this grant money is used to set up three new classrooms because we're continuing to get more students with disabilities who have behavioral
concerns. Um, and we are setting up three new classrooms on the uh side. The numbers are not that way on the other side yet. Um, but are very close. We are packing out our varying exceptionality classrooms. Um, okay. Two. So, you're
saying has a higher population of heavy knitters? Um, no. There are more students with disabilities who need more of a self-contained environment. Um, currently just number-wise, like just in general, they have higher numbers of
students with disabilities right now. And it's an eb and flow. It's not right. They just happen to be that way now. Two years ago. And so it goes back and forth. And I think a lot of the movement coming in to this area, county, that would be the answer. Yes. Calling my kids. That is what they're
preaching. um we've seen a lot of growth. So we've had to add more units for behavior. So there's curriculum material supplies that we need to buy for that class those classrooms. Um also the behavior analyst that serve those classrooms um we're able to fund uh them
through this which was able to I was able to move some money out of my IEDA to support some other things. So that helped a lot with that. And then our speech and language services that serve those kids with u functional communication replacement behavior needs. And then um the other piece is that we're to collaborate with other
small and rural districts. And I was able to do some of that at case. I've been able to do some of that with fiddlers um to share out what we're doing and how we can help support students with behavior needs. That's also my passion in life. I'm board certified behavior analyst and I love to
do that. So okay, moving on to student services. So now we're switching gears. Um we also receive a mental health allocation assistant plan. It's not a grant, it's a an allocation. And under
this allocation, we are to provide direct behavioral health services to students, train educators, and school staff on mental health, um connect children, youth, and families to appropriate behavioral health and services. And so the way we are utilizing that money um we're receiving
954 million no 954,000 million. Yes, that is got exciting for a second. It's not uh 954,1 um we are using that money to uh pay for
our two school psychologists, our four mental health therapists. Um we did have five last year. We ba we did uh remove one of those positions. Um and then a behavior analyst because we had to
counteract that a little bit. What's happening with our mental health and what this Mr. Swa was alluding to is that this is manifesting itself in behavioral um challenges, right? And so some of our very young children, it's
requiring more behavioral analysts to work with those students in the classroom setting and and um in the environment in addition to those mental health therapists. And so um we did put some funding there for behavior analysts as well. Um we also provide mental
health services to quote unquote feral children. You don't you start with a behavior analyst and you work you don't you start with behavior analyst. Okay. Yeah. And some it's appropriate for and some it is not. And it it just depends. But sometimes they have to work together
if the student is cognitive enough for that and and age appropriate. Okay. Um curriculum mandated hours. So uh we have to provide 5 hours mandated training in mental health and resiliency
um for grades 6 through 12. And there's other specific topics that have to be targeted. Uh child trafficking, substance abuse that has to happen for elementary to 12th grade. Um we use the funds for supporting that program as well. We use Compass Sweet 360. There's
online modules. The students go through those. Teachers work with them. Um and we meet that mandate that way. And then we use some of the funds to support our community and family engagement event, which if you didn't come, you should come because it's fabulous and it'll be on the coast side this year in April.
Um, this is our youth mental health awareness training. Um, this is a little tiny grant. We get about $13,000, but guess what? Currently, it's frozen. So, we may or may not get that. I don't know. Um, last year we received $13,000.
This meets the statute where we're supposed to train at least 80% of our staff in youth mental health first aid um awareness and that's the funding that we use to do that. So to make sure that they there are licenses they have to buy
to get the certification and go through the program. Our mental health providers are the trainers for that program. Um but we do have to buy those seats. All right, that's my last one. And this is also not a permanent. This is one
time thing this year anyway. We don't know if it'll continue or not. We hope that it will um and that we will see great benefits from this. Uh we were asked to participate in a grant um through future makers coalition and collaboratory health and wellness
coalition and um we had to discuss the needs of Henry County Schools mental health and what other things that we needed and the areas that we really are trying to target is our tier one which is our school counselors being able to
do more preventive work with students in mental health. um but they're also pulled in every direction and they're also doing a lot of administrative task and so being able to target small group being able to target classroom
instruction in this area is very difficult. So we were looking for technology solutions. Um like I said with the other grant we use uh sweet 360 which is online and we have kids that can have have done very well with that and so we don't have people a lot of
times. So how are we going to provide these services to kids? So they we did receive the grant. It's $140,000 over a three-year period. So it's not a ton of money. Um it's also not just our money. It's split between ourselves and
headstream um which is powered by second muse company and their job is to help bring different technology solutions to us for us to vet. So we have a group of people Dr. Staley myself
director um it uh Jason with finance we're coming together with a group of counselors school counselors they're going to bring these different products and tools to us. We're going to vet those products and see if they would be helpful to our school counselors to help serve those students that they see on a
day-to-day basis to help be preventive and um hopefully that they don't need tier 2 or tier three interventions. Um we are just starting this project. Um we may find solutions, we may not. We don't know. That is what this project is
about. Um looking for solutions. Um then they will train whatever we choose. We will go through training for our staff. Um, and that money will help support those things. Thank you. Well, I have a question on that one. Okay. So, prevetted, I already told you
I was triggered by that. Yes. Um, I don't like anybody making decisions for our kids but us, right? And definitely I have concerns about future mayors and we have very different political views and
what so in the prevetting situation we don't like anything that they bring to us. Are we obligated to use anything they bring to us? What if we take a resource to them? Do we did they have to approve? No. We're in control of approving any
and all things that we use in our district. Um the pre what prevetted means is we provided them a list of things that are our requirements. These are things we want to see. These are things we wish to exclude. Um that we've
had multiple meetings, many many many to go over what our needs are, what we want, how we want to focus things and we laid that out and so we could bring a vendor that we feel like is a good fit for our district and ask them to pay for it. Yes. Yes. because ultimately we're
making the decision of what we want to implement. Yes. And we've had the conversation about resiliency and we've had the conversation about check the laws and you know all of those things. So we've had those conversations
religion when it gets set by the legislature or the governor for not doing my job. There's a there's a big group of Hendrick County people that will not allow that to happen. Yeah. just need it on record. Okay. And also, you know, I have other companies
that we work with in this way with curriculum for social emotional learning and um I'm supposed to be doing social emotional we are still doing resilience. Yeah, it doesn't really change. It's still social emotional. Um but I don't I
will they have to fire me. Um it is your social emotional intelligence. They can't take that away. um the curriculum content they can call it, but the um the purpose is to find solutions
and we we're going to look for what those are that align to our district and our initiatives and the state statutes. Okay, your 254 255s. How often they used to come in and very
diligently examine it and then we'd have audit exceptions and we wouldn't get the money. Yeah. Is that still happening? I don't know what that can you I don't know what you mean by yourself. Okay. The state comes in and said Judy didn't qualify. You s you some told us
it was at 255. Right. We're not sending that money because we don't see that. Yeah. No, not to that. I mean, we've not had anyone say that that's not a student who's a 255. We've done a lot that needs to happen. Yeah. Well, no, we've done a lot of work and
training on how to write an appropriate matrix based on an IE. So, your self assessments too. Yeah. And our desktop, our desktop monitoring, our self assessments, we have been excellent. So, all
need to get everything you can get. Yes. I can tell you. Any other questions? Where does the money come from when you don't have enough to meet the child's need when you get it from? That's a very good question. That's called your general fund. General fund. Oh, wow.
And and and we're very very careful. We watch it closely. We panic at times, but you know, we we make it happen. Have they double reimbured? Well, so they will really only pay us for, you know, what the matrix calls for, what funding comes from that FP. When we have
to dig into the general fund to cover it, the answer is no. We only get X amount of dollars in the general fund. They will not pay for it. That's correct. F1 will maximize. That's why we work really hard with the state this year to point out, well, your matrix and your expenditure showing and
from 1999 nowhere near cover what it cost us today. And they hear us and see us. So hopefully we'll get some help. That's right. Well, well, we'll see if anything happens, right? This coming year will be the first year where the funding should hopefully make a difference.
So, correct me if I'm wrong on ESSE spending. So, whatever you get from the state and the feds, you have to match it with the same amount. It's like matching grains. So, all the money that you saw outlined here, we have to meet that money with um general funds.
Yes. And if we have to dig into the general funds, say they're giving us 3 million, we got 3 million on the table, then we have to like dig deep and put more general funds in it. Then you can't say, "Oh, next year we're not." You have to spend at least whatever you put in from
the general funds. So we we we get three from them. We put in our three. You have to put in another million. We don't get to walk that back next year. You have to at least spend that four million. And for every dollar you spend like you never get to walk that money back.
You can but it's a very hard process. You don't have to try the process to walk the money back. Yeah. That's the maintenance of effort is the term. So you got to be a little magician.
Well, I like to use the word strategic. You got to be very strategic in how you do things and how you operate. Yes. On purpose. Thank you, Miss White. Miss Goff, uh, with the adult education. All right. So, um, before I get into our
grants, I just kind of wanted to go over what our state budget looks like. So, we have our own funding model here. Um, those are your CTE and adult education. The funding model is a little wonky, but basically, it's the amount of students we have and how many hours they're in our class. So, butts and seats is basically how we get funded. This year, we came in at a little over a million
dollars. It's about $200,000 more than we received from the state last year for state funding. Uh which is a better seat than I think some of our surrounding districts are in in terms of um postsecary. So I'm glad to see those numbers come in. We primarily fund every single one of our adult CTE teachers out
of that. We fund um my salary out of that and then any of our administrative staff that helps kind of run the operations out of our state funds. Um it's also how we're able to help run the buildings, the new buildings that we're adding on um and pay for some of those new buildings. So the new building lease and all that's being out of those state
funds. Uh we do charge for our postsecary classes CTE specifically. Um and so those tuition funds are basically what runs our program. So what we collect is what we have to spend on those programs. Um and it's very um delineated per program. So for welding for example, we collect this amount for
supplies. That's exactly how much we have to spend on that welding program for supplies. Um, we are able to cover a little bit of administrative staff for that because they are who helps do all the registration and help makes those programs run. Um, adult education, and I'll speak to that in a minute, we don't really collect a lot for it. It's $45
for a student to come into our adult education class. That's GED or ESOL. Um, and so it helps a little bit with supplies, but typically we rely on grants to fund those salaries and those supplies. Um, our entitlement grants are what I'm going to get into first. So, this is for
secondary CTE Perkins. um it's been around for a really long time. I will say the amount of money we get from Perkins is progressively getting less and I think a lot of that is due to our Kate funding that we get. So when our students earn an industry certification, there's a dollar amount tied to that certification and that is primarily how
almost all of our CT programs are run. Um Perkins does have a some regulations in terms of what programs we're allowed to fund. It's not unlimited. There are um certain rules that we have to follow. We do pay for um a pair at LHS for their a department out of Perkins. Uh we also
pay some and this is new to this year. I'm going to add in some extra hours to help um teachers do industry certification training for our students after school hours. Um as well as help supplement some of their advisory roles and their CTSOs. So think of some of those clubs that are tied directly to our classes. So we're going to add some
funding for that. Um trainings, we have FACI which is our state conference next week and so that pays for some of our teachers to go to that. um as well as some of those programs that don't generate a lot of funds. This is how I'm able to help them get started. And so we're adding some new programs like culinary. We're expanding our criminal
justice at LHS. And these are the funds that I'll use to help kind of kickstart those programs until they can be self-sufficient through certifications. Um kind of a sidebar to Perkins 5 is our rule. And so we qualify for that. Obviously here in Henry County, it's not nearly as much money. It's a little over
68,000. Um that's another entitlement grant. So we do um receive that as well because we meet the qualifications. We pay for half of the CHS a PAR. Um we also pay for half of our workforce specialists out of that and the majority of that salaries. So we have a little bit left over for supplies for some of
those programs. Um I am not moved to the federal grant reserve um where they're reviewing grants. So this grant is one of those that are also on hold. So our adult education grant um it's should have been 270,000. Um, it's also on hold right
now. We did I heard yesterday that it sounds like they're going to cut it a little bit less than half and allow us to kind of keep floating for the year. Um, which won't even cover our salaries. So, I said before that our adult education doesn't really bring in any money. So, this is how I pay for all of those teachers that do GED Esau both day
and night time is out of this grant. Um, and so we're going to also get creative. So, although I allocated in other places, um, any will go towards towards salaries for those positions. Um, and then it's a partner just like in
Perkins is our um, integrated education, our civics grant. It's tied to adult education. So, it's in the same boat. We won't see that again or we won't see that until they kind of give us an update for that as well. Um, and then the last two, you guys
already know about this, so I won't harp on them, but we do have um these are competitive grants, the workforce cap grant that we had to start the Level Adult School with those three programs, plumbing, HVAC, and welding. And so we're still running through that grant until the end of 26. And then, you know,
the fun one with all of our fun tools for a tech is um 1,700,000. and I will apply for the CAT grant again because every time the legislator writes it in there, I'm going to continue to apply for it until they run out of money. Any questions?
Maybe you could go over a little bit on the culinary program and the new uh I saw the posting for the new electric. Has that person been hired? They have. And were you bringing in equipment to set that up in that new building that I haven't been in yet? Yep, absolutely. So they actually just
this week have been in that in that building cleaning up and getting ready to start um outfitting that building for electrical. I have hired that instructor. I actually stole them from Fort Myers Tech and so he has experience in the postsecondary tech world. He's been teaching electrical for a little while now. So I think it'll be a really good addition to what we're doing over.
So students will start in August. They'll start in August. We've already got enrollment rolling. And the culinary and culinary at Lavel High School is really popular and so they have those classes packed to the max. Um, Miss Bass did a great job at hiring a great teacher and so we've been working really close together on the supplies and needs
list. We were just in that classroom the other day, Mr. Houston, making sure we have all the electrical needs that we need and so it'll be up and running in August and um, we're excited to get those students out. Since you don't have anything else going on, I was contacted
by a gentleman about an underwater robotics group. Okay. So, I forwarded the information, his contact information to Mr. swindle. So, like I said, I know you don't have anything else going on, so you know, something else to look at. All right, I'll check it out. I think it'd be cool.
Yeah, it would be. Right. So, yeah. Yeah, I'm cool with that. Thank you, Miss Goff. Any further questions? Miss Golf took 6 minutes. She's the winner so far. Yes. Um, and as you can see, our our CTE
and adult education program just continues to flourish. We do great. Miss Golf is doing a phenomenal job and we're super proud of the things going on there. So very very proud of that. Uh Miss Duncan is uh going to present the portion of the grant and what she manages uh for the district as well as
uh is not just elementary ed director stuff but some other things as well. It's not working. Click on it. He says F1 F1. Yes, it's up top. At the top. Yeah, it's there's something else. I think I click on it first. I
will talk about title two grant funding. If it doesn't work, it's okay. We'll just do it this way. That's okay. Um, so title two is the grant that primarily focuses on professional learning for the district. As you can see, it has four specific purposes. to increase student and academic achievement to deal with
challenging academic standards. Improve the quality and effectiveness of teachers, principles, and other school leaders. Increase the number of teachers, principles, and other school leaders who are effective in improving student education and academics. And to provide students greater access to effective teachers, principles, and
school leaders. All that to say, there's four specific domains that our funding is allocated in. So these are the four domains. As you can see, there's professional learning, recruitment and retention, pri prioritizing effective student instruction, and then administrative
costs. So, I will break down for you what we currently have um active in that grant. This is one of the grants that is on hold with the dis with the state with the federal government, excuse me. So, we are um stressing just a little bit because it does cover some things that
are very important. So like the other grant holders we talked about equitable shares equitable shares is something that is required for priv to private schools. Title two is based on a per student per pupil allocation. It's about $22 per student enrollment that the
private schools get out of this grant. So whatever their enrollment is, they get that much money multiplied by their enrollment. So it's broke down by the three schools that qualify for that and you can see they're individual or not. What we look at is the previous um costs of these grants in the years prior. Did
we stay within our budget? Did we have different things? Then we do um pre and post surveys to kind of get input from people as to what they're needing for the year and the next grant writing cycle. And then we collect feedback throughout the year on the conferences and the things that people have attended to see is is what we're investing in
worthy of their costs. So administrative travel that uncovers anything that administrators need to do. So, like Miss Despite was saying that we've been collaborating on some professional learning costs. We've been working together so that this grant will cover some of her professional learning costs so that it it alleviates some of the
funding issues in her grants. We try to cover all administrators for any travel that they need. That includes the registrations, daily burden meals, um hotel rooms, and then mileage reimbursements. And then we have a separate um allocation that we all lot
for teachers. to all teachers within the district who may want to attend any professional learning and we write those in. We request feedback from the schools as to what um professional learning they would like to attend. So for example, AVID leader and me we did some Marzano
training this summer. Are they going to go to any of the state literacy conferences things like that um we write into the grant so they are supported and funded throughout that um new teacher days onboarding is part of this. So when we come back to school, our new teachers
are full on with their staff, right? And so they don't have the opportunity to really have that time ahead. And we are required by the state to provide a new teacher induction program. So we provide two days outside of the teacher contract in which all new teachers come. The
first day is July 24th. You're welcome to join us. It will be at Westside Elementary in the cafeteria starting at 8:00 a.m. It'll be a full day uh where we onboard those teachers. We give them the, you know, the basic process of who our district leaders are, what the missions of the district are, and really
walk them through what the new future program looks like for the whole school year. And they are paid $130 siphon for that day. And then they get a second day of an additional $130 on their school site campus for on boarding there where they learn how to plan sick leave, work um on, you know, sub plans, really just
creating the basic new teacher procedures at their school site. And do we provide supplies for professional learning? That could include um any book studies that the schools want to do. Um all the materials that the reading coaches might want to provide professional learning or PLC materials
for. And that's also kind of as the holding pot for any additional funds that um we might have available in the next year. Any questions on that component? The second domain that we have is recruitment and retention. And currently the way we we support that is with our
new teacher induction program. And again, that is a required state initiative program. And if we um don't get grant funding for that, it will be something that the district is required to figure out how to pick up because it is a mandated program. Um currently the
is estimated at $24,000. That includes up to six people on that new teacher induction team. We provide five evening meetings, two and a half hours each, where they meet with all of the new teachers and walk through the requirements that the state says you have to meet in order to meet that um
eligibility for your teacher certification to move to the next level. Um so it is very scripted, it is very aligned with the state protocol. Some districts call gold apple. There's different things that are called with it. Um but it is a wonderful program and if you ever want to participate and stop by and one of our evening sessions, we
would love for you to do that. We also have standardsbased planning. That's been a big push and initiative for our district is paying teachers to provide um planning after school. So, our teachers have been staying after school 2 hours a month, sometimes up to four
depending on the needs of the school and they sit with an administrator and or a literacy coach and they really walk through standardsbased planning and they make sure that their lessons are aligned to the standards. They are rigorous and that has really been what's pushed our academic data forward this year. there's
the intentional um purposeful planning around that and so they are paid their hourly pay um to participate in that. The bookkeepers, the administrators, they all have to provide and upload documentation of their lesson plans um so that we have proof of what is being
conducted as valid and meeting the requirements for the grant. I can't underscore enough what Miss Duncan said there. Um, one of the big things that helped us grow academically was specifically the standard space planning after hour that we were able to fund and do through this grant. And this
grant is on hold. And so we know, you know, that again that there's going to be some major impacts to our district, you know, and and the things that we that we are doing and growing, you know, depending on the outcomes of these grants. Something has certainly made a lot of difference in the last year here. Yep. And this is one of them. that
specifically that specific thing alone there's been a lot but that one specific thing was responsible for an enormous amount of the growth our teachers have been very appreciative because you know our teachers are good at planning that they plan even better when it's an intentional planning and just give them the opportunity to pay
for that I think that has been um hugely motivating for them to feel like you know the district is rewarding them for their time and effort so I really do hope that we can continue that and that the grant comes through soon so that that's and and please understand what she means it's not you know teacher planning thing was not where we just paid them 2 hours
to come and just catch up whatever. It was very intentional, very structured, very cohorted to where there was a leader from the school there and they when you come in, you have this, you have this ready and very rubricated and and so the planning ending result was far better, you know, and the teachers
are more prepared and more deliberate in the classroom as a result and the results show up and you're going to see that uh in in the presentation. A little more on that today even in our district leadership meeting, you know, how what is the next step? How do you make sure that the things you're asking students to do really align with the
standard itself? And so we are getting very intentional with that and that really is a huge push of how our academic growth is going to continue to emerge. How long since we had this grant? This grant has been going on before my time. So okay. Is there when did we change the structure of how we were
using the grants? So last year was the first year that we really started putting it all in title two for standardsbased planning. Prior to that, Dr. money had tried utilizing Title 5, but there was some funding reductions there and a lot of schools weren't really
choosing to use the funding for that. Um, it was last year that we really made almost not a requirement because we can't require people to stay after school, but but a very significant expectation. And so last year when Barb had a grant funding conversation and where can we best fit that, it just fit
best within this grant and we added in there. When we've seen the value and the power of standards based planning and put our eggs in that basket. Yeah. Y and so you know these these numbers we we don't we try not to spend it all. We try to allocate enough to make sure we get accomplish what we can accomplish.
We did allocate $8,000 for care professionals because there some are some care professionals who do a lot of academic instruction. there are appropriate times to have them stay and plan with those specific teachers. And a good example of that is in our self-contained classrooms, our PE classrooms. A lot of those areas um do a
lot of significant instruction with students in small groups since we do um give them the opportunity at times to stay and plan as well with their teachers, but there's always a school leader involved in the standard space planning process. And then lastly on this slide is the nighttime courses that
we offer. And we offer the ESOL endorsement which is again required by the state. We offer the reading endorsement which is required by the state and clinical education which is required anybody who wants to have a student teacher or to be a lead teacher things like that. So we pay hourly pay
for people who have been through state trainings to teach those courses. So for example, Rosa teaches our ESOL courses at night. She's been trained through the state. Sasha Tac and Melanie Bull teach our media endorsement courses at night. They are the only two that have been provided um in the last three years new
state training on the reading endorsement so that the teachers can really get out of that. The state has eliminated the ability to just use anything online for reading endorsement because what was happening is people were just going in and click click click click and all of a sudden they're reading work because they really didn't learn anything about reading, right? And
so this is very intentional. It's a very structured course. It takes a full year to get through that course to be reading endorsed. So, it's been a very the feedback on that has been very good. Um, this one here, prioritize effective instruction. We have a variety of coaches throughout
the district that are funded through a variety of different resources. This particular grant funds two instructional coaches for secondary. The elementary coaches are previously out of our reading plan, which is now switched part of our EA, but secondary did have coaches at one point and they were put
in here. That was prior to um me participating in this grant, and we've maintained those thus far. um that you continue and then the last category is the indirect administrative cost. So that is the indirect cost. Mr.
Adams and so forth will grow at 6.37%. That is significantly more than it was the year before that. Um so that is money that the district collects off of the total allocation of the grant to maintain all the paperwork processes, payroll, all the things that the
district has to do for that. And then lastly, part of that would be half of my position is paid out of that and that includes salary, benefits, and senior management at this point. Um, final security and all of those things are paid out of that as well.
Um, oh, it's almost in. I got this one. And so, in summary, you know, title 2 is on hold right now. Um, I will say the funding continues to slightly decrease every year, but again, like Miss White said, every time we increase salaries or
we increase benefits, you know, that impacts the grant in a negative way because even though the grant doesn't get more, if if the salary in the district goes up, all the people that are paid in the salary in the district have to go up. So, that is a it's a constant balancing act. If this goes up, something else has to go down, right?
Um, we are blessed to have this grant. I'm so thankful to be part of this grant and I think thank the team for working diligently with that. Um just like I said earlier, you know, a lot of these things that the grant funds we hope to continue because if not it's possible to roll and pick up some of those things
and our total allocation for this school year is $423,000. We did have about $200,000 roll forward. Um we continue to save as much as we can every year. We budget it all. We try to save as much as we can so that each year we have a little bit more to roll forward. Um because every time the
budget goes down, if salaries go up, eventually there may have to be some modifications to what we're taking. Any questions for me on title? Um no, ma'am. Mr. Basin, I know that we're rolling up on 5:30.
No, go ahead and switch. Yes. Would it be a would we be able to put Mr. um Adams presentation under presentations during the board meeting since it's like the broad overview? We can do that or just y'all want to extend this and just start warping lane. I think we can do that if yall okay with
that. And they're they're both pretty quick. His is not taking long. I need we'll take a can we can we finish them and do a break in between the loud transition for the meeting. Is that okay with y'all? Yeah, you're telling him. He'll take an hour. So,
sir, I'm trying to be accommodating but within measure. Yeah. Okay. Yeah. Um, good afternoon. I had the honor of working with the Titan for about four years or so. It is probably the smallest of the greens that you're going to uh hear about this afternoon. So, I will make this shorter
than Miss D's uh presentation here. And so, um there are three major areas that Title 4 supports in an effort to try to maintain and accelerate academic achievement. And that is providing kids with a well-rounded
education. Uh elective enriching activities that they would otherwise may not be able to afford from from the general fund. Um improving conditions for safe and healthy learning environments because we know that students are best when they're safe in their health environment and also
improving the effective use of of technology. And so you can see there that from 2425 you did get a reduction in title 4 from u from the base allocation of 283 uh to 255. You can see there the amount of
difference. Um so we did we did have to trim some things down uh for this upcoming school year's budget. And here's a breakdown of the where the money goes um for uh this current
expenditure which the vast majority about 75% goes into teacher salaries. We provide fund number two out of elected teachers at each one of our middle schools and then uh point4 my salary also comes for them.
And we have some money in there dedicated for college experiences for taking high school students to college trips like University of Florida, University of Florida, Florida State. We also have supplies that we buy everything from e equipment out of. We
pay for subscriptions for the project lead the way biomedical certification program high school and all the related supplies that go into that. And um and then we also have some money for professional learning related to AVID and supporting AVID. We work with the
AVID site teams at our secondary uh schools professional learning uh related to Abbott. And so here is a graphical a representation of where the the money split. And um we also have not been awarded yet because we're part of a freeze. But
we're hoping that uh that we get them frozen and we do not continue to see decreases in title four because that may have to affect uh not only programmatic things that we have to take the civic education trip that you heard about because we got a reduction almost
$30,000. And so hopefully um you know that trend is reversed and we're able to continue to offer these enriching experiences to students. So the advent program is totally funded through this. We would lose the advent program. We lose it. We part of the advent
program. It's not totally fun. I mean, it's a great program. I think the kids love it. I think it's a great relationship. All right. So keep it on. Thank you. Was that two minutes? Three. Three minutes. Mr. Adams
had two minutes. Not going to be three minutes. He may run a little longer, but uh Mr. Adams. Yeah, we'll give you spoons. Okay. The idea
jacket. your hand up. Good. Good evening everyone. I guess we're sorry. Um we're what I have here for you today was really what should have been during the last four meetings that because of all the delays that
we've experienced and legislated all the time for you together. Um and I'm just going to dive right into it so we don't waste any time when we can get to your questions that you may have. This is a over the last five years
in the projected FTE for Henry County and what we have is Henry is the 29. So at the end of survey 3 we have 7,390.6.
We are seeing for the first time ever projected decrease in that FD by about 50 in the brick and mortar. We're going to see an increase in the AOF of about 500, another 100 in FPS scholarships,
which brings our overall FTE count as an increase. But what we're seeing an increase in is in both FPS and NDA. We also see an increase in general fund revenues based to an allocation increase from 4162
of $4162 increase from 5330 9.98 55,37260 and that just a reminder that all of those previous allocations are final PSA um and the intention of that was so that
funding follows the student. We multiply that by the comparable wage factor. The classroom teacher and other instructional personnel salary increase was about 435,000 for the increase part and that is wrapped into the BSA
and that equals to 5917. We did see a projected increase in educational enrichment allocation of 4,970. The preliminary tax increase was 7%. Uh that local funding element is part of
the APF budget and we are seeing an interest income decrease over the general fund revenues based on property taxes. We have a required local effort. That's what we have to impose
and levy uh in order for us to receive the APF funds from the state. Then we have a 748 discretionary mill and that revenue based on the projected preliminary cost of of the of the property tax millage is an increase of
247,000 and that is also built into that first Congress report. The preliminary receipt received from the property appraiser was an increase of 7.3%. But since that preliminary has been released um walking in and what you
will see in the tenative budget is more of a 6.33% increase and that will be reflected in the uh 29th hearing that we have on the budget. So you will see a reduction in this
estimate in the next pres. Now the general fund unassigned fund balance continues to grow. We have we have an anticipated drop. Um but due to some salary incumbences in the last releases of it, we did have a projected
increase. We have a lot of variables currently at the moment. Um having a strong fund balance is definitely not a bad thing. Whatever we have is surrounded by financial we have a reserve we have a 3% requirement
from the state local board 6% restricted fund balance and that will set aside funds for revenue shortfalls which we did experience this uh shortfalls at the prior year adjustments we still
have not received board calculation and we do not know what that adjustment will be if there will be one at all. I anticipate that we'll have a second calculation which is required legally required to us by 19 before we see count. So it will be interesting as far
as how the budget unfolds and then how we found out today that we will have an auto extension more high level view the fiscal year 26 general fund budget we have an FFP
increase of about 3.5 million a DAO admin increase of about 150,000 based on their 76 admin fee and our increase enrollment FP projections and then that gives us a net increase in
revenues our expenditures we have additional AP increase for scholarships that's the just the increase alone increase in DAO FP
but and that's not that we're losing money to DAO. It's just that this is the additional funding that we've received due to their FE enrollment and then the additional money that will pass through to us from us to them. We have the salary increase allocation
set aside which is currently at 1326 the reserve for FT shortfall. We set aside a million to prepare for that. We did not have an increase in property cash workers comp etc. went through our
insurance. We did have a net change in staff which were allocation removals, some addition removals, transfers to other funding sources which allowed us to capitalize on loan.5 million
increase. We also had an increase in about 1% uh which leaves us in reality with a surplus going into fiscal year 26 of almost digital academy for afforded back just
kind of a breakdown the fee will increase um projected excellent completion and fee maintenance things of that nature about 153,000 this year 25 I have a question okay so it says here that their
anticipated admin fee we're going to generate is like 2.9 million yes now it says expenditures less the FBFP increase for DAO is like at two. So yeah, so that's just the pass through. So that's the additional pass through
that they received for the FP. Okay. So that leaves us like that's not that doesn't have anything to do with admin. No. Okay. No admin fees there. The slide.
I want to make sure that that I'm clear about it. So you know that we we pass through. Yes. Right. So based on their higher FT count that's the additional money that's passing through us and then because of that additional enrollment our
administrative fee wins. So that 2.9 is just the admin fee has nothing to do with the pastor. So my question is what I'm always trying to figure out with PAF because we're going to be talking down the road about their outcomes and and
turnaround and everything that we're dealing with them is the money that we make like that that we make from so being engaged in in contract with DAO
dilutes our FTE and they make us whole with the admin fee. So how much of that admin fee like are we actually breaking even? Are we making money? I'm not sure what you mean by So you have so many the the funding you
get per pupil for brick and mortar is higher than what you get for online. You don't have like the plant maintenance and everything. You get less money. Am I correct on that? that you get less money per pupil for
if you take into consideration the the additional categoricals and we we do receive local tax because we have the lowest FTE in the state with the basic allocation regardless of so why do we have the lowest FTE in the state
you're on the right track because of the extra money that we get from them divided by because it is a lesser funding mechanism for online but then when you do all of them together divided by the money it makes a look on paper like we're the lowest in the state, but when you back all that back out and do
what we get for our students, we're probably in the top 40 or so percent. And that's because and that's because of the administrative fee, right? That's correct. Okay. So, well that and if you look just at what
that's part two part the administrative fee and if you look truly at what we truly get funded for our students and what we get for the brick and mortar students. So when you look at the two of those together, we're pretty average. When you add the administrative fee in there, that really categorates us up pretty high on what we get funded. But
when you look at it on paper, the way the state divides it out, it makes us the lowest, but we're truly nowhere near the lowest when you look at what's really happening. So how much do we financially benefit? Like so if it makes our FD, it makes us whole and we're one of the highest in the state. Like how much are we
financially benefiting? What's the actual financial benefit engage with DAO? Because my issue is always their academic, right? So, so the number if you want a number, it's just under $3 million. So, it's just under a $3 million business force. That's an incredible business
right now. And that is the the financial benefit. Correct. Plus four three four plus four employees that we have at our discretion to do the extra work that we have to do because of them. So
there's and there's awesome other benefits as well. Yeah. As far as just future salary increase allocations, everything that that we do contract negotiation products, all of those things. Some of some of the categoricals are
higher because of them. We get TSIA because of them that they aren't eligible for. So there are other extra fringe benefits that we get as well. So the hard number that we get is roughly three, but it's actually quite a bit higher, just under three. Yes. So, it it's a it's a
So, we get $3 million for a D. We get $3 million for an admin fee. You know what I'm saying? You know what I'm saying? So, that is the check that we get stroked for absorbing their de.
Well, it's a check we get stroke for their admin fee. They are they earn the other grade. We're going to talk about that. That's what he said. But as this check that we get instructed from absorbing the in Stephanie Houston language is much nicer. Yeah. Okay. Thank you.
In our capital times we see the the preliminary is a 7.23% increase. It's in reality it's 8.3% and we'll have final numbers in the in the tenative budget for that. There was no associated. So instead of the 800,000 more increase it'll be more uh in between the five and
600,000. Whenever we have that sales tax anticipation anticipated to generate um or we still anticipate that we we may actually see more than that whenever we come back for the budget as
far as anticipating tax revenue and we are about finalized with our 26 through 30 capital plan we have um that will also be part of the tenative budget as well. for that tenative final budget. Here we
have I'm going to continue to build that fiscal year 26 budget to prepare for tenative budget. Uh on July 19th we have the release of the the second calculation and then July 29th we have the tenative budget hearing which will
be on a Tuesday and September 9th we have the final voting and fiscal year 25 AFR approved. Any questions? Have we ever seen any money from the impact fees? Not sure.
Are they collecting where where are we at? That uh to a month and a half ago, I had gotten a report and then they only had one month's worth of data at that point in time. So, they're still in the infancy stage. Correct. They are now right. Yes. They and we're supposed to get them
quarterly or something like that. So, we're probably just now coming up on when we should start getting some and they had told me that a ton of the builders knew it was coming. So, they got a rush over ahead of time and then so there was kind of a lull, you know, after that that and so anyway, that's
where we we'll keep an eye on that to make sure we keep you updated on it. Are you finished, Mr. Adams? Yes, sir. Can I summarize or do you have questions? Summarize. Okay. M has a question. I don't want to interrupt. No question. Okay. I'm anxious for the
powder room. So, let's sit. Okay. All right. All right. See you down a little bit for her. We are. So, so um in summary, um we uh as I stated earlier, we're in a very strong financial position. Her county schools
percentage-wise and where we are with our fund balance. I suspect we're one of the strongest in the state with the percent that we have there. We're there for a myriad of different reasons. Um, number one, I want to draw your attention to the fact that a year and a half ago, you supported us in the decision to go to a self-insured
insurance fund. That has had significant savings to this district at this point in time. Um, and today, some of our colleagues around the state that are uh did not make that switch, they're looking between a 15 and a 19% increase in their health insurance for their
school district. Hence the the fleet and the organization that we started they they are they are flooding to us now and so our organization is going to grow which will further drive down our health insurance cost. So we're very proud of that fact that we were the founding
members of that our DOA DAO business is a strong piece of that also without that alone you know we would be uh nowhere near the status that we are. We're proud of the fact that for all four years that we have been a board together, we have
given strong raises to our employees and we're looking forward to doing that again this year. Give a strong but yet sustainable race. And so we're looking forward to that as well. Our district leaders and our principles, we have impressed upon them and the expectation is that they have a frugal mindset. We
know that we have expenses. We know we have things we have to have, but we don't stockpile. We don't buy things we don't need. We don't hurry up spend it by June so that we don't you know lose it because spend or lose it. We have gone to the fact that we are in business together and this is what helps makes us stronger. We have had some very strong
interest income over the last 3 years. That's slowing right now but it has been very strong and we've actually made some very strong interest income off of that. The Esther dollars that we were awarded, we were very smart, strategic and very very um surgical on what we did with
them. All those things added together has put us into a very good situation where we are financially. Just as I have those positive things that we have done as as stewards of the money for this district, I'm going to give you 11 reasons why we've got to be very cautious going into this next school
year because we have a self-insured health insurance fund. One of the one of the very things that makes us strong could also we could go for a six-month period where that cost us millions of dollars. So, we've got to be careful about that. and we need a good healthy reserve to to leverage against that as a
business. Um, our fourth cow has not yet out. We know that when the fourth cow comes out, we're probably going to lose some money on that. We don't know how much yet. We don't know what that looks like. And so, we've got to prepare for that. We want to give races. That's going to cost us some money. And some of that money is going to come from the
TSA. Some of it's going to come from this extra fund balance that we have. We are a people business. The people that we employ are what make the difference in the lives of students in this community. We should invest in them. Their expenses are going up. They work for us. We need to do what we can to
support that in a very sustainable measure. And so, if we have money, we've got to give raises, but we've got to give raises that we can sustain and be able to carry year in and year out. Last year, our FTU went down just a little bit for the first time in four or five
years. It's projected to go down even more next year. Now, there's a magic ball there that we don't know. You know, we don't have that crystal ball, but the state's telling us it's going to. So, we've got to prepare for that. What that means is be even more guarded of our reserve because as we have shortfalls,
that means we will have less income to cover the expenses that we have. The only place for that to come from is going to be that reserve that we have that we have done a good job in doing that. Mr. Houston is absolute bulldog in the fact that he says, "Look, Swindle, we are at capacity at all three
elementary schools in Lavell. What are you going to do?" The only choice we have at this point in time is we need to add a wing at Country Oaks Elementary School. That's going to cost money. We're not sure how we're going to do that yet. So, we've got to make sure that we're prepared over the next couple of years because the growth in Lavel has
not slowed and we are at capacity. So, we know that we need to do that. We've got to navigate that. We've already started the conversation. We've we're already looking, you know, at what's going to be the best avenue. How are we going to come back to this board and say here's what we need to do to protect the seats for the elementary students in
label? That's coming. I'm just giving you warning of that and the fact that yes, we have a giant reserve right now, but there's things that are going to eat into that very, very quickly. We have some uncertain federal fan funds that we don't know what that's going to be.
Those uncertainties are there. How we manage that, we've got to prepare for worst case scenario. and what that looks like. I want to do everything I can to protect the humans at work for us and cut everything else first, but I can't promise you that that won't have to go into the humans depending on how far
those cuts go. That reserve is going to be our saving grace if we have to cover some of those costs for a set period of time. We are building a new Label High School right now. Um that that Label High School project was estimated at 90.6 million. The updated cost of that is
$123 million. And so we know that the money set aside for the state will not cover it. We are working with the state. We have a lobbyist working every single day right now to make sure that we have that money to cover it. But at the end of the day group today, we don't have money to cover it. Nor does the state. We've got to make sure that that's
there. We don't know what that looks like. If the state continues to cut and they say, well, you will get some of a part of it or maybe not all of it. We have to be able to finish this high school. Does that look like a loan? Does that look like bonding? We don't know. the giant reserve is going to be our saving grace if we have to leverage our
assets to be able to build a new high school. And so we've got to make sure that we protect that. Um our FRS was $160,000 increase this year. The state makes sure you know that they fund um that that FRS
and then they turn right around through the TSA and turn around and charge us, you know, for the F FRS piece that that happens. So, there's 10 or 11 items that although we're strong, they are unknowns and they are expenses. We just don't know if, when, and how much they're going to cost us. So, I'm going to be as
protective as I can of that fund balance. Um, we're going into a school year um academically that we know we want to continue the pace. That's going to cost us some money and if we suffer some setbacks, we've got to be able to continue that academic pace regardless. So, I come back to you with the same way
we started. We are strong financially. or that week for very very specific reasons. It's because we've got some good advice and we've had good leadership wrapped around what we're doing. I want to continue that. I want to be able to continue the strong strength position that we're in and leverage that to continue the academic
growth and uh in just a few minutes we'll take a break obviously, but when we come back in we're going to talk about the academic gains that this district has had. I've asked the principles and some of their staffs to state these are the faces of people that are responsible for that. They're the
ones who bear the brunt of the of the task, of the stress, of the work that happens. And I want I wanted them to be here so that, you know, when when when this is discussed, um, you know, you can see the the people that's made this happen. And hopefully we can rub some love on them and let them know how much we appreciate the uplifting, you know,
work that they've done in our in our community. So that's why we hear the noise in the hallway, just so you know. And I didn't want you to think that they were coming for any other reason. Yeah. So did you have any questions for me? So it's not a lynch ball. Yeah. Well, I'm not promising that. No promises there. F FRS. The only other
thing I can say, we have uh um put the paper in for the administrative piece switch for the F FRS. They have acknowledged they have it. They've acknowledged it's there and they're working on it and they'll get back to us. That's all we know at this point. As soon as we hear something about that, we'll be sure. Any questions?
You want to take a five minute? We'll take five minute break and thank you all very much. call this meeting orderly pled who are in heaven be thy name thy kingdom come thy will be done on earth
as it is in heaven give us this day our daily bread. Forgive us our trespasses as we forgive those who trespass against us. Lead us not into temptation. Deliver us from evil. Thy kingdom of the United States of America and to
the republic for it stands one nation under God indivisibley and justice for all. trying to finish here. Thank everybody for coming. We will try to get through this. We'll
do apologize about running a few minutes behind this evening. We'll get right to it. Miss Golf. Miss Golf Ball. She was the winner. All right, Mr. Superintendent. We have a uh couple of presentations this even. Yes, we do. Um, thank you, Mr. Chairman.
Um, but I just want to comment that the workshop seemed like it went fast, though. It didn't seem like that long, did it? It did. Oh, just checking. It would have been bad if I had better regulated my liquid intake.
All right. Got it. Got it. Um so uh to to kick the meeting off today um today as I I think I mentioned to you you uh board members earlier today was the back to beginning of the school year kickoff organizational meeting for the admin
teams for the schools where we kind of look at last year's data refocus on the coming year and uh begin doing some planning and strategic things to continue the climb and the growth that we've had. Um today what you're going to do is you're going to you're going to be hearing from uh Miss Duncan and Mr. Sanchez. They're going to give you the
overview of the academic growth and the academic place as to where we are. And um I'll just go ahead and give you another spoiler alert like I did at the last workshop there. Um in throughout history, uh Henry County has always been a C district. Um we've
never had more than one A. And the A we had an A last year at Eastside. We got a A uh in 2022 from Central and the A previous to that was in 2012. And so for for whatever reason, and we can come up with all types of reasons. Um in Henry
County, we have an enormous amount of poverty. It's just a fact that poverty students just don't show up to school in the same ready to learn u mode as a child um from Flaggler County um where they have uh influential um affluent folks that live in beach type
communities. We have a high migrant population and migrants aren't dumb kids, but they don't always they've not had a lot of times the schooling or the background that other students have had and sometimes they're not fluent. And so we can come up with a lot of reasons and excuses. But what this group sitting in
front of you did um 3 years ago, four years ago, uh we kind of threw our suckers in the sand and said, "We we no longer accept these excuses as school leaders. We know that our kids are not dumb, but we have to do whatever it is that we have to do to help them learn so
that we can be high achieving schools and a high achieving district. We have gone through um a litany of different things um from making sure that we have a district that is focused on academic leadership, academic goals,
how our students learn, the tools that we do it to get there, the extra supports that we give our students, the extra supports we give our teachers so that they have the hand, the tools in their hand to be able to make that happen. I'm here to tell you that uh we have made that happen. We collectively
mainly the folks that we are looking at in this room have made that happen. Um this year out of we have a we have a wonderful prek center and we have 10 other educational sites. Out of those 10 educational sites board seven of the 10
are either an A or a B graded school. The remaining three of the C's are strong C's. They did a good job. They had great remarkable areas of growth and they were strong in the fact that we know and they have some of the best leadership in the district. And so we
have full confidence that not only did we have an enormous climb this year, but we're going to continue to climb and have academic academic growth because of the growth that we've had academically at our schools. Hendrick County schools since the first time since grades have
been taken and awarded. We are a B-rated school district. And I want to put that in context again. And I'm not picking on Flaggler County, but I like comparing us to Flaggler because they are a very affluent community on the beach in St. Augustine. We are a poverty-stricken Henry County
with a lot of intrinsic issues that that you know that you can't compare those two districts. We have the same grade they have with all this all the obstacles and all the things that are in our way. The fact that 60% of the folks that we hired last year were non-teer educated that they were career
switchers. the group that you see in front of you took them and made them uh master teachers and and help them understand how do you educate a child the pedigogy that we expect the work that they've done the lift that we've made the focus that we have had been
second to none your support has been key and pivotal that half day PDS I know that that was controversial and you're all kind of on the edge and fence about that that has been one of the things that has given these folks the time to focus on data to look at what it takes to to improve
Um you learned earlier about standardsbased planning. That's something that has been brought to our district. Um the the team at Westside has has championed that and helps do P today. They did a PD again for us all to continue taking that to the next level. Very focused planning
and how that looks. Data driven decisions data data data. We force we force it on this group that you've got to know your student individual data. You've got to know what gains you can make and how do we move them to the next level. So say what you want to say. Are we playing a numbers game? Are we just
trying? Maybe. But at the end of the day, we are moving students education to the next level in Hendrick County and we're doing a darn good job of it. And I couldn't be prouder of the great team that we have, the work that they have done, the the effort that they put in, and and and I'm not I'm not, you know,
diminishing anyone's work on this board, but I'm telling you, the the energy that they have, the stress that they bear, the the workload that they have is unreal. Every day when they get out of their cars and their feet hits the ground, it's not never ending. and it's being coming at them from 10,000
directions in a community that has a lot of needs in an environment around the state, you know, where public education still has a black cloud over it. This group found a way to persevere, make tremendous gains that has never happened in Hendry County before, and and we're
we couldn't be prouder of that. We've got some absolute bright spots in Hendry County, and we're super proud of that. We've got some areas of growth. I don't care where we are. I don't care where we wind up, we will always be able to grow. We are not even mentioning the word maintain because I had some people reach
out to me and say, "Good, now y'all can maintain that." We're not in the maintaining group. I'm not of I was not elected to maintain anything in Hendry County. We are a growing district. We're going to continue focusing on our efforts on how do we grow academically? How do we grow our schools to a better
place every single year, no matter where you are, where you end up with the growth mindset is one of the ways that we've gotten where we are. And so, so as a board, you obviously have played a huge role in that. We want to say thank you to the supportive things that you have done that's led to that. And we
want to say thank you for the time ahead of us. We know we're going in some challenging times. We know we're going into some uncertain times. What I also know is this group has proven that. Bring it right. We talked about it today. They've lived through a pandemic. We've come out on the other side better
than what we started. We do everything from hurricanes. We've had student deaths. We've had teacher deaths. who've had unspeakable things happen on our campuses. They still found a way to persevere. They found a way to persevere and make it happen. Where's Ryan Harris? 30 days on the job. What all did he
face? What all did he face? 30 days on the job. Okay. You You couldn't have put anything else on a human than what he had to bear in the first 30 days on the job. He took the school from a C to a B. Him and the wonderful staff at Label Illinois. We couldn't be prouder of the work that he does there. There's some incredible
bright spots that you're going to learn. And when you see the data today uh this evening and um and we wanted to I stringally asked these folks to come here because I wanted you to see the faces. I wanted you to see you know the the the the people you know that that's what matters. That's what's made the
difference in our district. And so um uh I I couldn't be more grateful for the work that they do. By no means is it me you know I'm a figurehead with you and we do policy type things. They're the ones that bear the work every single day. They're the ones that has made this happen. I don't want you to fire me or
nothing. That's not what I'm saying. Part of that, but um but I want to make make sure you know that the group sitting in front of us are the ones that has made it happen. I don't want to underscore our students. We've got a lot of things stacked against us. But I want to be clear, we don't have dumb students, right? That is not the point. Just because we have poverty or we have
ELLs or whatever, they're not dumb kids, but there's obstacles in the way that they face that other kids don't face in other parts of the state. And so the fact that this group was able to overcome those obstacles and find ways to still get to where we were able to achieve this year is amazing. And so
I want to I hope that you guys are as proud as I am in that. And so um I think we're ready to hear from Miss Duncan and Mr. Sanchez if you guys want to come on up and you'll have less than 10 minutes. Is that what I said earlier? Yeah. I'm just kidding. This with this
accomplishment, y'all can dig all the time y'all want. Mr. Sanchez can tell some hooky analogies. Football mix saving something. Good afternoon everyone. Members of the board
have a distinguished honor to stand in front of you and talk about some phenomenal data. And so it's a tremendous result by our students, by our teachers, by our administrators, by our uh parents. Everyone plays a puzzle in this um in
this in these results here that we're going to talk about momentarily. All right. So before we get into the data, we just want to quickly talk about uh school grades and and and what is the threshold like what do you have to have
in terms of percentage of school points to be an A versus a B. We're not really going to talk about uh C's per se in those grades. All right. So in order for you to be a B in the elementary realm, you have to have at least 54% of points.
In order for you to be an A, you have to have at least 62% of school points. Um, elementaryaries are able to obtain up to 800 school points because they are in eight different there's eight different categories. Each category is worth points. Our secondary schools, middle
high schools have to have at least 57% of eligible points. Middle schools can obtain up to 900 points. High schools up to a,000. And then for districts, um, it's also 57 percentage of points, but districts are graded on a 1,200 on the
12 points available, which is more exponent. We'll momentarily. All right. Um, because more than 75% of high schools and combination schools earned an A and a B
rating for the school grade term of 2425. there's an elevated clause that kicks in, right? Meaning that for the next school year for 25 26, the percentage of school points that we have to obtain at
the high school level as a district will increase in order for us to be a school from 57 to 60 and then you see the difference there from eight, which is a one percentage point increase. I just want to point that out because that's a very recent development that came out
right when school rates were released. Target just a little bit. Okay. All right. Uh there's a a a chart graph that you see where the orange is important because you see that nine out
of our 10 schools were able to show um a growth and um one of our schools just showed a slight uh two percentage two two or three percentage point regression. And so you see there the breakdown that
we're talking about. All right. And then uh we really just want to get into um school by school showing you just a broad school. Yep. Country. All right. And so as you can see um Mr. Harris uh in Lel Middle
School did a phenomenal job. They going from 53% of school points to 57. So they were able to meet the B average. As you can see um all categories um showed growth there.
And um and so the highest area of growth for Label Middle School was in the area of science. As you can see there working on two different so
so strong strong performance there and we go to the middle school you see that we have some pretty strong performance in the area of math Uh we had a double digit increase in science because that was a a focal point
this past year. We struggled with science in the previous school year and so we were able to uh go up 10 percentage points there in science. However, we still continue to struggle with ELA and and I mentioned earlier today that that sometimes uh we can um
look at all the work that we put into and sometimes it's it's difficult. It's difficult. I did that before. All right. But but often times you have to look at sometimes you have to take into account when you look at results
the the significant challenges that you have to overcome and at Lewis Middle School through uh Miss Kelly her leadership team's best efforts there we have had significant staffing challenges right and so to almost maintain right
not necessarily the regressive percentage points but also but basically almost maintain that performance uh from that lens it's pretty remarkable when you consider the challenges and the adversity there in terms of staffing that we've had the last two or three
years. All right. He created other data after the fact. Yeah. All right. So, um, so we know that Ela is a is a focal area for us at at Luca Middle School and we're really
going to focus and, um, we've got some plans for some new curriculum, some new professional learning. We're going to double down on standard planning. We're going to double down on our use of of data at CLU Middle School. We're going
to see us rise to the level. All right, I'll turn it over to So, Label Elementary School last year um did have a grade of of a D. And so, we did spend this year working with um the state for school improvement. And as you
can see, um staff at leas led by Miss Howard and and Miss Reich have done a tremendous amount of work through blood, sweat, and a few tears. Um they have accomplished some tremendous things. You can see really across the board they've made sign significant gains and their
total gain is a 16% increase from their school grade from last school year. So kudos to them. The passion that I've seen at least when it comes around instruction is by far the most impressive thing I've seen
coming from, you know, a school that was was struggling. so intensively. Miss Howard's really led a culture of instructional um just they live and breathe instruction now. It's just been really great to watch her thrive and her role to see Miss Wright emerge and and
really take on her and her role. And so um you can see their math lowest 25 her math learning games and they really killed it in math but they really killed it across the board every year that they put emphasis in. So again, job well done by um they are that grade level of a B
and we couldn't be prouder of jumping all the way from D. Not only one grade level but two. Yeah. And was interesting all three of their math components jumped up over 25 points. um math, which is and that's really comes down to just
intentional, purposeful, um looking at the data, really thinking about what kids need, and then strategically planning and driving that instruction. Um yeah, she's done a lot of great things for next year, so I'm super excited to see what next year brings as well. Um Westside Elementary, along with
my wonderful Miss Sanchez and Miss Massie, has also done great things. They were so close to the B over the last couple of years and every year they had such disappointment in their eyes when they didn't get that A. And to see the excitement in them this year when they really solidify that A um was very very
exciting. So super proud of their A. You can see for the majority of their data it's also trending upward. They have one little bump in at level 25. They've already targeted strategic plans and how they're going to address that hit next year. But again, they continue to rise and continue to push and be
honest, they are um one of the strongest reasons our standards based planning across the district is at the level that it is. They have been coaching other teachers. They've been providing professional learning to our school administrators. So, we really thank you for your dedication to sharing your knowledge with others because like Mr. Swindle always says um with rising
tides, with doll ships, you know, and so they've really helped um the other schools become uh better in their practice with standardsbased planning. East Side Elementary, which was our only A school last year. Not only did they get an A school last year, but they got
another A this year. Not only did they get an A by a little, they got an A by a lot. By a lot. And so, it's been super exciting. Every time I go out to East Side, it always amazes the things that are going on there. just the culture and the the academics that are happening, the way that Miss Man and
Miss Gibson are in the classrooms and really supporting instruction is very impressive. And so they again um have you know third grade went down a little bit other things have picked their data up significantly for them. I mean, when I say it's a strong game of 71%
71% probably going to be the highest uh school rate ever in history. Ever with one of the tough one of the toughest populations of our student enrollment. And it's like, you know, last year they were a solid A at 64 percentage points.
Right. Right. They grew seven percentage points from it, which is I think it's unheard of actually. That's true. But a lot of check out the math learning lowest quartile, right? Uh check out the
the uh 21 point gain because they knew that hey 56% of our students in the lowest quartile map are are making those learning gains. That's an area we can focus on, right? And and if we can focus on that and really identify those kids and they shared that earlier with
it just happened. And it was intentional data. Very intentional. And you shared that with us earlier today in our in our leadership training. Central Elementary School. Again, another school has been riding that a line for a while and not quite there. Was managed to to build in that A this
year. A lot of the same things. Her math was 25 has significant gains of their math learning needs. And a lot of that really comes down to, like we've talked about, just really drilling down to the data, identifying which kids need what and making sure those kids get what it is that they need. Um, every kid can get,
you know, a couple of points and as Alexis was talking about earlier, knowing which kids need what and making sure we're holding them accountable is truly um the icing on the cake and how you're going to get that. And so they've done a great job. They are also one of the strongest schools in the area of science for the district. And so we do
lean to them probing them, you know, what are you doing in science and how are, you know, what can we take from them to figure out for the rest of us how to make improvements in our area of science as well. Okay. one of our uh B-rated secondary schools, Lola High School.
They showed the second strongest growth in our school district. Uh just falling right right behind Laval Elementary. All right. Uh went from 53%age of school points to 61%age of school points in middle school. So, uh,
tremendous, tremendous effort as you can see there. Um, ELA, uh, 12 percentage points. ELA is a very heavy lift to move proficiency at the high school level for students that are not proficient. To go
from a 42% to a 54% is remarkable. And when and that just goes to show you that when you double down on safe space planning, when you look at your data, when you are focused on effective instruction, good things happen. Also tremendous growth in the math learning gains and the low score tile there. We
saw over 20 point gains in those two categories there at local high school. So super proud of the work that's going on intelligence. Hry Oaks Elementary have had new leadership this year, a lot of changes going on and a lot of turnover and
looking at their data they improved eight full percent. So while not yet a B, they have the third highest gains in the district when it comes to looking at our data. So we're very proud of the work they put in. They've laid out all the foundations. Um last school year, so
starting this coming fall moving forward, we're really excited to see where they're going. And you can see again with their math learning gains, they really targeted math. One of the things that they did is um mid year they started math small groups. it was mandatory for all kids and they regrouped and used the data and all kids
went to a mass small group intervention. Um, and so it was really exciting to watch them implement some new strategies, new structures that they hadn't tried before and it evidence shows in the data that it really paid off. So kudos to Country Oaks for your work. And Up the Grove Elementary, um, they
improved 6% this school year. So again, well on that path to the be. So kudos to them. They did a lot of work this year around data in general. It was a school that, you know, used data, but maybe hadn't used data to the depth and breadth that some of the other schools had. And so,
they really leaned on um obtaining and learning this year and really working along myself and some other leaders how to really analyze that data, how to use that data, what to do with that data. And they were just really willing to take on the challenge. And I'm so proud
of the work that they put in there, learning um all of those pieces, lesson plan, they had a really strong standardbased planning protocol for them after school. And so watching them refine their processes this year is going to be super super exciting. But you can again see, you know, they made gains across the board and we look
forward to the path because they're going to be that B next year. Yeah. And there's tremendous opportunities there. Tremendous opportunities. And if you are not aware, I would like to introduce Miss Heather Cast. You'll please stand. If you're aware, we recently moved babies around a little bit. We hired
Sarah Boss as the building for an assistant principal of Country Oaks. We'll be working on the next couple weeks. Okay. And um so Lewon High School um when I was there at Lewon High School, we were always
chasing the the Luca D. All right. Because through the 20 plus year of accountability system, it's been operating since 1999. Houston High School has been a D several times. We've been an F several times. All right. But
in the last since 2012, um High School has been a C. solid city seat, right? And so it's truly a historic moment. Philip Summers and his leadership team are truly history makers and the fact that they were able to achieve finally
the V. And as you can see there, um, tremendous improvement in social studies, 13 percentage points in social studies. And again, focusing on on that lowest quartile, right? We have some of our schools that are C-rated schools that have that lowest cortile map that they
can focus on that has that has great room for improvement. So that's good in terms of going into next school year because we know where those areas are and we know that that can be moved with great attention on strategic. So kudos to close the next school.
And then our district rate. Okay, as you can see there, our district rate, we have 12 different components. Uh we grew in every single component minus third grade deal. We went down one little percentage point down. All right. And so
our strongest area as a district was learning needs and math. We went up 10 percentage points there. But overall, when you look at what what our points were as a district, we were at 660
points out of,200 possible points, which gave us that 56 percentage points, which made us one point shy from a B. Remember that last year? And then we uh we set a goal of 57%. We wanted to at least be a B this school year. And then the staff
was not happy with that. So we broke raised it up one percentage point to 58%. Because we wanted to make it attainable. We blew that goal out of the water. 60 percentage of school points uh this year went up to 718 points. So uh
kudos to everyone cuz everyone did a so and like Mr. said, "We're going to continue to climb. We're going to continue to grow. We're going to continue to accelerate student learning because every single child in our school district deserves that. Deserves our very best that we give every day." All
right. So, we just want to thank again our school leaders for the work you've done. The district leaders who support all of our school leaders. We cannot thank you enough for the work, effort, blood, sweat, tears, love, passion, all the things that you put in. It really takes the village. And you are loved when you
are noticed. And we appreciate all being here. Very good. Very good. Since you didn't ask for questions or comments, I'm going to I'm going I'm going to volunteer mine. Imagine that. Um
I want you to speak on progress monitoring versus testing that one time a year that takes like a snapshot of I I do you think that having that progress monitoring model because I I hear like both sides of the arguments
like, "Oh my god, we're testing the kids constantly." But do you think that that model is improving the quality of instruction and educational outcomes for kids versus the once a year? Yeah, I think that you know we have a better picture of where our kids are
throughout the year that you know we still do diagnostic throughout the year through IRA as well because it is looking at two different things. But I think the assessment um beginning, middle, and end with progress monitoring really helps us prepare the student. You guys can speak to this what I say and you disagree with them and want to add
on to but it exposes our kids to the test that they really are going to be accountable to the end of the year. It really helps them become familiar with that and develop um the routines of that to help you know their stamina with that. And we do disagregate that data consistently looking at what standards
are they working through mastering. A lot of our schools actually take the state reports and break down student by student where they are with which standard. How many questions did they answer on this standard versus this standard? So, I do think, you know, there's a lot of great information that comes out of it to help us drive our
planning and our instruction for students. And just to piggy back off of that, uh, one of the things that we've done the last couple years is, uh, do after PM2 is released. All right. Um, if you all remember back in January, we're here in this room for
all day long, right? And every school had to present their PM2 data, right? And most importantly, they had to present what they were going to do to course correct from January until May. All right. Was that helpful, Mr. Panda? Was that helpful?
Absolutely. Was that helpful? Because you you're really then comparing apples to apples and looking at data versus, you know, two different types of things. And again, you know, we use other data for D for other things, but it really does help us figure out what we need to continue to teach our kids
when it's really standard to align. Yeah. And we call those data comps, right? Going back to this notion, the rising tide of this all folks, different schools are able to share on that day. This is what we're doing. This is what's working for us. All right? and then
other people took that because we are over the last several years we've seen an increase in our collaboration and sharing of ideas and strategies and approaches because you know we're all one team. It's all team and so everybody has a you know has a vested interest to
see other people be successful. Okay, I'm going to piggyback off what you just said. I appreciate that. Thank you for your insight. Um you mentioned course correction and um one of the you know our our schools that
has experienced the most challenges um you've attributed that earlier to staffing challenges. So what are we doing in that particular instance to course correct the staffing challenges? Yeah. So there's a lot of coaching that
goes into those individual teachers. There's a lot of co-eing. We put in our resource uh teachers, our instructional coaches like Kalista Middle School specifically. Mrs. the work that Miss Johnson did from January to May to try to augment and and
lift up math particularly. You saw the results there in math at middle school, right? Math was the stronger side of the academic performance. So those are the type of things that that those data costs allow us to be able to design. Can I can I address that question real
quick? Absolutely not sir. This is not so I want to be clear that staffing challenges is not the challenges of the staff. It is the lack of staff. Okay. That's that's the way I'm perceiving it
and trying. So I think we're on the same page. The people that we have the people that work for us are wonderful. We love them. We're blessed to have them. The problems that we have with people that don't work for us. So, it's the blanks that Miss Kelly had in English and and the blanks that that we can't get filled. And
sir, stop trying to steal my thunder. Yeah. We're better off than mostard. So, speaking to that, cuz that's what I was stating like that's how I was interpret interpreting staffing challenges.
It's okay. So, how can we incentivize because it's listen, I've had middle schoolers actually living in my house and that was rough and and it was only two of them. And so, um, how do you
incentivize like in an area you see an area that a school in particular is having a hard time? How do we as a district or a community rally around to incentivize like I don't talk about like cannibalism of our staff within the
district cuz clearly we've got a good thing going. You don't want to pull those people out. But how do we attract and and I'm going to I'm going to be frank here because that's just how I roll on this. how that that's one thing I want to
focus on is how do we support these this campus with that staffing challenge is getting that recruitment into that school but also like I know that that campus has heavily used international teachers and I mean I pe I have the face
that people and parents that they'll tell me exactly what is on their heart no filter I love it and Um, how are the international teachers performing? I think we had two. I can speak to a little bit to that. Um, just because I work with both companies that we use.
So, we have IIG and TPG. I AG. We have up to this point because of lots of different um business issues, but also classroom management. We're having a lot of pro problems with classroom management um that that we were dealing with at um CMS among other schools. So,
we're no longer doing business with them outside of four teachers that principles wanted to keep. Um, and so that was part of it. And then the TPG teachers are phenomenal. And so, and we still have avenues to pull from them. Um, you said that did you did I hear you say that CMS
was was heavy international? I just knew they had a a what I perceived and heard on the streets is that they had more than other it's not yeah okay so
we went through some years right there postco that was extremely hard it was extremely hard uh to get teachers and so at one point I believe we as a district had up to 28 uh international teams right and some of Our international teachers are phenomenal. They do a great
job. Others like any other teacher would require no coaching or training or development. Okay, it's a mixed result. Okay, so in Palm Beach County and it's just something to consider here, but in Palm Beach County to get people to come
out to the Glades area schools, I mean, it's a it's a drive. It's there, you know, it's the more challenging atmosphere and and geographic isolation from a lot of the talent pool. They offer like a stipen to be there and is
that possible to do that to attract? I mean, is that something like we can look at and talk about in negotiations? It would have to be negotiated if you're going to pay a certain uh black specifically would certainly have to be negotiated and then funded, you know, as
the more scariest part to me at this point. I I will speak to the retention part because I think one one issue is is is recruitment, right? But when you get people on board, how do you retain them? And I will just use lees as an example because my first few years here there
was significant turnover every year at Label Elementary School. The culture was was struggling a little bit. The dynamic of the student population was considered, you know, not necessarily average. And I think, you know, as I've seen um the tower change the culture of that school and the love for academics
and the belief in all of those students, fewer and fewer people are choosing to leave. And so I think a lot of that is consistent with our schools across the board that teachers once they learn the culture of that school, they are wanting to come here. It's how do we educate people about that culture piece to get
them here because we have so many great things happening in our schools if we can just get them in the door to see us. Um, but you know, sometimes people just hear on the streets how great, you know, certain schools are and they they reach out to us. And so I think there are a lot of great things happening and a lot
of great ways to recruit just through word of mouth and the positivity of the district and the academic growth of the district is going to continue to help that as well. Yes, money would help, but I don't know if that's necessarily a possibility, but but I think, you know, we have great people and the better we can retain people and get people to love
what they do and recruit people that they know. I think that's our strongest. Well, I mean, retainment is always the best value because recruitment is very expensive. You want, you know, if you get them good, you want them to stay there. Um, so you know that's
Closen Middle School is a is a campus that is and I'm I'm it's it's you know close to my community and you know I want to see that campus do well and I want to see them have the resources whatever it may be to pull up out of and
and meet and meet the full potential because they're close to kids. These are, you know, majority of these kids are coming from higher performing elementary schools. And so, you know, we want to give them the resources that they have that they need, whether it's this, you know, staffing, the
recruitment, the retainment for the continuity for them. But that is um, you know, just on my heart and a personal priority. I'm sure it's a priority that's shared by by the board. So my next comment question,
it is a question. Are schools going to get who raise their grade going to get money this year? The school recognition fund is going to tell we hope. We hope we not heard one way or the other.
Okay. All right. That's that's it. Could I say something? Absolutely. That's all right. Well, I've had the opportunity to sit in all your offices. I really love to come into the schools. I see how hard you're
working. I've been in education for almost 50 years and I don't think there's ever one day that I thought I wanted to be a princ. That is not me. I'm more concrete, linear. I like to do one thing at a time. That's how I do my calculations.
by the way psychology testing. So, but here on the board, one of the things we do is we look at finances and one of the things I looked at a couple of years ago was the senior management retirement plan. Now, I don't know how familiar you were with that, but as we looked at it,
we were the school board was putting hundreds of thousands of dollars into the state retirement plan with a very poor return to the principles. If you're in that plan, the difference was almost microscopic.
So, I've talked to Mr. Swendle, Mr. Swend, we talked about it. Where could that money be better spent? Well, I'm sure you've he's told you he'd like to move all that money, move you back into the regular retirement plan and give you
money, that money in cash as part of your pay every year, which I think is perfect because you guys work so hard and deserve every penny and more than we can possibly give you. But right now that our request to change the senior
management retirement plan is with the state and we hope to hear within a few weeks that they'll accept that change. So that money will be going to you. I've had principles call me and ask me how that's going. And as of right now, we're
waiting on the state's response. So I wanted you to know that I know you guys serve it and I hope we get everybody for you. That's it. Thank you. I want to say that he was referring to me about the half day stuff because I'll
be the first one to admit that I did not believe that the half day were used the way they should have been. Well, you all have proven to me that the change has been made and they are used the way they should be used now for the professional development stuff. Phenomenal. I I'm
just blown away, you know, and and I can admit when things have have went a different direction or if I was absolutely wrong from the very get-go. But I know what when you hear about kids watching movies and different stuff, you know, cuz they weren't really learning anything or teachers were leaving cuz it
was just a half day, some some uh something has changed, you know, and it starts at the top and works down through all of you. So, I commend you for making that change with that. Um, I'm extremely
impressed with the data shows it. I mean, the data shows it doesn't lie. So, you guys are are just incredible. I I I can't say my hats off to you, you know. I mean, I know Mrs. Min's always asking about, "Show me, you know, the results.
Show me the results, right? Show us the results. You guys absolutely showed us the results." So, um I just can't can't say thank you enough. So, that's that's pretty much what uh what I've got to say. Anybody else on
that? Yeah. I think we owe them one one big round of applause. And that's also for the teachers who are watching. Thank you all very much. I know it's been a very long day. Uh, Miss Rhymes is going to give a a CEC update. Um, if you
want to stay for that, you're more than welcome to. She says it's going to take 10 minutes or less. So, we'll see what she's telling us. I don't have any analogies. So, um, close. We survived our first year. And um and so I just wanted to come and
just give you um some bullet points of things that we overcame um during this year and how um our students did um in an environment um where it was all just prek and we could really just focus on prek. Um we served a total of 200
just scroll up and down. Scroll up and down. errors. Yes, ma'am. And then you can just scroll up and down here. Now I'm looking down with you. Okay. So, we served a total of 253 U
prek students. At the end of the year, um we had 229. That was 88 students with IEPs. Um this was not full the end of the year, so I attended over 170 IEP meetings. Um and services um we serve 32
st students with behavior needs. Um speech and language 68 students occupational therapy for 16. Physical therapy one. Um we had 13 students that were considered homeless and had potential cuz we don't identify them as ELLL's prek but potential ELLL students
moving in um that were 58. So quite a diverse population. Um the challenges we were starting um from scratch. So um we had inherited um teachers from three elementary schools
in Cleon um and also um so a lot of new staff. We had about 15 new hires come onto campus at CEC last year. Um so our my very first um challenge and um I knew I needed to do was establish culture. So
the culture at CELC is nothing short of amazing. um anytime um that you you know come by and visit um every all of the teachers and staff are very upbeat, very happy. There's lots of conversations being had on the sidewalk. Um exactly
what we need um for our littles. Uh the staff uh have learned to collaborate and work together. Um coming from very different backgrounds. Um BPK and IPK are two very different worlds. Um and yet this year we've been able to see
them um come together and teachers collaborate classrooms um integrate and work to and have playground time together. Students being able to learn from each other um in ways that is exactly where my heart is um for
inclusion. So that um has also been a big push this year is establishing um that inclusion. And then of course we also got to establish lots of procedures. I thought parent pick up and drop off were going to be the death of me. Mr. How long was that parent pick up
the first day? Like an hour and a half or something. It was a while. It was so long. Like 100 plus like 23 minutes every day that year. Put kids in. It was forever. But we did
we were able to do that. So um so that that was a huge win. That was a huge win. Um so those were some um some successes. Um one um speaking to something that Miss Men brought up, I think one great way um to recruit
educators is to take people we have inhouse and um and and glean from that. So at CELC we had uh four out of five of our um permanent subpar took their parest and became certified. Um, we had
five staff members begin teaching degree programs. Um, and actually we've had a couple more start. So, these are amazing pair of professionals who already have um work in the classrooms that um have a track record of being great with children um
who now are continuing their education to get their teacher. So, I got some coming for y'all, but I'm going to need some new pairs. Um, and um in next school year, um three more permanent subteers. Um we'll grow
three um I'll only be starting with three permanent subteers and two will complete their degrees this school year. So, that will only leave us with one and then she'll have one more year left, but they're all actively working on their teaching degrees. Um, we were because of our shortened day last year, we were
able to have a lot of professional development time after students were off campus and we were able to take good advantage of that um in um with teacher collaboration and giving them time to plan together and learn from each other. Um, we had parent involvement activities. I'll let you read them. Um,
we are super proud that um, we hosted Special Olympics and there were about 400 students um, on campus for Special Olympics. uh Miss Bon joined us in the and uh ran tricycle races with small children and she did the fact that it
was quite an amazing um I didn't let them win. I made them fight for every win they got. Um the very last thing I wanted to share um is even prek has data and so I wanted
to share with you um some um data points um for prek. A lot of people don't know um and maybe some of you do, but just like schools have grades um prek um VBK specifically has um a provider
performance matrix um that scores on um a quality score which is the teachers classroom class observation which um does teacher interactions um with the students. Um the achievement score is what they do on their prek fast and learning gains from
that as well. And those um three things go in. Um my conversation with Mr. Toolada yesterday, ours haven't been finalized, but CELC campus is looking um at a score of exceeding expectations for the school year and are on track for um
an excellent, which is the very top um level for for our data. Um we had 117 students tested. Um you see at progress monitoring one we had a significant amount of students that were below 10 and 25%. Um by
progress monitoring three we had no students score under the 10th percentile and only seven in the bottom 25. Um and please keep in mind also we do have some ESA students in this calculation. Um so 98 um of our 117 students um were
considered kindergarten ready, 84% for efficiency and we had no students that required a summer bridge included them. We didn't have a summer bridge program at CELC because we didn't have any students that qualified. number below that 10% mark down looks a little bit different but
100% of our students who have uh behavior intervention plans made um a decrease in their behaviors um which means they um got more from their classroom instruction 80% of students made gains in all three domains of their child outcome systems assessment and 75%
of our IEP goals were met and then This is our just our role of the virgin at NTSC students. Do you have any questions? I have some comments. Okay. So, were you there? You were you there at Dun Woody that night when the task force had that meeting with all the
VP private BPK providers? Okay. I thought for some reason I thought you were there. So, back in the I don't even know how long ago it was the group we have the education task force. It was uh Commissioner Turner, Commissioner
Gardner, Antonio Perez, Tuesday Tread, and myself. Oh, maybe I was had to block it block that that meeting out. But one of the things that we noticed in Henry County was the lack of
kindergarten readiness. And um basically and that's a that's a fun group that the task force, but we pretty much told like the private providers like get it together, you're going to get into the proverbial crosshairs of the task force. And we had some really highquality
providers and we had some really not highquality providers and we badgered Superintendent Pleti into like the let's consider a VPK model. we can do it within our schools and um to so to see this data and like know where the
kindergarten readiness started you know less than 10 years ago and to see what's feeding into our schools is awesome and so I am going to I'm also going to confess um Mr. when made me feel comfortable with his confession about when he was wrong. Um, so I want to
confess as well and that was when they talked about having a new campus for VPK. I immediately like went to numbers cuz you only get funded for the 3 hours. I'm always wary of, you know, taking away federal funds and so I wasn't
necessar I was not supportive of doing a new campus. But after going there, like I I couldn't see the force. I mean, like the force of the trees. I I was just locked in on the on the money and like the financial sustainability of a a
separate campus. But going into and being able to visit, first of all, I love fouryear-old and three-year-old chaotic energy. Like the vibe is amazing. Like so much joy on one campus. They're just the cutest. But then I realized um the reality of that is these
kids are like they're intensive. Like having a three and a four-year-old, just one of them in your house can wear you out. But when you have them all here and they're focused on them and then their individual needs, it frees up the K through five where they're, you know,
the kids are more mature and more like instruction focused to do better and to focus on those kids. And so that was that was on me. my bad for not initially like supporting the initial campus but honestly like they may be my faves like
it is just the cutest thing you've ever seen in your life and I just I just love the work that's being done there and that that that is being a focus and I love that the data um supports that that that was a wise decision even though I was not wise in that moment in supporting it. All
right. Anybody else want to confess to that to your point distribution? I want to point out that it was actually our clue principles idea. They're the ones that came to me and said exactly what you said. If if if we could have a site for the prek and we could focus on
others, we think that that would help them and us. And I think I think it did. I think they were spot on. Well, those kids I mean they're heavy lifts like they they need a lot of energy and focus and you know and the and the parents are they they also need a lot of help there with like that young age. So I see how
the model works. I didn't initially see it but here I am being all wrong and everything over here but I'm glad I was wrong and y'all went without me. So uh so thank you uh thank you everyone uh for those uh quick three and a half
hours from the presentations that we just went through. Um, one of we when we met this morning board, one of the things we did was we got the the three A schools together and we asked them the first question was, you know, if you had to put your finger on one thing that, you know, you really
would would give credit to your school for the very first thing they went through, what would y'all think it would be? Because think of the data, think of the programming, think of everything we had. Do y'all What would y'all think that they picked? What's the first thing out of their mouth? I would think the teachers
work. Okay. segment. So, so what what they came out with first was relationships. It wasn't all the things that we provide. It wasn't the pay. It wasn't the shiny computer was they said we have to build relationships with our staff,
staff with students. That's huge. And that's one thing that this this group has become a master of. 5 years ago, if you' said, "How'd you get a B? Don't you don't look over here. Don't you don't even look over here." and and no no we're we're not sharing what then today
we have a cohesive group that works together plans together shares we've seen principles leave their schools go to other schools and do walkthroughs and look for us and help and do things like that and so I couldn't be prouder of the relationship that we have with each other the relationship with staffs the
relationship with the students and that has been one of the huge huge uplifting things that has made this group just an honor to work for and work with and so thank you for your part in that board. Thank you all very much. I know y'all had a long day. You're welcome to stay for the next 3 hours of meeting if you
want to, but if you want to go, this is a great time for you to make your hand. I'll see you all right early in the morning. Yeah. Heat. management in front. All right. Now, so uh move on to citizen comment. Mr.
Superintendent, do we have any citizen comment at this time? I have none at this time. No citizen comment. We move on to the consent agenda. Does any board member have anything they would like to pull from the consent agenda?
I do not have anything to pull, but I do have a comment. So, in regards to item K, the school district strategic plan, and that is the first time we did a strategic plan, I
didn't like it. I threw my sucker in the sand. Um, this one I've made a lot of suggestions for revisions for and I'm overwhelmed, overwhelmingly grateful that they have been wellreceived and accepted. I I
think that this is a document now that any person off the street can sit down and look at and see where we are and see where we aspire to be um with, you know, the measures of the standard where we're
at and the the goals. And I like seeing the goalpost move back and the goals um more strenuous than what they were when I was having a little hissy fit. Um the first time when I saw them, I was like I
I don't think these are aspirational enough, but um I'm just I'm really happy with the strategic plan. So, thank you to Dr. Saley and everybody who heard me on those concerns. And I just I think that it's a it's a pretty good plan. I
like it. Thumbs up. I just want to mention under item B um we were asking to for a ESC par uh transfer under allocation transfers and we're going to pull that one. We don't need that one at this point in time. It's on there for approval, but we we
will be deleting that. Just informing you. All right. Do we have anybody that would like to pull any any items? Nobody that would like to pull any items. We will ask for the
superintendent's recommendation. Thank you, Mr. Chairman. I recommend your approval of the consent agenda as presented. So move. Second. Do you want to add that? It's it's not it's taken away. It's already okay. All right. So we have a motion by Mr. Samber, seconded by Mrs. Nelson. Do we
have any further discussion? Hearing no further discussion. All in favor say I. I. Opposed. Motion carries. This agenda passes. We will move on to action items. So we have a uh a hearing proposed rule
development. So Mr. Superintendent, we have your recommendation on action item 5A. Yes, sir. I recommend you approve action item 5A. The hearing for proposed rule development as presented. Second. Don't you have to open the hearing?
Oh, we had that termed differently. Okay. So, we need to open the hearing on this. So, we we will now open the hearing on this proposed rule development. Do we have motion? We need a motion on that to open
that rule to open the hearing or anything. As the chairperson, you just open the hearing. Okay, we'll open We'll open it. We will open this hearing. We have any discussion on this hearing? Any public comment?
Hearing no public comment. Any discussion from the board? You closed the hearing. No public comment. No public comment. Hearing is closed. Make your recommendation. Now I recommend your approval of action on 5A.
So move second by Mr. Sam seconded by Mrs. Nelson. We have any discussion hearing. No discussion say I said. All in favor say I. I.
Oppos. We'll move on. We'll skip the We'll move on to action item 5B. Mr. Superintendent, we have your
recommendation on action 5D, sir. Yes, sir. I recommend your approval action 5B, permission to advertise the 2526 tenative budget. So, second motion by Mr. Samberach, seconded by Mrs. Nelson. Do we have any discussion? Hearing no discussion. All in favor say
I. I. Opposed? Motion carries. We move on to action item 5C. Mr. Superintendent, we have a recommendation, sir. Yes, sir. Unless you have any questions about this particular steel building. I recommend your approval of action five
items 5C is for a steel building at Twiston High School. Second motion by Miss Nelson, seconded by Re Brown. Any discussion? No. No discussion. All in favor? I I
opposed. Motion carries. All right. I like to pass the pass this over to uh Mr. Samike. This is a relative of mine. So I will be abstaining from this item D personal recommendation on compensation for Robin
McMin. We have a recommendation. Yes, sir. I recommend approval of action 5D. The personnel recommendation is presented. So moved. Second. If a person second further discussion hearing none other question all in favor I I motion next
get that g from him thank you we will move on to action item 5e Mr. Superintendent a recommendation sir yes I recommend approval of action item 5e personal recommendation concerning Mr. moved. Yes, sir. You said
very good, sir. I'll second. So, we have a motion by Miss Nelson, seconded. Motion by second by That's what I meant. Motion by Miss B, seconded by Miss Nelson. We have any discussion? Hear no discussion. All in favor say I.
I. Any oppose? Motion carries. All right, we will move on to 5F. I will actually be pulling 5F. Uh we will not be work um uh recommending that one tonight. Um I'm going to or changing that just a little bit. Um we I will
bring back to you on the 29th at that meeting a new recommendation. Fantastic. We have uh all the action item business is complete. See, we can move on to old business. Do we have any new update on
Bell High School? Mr. P, I think has a short update for you. Um, we're still piling through for uh groundbreaking. We're working on 100% plans right now from the architect. Um, and the final plans will be able to get out from bid. Uh, we're working on
permitting for all the civil for all the dirt work and underneath ground work and everything like that. The South Florida water management, historical, it's just a bunch of different permits. Um we're reviewing plan flips with director of safety and uh you know a bunch of other
different entities along with it. And so we're just trying to finalize the final 100% plans. Um we're in that time we're working on contractor cost, owner costs, uh who's the responsibility for pulling the wire and conduit and ultimately you
know the finished product. Um, one of those examples would be the special facilities construction account does not pay for uh, security. So, we're doing the conduit in the tilt wall construction. We're pulling the wire in the tilt golf and tilt wall construction, but we are actually the
county will be doing putting up the cameras and paying for the cameras. So, that's is just a small example of what we're working on for owner costs and contractor costs. Questions, comments, thoughts? I think any federal money
sir, not that I know of. No. Um, you know, that's the right answer. Can't be any more clear than that. Yeah. And the the the new high school has taken on some legs and and the the the pre-work with the permitting and the
meetings and everything has to happen is a lot for those of you that have done construction. Mr. B spends a lot of every day now dealing with that. and I sit with him when I can just to keep myself educated and updated on it and help where I can but he's bearing the brunt of that and so I appreciate that and um we expect machinery on the ground
now. We were hoping August but because some delays with the permitting piece of it now we're looking end of September Octoberish October. Okay. I I know that's a that you've heard me say maybe the last three or four
meetings and it's been a moving target. I shy away from that that you know that comment tonight because I want to be more transparent and I want to make sure I'm more definite on my when we talk about that. Yeah. But the civil has been uh uh you know we
want to get it right. We want to get it right now. We want to get our 100% in now and we want to get the right bids out now so we don't get caught up in the future with getting in a corner with a contractor or a sub. We the the main story is is we we
expect to have machinery on the ground in October preparing the pad for the the construction site and we will plan a groundbreaking then so just keep youall kind of in the loop give you that that that uh you know it'll be and that will maybe the weather will be a little cooler and stuff like that.
Yes. So just to let you know no horrible ACs out there. Nope. This wouldn't be a construction project if it was on time distribution. Yeah. Well, yeah, I agree, Mr. Mass. I would have done
yesterday. I Every day cost me like a day to promote. And we have some we have some phenomenal partners that we're working with on it. And so some things take longer. You're right. But the one thing that we have really stressed to them is what will not take longer is the end date. So they can if it takes them another
month now, that's fine. But they know exactly when we're going to open the doors. And so whatever they have to do to get there, then that's what they're going to do. Every construction project has this delays and and but yet you give them a deadline that somehow they the contractors always seem to pull through.
So that's why that's right your project for you. It would be construction. That's right. So um do we have any I have one more thing. I'm sorry. I didn't mean to interrupt you Mr. B. Sorry. Mr. Samite you asked last meeting
about updates from Oak. Yes sir. uh they are very well aware that once we get once we pass the ball on to the construction they give you updates whatever step in phase however you want. So the other phases these are beginning who pays for those are are those
independently contracted by us? What was your question? So you say we're going to wait until we're actually building. But the contracts, the uh land leveling and all this other stuff, aren't they also contracted by them or they contracted by
us saying they put it out for bid? Yes. So they're doing that then why can't they come in and tell us how they're proceeding? Isn't that their responsibility? We just haven't they haven't done anything yet other than pay they're contracting with all these people. There's delays with We're just
getting budget numbers now, sir. Any bids or contracting or sign any kind of contracts with any other subcontractors, but they're delayed. Is that not right? We're going to keep pushing this back and it seems like we're going to do it in August and now we're doing it maybe
in September, maybe in October. Um, so somehow there's delays. Is it delays in there? They can't contract this fast. Who's responsible? I'm ultimately responsible for that for all those contracts. Not all the contracts, but for the
process the process is a little bit why isn't somebody here for from them and that's a question I asked you last time. You said, well, it's not their
responsibility. It's just Mr. M's responsibility. So really the delay has been not on the oak part but on the engineering department. So we're still waiting on the engineering to get their part done. Oak's part so far they have done everything and they're on point waiting on engineering to get finished.
But the contracts with engineers don't No, we did that. We we your director engineer. Well, that's why you asked whe it was our responsibility or bring them engineers in front of Mr. Samite. They will be happy to come down. They have been there before and they
have rolled out the red carpet. They were in Tallahassee and they would come down if we asked them for that discussion. Yeah. And that's really and it's they're not not doing their job but just intake but time you're doing the permitting out of the south management district. We know what that is.
Oh, I'm sure. And so so they're they're working and we we distribution deals with every so but Oak has done their part who contracts that right. Y and it's it's difficult to get bids on
and you can't get bids on 60% plan. So waiting on it is a process and I don't like the process of the delay but for the timing but like Mr. uh SW just said they have the end date in mind and they know the end date we have to have it's hard.
Thank you. Yes sir. You want to ask a question? Yes I was. So, we're talking about almost 100% drawings complete. We're getting real close on that. Correct. So, do we have any updated renditions? I
know we've probably made some changes and things like that. Do we have any updated rendition? They're working on a new one. The engineers working on a new rendering for us. All right. When When do you think we might see that? I hope by the end of July, we'll have
100% plans. Well, you're talking about a new rendering. I can I can work on I have them for that because I don't want any other delays. I want them working on the actual blueprints. I'm a little selfish there,
Mr. Bass, but I want my blueprints. I'm sorry. I want our blueprints. I like that. I like that. That Yeah, the blueprint's more important than the picture. I told them to get it. I told them I want the picture. They're getting it. They're getting the picture. They better get it. Okay. All right.
Well, the I will agree with you. The the blue look is much more important than the picture, but u it would be nice to see that picture with whatever changes we've made unless unless you guys have got an update on some of the changes that you can tell us about.
It has moved around. It's not this flat shape that it's not as it it's almost like a cow shaped now. Okay. Um we made some made some changes. Uh parking lots have also made some changes and moved around there. Um
let me work on getting a picture. It's hard to explain this of what we've done. You know, we moved uh we've moved all the detention and retention areas in the back. The the sport stadiums are in the back. Uh we have a uh our parent dropped
off like 154 cars or so. Please don't quote me that number. So we could we could house 154 cars on our parent drop off so they're not on a helmet road. Wow, that's a lot of cars and be sitting in line.
134 I 134 maybe, but there's this it's a boot load so we keep on the helmet road. Just working on just the trying to make it the best site you possibly can and make it conducive to. But if you look if you look under that rendering, that's the school bus that we
created um a year and a half ago that it's all if you look that's the timeline of the expectations. We're actually pretty close to on target. And so even with the ladies that we wanted to have happen, we're still within a couple of weeks of of the target. So we think that we're still okay and we shouldn't have
any problems ending up where we want to end up. All right. Thank you very much. I appreciate your anything else from anyone. So, all in all, we'll move on to the uh
move on to attorney updates. Math attorney, do you have anything for us? My only update kind of ties into um what Mr. Bon was talking about with the construction of the Bell High School. Last meeting, I had a note in a question from the board to figure out whether we
can legally require Oak to give Hendrick County people preference for subcontractors. That's what I wrote down. The short answer is no, we can't do that. And we have no legal authority and statute and contract. It's not possible for us to do to limit that. But
Mr. Houston did kindly provide me with a list of all of the biders who have um put their information through the app or whatever. confusing and whenever I'm reviewing the location it largely looks local. So I think that's something that
the board was interested in knowing. Um most of the people who are submitting their information and criteria to be a part of this project are local. Um but we are going to need help I think and Mr. Mus and Mr. will speak more to this as well from um a multitude of different
resources and subcontractors and people because the capacity of the project is so large so we can't even if we could which we can't we could not simply logistically limit it only to people just from the scale of the project. No,
I I I believe I was I did mention quite a bit about that because I know in large government projects when you have small businesses involved in it, you know, um especially in government projects, some of them require a certain percentage of
small businesses to be involved and it gives them a little bit of an opportunity to bid against some of the bigger contractors and helps them to be competitive. in some events like that. So that's what I was wondering.
Can we put something like that in there or do we have anything in place like that? No, we can't. Our contract with Oak is what governs largely and there's nothing in it that says that we can dictate who Oak selects for the project. There's nothing in there in the contract. We have with Oak, right?
But what about state? Well, we have contracted with Oak. That's the contractor. We can't put we can't split those stipulations in their contract cuz it's our contract. The contract's already been executed. There's there's an existing contract
that the district has with O. There's nothing within our existing contract that gives us the opportunity to dictate who Oat can hire as subcontractor. So the contract's already been done and it's over. Right. But even even we missed that opportunity to get that.
No, we would not be able to provide those stipulations within the agreement anyway because we don't have that authority to do so. And that would really backfire on us because again, if we were to put those kinds of constraints on, we would not have the
capacity to perform this scale of project. Right. Well, there's I'll have to I'll find some documents on that how they do that with Blackboard Man district because they do put in there a 20% and
then if it doesn't uh if the people aren't there, they're not meeting the requirements and they can't fulfill that position, then they obviously they continue, right? I think their ultimate goals won't be met because of the locations of where people are bidding from. They they
are local. So 80% that you have in mind is going to be satisfied just from the nature of who is getting through the project. And that's largely local, right? That's my concern. I want as much of these people around here that have small businesses to get as much of that pie as they possibly can.
Right. That's been a goal of ours all along. And Oak has really done a good job. They've had multiple uh contractor outreach meets already. They've met with them in our office. They've been on site with them a couple of times now. And so they have listened to us and done a really good job grooming local businesses on how they can be a part of
this. That's my show for that first meeting. I want to see how the second one. Yeah. Yeah. Noteworthy or Anything else? No. Anything you guys need to know? I'll
try to find it out. Do you have another? All right. We'll move on to board member business. We have the Florida School Board Association. Mr. Superintendent, we need your uh recommendation for this. So, uh what I will do is ask you what your recommendation is. Currently, your
advocacy committee representative, Mr. Samike and the alternative is Mr. Brown. And so really it's board discretion on who that is. So y'all can guide us on who y'all want that to be so that we can update that that document with um for our school board association. I make the motion to keep it the way it
is. We have a motion. Sorry. All in favor say I. Okay. We'll move on from there. So, uh, Mr. Superintendent, do you have anything that you would like to, uh, just a just a quick wrap up? Um, it's
been a long day. We've been meeting all day long with that group and then the the um, we ran from there to hear for the budget hearing. I hope the budget hearing was informative and helpful. I'm sorry for the ambiguity, but that's where we're living right now. Um, with that, um, thank you for this board meeting. Um, I I can't stress enough how
proud I am of our students, our staff, our teachers, our leaders that has led uh the unbelievable academic growth that we've had. Um, it has put Henry County into a phenomenal spot that uh we and and we still live under a black cloud of
public education where it's just not that positive going on right now. But but we've proven that it can be positive with the relationships, the support. You you do very delineated work and I couldn't be prouder of what what's happened in Henry and I'm proud of that staff and I'm proud of the support that you guys have have provided to make that
happen. That's all that I have for unless you have questions of me. I would like to echo that. That's that is uh this is historic territory for Henry County Schools and uh I could not be prouder as a board member to sit on a
board that's part of that, you know, to see that happen and go forward and I think it's just going to continue to get better. Um I'd like to to thank you and your leadership skills and the team that you put together with Miss Duncan and
Mr. Sanchez to help with the the you know the collaboration of the schools and and everything. That's what helps make that possible. 100% right. So and a whole bunch of other directors too. Yeah. Absolutely. Absolutely.
So but those two dealing with those those teacher the principles of that day in and day out making sure that cuz you were right. I remember sitting I thought they were going to string me up one but when I first got on the board talking about they were they were look talking about summer school stuff like just get
a teacher from over there. Oh my goodness. I thought they were going to run me out of town. That was a no no, you know. But hey, it it's coming around. So, thank you guys for all of you for everything you do. It's fantastic.
Do have one other question and I don't think anybody's going to have the answer to it this evening. Uh some years ago we went into some contracts with FPNL for savings for water and uh you know power
they all kind of different things we uh implemented. It was supposed to save us quite a bit of money. Uh boy it was before Mr. Bon was in the position he's in. I think it was Mr. McCarthy was in that position. So, I don't know if anybody recalls any
of that. Yes, I do. This is absolutely a bur under my saddle right now. And your question is going to be, did those did that exercise of doing those replacements save us in energy cost? Absolutely. Great question. I thought you would
never ask. Um, the the short answer is maybe. We really don't know. They had the ability to run some analytics on the power wattage used. whether y'all y'all may or may not know, but they came to us uh and and then they did they did bring some of the data. It was the year after
CO so the data was really skewed because their schools were closed down for 3 months and so the data was you know they even said we know this is not accurate but it shows less use. We're like okay we get it. In that same conversation they said we're so proud that we were able to to work with y'all and got this
done and you're showing less usage. We love y'all. Thank y'all very much by the way. We're going up on a rates. Your bill's going up next year. and because he erased the rates and and I I lost my ever loving brain sitting in my office in there and and for one of the very few
times that I've acted and reacted that way. But but it was just it just flew all over me that they made enormous amounts of money that we're still paying the bill on by the way for them to do that work. They come back and raise the rates on us, you know, to more than increase rates. We're humming along good
this year, month and a half ago, two months ago. We get a wonderful letter that says, "Oh, by the way, um, FPNL and all service providers every four years get to renegotiate their rates at the public service commission and we're going to get an eight they are proposing
that we get an 18% increase in our rates and and and that's only in label, by the way, cuz you know, we don't have anything on this side of the district." The number off the top of my head, Mr. Adams was $260,000 for the first year of the 18% increase.
So again, for the second time over the same situation, I lost my ever loving mind. I had to take an extra heart pill that night. I couldn't help myself. I called, you know, our rep with FPNL and said, "Are y'all kidding me?" You know, here we go again. There's got to be some sort of help for, you know, school. No,
there's not. You know, sorry. needed. You know, I called the public service commission and really got my blood pressure going because the public service commission explained to me because I said, I understand rates are going up. There's more expense. And they said, well, if you look at your bill,
that's where the expense is. Fuel isn't on because they transfer all fuel cost straight to the consumer. So, you get a fuel bill on that. Um, if you look, if you have FPNL now, they have a a hurricane charge. you have a storm charge for the extra cost it cost them
to repair things of storm. Um and so the normal minutian cost of that is in your bill you currently pay the 18% is the profitability rate that the company's allowed to negotiate. So the increase rate that we're going to be paying in
Henry County schools is for the profitability of the company. And you can't think of anything that really gets me going more than that. We don't have the ability to go back to the state and say, "Oh, because of the profitability that our power company wants. We need to negotiate, you know, I could almost
swallow it if they said, "Look, the concrete poles so that we don't lose power during a hurricane." I would have been like, "Dad gum, okay. I don't like it." But that's different. We're already paying for that separately, right? That's bad. FGCU is going to have a half a million
dollar increase. Miami Dade schools that power that that FNL serves almost a $9 million increase in power alone for the profitability of the company. And so I received some very good information from the public service commission. I
encourage each of you you we have the ability and I'm going to write a complaint because the hearing that's coming up within the next month or less and they want to hear the downside of that. I'm not against profitability. I get it, right? Companies have to be profitable, but That's ridiculous. And
we need to make sure our voices are heard. We need to we need to encourage our constituents in the label side that's going to also suffer from this to do the same. Your fellow schoolboard members that's impacted by FPNL, they need to do the same. That's wrong. House double. Your house is That's right.
Yep. And it's going to go up more now because of it. And so I would recommend you know that and that I'm going to do it on behalf of superintendency. But if you guys have the opportunity to do that and to talk to any colleagues you have and and here let your voices be heard. I just think that's wrong. Nowhere
that contact information. Absolutely. Yes. I'll write a letter as soon as I get my stock purchase at FPNL. Yeah. Yeah. I made that little investment. Um, so
speaking to that, if I Miss Tanner, have you reviewed that contract that we had with FPNL? Because I'm thinking like the way I'm remembering it is that if they didn't decrease our
rate, they were going to give us money. I'd be surprised if it's rate rather than usage or our if they didn't increase our usage, then they were going to give us the money. Yeah, but we're not accepting that they said they decreased our usage in CO because there was nobody in the school.
So if it would be agreeable to the board, I'd like to have Miss Tanner look at that and see exactly like where we're at on that and if we have like any action on that. Mr. Houston works very closely, he works with the gentleman that is our rep and
he can put together the actual power usages and we can we can ask him for a comparison where we can see what that is. Yeah. And I I'll be willing to or not. What I want to do is Mr. Bon get with it. Um
reach out to the city because now the city of Cleveland has the smart meters and so they can pull what we're using like month comparison do that comparison there. Yeah. So it wouldn't like be out there like looking at the alt. So you could even compare on both sides of the counties. So it just wouldn't be an FP because we did it countywide.
County wide. And so we can compare what FPNL is reporting versus what city's reporting just wasn't only power. It was water too. Everything. Yes. All you How long was the contract?
What duration? May 67. We're close to it right now. During co it was the year before co they finished it up. So we may be out of it. Okay. Are we still paying on that?
Yes. Oh lord. Now I'm writing a letter for sure. We said long payments. I'm not I'm not sure initiated here. did all the work. We're basically hand over
the contract was was good for the length of the paid. I'm not sure how did that see here, but we'll have to find a spine in the contract. I'm sure that was my prior I think it was before you.
Yeah, I believe it was I know before you LED light was a huge low costaving fruit. Yes, it has we have done a few other studies and we have LED lights and
10 out of 11 schools, right? And it is a very when people come in, they want to save you money, we'll put LED light on. We already have them for like Yeah. Oh, yeah. LED definitely is is a cost savings for sure. I agree.
Okay. Uh, thank you guys very much. I appreciate you checking out all of that. Uh, Mr. Sam, did you have anything? I just thought it was a great meeting the information we got. who are now of B County. It's wonderful. I couldn't be
happier. People work so hard. Our teachers work, our kids work, our administration here has worked. We're moving on. I think it's I guess want to recognize that. Thank you, Miss Nelson. Tired of me time,
sir. All right. Um, I just um I want to um commend the efforts of the uh the different schools and um I want to commend the board. I
remember not not so long ago I don't feel like we were having the higher level discussions that we're having now and um so I appreciate that and um just wanted to uh give everybody here just a little thumbs up like Houston approved.
I'm liking it. And um and my good friend Rev here just keeps me grounded. But other than that, um I was going to bring up the FPNL thing, but Mr. Basswin insisted on stealing my thunder, so that I have nothing.