--------- >>Karen Perez: THE BOARD WORKSHOP OF MARCH WORKSHOP OF MARCH 31st IS NOW -- WE'LL TURN IT OVER TO MR. SUPERINTENDENT. >>Van Ayres: THANK YOU, BOARD MEMBERS. THIS IS THE FIRST OF OUR TWO-PART WORKSHOP THIS MORNING AND INTO THE AFTERNOON. WE'LL START WITH POLICIES. THIS IS PART OF THE POLICY CYCLE WHICH WE HAVE A WHICH WE HAVE A WORKSHOP, AND A I THINK THERE ARE FIVE PROPOSED POLICIES. I'LL TURN IT OVER TO MR. PORTER TO GO OVER WITH THE BOARD MEMBERS THE PROPOSED POLICIES IN TODAY'S FIRST PART.
>>Jim Porter: THANK YOU, SUPERINTENDENT. AS THE SUPERINTENDENT SAID, THERE ARE FIVE POLICIES. FOUR ARE BOARD INITIATED THAT I WILL INTRODUCE. THE LAST ONE IS THE LAST ONE IS A STAFF PROPOSED POLICY MS. DAVIS WILL INTRODUCE. WE'LL JUMP INTO THEM. THE FIRST ONE IS REVISION OF POLICY 0160 REGARDING MEETINGS. THIS WAS BROUGHT THIS WAS BROUGHT FORWARD BY MEMBER RENDON. WHAT THE POLICY DOES IS REALLY CODIFY WHAT WE'RE ALREADY DOING AT BOARD MEETINGS ABOUT PUBLIC PARTICIPATION. IF YOU TURN TO IF YOU TURN TO PAGE 3 OF 4
BEGINNING ON LINE 147, YOU SEE THE RED-LINED VERSION. THIS IS JUST A REFLECTION OF WHAT IS CURRENTLY HAPPENING AT BOARD MEETINGS. MS. RENDON, IF YOU WANT TO SPEAK FURTHER ABOUT THE REASONING FOR THAT. >>Patti Rendon: THANK YOU SO MUCH. BASED UPON CERTAIN LAWSUITS THAT WERE FILED IN BREVARD COUNTY, AS WELL AS ALACHUA AND ARRANGE AT DIFFERENT TIMES, EACH TIME THE REFERENCES IN ANY OF THE REFERENCES IN ANY OF THE CASES REFERENCE POLICY. THIS WAS NOT INCLUDED IN OUR POLICY, BUT WE READ IT OUT LOUD AT A BOARD MEETING. I WANT TO MAKE SURE WHAT WE SAY
AT A BOARD MEETING WE HAVE IN POLICY. WE JUST KNOW WE'RE FOLLOWING EXACTLY WHAT WE SAY WE'RE GOING TO SAY. >>Nadia Combs: MEMBER GRAY. >>Lynn Gray: THAT WAS GOOD SERVICE. YEAH, I THANK EVERYBODY IN THIS ROOM PUTTING ALL THE POLICIES TOGETHER. THANK YOU, MR. PORTER. I APPRECIATE THIS BECAUSE WE'VE
ALWAYS HAD A VARIATION OF HOW MANY MINUTES THE PUBLIC CAN SPEAK. OH, IT'S TOO LONG. SAME PEOPLE SPEAK. YOU KNOW, WE'VE HAD THOSE KINDS OF CONVERSATIONS IN THE PAST. AND I WAS JUST WONDERING -- AND THIS IS THIS IS REGARDING THIS IS REGARDING LINE 152 WHERE WE HAVE THREE MINUTES FOR CERTAIN AMOUNT. I JUST WONDER IF WE WOULD OPEN TO THINK ABOUT JUST A BLANKET TWO MINUTES FOR EVERYONE BECAUSE WHAT HAPPENS IS, IN MY THREE
MINUTES, DO I HAVE TWO MINUTES? DO I HAVE ONE MINUTE? THAT WOULD ERADICATE AND ELIMINATE THAT ELIMINATE THAT TYPE OF ELIMINATE THAT TYPE OF SITUATION THAT HAPPENS. WAS THAT MY TWO MINUTES? [ LAUGHTER [ LAUGHTER ] ALL RIGHT. THERE COMES THE HOOK. THAT'S ONE CONSIDERATION. AND I LOOK FORWARD TO BOARD
COMMENTS. THE SECOND ONE IS AN THE SECOND ONE IS AN EDIT AND THEN I'LL BE DONE. LINE 157 WHERE IT LINE 157 WHERE IT SAYS NO BOARD MEMBER WILL INTERRUPT A SPEAKER, HOWEVER THE BOARD WILL NOT ALLOW -- AND I JUST WONDER WITH DUE RESPECT TO RESPECT TO CHAIR RESPECT TO CHAIR PEREZ AND FUTURE CHAIRS, IF IT WOULD BE BETTER TO PUT HOWEVER THE CHAIR WILL NOT ALLOW ANY BEHAVIOR. BECAUSE IN THE FINAL ANALYSIS, I'M NOT GOING TO POUND, RIGHT, BECAUSE I'M NOT
BECAUSE I'M NOT A CHAIR. VAUGHN IS NOT GOING TO POUND. I KNOW SUPERINTENDENT VAN AYRES WON'T. WHAT DO YOU THINK WHAT DO YOU THINK ABOUT THAT? I'LL LEAVE THAT AS AN OPEN QUESTION TO THE BOARD. >>Nadia Combs: MEMBER RENDON, YOU CAN GO BACK AND LOOK AT THE COMMENTS AFTERWARDS. GO AHEAD NOW GO AHEAD NOW THEN. >>Patti Rendon: SO THIS IS WHAT WE AS A BOARD WE AS A BOARD ALREADY DISCUSSED WHEN WE HAD A RETREAT TWO YEARS AGO AND WE CREATED THIS
PROCEDURE THAT WE'RE USING AT OUR BOARD MEETINGS. SO I JUST TOOK WHAT WE AS A BOARD HAD ALREADY APPROVED IN THAT RETREAT AND PUT IT IN POLICY. I DIDN'T CHANGE ANY OF THE WORDING. I DIDN'T DO ANYTHING DIFFERENTLY, BUT WE HAD ALREADY DISCUSSED WHETHER THREE MINUTES, TWO MINUTES OR HOW WE DID IT AND WE MADE A DISCUSSION SINCE OUR DISTRICT WAS SO LARGE THAT WE GAVE AN OPPORTUNITY FOR THREE MINUTES FOR PEOPLE THAT WOULD COME. SOME PEOPLE COME AN SOME PEOPLE COME AN HOUR AND A HALF JOUST SPEAK. -- JUST TO SPEAK.
TOO LONG AFTER 30 PEOPLE. ANY MAKE ANY CHANGES ANY MAKE ANY CHANGES TO WHAT THE BOARD DECIDED AT THE RETREAT. I JUST WANT TO MAKE SURE IT WAS CODIFIED IN POLICY, NOT JUST SOMETHING WE READ AT THE DAIS. WHATEVER THE BOARD FEELS DIFFERENTLY, IF YOU WANT TO DIFFERENTLY, IF YOU WANT TO MAKE WORDING, THE BOARD WILL NOT ALLOW BEHAVIOR, AGAIN, IT'S ALREADY WHAT WE SAID THROUGH THE RETREAT AS A BOARD. EVEN THOUGH THE CHAIR MAY BE THE ONE TO START A BEHAVIOR, THE POLICY IS STATING THAT AS A
BOARD, WE WILL NOT TOLERATE THAT, BECAUSE IT IS OUR MEETING, NOT JUST ONE PERSON. THAT'S WHY WE LEFT IT THE WAY IT WAS. BUT I DIDN'T CHANGE ANYTHING FROM WHAT WE HAD ALL AGREED UPON ORIGINALLY. >>Lynn Gray: WE ARE IN A POLICY WORKSHOP NOW. IT DOESN'T MEAN THESE WORDS WERE EDITS -- -- [OFF MICROPHONE] -- AGAIN, I JUST LEAVE IT OPEN TO BOARD REFLECTION AND COMMENT. >> YOUR MIKE. YOUR MICROPHONE. >>Lynn Gray: IT IS.
YOU DON'T HEAR ME? YEAH, I THINK SO. JUST TO REPEAT, THIS IS A POLICY WORKSHOP, AND THIS IS THE TIME AND THE TIME FOR THE CONDUITS AND VERBIAGE AND VERBIAGE AND CONSIDERATIONS OF THE REMARKS SO WE CAN ABSOLUTELY AS A BOARD CHANGE. IF NOT, OBVIOUSLY, WE KEEP THE SAME. THAT CONCLUDES MY REMARKS. THANK YOU. >>Nadia Combs: THANK YOU, MEMBER GRAY. MEMBER VAUGHN. >>Jessica Vaughn: THANK YOU. MADAM VICE-CHAIR.
SO I HAVE MIXED FEELINGS ABOUT THIS POLICY BECAUSE I DO APPRECIATE THAT IF IT'S IN POLICY, IT'S VERY CLEAR AND TRANSPARENT, AND PEOPLE WHO ARE COMING TO SPEAK WILL UNDERSTAND BECAUSE I THINK THERE IS A LOT OF CONFUSION IF WE'RE CHANGING IT KIND OF AS-IS, IF PEOPLE PREPARE A CERTAIN SPEECH AND THEN THEY GET HERE AND REALIZE THAT THINGS HAVE TO CHANGE AND THEY DON'T KNOW IF THEY HAVE TO CUT IT DOWN TO A MINUTE AND A HALF OR A MINUTE AND THAT CAUSES A LOT OF FRUSTRATION FOR PEOPLE WHO WANT TO COME AND GIVE PUBLIC COMMENT. I DO THINK THAT IT LIMITS THE CHAIR'S ABILITY TO KIND OF HAVE
AUTONOMY OVER THIS AND SET THIS. I'M NOT SURE IF THAT'S WHERE WE WANT TO GO AS A BOARD, THAT'S FINE. BUT IT DOES, YOU KNOW, AS FAR AS I KNOW, SINCE I'VE BEEN HERE, IT'S ALWAYS BEEN DECIDED THROUGH OUR WAY OF WORK, WHICH IS SOMETHING THAT WE CHANGE WITHOUT HAVING TO HAVE SEVERAL HEARINGS ABOUT IT AND CHANGING ABOUT IT AND CHANGING POLICY. SO I DO WORRY IF WE WANT TO MAKE CHANGES TO THIS BECAUSE OF WHATEVER, IT BECOMES VERY LABORIOUS TO DO SO AS OPPOSED TO OUR WAY OF WORK. I'M OPEN TO WHICHEVER WAY THE BOARD WANTS TO GO. I DO, HOWEVER, KIND OF AGREE THAT I DON'T LIKE THE PART
THAT I DON'T LIKE THE PART WHERE IT SAYS NO BOARD MEMBER WILL INTERRUPT A SPEAKER, BECAUSE I JUST HAVE NO IDEA WHAT COULD GO ON. IF SOMETHING GOT EXTREMELY VOLATILE OR I FELT THREATENED IN SOME WAY OR SOMETHING HAPPENED, LIKE, I DON'T WANT TO BREAK MY OWN POLICY. I MEAN, I UNDERSTAND THAT IS A GOOD HABIT FOR US IN THAT WE DON'T WANT TO GET IN BACK AND FORTH AND PEOPLE WHO COME TO SPEAK FOR PUBLIC COMMENT SHOULD HAVE THE RIGHT TO SAY WITHOUT BEING INTERRUPTED. I DON'T WANT TO LIKE LOCK US INTO THAT SPECIFICALLY, JUST IN CASE, WHO
CASE, WHO KNOWS WHAT COULD HAPPEN. IF THE CHAIR DID NEED TO INTERRUPT OR IF SOMETHING HAPPENED OR I FELT UNSAFE FOR SOME REASON. WE CAN'T BE NAIVE ABOUT THE TIME WE LIVE IN AND WHAT WE'RE LIVING IN. I DON'T WANT TO BREAK MY OWN POLICY IF FOR SOME REASON I INTERRUPT A SPEAKER KNOWINGLY OR UNKNOWINGLY. THAT IS THE PIECE I HAVE AN ISSUE WITH. THOSE ARE MY THOUGHTS. THANK YOU. >>Nadia Combs: THANK YOU. I'M NEXT IN LINE. I CONCUR WITH THE THINGS. I THINK THIS IS MORE PROCEDURAL AND MORE OF THE WAY OF WORK THAT
WE'VE ALWAYS DONE IN THE PAST. I KNOW THAT THE SECOND, THIRD YEAR WHEN I WAS CHAIR, ALWAYS THREE MINUTES AND TWO THREE MINUTES AND TWO MINUTES IF IT WAS MORE. BUT ONCE IN A WHILE, LIKE, THERE IS A HOT TOPIC OR PEOPLE FEEL REALLY BAD ABOUT SOMETHING OR SOMETHING THAT'S REALLY IMPORTANT AND I DON'T WANT TO LOCK MYSELF IN AND BE LIKE, OKAY, YOU ONLY GET TWO MINUTES NO MATTER WHAT. IT MIGHT BE A HUGE, HUGE TOPIC THAT MIGHT REALLY THAT MIGHT REALLY IMPACT PEOPLE AND LIKE TWO OR THREE THINGS THAT NIGHT THAT ARE REALLY IMPACTING PEOPLE. TWO OR THREE THINGS ON THE
AGENDA THAT REALLY IMPACT INDIVIDUALLY, AND THAT MEANS THAT DAY, NO MATTER WHAT, IF THERE ARE TWO BIG ITEMS THAT I HAVE TO GO TO TWO MINUTES. I THINK A WAY OF WORK, IT'S ALWAYS WORKED SINCE I'VE BEEN HERE FOR FIVE YEARS. I THINK THAT WAY OF WORK, WE'RE ABLE TO CHANGE AND PRETTY MUCH HAVE STUCK WITH THREE MINUTES, EXCEPT FOR TWO MINUTES. ONCE AGAIN, WHAT MEMBER VAUGHN SAID, LIKE, LET'S SAY YOU'RE OUT AND I'M OUT AND ALL OF A SUDDEN THERE IS ANOTHER PERSON IN, LIKE, WHO KNOWS. I THINK THAT SOMETIMES LIKE THERE'S BEEN TIMES ON THE BOARD WHERE I'VE HAD TO ONCE IN A BLUE MOON, YOU MAY HAVE TO SAY
SOMETHING OR SPEAK OUT OF TURN, THAT MAY HAPPEN ONCE IN A WHILE. I REMEMBER A FEW MONTHS AGO WHERE I SAID SOMETHING TO MEMBER VAUGHN WHEN SHE WAS ON THE BOARD AND SOMEBODY WAS SPEAKING AND IT WAS KIND OF IMPORTANT. SO IT WAS VERY TIME SENSITIVE. SO I THINK THAT CAN HAPPEN. I THINK THIS IS JUST, AS MUCH AS I APPRECIATE THE THOUGHT AND THE IDEA, I THINK THIS IS MORE PROCEDURE. I DON'T LIKE IT IN POLICY, ALL OF A SUDDEN WE DECIDE WE WANT TO DO FOUR MINUTES, I GOT TO GO WAIT UNTIL THE NEXT POLICY CYCLE AND CHANGE THAT POLICY CYCLE. I JUST DON'T LIKE BEING LOCKED INTO THAT TIME OR ALSO THE COMMENT. THAT'S ALL I HAVE TO SAY.
THANK YOU. MEMBER PEREZ. >>Karen Perez: SO I'M LOOKING AT THIS, AND IT SAYS, HOWEVER, THE BOARD WILL NOT BOARD WILL NOT ALLOW ANY BEHAVIOR THAT INTERRUPTS THE ORDERLY CONDUCT OF THE MEETING. WE'VE HAD TIMES WHERE THE FOLKS WATCHING THE MEETING ARE GETTING KIND OF LOUD KIND OF LOUD AND ROWDY. I'VE HAD TO HIT THE GAVEL SEVERAL TIMES TO ASK THEM TO PLEASE CALM DOWN BECAUSE WE CAN'T HEAR THE SPEAKERS.
BUT IT SAYS "THE BOARD." AND IT SAYS NO BOARD MEMBER WILL INTERRUPT THE SPEAKER. BUT I HAVE TO INTERRUPT THE SPEAKER A MINUTE TO GET THE AUDIENCE TO CALM DOWN. AND STOP THEIR TIME FOR A MOMENT WHILE WE WHILE WE RESET WHILE WE RESET THE FOLKS. THIS IS NOT GOING TO WORK. 157 TO 158 THAT HAS TO BE LOOKED
AT. HOWEVER, THE BOARD. NOT SO MUCH THE CHAIR, BUT IT SAYS THE BOARD WILL NOT ALLOW ANY BEHAVIOR. BUT THE POWER IS WITH THE CHAIR, NOT SO MUCH THE BOARD. THE CHAIR IS THE THE CHAIR IS THE ONE WHO SAYS ORDER IN THE ORDER IN THE BOARDROOM. WE NEED WE NEED SILENCE. WE NEED TO BE ABLE TO LISTEN TO THE THE SPEAKERS. WE NEED TO BE ABLE TO CALM DOWN.
THE NOISE LEVEL IS GETTING TOO LOUD. PLEASE RESPECT OUR SPEAKERS. I'VE NEVER HAD ANOTHER BOARD MEMBER OR WHEN THERE IS ANOTHER CHAIR, I'VE NEVER SPOKEN OUT AS A BOARD MEMBER OVER A BOARD MEMBER OVER THE CHAIR A BOARD MEMBER OVER THE CHAIR TO REDIRECT THE INTERRUPTIONS THAT HAPPEN DURING A BOARD MEETING. WE'VE ALWAYS WE'VE ALWAYS WAITED AND RESPECTED ANY CHAIR THAT'S SITTING THERE, YOU KNOW, AT THAT
TIME. SO THAT'S WHAT I HAVE HERE. BUT WITH THE ALLOTTED TIME, WE'VE ALWAYS WE'VE ALWAYS BEEN VERY FLEXIBLE WHEN IT COMES FROM THREE MINUTES TO TWO MINUTES. I DON'T KNOW IF WE I DON'T KNOW IF WE REALLY NEED THIS BECAUSE THAT'S JUST MY OPINION. >>Nadia Combs: MEMBER WASHINGTON HASN'T SPOKEN AND THEN WE CAN GO FROM THERE. >>Henry "Shake" Washington: R. I THINK THE WAY THE BOARD RUNS, IT RUNS SMOOTHLY.
I MEAN, WE HAVEN'T HAD ANY PROBLEMS. I HAVE NOT HAD ANY PERSON COME AND COMPLAIN. YOU DO A GREAT JOB WHEN THEIR TIME IS UP. YOU CUT IT OFF. AND WHOEVER THE AND WHOEVER THE CHAIR, THANK YOU VERY MUCH AND THE NEXT PERSON COMES UP. I DON'T SEE A NEED TO CHANGE THE PROCEDURE BECAUSE IT'S WORKING. IF IT WASN'T WORKING, THEN, YEAH, WE CAN GO BACK AND CHANGE IT, BUT IT'S RUNNING SMOOTHLY NOW. THANK YOU. >>Nadia Combs: THANK YOU, MEMBER WASHINGTON. MR. PORTER. >>Jim Porter: I THINK THE REASON MS. RENDON BROUGHT THE POLICY FORWARD, SHE ARTICULATED, THERE'S BEEN COURT CASES.
I THINK WE'VE ALL WATCHED WHAT HAPPENED OVER THE PAST YEAR WITH THE STATE AND LOCAL SCHOOL BOARDS AND BOARD MEETINGS GETTING OUT OF HAND AND PUTTING THE CHAIR AND BOARD MEMBERS IN THE CHAIR AND BOARD MEMBERS IN A LOT OF PERIL BECAUSE OF PUBLIC BEHAVIOR. SO THIS DOES A COUPLE OF THINGS. IT JUST REFLECTS WHAT YOU'RE ALREADY DOING AND IT ADDS A LAYER OF PROTECTION FOR THIS BOARD AND FOR THE CHAIR SO THAT YOU HAVE IN PLACE AND THE PUBLIC KNOWS WHAT TO EXPECT WHEN THEY COME INTO A MEETING. YOU DON'T HAVE TO DO IT. THE POLICY AS IT STANDS IS VERY BROAD, WHICH POLICIES ARE.
THE THOUGHT BEHIND THIS WAS TO GIVE CERTAINTY TO THE PUBLIC AND PROTECTION TO THE BOARD TO THAT WHEN SOMETHING DOES HAPPEN, WE CAN WORDSMITH IT. IF YOU DON'T LIKE BOARD, WE CAN CHANGE IT TO CHAIR. THE POINT IS, COUPLE OF THINGS, ONE, MY LEGAL ADVICE HAS BEEN PUBLIC COMMENT IS A PUBLIC COMMENT IS A MONOLOGUE, NOT A DIALOGUE. IF YOU OPEN IT UP FOR PUBLIC COMMENT, COMMENT, WHICH YOU DO, EVERYONE SHOULD HAVE A RIGHT TO STAND THERE FOR THREE MINUTES AND SAY WHATEVER THEY WANT AS LONG AS THEY DON'T QUOTE, UNQUOTE, DISRUPT THE MEETING.
THAT IS A LITTLE SUBJECTIVE, BUT WE'VE SEEN THAT HAPPEN. THE NOT THE NOT INTERRUPTING THE SPEAKER IS IMPORTANT BECAUSE THAT'S WHEN THE BOARD MEMBERS, YOU ALL GET IN TROUBLE INDIVIDUALLY AND COLLECTIVELY AS A BOARD. BUT IT'S ALSO IMPORTANT THAT THE BOARD OR BOARD OR THE CHAIR DOESN'T TOLERATE BEHAVIOR THAT'S MEANT TO DISRUPT THE MEETING. WE DON'T NEED PERFORMATIVE BEHAVIOR AT A SCHOOL BOARD MEETING OR THINGS THAT WILL REALLY DISRUPT THE MEETING. THAT LANGUAGE REFLECTS NOT ONLY THE RECENT CASES BUT ALSO WHERE WE ARE IN FLORIDA WITH STATE
GOVERNMENT AND LOCAL SCHOOL BOARDS. SO THAT'S THE REASON FOR IT. IF THE BOARD IS UNCOMFORTABLE WITH THE POLICY, THAT'S COMPLETELY FINE. YOU'RE NOT GOING TO BE IN TROUBLE FOR NOT DOING IT. THE GOAL WAS, AGAIN, TO PROVIDE PROTECTION FOR YOU AND CERTAINTY FOR THE PUBLIC. THE OTHER THING I WOULD RECOMMEND GIVEN SOME OF THE ANGST OR QUEASINESS ABOUT ANGST OR QUEASINESS ABOUT THIS, WE COULD ADD SOMETHING TO THE EFFECT THAT THE BOARD RESERVES THE RIGHT BY MOTION AND VOTE TO SUSPENDED THE RULES OR TO CHANGE THE RULES. IN THE PAST, TEN YEARS AGO, THAT'S WHAT THE BOARD WOULD REGULARLY DO.
IF THERE WAS A SENSE THAT THERE'S A HUNDRED PEOPLE HERE, THEY WOULD MAKE A MOTION AND IT WOULD BE DONE BY MOTION. AND WE COULD ADD THAT, AGAIN, THAT SORT OF GIVES YOU THE FLEXIBILITY TO DO THIS. SO THAT'S SORT OF AN ANSWER. AGAIN, COMPLETELY YOUR POLICY. YOU ARE NOT COMPELLED TO DO THIS POLICY. BUT THOSE ARE THE REASONINGS BEHIND IT, AND WHY IT WAS BROUGHT FORWARD. >>Nadia Combs: THANK YOU, MR. PORTER. MEMBER VAUGHN, MEMBER PEREZ AND THEN MEMBER GRAY AND HOPEFULLY
WE'LL WRAP IT SOON AFTER THAT. >>Jessica Vaughn: THANK YOU. I WAS GOING TO ASK YOU FOR YOUR OPINION IN GENERAL SINCE IT WAS BROUGHT FORWARD THROUGH PROTECTION AND YOU ARE OUR PROTECTION, RIGHT? I LOVE THAT PIECE ABOUT ADDING SOMETHING WHERE WE CAN MAKE A MOTION SO THERE'S MORE FLEXIBILITY, BECAUSE THAT -- WHAT I'M WORRIED ABOUT IS THE LACK OF FLEXIBILITY WITH IT BEING CODIFIED IN POLICY. AGAIN, UNDER YOUR ADVICE, DO WE NEED TO LEAVE THAT PART ABOUT INTERRUPTION? >>Jim Porter: I THINK IT'S ABSOLUTELY NECESSARY. YES.
IF YOU ARE UNCOMFORTABLE WITH THE RIGIDNESS OF IT, WE CAN WORK ON THAT. AGAIN, THIS IS SORT OF A REFLECTION OF WHERE THIS STATE IS AND WHERE IS AND WHERE LOCAL GOVERNMENTS ARE VIS-A-VIS ARE VIS-A-VIS THE STATE. MY JOB IS TO PROTECT YOU ALL. I THINK YOU ALL GET IN TROUBLE WHEN YOU GO BACK AND FORTH WITH PUBLIC COMMENT. THAT'S JUST A REALITY. SO THIS GIVES YOU SOME GUIDANCE AND SOME CERTAINTY. THE OTHER THING IS, AND THIS IS A MUCH BIGGER CONVERSATION. LEGALLY, THIS BOARD IS ONLY
REQUIRED TO HEAR PUBLIC COMMENT ON AGENDA ITEMS. THAT'S THE ONLY LEGAL REQUIREMENT. BUT YOU ALL HAVE CHOSEN TRADITIONALLY AND INSTITUTIONALLY AND HISTORICALLY TO ALLOW ANY PUBLIC COMMENT. ONCE YOU OPEN THAT DOOR, YOU REALLY SHOULD NOT BE INTERRUPTING SPEAKERS BECAUSE IT'S A SLIPPERY SLOPE. AGAIN, I DON'T GET IN TROUBLE FOR THAT. YOU INDIVIDUALLY GET IN TROUBLE AND THE DISTRICT OR THE BOARD DOES. IF YOU WANT TO HAVE A BROADER DISCUSSION ABOUT PUBLIC DISCUSSION ABOUT PUBLIC COMMENT, THAT'S SOMETHING THAT YOU COULD DO. THAT'S GOING TO CHANGE THE WAY OF WORK FOR THE ENTIRE DISTRICT
AND THE EXPECTATIONS THAT THE PUBLIC HAVE COME TO ACCEPT. ONCE YOU ALLOW PUBLIC COMMENT, AGAIN, YOU WOULD ONLY INTERRUPT THEM IF IT'S A DISRUPTION. WE CAN MAKE THAT CLEAR, IF YOU'D LIKE. IT'S A DISRUPTION, NOT THE SPEECH. >>Jessica Vaughn: THAT'S WHAT I WAS GOING TO CLARIFY. FROM YOUR UNDERSTANDING, EVEN WITH THE WAY IT IS WRITTEN, THERE IS ENOUGH LENIENCY IF THERE IS A DISRUPTION. >>Jim Porter: YES. WE CAN CLARIFY THAT. >>Jessica Vaughn: IF THE CHAIR
WAS AWAY FROM THE DAIS. >>Jim Porter: THE VICE-CHAIR, WHOEVER IS PRESIDING. YOU CAN'T HAVE CHAOS WITH SEVEN OF YOU TRYING TO CONTROL THE RUNNING OF THE MEETING. THE CHAIR IS RESPONSIBLE FOR THE MEETING. THE CHAIR IS NOT THERE, THE VICE-CHAIR, IF NOT, WHOEVER IS IN CHARGE. AGAIN, ONE OF THE STRATEGIES THAT WE'VE USED SUCCESSFULLY IN THE PAST, WHAT I WOULD RECOMMEND IF THINGS ARE GETTING OUT OF HAND, TAKE A RECESS AND LET SECURITY DEAL WITH IT. AND I WILL STEP IN AT THAT POINT. I'VE STEPPED IN A FEW TIMES AND IT IT HASN'T IT HASN'T BEEN COMPLETELY
SUCCESSFUL WHEN I'VE STEPPED IN. I'M THE ATTORNEY. I'M NOT RUNNING THE MEETING. THIS GIVES MORE GUIDANCE AND CERTAINTY. >>Nadia Combs: THANK YOU, MEMBER VAUGHN. MEMBER PEREZ AND MEMBER GRAY. >>Karen Perez: IF WE COULD IMPOSE THE WORD CHAIR AND CO-CHAIR IN THERE, THAT WOULD BE GREAT. >>Jim Porter: OKAY. THAT'S A GOOD CHANGE. I'LL I'LL ADD THE LANGUAGE. >>Nadia Combs: THANK YOU, MEMBER PEREZ. MEMBER GRAY.
>>Lynn Gray: ACTUALLY, IN >>Lynn Gray: ACTUALLY, IN THAT RATIONALE, MR. PORTER, IS WHAT I NEED TO HEAR. I THOUGHT IT WAS A WORD THAT WAS MISSED. WHEN I READ IT, IT JUST LOOKED LIKE, WELL, IT SHOULD BE THE CHAIR. IT DIDN'T IT DIDN'T OCCUR TO ME. SO THAT'S WHY I SUGGESTED MEMBER RENDON, THE EDIT. AND MEMBER PEREZ, CHAIR PEREZ IS ALL TOO FAMILIAR WITH RUDE FOLKS AND THE NEED TO HAVE THAT MALLET OR WHATEVER YOU WANT TO CALL IT.
BUT I WAS INTERESTED IN WHY -- WHAT WAS YOUR THOUGHTS WHEN YOU SAY IT SAY IT WILL PROTECT US, HOW DOES THAT PROTECT US. HOWEVER, THE BOARD WILL NOT ALLOW ANY BEHAVIOR. >>Jim Porter: THE BOARD HAS A RIGHT TO SET RULES FOR PUBLIC COMMENT. YOU GET INTO TROUBLE WHEN YOU DO IT SORT OF ON A CASE-BY-CASE BASIS. IF YOU HAVE POLICY IN PLACE, EVERYBODY KNOWS WHAT TO EXPECT, AND YOU HAVE THE ABILITY TO ENFORCE IT. SO PUTTING THIS LANGUAGE IN HERE
SETS THE POLICY AND SETS THE RULES SO THAT ANYONE COMING INTO THE BOARD MEETING KNOWS WHAT TO EXPECT AND EVERYONE IS TREATED FAIRLY AND EQUALLY. I THINK OTHER BOARDS HAVE GOTTEN INTO TROUBLE WHERE THEY SINGLE PEOPLE OUT FOR INTERRUPTION OR FOR BEING THROWN OUT OF MEETINGS. THIS IS SORT OF -- EVERYONE ACROSS THE BOARD IS TREATED THE SAME WAY AND THEY KNOW WHAT THE EXPECTATIONS ARE WHEN IT COMES TO THE BOARD MEETING. >>Lynn Gray: LINE 157. YOU MENTIONED IT DOES PROTECT, WHEN YOU HAVE THE WORD BOARD. I THINK RIGHT NOW WE'RE KIND OF
BEATING A DEAD HORSE. I THINK THE BOARD IS AGREEING TO CHANGE TO CHAIR. THAT SETTLES THAT. THANK YOU. >>Nadia Combs: THANK YOU. RIGHT BEFORE WE MOVE TO THE NEXT POLICY, MR. PORTER, THE ONLY THING IS, I WOULD LIKE TO MAKE SURE WE ADD THE EXTRA PART -- >>Jim Porter: THIS IS WHAT I PROPOSE. RIGHT TO EDIT THIS FURTHER. I WOULD ADD, THE BOARD SHALL RESERVE THE RIGHT TO AMEND THE PUBLIC PARTICIPATION PROCESS. I'LL WORK ON THAT LANGUAGE. ADD THAT. >>Nadia Combs: I THINK THAT WOULD BE GREAT. THERE ARE SITUATIONS WHERE IT COULD BE LONGER OR COULD BE LONGER OR SHORTER.
GREAT. I THINK WE CAN COME TO AGREEMENT ON THAT. THANK YOU SO MUCH, MEMBER RENDON. 2460, EXCEPTIONAL STUDENT EDUCATION. >>Jim Porter: MEMBER RENDON ALSO BROUGHT THIS POLICY. THIS IS FOR -- THIS POLICY, IT IS A BIG POLICY. IT IS BEING SPECIFICALLY AMENDED TO CLARIFY WHEN OUTSIDE PROVIDERS ARE ALLOWED IN OUR SCHOOLS. THE LANGUAGE THAT YOU SEE IN FRONT OF YOU FRONT OF YOU REFLECTS THE EXISTING FLORIDA LAW AND ALSO PROCEDURES THAT ARE IN PLACE AND AGAIN CLARIFIES FOR THE PUBLIC AND PARENTS.
MS. PEREZ WORKED ON THIS A FEW YEARS AGO. THIS TAKES THE POLICY A LITTLE FURTHER. WE WORKED CLOSELY WITH TRACYE BROWN ON THIS. AND THAT'S SORT OF AND THAT'S SORT OF THE OVERALL. AGAIN, ALL THE LANGUAGE IN HERE REFLECTS EITHER STATE STATUTE OR OUR EXISTING PROCEDURES AND IS INTENDED TO CLARIFY FOR THE PARENTS AND THE PUBLIC. >>Patti Rendon: THANK YOU, MR. PORTER AND TRACYE BROWN AND STAFF FOR REVIEWING AND LOOKING AT THIS. AS WE ALL KNOW, THIS HAS BEEN A HOT TOPIC AND CRITICAL FOR
INDIVIDUALS WITH DISABILITIES WITHIN OUR SCHOOLS THAT THEY GET THE SERVICES THEY NEED AND AT ALL TIMES. WE AS A DISTRICT TRY TO PROVIDE THOSE SERVICES OURSELVES BUT THERE ARE TIMES WHEN WE DO NOT HAVE THE STAFF OR RESOURCES TO BE ABLE TO PROVIDE THAT. JUST WANT JUST WANT TO PUT SOME ADDITIONAL CLARIFICATION AND MAKE SURE THAT WE AS A BOARD STAND HERE STATING THAT WE WANT TO MAKE SURE THAT EVERYONE GETS THE SERVICES THAT THEY NEED. AND THIS JUST TOOK IT A LITTLE STEP FURTHER THAT SAYS THAT WE UNDERSTAND AND WE RECOGNIZE BASED UPON THE LAW THAT THIS IS A RESPONSIBILITY OF US TO MAKE SURE WE HAVE AN OPEN POLICY TO
MAKE SURE THAT IS WELCOME FOR OUTSIDE PROVIDERS TO COME IN TO PROVIDE THE SERVICES THAT ARE NECESSARY FOR THE INDIVIDUALS ACCORDING TO THEIR IEP AND THEIR DISABILITY. I JUST WANT TO FIRM IT UP A LITTLE BIT AND MAKE SURE IT GAVE AS MUCH POSSIBLE ACCESS AS INDIVIDUALS NEEDED WITHIN THE SCHOOLS. >>Nadia Combs: MEMBER GRAY. >>Lynn Gray: ARE YOU FINISHED, MEMBER RENDON? I APPRECIATE THIS POLICY VERY MUCH BECAUSE MUCH BECAUSE WE'VE BEEN GOING
THROUGH HE DOUBLE HOCKEY THROUGH HE DOUBLE HOCKEY STICKS WITH SOME OF THE SOUTH TAMPA SCHOOLS. JUST A FEW THINGS. WHEN I MENTION TO ANY BOARD MEMBER THAT PRESENTS A POLICY, THIS IS IN A COLLABORATIVE SPIRIT. IT'S NOT ONE TO BE CRITICAL AT ALL. SO PLEASE TAKE IT IN THAT LIGHT. LINE 245, 246, IT LINE 245, 246, IT SAYS PRIVATE INTRODUCTION -- EXCUSE ME, PRIVATE INTRODUCTIONAL PERSONNEL TO PROVIDE SUPPLEMENTAL SERVICES FOR THEIR CHILD AND WILL COOPERATE TO THE FULLEST EXTENT OF THE LAW.
SO WHY WHEN WE HAVE THAT STATEMENT THERE, BUT ON PAGE -- ON LINE 276 ON LINE 276 I ON LINE 276 I FIND IT TO BE DUPLICATIVE WHEN IT GOES INTO WHERE APPLICABLE, PUBLIC AND PRIVATE INSTRUCTIONAL PERSONNEL SHALL UNDERTAKE COLLABORATIVE PROGRAMMING, COORDINATION OF SERVICES AND PLANS BETWEEN A PUBLIC SCHOOL AND PRIVATE INSTRUCTIONAL PERSONNEL IS
ENCOURAGED. ONE OF THE THINGS I THINK, I'M WONDERING, MEMBER RENDON, IF WE NEED TO HAVE THAT WHEN YOU ALREADY HAVE THE SIMILAR WORDING ALREADY IN 275, ALREADY IN 275, 276, 277. IT DOESN'T MATTER TO ME, IT DOESN'T MATTER TO ME, REALLY. I'M FINE. THE MORE THAT WE IMPACT, THAT'S FINE. BUT I'M JUST WONDERING IF WE WANT TO BE REPETITIVE. ALSO, ONE EDIT, ALSO, ONE EDIT, LINE 279,
PRINCIPALS, PUBLIC INSTRUCTIONAL PERSONNEL AND PRIVATE INSTRUCTIONAL PERSONNEL SHALL WORK TOGETHER. I WOULD RATHER HAVE THE WORD WILL WORK TOGETHER, BUT SHALL IS POLITE. IF YOU ARE TRYING TO PUT A POLICY WITH MORE POLICY WITH MORE TEETH, THE WORD "WILL" HAS BETTER EFFECT. THAT'S HERE NOR THERE. I'M JUST SUGGESTING AN EDIT. LAST, MY COMMENT, AND LAST, MY COMMENT, AND I HOPE THAT YOU DO A RESPONSE TO ME. LINE 293,
LINE 293, WHERE IT SAYS -- AND 292 -- I THINK THIS IS GREAT WHAT YOU HAVE. SERVICES PROVIDED BY PRIVATE INSTRUCTIONAL PERSONNEL MAY BE PROVIDED DURING THE PROVIDED DURING THE STUDENT'S INSTRUCTIONAL INSTRUCTIONAL TIME, BUT MAY NOT INTERFERE WITH THE INTERFERE WITH THE STUDENT'S INSTRUCTIONAL TIME. THAT IS SO IMPORTANT BECAUSE RIGHT NOW RIGHT NOW WE'VE HAD TREMENDOUS LACK OF GOOD COMMUNICATION. AND I THINK THAT SPELLS IT AND I THINK THAT SPELLS IT OUT PRETTY SUCCINCTLY. I THINK THAT IS A GREAT ADDITION. THOSE ARE MY COMMENTS, MADAM
CHAIR AND MADAM VICE-CHAIR. >>Nadia Combs: THANK YOU, MEMBER GRAY. MEMBER VAUGHN. >>Jessica Vaughn: THANK YOU. I LIKE THIS POLICY IN THE VEIN WHEN WE DISCUSSED THE ABA THERAPIST. I WANT TO CLARIFY AND MAKE SURE THAT WHEN WE TALK ABOUT PRIVATE PROVIDERS THAT WE'RE NOT -- PROVIDERS THAT WE'RE NOT -- IS THE INTENT OTHER PRIVATE PROVIDERS THAT WE HAVEN'T PROVIDERS THAT WE HAVEN'T SPOKE ABOUT? CONSIDERING THE CONCERNS ABOUT WHAT THAT LOOKS LIKE? I'M NOT SURE IN WHAT OTHER SITUATIONS THAT WOULD BE
APPLICABLE, AND IF THIS POLICY AFFECTS THAT. >>Jim Porter: I'LL ASK MS. BROWN TO SPEAK TO THAT MORE SPECIFICALLY. BUT THAT LANGUAGE IS ALREADY IN THE PRESENT POLICY. IT'S SOMETHING THAT THE STAFF CONSIDERS. SO I THINK THIS IS JUST TO CLARIFY IF YOU FALL INTO THAT CATEGORY OF CATEGORY OF PIP WHAT THE PROCESS IS. IT SHOULDN'T AFFECT THAT BUT I'M NOT THE EXPERT. >>Jessica Vaughn: SPECIFICALLY THE QUESTION I HAVE IS LINE 244 TO 246 WHERE IT SAYS THE BOARD RECOGNIZES THAT PARENTS
SOMETIMES WISH TO UTILIZE PRIVATE INSTRUCTIONAL PERSONNEL TO PROVIDE SUPPLEMENTAL SERVICES. THAT'S VERY BROAD. >>Jim Porter: RIGHT, IT IS. >>Jessica Vaughn: SO THAT'S -- WELL, I'M WELL, I'M NOT SURE WHICH LAW THAT'S REFERENCING AND WHAT CONTEXT. THAT'S WHY I WANT CLARITY. >>Jim Porter: THAT STATEMENT WAS TO SORT OF SET THE TONE FOR WHAT THE DISTRICT IS WILLING TO WORK WITH OUTSIDE WITH OUTSIDE PERSONNEL. BUT THERE HAVE TO BE RULES IN PLACE TO PROTECT EVERYONE. IT'S MORE OF AN INTRODUCTORY STATEMENT. HE CAN HEAR FROM STAFF ABOUT THE
SPECIFICS. >> SO RIGHT UNDERNEATH >> SO RIGHT UNDERNEATH THAT, THE LANGUAGE THAT'S HERE ABOUT WHO THE PIPs ARE, THE PIP IS DESCRIBED IN THE STATE STATUTE, WHICH IS ALSO IN THE POLICY HERE. >>Jessica Vaughn: THIS LINE COMES FROM THIS POLICY SPECIFICALLY. >> YES. >>Jessica Vaughn: STATUTE, SORRY. >> RIGHT BELOW THERE, LINES 251 AND THEN ON TO THE NEXT AND THEN ON TO THE NEXT PAGE, IT WILL TELL YOU WHO THOSE PIPs ARE, REGISTERED BEHAVIOR TECHS, SPEECH LANGUAGE PATHOLOGIST, OT, PT, PSYCHOLOGISTS AND CLINICAL SOCIAL WORKERS WITH.
ANY OF THOSE PIPs. >>Jessica Vaughn: THAT LINE LEADS TO THOSE SEVEN ONLY. >> YES. THAT'S WHAT THE STATUTE SAYS THAT THOSE ARE THE SEVEN. >>Jessica Vaughn: -- LIMITED TO THESE FOLLOWING SEVEN JUST SO WE CLARIFY THAT IT'S JUST THOSE SO PEOPLE DON'T READ THAT, OH, CAN I BRING IN MY PRIVATE NANNY OR DOG WALKER, WHATEVER IT IS. JUST TO CLARIFY THAT AND GO TO THAT SEVEN. >>Jim Porter: GOOD COMMENT. >>Jessica Vaughn: THAT'S ALL I HAD. THANK YOU. >>Nadia Combs: THANK >>Nadia Combs: THANK YOU. MEMBER WASHINGTON, CHAIR PEREZ.
I HAVE A LITTLE COMMENT AS WELL. I'M GLAD YOU ARE HERE. THANK YOU DR. BROWN FOR YOUR WORK AND ALL THAT YOU DO. THIS IS IMPORTANT. I APPRECIATE YOU BRINGING IT UP. MY QUESTION OR COMMENT, WHEN YOU TALK ABOUT THE LEAST RESTRICTIVE ENVIRONMENT BECAUSE I WANT TO MAKE SURE IT IS THE RIGHT ENVIRONMENT FOR EVERY CHILD, THE ONLY THING I'M CONCERNED ABOUT, THIS TAKES AWAY ANY INPUT THAT THE PRINCIPAL HAS IN A WAY, RIGHT? IS IT JUST GOING TO THE BOARD? BECAUSE ONE OF THE THINGS I WORRY ABOUT SOMETIMES
WORRY ABOUT SOMETIMES IS THAT SOMETIMES MAYBE IT IMPACTS THE REST OF THE STUDENTS IN THE CLASSROOM. WHAT DOES THAT LOOK LIKE, RIGHT? SOMETIMES LIKE A PRINCIPAL MAY DECIDE TO DO SOMETHING OR CHANGE SOMETHING BASED ON HER SCHEDULE OR BASED ON THE SCHEDULE OF THE OTHER STUDENTS OR BASED ON WHAT ENVIRONMENT OR MAYBE BASED ON IF THAT CHILD SHOULD BE IN ANOTHER LEAST RESTRICTIVE ENVIRONMENT, WHAT THAT LOOKS LIKE. I JUST WONDER HOW THIS POLICY IMPACTS LIKE PRINCIPALS HAVING IMPACTS LIKE PRINCIPALS HAVING A VOICE AND ALSO -- >>Jim Porter: PRINCIPALS HAVE THE ULTIMATE SAY, PERIOD.
ALL THIS DOES IS CLARIFY SORT OF THE PROCESS IN WHAT WE'RE DOING NOW. THE PRINCIPALS HAVE TO RUN THE SCHOOL, AND THEY HAVE TO SORT OF DO THAT. THIS GIVES GUIDANCE OF WHEN THEY CAN BRING THE PIPs IN. >>Nadia Combs: I GUESS THAT'S WHY I'M WONDERING WHY ON LINE -- IF LINE IF LINE 244 AND 246, IF THAT LINE IS NECESSARILY REALLY, BECAUSE TO ME THAT MISLEADS ME. THAT MAKES ME FEEL THAT THE SCHOOL BOARD IS GOING TO BE DEALING WITH THOSE DAY-TO-DAY
OPERATIONS. SO THAT IS WHAT CONCERNS ME IS THAT TITLE RIGHT THERE AND WHAT THAT LOOKS LIKE. OBVIOUSLY, I WANT THE STUDENTS TO HAVE -- I ALSO HAD THE SAME POINT AS MEMBER VAUGHN DID, IT HAS TO CLARIFY, BECAUSE HAS TO CLARIFY, BECAUSE THEN YOU COULD HAVE, LIKE YOU SAID, YOUR NANNY, ANYBODY, OR YOUR BROTHER WHO IS IN TOWN COULD BE CONSIDERED THERE TO SUPPORT YOU. I DEFINITELY WOULD LIKE THOSE SEVEN REALLY INCLUDED IN THAT POLICY. BUT I DON'T KNOW ABOUT THE TOP BECAUSE TO ME IT MAKES ME FEEL LIKE THE BOARD IS HAVING THE FINAL SAY ON BEHAVIORAL
THERAPIST, AND IT DOESN'T FEEL LIKE THE PRINCIPALS DO. I DON'T REALLY LIKE THAT AT ALL. >>Jim Porter: 244 THROUGH 236 SEEMS TO BE CAUSING A LOT OF CONVERSATION. IT DOESN'T DO MUCH FROM A LEGAL PERSPECTIVE. IT JUST SORT OF ANNOUNCES THAT WE'RE GOING TO COOPERATE. WHY DON'T WE LOOK AT THAT. IT'S NOT NEEDED FROM A LEGAL PERSPECTIVE. IT, AGAIN, IS INTENDED TO STATE WHAT YOUR GOAL IS, IS TO ALLOW COOPERATION AND COLLABORATION. BUT IF THE BOARD IS UNCOMFORTABLE WITH THAT, WE CAN LOOK AT THAT BETWEEN NOW AND THE PUBLIC HEARING AND REMOVE IT OR CLARIFY IT. IT DOESN'T ADD A LOT LEGALLY.
I'M NOT WORRIED ABOUT IF YOU WANT TO TAKE IT OUT. THE OTHER STUFF IS SUBSTANTIVE. THIS IS MORE OF A PRONOUNCEMENT. >>Nadia Combs: WE'VE BEEN TALKING ABOUT MAKING OUR POLICIES SHORTER, WHATEVER. I DON'T WANT TO KEEP ADDING TOO MANY PROCEDURES WHEN IT SHOULD BE POLICY, WHERE SOME OF IT TO ME SEEMS MORE PROCEDURAL AND LESS POLICY DRIVEN. THAT'S MY ONLY CONCERN. THAT'S IT. ANYBODY ELSE? MEMBER GRAY. >>Lynn Gray: THANK YOU, MADAM VICE-CHAIR.
DID I BRING UP DID I BRING UP LINE DID I BRING UP LINE 244, 245, 246, I WANT OPINION ON THOSE 246, I WANT OPINION ON THOSE TWO COMMENTS THAT I MADE PREVIOUSLY. WE DON'T REALLY NEED THAT AS WE DON'T REALLY NEED THAT AS THE BOARD HAS BOARD HAS MADE THAT PROBABLY PRETTY CLEAR. 274, 275, 276, BUT WHAT DID YOU THINK ABOUT CHANGING THE THINK ABOUT CHANGING THE WORD AND PERHAPS THIS IS SOMETHING YOU HAVE YOU HAVE AN OPINION ON, ON
YOU HAVE AN OPINION ON, ON LINE 279, INSTRUCTIONAL PERSONNEL SHALL WORK TOGETHER OR WILL WORK TOGETHER? >> I MEAN, I DON'T REALLY HAVE A ONE-WAY OR ANOTHER. I THINK "SHALL" IS A NICER WAY TO SAY WE'LL BE COLLABORATING WITH THE PARENTS. I THINK THAT WAS ONE OF THE -- I THINK SOME OF THIS WORDING CAME FROM THE PARENTS REALLY WANTING STRONGER LANGUAGE THAT WE WILL WORK WITH THEM. BECAUSE THE STATUTE ITSELF SAYS
THAT WE WILL BE COLLABORATIVE. I THINK THIS IS MORE EMPHASIS ON, YES, WE WILL BE COLLABORATING WITH YOU AND YOUR PRIVATE PROVIDER TO MAKE SURE THE STUDENTS HAVE THE SERVICES WITHOUT INTERFERING WITH THE DAY-TO-DAY OPERATIONS OF WHAT THE STUDENT NEEDS INSTRUCTIONALLY. >>Lynn Gray: IN THE SPIRIT OF COLLABORATION, WE SHOULD KEEP SHALL. SHALL IS COLLABORATIVE, WILL IS NOT, IT'S MORE DEMONSTRATIVE. I AGREE WITH THE BOARD COMMENTS ON THAT, REDUCING THE LANGUAGE
ON 244, 245, 246 SINCE IT'S ALREADY KIND OF ALREADY KIND OF INFERRED IN THOSE -- IN 274, 275, 276, THOSE -- IN 274, 275, 276, 277. AGAIN, MEMBER RENDON, THANK YOU FOR BRINGING THIS POLICY FORWARD. AND I APPRECIATE THE BOARD REMARKS. THAT CONCLUDES MINE. THANK YOU. >>Nadia Combs: THANK YOU. MEMBER RENDON. >>Patti Rendon: I JUST WANT TO ASK MEMBER COMBS A QUESTION. WHEN WE PUT THE STATEMENT IN THE BEGINNING, THE BOARD RECOGNIZES THAT PARENTS SOMETIMES WISH TO UTILIZE PRIVATE INSTRUCTIONAL
PERSONNEL TO PROVIDE SUPPLEMENTAL SERVICES FOR THEIR CHILD AND WILL COOPERATE TO THE FULL EXTENT OF THE LAW. IT WAS AN INTRODUCTION THAT SAYS WE ARE MAKING A COMMITMENT BECAUSE WHEN YOU GET DOWN TO THE 274, 275, 273, THAT WHOLE THING, IT JUST TALKS ABOUT THE COLLABORATION BETWEEN COLLABORATION BETWEEN THE PRIVATE PROVIDER AND THE SCHOOL, BUT THE FIRST ONE BASICALLY IS SAYING THAT WE ARE GOING TO WORK WITH THE PARENTS. IT'S A DIFFERENT POINT OF IT'S A DIFFERENT POINT OF VIEW
THAT WE'RE GOING TO COMMIT TO THE STUDENT THE STUDENT AND FAMILY TO THE STUDENT AND FAMILY TO WORK COLLABORATIVELY. WE AS A BOARD WILL DO THAT AND AS A POLICY WORK WITH THE FAMILIES. ONLY REASON FOR THAT. THANK YOU FOR BRINGING THE WILL. I WOULD LOVE TO SAY WILL. MEMBER GRAY, I WOULD LOVE TO SAY WILL BUT THE LAW SAYS SHALL. I WOULD LOVE TO SAY THAT IF WE DON'T HAVE A CBA FOR A STUDENT AND THEY CAN ACTUALLY BRING IT IN, THAT'S NOT THE WAY THE LAW IS WORDED AND NOT THE WAY OUR DISTRICT IS
DISTRICT IS SETTING UP TO DO IT. THAT'S WHY SHALL WAS THERE TO BEGIN WITH. >>Nadia Combs: MR. PORTER, DO YOU NEED MORE FEEDBACK ON THAT? >>Jim Porter: NO. I AM I AM SET. THANK YOU. >>Nadia Combs: THANK YOU, MEMBER RENDON. THANK YOU, BOARD MEMBERS. WE'RE CHUGGING AWAY TODAY. >>Jim Porter: AMENDMENT TO, >>Jim Porter: AMENDMENT TO, THIS IS YOUR WIRELESS COMMUNICATION ELECTRONIC DEVICES ELECTRONIC DEVICES POLICY, 5136. AND THIS IS A HOT TOPIC THROUGHOUT THE STATE AND
THROUGHOUT THE COUNTRY. WE'RE ADDING UNDER DEFINITIONS TO TO DEVICES, SMART, LINE 68, SMART GLASSES, INCLUDING PRESCRIPTION SMART GLASSES. CONVERSATION HAPPENING THROUGHOUT THE COUNTRY AND THROUGHOUT THE STATE, AND THIS CLARIFIES AND SPECIFIES THAT YOU CAN'T CAN'T HAVE SMART GLASSES AND THEY ARE TREATED LIKE OTHER COMMUNICATION DEVICES. THIS IS ADDING IT TO THE DEFINITIONS AND STRENGTHENS OUR POLICY. >>Nadia Combs: THANK YOU, MR. PORTER.
>>Patti Rendon: AGAIN, THE REASON THIS CAME TO FRUITION, ONE, I HAD A STUDENT COME UP AND ACTUALLY MAKE FUN OF OUR ACTUALLY MAKE FUN OF OUR POLICY THAT WE DIDN'T INCLUDE IT. I THOUGHT THAT WAS QUITE INTERESTING THAT THE STUDENTS THEMSELVES ARE RECOGNIZING THAT THEY ARE USING THESE GLASSES. AND IF ANYONE HAS EVER USED THESE GLASSES, THEY ACTUALLY CAN LIKE GIVE YOU THE ANSWERS TO THE REQUEST HE IS. IT -- TO THE QUESTIONS. IT CAN DO IT FOR YOU AND ANSWER YOUR TEST YOUR TEST QUESTIONS. IT REALLY TAKES AWAY FROM OUR EDUCATIONAL PROCESS. I BELIEVE IT IS A RESPONSIBILITY
OF THIS BOARD TO MAKE SURE WE MAKE IT VERY CLEAR TO OUR STUDENTS THAT IT'S NOT GOING TO BE ACCEPTABLE. >>Nadia Combs: THANK YOU VERY MUCH, MEMBER RENDON. WE'LL START WITH MEMBER GRAY AND THEN CHAIR PEREZ. >>Lynn Gray: I APPRECIATE THIS BECAUSE, AGAIN, THE CELL PHONE POLICY TO POLICY TO ME IS SO CRITICAL THAT WE LIMIT IT. EVENTUALLY TOO -- THIS IS NOT NOW. LINE 13 AND 14, I ALSO LINE 13 AND 14, I ALSO WOULD LIKE IT HIGH SCHOOL AND MIDDLE SCHOOL AND ELEMENTARY. ALTHOUGH SOME HIGH SCHOOLS ARE
LEANING TOWARDS THAT. MEMBER BRADY, NO, NOT YET, NOT GOING FOR ELECTION. [ LAUGHTER ] WE TALK ABOUT SMART GLASSES AND A.I. PERHAPS YOU WOULD LIKE TO PERHAPS YOU WOULD LIKE TO EXPAND FOR THE EDIFICATION AND EDUCATIONAL VALUE OF WHAT'S GOING ON WITH THE KIDS. >> THIS IS ABOUT AS STRAIGHTFORWARD AS IT GETS. IT'S AN EXPANSION ON REALLY WHAT IS HAPPENING OVER THE LAST FEW YEARS. I SHARED WITH THE BOARD ON MARCH
4 A DOCUMENT WHICH -- THEY'LL HAVE TO GET A BIGGER DOCUMENT. IT SHOWS SMART WATCHES, CELL PHONES, IT SHOWS KIND OF THE EVOLUTION OF THE KIND OF TECHNOLOGY THAT'S AVAILABLE FOR STUDENTS AND THEN STUDENTS AND THEN WIRELESS HEADPHONES AND SMART GLASSES. THAT'S WHERE WE ARE RIGHT NOW. I THINK THE ONLY KIND OF QUESTIONS WE'VE HAD ARE RELATED TO PRESCRIPTION SMART GLASSES BUT WE'RE GIVING ENOUGH TIME FOR STUDENTS TO MAKE ACCOMMODATIONS. TAKE IT ON ANOTHER DAY OR HAVE ANOTHER PAIR OF GLASSES THAT
THEY CAN USE FOR THAT IF THEY ARE PRESCRIPTION. THAT'S KIND OF THE ONLY KIND OF QUESTIONS WE'VE HAD. OUR ASSESSMENT, I'LL SEND IT AFTER THE WORKSHOP. OUR ASSESSMENT TEAM ALSO CREATED ANOTHER DOCUMENT THAT WE'LL SHARE WITH PRINCIPALS TOMORROW ABOUT HOW TO IDENTIFY SMART GLASSES. THE GLASSES THAT MR. AYRES HAD LOOK A LOT LOOK A LOT MORE LIKE SMART GLASSES. BUT IT GIVES YOU SOME SPECIFICS RELATED TO BECAUSE USING A CHARGING
CHARGING PORTAL. THEY ARE THICK AROUND THE SIDES. THAT'S THE BIGGEST QUESTION, I'M NOT AN EXPERT ON SMART GLASSES. AGAIN, THIS IS STUDENT BEHAVIOR AS OPPOSED TO A TECHNOLOGY CONSIDERATION. IT'S REALLY A STUDENT BEHAVIOR. BEEN GOING ON FOR YEARS IN TERMS OF HOW THEY MIGHT ADDRESS THAT. REALLY, IF YOU HAVE ANY QUESTIONS, YOU ADDRESS IT. ONCE YOU TAKE THEM AND LOOK AT THEM, BE PRETTY EASY TO SPOT. >>Nadia Combs: I THINK THIS
SHOULD BE A PRETTY BRIEF CONVERSATION. WE DON'T WANT TO OPEN IT UP TO START TALKING ABOUT TECHNOLOGY AND THAT BECAUSE WE HAVE QUITE A FEW THINGS LEFT TO DO TODAY. IF WE HAVE ANY MORE COMMENTS ABOUT THAT, I KNOW CHAIR PEREZ, YOU HAD A COMMENT ABOUT THAT. >>Lynn Gray: SHARE MY APPRECIATION. THANK YOU, MR. BRADY, FOR THOSE COMMENTS. THANK YOU. >>Nadia Combs: THANK YOU. CHAIR PEREZ. >>Karen Perez: THANK YOU, MEMBER RENDON, FOR BRINGING THIS FORWARD. I DO HAVE A I DO HAVE A QUESTION I DO HAVE A QUESTION BECAUSE I
WENT ON TO A SCHOOL MAYBE A YEAR AND A HALF AGO AND I HAD A PRINCIPAL HAD SMART GLASSES. I KNOW THAT WE HAVE THIS FOR THE STUDENTS. WHAT ARE WE DOING FOR STAFF? >>Van Ayres: THERE'S NO REASON AN ADULT ON A CAMPUS WOULD NOT BE ABLE TO USE SMART GLASSES. THIS THIS IS MORE AROUND TESTING, WHEN THEY ARE WHEN THEY ARE SITTING FOR THEIR ASSESSMENTS. RESTRICTIVE AROUND WHAT STUDENTS CAN UTILIZE. AS FAR AS ADULTS GO, MR. BRADY
CAN KEEP HIS SMART GLASSES FOR NOW. THERE'S NOTHING WITH OUR ADULTS ON CAMPUS. THIS IS MORE IN REGARDS TO STUDENTS AND HOW THEY UTILIZE THAT DURING THE SCHOOL DAY AND WOULD DISTRACT FROM, DETER FROM LEARNING. GREAT QUESTION. >> I DID WANT TO ADD, IT IS MANDATED BY THE STATE THAT WE COMMUNICATE THIS TO ALL FAMILIES. THAT'S SOMETHING WE DO EVERY YEAR. THAT WILL HAPPEN AGAIN ON THIS. IT'S JUST AN ADDITION TO IT. >>Nadia Combs: THANK YOU. I THINK WE HAVE ENOUGH DIRECTION FOR THAT POLICY. THANK YOU, EVERYONE, FOR YOUR COMMENTS.
>>Jim Porter: THE FINAL POLICY IS BROUGHT BY MEMBER COMBS. EXISTING POLICY 7320 ABOUT THE ACQUISITION, REMOVAL, DISPOSAL, SALE OR EXCHANGE OF PROPERTY. THIS IS INTENDED -- I'LL LET MS. COMBS SPEAK TO IT -- TO CREATE MORE TRANSPARENCY IN THE PURCHASE AND SALE OF LAND FOR THE DISTRICT. AND IT ADDS LANGUAGE. MR. FARKAS IS NOT HERE, BUT MS. COMBS AND I WORKED CLOSELY WITH HIM. HE'S COMFORTABLE WITH THE LANGUAGE. SO MS. COMBS CAN EXPLAIN HER REASONING FOR IT AND GO FROM THERE.
>>Nadia Combs: A COUPLE OF THINGS. I DO HAVE ONE SLIGHT CHANGE THAT I WANTED TO ADD ON LINE 26, WHERE IT SAYS WHERE IT SAYS EXCHANGES OF DISTRICT PROPERTY, DISTRICT-OWNED PROPERTY SHALL BE PERMITTED UNDER ANY CIRCUMSTANCES WITHOUT BOARD APPROVAL. I WAS GOING TO ADD THAT ONE LAST THING. BASICALLY, THIS IS JUST TO PROTECT THE DISTRICT. ONE OF THE THINGS WE HAVE, JUST SO MUCH LAND, SO MUCH VALUABLE LAND. AND I THINK IT'S REALLY IMPORTANT THAT WE FOCUS -- AND I KNOW WE'VE ALWAYS BEEN TRANSPARENT, THE PROCESS HAS
ALWAYS BEEN TRANSPARENT, BUT I WANT TO MAKE SURE, IT'S JUST ANOTHER LAYER OF PROTECTING THE DISTRICT AND MAKE SURE THAT THERE'S TRANSPARENCY, AND THAT NOTHING OCCURS WITHOUT US KNOWING WHEN WE'RE TALKING ABOUT THE PROPERTY. PROPERTY IS VALUED AT BILLIONS AND BILLIONS OF DOLLARS, SO WE WANT TO MAKE SURE THAT WE'RE ALWAYS KEEPING IN MIND THE DISTRICT AND, OF COURSE, THE TAXPAYER AND JUST HAVING A LITTLE BIT MORE TRANSPARENCY ON THIS. BUT I DID TALK TO -- I THOUGHT ABOUT THIS FOR A LONG TIME, AND MR. PORTER AND MR. FARKAS AND I, WE WORKED ON THIS. SUPPOSED TO COME LAST POLICY
CYCLE. IT'S TAKEN US A WHILE TO WORK ON THIS. THIS IS JUST THE ONE ADDITION THAT I HAVE. THANK YOU. GO DOWN THE LINE. START WITH BOARD MEMBER VAUGHN. >>Jessica Vaughn: MINE IS QUICK. THAT WAS THE LINE THAT I HAD QUESTIONS ABOUT, THAT IT QUESTIONS ABOUT, THAT IT SAID IT WASN'T PERMITTED UNDER ANY CIRCUMSTANCE. BUT YOU'RE SAYING RIGHT NOW THAT YOU WANT TO AMEND THAT JUST TO SAY WITHOUT BOARD APPROVAL. >>Nadia Combs: YES. I READ YOUR MIND BEFORE YOU CAME. MEMBER GRAY. >>Lynn Gray: I THINK THIS IS A
GREAT NEED BECAUSE THE AMOUNT OF COMPETITION IS GOING TO BE HORRENDOUS FOR PROPERTY. I THINK THE MORE TRANSPARENT WE HAVE THIS AND VISIBLE TO ALL FOR PARTAKERS, EVERYONE INVOLVED, THE MORE PROTECTION OUR BOARD WILL HAVE IN SHARING THIS WITH THE PUBLIC. SO I THINK THIS IS VERY TIMELY. I THANK YOU, MEMBER NADIA COMBS FOR BRINGING THIS FORWARD. >>Nadia Combs: THANK YOU. MEMBER RENDON. >>Patti Rendon: QUICK QUESTION.
ON LINE I GUESS 30 INTO 31, SAYS THIS POLICY DOES NOT INCLUDE THE DISTRICT'S PURCHASE OF ANY REAL PROPERTY. DON'T WE ALREADY APPROVE ANY PURCHASE OF THE PROPERTIES? >>Jim Porter: I THINK IT DEPENDS ON THE -- >>Patti Rendon: WHY WOULD WE NOT AS A BOARD -- I FEEL LIKE THAT NEEDS TO BE WE WOULD NEED BOARD APPROVAL, IF SPEND $70 MILLION ON A PROPERTY. >>Jim Porter: MR. FARKAS ASKED THE LINE BE INCLUDED. HE THOUGHT THAT WAS IMPORTANT. >>Patti Rendon: I WOULD LIKE CLARIFICATION ON WHY, ONLY
BECAUSE RIGHT NOW IT'S A BLANK CHECK THAT THE DISTRICT HAS A BLANK CHECK TO BUY WHATEVER PROPERTY THEY WANT. AND THE FACT THAT WE ARE RESPONSIBLE FOR THE BUDGET, I FEEL THAT'S SOMETHING THAT FEEL THAT'S SOMETHING THAT WE SHOULD BE -- >>Jim Porter: AGAIN, MR. FARKAS, WHEN WE WORKED THROUGH THAT, ASKED THAT THAT LINE BE INCLUDED. HE CAN PROVIDE FURTHER COMMENTS ON THAT. >>Nadia Combs: I THINK ONE OF THE THINGS WE TALKED ABOUT IS SOMETIMES IT'S SO TIME SENSITIVE, AND IT TAKES SO LONG FOR THINGS TO GET TO US, IF THERE'S SOMETHING THAT'S IN FRONT OF US, WE STILL HAVE TO APPROVE IT IN THE END.
WE'RE NOT GOING TO NOT APPROVE IT, BUT I THINK THAT WAS SOME OF THE PROCESS. >>Patti Rendon: I AGREE WITH YOU. IN A REAL ESTATE DEAL, YOU HAVE TO GET MOVING ON IT. YOU STILL HAVE 30 DAYS WITHIN A CONTRACT BEFORE THAT CONTRACT IS PURCHASED. HAVING IT HERE THAT IT CAN BE PURCHASED, LIKE, I THINK YOU CAN GO UNDER CONTRACT. I THINK THAT TIME SENSITIVENESS IS GO UNDER CONTRACT, BUT THE PURCHASE. >>Nadia Combs: I THINK WE CAN DISCUSS THAT. I'M FLEXIBLE WITH THAT. THE MAIN THING IS I WANTED TO PROTECT THE DISTRICT WITH THE BOARD. I JUST WANT TO MAKE SURE I JUST WANT TO MAKE SURE THAT WE
-- ESPECIALLY GOING OUT, ASKING PEOPLE TO RENEW THE TAX REFERENDUM, I WANT THEM TO KNOW THAT WE'RE LOOKING AT EVERY CONTRACT, EVERYTHING AND BEING VERY VERY TRANSPARENT. >>Jim Porter: NOT >>Jim Porter: NOT A LEGAL ISSUE WE'LL PROVIDE THAT BEFORE THE PUBLIC HEARING. >>Nadia Combs: GREAT JOB, GUYS. >>Jim Porter: MS. DAVIS WILL TAKE OVER. THIS IS A STAFF DRIVEN POLICY UPDATE. >>Kristin Davis: GOOD MORNING. THANK YOU. 8510, WELLNESS.
YOU REMEMBER THIS POLICY FROM THE LAST CYCLE. WE HEARD YOUR COMMENTS. WE TOOK YOUR FEEDBACK. SHANEY LED THE TEAM EVEN WITH MR. PORTER AND REVIEWED THE ENTIRE POLICY AND HAD ONE-ON-ONES WITH EACH OF ONE-ON-ONES WITH EACH OF YOU. >> GOOD MORNING, BOARD MEMBERS. AS MS. DAVIS STATED, SO WE HAVE PROPOSED THIS TO YOU AT THE LAST BOARD WORKSHOP, AND YOU HAD A LOT OF GOOD FEEDBACK FOR US.
WENT BACK, MADE SURE THAT THE BOARD POLICY PROPOSAL IS NOW APPROPRIATELY CITED WITH THE APPROPRIATE CITATIONS OF STATE AND FEDERAL LAW. AND WE MADE SOME ADDITIONAL CHANGES, IF YOU HAVE READ THE POLICY IN FRONT OF POLICY IN FRONT OF YOU POLICY IN FRONT OF YOU NOW, WE DID ADD SOME MORE TO IT BECAUSE WE WANTED TO MAKE SURE THAT EVERYTHING WAS APPROPRIATELY CITED AND ALSO THE HILLSBOROUGH HEALTHY SCHOOL COMMITTEE LOOKED AT IT, AND FELT THAT WE NEEDED TO FURTHER CLARIFY SPECIFICALLY THE NUTRITION STANDARDS SINCE
THOSE ARE VERY SPECIFIC, AS I'M SURE YOU NOTICED, AND FOR A PRINCIPAL TO ENSURE THAT THOSE THINGS ARE FOLLOWED, WE FELT LIKE THAT INFORMATION HAD TO BE SPELLED OUT PRETTY CLEARLY. >>Nadia Combs: THANK YOU BOARD MEMBERS. WE'LL START WITH MEMBER GRAY. >>Lynn Gray: I WANT TO THANK MS. HALL AND MS. DAVIS AND DR. ROSS FOR ALL OF THE TIME THAT YOU SPENT WITH EACH BOARD MEMBER. I JUST REMEMBER, AND THIS IS NOT A VERY EXCITING
A VERY EXCITING STORY, BUT A VERY EXCITING STORY, BUT IN 2009 VAN AYRES, WHEN WE GOT STARTED WITH THIS, HILLSBOROUGH HEALTHY SCHOOLS COMMITTEE, WE WENT THROUGH WENT THROUGH THE DEPARTMENT OF EDUCATION AND WE HAD THE STANDARD FROM THEM. BUT NOW IT'S MORPHED THROUGH THE YEARS, AS YOU HAVE -- ALL THESE ARE SEPARATE STATUTES NOW. NOW WE HAVE THE ACTUAL LEGAL OBLIGATIONS TO REALLY COMMIT OURSELVES TO FOLLOWING THE LAW, WHICH IS INTERESTING, BECAUSE AS
DR. ROSS, NOT TALKING RIGHT NOW, BUT SO MANY OF OUR PRINCIPALS HAD NO IDEA THIS IS ACTUALLY LAW. AND THEN AND THEN SHANEY IN YOUR HARD WORK ETHIC, THE WAY THAT YOU HANDLE EVERYTHING ELSE IN DETAIL, YOU WROTE DETAIL, YOU WROTE DOWN STEP BY STEP SO PRINCIPALS COULD SEE THIS IS WHAT WE HAVE TO DO. NOW, NOT NOW, NOT THE MOST EXCITING TOPIC OR LANGUAGE, BECAUSE GENERALLY, IF I'M NOT
IF I'M NOT MISTAKEN, 99% FLORIDA STATUTE? >>Jim Porter: FEDERAL REGULATIONS AND FLORIDA STATUTE. >>Lynn Gray: FLORIDA AND FEDERAL. WE'RE TALKING THIS IS THE LAW. SO THAT'S ONLY MY REMARKS. IT LOOKS LIKE A LOT OF WORK AND TIME WENT INTO THIS. I THANK BOARD MEMBERS FOR SPENDING TIME WITH YOUR ONE-ON-ONES. THANK YOU. >>Nadia Combs: THANK YOU, MEMBER GRAY. MEMBER VAUGHN. >>Jessica Vaughn: I DON'T
>>Jessica Vaughn: I DON'T REALLY HAVE MANY COMMENTS BECAUSE WE HAD A LENGTHY MEETING, WHICH I APPRECIATE. I'LL GO AHEAD AND ROLL MY COMMENT THAT I HAD FOR THE END IN REAL QUICKLY. I THINK THAT IT'S REALLY IMPORTANT THAT WE ARE SENDING ALL OF THE POLICIES THAT WE CHANGE, WHETHER IT AFFECTS THEM OR NOT TO ALL OF OUR EMPLOYEES AFTER THEY HAVE BEEN APPROVED. I CONTINUALLY SEE DISCONNECTS WHERE WE PASS POLICY AND WHETHER WE SENT IT OUT TO THE PRINCIPALS, IT'S NOT MAKING ITS WAY TO THE EMPLOYEES, AND THAT'S NOT FAIR TO THEM. IT PUTS THEM IN THE POSITION.
IF WE CAN GET MAGNET CHOICE WINDOW OPEN THROUGH TEXT MESSAGE AND EVERY SINGLE THING ELSE, THE VERY LEAST THING WE CAN DO IS EVERY TIME WE PASS POLICIES FOUR TIMES A YEAR IS MAKE SURE EVERY SINGLE EMPLOYEE IS SENT THOSE POLICIES SO THEY KNOW WHAT CHANGED, WHAT THE RIGHTS ARE AND WHAT THE POLICY CHANGE IS. THE FACT THAT WE'VE GOTTEN THIS FAR AND HAVEN'T DONE IT IS SURPRISING TO ME. THE ONLY OTHER THING I'D LIKE TO SAY IS I REALLY APPRECIATE THE REVIEW ON THIS. THIS WAS SO HELPFUL IN GETTING TO THIS POINT. GOING FORWARD, EVEN IF THERE'S BOARD MEMBER POLICIES, IF I CAN
HAVE A LITTLE REVIEW ON THAT BECAUSE I DIDN'T GET THAT THIS TIME. I THINK MAYBE IT'S UNCLEAR THAT FOR A REVIEW FOR A WORKSHOP IT'S REALLY STAFF-DRIVEN POLICIES WHERE THEY CAN ANSWER QUESTIONS BECAUSE WE HAVE TIME FOR BOARD MEMBERS TO ANSWER IT. BUT I WOULD ALSO LIKE GOING FORWARD A LITTLE REVIEW ABOUT ALL OF THE POLICIES, JUST SO I HAVE THAT TIME AND SPACE TO KIND OF THINK ABOUT THEM BEFOREHAND ON THE CALENDAR. SORRY TO LUMP IT INTO THIS. THANK YOU. >>Nadia Combs: THERE'S PRESSURE NOT TO FORGET. SO THAT'S GOOD.
MEMBER RENDON. >>Patti Rendon: I'LL KIND OF PIGGYBACK WITH DR. VAUGHN. >> YOU'RE A DOCTOR NOW. >>Patti Rendon: MEMBER VAUGHN. I AGREE. I APPRECIATE, I THINK IT'S IMPORTANT, BOARD MEMBER POLICIES TO MAKE SURE THAT WE GET A CALL FROM, MR. PORTER, IF YOU LET US KNOW, LIKE, MAYBE, HEY, ARE YOU GOOD WITH THESE MOVING FORWARD, MAYBE THE WEEK BEFORE OR WEEK AFTER WE GET THE BOOK, AND THEN WE APPRECIATE WHEN STAFF DOES
THAT AS WELL. IF WE COULD GET HUMAN IF WE COULD GET HUMAN RESOURCES ON TARGET ANNUALLY WHERE WE HAVE TO SEND OUT OUR POLICIES AND THEY HAVE TO HE CAN CAN THE BOX THAT THEY HAVE REVIEWED THEM, I THINK THAT'S IMPORTANT. MANY COMPANIES DO THAT AROUND THE WORLD. THAT SAYS THESE ARE OUR POLICIES AND PROCEDURES FOR 2026, AND THE STAFF GO IN AND THEY CLICK THE BOX. LISTEN, THEY NEED TO KNOW FOR THEIR OWN SAFETY. WE NEED TO MAKE SURE THEY ARE BEING INFORMED. I THINK THAT'S PART OF
TRANSPARENCY. AND IT HAPPENS EVERYWHERE. USUALLY GIVE THEM 60 DAYS AFTER THE BEGINNING OF THE YEAR THE BEGINNING OF THE YEAR TO REVIEW WHATEVER IS IN PLACE AND I THINK IT'S IMPORTANT FOR THEM AND FOR US AND FOR OUR STUDENTS TO DO THAT FOR SURE. I, AGAIN, WOULD LIKE A LINK, I THINK MEMBER VAUGHN HAS ASKED US MULTIPLE MULTIPLE TIMES ON THE FRONT OF OUR WEBSITE THAT THERE IS A DIRECT LINK TO OUR POLICIES. I WENT TO A FLORIDA SCHOOL BOARD
ASSOCIATION ASSOCIATION MEETING WITH THE ENTIRE CENTRAL FLORIDA, AND THAT WAS ONE OF THE THINGS THAT WE DID. COULD YOU LOOK FOR THE POLICY IN YOUR DISTRICT? SO THEY WERE LOOKING FOR OUR POLICIES IN OUR DISTRICTS REGARDING CERTAIN TOPICS. AND OTHER BOARD MEMBERS FROM AROUND THE STATE COULD NOT FIND SOME OF OUR TOPICS. SO I THINK IT'S IMPORTANT THAT THAT GOES ON THE FRONT PAGE OF OUR WEBSITE, SO THAT WE ARE TRANSPARENT IN WHAT OUR POLICIES ARE AND THERE IS A DIRECT LINK. IT'S NOT HARD TO DO. THEY SHOULDN'T HAVE TO THINK THEY HAVE TO GO TO SCHOOL BOARD AND POLICY. JUST MAKE A LINK TO OUR
POLICIES. IT'S NOT THAT HARD. I KNOW YOU ASKED FOR THAT ON MULTIPLE OCCASIONS. I THINK OTHER BOARD MEMBERS HAVE, TOO. I SPECIFICALLY REMEMBER MEMBER VAUGHN DOING THAT, BUT IT WAS A TALL TELLING SIGN WHEN WE WERE MEETING IN WAUCHULA THAT MEETING IN WAUCHULA THAT OTHER BOARD MEMBERS FROM OTHER DISTRICTS COULD NOT FIND OUR POLICIES POLICIES REGARDING SPECIFIC TOPICS. GRANTED COULDN'T FIND IT GRANTED COULDN'T FIND IT IN THEIRS. ADULT AND EDUCATED SCHOOL BOARDS CAN'T FIND A POLICY, THERE IS A PROBLEM. >>Van Ayres: I APPRECIATE THAT
FEEDBACK. I'LL HAVE STAFF GET TOGETHER ON BOTH OF THESE AROUND COMMUNICATION AND COME UP WITH A PLAN ON COMMUNICATION OF POLICIES, AND POLICIES, AND MS. DAVIS, YOU CAN COMMUNICATE THAT WITH BOARD MEMBERS, GET FEEDBACK ON HOW WE PUSH THAT OUT. WE ALSO HAVE YEARLY TRAINING REQUIREMENTS THAT ALL OF OUR EMPLOYEES. LOVE THE FEEDBACK ABOUT NEW POLICIES BEING A PART OF THAT AS ADDED LAYER. HAVE STAFF HAVE STAFF GET TOGETHER, COMMUNICATE WITH ALL BOARD MEMBERS IN THE NEXT WEEK OR SO HOW WE'LL DO THAT, GET FEEDBACK AND HAVE A DETAILED PLAN. YOU HAVE ASKED FOR THAT AND WE'LL MAKE SURE THAT HAPPENS PRETTY QUICKLY. >>Nadia Combs: THANK YOU, BOARD MEMBERS.
MEMBER WASHINGTON. >>Henry "Shake" Washington: THANK YOU, MADAM THANK YOU, MADAM VICE-CHAIR. I WANT TO THANK YOU FOR ALL YOUR HARD WORK BECAUSE I KNOW THIS IS A GREAT DEAL OF HARD WORK TRYING TO PUT THIS TO PUT THIS TOGETHER. THANK YOU SO MUCH FOR YOUR COOPERATION. IT'S ALL ABOUT SIMPLICITY. ALL ABOUT WHAT THEY WERE SAYING. BEING ABLE TO FIND SOMETHING WHEN YOU NEED IT. I'M OLD. I GO BACK TO THE DAYS -- REMEMBER, JIM, WE HAD THIS BOOK ABOUT THIS HIGH WITH POLICIES AND PROCEDURES IN IT, AND YOU COULDN'T FIND IT.
YOU GO THROUGH THE BOOK, SOMETHING HAPPENS. NOW, IF WE GOT NOW, IF WE GOT IT SOMEWHERE SIMPLE WHERE WE COULD LOOK IT UP AND GIVE THE AND GIVE THE RIGHT ANSWERS AND PROCEDURES, AND PEOPLE NOT GOING TO READ ALL THIS NOW. THEY ARE NOT. HUMAN NATURE. THEY ARE NOT GOING TO READ IT. WE WANT TO MAKE IT SIMPLE WHEN SOMETHING HAPPENS. THEY COULD JUST PULL IT THEY COULD JUST PULL IT UP AND BE ABLE TO ELABORATE ON IT. THANK YOU. I APPRECIATE THAT, MAKE IT MORE SIMPLE. IT'S REALLY GOOD.
OKAY, THANK YOU, MADAM VICE-CHAIR. >>Nadia Combs: THANK YOU. ONE LAST THING. THANK YOU, MEMBER GRAY. I KNOW YOU INITIALLY BROUGHT THIS FORTH, THIS HEALTHY SCHOOLS. I KNOW THEY WORK VERY CLOSELY. THANK YOU, SHANEY HALL FOR BRINGING THIS. I THINK THESE ARE REALLY IMPORTANT. I ALSO APPRECIATE YOU SPELLING OUT WHAT A HEALTHY SNACK IS AND WHAT IS NOT A HEALTHY SNACK BECAUSE I THINK THAT SOMETIMES PEOPLE CONFUSE THINGS THAT SEEM HEALTHY BUT THEY ARE NOT HEALTHY. I THINK THAT, NO, I MEAN, SERIOUSLY, PEOPLE THINK SOMETHING IS REALLY HEALTHY AND IT'S NOT. YOU GRAB A DRINK, AND YOU'RE
LIKE, THAT'S REALLY HEALTHY, BUT IT'S FULL OF SUGAR. I THINK THAT'S IMPORTANT AND I THINK ALL THE WORK THAT YOU THINK ALL THE WORK THAT YOU DO AND MAKING SURE BECAUSE WE WANT OUR STUDENTS TO BE PHYSICALLY HEALTHY, ACADEMICALLY HEALTHY, ACADEMICALLY HEALTHY, EMOTIONALLY HEALTHY. FOOD IS AN IMPORTANT PART AND FOOD INSECURITY, THANK YOU FOR BRINGING THE POLICY AND ALL THE WORK YOU DO TO MAKE SURE OUR STUDENTS ARE FED, TAKEN CARE OF AND AND MOTIVATED. OUR CAFETERIA WORKERS IN THE BACK, BACK, NUTRITIONISTS, SOME OF THE MOST HARDEST WORKING PEOPLE IN THE DISTRICT.
EVERY TIME I VISIT A SCHOOL WITH MR. AYRES, THAT'S ONE OF THE FIRST PLACES HE FIRST PLACES HE GOES TO. THE BACK OF THE THE BACK OF THE LUNCHROOM. THAT IS THE HEART OF THE DISTRICT, THAT'S WHERE KIDS GET TO RELAX MORE THAN EVER. MIDDLE SCHOOL, TIME IN THEIR LIVES THAT THEY REALLY ENJOY. I THINK IT'S REALLY IMPORTANT AND THANK YOU FOR YOUR LEADERSHIP. MEMBER GRAY. >>Lynn Gray: THANK YOU, MADAM VICE-CHAIR. I WANTED TO I WANTED TO SAY IN ADDRESSING MEMBER VAUGHN'S QUESTION OR CONCERN AND MEMBER CONCERN AND MEMBER WASHINGTON'S CONCERN, ONE OF THE THINGS,
MS. HALL, THAT WE SHOULD BRING OUT, BECAUSE OF THE FIDELITY, DO PRINCIPALS FOLLOW THIS, RIGHT? HOW DO WE CHECK TO SEE THAT ALL OF THIS IS BEING FOLLOWED? WELL, WE HAVE NOW SCHOOL BY FLORIDA STATUTE, WE MUST HAVE A COMMITTEE, A HEALTHY SCHOOLS COMMITTEE IN EACH SCHOOL. WOULD YOU LIKE TO ELABORATE? BECAUSE I THINK BECAUSE I THINK THAT WOULD HELP THOSE CONCERNS ABOUT WHO THOSE CONCERNS ABOUT WHO IS FOLLOWING THIS AND THAT KIND OF, YOU KNOW, THAT KIND OF MYSTERY. >> THANK YOU FOR THE OPPORTUNITY.
YES, AS NOTED IN THE POLICY AND ALSO UNDER FLORIDA ADMINISTRATIVE CODE, EACH SCHOOL SITE HAS TO HAVE A HEALTHY SCHOOL TEAM AND THAT SCHOOL TEAM AND THAT TEAM IS RESPONSIBLE FOR MAKING SURE THAT THE WELLNESS POLICY IS BEING FOLLOWED. SO THAT IS SOMETHING THAT SO THAT IS SOMETHING THAT THE HILLSBOROUGH HEALTHY SCHOOL COMMITTEE IS TAKING ON AS THE GOAL IS GOAL IS TO WORK WITH SCHOOLS TO BRIDGE THE GAP BETWEEN THE DISTRICT, WHICH HAS THE LAW DISTRICT, WHICH HAS THE LAW AND HAS THE POLICY AND HEALTHY SCHOOL TEAM, THEIR FORMULATION
AND GIVEN THE INFORMATION THEY NEED TO HAVE IN ORDER TO MAKE SURE THEY ARE COMPLIANT. WE KNOW WE WE KNOW WE HAVE AN OPPORTUNITY HERE, SO THAT'S SOMETHING THAT WE ARE GOING TO WORK TOWARD THIS NEXT YEAR, ONCE THIS POLICY GOES THROUGH, HOPEFULLY IT WILL, THAT WE CAN GIVE THE INFORMATION TO THE TEAMS THAT NEED IT AND HELP PRINCIPALS FORMULATE THOSE TEAMS IF THEY DON'T HAVE THEM IN PLACE. >>Jim Porter: BOARD MEMBERS, IF YOU LOOK AT LINE 64, THIS IS WHAT MS. HALL JUST SAID, THE HEALTHY SCHOOLS TEAM, NUMBER 2, BE RESPONSIBLE -- HEALTHY SCHOOLS TEAM SHALL BE RESPONSIBLE FOR ENSURING THAT
THE SCHOOL FOLLOWS THE DISTRICT WELLNESS POLICY AND REPORTS COMPLIANCE TO THE WELLNESS REVIEW COMMITTEE BIANNUALLY. GOOD POINT. IT'S IN THERE, AND WE NEED TO MAKE SURE IT'S COMPLIED WITH. >>Lynn Gray: THANK YOU, MR. PORTER. I ALSO WANTED TO THANK MS. CAPPUCCI ALSO. I FAILED TO RECOGNIZE THAT SHE WAS WORKING REALLY, REALLY HARD ALONG WITH ALONG WITH MS. PEPE. BIG COLLABORATIVE EFFORT. SO THANK YOU. THANK YOU, MADAM VICE-CHAIR. >>Nadia Combs: THANK YOU, MEMBER GRAY. I THINK WE HAVE ONE LAST COMMENT FROM MEMBER VAUGHN. >>Jessica Vaughn: I DO HAVE ONE LAST COMMENT.
THANK YOU SO MUCH. I AGREE THAT WE SHOULD HAVE SOME KIND OF FORMAT WHERE WE HAVE SOMETHING THAT SAYS OUR EMPLOYEES HAVE LOOKED AT OUR POLICIES. LET'S BE HONEST, THEY ARE LENGTHY. THERE ARE MANY, MANY, MANY OF THEM. SO MY FOCUS, I WANT TO MAKE CLEAR AND I KNOW YOU SAID YOU'LL GET FEEDBACK ON THIS, BUT ON THE RECORD, ALL THE MEMBERS HERE, I JUST WANT TO SAY, I THINK IT'S REALLY IMPORTANT THAT THEY ARE SPECIFICALLY GETTING THE ONES THAT HAVE CHANGED. >>Van Ayres: AND THAT'S WHAT I MEANT. >>Jessica Vaughn: ONE THAT IS CHUNKED DOWN AND EASIER TO PROCESS, IT'S MORE RECENT. I DON'T WANT THAT TO GET
CONVOLUTED IN THIS, OKAY, NOW I HAVE CHECKED THE BOX AT THE BEGINNING OF THE YEAR AND NOW I'M RESPONSIBLE FOR KNOWING ALL THE POLICIES. I THINK THE ONES THAT ARE CHANGED ARE REALLY IMPORTANT. I WANT TO MAKE SURE THAT WAS CLEAR. THANK YOU. >>Nadia Combs: THANK YOU, EVERYONE. WITH THAT NOISE, THAT MEANS WE'RE KIND OF DONE AND STEP UP TO THE SECOND PART. CHAIR PEREZ. >>Jim Porter: YOU ARE WAY AHEAD OF SCHEDULE. IT'S 11:00. YOU HAVE LUNCH BEING DELIVERED BETWEEN 11:30 AND 12. I THINK YOU HAVE A COUPLE OF
CHOICES. I DON'T KNOW IF THE TEAM IS READY TO GO. YOU COULD START AND TAKE A BREAK OR TAKE A BREAK NOW AND RECONVENE AT A CERTAIN TIME. >>Patti Rendon: IS MEMBER HAHN COMING FOR THIS? COMING EARLIER -- SHE'S PLANNING ON BEING HERE AT A SCHEDULED TIME. >>Jim Porter: I DON'T KNOW THE ANSWER TO THAT. >> I WOULD LIKE A LITTLE BREAK AT THE VERY LEAST. [ SOUNDING GAVEL ] Part: 2
ENOUGH. THAT HAPPENED BACK THAT HAPPENED BACK IN 2024, AROUND FOUR YEARS, AND IT REALLY WILL BE IMPACTFUL. IMPORTANT TO NOTE NOT JUST FOR US, ONE MILL US, ONE MILL IMPACTS OUR CHARTER SCHOOLS, TOO. IMPORTANT THING. IT WILL IMPACT A LOT OF PEOPLE FOR JUST HILLSBOROUGH. I CAN'T SPEAK FOR CHARTER SCHOOLS ALTHOUGH THEY GET A LARGE PORTION OF IT. FOR HILLSBOROUGH COUNTY, 92% OF THE MONEY RECEIVED OUT OF THE MONEY RECEIVED OUT OF ABOUT 183 MILLION WILL GO DIRECTLY TO OUR PEOPLE. SO AS THE SLIDE SHOWS, SO AS THE SLIDE SHOWS, OVER 23,000 EMPLOYEES HAVE BEEN DIRECTLY IMPACTED BY THIS
REFERENDUM. SO THEY SEE THAT EVERY PAYCHECK, AND THAT HAS BEEN A TREMENDOUS HELP TO THEM AT A TIME WHERE EVERYTHING GETS HARDER IN OUR COUNTY. IN ADDITION TO IN ADDITION TO THAT, ABOUT 8% OF THE MONEY LEFT OVER, WILL GO TO ACADEMIC ENHANCEMENTS. THAT FOLLOWS THE PLAN, WHAT WE TOLD EVERYONE WHEN WE FIRST DID IT. IF YOU REMEMBER, WE TALKED ABOUT THAT AS A DISTRICT, IT WILL GO TO THINGS LIKE HELPING CARRY THAT EXTRA HALF OF THE PRE-K PROGRAM. SO OUR FOLKS CAN HAVE MORE OPTIONS TO ATTEND OUR PRE-K. IT WILL HELP IN FIELD TRIPS. WE ALREADY HAVE THE COLLEGE AND
CAREER READINESS COUNSELORS IN PLACE THAT ARE ALREADY ASSISTING. THERE ARE A LOT OF GOOD BENEFITS AND MUCH MORE THAT WILL HAPPEN FROM THAT 8%. AGAIN, WHAT'S A STRENGTH, THESE ARE THE STRENGTHS THAT WE'RE SEEING IN HILLSBOROUGH THAT HAS HELPED US MANAGE THROUGH OUR SUCCESS. ALL RIGHT. LET'S GET RIGHT INTO IT, WITH WHERE DO WE STAND WITH ENROLLMENT IN FTE? OUR PRIMARY REVENUE DRIVERS IN WHAT WE DO HERE IN HILLSBOROUGH. ON THE BOARD, YOU'LL SEE ON THE BOARD, YOU'LL SEE FROM 22-23, 25-26, THESE ARE SNAPSHOTS OF THE
SNAPSHOTS OF THE UNWEIGHTED SNAPSHOTS OF THE UNWEIGHTED FTE. THE REASON WE WANT TO USE THAT NUMBER, IS THAT IS THE CLOSEST YOU CAN GET TO ACTUAL HEAD COUNT FROM FTE STANDPOINT. AS WE LOOK AT THIS, WE KIND OF SEE HOW THE MARKETPLACE AND THINK OF IT LIKE THAT. THESE ARE THE OPTIONS THAT FAMILIES HAVE. WE SEE THE WE SEE THE MIGRATION, BUT AS THESE CHANGES OCCUR, WE HAVE TO ALSO ADJUST WHAT WE'RE DOING HERE IN HILLSBOROUGH. AS FAMILIES HAVE MORE OPTIONS OR THINGS BECOME MORE READILY AVAILABLE, WE SEE HOW THESE THINGS HAVE SHIFTED OVER THE LAST COUPLE OF YEARS. FOR EXAMPLE, WE GO BACK TO
FISCAL YEAR 23, WE SEE THAT OUT OF ALL THIS FTE THAT WE SEE, ABOUT 81% RAN THROUGH HILLSBOROUGH. WE OWNED ABOUT 81% OF THE MARKET IF YOU WANT TO CALL IT THAT. WE SEE ABOUT CHARTER WAS ABOUT 15%, AND FES ABOUT 4%. AS WE KIND OF FAST-FORWARD TO THE THIRD CALC OF THIS YEAR, WE SEE HOW THAT'S KIND OF CHANGED. CHARTER HAS REMAINED ABOUT THE SAME. REMAINED AT 15%. WE HAVE WE HAVE SHIFTED DOWNWARD A LITTLE BIT TO LITTLE BIT TO ABOUT 7 3%.
81 TO 73%, BUT THE BIG CHANGE THAT WE'VE SEEN IS THE THAT WE'VE SEEN IS THE FES PROGRAM THAT THOSE STUDENTS OVER THESE YEARS, THEY HAVE INCREASED BY 19,285 FTE. AGAIN, UNWEIGHTED. THAT IS THAT IS A 223% INCREASE. THAT IS A CHALLENGE FOR US BECAUSE THOSE ARE KIDS THAT ARE IN HILLSBOROUGH THAT IN HILLSBOROUGH THAT ARE NO LONGER PART OF HILLSBOROUGH COUNTY PUBLIC SCHOOLS. NOW, TO CLARIFY THAT, WE'RE NOT SAYING THAT ALL OF THOSE KIDS CAME FROM HILLSBOROUGH COUNTY PUBLIC SCHOOL, BUT SOME DID, BUT
YOU SEE HOW THE SHIFT IN THE COUNTY IS OCCURRING BECAUSE THIS IS JUST, HILLSBOROUGH COUNTY, YOU WOULD SEE SIMILAR STORIES THROUGHOUT THE STATE. SO AS WE CONSIDER THIS, WE HAVE TO HIGHLIGHT THIS MARKET CHANGE AND BE READY TO ADJUST TO AND BE READY TO ADJUST TO WHAT WE'RE SEEING. FTE IS A LITTLE CONFUSING. LET'S GO TO ENROLLMENTS. AS WE LOOK AT AS WE LOOK AT ENROLLMENT FOR THE SYSTEMS THAT REALLY FLOW THROUGH US AT HILLSBOROUGH. SO AS WE KNOW, ONE OF THE CONFUSING THINGS ABOUT OUR FINANCES IS THAT IT'S NOT JUST
HILLSBOROUGH COUNTY PUBLIC SCHOOLS, IT'S HILLSBOROUGH COUNTY PUBLIC SCHOOLS AND CHARTERS ALSO FLOWS THROUGH US IN A WAY AND IN A WAY AND DJJ ALSO FLOWS THROUGH US. DJJ IS THERE. YOU CAN BARELY SEE IT. REMAINS FAIRLY CONSISTENT. SUCH A LOW NUMBER, VERY BOTTOM. AS WE LOOK AT THIS KIND OF STORYBOARD OF WHERE ENROLLMENT, AGAIN, ENROLLMENT IS GOING TO BE PEOPLE IN SEATS. STUDENTS IN SEATS. SO AS WE SEE SO AS WE SEE THIS, WE DO SEE ENROLLMENT HAS REMAINED OVERALL
IN HILLSBOROUGH FAIRLY CONSISTENT. IT'S HAD ITS UPS AND IT'S HAD ITS UPS AND ITS DOWNS. IT HAS IT HAS DECLINED SOMEWHAT BETWEEN 2017 AND 2026. THE DIFFERENCE REALLY WILL BE INSIDE THE BRACKETS. HOW HAS ENROLLMENT CHANGED INSIDE OUR HILLSBOROUGH COUNTY PUBLIC SCHOOLS, CHARTER, AND DJJ. AGAIN, LIKE I SAID, DJJ HAS REMAINED FAIRLY CONSISTENT. CHARTER HAS SEEN MOSTLY GROWTH THROUGHOUT THAT TIME PERIOD. SO AS THEY HAVE SEEN GROWTH, WE'VE SEEN A NATURAL DECLINE WE'VE SEEN A NATURAL DECLINE TO
SOME EXTENT. RECENTLY, CHARTER SCHOOLS STARTED TO SEE A STARTED TO SEE A DECLINE. THAT'S PROBABLY IN RELATION TO EVERYONE SEEING THAT THROUGHOUT THE ENTIRE STATE. AS WE JUMP A LITTLE BIT FURTHER, WE'LL SEE, WELL, WHAT DOES THAT MEAN -- DIG A LITTLE DEEPER FOR HILLSBOROUGH COUNTY PUBLIC SCHOOLS. AS WE LOOK AT THIS, AS WE LOOK AT THIS, ELEMENTARY, MIDDLE SCHOOL, TRADITIONAL UNITS AND THEN WE SEE KIND OF OUR GROUPED IN, OUR ALTERNATIVE CAREER ESE VIRTUAL, OUR OTHER OPTIONS. AS WE HAVE SEEN THIS OVER THIS PERIOD OF TIME, THIS TEN-YEAR
PERIOD, WE HAVE SEEN AS HILLSBOROUGH ALL THE AREAS, SEEN IT DECLINE BY IT DECLINE BY ABOUT 10.6% OVERALL, OVER THIS TEN-YEAR PERIOD. TRADITIONAL TRADITIONAL K-12 ENROLLMENT HAS DECREASED SINCE LAST YEAR, AND THIS IS A SNAPSHOT OF DAY 100 OF EACH OF THE YEARS. WE HAVE SEEN OUR DAY 100 ENROLLMENT FROM LAST YEAR TO THIS YEAR DECLINE THIS YEAR DECLINE BY 7,597 STUDENTS SINCE LAST SPRING TO BASICALLY THIS SPRING.
WHAT'S IMPORTANT ABOUT THIS IS YOU MIGHT SAY, YOU MIGHT SAY, WELL, DO WE HAVE TO TAKE ON THAT HUGE LOSS IN THE THIRD THIRD CALC? NO, WE DIDN'T. IF YOU REMEMBER, WE ANTICIPATED A DECREASE FROM LAST SPRING GOING INTO THIS GOING INTO THIS SEMESTER. AT THE BEGINNING OF THIS YEAR, ENROLLMENT WAS A LITTLE DOWN FROM WHERE WE THOUGHT WE WOULD BE. WHAT WE HAD HOPED IS WE WOULD SEE A NATURAL REBOUND. DIDN'T REALLY SEE THAT THIS YEAR. I THINK THAT'S SOMETHING WE HAVE TO MONITOR AND WE DO MONITOR ENROLLMENT THROUGHOUT THE YEAR BUT WE'RE NOT SEEING THE TRADITIONAL FALL AND EARLY
WINTER REBOUNDS THAT WE NORMALLY DO. WE HAVE REALLY GOT TO LOOK AT ENROLLMENT AND HOW THE MARKETPLACE IS CHANGING. I THINK BESIDES MARKETPLACE WE'RE SEEING IN GENERAL THINGS CHANGE. LOOK AT BIRTH RATES, STATE OF FLORIDA, WHO IS COMING INTO THE STATE. WHO IS LEAVING THE STATE, HOW IS THE COUNTY, WHERE IS THE CONSTRUCTION HAPPENING? WHAT'S HAPPENING IN OTHER COUNTIES? ALL THOSE THINGS INFLUENCE OUR ENROLLMENT IN WHERE OUR KIDS ARE IN HILLSBOROUGH. MOVING ALONG, THE
MOVING ALONG, THE FEFP PROGRAM, LIKE SAID EARLIER, LITTLE BIT COMPLICATED. DON'T KNOW IF WE COULD EVER FULLY EXPLAIN IT IN A WORKSHOP BUT HOPEFULLY WE'LL HELP SHED SOME LIGHT ON IT. REALLY FOUR CRITICAL AREAS TO THE FEFP PROCESS, THAT IS THE FLORIDA EDUCATIONAL FINANCE PROGRAM. THE FIRST ONE IS ELIGIBILITY. AS WE LOOK AT AS WE LOOK AT ELIGIBILITY, WE HAVE TO UNDERSTAND THAT ATTENDANCE IS A VITAL ATTENDANCE IS A VITAL PART OF THE FEFP PROCESS. SO WHAT'S GOING TO HAPPEN IS
CERTAIN PERIODS OF TIME WE'LL CAPTURE ATTENDANCE AND THEN GO THROUGH A PROCESS AND SEND THAT UP TO THE STATE AND CERTIFIED AND EVENTUALLY FORM INTO AT THE END OF OUR PROCESS, A CALCULATION IN PAYMENT. OUR ELIGIBILITY IS A FIRST ONE. TAKE THE ATTENDANCE. THERE'S REALLY FOUR CRITICAL SURVEY PERIODS THAT WE HAVE EACH YEAR. ONE IN JULY. WE'LL HAVE ONE IN OCTOBER, FEBRUARY, JUNE, AND THE OCTOBER ONE, IN MY OPINION, IS THE MOST CRITICAL ONE. IT REALLY GAUGES WHERE WE ARE AT. IF EVERYTHING SETTLES AT THE BEGINNING OF THE YEAR, BEGINNING OF SCHOOL, THAT'S REALLY GOING
TO SET THE TONE ABOUT WHERE THAT THIRD THIRD CALC PAYMENT WILL COME FROM. AS WE LOOK AT THAT, THE IMPORTANT NOTE ABOUT IT IS, WHEN WE TAKE THAT ATTENDANCE AS SOON AS POSSIBLE SHOT, REALLY TWO BIG RULES OF THUMB ABOUT CALCULATING THAT. NUMBER ONE, THAT WEEK OF THE SURVEY, A STUDENT HAS TO BE IN ATTENDANCE AT LEAST ONE OF THOSE DAYS OF THAT WEEK. IF THEY ARE NOT, THEY HAD TO BE IN ATTENDANCE AT LEAST ONE DAY OF THE OF THE SIX DAYS PRIOR TO THAT WEEK. IF A STUDENT IS OUT OR SOMETHING IS HAPPENING, THAT AFFECTS THAT ATTENDANCE RECORD.
SO THAT MOMENT OF TIME IS SO IMPORTANT THAT WE CAPTURE. AND I THINK HAVING FOCUS AND HAVING THE ABILITY TO HAVE NEW SYSTEMS HAS ALLOWED US SYSTEMS HAS ALLOWED US TO ENHANCE THAT PROCESS AND IT'S BEEN A GOOD TOOL FOR US. THE SECOND PART OF THE PROCESS IS CERTIFICATION. SO AFTER WE GET ALL THE INFORMATION FROM ENROLLMENT AND ATTENDANCE, WE'RE GOING TO FORMULATE ALL THAT AND COMBINE ALL TOGETHER. AND THEN FINANCE AND I.T. WORK HAND IN HAND ON THAT PROCESS AND THAT GETS SUBMITTED UP TO THE STATE. AFTER THE STATE GETS IT, THERE IS A PROCESS
IS A PROCESS THAT IS INTERESTING, AND THAT IS OUR THIRD PROCESS OF THEY RECALIBRATE, IF RECALIBRATE, IF NEEDED, THAT FTE NUMBER. WE HAVE TO MAKE SURE THE CHALLENGES THAT WE HAVE WITH IT. IF FTE IS NOT ALWAYS EQUAL TO ONE. I THINK THAT'S SOMETHING THAT IS REALLY IMPORTANT FOR US TO UNDERSTAND. LET ME GIVE YOU AN EXAMPLE OF HOW THIS WORKS. FTE ALWAYS CAPPED AT 1.0 NO MATTER WHAT.
NO MATTER HOW MANY CLASSES A STUDENT TAKES. THERE ARE SOME EXCEPTIONS TO THAT. THE BASIC LAYOUT IS, IT WILL ONLY BE CAPPED AT ONE. SO IF THEY TAKE A LOT OF CLASSES OR SPLIT TIME WITH US, MAYBE THROUGH FLORIDA VIRTUAL OR SOMETHING LIKE THAT, AGAIN, PAYMENTS ONLY CAPPED PAYMENTS ONLY CAPPED AT 1.0. SO IF THE FUNDING IS ONLY THAT, THAT MEANS THAT THE DISTRICT WILL NOT RECEIVE ADDITIONAL FUNDING IF THAT STUDENT TAKES MORE THAN WHAT THEY ARE GOING TO BASICALLY ALLOCATE FOR. SO AS WE SEE THAT, WE ALSO HAVE TO FACTOR IN IF THEY ARE INVOLVED IN MULTIPLE DISTRICTS.
I THINK A GOOD EXAMPLE, I JUST MENTIONED, IS FLORIDA VIRTUAL SCHOOL. IF WE HAVE A STUDENT THAT TAKES A FULL LOAD WITH US AND SEE THIS AS AN EXAMPLE, TAKE ALL THE CLASSES WITH US AND GO HOME AND TAKE A FLORIDA VIRTUAL CLASS, WE HAVE TO SHARE HAVE TO SHARE THAT 1.0 WITH FLORIDA VIRTUAL SCHOOL, WHICH IS LIKE ITS OWN DISTRICT. SO THAT'S SOMETHING THAT COMPLICATES ALL THIS. WE COULD HAVE THE KID ALL DAY LONG AND THE STUDENT ALL DAY LONG, LONG, BUT IF THEY DO OTHER THINGS OR TAKE ADDITIONAL CLASSES, WE'RE NOT GETTING THE RETURN IN RESOURCES AND FUNDING
FOR ALL THE EFFORTS THAT WE'RE PUTTING IN OR MAYBE THE STUDENT TAKING. ALSO, PARTIAL YEAR ADJUSTMENT, AND NOT TO GET TOO FAR INTO THIS, DIFFERENT SURVEYS, DIFFERENT PARTS OF TIME, IF A STUDENT IS NOT CAPTURED IN ONE, THEN THEY ADJUST WHAT THE FTE PAYMENT WOULD BE IF ONLY ON ONE SURVEY VERSUS ANOTHER. ALWAYS EXCEPTIONS, WE WON'T GO DOWN THAT, BUT KIND OF EXCEPTIONS TO THE RULES SOMETIMES. I THINK WHAT MIGHT HELP IS LOOKING AT THIS VISUAL WE HAVE ABOUT, WHAT HAPPENS, LET'S SAY, A STUDENT SPLITS TIME BETWEEN
US, WE USE THE US, WE USE THE EXAMPLE FLORIDA VIRTUAL SCHOOL. IF WE LOOK AT THIS, WE HAVE A HILLSBOROUGH COUNTY STUDENT, HIGH SCHOOL STUDENT ON THE LEFT-HAND SIDE, THEY ARE TAKING FIVE COURSES WITH HILLSBOROUGH. THEY ARE ALSO TAKING AN ADDITIONAL COURSE, SIXTH COURSE AT FLORIDA VIRTUAL SCHOOL. INSTEAD OF US GETTING A INSTEAD OF US GETTING A FULL 1.0, WE'RE GOING TO SPLIT THAT FUNDING WITH FLORIDA VIRTUAL SCHOOL AND YOU KIND OF SEE HOW THAT'S SPLIT THERE. ANOTHER GOOD EXAMPLE, IF A STUDENT IS TAKING EIGHT COURSES WITH HILLSBOROUGH, WE'RE NOT GOING TO GET FUNDED FOR ALL
EIGHT COURSES. WE'RE ONLY GOING TO GET FUNDED FOR FOR THE 1.0 PRESET FOR THAT FTE. SO IF WE HAVE STUDENTS THAT ARE GOING ABOVE AND BEYOND AND, AGAIN, THAT'S AGAIN, THAT'S WHAT MAKES OUR OPPORTUNITIES SO UNIQUE BECAUSE THEY DO THAT AND LEADS TO GREAT SUCCESS, OUR FUNDING ONLY GETS RELATED BACK TO A 1.0 FTE. THAT IS A CHALLENGE FOR WHAT WE DO. OF COURSE, ALWAYS EXCEPTIONS TO THAT, BUT A GOOD EXAMPLE OF KIND OF HOW THAT WORKS. ANOTHER REFERENCE THAT WE HAVE
IS IS OUR HIGH SCHOOL CLAIM RATES. AS WE THINK ABOUT THIS, ALL OF OUR HIGH SCHOOLS, THIS IS GENERAL, WE HAVE STUDENTS FINISHING THEIR TIME WITH US, AND THEY ARE KIND OF MOVING ON, NOT ALL OUR HIGH SCHOOL STUDENTS ARE WITH US ALL DAY LONG. AND I THINK THAT'S SOMETHING WE HAVE TO REALIZE BECAUSE EVEN THOUGH WE MIGHT -- THEY MIGHT BE WITH US FOR A MAJORITY OF THE DAY, WE DON'T GET THAT FULL PAYMENT. SO OUR CLAIM RATE, IF YOU LOOK AT IT, IT'S A LITTLE SMALL, BUT IF YOU LOOK AT IT, SECOND COLUMN IS OUR FTE. THE THIRD IS OUR ENROLLMENT, AND
THEN THE CLAIM RATE IS THE DIFFERENTIAL BETWEEN THE TWO. YOU'LL NOTICE THERE'S NOT ONE HIGH SCHOOL THAT WE HAVE WHERE ALL STUDENTS ARE THERE ALL DAY LONG. WHAT DOES THAT MEAN? THAT MEANS THAT THE FUNDING THAT WE'RE GOING TO GET FROM THE STATE IS NOT GOING TO BE 100% FOR ALL THOSE STUDENTS. SO AS WE KIND OF NAVIGATE THROUGH THAT, OUR CLAIM RATE, FULL-TIME ATTENDANCE RATIO, WHATEVER YOU LIKE TO CALL IT, AVERAGES BETWEEN 87 AND 96%. WELL, THEY MIGHT BE WITH US MAJORITY OF DAY AND WE PUT
RESOURCES IN PLACE AS IF THEY WERE, BUT IF THEY ARE NOT, WE DON'T GET THAT FULL PAYMENT. SO THAT MAKES IT A CHALLENGE FOR US. I THINK WHAT MAKES IT A BIGGER CHALLENGE THAN ANYTHING, THEY SHOW UP IN THE MORNING, WITH US ALWAYS FOR THE LAST PERIOD OF THE DAY AND THEN THEY DIDN'T NEED THAT EXTRA CLASS SO THEY ARE OFF AND ABOUT, WE JUST DON'T GET ALL THAT FUNDING EVEN THOUGH WE PUT THE RESOURCES IN LIKE WE'LL TEACH THEM ALL DAY LONG. THAT IS A CHALLENGE FOR US. IT'S GOING TO GET IT'S GOING TO GET MORE IMPACT AS STUDENTS STUDENTS ARE LOOKING FOR OTHER
OPTIONS AND DOING THINGS, BUT IT IS A CHALLENGE FOR US IN THE FUNDING DEPARTMENT. FINALLY, THE FINALLY, THE LAST STEP OF THE FEFP PROCESS IS THE FTE SCHEDULE AND CALCULATION. ABOUT FIVE STEPS TO THIS PROCESS. THE ONE THING WANTED TO POINT OUT, GETS A OUT, GETS A LITTLE COMPLICATED. AND WHAT WE WANTED TO SHOW IS THE CHALLENGE IS WHEN DO WE TRULY KNOW WHAT WE CAN BASE OUR BUDGETS ON AND OUR FINANCIAL OUTLOOK. IF YOU LOOK AT THE FIVE DIFFERENT STAGES, WE SEE --
ACTUALLY, THE PROCESS BEGINS THE SPRING PRIOR TO THE YEAR. WE WORKED WITH THE STATE ON ENROLLMENT PROJECTIONS AND BUILD DATA SYSTEMS FOR US. ALL THAT IS BEING DONE AND A CONFERENCE REPORT IS BUILT. WHAT THE CONFERENCE REPORT MEANS, IT IS A SERIES OF PROJECTIONS. AS YOU LOOK, AS IT GETS THROUGH EVERY DIFFERENT CALCULATION, THOSE PROJECTIONS THOSE PROJECTIONS TURN INTO ACTUALS. THE THIRD CALCULATION I THINK IS THE MOST IMPORTANT. IF YOU REMEMBER, THAT IS THE ONE WE HOPEFULLY RECEIVE AROUND JANUARY OR FEBRUARY, AND IT IS BASED
BASED OFF OF OCTOBER INFORMATION. WHAT'S IMPORTANT ABOUT THAT ONE, IT IS THE FIRST TIME IN THE YEAR THAT WE REALLY SEE ACTUAL NUMBERS AND THE IMPACT OF THE BUDGET AND WHERE WE GO. AS WE LOOK AT THAT, THAT IS A POINT IN TIME WHERE WE SAY, OKAY, HOW WILL WE END FOR THE YEAR, WHAT ADJUSTMENTS CAN WE MAKE? THE CHALLENGE FOR US IN THE FINANCE DEPARTMENT, WHEN THAT COMES OUT IN JANUARY OR FEBRUARY, THE TIME THAT WE HAVE FROM THAT POINT TO THE END OF THE YEAR, A LOT OF THINGS ARE ALREADY SET IN PLACE. OF COURSE, WE DON'T WANT TO
DISRUPT THINGS LIKE THE CLASSROOM. SO IF YOU REMEMBER BACK A COUPLE OF WEEKS AGO, WE TALKED ABOUT THE THIRD CALCULATION AND WE LOST SOME ENROLLMENT AND THEN WE HAD A SERIES OF FINANCIAL LOSS, WE'RE TRYING TO OVERCOME THAT, BUT WHAT CAN REALLY BE BUT WHAT CAN REALLY BE MODIFIED AND CHANGED? OBVIOUSLY, THERE IS SOME, BUT HOW MUCH CAN HAPPEN BETWEEN THAT POINT IN TIME AND THE END OF THE YEAR. GRADUATIONS. CLASSROOMS ARE ESTABLISHED. BASED ON THE SERIES OF
TIMELINES, TIMELINES, THE DATA IS GOOD WHEN IT COMES OUT, BUT IT DOESN'T GIVE US ALL THE DATA. THE FOURTH CALCULATION IS ALSO A GOOD POINT IN GOOD POINT IN TIME. THAT'S WHEN VIRTUAL NUMBERS COME INTO PLAY. VIRTUAL CLASSES WILL COME IN. TYPICALLY THE FOURTH TYPICALLY THE FOURTH CALC, OR SOME THE FIFTH, VIRTUAL NUMBERS, THEY GET REIMBURSED TO US ONCE A STUDENT COMPLETES AND STUDENT COMPLETES AND PASSES THE COURSE. WE DON'T SEE THAT UNTIL THE END OF THE YEAR. FOURTH CALC, HOPEFULLY APRIL,
KIND OF DEPENDS ON THE YEAR. THAT'S TYPICALLY WHEN IT COMES COME INTO PLACE. THAT IS A LOT THAT IS A LOT OF INFORMATION SO FAR. LET'S TALK ABOUT PEOPLE. LOOKED AT ENROLLMENT, HOW WE'RE FUNDED. LET'S LOOK LET'S LOOK AT THE GREATEST ASSET WE HAVE, OUR GREATEST RESOURCE IN OUR PEOPLE. THAT'S WHO REALLY THAT'S WHO REALLY GOES ON TO POWER OUR MISSION HERE AT HILLSBOROUGH. THIS CHART SHOWS A TEN-YEAR SNAPSHOT OF OUR ACTIVE EMPLOYEES.
SO AS WE LOOK AT THESE NUMBERS, WE SEE WE START BACK IN 16-17. THIS IS A FALL SNAPSHOT, AROUND OCTOBER OF EACH YEAR. AS WE LOOK AT THIS, 16-17, THAT IS OUR HIGH POINT. WE KIND OF LOOK AT THE GRAPH. THAT WAS THE HIGHEST WE HAD. LITTLE OVER 26,000 IN ACTIVE EMPLOYEES BACK IN EMPLOYEES BACK IN '16-17. THEN WE KIND OF DECLINE AND THEN YOU SEE YOU SEE IN 2021 WE KIND OF JUMPED UP A LITTLE BIT AND NOW WE'VE DECLINED.
REALLY THE BIG TAKEAWAYS, WE HAVE DECREASED HAVE DECREASED ABOUT 2100 EMPLOYEES IN THIS TEN-YEAR PERIOD. THIS PAST FALL, OUR SNAPSHOT IN TIME FOR THIS REFERENCE, WE HAVE ABOUT 24,000 ACTIVE EMPLOYEES. THE ENCOURAGING PART I THINK FOR OUR DISTRICT IS THERE'S TWO BIG TAKEAWAYS THAT WE SEE. NUMBER ONE, WE'VE SEEN THE CHALLENGES WITH ENROLLMENT AND WE HAD TO RESPOND ACCORDINGLY. WE ALSO TRIED TO BE AS EFFICIENT
AS WE CAN, AND THAT DOESN'T MEAN WE MADE EASY DECISIONS AND THEY ARE HARD. AS YOU SAW, ENROLLMENT SHIFTED DOWNWARD FOR US. WE'VE ALSO SEEN THAT OUR PERSONNEL HAS SHIFTED DOWNWARD, AND THAT'S IMPORTANT BECAUSE IF NOT, THEN OUR BUDGET GETS NOT THE WAY WE WANT IT IN AND PROPORTIONATE THE WAY WE NEED IT TO BE AND WE'LL TALK ABOUT THAT IN JUST A SECOND. LET'S TALK ABOUT DRILLING DOWN A LITTLE MORE. I THINK THIS IS HELPFUL FOR US TO UNDERSTAND. AS WE LOOK AT OUR TEN-YEAR SNAPSHOT, THIS CURRENT FALL, ABOUT 56% OF ALL
ABOUT 56% OF ALL OF OUR ACTIVE EMPLOYEES ARE TEACHERS. WE DRILL DOWN A LITTLE BIT MORE AND OUR SCHOOL ADMINISTRATORS ACCOUNT FOR ABOUT 3% ACCOUNT FOR ABOUT 3% OF THAT. OUR DISTRICT ADMINISTRATOR, TAD OVER 1%. A LITTLE OVER 1%. SUPPORT PERSONNEL IS ABOUT 40%. IT KIND OF SHOWS HOW WE'RE BROKEN UP AS A DISTRICT. OF COURSE, WE CAN DRILL DOWN A LOT MORE IN A LOT OF DIFFERENT WAYS. WHEN WE LOOKED AT THIS OVER A TEN-YEAR PERIOD, WE DID SEE PROPORTIONATE RATIOS THAT WE
HAVE ON THE SLIDE HERE FOR ALMOST EVERY YEAR. A LITTLE BIT DIFFERENT FROM TIME TO TIME, BUT IF YOU LOOK AT IT YEAR OVER YEAR OVER TEN YEARS, ROUGHLY ABOUT THE SAME PROPORTION THROUGHOUT THE DECADE. THE ONE THING THE ONE THING THAT WE THE ONE THING THAT WE WANTED TO HIGHLIGHT, ABOUT 2,000 EMPLOYEE DECREASE OVER TEN YEARS, THAT IS ABOUT 8.3% ABOUT 8.3% DECREASE. SOMETIMES WHEN YOU HAVE THAT, MAYBE PROPORTIONS CHANGE A LITTLE BIT. MAYBE THEY DON'T GO THE WAY YOU WANT IT TO. EVERYTHING REMAINED FAIRLY
CONSISTENT AND WE WANTED TO HIGHLIGHT BECAUSE KNOW IT IS A BIG TOPIC, DISTRICT ADMINISTRATORS. BACK IN '16-17, OUR DISTRICT ADMINISTRATORS ABOUT 348 EMPLOYEES. THIS YEAR, WE'RE ABOUT 312. BOTH ARE 1.3% OF TOTAL PERSONNEL. SO I THINK ADJUSTMENTS HAVE BEEN MADE PROPORTIONATELY ALONG THE WAY, AND THAT WILL BE A CONTINUED EMPHASIS FOR US BECAUSE EVERY YEAR IT'S DIFFERENT. EVERY YEAR WE HAVE TO MONITOR WHAT THAT'S GOING TO BE. I THINK ONE GOOD MONITOR, A WAY TO MONITOR THAT IS A PERSONNEL RATIO.
THAT'S BEEN TALKED ABOUT A LOT. I KNOW MY FIRST YEAR, THAT WAS A BIG TOPIC, AND I THINK IT'S A GOOD INDICATOR OF HOW ARE WE MANAGING OUR BUDGET IN COMPARISON TO TOTAL PERSONNEL COSTS. AS WE LOOK AT THIS AND SEE ON THIS GRAPH, 79% IS OUR CURRENT RATIO OF TOTAL PERSONNEL EXPENSE IN THE GENERAL FUND COMPARED TO TOTAL GENERAL FUND EXPENSES. NOW, THAT EXCLUDES CHARTER. WHAT WE DID IS WE TAKE THE CHARTER OUT BECAUSE THAT'S NOT REALLY OUR MONEY. THAT JUST FLOWS THROUGH US.
TAKE TOTAL EXPENSES AND TOTAL PERSONNEL. REMEMBER, THAT REMEMBER, THAT MEANS SALARIES, TAXES, BENEFITS, ALL THOSE THINGS, AND WE'RE AT 79%. BUT IF YOU LOOK AT THIS, LOOK AT THE NUMBERS, BACK THROUGH THE YEARS, 87% A COUPLE OF YEARS AGO, IF YOU REMEMBER WHEN WE LOOKED AT THE PERSONNEL CHART, THAT'S KIND OF WHEN WE WENT UP. THAT MEANT WE HAD TO RIGHT SIZE AS A DISTRICT BECAUSE WE KIND OF GOT OUT OF BALANCE. WHAT WE HAVE DONE OVER THE YEARS, WE KIND OF RIGHT-SIDED. YOU SAW HOW WE TRICKLED THAT DOWN, LAST THREE YEARS, I THINK
THIS IS A REALLY GOOD THING THAT THE DISTRICT HAS BEEN MANAGING AND FOCUSED ON, AND FOCUSED ON, ROUGHLY AROUND THE SAME TARGETED RATIO. I THINK THAT IS A GOOD PROPORTION. THAT SHOWS THE EFFICIENCY THAT WE'RE HANDLING. STAFFING ALLOCATIONS IS OUR NEXT STOP IN OUR JOURNEY. WE'LL SPEND A COUPLE MORE MINUTES ABOUT THIS. I KNOW IT IS A BIG TOPIC FOR US. STAFFING ALLOCATIONS. THE FIRST THING WE WANT TO SAY, IT IS A CONTINUOUS PROCESS. IT'S TALKED ABOUT ALL THE TIME. OBVIOUSLY, BIG MOMENTS IN TIME
DURING THE YEAR WHERE IT IS TALKED ABOUT A LITTLE BIT MORE BUT IT IS SOMETHING LOOKED AT AND TALKED ABOUT THE ENTIRE TIME. ONE OF THE THINGS THAT I'M ENCOURAGED ABOUT IS THIS YEAR WE HAD THE OPPORTUNITY TO REVAMP OUR STAFFING ALLOCATIONS TEAM, WHICH MOST OF THEM ARE HERE TODAY. I'M THANKFUL THAT WE'RE ABLE TO PUT PEOPLE ON THAT TEAM THAT HAVE EITHER BEEN A PRINCIPAL OR HAVE WORKED AT SCHOOL SITE, WHETHER AS TEACHER OR SOME OTHER CAPACITY, AND THEY UNDERSTAND THE INNER WORKINGS OF THE SCHOOL AND HAVE A LOT OF THOSE CONNECTIONS. I'LL PICK ON MR. MOODY, WHICH I TOLD HIM I TOLD HIM I WOULD.
HE HAS BEEN TREMENDOUS IN HELPING US. THROUGH HIM FOR A WHIRLWIND IN THE FIRST 45 DAYS WITH THE FIRST 45 DAYS WITH US, BUT HE REALLY HELPED US REIMAGINE, YOU'LL SEE IN A ININ, ELEMENTARY ALLOCATIONS AND MADE ALLOCATIONS AND MADE SOME REALLY TREMENDOUS IMPROVEMENTS THERE. THAT'S THE PROCESS REAL THAT'S THE PROCESS REAL QUICK. OUR PROCESS AIMS TO DO THESE THINGS. WE TRY TO HELP ENSURE AN ANNUAL AND CONTINUOUS AND CONTINUOUS REVIEW. IT'S A CONSTANT. ALWAYS LOOKING AT THAT. ENSURE EQUITABLE AND EFFICIENT AS BEST WE CAN. NEVER PERFECT.
BUT WE TRY TO MAKE IT AS BEST AS WE CAN AND ADJUST TO WHAT WE'RE SEEING IN THE SEEING IN THE MARKETPLACE, TIMES, WHATEVER IS HAPPENING, WE'RE MAKING THE NECESSARY ADJUSTMENTS. BECAUSE WHAT WE'RE TRYING TO DO IS STILL MAXIMIZE STUDENT ACHIEVEMENT. AND HOW DO WE DO THAT THROUGH STRATEGIC PLANNING? WE'RE TRYING TO ALIGN THOSE RESOURCES FOR OUR STUDENTS' NEEDS, WHILE ALSO TRYING TO ALIGN TO DISTRICT -- WE'RE TRYING TO CONTINUE TO WORK TOWARDS BETTER COMMUNICATION, AND THAT'S SOMETHING THAT WE'LL ALWAYS WORK TOWARD AND I THINK A LOT OF OPPORTUNITIES THERE FOR
US TO IMPROVE ON THAT, BUT WE'RE DEFINITELY THANKFUL TO OUR PARTNERSHIPS THROUGHOUT THE DISTRICT WHO WORK WITH US ON THIS AND THEN IDENTIFY AND ADAPT TO THAT MARKETPLACE CHANGE. AS WE SAW THAT ENROLLMENT CHANGE, WE HAVE TO ADAPT TO IT. OUR YEAR-ROUND PROCESS IS REALLY IN THREE STAGES. SPRING ALLOCATIONS, WE HAVE A FALL ADJUSTMENT PERIOD, BUT THROUGHOUT ALL OF THAT, WE MEET ONCE A WEEK AND TALK ABOUT THAT IN A MINUTE, TO REVIEW ANY NEEDS THAT ARE NEEDED IN OUR DISTRICT AND DISCUSS THOSE. AS FAR AS OUR PROCESS FLOW GOES, THERE'S REALLY A COUPLE OF BIG
STEPS THAT WE WANTED TO MENTION AND THEN PROVIDE SOME TAKEAWAYS. THE FIRST ONE IS, WE HAVE TO LOOK AT ENROLLMENT, WHICH IS THE PRIMARY REVENUE DRIVER FOR EVERYTHING THAT WE DO. SO WHAT WE'RE GOING TO DO IS WE'LL TAKE DAY 100. IT IS THE MOST CRITICAL POINT IN TIME THAT WE HAVE EVERY YEAR. WE'LL TAKE DAY 100 AND USE THAT AS A KEY MOMENT IN TIME TO HELP BUILD OUR PROJECTIONS AND CALCULATIONS FOR THE FOLLOWING YEAR. AND THEN WE'LL USE THAT AND USE ROLL FORWARD WHICH WE'LL DISCUSS IN A MINUTE, ABOUT IN A MINUTE, ABOUT HOW WE'RE TRYING TO BUILD THOSE
PROJECTIONS. THEN WE'RE GOING TO LOOK AT THAT IN COMPARISON TO FTE CALCULATIONS AND SURVEY DATA, AND THEN WORKING WITH VARIOUS DEPARTMENTS ACROSS HILLSBOROUGH. AND THEN WE'RE GOING TO ALSO FACTOR IN, WELL, WHAT'S HAPPENING AT THE STATE LEVEL. SO AS WE LOOK AT THE STATE AND THE FUNDING AND FACTORS THERE, WE WANT TO LOOK AT AGAIN THE CALCULATIONS. WE WANT TO LOOK AT OUR HIGH SCHOOL ATTENDANCE AND RECALIBRATION OR OUR CLAIM RATE. AGAIN, WE HAVE TO SEE, JUST BECAUSE OUR ENROLLMENT SAYS THIS, WE MIGHT NOT RECEIVE PAYMENT FOR ALL THAT. HOW DOES THAT BLEND TOGETHER.
AND THEN LOOK AT STAFFING ALLOCATIONS AND ALLOCATIONS AND RATIOS AFTER WE BUILT BUILT NUMEROUS MODELS AND OPTIONS BECAUSE TO CONSIDER. THEN WE ALSO ALWAYS HAVE SPECIALIZED NEEDS AND UNITS THROUGHOUT OUR VARIOUS AREAS OF OUR DISTRICT. AS WE LOOK AT THAT, ALL THAT LEADS TO, WE BUILD SOME PRELIMINARY ALLOCATIONS, CALL THE DATA AND BUILD SOME MODELS. WHAT COULD WE OR WHAT COULD WE NOT DO? I WILL SAY FROM COMING TO THE DISTRICT, ONE OF THE BIGGEST CHALLENGES I THINK WE HAVE IS WE'RE DOING THAT IN A PERIOD OF
TIME WHERE WE REALLY DON'T KNOW WHAT, ADJUSTED PROJECTION FOR ENROLLMENT, WHICH IS WHAT YOU ALWAYS HAVE TO DO, BUT WE REALLY DON'T KNOW AT THAT POINT IN TIME WHEN DOING THIS WHAT THE STATE BUDGET IS GOING TO LOOK LIKE. IF THE STATE BUDGET WAS ABLE TO BE APPROVED AND COME OUT BEFORE SCHOOLS HAD TO GO THROUGH ALLOCATIONS, THAT WOULD ALLOW US TO HAVE A MORE FIRM REALITY OF WHAT IS GOING TO HAPPEN. AGAIN, WE HAVE A GREAT TEAM THAT MONITORS THAT AND WE HAVE CONNECTIONS AND YOU ALL HELP US OUT TREMENDOUSLY WITH UNDERSTANDING WHAT'S GOING TO HAPPEN. BUT THAT IS A POINT IN TIME WHERE WE'RE MAKING ASSUMPTIONS.
WE'RE TRYING TO MAKE THE BEST DECISION POSSIBLE, BUT THAT DOESN'T LINE UP VERY WELL. SO THAT IS A CHALLENGE FOR US. BUT WE ARE GOING TO BUILD THE PRELIMINARY MODELS. WHAT IS GOING TO HAPPEN THERE, WE'LL WORK CLOSELY WITH OUR BUDGET SEEM AND SEE WHAT WE CAN AND CAN'T FIT INTO WHAT'S GOING TO HAPPEN, OUR PRELIMINARY ACTIONS. THEN WE'LL WORK WITH GROUPS ACROSS HILLSBOROUGH. JUST TO NAME A FEW BUT I'LL DEFINITELY LEAVE SOME FOLKS OUT AND DON'T MEAN TO, REGIONAL SUPERINTENDENTS AND PRINCIPALS. WE DEFINITELY ARE WORKING WITH THEM. ACADEMICS AND CHOICE, GROWTH MANAGEMENT
MANAGEMENT SCHEDULING, BUDGET, AREAS ACROSS THE DISTRICT WE WORK WITH OF HOW TO BUILD THE ALLOCATIONS BECAUSE WE'RE TRYING TO FACTOR IN A WHOLE BUNCH OF DATA. AGAIN, EVERYONE IS TRYING TO COME TO THE SAME CONCLUSION OF WHERE WE THINK THE PROJECTION IS GOING TO BE. AGAIN, IT'S NEVER A PERFECT SCIENCE TO IT. THEN, OF COURSE, OUR FINAL STEP IS THE TRANSITION TO HR AS THEY ARE CURRENTLY WORKING THROUGH RIGHT NOW AND GETTING READY FOR THE PLACEMENT SEASON AS WE GO THROUGH THE PROCESS. THE TAKEAWAYS FOR US AS WE GO THROUGH THIS FROM A FINANCIAL
STANDPOINT, ENROLLMENT WILL ALWAYS DRIVE REVENUE. BUT REVENUE WILL ALWAYS, UNFORTUNATELY, DRIVE OUR STAFFING AND OUR PROGRAMS BECAUSE THAT IS THE MECHANISM THAT WE NEED TO MAKE THAT WORK. OUR STAFFING PROGRAMS DIDN'T HAVE TO BE HAVE TO BE BACK TO ENROLLMENT, A CORRELATION THERE, AND THEY HAVE TO SYNC UP. I BELIEVE, AS I SAID EARLIER, THIS IS BY FAR THE BIGGEST CHALLENGE THAT WE HAVE AS A SCHOOL DISTRICT TO TRY TO BALANCE ALL OF THIS AND AT THE SAME TIME TRY TO PROVIDE AS MUCH SUPPORT TO OUR STUDENTS AND OUR
SCHOOLS THAT WE CAN WHEN WE ARE LIMITED IN LIMITED IN MAYBE WHAT WE CAN OR CAN'T DO. I WON'T SPEND A LOT OF TIME. I'VE TALKED A LOT. YOU DON'T WANT TO HEAR ME TALK FOR MUCH LONGER. I WILL I WILL TALK A LITTLE BIT ABOUT TO HIGHLIGHT OUR PROCESS AND THREE BIG STAGES OF OUR ALLOCATIONS. THE FIRST ONE IS OUR SPRING ALLOCATION, WHICH WE'RE JUST KIND OF GETTING TO THE END OF. OUR SPRING ALLOCATION PROCESS, AGAIN, STARTS WITH DAY 100. THAT IS CRITICAL. DAY 100 IS A MEASURE IN TIME
WHERE WE HAVE, AGAIN, LIKE I MENTIONED, GROWTH MANAGEMENT, FOCUS ASSIGNMENTS, CHOICE. WE WORK WITH VARIOUS DEPARTMENTS THROUGHOUT THE DISTRICT ABOUT WHERE DO WE THINK ENROLLMENT IS GOING TO LAND? BASED ON THAT, WE'RE GOING TO BUILD SOME PRELIMINARY FORMULAS AND THEN ANALYZE THAT FROM WHAT WE UNDERSTAND FROM THE STATE BUDGET AND FROM WHERE OUR ENROLLMENT IS. AFTER THAT, WE'LL MEET WITH REGIONAL SUPERINTENDENTS AND WE'LL TAKE A MORE DEEPER DIVE AND SAY, WHAT DO YOU ALL THINK? WHAT'S FEASIBLE AND WHAT'S NOT? WE'RE WORKING THROUGH THE
PRELIMINARY OPTIONS AT THAT POINT BEFORE WE GO AND TALK TO PRINCIPALS. THIS YEAR, YOU MIGHT HAVE SAW THAT WE HAD A PROCESS WHERE WE DID THAT, AND WE WORKED THROUGH THAT. AND THEN WE MEET WITH REGIONAL SUPERINTENDENTS AND PRINCIPALS. AS WE WORK THROUGH AS WE WORK THROUGH THAT, ALWAYS UNIQUE STORIES AND NEEDS UNIQUE STORIES AND NEEDS AND CHANGES, BUT I WILL SAY I'M VERY THANKFUL FOR THE COLLABORATION THAT WAS DONE. WE HAVE FOLKS IN ACADEMICS HELPING THE SCHEDULING AND WORKING WITH THE CHOICE DEPARTMENT. ALL THOSE THINGS ARE COMING TOGETHER TO TRY TO FIGURE OUT WHERE WE ARE AT, UNDERSTANDING THE HARD TRUTH THAT ENROLLMENT
HAS SHIFTED DOWNWARD A LITTLE BIT. THAT'S SOMETHING THAT WE HAVE TO ADJUST TO. FINALLY, TRANSITION OVER TO HR. SO AS WE CONSIDER ALL SO AS WE CONSIDER ALL OF THAT, WE THEN LOOK AT ENROLLMENT FROM THAT POINT ALL THE WAY TO THE BEGINNING OF THE SCHOOL, BEGINNING OF THE SCHOOL, AND THERE IS SOME ADJUSTMENTS MADE. SOME SCHOOL UNEXPECTEDLY HAVE A MASS GROWTH IN MASS GROWTH IN ENROLLMENT AND WE'D MAKE CHANGES THERE IF WE KNEW THAT WOULD HAPPEN. THE NEXT BIG POINT IN TIME WOULD BE DAY SEVEN OF THE NEXT SCHOOL
YEAR. THE REASON WE USE DAY SEVEN, WE KIND OF WANT THAT SCHOOL TO START AND SETTLE IN. EVERYTHING IS HAPPENING. PEOPLE MOVING TO THE AREA. MAYBE NOT EVERYBODY STARTS ON DAY ONE. DAY SEVEN IS A GOOD MEASURE IN TIME. IN THE FALL, DAY SEVEN ENROLLMENT AND GO THROUGH THE SAME PROCESS BASICALLY THAT WE JUST TALKED ABOUT. BY THEN, WE KNOW WHAT THE STATE IS GOING TO DO FROM A BUDGET STANDPOINT SO WE'RE ABLE TO APPLY REAL-TIME INFORMATION INTO THAT PART AND THEN ABLE TO LOOK AT WHERE DID ENROLLMENT ACTUALLY GO.
DID WE HIT OUR TARGET? SOMETIMES OVER, SOMETIMES UNDER, SOMETIMES RIGHT IN THE BALLPARK. SO WE LOOK AT THAT. OF COURSE, CHOICE IS A BIG PART OF THAT WHICH WE'LL GET INTO A SECOND. WE CONTINUOUSLY LOOK AT THAT, THAT FALL ADJUSTMENT PERIOD IS VERY CRITICAL IN OUR VERY CRITICAL IN OUR PROCESS. FINALLY, AS WE MENTIONED A MINUTE AGO, WE DO LOOK AT THIS ON A WEEKLY BASIS. CABINET, SEPARATE FROM NORMAL CABINET TIME MEETS EVERY WEEK. WE WE REVIEW ANY NEEDS FROM ANYWHERE IN THE DISTRICT. NOT JUST SCHOOL SITE. ANY DEPARTMENT IN ANY AREA OF
THE DISTRICT AND IT ISN'T LIMITED TO GENERAL FUND ONLY. ALL FUNDING GROUPS. THE REASON WE DO THAT IS WE WANT A COLLABORATION OF DIFFERENT PEOPLE IN THE ROOM TO UNDERSTAND DO WE NEED THIS? LET'S INVITE PEOPLE IN TO EXPLAIN WHAT THEY DO EXPLAIN WHAT THEY DO NEED OR DON'T NEED. BEFORE ALL THAT HAPPENS, OUR STAFFING TEAM DOES WORK WITH THOSE THAT SUBMIT THE REQUEST BECAUSE WHAT WE WANT TO DO IS ALSO UNDERSTAND THE COST OF IT. ALSO, WE WANT TO LOOK AT FUNDING OPPORTUNITIES, SO WE WORK WITH OUR GRANTS PEOPLE AND SEE IF THERE ARE OPPORTUNITIES THERE. WE LOOK AT OTHER OPTIONS.
AND ALL THAT COMES INTO PLAY. THAT'S HAPPENING ALL THE TIME. AND THAT AND THAT WAS IMPLEMENTED ABOUT THREE YEARS AGO. IT WAS BEFORE I GOT HERE, BUT IT'S BEEN A GREAT TOOL AND WE'VE CONTINUED THAT. I THINK IT REALLY HIGHLIGHTS HOW WE'RE TRYING TO MONITOR WHAT WE'RE DOING AND THEN BE WE'RE DOING AND THEN BE AWARE OF OUR NEEDS. AS WE MOVE FORWARD, TALKING ABOUT HOW DO WE BUILD THOSE ENROLLMENT PROJECTIONS, WE WANT TO TAKE A FEW MINUTES AND TALK ABOUT OUR ROLL FORWARD. WHAT DOES THAT REALLY MEAN?
AS WE LOOK AT THIS, WE'LL TAKE DAY 100 ENROLLMENTS AND THEN WHAT WE'LL DO IS WE'LL SAY, WELL, HOW IS EACH GRADE GOING TO TRANSITION INTO NEXT YEAR? AS WE LOOK AT THAT WE WANT TO SAY, WELL, THERE'S SOME ASSUMPTIONS WE CAN MAKE. THERE'S ALSO A LOT OF UNKNOWNS THAT WE THAT WE HAVE. IF YOU LOOK AT THE BOTTOM, GOOD EXAMPLE OF A HIGH SCHOOL. ACTUAL HIGH SCHOOL THAT WE HAD THIS YEAR. THE TOP THE TOP PART, 2,335 STUDENTS ON
DAY 100. AS WE TRY TO PROJECT NEXT AS WE TRY TO PROJECT NEXT YEAR, WHAT WE DO FOR A HIGH SCHOOL, WE KNOW 12th GRADE, THEY ARE GOING TO KIND OF GO ON TO THEIR NEXT PHASE OF LIFE. AND EVERYTHING ELSE WILL TRICKLE UP. WHAT WE DON'T KNOW, IS WHAT WE DON'T KNOW, IS WE DON'T KNOW THE EXACT NUMBER FOR GRADE 9, SO THAT'S DUPLICATED. IN THIS CASE, WHAT YOU HAVE, YOU HAVE A VERY LARGE 12th GRADE IN COMPARISON TO WHAT THEIR NINTH GRADE IS CURRENTLY. SO WHAT WE DO IS WE BUILD THAT ENROLLMENT PROJECTION AND PART OF THIS IS IN COMBINATION BECAUSE WE DO MAKE ADJUSTMENTS
TO THESE NUMBERS WITH CONVERSATIONS THROUGH GROWTH MANAGEMENT AND CHOICE. WAS WE LOOK AT THIS, WE SEE FOR THIS HIGH SCHOOL, WHY DID YOUR ENROLLMENT CHANGE? NO FAULT OF THEIRS. YOU SEE THE MIGRATION OF THE STUDENTS. ONE THING WE HAVE TO BE VERY CAREFUL WITH AND MONITOR IS WE LOOK AT OUR ENROLLMENT SHIFTS, PRIMARILY YOU'RE SEEING A LOT OF THAT FROM THE YOUNGER AGES. AND WE'VE GOT TO SEE, BECAUSE THAT WILL CARRY THROUGH WITH US. LET ME GIVE YOU AN EXAMPLE. IF OUR KINDERGARTEN
IF OUR KINDERGARTEN IS DOWN IN GENERAL, WE EXPECT THOSE KIDS TO BE WITH US, THOSE STUDENTS FOR THE NEXT 12 TO 13 YEARS. IF THEY ARE DOWN, IN THEORY THAT WOULD MEAN A TRICKLE EFFECT THROUGHOUT THE YEAR. YOU SEE INFORMATION FROM YOU SEE INFORMATION FROM THE STATE OF FLORIDA AND BIRTH RATES, THAT KIND OF BACKS THAT UP. WE'LL SEE HOW THIS IMPACTS THE NUMBERS AS TRANSITIONS OF MAYBE HIGHER GROUPS LEAVE US AND MAYBE LOWER GROUPS ARE BEHIND THEM. IT'S SOMETHING FOR US IT'S SOMETHING FOR US TO BE AWARE OF, BUT WE WANTED TO GIVE
YOU AN EXAMPLE OF HOW ROLL FORWARD WORKS. AGAIN, NOT AN EXACT SCIENCE BUT WE MAKE ADJUSTMENTS TO IT ALL THE TIME BUT KIND OF THE METHOD THAT WE USE. ANOTHER BIG ONE FOR OUR DISTRICT IS GOING TO BE THE CHOICE OPTION. OUR CHOICE DEPARTMENT WORKS WITH EACH PRINCIPAL AND THEY DETERMINE A NUMBER OF CHOICE SEATS THAT COULD BE AVAILABLE BASED ON PROGRAMS AND CAPACITY. WE WORK WITH THE CHOICE DEPARTMENT AND WITH DEPARTMENT AND WITH THE FINAL NUMBERS THAT THE PRINCIPALS UTILIZE AND THAT HELPS BUILD OR
MODIFY SOME OF THE NUMBERS WE USE FOR PROJECTIONS IN OUR ENROLLMENT. IF WE GO ABOUT THAT, THE BIGGEST PART IS THE STICK RATE. ALL THAT MEANS, HOW MANY PEOPLE WENT THROUGH THE PROCESS, APPLIED, GOT ACCEPTED, HOW MANY PEOPLE ACTUALLY SHOW UP THE NEXT FALL. AS WE LOOK AT THAT WE APPLY THAT STICK RATE, BECAUSE NOT EVERYONE WHO GOES THROUGH THE PROCESS IS GOING TO GOING TO COME AND BE AT THE SCHOOL IN THE FALL. AS WE LOOK AT THAT, TWO APPLICATION PROCESS WINDOWS THAT YOU KNOW ABOUT, IN THE FALL AND ONE IN MARCH. THE BIG PART OF IT
THE BIG PART OF IT IS WE MONITOR HOW MANY PEOPLE ARE GOING THROUGH THE SYSTEM AND INTERESTED IN THAT SCHOOL, AND WE KNOW THAT NOT ALL OF THEM WILL COME. WE DO MODIFY THAT SOMEWHAT AND WORK DIRECTLY WITH OUR SCHOOL CHOICE DEPARTMENT IN GOING THERE. KIND OF FAST-FORWARD A LITTLE BIT, WE WANT TO TALK ABOUT OUR STAFFING ALLOCATION CHANGES FOR THIS YEAR, AND THEN YOU'LL SEE HIGHLIGHTS ON THIS ON THE NEXT PAGE. ELEMENTARY AND MIDDLE SCHOOLS DID HAVE SOME MODIFICATIONS THIS YEAR. AGAIN, ADJUSTING TO THE LIMITED FUNDING RECEIVING AND ALSO TO THE ENROLLMENT SHIFT. ONE THING THAT I THINK WILL BE A
GREAT THING FOR US, WE HAVE THE NEW METHOD WE TALKED ABOUT WITH CALCULATING CALCULATING K-5 UNITS. CLUMP THEM INTO GROUPS, NOW WE HAVE THEM INDIVIDUALLY LOOKED AT. I THINK THAT'S BEEN ABLE TO MAKE SURE EACH GRADE LEVEL HAS AN APPROPRIATE NUMBER AND RECEIVED GOOD FEEDBACK FROM ELEMENTARY GROUPS ABOUT THAT. AND THEN WE HAVE OUR AVERAGE, AGAIN, THESE TARGETED AREAS YOU'LL HEAR ABOUT IS WHAT OUR TARGETED AVERAGE IS. FOR KINDERGARTEN, WE'RE NOT MAKING ANY CHANGES FOR THIS CURRENT YEAR.
WE'RE REMAINING AT 18, WHICH IS THE TARGET THAT WE HAVE AS AN AVERAGE. OUR GRADES ONE THROUGH THREE ARE TARGETED -- OUR TARGET IS GOING TO BE 20 AND THEN FOUR AND FIVE. AGAIN, TARGETED RANGE THAT WE HAVE. MIDDLE SCHOOL AND HIGH SCHOOL IS A LITTLE BIT DIFFERENT. WE HAVE TO CONSIDER CORE AND ELECTIVES FOR MIDDLE SCHOOL AND HIGH SCHOOL TEAMS. AS YOU SEE THAT, WE DO KNOW THAT OUR STUDENTS PRETTY MUCH TAKE SEVEN COURSES DURING A SEVEN COURSES DURING A DAY. OUR TEACHERS ARE CONTRACTUALLY ASSIGNED TO TEACH SIX CLASSES A
DAY, SO WE BALANCE THOSE DIFFERENTIALS. AS WE LOOK AT THAT WE DO SEE THAT MIDDLE SCHOOL, WE'RE LOOKING AT THAT BEING A CORE TARGET OF 24 AND THEN HIGH SCHOOL CORE AVERAGE OF 27. AGAIN, THOSE ARE AVERAGES AS WE KIND OF WORK THROUGH THAT. WE DID NOT MAKE ANY CHANGES TO OUR ELECTIVES FOR NEXT OUR ELECTIVES FOR NEXT YEAR. AS WE KIND OF SUMMARIZE ALL THAT, BECAUSE IT IS A LOT OF INFORMATION, HERE IS THE SUMMARY THAT WE WANTED TO LEAVE YOU WITH. THAT IS, NUMBER ONE, WE HAVE A
NEW METHOD FOR ELEMENTARY SCHOOLS, I THINK WILL PROVIDE DIVIDENDS AS WE MOVE FORWARD. NUMBER TWO, WE DID HAVE DISTRICT LEADERS, PRINCIPALS, VARIOUS FOLKS WORK TOGETHER AND REBUILD OUR K-8 MODEL. WE DIDN'T TALK ABOUT THAT A LOT BUT DID REBUILD IT AND NEED TO DO MORE WORK ON THAT. WE'RE CONTINUING TO WORK WITH THEM. WE HAVE REVIEWED THINGS LIKE IB, ELL AND GIFTED. WE ALSO WENT AND LOOKED AT ADDITIONAL SUPPORT AREAS. ONE OF THE THINGS WE CREATED, SUCH A BIG NEED FOR OUR DISTRICT, HOW DO WE BETTER SUPPORT READING.
AGAIN, NOT GETTING ADDITIONAL FUNDING FROM THE STATE. WE THOUGHT IT WAS IMPORTANT AND PROVIDE A NEW READING ALLOCATION FOR MIDDLE SCHOOLS AND HIGH SCHOOLS AND HOW THAT WORKS. THEN WE ADJUSTED ALLOCATIONS THEN WE ADJUSTED ALLOCATIONS AND WE HAD THE INFORMATION WE HAD. WE ARE DOING A DEEPER PARTNERSHIP WITH TITLE FUNDS. SO THAT HAS HELPED US AND HELP PROVIDE MORE SUPPORT TO OUR SCHOOLS, AND WE THINK THAT RELATIONSHIP AND WE HAVE THOSE FOLKS WITH US. BEEN SUCH A GREAT HELP THIS YEAR. IT'S ALLOWED TO US IT'S ALLOWED TO US NAVIGATE ALL THESE CHANGES A LITTLE BIT BETTER.
ALMOST DONE. LET'S TALK ABOUT FUNDING. AS WE LOOK AT FUNDING CHANGES IN THE STATE OF FLORIDA, THERE ARE CHALLENGES THAT WE HAVE. AND WE KNOW THIS. BUT I THINK THIS TO ME, IT GAVE PERSPECTIVE, AND I CAN SAY THAT -- MY TEAM THAT, TOO. LET'S START ON THE TOP RIGHT. THE STATE OF FLORIDA BUDGET, AND WORKING TO CONFIRM THIS WITH OUR LOBBYIST, OUR STATE OF FLORIDA K-12 BUDGET IN 2021 WAS K-12 BUDGET IN 2021 WAS AROUND $23.5 BILLION. THIS YEAR AROUND $20.9 BILLION.
THAT'S ABOUT A DECREASE OF 2.6 BILLION OR 7%. SO NO MATTER WHAT, THE FUNDING IS NOT AS STRONG OR IT SHIFTED IN SOME AREAS, SO WE HAVE TO BE AWARE OF THAT. WE SEE THAT IN CORRELATION TO OTHER THINGS. IF YOU GO TO THE LEFT SIDE, AS WE LOOK AT WE LOOK AT K-12, OUR BASE UNIT ALLOCATION, KIND OF SEE SOME NUMBERS THERE. I WON'T READ ALL OF THOSE. OUR BASE ALLOCATION OVER THIS TIME PERIOD ON THE WENT UP 39.3%. -- 29.3%. WE HAVE TO BE CAREFUL WITH
WE HAVE TO BE CAREFUL WITH THAT, BECAUSE ALLOCATION COMES AND GOES OUT OF IT. IT'S NOT A DIRECT, OKAY, THIS WENT UP, CATEGORICALS COME AND KIND OF LEAVE FROM IT. WE HAVE TO BE CAREFUL WITH THAT NUMBER. STILL, EVEN WITH THAT, 29% IS THE OFFICIAL NUMBER. I THINK TWO INDICATORS THAT ARE REALLY HELPFUL FOR US AND MAYBE WE DON'T TALK ABOUT IT AS MUCH AND WE WILL, IS HOW MUCH FUNDS DO WE GET PER DO WE GET PER UNWEIGHTED FTE. THAT IS THE FULL PAYMENT THAT WE'RE GOING TO GET. IF YOU LOOK AT THE STATE OF FLORIDA, WE SEE THAT OVER
FLORIDA, WE SEE THAT OVER THIS TIME PERIOD, STATE OF FLORIDA, AS AN AVERAGE, THE AS AN AVERAGE, THE UNWEIGHTED FTE PER TOTAL FUNDS, ACCORDING TO THE FEFP PROGRAM, WENT UP ABOUT 29%. IN HILLSBOROUGH, A LITTLE BIT DIFFERENT AND OURS WENT UP 27%. SO WE'RE NOT GOING UP PROPORTIONATELY TO HOW MUCH THE STATE IS AND THERE'S FACTORS FOR THAT. AT THE SAME TIME, IF YOU LOOK AT THE BOTTOM RIGHT, LET'S LOOK AT INFLATION. AS WE LOOK AT INFLATION, AS WE SEE THINGS THAT ONLY WENT UP BY
29% OR 27% OR WHATEVER IT MIGHT BE, WE HAVE ALL EXPERIENCED AND WE KNOW THIS ALREADY, AND IT'S CONTINUE TO RISE WITH CURRENT SITUATIONS, THAT OUR INCREASE WAS ONLY ABOUT 95 WAS ONLY ABOUT 95 BUCKS, 96 BUCKS PER DOLLAR OR 45% INCREASE IN INFLATION. SO EVERYTHING IS COSTING US MORE AND EVERYTHING IS UP AND EVERYTHING IS UP AROUND 45% MORE AT THE STORE, FUNDING COME IN ABOUT 27% INCREASE. THAT IS A CHALLENGE FOR US, RIGHT, AS WE WANT TO TRY TO PAY OUR PEOPLE MORE AND DO THINGS
THAT IS A CHALLENGE AS WE LOOK AT THAT. A LITTLE BIT DEEPER DIVE INTO OUR BASE STUDENT ALLOCATION, BECAUSE THIS IS OUR PRIMARY MECHANISM THAT WE HAVE FOR PAYMENTS, WE DO SEE, AND I WON'T EXPAND UPON THIS MUCH, WE DO SEE HOW IT WENT UP. AGAIN, LAST YEAR, OUR ALLOCATION WENT UP VERY, VERY LITTLE, WHICH WAS ABNORMAL BECAUSE WE DID SEE OTHER LARGER INCREASES PREVIOUS YEARS TO THAT, BUT IT ONLY WENT UP .78% THIS PAST YEAR. SO REMEMBER, AS WE'RE USED TO 3%, 4%, WHATEVER IT MIGHT BE,
LESS THAN A PERCENT WAS LESS THAN A PERCENT WAS A CHALLENGE CHALLENGE FOR US AT A TIME EXPERIENCING INFLATION LIKE WE ARE. ANOTHER BIG PART FROM THE BUDGET IS PROPERTY TAXES. SO ONE OF THE THINGS THAT I THINK IS A STRENGTH FOR HILLSBOROUGH IS THAT WE'VE BEEN ABLE TO DO, AND MAKE ALL THE DECISIONS THAT WE HAD, BUT OUR HISTORICAL MILLAGE RATE IS HISTORICAL MILLAGE RATE IS LOWER THAN IT WAS BACK IN 2017, TEN-YEAR PERIOD. SO AS WE SEE THIS, WE SEE HOW THAT SHIFTED OVER TIME, AND THAT INCLUDES OUR ONE MILL. WHEN YOU LOOK AT 2026, WE SEE
WE'RE WE'RE AT 6.34. THAT INCLUDES ONE MILL. IF DIDN'T HAVE THAT, THAT WOULD BE LOWER THAN THIS LAST YEAR. AGAIN, YOU SEE THIS DURING THE HEARINGS WE HAVE EVERY YEAR. SO AS WE LOOK AT THIS, HOW IS THAT THAT CALCULATED? PROPERTY APPRAISER SETS THE ASSESSED VALUE AND THEN THEY MAKE REDUCTIONS FOR HOMESTEAD. THEN YOU SEE HOW THE CALCULATION GOES THERE AS WE DO THAT. THE BIGGEST SLIDE THAT HELPS UNDERSTAND THE MILLAGE IS THE NEXT ONE ABOUT MILLAGE NEXT ONE ABOUT MILLAGE FUNDING. SO AS WE SAID, THE PROPERTY
APPRAISER IS GOING TO SET THE TAXABLE VALUE. AND WE'VE MET WITH THEM THIS YEAR AND WE HAVE A GOOD RELATIONSHIP WITH THEM. THEY ARE A GREAT PARTNER TO THE SCHOOL DISTRICT. THE STATE OF FLORIDA IS GOING TO ESTABLISH THE REQUIRED LOCAL EFFORT. SO THE DISTRICT -- THE STATE OF FLORIDA DOES SET THAT FOR US AND WE WORK WITH THEM. AS WE SEE THAT, IS THIS IS KIND OF HOW OUR PROPERTY TAXES DIVVY UP THROUGHOUT THE YEAR. $1.16 BILLION IN PROPERTY TAXES. ABOUT 60% OF THAT IS ABOUT 60% OF THAT IS FOR
OPERATIONS. ABOUT 24% IS FOR CAPITAL, AND YOU GOT TO REMEMBER, GOT AN ADDITIONAL $183 MILLION FROM THE REFERENDUM THIS YEAR AND ABOUT 16%. AS YOU SEE THAT, WE HAVE TO UNDERSTAND THAT IS A VITAL PART OF OUR FUNDING MECHANISM AND WE ALSO SEE AND THE BOARD HAD REQUESTED, WHAT IF WE SEE A SLIGHT CHANGE? ONE OF THE BIG THINGS WE CALCULATED AND A LOT HAS TO GO INTO THIS. IT IS A VERY BALLPARK NUMBER. SEE ABOUT A 5% CHANGE IN TAXABLE
VALUE, ROUGHLY AROUND 50, 60 MILLION DOLLARS IN FUNDING CHANGES. SO THAT SAYS WE AS A SCHOOL DISTRICT, WE HAVE TO MONITOR WHAT'S HAPPENING WITH PROPERTY TAXES BECAUSE YOU'LL SEE IN A MINUTE HOW MUCH MINUTE HOW MUCH WE UTILIZE THOSE THROUGHOUT THE YEAR. WE WON'T SPEND TOO MUCH TIME ON THIS, BUT THE FUND BALANCE IS ANOTHER SOURCE AS A STRENGTH WE TALKED ABOUT EARLIER IN OUR PRESENTATION, AND WE SEE HOW THAT'S CHANGED OVER THE YEARS, AND WE SEE HOW THAT'S GOING TO IMPACT US. AGAIN, WE SEE THAT AND THAT'S SOMETHING WE'LL CONTINUE TO PROVIDE TO THE PROVIDE TO THE BOARD. GOOD SNAPSHOT OF HOW WE'RE DOING. AS WE CONSIDER OUR REVENUE
SOURCES, THERE'S REALLY THREE PRIMARY BUCKETS THAT WE WANT TO LOOK AT. OUR FEDERAL MONEY IS ABOUT OUR FEDERAL MONEY IS ABOUT .5%. AGAIN, WE'RE THANKFUL FOR THAT. .5% OF OVERALL REVENUE. STATE REVENUE, AGAIN, PRIMARY REVENUE DRIVER IS ABOUT REVENUE DRIVER IS ABOUT 55, 56 PERCENT OF THE MONEY THAT COMES IN. AS WE LOOK A LITTLE BIT DEEPER, LOCAL REVENUE ABOUT 43, 44 PERCENT. SO AS WE CONSIDER ALL OF THIS, THERE'S TWO BIG BUCKETS THAT WE WANT TO LEAVE YOU WITH OF HOW
OUR MONEY COMES IN. NUMBER ONE, ABOUT 43% OF OUR REVENUE COMES FROM REVENUE COMES FROM THE FEFP PROCESS. AGAIN, ENROLLMENT DRIVEN. ABOUT 39% OF IT COMES FROM TAXES. NOW, SOMETHING TO BE AWARE OF, INSIDE THE FEFP PROGRAM IS PROPERTY TAXES. SO YOU MIGHT SAY, WELL, WHY ISN'T THAT NUMBER HIGHER FOR PROPERTY TAXES? BECAUSE PART OF THAT IS EMBEDDED INTO THE FEFP CALCULATION. AS YOU LOOK AT OUR BUDGET, YOU'LL SEE THESE TWO LINE ITEMS AND THAT'S
AND THAT'S HOW WE CLASSIFY IT. I WILL SAY WE AVERAGE I WILL SAY WE AVERAGE ABOUT 96% BUDGET AND SEE THE ACTUALS. MOVING QUICKLY THROUGH EXPENSES, WE DO SEE OVER THE YEARS WHERE OUR EXPENSES ARE. THIS WAS JUST A GOOD BREAKDOWN OF KIND OF WHERE DOES ALL THE MONEY GO THAT WE MONEY GO THAT WE ALLOCATE INSIDE OUR GENERAL FUND EXPENSES. 65, 66 PERCENT GOES DIRECTLY TO INSTRUCTION.
THAT IS A THAT IS A HELPFUL NUMBER TO SEE. IF WE LOOK AT TOTAL PERSONNEL COSTS, IF YOU WERE TO DIVVY IT UP THAT WAY, YOU UP THAT WAY, YOU WOULD SEE UP THAT WAY, YOU WOULD SEE THAT WE WERE AROUND 79% IS WHAT WE SAID EARLIER. AS WE SEE THAT, SEE THE ADJUSTMENTS MADE. I WILL SAY IN ALL THIS, THIS IS EMBEDDED IN ALL THE AREAS YOU SEE ON THE PAGE, ENERGY WENT UP OVER FIVE YEARS ABOUT 22 PERCENT. OUR ENERGY COSTS. MATERIALS AND SUPPLIES WENT UP 15%. AGAIN, THOSE ARE INDICATORS OF THAT INFLATIONARY COST WE TALKED
ABOUT A MINUTE AGO AND WHERE AND HOW DOES THAT IMPACT US. IT DOES IMPACT OUR BOTTOM LINE IN ALMOST EVERY AREA THAT WE HAVE. ABOUT THREE MORE SLIDES. '26-27, IF WE HAVE EVERYTHING, WHEN WE LOOK AT '26-27 THE BUDGET, WE SAY, WELL, WHERE ARE WE PROJECTED FOR NEXT YEAR? BY HAVING THAT, WE LOOK AT, WELL '26-27 PROJECTING '26-27 PROJECTING ABOUT 237 KIDS IN HILLSBOROUGH IN HILLSBOROUGH COUNTY.
BUT YOU SEE THAT WE PROJECTED A SLIGHT INCREASE IN OUR HILLSBOROUGH POPULATION. I THINK THAT'S REALLY IMPORTANT. LIKE, WE'RE HOPING AND SEEING TRENDS THAT SHOW THAT WE MIGHT SEE IT, AND SO DID THE STATE. WE'RE PROJECTING THAT. AND THEN AS WE SEE ALL THE OTHER CHANGES, THOSE ARE THINGS WE'RE GOING TO MONITOR. BUT BACK TO THOSE OPPORTUNITIES. WE SEE THAT WE HAVE A STRONG MISSION, PROGRAM INNOVATION, ALL THOSE THINGS, THOSE ARE THINGS WE REALLY HAVE TO LEAN ON TO MAKE SURE WE HAVE THE RIGHT THINGS IN THE RIGHT PLACES TO HAVE THAT.
ONE THING TO LEAVE ON IS THE KIDS, STUDENTS ARE IN HILLSBOROUGH COUNTY. HOW DO WE GET THEM TO COME TO HILLSBOROUGH A LITTLE BIT MORE? THE STATE OF FLORIDA BUDGET IS STILL UNDERWAY, RIGHT NOW, WE'RE HEARING INDICATIONS IT MIGHT BE APPROVED AROUND MAY, MAYBE JUNE. THEY ARE STILL FINALIZING THAT, BUT WE WANTED TO HIGHLIGHT A COUPLE OF THINGS THAT I THINK ARE REALLY IMPORTANT. ONE THING WE THINK WOULD BE HELPFUL FOR US TO ADVOCATE FOR IS WE BELIEVE ISOLATING THE FES SYSTEM OUTSIDE OF OUR NUMBERS WOULD BE HELPFUL. RIGHT RIGHT NOW, IT COMPLICATES
THINGS. YOU SEE THE NUMBER AND IT MAY NOT ALWAYS MAKE SENSE. ONE, THE HOUSE DOES INCLUDE IT INSIDE THE FUNDING FORMULA. AND THEN THE STATE OR THE SENATE, I'M SORRY, IS SUGGESTING IT BE OUTSIDE THE FUNDING FORMULA. SO SAME AS LAST YEAR. TWO DIFFERENT VIEWPOINTS. WE DO THINK REMOVING IT WOULD HELP EVERYONE AND PROVIDE MORE CLARITY ON FUNDING. THE OTHER TWO BIG MOVES WE WANT TO LOOK AT IS REQUIRED LOCAL EFFORT, AND THEN THE BASE STUDENT ALLOCATION. THERE'S REALLY TWO DIFFERENT
POINTS OF KIND OF THOUGHT THERE. AS WE LOOK AT THAT, ONE SIDE IS WANTING TO LOWER ONE AND THEN INCREASE THE OTHER. WE'VE GOT TO BE AWARE OF THAT BECAUSE THAT DOES MAKE A BIG DIFFERENCE. RIGHT NOW, RIGHT NOW, WE DON'T KNOW WHERE IT WILL LAND, SO WE'LL MONITOR THAT. THAT COULD HAVE A BIG THAT COULD HAVE A BIG DIFFERENCE FOR US AS A DISTRICT. FINALLY, WHAT IS OUR COST PRESSURES FOR NEXT YEAR? AS WE LOOK AT EVERYTHING AND TRY TO HAVE OUR RETIREMENT SALARIES, HEALTH INSURANCE, ALL THOSE PERSONNEL COSTS REMAIN AROUND 79%.
80% IN THAT 80% IN THAT THRESHOLD. WE DO SEE CONTINUED OPERATING COSTS. CHALLENGES AROUND ENROLLMENT, STATE OF FLORIDA BUDGET, AND THE TIMING OF ITS TIMING OF ITS RELEASE, SUPPORTING OUR SCHOOLS, BARGAINING, HEALTH INSURANCE, ALL THOSE THINGS WE TALKED ABOUT, ALL THINGS TRYING TO NAVIGATE THROUGH WHILE TRYING TO BALANCE THE NEEDS OF OUR STUDENTS. SO I'LL FINALLY LEAVE YOU SO I'LL FINALLY LEAVE YOU ON THIS AS WE MENTIONED EARLIER, DO I NOT BELIEVE AND OUR TEAM DOES NOT BELIEVE WE ARE IN A FINANCIAL CRISIS. WE BELIEVE WE ARE STABLE. WE CAN MAKE THE NECESSARY ADJUSTMENTS WE'LL BE
ADJUSTMENTS WE'LL BE FINE. BUT WE DO HAVE TO MAKE ADJUSTMENTS. WE HAVE A STRONG MISSION, COMMITTED TEAM, THE BEST PRODUCT, BUT IT IS BECOMING MORE CHALLENGING AND I THINK WE HAVE TO RECOGNIZE IT'S BECAUSE THE MARKETPLACE IS CHANGING. SUPERINTENDENT, THAT'S OUR FINANCE PRESENTATION FOR TODAY. >>Van Ayres: THANK YOU, MR. LEWIS. THANK YOU FOR THAT THOROUGH PRESENTATION. THANK YOU TO YOU AND YOUR ENTIRE TEAM FOR DOING THAT. I DON'T THINK THERE'S BEEN IN OUR HISTORY AN ANALYSIS LIKE THAT OVER THE LAST NUMBER OF YEARS. THANK YOU FOR YOUR TIME AND EFFORT INTO THAT. MADAM CHAIR. MADAM VICE-CHAIR. >>Nadia Combs: THANK YOU VERY
MUCH, MR. LEWIS. I'M SURE EVERYBODY WILL APPRECIATE HAVING THIS FOLDER. BOARD MEMBERS, WE HAVE ABOUT 47 MINUTES LEFT. THAT'S ROUGHLY PROBABLY ABOUT SIX MINUTES EACH. WE'LL PROBABLY ONLY WE'LL PROBABLY ONLY HAVE ONE ROUND. WE MAY HAVE TO FOLLOW UP WITH THE NEXT WORKSHOP, GIVE US TIME TO WORK ON THIS MORE. I WANT YOU TO BE AWARE. IF YOU GET IN THE QUEUE AND SPEAK A LONG TIME, PROBABLY ONE TIME TO SPEAK. IF YOU ARE SHORT, YOU CAN GET BACK IN TWICE.
WE'LL START WITH MEMBER GRAY. >>Lynn Gray: LET ME START WITH SAYING BIG APPRECIATION TO MR. LEWIS, MS. SHOTWELL AND THE FINANCE TEAM. VERY COMPREHENSIVE AND TOTALLY -- WELL, LET ME SAY -- WELL, LET ME SAY THIS. LET ME START WITH THE -- WHAT WAS THE FAMOUS ONE, THE END IN MIND. PAGE 43, THIS IS A SUGGESTION AND A VERY, VERY IMPORTANT ONE TO OUR SUPERINTENDENT AS WE MOVE
FORWARD. WHEN WE CONSIDER THAT 28,000 ALONE, THIS IS ONE CONSIDERATION OF REVENUE LOSS GOES TO FLORIDA EMPOWERMENT SCHOLARSHIP, WHEN EMPOWERMENT SCHOLARSHIP, WHEN WE CONSIDER THAT AND THEN CONSIDER THAT AND THEN AGAINST THE DRIVE TO OR THE PHILOSOPHY THAT WE ARE A MARKETPLACE, WE HAVE MORE CHOICES TO OFFER, HAVE MORE CHOICES TO OFFER, BEST PRODUCT IN PRODUCT IN TOWN, WHAT HAPPENS WHEN YOUR GOALS ON PAGE 43, WHEN WE'RE TALKING
WE'RE TALKING ABOUT WE'RE TALKING ABOUT THE RELEVANT STUDENT-CENTERED PROGRAMS, HOW TO ATTRACT STUDENTS AND HOW TO ATTRACT TEACHERS AND ADMINISTRATORS, HOW TO RETAIN TEACHERS AND STUDENTS AND ADMINISTRATORS, HOW TO DEAL WITH ABSENTEEISM, HOW TO DEAL WITH THE CHANGING AND THE HIGH VELOCITY OF FLORIDA STATUTES AND LAWS, LOCAL, LAWS, LOCAL, STATE, AND LAWS, LOCAL, STATE, AND FEDERAL, AND ALSO AND ALSO THE MAGNIFICENT, WE HAVE QUITE A WONDERFUL SCHOOL MODEL OF SCHOOL CHOICE UNDER MR.
ROMANO AND HIS TEAM. WHEN WHEN YOU CONSIDER ALL THOSE FACTORS, MY SUGGESTION, SUPERINTENDENT VAN AYRES, THE MARRIAGE -- I BETTER BE CAREFUL -- THERE ARE A LOT OF MARRIAGES GOING ON, BUT IT HAS TO BE NOT ONLY JAMIE'S FINANCE ONLY JAMIE'S FINANCE TEAM, MUST BE EQUIVALENT WITH THE TEAM OF THE COMMUNICATIONS. MUST BE EQUIVALENT WITH GOVERNMENT GOVERNMENT RELATIONS. MUST BE EQUIVALENT WITH HR, HUMAN RELATIONS.
BECAUSE IF YOU BECAUSE IF YOU ALL DON'T WORK TOGETHER IN ONE TOGETHER IN ONE ROOM, THEN TOGETHER IN ONE ROOM, THEN THOSE GOALS ON PAGE 43, WHICH YOU NEED TO MAKE AND I HAVE NO TO MAKE AND I HAVE NO DOUBT THAT YOU WILL FULFILL YOU WILL FULFILL THOSE, WILL BE IN JEOPARDY BECAUSE THAT IS WHAT WE'RE MISSING. I THINK I THINK A LOT OF THE CONVERSATION. TOO MANY SEPARATE TOO MANY SEPARATE FIEFDOMS. I THINK THE I THINK THE HARMONY NEEDS TO BE HAPPENING MORE THAN THAT. THAT IS A CHANGE I WOULD LIKE TO SEE IN REAL-TIME.
AND THAT AND THAT COMMUNICATIONS AND THAT COMMUNICATIONS TEAM IS CRITICAL TO WORK WITH YOU ALL, ESPECIALLY WHEN ESPECIALLY WHEN WE'RE SHARING REVENUE SOURCES AND EXPENDITURES. MY QUESTION IS, AND MY QUESTION IS, AND THAT IS THE BIGGER OVERVIEW. SPECIFICALLY ON PAGE 25, WHEN YOU LOOK AT THAT PAGE ON THE BOTTOM, IT SAYS IT'S A CHALLENGE TO BALANCE THE NEEDS OF TO BALANCE THE NEEDS OF STUDENTS AND SCHOOLS, I THINK WHEN YOU CHOOSE
CHOOSE UNITS, STAFFING, CHOOSE UNITS, STAFFING, THAT, AND I THINK WE'RE DOING THIS AND I TALKED TO MARCOS THIS MORNING, YOU HAVE TO LOOK AT SOUTH TAMPA DIFFERENTLY THAN SOUTH COUNTY. BECAUSE YOU'RE DEALING WITH TWO OPPOSITE ENDS OF THE SPECTRUM IN MANY CASES. YOU HAVE AGRICULTURE ON ONE AND THEN MORE THE URBAN THEN MORE THE URBAN AND I'M SURE DOCTOR WILL CORRECT ME ON THE STATUS OF SOUTH TAMPA, BUT DIFFERENT POPULATION, DIFFERENT NEEDS. I WANT US TO BE VERY SENSITIVE TO THAT.
YOU MIGHT WANT TO REPLY, MR. LEWIS. HOW ARE YOU ADDRESSING THAT WHEN YOU ADDRESS UNITS? >> [OFF MICROPHONE] I THINK WE'VE SEEN THAT THROUGHOUT HISTORY. EBBS AND EBBS AND FLOWS. WE DO -- WE DO -- I THINK THAT'S IMPORTANT. MAKE CHANGES AND TAKE THAT INTO ACCOUNT AS SCHOOLS TRANSITION TO K-8, VICE VERSA.
HOW WE MOVED THINGS AROUND THE LAST COUPLE OF YEARS. >>Lynn Gray: THE CHANGES IN POPULATION DICTATE CHANGES OF WAY OF WORK AND OUR PHILOSOPHIES AND, OF COURSE, THAT AND, OF COURSE, THAT MANIFESTS ITSELF TO CROSS OFFERINGS, ET CETERA. TELL ME WHEN MY TIME IS UP. BECAUSE I HAVE A LOT OF QUESTIONS. >>Nadia Combs: YOU HAVE ABOUT TWO MORE MINUTES. >>Lynn Gray: OKAY. PAGE 26, WHEN PAGE 26, WHEN WE TALK ABOUT
COMMUNITY BASED SCHOOLS, WE HAVE COMMUNITY SCHOOLS, WE HAVE SCHOOLS THAT ARE VERY COMMUNITY BASED. HOW IS THAT ALLOCATION PROCESS MODIFIED? BECAUSE YOU HAVE TWO DIFFERENT KIND OF SYSTEMS HERE. YEARS AGO, WE ALL WENT -- LIKE CLAYWELL, CLAYWELL, PLANT HIGH CLAYWELL, PLANT HIGH SCHOOL. MOSTLY COMMUNITY SCHOOL. BUT THEN YOU HAVE COMMUNITY SCHOOLS FORMATIVE, A MORE FORMATIVE LANGUAGE. HOW DO YOU ADDRESS THAT FOR STAFFING ALLOCATION?
>> THANK YOU, MEMBER GRAY. WE DO NOT STAFF DIFFERENTLY FOR OUR COMMUNITY SCHOOLS. WE DO USE SUPPLEMENTAL FUNDING SOURCES TO SUPPORT A PARENT LIAISON AND A COMMUNITY SCHOOL RESOURCE TEACHER. OTHER THAN THAT, THERE IS NO DIFFERENCE IN THE DIFFERENCE IN THE ALLOCATION FOR INSTRUCTIONAL PURPOSES. >>Lynn Gray: OKAY. THAT IS THE ANSWER TO THAT. I HAVE ONE MORE QUESTION AND THEN I'LL WAIT TO HEAR THE OTHER BOARD MEMBERS. MIDDLE AND HIGH SCHOOLS, PAGE 31, YOU HAVE THE SEPARATION, ELEMENTARY SCHOOLS ARE ONE STAFFING ALLOCATION. AND THEN YOU HAVE
AND THEN YOU HAVE MIDDLE AND HIGH SCHOOL CONSIDERATIONS FOR THAT STAFFING. BUT HOW ARE THE STAFFING RULES OF ENGAGEMENT FOR OF ENGAGEMENT FOR K-8. IS THERE ANY CHANGE? BECAUSE YOU BECAUSE YOU HAVE DELINEATED ELEMENTARY, MIDDLE, HIGH SCHOOL. BUT WHAT ABOUT K-8s? >>Van Ayres: WHOEVER WANTS TO COME SPEAK TO THAT CAN. I'LL SPEAK TO K-8, A LOT OF K-8 ARE DIFFERENT. ENROLLMENTS OF SEVEN, 800. 1600. TURNER/BARTELS, ALMOST TWO
DIFFERENT SITES WITH 1600 STUDENTS. THOSE ARE ALLOCATED A LITTLE BIT DIFFERENTLY. AS MR. LEWIS MENTIONED, WE WORK WITH OUR REGIONAL SUPERINTENDENTS THROUGHOUT THE PROCESS TO ENSURE. NOT EVERY K-8 WILL BE STAFFED EXACTLY THE SAME BECAUSE OF DIFFERENT OPERATIONAL NEEDS THAT THEY HAVE IN THE CAMPUS ITSELF. SO THEY ARE ALL AS WE GO THROUGH THESE, THEY ARE ALL LOOKED AT INDIVIDUALLY. I CAN'T STRESS THAT ENOUGH THROUGH ALL THE STAFFING ALLOCATIONS, PROCESS OF THE TEAM, REGIONAL
TEAM, REGIONAL SUPES, MS. McRAE, TO MAKE SURE WE HAVE THE NEEDS MET. COME UP WITH AN ALLOCATION. INDIVIDUALLY, WE LOOK AT THE SCHOOLS TO MAKE SURE THE NEEDS ARE MET AT THOSE SITES. ANYTHING ELSE ON K-8? IS. >> THAT WAS SUCH A GREAT ANSWER. KATHERINE WENT BACK AND SAT DOWN. >>Lynn Gray: WHAT WE'RE DOING IS WE'RE REALLY INDIVIDUALIZING THE NEEDS OF THE SCHOOLS BEFORE AND THE NEEDS OF THE CHILDREN, AND I LIKE THAT ANSWER, AND I THINK IT IS VERY FAVORABLE IN TERMS OF WHAT THE PUBLIC IS HEARING.
I'M DONE FOR NOW. >>Nadia Combs: THANK YOU, MEMBER GRAY. YOU PROBABLY WILL NOT BE ABLE TO GET BACK IN, JUST SO YOU KNOW. IF YOU TAKE THREE MINUTES, YOU'LL BE ABLE TO GET BACK IN FOR THREE MINUTES. MEMBER VAUGHN. >>Jessica Vaughn: THANK YOU. I'M OFFICIALLY REQUESTING A PART TWO OF THIS BECAUSE I HAVE 27 QUESTIONS THAT I'VE WRITTEN DOWN. AND SIX MINUTES IS NOT SUFFICIENT. THIS IS A HUGE AMOUNT OF INFORMATION THAT WE DID NOT GET
TWO WEEKS BEFOREHAND WHICH I KNOW WE'VE ASKED FOR. I WILL START OFF AND SAY I APPRECIATE THIS. LIKE, I THINK THIS IS, AS TO SUPERINTENDENT AYRES' SUPERINTENDENT AYRES' POINT, LIKE SUCH A GOOD STARTING PLACE TO TAKE SO MANY COMPLEX ISSUES AND FUNDING SOURCES AND TO TRY TO CHUNK IT DOWN IN A WAY THAT YOUR AVERAGE PERSON CAN TRY TO UNDERSTAND AND GET A SENSE OF IT. I CAN'T IMAGINE THE AMOUNT OF WORK THAT WENT INTO THAT, AND I REALLY DO APPRECIATE THAT PIECE OF IT. IT MAKES IT SO MUCH EASIER FOR
PEOPLE WHO HAVE NO IDEA TO EVEN TRY TO HAVE A CONVERSATION ABOUT THIS TO GET SOME STARTING POINTS. I WANT TO START WITH THAT. I HAVE A LOT MORE QUESTIONS ABOUT THE RECALIBRATION PART, BECAUSE TO ME, WHAT I'M BECAUSE TO ME, WHAT I'M UNSURE OF IS WHAT PROOF IS BEING USED FOR THE RECALIBRATION. LIKE, IF WE HAVE A ROSTER AND WE MET THE ELIGIBILITY CRITERIA AND WE'RE SAYING THIS STUDENT IS OURS, IT SEEMS LIKE WHAT HAPPENS A LOT IS THEN THE STATE COMES BACK AND SAYS, ACTUALLY, THIS ISN'T YOUR STUDENT. YOU DON'T HAVE THAT ENROLLMENT, AND I DON'T REALLY UNDERSTAND
THE PROCESS OF FIGURING OUT WHERE THE STUDENT WAS AND ENSURING TO MAKE SURE THAT THE MONEY IS TRULY FOLLOWING THE STUDENT. SO I WOULD REALLY LIKE TO UNDERSTAND THAT WHOLE RECALIBRATION PROCESS MORE BECAUSE FROM MY POINT OF VIEW, IT LOOKS LIKE THE STATE COMES BACK AND SAYS, NO, YOU DON'T HAVE THOSE STUDENTS WITHOUT PROVIDING WHERE THEY WERE AND WHAT THAT LOOKS LIKE. AS YOU MENTIONED, THAT MAKES CREATING A BUDGET AND ANY OF THIS INCREDIBLY CHALLENGING, IF WE FEEL LIKE WE'VE SERVICED THOSE STUDENTS BUT WE'RE NOT GETTING THE MONEY FOR IT. SO I HAVE A LOT OF SO I HAVE A LOT OF QUESTIONS ABOUT THE RECALIBRATION PIECE AND I'LL SAVE THOSE.
ALSO, ONE THING THAT I THINK WE NEED TO TALK ABOUT THAT WE HAVEN'T TALKED ABOUT ANDIC THERE IS A PUSH AND PULL, WHEN WE'RE TALKING ABOUT THINGS AFFECTING ENROLLMENT IN OUR SCHOOLS, WE'VE ABSOLUTELY TALKED ABOUT THE BIRTH RATE. WE TALKED ABOUT NOW WE HAVE ALL THE SCHOOL THE SCHOOL CHOICE. BUT MORE INCREASINGLY AS I GO INTO A LOT OF MY SCHOOLS, WHAT I THINK THAT WE NEED TO HAVE A CONVERSATION ABOUT ONE WAY OR ANOTHER IS ANOTHER IS WHETHER THERE IS FEAR OF SENDING KIDS TO SCHOOL BECAUSE OF BECAUSE OF IMMIGRATION, IF THERE'S WITHDRAWAL BECAUSE OF IMMIGRATION POLICIES, WHAT SORT OF EFFECT THAT'S HAVING ON OUR ENROLLMENT AND WHAT THAT REALLY
LOOKS LIKE. BECAUSE IF WE HAVE A REAL CONVERSATION ABOUT OUR DISTRICT AND ANTICIPATING ENROLLMENT, WE HAVE TO BE OPEN AND HONEST ABOUT ALL THE CONTRIBUTING FACTORS IN THAT. SO I REALLY WOULD LIKE TO KNOW IF WE CAN FIGURE OUT EVEN WHAT PERCENTAGE OF WHAT THAT LOOKS LIKE. I KNOW WE HAVE MIGRANT POPULATIONS. I KNOW WE CAN'T IDENTIFY EVERY FAMILY, IMMIGRANT FAMILY AND FAMILY, IMMIGRANT FAMILY AND GET REAL-TIME NUMBERS, BUT EVEN GET A PERCENTAGE, MY SCHOOLS, WHEN I GO INTO THEM, THAT IS A HUGE
DRIVING FACTOR IN ENROLLMENT. I I ALSO THINK THAT -- I HAVE A LOT OF QUESTIONS ABOUT OUR NEW STAFFING MODEL. OUR NEW OUR NEW STAFFING MODEL OUR NEW STAFFING MODEL PROCESS, AND I THINK SOME OF MY CHALLENGES IS, I THINK THERE IS BEST INTENT, I THINK SOME OF THESE CONCEPTS THESE CONCEPTS ARE THESE CONCEPTS ARE SUBJECTIVE, AS FAR AS MAINTAINING TRANSPARENCY TO ALL STAKEHOLDERS, OPEN AND REGULAR COMMUNICATION, EVEN AFTER WE'VE KIND OF IDENTIFIED THE STAFFING
MODELS, I'VE GOTTEN NONSTOP CONCERNS WITH CONCERNS WITH STAFF MEMBERS TRYING TO FIGURE OUT THE TIMING OF WHEN THEY ARE GOING TO KNOW IF THEY LOSE THEIR POSITIONS AT THEIR SCHOOLS OR THEIR SCHOOLS OR NOT. I CAN'T EMPHASIZE ENOUGH THE ANXIETY AROUND CHANGES IN STAFFING AND WHAT THAT LOOKS LIKE. I REALLY WISH WE COULD FIND A WAY TO MINIMIZE THIS, OKAY, WE'RE GOING TO TAKE AWAY THE UNITS, BUT DON'T WORRY, WE'LL GIVE THEM BACK BECAUSE THAT SOUNDS GREAT IN THEORY. IF YOUR ENROLLMENT IS HIGHER THAN WHAT WE EXPECT. WHAT WE'RE NOT REALLY TALKING
ABOUT IS YOU COULD LOSE FIVE OR SIX GOOD TEACHERS THAT HAVE BEEN A PART OF THE SCHOOL COMMUNITY A LONG TIME. GIVING BACK ALTERNATIVE STAFF MEMBERS OR UNITS DOESN'T NECESSARILY REPLACE THE PEOPLE THAT YOU'VE LOST WHO ARE INTEGRAL AND IN THAT SCHOOL COMMUNITY. SO I WISH WE COULD SO I WISH WE COULD HAVE A CONVERSATION MORE ABOUT CONVERSATION MORE ABOUT HOW THAT PROCESS WORKS. I THINK THAT I'VE SAID IT BEFORE AND I'LL SAY IT AGAIN, THAT WHILE WE HAVE A LOT OF THINGS IN HERE THAT LOOK LIKE WE'RE ENGAGING ALL STAKEHOLDERS, WE ARE NOT ENGAGING THE
ARE NOT ENGAGING THE PRINCIPALS TO HAVE DIRECT CONVERSATIONS WITH THE PEOPLE WHO ARE MAKING THE DECISIONS. AND WHEN YOU SAY THINGS LIKE WE REEVALUATE IT AND THEN WE GIVE BACK TO SCHOOLS BASED ON THEIR NEEDS, I FIND THAT NOT TO BE TRUE. I FIND THAT THERE ARE LOTS OF PRINCIPALS WHO ARE SAYING WHAT THEIR NEEDS ARE, MAKING A CASE FOR THE REGIONAL SUPERINTENDENTS, THE REGIONAL SUPERINTENDENTS ARE PLEADING THE CASES. WHATEVER THE REASON THE DISTRICT DOES NOT FIND THAT TO BE A VALUE, SO I DON'T THINK IT'S AN ACTUAL STATEMENT TO BE LIKE, OH, WELL, WE LET SCHOOLS DECIDE THEIR INDIVIDUAL NEEDS AND THEN
GIVE UNITS BACK BECAUSE I'M NOT FINDING THAT TO BE THE CASE. I'LL PLEAD AGAIN FOR AN OPPORTUNITY FOR PRINCIPALS IN THE SCHOOL WITH WHOMEVER IS IN THE ROOM, HOWEVER CLOSE YOU'VE BEEN TIED TO SCHOOLS, I'LL SAY IT AGAIN, THINGS HAVE CHANGED IN FIVE YEARS. THEY CHANGE YEAR TO YEAR. I DON'T CARE IF YOU WERE A PRINCIPAL FIVE YEARS AGO, IT LOOKS VERY DIFFERENT NOW. NOT ALLOWING PRINCIPALS TO HAVE A DIRECT COMMUNICATION WITH THE PEOPLE WHO ARE MAKING DECISIONS AROUND WHAT THEIR SCHOOLS IS GOING TO LOOK LIKE IS PROBLEMATIC. I'LL MAKE THAT REQUEST AGAIN. I'D LIKE TO COME BACK AND TALK ABOUT THAT BECAUSE I HAVE MORE TO SAY ABOUT THAT.
I DO WANT TO SAY THAT IF WE'RE GOING TO TALK ABOUT ATTRACTORS AND HOW WE KEEP PEOPLE MAKING CHOICES IN OUR CHOICES IN OUR SCHOOLS, WE CAN'T CONTINUE TO CUT UNITS BLINDLY BECAUSE A LOT OF THE UNITS YOU ARE CUTTING ARE TEACHERS WHO ARE STAYING AFTERWARDS AND OFFERING THOSE ATTRACTORS. YOU MIGHT BE JUST CUTTING A UNIT IN A MATH DEPARTMENT BUT THAT TEACHER MIGHT BE DOING THREE ADDITIONAL CLUBS THAT KEEPS KIDS CHOOSING THAT SCHOOL FOR THOSE AFTER-SCHOOL CLUBS. I CAN TELL YOU RIGHT NOW, DECISIONS THAT I'M MAKING AS A PARENT AS TO DO WITH
EXTRACURRICULAR, ENRICHMENT, OTHER THINGS OTHER THAN WHAT JUST THE ACADEMICS ARE GOING TO BE IN THAT SCHOOL. I THINK THAT IS THE PROBLEM IS WE'RE SAYING WE HAVE ALL THESE GREAT ATTRACTORS, WE HAVE ALL THIS. BUT AS WE CUT AND CUT AND CUT, WHICH I'M NOT SAYING IT'S INTENTIONAL. OBVIOUSLY, YOU PRESENTED A GOOD CASE OF FINANCIALLY WHY WE HAVE TO MAKE THESE DECISIONS, THAT AFFECTS THE QUALITY OF WHAT WE CAN OFFER. I DON'T KNOW IF THERE IS ENOUGH COMMUNICATION ABOUT THAT WHEN WE'RE TALKING ABOUT, AND I DON'T KNOW IF THAT IS AN OPPORTUNITY TO REDISCUSS SOME OF THE CONTRACTUAL WAYS THAT WE DO UNIT
LOSSES, LIKE IF THERE IS A TEACHER THAT OFFERS A CLUB, IF WE CAN FACTOR THAT IN WHEN LOOKING AT THE WHOLE PROCESS, BUT I KNOW THERE ARE SEVERAL GOOD PROGRAMS AND THINGS THAT ARE BEING LOST AT SCHOOLS THROUGH THIS NEW UNIT ALLOCATION PROCESS. AGAIN, SORRY TAKING UP SO MUCH TIME. I HAVE SO MANY QUESTIONS. ASIDE FROM THE UNIT ALLOCATION, WHICH AGAIN I HAVE MORE QUESTIONS ABOUT, I APPRECIATE THE SLIDE ABOUT THE LEGISLATION UPDATES. I THINK THAT'S REALLY IMPORTANT, AND TO SEE THAT IN BLACK AND WHITE IS REALLY INTERESTING. SEE THE DIFFERENCE BETWEEN THE HOUSE AND THE SENATE.
BUT I WAS WONDERING, WHEN YOU WERE LOOKING AT OUR ALLOCATION OF PERCENTAGE-WISE, HOW MUCH WE'VE INCREASED AND YOU SAID WE WERE ONLY AT 27% WHEN THE STATE AVERAGE WAS AVERAGE WAS 29%, AND YOU SAID THERE WERE CONTRIBUTING FACTORS, CAN YOU SEND ME A LIST OF WHAT THOSE CONTRIBUTING FACTORS ARE? BECAUSE I WOULD LIKE BECAUSE I WOULD LIKE TO KNOW WHAT THOSE ARE. BACK TO THE STAFFING ALLOCATION, WHEN YOU SAID THE TARGET RAKE IS A CERTAIN AMOUNT AND KINDERGARTEN HASN'T GONE UP, I HAVEN'T SEEN THAT TO BE TRUE. IF I CAN GET A IF I CAN GET A REPORT ON THE PERCENTAGE OF CLASSROOMS WHERE WE HIT THE TARGET FOR
ALLOCATION. OUR TARGET WAS 18 IN KINDERGARTEN CLASSROOMS, BUT REALISTICALLY, FIVE PERCENT OF THOSE MEET THE TARGET ALLOCATION. THAT WOULD REALLY HELP ME PUT THAT INTO SPRING. PERSPECTIVE. PUT THAT INTO PERSPECTIVE. SO MUCH MORE. ONE LAST THING, ON PAGE 40, WHEN WE WE WERE TALKING ABOUT DIFFERENT THINGS, BECAUSE I DO HAVE QUESTIONS ABOUT WHEN YOU'RE SAYING WE ONLY GET THAT ONE PERCENT FUNDING, AND IF SOMEBODY TAKES A VIRTUAL CLASS, I WANT TO KNOW,
KNOW, IS THAT LIKE HALF? WHAT IS WHAT IS THE WHAT IS THE PERCENTAGE OF THE ONE PERCENT THAT WE GET THAT IS TAKEN AWAY FROM US IF THEY TAKE ONE VIRTUAL ONE VIRTUAL CLASS? IS THAT -- ONE SIX FOR EVERY CLASS THEY TAKE VIRTUALLY. >> FUNDING FOR STUDENT IS DIVIDED BY DIVIDED BY ONE-SIXTH, BY FLORIDA VIRTUAL. FUNDING WOULD CHANGE A LITTLE BIT BASED ON WHAT THEY ARE DOING OR TAKING. BUT THAT SLIDE DOES SHOW THAT THEY TAKE FIVE HILLSBOROUGH, THEY TAKE FIVE HILLSBOROUGH, ONE VIRTUAL, FIVE
VIRTUAL, FIVE SIXES -- >>Jessica Vaughn: AGAIN, I HAVE PLETHORA MORE QUESTIONS. BUT TO BE FAIR TO MY OTHER BOARD MEMBERS, I'LL FIGURE OUT HOW TO GET THEM ANSWERED AT SOME POINT. >>Nadia Combs: VERY MUCH, MEMBER VAUGHN. EVEN THE FEELING I'M FEELING, NEXT TIME WE HAVE A NEXT TIME WE HAVE A WORKSHOP, WE NEED TO CARVE A LITTLE BIT MORE TIME TO DISCUSS THIS, BECAUSE I THINK WE'RE GOING TO NEED THAT. MEMBER RENDON AND THEN MEMBER HAHN. >>Patti Rendon: THANK YOU, MEMBER COMBS. IF WE COULD GO BACK TO PAGE 44
ON THE SLIDES, THE HOUSE AND SENATE, I THINK I'D LIKE A LITTLE MORE EXPLANATION BECAUSE YOU MADE THE COMMENT THAT YOU MADE THE COMMENT THAT WE WANTED IT NOT WANTED IT NOT INCLUDED WANTED IT NOT INCLUDED IN THE FEFP. AM I AM I CORRECT? IN THE FORMULA IN THE FORMULA FUNDING. >> WE WOULD LIKE FES PULLED OUT OF HILLSBOROUGH'S NUMBERS. >>Patti Rendon: OKAY. IN DOING THAT -- >> BE THEIR OWN DISTRICT. >>Patti Rendon: OWN DISTRICT. CORRECT. RIGHT. BUT THE SENATE IS PULLING IT OUT, I THOUGHT.
BECAUSE I THOUGHT YOU BECAUSE I THOUGHT YOU SAID THE HOUSE -- SO THE HOUSE IS NOT PULLING IT OUT. IT WAS SAID DIFFERENTLY. THAT'S WHY I WANTED TO DOUBLE CHECK. >> ONE GROUP IS WANTING TO REMOVE IT COMPLETELY OUT OF OUR NUMBERS AND ONE IS -- >>Patti Rendon: THE SENATE BUDGET GOES WITH THE AUDITOR GENERAL REPORT WHERE IT SEPARATES OUT THE EMPOWERMENT SCHOLARSHIPS, AND THEN OURS. HOWEVER, THEY STILL HAVE NOT INCREASED THE TOTAL STATE ALLOCATION TO DOE, SO NO MATTER WHAT, WE ARE STILL DEALING WITH
A STATE WHERE WE ARE FUNDING MORE STUDENTS THAN WE EVER MORE STUDENTS THAN WE EVER HAVE BEFORE BECAUSE TOTALLY, ACCORDING TO THE AUDITOR GENERAL, 85% OF THE STUDENTS WITH THE EMPOWERMENT SCHOLARSHIP WERE NEVER IN OUR SCHOOL. NOW WE HAVE TRADITIONAL CHARTER WHICH WE'VE ALWAYS BEEN PAYING FOR AND NOW WE'VE GOT MORE EMPOWERMENT THAT WE NEVER PAID FOR. SO IN DOING THAT, WE'VE GOT TO MAKE SURE THAT WE'RE HAVING THESE CONVERSATIONS AND WE'RE ADVOCATING FOR BECAUSE THE OTHER PIECE IS THAT THE HOUSE IS NOT INCREASING OUR BASE AS MUCH AS
THE -- THE HOUSE IS INCREASING MORE THAN THE SENATE IS, BUT THE SENATE IS DIVIDING. SO WE'RE LOSING BOTH WAYS RIGHT NOW. I WANT TO MAKE SURE WE'RE CLEAR ON THAT. THE OTHER THING I DO WANT TO KNOW IS, I THINK IT'S IMPORTANT THAT I WOULD LIKE TO SIT DOWN AND GO OVER MY SCHOOLS AND WHAT THAT LOOKS LIKE. BECAUSE SOMEHOW I'VE ONLY GOT 148 LESS STUDENTS IN MY ENTIRE DISTRICT, BUT YET THE DISTRICT IS CUTTING 130 UNITS. THAT'S ALMOST LIKE A UNIT PER
STUDENT. MATHING DOESN'T ADD UP. I WOULD SAY THAT PROBABLY DOESN'T ADD UP WITH OTHER BOARD MEMBERS' DISTRICTS. I CAN ONLY SPEAK ON MINE BECAUSE I DON'T HAVE THE DEPTH KNOWLEDGE. BUT WHEN YOU BUT WHEN YOU LOSE 148 STUDENTS TOTAL AND LOSE 130 STAFF MEMBERS, IT DOESN'T ADD UP. SO MY QUESTION BASED UPON THAT IS WHEN YOU TALKED ABOUT THE NEW ALLOCATION FORMULA AND ALLOCATION FORMULA AND YOU SAID WE'VE GOT HIGH SCHOOL 24 -- BUT THEN THE ELECTIVES ARE 35, ARE
YOU INCLUDING AP, DUAL ENROLLMENT, ACE OR AS ELECTIVES? >> [INAUDIBLE] >>Patti Rendon: THOSE ARE CORE CLASSES TO KIDS. >> NO, EACH KID -- KATHERINE, IF YOU WANT TO MAKE SURE I SAY THIS RIGHT -- RIGHT -- EACH STUDENT IS FOR CLASSES ALLOCATED AT A CORE AND THREE CLASSES THREE CLASSES ALLOCATED AT AN ELECTIVE. NOW, THERE ARE KIDS, LIKE YOU MENTIONED, STUDENTS, THEY TAKE SEVEN ACADEMIC CLASSES. NOW, THE STATE GIVES US A LIST OF WHICH CLASSES FALL UNDER THE CLASS SIZE AMENDMENT.
SO THAT IS A DIFFERENT WHEN THEY TALK CORE. AS FAR AS FAR AS AS FAR AS ALLOCATION-WISE, THERE'S FOUR CLASSES THAT ARE ALLOCATED FOR HIGH SCHOOLS AT CORE AND THREE DONE AS ELECTIVE. THREE AT ELECTIVE ALWAYS AT 35. THE DIFFERENCE IS THE FOUR CORE THAT WERE DONE LAST YEAR LET'S SAY FOR HIGH SCHOOL AT 25 AVERAGE ARE BEING DONE AT AVERAGE ARE BEING DONE AT 27. >>Patti Rendon: BECAUSE REALISTICALLY, I VERY WELL COULD
HAVE A SOPHOMORE STUDENT IN HIGH SCHOOL THAT'S TAKING TWO ENGLISH, TWO MATH BECAUSE THEY ARE GOING TO DUAL ENROLL BY THE TIME THEY ARE A SENIOR OR WHAT HAVE YOU. SO WE'RE ASKING THESE TEACHERS TO BE TEACHING A HIGH LEVEL ADVANCED ACE ADVANCED ACE COURSE, WHICH REQUIRES EXTENSIVE NUMBER OF RESEARCH, EXTENSIVE NUMBERS OF PAPERS. SO WE'RE ASKING TEACHERS TO BE UNEQUITABLY PAID BASED UPON THE WORK THEY ARE DOING. IF WE'RE ASKING TO MAINTAIN A CLASSROOM OF 35 FOR ACE GLOBAL
CLASS WHERE THEY ARE DOING A HECK OF A LOT MORE HECK OF A LOT MORE WORK, THEN I WOULD SAY A BIOLOGY SOPHOMORE CLASS IS GOING TO BE DOING. IT'S A VERY DIFFERENT SCOPE OF WHAT THEY ARE HAVING TO WHAT THEY ARE HAVING TO MAINTAIN AND DO AS WELL AS AND DO AS WELL AS PIGGY BACKING OFF OF MEMBER OFF OF MEMBER VAUGHN, WE'RE -- I HAVE SCHOOLS THAT ARE EQUITABLE OR A COUPLE OF ADDITIONAL STUDENTS THAN THEY HAD AT THE BEGINNING OF THE YEAR, AND THEY ARE BEING ASKED TO CUT ALLOCATIONS. THAT MEANS I'M NOT
GIVING EQUITABLE TIME TO THESE STUDENTS IN THESE STUDENTS IN THESE HIGH-LEVEL COURSES. IT DOESN'T ADD UP. MATH IS NOT ADDING. I WOULD LIKE TO HAVE A WAY THAT YOU CAN SIT DOWN WITH EACH OF OUR BOARD MEMBERS AND EXPLAIN HOW THESE HAVE COME UP -- LIKE I SAID, GOD, IF I LOSE ANOTHER STUDENT, I'LL LOSE ANOTHER STAFF. THIS IS RIDICULOUS FOR MY CONNECTIVITY. I KNOW I HAVE A DISTRICT, WHEN YOU HAVE A DISTRICT YOU HAVE A DISTRICT OF 41,000 STUDENTS AND IT'S 148, THAT'S
.003, THAT COULD BE A STANDARD OF ERROR FOR A DAY LET ALONE WE CUT 130 UNITS. I JUST DON'T FIND IT TO BE MATHING. AND I DON'T FIND IT THAT I CAN SIT THERE AND I'M A HUNDRED PERCENT BEHIND THAT WE PROVIDE THE BEST PRODUCT. BUT WE CUT OUR SCHOOLS, WE CUT OUR PRODUCT. THEY ARE SALES FORCE. THEY ARE OUR PRODUCT. THEY ARE EVERYTHING IN THIS DISTRICT. SO WE'VE GOT TO DO BETTER BY THIS SOMEHOW, AND I'M ALL ABOUT, I GET THE FACT THAT WE'VE GOT BUDGETS WE'VE GOT TO LOOK AT. I'M ALL ABOUT ADVOCATING FOR WHAT WE NEED.
I'M ALL ABOUT DOING ALL OF THE ABOVE, BUT WE HAVE TO GLOBALLY SEE NOT JUST IN THIS WHOLE THING, THE ONLY THING YOU BROUGHT TO US IS YOU BROUGHT US PERCENTAGES. BUT YOU DIDN'T BRING US THAT PERCENTAGE IN COST. FOR EXAMPLE, I MAY ONLY HAVE A DISTRICT OF 3% OR DISTRICT OF 3% OR 1%. BUT WHAT DOES THAT MONEY BUT WHAT DOES THAT MONEY ADD UP COMPARED TO MY SCHOOL AT 105 PERCENT OR SCHOOL AT 97%? AND THEN I'VE GOT SCHOOLS OUT THERE LIKE 40%. WHAT IS THE ALTERNTIVE?
WHERE ARE WE -- WHAT ARE WE GOING TO DO THAT WE CAN MAINTAIN THE SAME NUMBER OF TEACHERS? WHEN WE MET THE FIRST TIME ABOUT ALL THESE CHANGE IN ALLOCATIONS, YOU TOLD ME THERE WOULD BE A DIFFERENCE OF AROUND 700 STAFF. ONLY PLACE THAT I'VE SEEN ANY STAFF REMOVAL IS FROM OUR SCHOOLS. THAT'S IT. I'VE NOT SEEN -- AND I'VE REQUESTED, SUPERINTENDENT, YOU KNOW I HAVE ASKED FOR THE TABLE OF ORGANIZATIONS. I'VE BEEN GIVEN EXCEL SPREAD SHEETS. I WON'T HUNT DOWN WHAT THE IDEA OF THIS JOB IS AND WHAT THAT IS. I FIND THAT VERY I FIND THAT VERY UNTRANSPARENT.
IT LOOKS LIKE BEING IT LOOKS LIKE BEING HIDDEN FROM EXACTLY WHAT'S HAPPENING WITH OTHER DEPARTMENTS. I WOULD LIKE EXPLANATION OF WHY THINGS ARE BEING DONE THE WAY THEY ARE. BECAUSE THE LAST THING I WANT TO DO IS REMOVE A FACULTY MEMBER FROM A SCHOOL BECAUSE THE ONLY PERSON THAT HURTS IS THE STUDENT. >>Nadia Combs: THANK YOU, MEMBER RENDON. WE HAVE 25 MINUTES LEFT OF THIS WORKSHOP. MEMBER HAHN. >>Stacy Hahn: SO I HAVE 25 MINUTES? >>Nadia Combs: NOW EVERYONE IS DOWN TO FIVE
DOWN TO FIVE MINUTES. >>Stacy Hahn: I APPRECIATE YOU TALKING ABOUT THE TALKING ABOUT THE FES AND HOW IT NEEDS TO SIT OUTSIDE. WE TALKED ONE-ON-ONE ABOUT THE IMPORTANCE OF THAT HAPPENING. IF IT IF IT DOES NOT GET DONE THIS YEAR, WE CONSIDER PUTTING IT ON OUR LEGISLATIVE PLATFORM THIS SUMMER. IT'S AN IMPORTANT CONVERSATION, ESPECIALLY WHEN WE SEE HOW COMPLEX THE COMPLEXITIES AROUND SCHOOL CHOICE AND FUNDING AND HOW KIDS ARE MOVING IN AND OUT OF DIFFERENT CHOICES, GOING BACK
TO MEMBER VAUGHN'S TO MEMBER VAUGHN'S COMMENTS, MONEY FOLLOWING THE CHILD, THIS WOULD HELP, I WOULD IMAGINE, A GREAT DEAL IN THAT AND NOT DOING SO MUCH GUESSWORK. THE SECOND THING I WANTED TO BRING UP IS ONE, THANK YOU FOR ALL OF THIS. I KNOW WE ALWAYS HAVE WORKSHOPS ON JUST THAGE ABOUT, THE GENERAL FUND OR OPERATIONS, OR THE FEP, BUT THIS IS REALLY A BIG PICTURE TODAY. AND I THINK IT'S IMPORTANT BECAUSE WE NEED TO SEE BECAUSE WE NEED TO SEE THE INTERCONNECTIVITY OF EVERYTHING
AROUND OUR BUDGET, AROUND OUR BUDGET, AND IT IS EXTREMELY COMPLEX TO BALANCE THIS BUDGET AND VERY LITTLE BIT OF A TURN CAN REALLY MOVE IT IN ONE DIRECTION OR ANOTHER. I WOULD JUST SAY THE BIGGEST THING WE SHOULD THING WE SHOULD REALLY AS A SCHOOL SCHOOL BOARD SCHOOL BOARD PRACTICE IS FISCAL DISCIPLINE. IT'S REALLY HARD BECAUSE YOU HAVE CONSTITUENTS WHO HAVE CONSTITUENTS WHO ARE ASKING FOR SPECIAL PROGRAMS OR
PROJECTS, AND WHETHER IT COMES OUT OF THE GENERAL FUND OR THE OPERATIONS, EVEN SOMETHING AS SMALL AS A MILLION DOLLARS, AND I KNOW THAT'S A LOT OF MONEY, BUT WHEN TALKING ABOUT BUT WHEN TALKING ABOUT A $4.4 BILLION BUDGET, SOMETIMES PEOPLE DON'T THINK A MILLION DOLLARS IS A LOT. IT IS A LOT, AND IT CAN TIP THINGS IN A NEGATIVE OR POSITIVE WAY. SO I THINK AS A SO I THINK AS A BOARD, AS BOARD MEMBERS, WE NEED TO DEMONSTRATE FISCAL DISCIPLINE. I KNOW THERE HAVE BEEN I KNOW THERE HAVE BEEN PROGRAMS AND PROJECTS HAPPENING THAT HAVE
NEVER COME TO THE BOARD FOR DISCUSSION, AND THEY ARE GOING TO HAVE FINANCIAL IMPLICATIONS WHEN IT COMES TO BALANCING THIS BUDGET. AND WE ALL WANT TO GET STUFF DONE FOR OUR CONSTITUENTS, BUT I THINK, YOU KNOW, AND I'M WORKING ON SOME POLICY AROUND THIS, THAT WHEN WHEN YOU HAVE NEW PROGRAMS OR PROJECTS, THEY NEED TO COME TO THE FORWARD FOR DISCUSSION OR AT THE VERY LEAST A THE VERY LEAST A WORKSHOP, SO THEY CAN DEMONSTRATE THE RATIONALE AND RETURN ON INVESTMENT.
SOMETIMES YOUR RATIONALE IS GREAT, BUT SOMETIMES IT'S NOT GOING TO BE GOING TO BE ENOUGH. AND I JUST THINK THAT FISCAL DISCIPLINE, WHEN YOU'RE TRYING TO PLAN AT THE LEVEL AND THE COMPLEX LEVEL THAT OUR COMPLEX LEVEL THAT OUR STAFF ARE TRYING TO PLAN, HOW WE'RE SPENDING AND GETTING OUR MONEY, FISCAL DISCIPLINE, WITHOUT IT, IT CAN CAUSE A LOT OF KAY I DON'T IS. -- A LOT OF CHAOS. AND THEN THINGS LIKE UNITS BEING CUT AND SO FORTH.
IT'S IMPORTANT TO TALK ABOUT THE OPERATIONS BUDGET BECAUSE WE DO TRANSFER MONEY FROM OPERATIONS TO COVER COSTS IN THE GENERAL FUND. UNFORTUNATELY, WHEN I FIRST GOT ELECTED, WE HAD A LOT ELECTED, WE HAD A LOT OF DEFERRED MAINTENANCE. AND THAT WAS BECAUSE WE WERE TRANSFERRING AN AWFUL LOT OF MONEY FROM MONEY FROM OUR OPERATIONS AT THAT TIME TO COVER COSTS IN OUR GENERAL FUND, BECAUSE WE DIDN'T WANT TO MAKE HARD DECISIONS. BECAUSE WE DIDN'T HAVE A LOT OF
FISCAL DISCIPLINE. WE WANTED TO WE WANTED TO MAKE EVERYBODY HAPPY. WE HAVE TO MAKE HARD DECISIONS AS LEADERS, AND AS LEADERS, AND I THINK THAT IS THE KEY TO US STAYING FINANCIALLY HEALTHY LIKE WE ARE NOW, IS ALL OF US COMMITTING TO FISCAL DISCIPLINE. SO THANK YOU. >>Nadia Combs: THANK YOU VERY MUCH, MEMBER RENDON. MEMBER WASHINGTON. >>Henry "Shake" Washington: THANK YOU, MA'AM. JAMIE, I WANT TO THANK YOU AND DANIELLE AND STAFF FOR DOING A GREAT JOB.
I KNOW YOUR JOB IS VERY DIFFICULT BECAUSE YOU'RE DEALING WITH MONEY, DEALING WITH PERSONNEL. ONE OF ONE OF THE THINGS THAT I -- SINCE GOING AROUND THE SCHOOLS PROBABLY THE LAST MONTH OR SO, A LOT OF THE LOT OF THE PRINCIPALS ARE SAYING THAT, DO WE CALL THEM AROUND THE TABLE? DO WE DO WE HAVE A TABLE WHEN THEY COME UP, MAKE DECISIONS, MAKE CUTS, PRINCIPALS COME TO THE TABLE AND YOU TELL YOU WHAT UNITS CUT AND THEY ASK COULD THEY KEEP THE UNITS, HAVE WE BEEN
BEEN DOING BEEN DOING THAT? >> THE PROCESS AT THE STAFFING TEAM, POWER B.I. THE SCHOOL'S MAGIC NUMBER. THE REGIONAL SUPERINTENDENTS ARE ABLE TO ON BEHALF OF ABLE TO ON BEHALF OF THEIR PRINCIPALS ADVOCATE FOR DIFFERENT THINGS THAT THEY SAW WITHIN THAT MAGIC NUMBER THAT THEY DID NOT THINK WOULD BE SOMETHING THAT WAS DOABLE. WE ALSO HAD REGIONAL SUPERINTENDENTS THAT DID A GREAT JOB GOING OUT AND MEETING WITH
PRINCIPALS, AS WELL AS KAREN FRENCH AND CHRISTIE RAY BURN FROM ACADEMIC SERVICES AND HELD THE HANDS OF THE PRINCIPALS TO SEE IF THEY COULD GET TO THEIR MAGIC NUMBER. SO THAT WAS SOMETHING THAT HAPPENED THERE. AND IT WAS ALL DONE THROUGH THE REGIONAL SUPERINTENDENT TO THE STAFFING TEAM. >>Henry "Shake" Washington: WHEN I WAS AREA SUPERINTENDENT, NOT ONLY DID THEY GIVE ME THE INFORMATION, I HAD THE PRINCIPAL COME DOWN AND MEET WITH THE
COMMITTEE. THIS IS JUST A SUGGESTION. NOT ANYTHING WRONG. BUT I THINK WE SHOULD HAVE PRINCIPALS DOWN SO THEY CAN DEFEND THEMSELVES AND THEIR DEFEND THEMSELVES AND THEIR UNIT WITH THEIR REGIONAL SUPERINTENDENT. THEN WHEN YOU DO THEN WHEN YOU DO THAT, YOU CAN SEE AND THEY COULD UNDERSTAND THE PROCESS. NOW, THE REASON THE SUPERINTENDENT IS VERY IMPORTANT BECAUSE THAT'S THEIR DADDY, IN OTHER WORDS. THEY ARE THERE TO GUIDE THEM.
AT THE END OF THE DAY, WHEN THEY NEED SOMETHING, THE REGIONAL SUPERINTENDENT AND THE SUPERINTENDENT AND THE PRINCIPAL SHOULD MEET WITH THE SHOULD MEET WITH THE COMMITTEE. A TABLE. HR. YOU SHOULD HAVE -- YOU GOT FINANCE THERE. OTHER UNIT ANALYSIS. CURRICULUM DEPARTMENT. ALL OF THOSE PEOPLE SHOULD BE AROUND THE TABLE AND GIVE THEM A CHANCE AND EXPLAIN WHY YOU ARE CUTTING THE UNITS.
I THINK THEY FEEL NOW NOT COMMUNICATING PROPERLY. SIT AROUND THE TABLE WITH THE REGIONAL SUPERINTENDENT THIS THEY CAN DEFEND THEMSELVES WITH THEIR UNITS. I THINK THAT IS A GOOD WAY OF DOING IT. THEN EVERYBODY IS MORE INVOLVED AND STILL GETTING THE REGIONAL SUPERINTENDENTS, OKAY, DON'T CUT THIS UNIT BUT WE HAVE TO MEET NEXT WEEK. >>Van Ayres: THAT CAN BE SOMETHING THAT WE CAN LOOK AT. THE PROCESS YOU'RE SPEAKING TO IS A ROOM JUST LIKE IS A ROOM JUST LIKE THIS, ORGANIZED BY THE ASSISTANT SUPERINTENDENT FOR ADMINISTRATION OR CHIEF OF SCHOOLS AT THE TIME, BUT THE CFO WAS THERE, HR WAS THERE,
ACADEMICS THAT WERE THERE. IT WAS ALMOST A TWO-DAY PROCESS OF SCHOOLS THAT WOULD COME IN. WE LOOK AT UNITS AND THEY WOULD MAKE RECOMMENDATIONS ON THEIR NUMBERS THAT THEY ARE COMING IN WITH, WHY OR WHY NOT. THAT'S SOMETHING THAT WE CAN LOOK AT. WE HAVEN'T HAD THAT WE HAVEN'T HAD THAT PROCESS IN PROBABLY SEVERAL YEARS. BEEN A LONG BEEN A LONG TIME. SOMETHING WE CAN LOOK SOMETHING WE CAN LOOK AT. PICK A SCHOOL, SET UP FOR TWO DAYS AND DAYS AND REVIEW UNITS FOR THE FOLLOWING YEAR.
I KNOW THE PROCESS YOU'RE SPEAKING OF. HAVEN'T DONE THAT IN A LONG TIME. MS. McRAE, IF YOU WANT TO LOOK AT THE PROCESS WORKING WITH MR. LEWIS, TO SEE IF IT'S SOMETHING IN YEARS IN YEARS TO IN YEARS TO COME, GO ONE BY ONE THROUGH 233. THE PROCESS HE'S SPEAKING OF, IT WAS EVERY SCHOOL WAS EVERY SCHOOL -- NOT SURE IF ELEMENTARY -- MIDDLE AND HIGH. THANK YOU, MS. BROWN. MIDDLE AND HIGH SCHOOL WOULD GO AROUND A TABLE LIKE THIS, NOT ELEMENTARY, BUT WE CAN
DEFINITELY LOOK AT THAT. >> AND IT WAS JUST AS MUCH IF I REMEMBER CORRECTLY, MR. WASHINGTON, A MASTER SCHEDULE REVIEW AS WELL. LIKE IT WAS MORE ABOUT REVIEWING YOUR MASTER SCHEDULE TO MAKE SURE THE UNITS YOU HAD BEEN ALLOCATED, THAT YOU HAD THEM IN THE APPROPRIATE PLACES. THAT WE CAN STILL DO. >>Henry "Shake" Washington: I THINK THAT'S GOOD TO GIVE THEM THAT OPPORTUNITY. JUST WITH MIDDLE SCHOOLS AND HIGH SCHOOLS, GIVE THEM AN OPPORTUNITY TO DEFEND THEMSELVES AND GO OVER AND SO FORTH. TAKE THE TIME BECAUSE YOU'RE TALKING ABOUT I FORGET HOW MANY MIDDLE SCHOOLS AND HIGH SCHOOLS
YOU HAVE. AT LEAST YOU'RE GIVING THE PRINCIPAL AN OPPORTUNITY TO COME DOWN AND DEFEND THEIR DOWN AND DEFEND THEIR UNITS. I DON'T HAVE ANY MORE. I THINK THAT'S IMPORTANT. >>Van Ayres: WE'LL TAKE THAT FEEDBACK BACK AND SEE IF THAT'S SOMETHING. EVEN IF YOU LOOKED AT WHEN WE WERE GOING THROUGH THAT PROCESS MANY YEARS AGO, WE DIDN'T HAVE CHANGES IN ENROLLMENT LIKE WE'RE DEALING WITH NOW. WE DIDN'T HAVE THAT SAME TYPE OF LOSS IN ENROLLMENT EXPERIENCED OVER THE LAST NUMBER OF YEARS. BUT THAT'S SOMETHING THAT WE CAN LOOK AT. IN THE END, I WANT TO MAKE SURE MR. LEWIS DID A VERY ELOQUENT JOB OF GOING THROUGH THE
PROCESS. I'LL MAKE IT QUITE SIMPLE, WHEN YOU ARE DOING PROJECTIONS IN THE SPRINGTIME, YOU ARE PROJECTING A NUMBER FOR THE FALL. THERE'S NOBODY AROUND THIS ROOM, NOT MY NOT MY STAFF, NOT MS. McRAE, NOT MR. PORTER THAT CAN COMMIT WITH ANY CERTAINTY THE NUMBER OF STUDENTS HILLSBOROUGH COUNTY WILL HAVE ON THE 7th DAY NEXT YEAR. NO ONE. VERY CONSERVATIVE IN OUR ALLOCATION OF UNITS. SAY AGAIN, THOSE ARE PROJECTIONS THAT WE DO. WE MAKE ADJUSTMENTS ON THE 7th DAY. WE CANNOT WE CANNOT AND WILL NOT GET INTO A PLACE OVER-ALLOCATE UNITS IN
THE SPRING TOO MANY AND THEN COME THE FALL AND WE REALIZE WE HAVE A DROP IN ENROLLMENT, HIRED TOO MANY PEOPLE AND BACK TO THE NUMBER AGAIN OF 87% OF TEACHERS OR EMPLOYEES THAT WE HAVE IN RELATION TO OUR BUDGET. THE NUMBER I TALK TO MR. LEWIS, THE 79%, WHAT IS OUR NUMBER, GIBSON GIBSON REPORT TIME, 2016-17, HOW MANY PERCENTAGE OF EMPLOYEES WE HAD IN RESPECT TO OPERATIONAL BUDGET. THE NUMBER WAS TOO HIGH. WE WORKED TOO HARD TO GET WHERE WE ARE AT NOW TO GO BACKWARDS. ALL THE FEEDBACK TODAY HAS BEEN
GREAT, BUT THIS IS DIFFICULT WORK BECAUSE YOU'RE TRYING TO PROJECT AND LOOK INTO THE FUTURE. IF WE ARE NOT CAREFUL AND WE OVER-PROJECT AND OVER-HIRE, IT WILL NOT BE A GOOD SITUATION IN THE FALL. WE'RE BEING ULTRACONSERVATIVE. I WILL ALWAYS ENSURE AS SUPERINTENDENT THAT WE DO SO AND MAINTAIN THIS FISCAL EFFICIENCY THAT WE'VE BEEN AT AND WILL NOT LOSE THAT. >>Henry "Shake" Washington: I AGREE. I WANT THE PRINCIPALS TO KNOW. WE HAVE A FEW PRINCIPALS, I MEAN, SOME, JUST NEED TO COME DOWN.
BECAUSE WE'VE GOT NEW PRINCIPALS. NEW PRINCIPALS IN POSITION, AND THEY DON'T THEY DON'T KNOW. COLLABORATION, COMMUNICATION, THAT'S ALL WE NEED. >>Nadia Combs: THANK YOU, MR. WASHINGTON. I HAVE TO SAY, I THINK THIS WAS A GREAT PRESENTATION. I WISH IT HAD BEEN SHORTER BECAUSE I FEEL A LOT OF MY BOARD MEMBERS WANT TO GO BACK AND MAKE COMMENTS ON WHAT OTHER BOARD MEMBERS HAVE SAID OR THEIR THOUGHTS AND THE IDEA THEY CAN'T I FEEL VERY FRUSTRATED ABOUT THAT AND FEEL DISAPPOINTED.
I KNOW I HAD TWO, THREE BOARD MEMBERS WHO KEEP LOOK AT ME AND CAN'T GET BACK IN LINE. I'LL TALK ABOUT A HIGH VIEW AND THEN SOME LOCAL THINGS. I ALWAYS GO THROUGH THE AGENDA ITEMS AND THINGS FOR A LONG TIME. I FEEL LIKE THE TALKING CAN BE SHORTER EVEN THOUGH I GOT THIS LATE. I THINK IT SAVES TIME FOR US BOARD MEMBERS TO ENGAGE MORE. THE BIGGEST THING WE HAVEN'T TALKED ABOUT OVER AND OVER, AT THE END OF THE DAY OUR BIGGEST JOB AS MEMBER HAHN SAID WAS MAKING FISCAL TOUGH MAKING FISCAL TOUGH DECISIONS. BUT ALSO, THE BIGGEST THING FOR
ME IS TO ADVOCATE FOR WHAT'S RIGHT FOR THE STATE. WHAT NOBODY HAS TALKED ABOUT IS THE STATE, WE ARE THE LOWEST, THE TOP LOWEST IN THE NATION OF FUNDING FROM OUR STATE DEPARTMENT OF EDUCATION. WE ARE THE LOWEST IN THE SOUTHEAST. AND IF IN AND IF IN 2007-2008 IF WE RETURN TO THE NATIONAL -- STOPPED BEING A NATIONAL AVERAGE. AFTER COVID, EVERYBODY RETURNED TO 2013 TO THE PRE-COVID LEVEL OF INFLATION. THE THE ONLY PLACE THAT DIDN'T CHANGE WAS HERE.
HIGHEST RATE OF INFLATION IN THE TOTAL NATION WAS HERE IN HILLSBOROUGH COUNTY. NOT ONLY DID THE DEPARTMENT OF EDUCATION NOT FUND US, THEY ALSO DIDN'T FUND US DUE TO INFLATION COSTS AND THEY ALSO HAVE KEPT THAT, IF YOU LOOK AT THE THREE MAIN THINGS THAT HAPPENED WHEN YOU'RE NOT YOU'RE NOT FUNDED, LARGE CLASS SIZE, FEWER RESOURCES AND GREATER RELIANCE ON PROPERTY TAXES. WE ALMOST WEREN'T ABLE TO PUT THAT MILLAGE ON OUR BALLOT. IT IS VERY CONCERNING OF THE THINGS THAT ARE HAPPENING LOCALLY AND ALSO AT A STATE LEVEL. THAT NEEDS TO BE DISCUSSED AND WE NEED TO TALK ABOUT IT AND KEEP ADVOCATING AND PUSHING.
THE IDEA THAT WE'RE SO LOW WHEN OUR INFLATION AND THE COST OF ENERGY HAS GONE ENERGY HAS GONE UP 20%, THE CONTRACTS 25% AND WE'RE LOOKING AT $40 INCREASE PER STUDENT ALLOCATION, IT'S A JOKE. WHY EVERY VOTER DOESN'T KNOW THAT IS RIDICULOUS. IT'S REALLY IMPORTANT. THE OTHER PART FOR ME, THE HIGHER THING IS, FOR EXAMPLE, WHEN WE TALK ABOUT OUR ENROLLMENT GOING DOWN AND EVERYONE GOING DOWN, I'VE BEEN SAYING THIS FOR YEARS, PEOPLE ARE MOVING HERE ALL THE TIME. PEOPLE ARE JUST CHOOSING NOT TO
GO TO WHATEVER OR THEY ARE CHOOSING HOMESCHOOL. WE HAVE THE LARGEST HOMESCHOOL POPULATION IN HILLSBOROUGH COUNTY. LISTEN, SOMEONE WANTS TO HOMESCHOOL THEIR CHILD, THAT'S GREAT. THE OTHER DAY, MIDDLE OF THE DAY, GO TO THE STADIUM, RAYMOND JAMES STADIUM RIGHT NOW. YOU'LL SEE YOUNG TEENAGE KIDS SELLING WATER. I ASKED THEM WHY THEY WERE SELLING WATER. ONE OF THEM TOLD ME THEY HAD A DENTIST APPOINTMENT. THE REST TOLD ME THEY WERE BEING HOME SCHOOLED. IF YOU GO OUT TO YBOR CITY IN THE AREA, YOU'LL SEE RIGHT NOW IN THE MIDDLE OF THE DAY, KIDS 12, 13 YEARS OLD SELLING WATER AND NOT GETTING AN EDUCATION.
THAT IS WHERE WE NEED TO REQUIRE OVERSIGHT FROM THE OVERSIGHT FROM THE DEPARTMENT OF EDUCATION TO MAKE SURE IF KIDS ARE GETTING AN EDUCATION THAT THEY ARE ACTUALLY GETTING AN EDUCATION. NOT PANHANDLING WATER, SITTING IN FRONT OF A WALMART SELLING CANDY. THAT ALL HAPPENED TO ME IN THE LAST TWO WEEKS. ANOTHER PERSON I SAW, SAW THEM AT THE MALL, MY WIFE IS HOMESCHOOLING THEM. I HAVE 50% CUSTODY OF THE CHILDREN, BUT I DON'T HOMESCHOOL THEM AT ALL WHEN THEY ARE WITH ME. WE NEED TO LOOK AT ACCOUNTABILITY ON THAT AND MAKE SURE THAT KIDS ARE GETTING AN EDUCATION. MY BIGGEST THING LOCALLY HERE IS
I THINK THE TIMELINE WAS NOT GOOD. THERE WAS A LACK OF COMMUNICATION. I THINK THE I THINK THE PRINCIPALS IS FEEL FRUSTRATED THAT ALL OF A SUDDEN THE UNITS WERE PROVIDED AND NOT ENOUGH TIME FOR THEM TO REALLY WORK OUT, IF YOU ARE A PRINCIPAL AND LET FIVE PEOPLE GO, SOMETIMES YOU NEED LONGER THAN FIVE OR SIX DAYS. YOU NEED A COUPLE OF WEEKS TO REALLY LOOK AT YOUR AGENDA, LOOK AT YOUR SCHEDULING. I THINK THAT COMMUNICATION, AND THERE'S MULTIPLE REASONS WHY I THINK WE REALIZED THAT WE HAD TO INCREASE CLASS TO INCREASE CLASS SIZE. I THINK THAT'S HORRIBLE.
I REMEMBER TEACHING AND I HAD LIKE 34 STUDENTS IN A CLASS. THE STUDENTS, THEY ARE MORE CHALLENGING AFTER COVID. KIDS ARE ON THE PHONE. DISTRACTIBLE. BEHAVIORS ARE DIFFERENT, SO I UNDERSTAND THAT. WHAT AM I SUPPOSED TO DO? IT'S NOT LIKE YOU'RE HIDING MONEY FROM SOMEWHERE. IT'S NOT LIKE WE HAVE A HUGE, LARGE NUMBER OF CABINET MEMBERS. NONE OF THAT. WE'RE LOOKING AT EVERY SINGLE DOLLAR EVERY SINGLE DAY. AND I THINK THAT COMMUNICATION WITH THE PRINCIPALS AND THE TEACHERS GOES A LONG WAY BECAUSE
IT'S NOT A LOCAL ISSUE; IT'S A STATE ISSUE. AND I THINK IT'S REALLY IMPORTANT WE TALK ABOUT THAT. FAMILY, BECAUSE I'M TRYING TO KEEP TO MY TIME, TOO, IS REALLY LOOKING AT THAT MARKETING OF STUDENTS AND THE STUDENTS AND THE OVERSIGHT AND BEING VERY INTENTIONAL WITH THAT, BECAUSE EVERYONE IS LOSING STUDENTS, BUT MAKING SURE AT THE END OF THE DAY WE REMEMBER WHY WE ARE HERE AND IT IS TO GIVE STUDENTS A GREAT EDUCATION. IF THEY ARE SITTING THERE SELLING WATER, OR NOT IN SCHOOL OR CLASS SIZE, I REALLY AGREE WITH MR. WASHINGTON, THOSE PRINCIPALS WHO WORK, THEY ARE THE DRIVING FORCE IN THIS
DISTRICT. NOBODY KNOWS WHO I AM. EVERYBODY KNOWS WHO MS. TRAFFICANTE IS IN WESTCHASE OR WHOEVER. THEY ARE THE DRIVING FORCE. THEY NEED TO FEEL LIKE THEY HAVE THEIR VOICE HERE AND THAT THEY CAN TALK ABOUT THAT AND THEY CAN DEFEND AN ALLOCATION, BECAUSE SOMETIMES NOT EVERY SCHOOL IS EXACTLY THE SAME. I'D LOVE TO SAY IT WAS, BUT IT'S NOT. ALSO, NOT EVERY SCHOOL SPENDS THEIR TITLE ONE MONEY THE EXACT SAME WAY, AND THEY NEED GUIDANCE AND SUPPORT ON THAT, AND THAT'S WHAT WE'RE COUNTING ON WITH YOU. I THINK THAT NEEDS TO BE IMPROVE BUT WE'RE ALL DOING THE BEST WE CAN. WE'RE NOT TRYING TO CUT CLASS
SIZES. I THINK THE COMMUNICATION NEEDS TO GET A LITTLE BIT BETTER. THANK YOU. CHAIR PEREZ. >>Karen Perez: [INAUDIBLE] >>Karen Perez: [INAUDIBLE] THOSE FEES ARE GOING UP. AND WHEN THOSE VOUCHERS DON'T
MEET WHAT THEY NEED FOR THE TUITION, AND THE PARENTS HAVE TO PAY OUT PAY OUT OF POCKETS, THOSE STUDENTS COMING BACK TO US. ARE WE LOOKING AND SEEING WHAT'S GOING ON WITH THOSE STUDENTS? >>Jamie Lewis: AS FAR AS THOSE IN THE PRIVATE SCHOOL OR CHARTER SCHOOL THAT MIGHT COME BACK TO HILLSBOROUGH? >>Karen Perez: YES. >>Jamie Lewis: WE ARE UTILIZING A COMPANY TO HELP US WITH THAT AND OUTREACHING TO THOSE. WE CAN TALK MORE ABOUT THAT AT A LATER DATE. WE'RE LOOKING AT THAT, AND THAT WILL BE AN EMPHASIS WILL BE AN EMPHASIS TO, AGAIN,
STUDENTS IN HILLSBOROUGH, HOW DO WE GET IN TOUCH WITH THEM AND ASK THEM TO REJOIN US. >>Karen Perez: I WAS ALERTED TO THE PRIVATE SCHOOLS, TUITION FEES ARE GOING UP AS A MATTER OF FACT. ALONSO, DURANT, ALONSO, DURANT, NEWSOME, PLANT CITY. PLANT CITY HIGH, PLANT CITY HIGH, RIVERVIEW AND STRAWBERRY CREST, THOSE ARE REALLY HIGH NEED SCHOOLS. LIKE MEMBER GRAY WAS MENTIONING. THOSE SCHOOLS REALLY ARE
DIFFERENT NEEDS WHEN WE DIFFERENT NEEDS WHEN WE LOOK AT THOSE SCHOOLS, THOSE SCHOOLS, DIFFERENT NEEDS. AGRICULTURE, UP IN SOUTH AGRICULTURE, UP IN SOUTH COUNTY, THE POPULATION, DIFFERENT NEEDS. SO WHEN WE LOOK, THERE ARE OVER 2,000 STUDENTS IN THOSE SCHOOLS. THOSE ARE THOSE ARE HIGH-VOLUME SCHOOLS. SO WHEN WE'RE LOOKING AT SO WHEN WE'RE LOOKING AT WHAT WE'RE GOING TO BE CUTTING, WE'RE GOING TO BE CUTTING, AND I GET SUPERINTENDENT AYRES, THE GIBSON REPORT WE DID, LIKE MEMBER HAHN MENTIONED.
WHEN I FIRST WAS ELECTED, ALONG WITH WITH HER, WE WERE LOOKING AT A DEFICIT OF $175 MILLION. AND THAT AND THAT WAS AND THAT WAS ALSO BEHIND THE GATES GRANT BECAUSE WE HAD HIRED A LOT OF STAFF UNDER THAT GRANT. AND THEN WE FELT BAD BECAUSE WE HAD TO LET THEM GO. I'LL GIVE YOU A DEFINITION. MAGIC IS AN ILLUSION OF IMPOSSIBLE FEATS. WE MIGHT WANT TO CHANGE THAT
TITLE TITLE OF MAGIC NUMBERS BECAUSE WE'RE ASKING THEM FOR THEIR MAGIC NUMBER AND AGAIN, I SAY MAGIC IS AN ILLUSION OF IMPOSSIBLE FEATS. THAT'S WHAT WE'RE ASKING OUR STAFF TO DO IS PROVIDE US IMPOSSIBLE FEATS. SO WHEN WE'RE LOOKING AT OUR STUDENTS, WE'RE NOT ASKING FOR IMPOSSIBLE FEATS. WE'RE ASKING FOR EDUCATION. WE'RE ASKING FOR STAFF, AND
WE'RE ASKING FOR ALLOCATIONS FOR OUR STUDENTS. AND WITH THAT, THIS MEETING IS ADJOURNED. [ SOUNDING GAVEL ]