>>Jessica Vaughn: WE'RE NOW GOING TO CALL THE SCHOOL BOARD WORKSHOP FOR STAFFING ALLOCATION AND FINANCE TO ORDER. I'LL TURN IT OVER I'LL TURN IT OVER TO SUPERINTENDENT AYRES. >>Van Ayres: THANK YOU, MADAM CHAIR. BOARD MEMBERS THIS MORNING, WE HAVE OUR STAFFING HAVE OUR STAFFING ALLOCATIONS WORKSHOP. SO AS USUAL WITH OUR SO AS USUAL WITH OUR WORKSHOPS, WE'LL TAKE 20, 25 MINUTES THIS MORNING TO KIND OF GO THROUGH SOME DETAILED INFORMATION ON HOW WE ALLOCATE UNITS OUT TO SITES, WHAT THAT ALLOCATION PROCESS IS LIKE, HOW IT INCORPORATES WITHIN THE STATE MODEL WITHIN THE THE STATE MODEL WITHIN THE FEFP
FOR HOW WE ARE PROJECTING ENROLLMENT VERSUS ACTUAL. WE'LL GO THROUGH THAT IN ABOUT 20, 25 MINUTES. I'LL TURN THIS OVER TO OUR CHIEF FINANCIAL OFFICER, MR. FINANCIAL OFFICER, MR. LEWIS, WHO WILL BEGIN OUR PRESENTATION. MR. LEWIS, YOU CAN INTRODUCE THE REST OF YOUR TEAM. >>Jamie Lewis: GOOD MORNING. THANK YOU FOR THE OPPORTUNITY WE HAVE TO TALK TO YOU ABOUT OUR STAFFING ALLOCATION STAFFING ALLOCATION WORKSHOP AND HOW WE MANAGE OUR UNITS HERE, OUR WORKFORCE AT HILLSBOROUGH. I'M JAMIE LEWIS. I AM THE CFO.
I'LL INTRODUCE THE REST OF MY TEAM. >> I'M REBECCA >> I'M REBECCA RINDKY. GENERAL MANAGER OF THE STAFFING ALLOCATION TEAM IN FINANCE. >> >> DR. CHARMION PATEN, CHIEF HUMAN RESOURCES OFFICER. >>Jamie Lewis: THANK YOU. WE WANTED TO START OFF BY SHOWING DR. PATTON IS HERE WITH US. WON'T BE A PRESENTER, BUT WE ALSO WANT TO RECOGNIZE THE STRONG RELATIONSHIP THAT FINANCE AND HR HAS IN THIS PROCESS. AND THAT IS A RELATIONSHIP THAT
WE'RE STRONGLY BUILDING. I THINK IT'S GROWING STRONGER EVERY DAY. AND WE WANTED TO INVITE HER SO IN CASE YOU HAVE ANY QUESTIONS AT THE END, SHE IS WITH US TODAY, ALONG WITH ONE OF OUR STAFF AND OTHER FOLKS TO ANSWER ANY QUESTIONS. THE FIRST THING WE WANT TO RECOGNIZE IS WHAT IS POSITION ALLOCATIONS? COMING INTO THE DISTRICT, I THOUGHT I THOUGHT I KNEW WHAT THIS WAS.
I THOUGHT I KNEW WHAT IT WAS. AND THEN I QUICKLY LEARNED AND THEN I QUICKLY LEARNED OF WHAT IT REALLY IS. REALLY, IT IS A CONTINUOUS PROCESS THAT OCCURS THROUGHOUT THE ENTIRE YEAR. AND WHAT I MEAN BY THAT, IT'S SOMETHING WHERE DATA IS FED ON TOP OF EACH OTHER AND THROUGH COMMUNICATION, BOTH AT DISTRICT APARTMENTS AND WITH SCHOOL SITES, CONVERSATIONS OCCUR OF HOW WE SUPPORT AND OPERATE INSIDE OF OUR SCHOOLS. AND WHAT I'VE LEARNED IS EVERY SCHOOL HAS A UNIQUE STORY OR SOMETHING DIFFERENT THAT COULD BE HAPPENING AT IT.
AND THOSE ARE REASONS WHY WE HAVE TO HAVE HAVE TO HAVE THIS CONTINUOUS PROCESS AND AS OUR ENROLLMENT FLUCTUATES. I THINK THIS IS I THINK THIS IS A YEAR WHERE WE'VE SEEN A LOT OF FLUCTUATIONS, A LOT OF CHANGES IN THE DISTRICT, ESPECIALLY THROUGH THE STORMS OF THE FALL. WE HAVE TO CONTINUALLY MONITOR THAT. WE'LL SPEAK A LITTLE BIT ABOUT WHAT ALL THAT MEANS TODAY AND KIND OF GIVE YOU A SUMMARY GLOBAL LANDSCAPE OF WHAT THIS IS. JUST REAL QUICK, WE WANTED TO EMPHASIZE A COUPLE OF THINGS. ONE, THE REASON THAT ONE, THE REASON THAT WE HAVE THIS PROCESS AND FINANCE TOOK
THIS OVER TWO YEARS AGO. ONE OF THE THINGS THAT'S BEEN EMPHASIZED THEN AND WILL CONTINUE IS TO HAVE SOME TYPE OF PROCESS WHERE IT'S EFFICIENT AND IT'S EQUITABLE FOR EVERYONE THAT IS INVOLVED WITH IT AND FOR THE SCHOOL SITES. OUR NUMBER ONE GOAL IS SUPPORTING OUR STUDENTS AND OUR SCHOOLS TO FUND AND HAVE THE WORKFORCE NEEDED TO BE EFFICIENT AND EFFECTIVE IN EVERY WAY THAT WE CAN. AND WE HAVE THAT THROUGH DIFFERENT MATRIX AND MECHANICS THAT WE UTILIZE. ONE OF THOSE IS CLASS SIZE AMONG A LOT OF OTHER THINGS.
WE TRY TO USE ALL THOSE. THE POSITION ALLOCATION MODULE OR PROCESS WAS CREATED OR REVISED, I SHOULD REVISED, I SHOULD SAY, WHEN FINANCE ASSUMED, IT WAS TRY TO IMPROVE THAT. ONE OF THE THINGS WE WANT TO TALK ABOUT TODAY IS HOW WE TRY TO IMPROVE IT AND TO IMPROVE IT AND TO ALSO EMPHASIZE WE BELIEVE THAT'S STILL A LOT OF ROOM TO IMPROVE. AND THAT'S AS WE TALKED INDIVIDUALLY WITH FOLKS. THAT'S SOMETHING THAT WE'LL EMPHASIZE AND CONTINUE TO WORK ON BECAUSE WE KNOW ENROLLMENT IS FLEXIBLE. WE KNOW THAT CONTINUING CHANGES AND THERE'S CONTINUED IMPACTS
WITH THE THINGS WE TRY TO DO. ONE OF THE THINGS THAT WE WANTED TO ALSO EMPHASIZE IS HOW TO ALSO EMPHASIZE IS HOW WE SEE THE STAKEHOLDERS AND EVERYONE THAT'S INVOLVED WITH THE PROCESS. ONE OF THE THINGS THAT WE ONE OF THE THINGS THAT WE WANTED TO RECOGNIZE WAS THE TO RECOGNIZE WAS THE ALLOCATION COMMITTEE THAT HAS BEEN ASSEMBLED, AND I BELIEVE IN PLACE FOR A LITTLE WHILE, AND THAT IS THAT IS ALLOWING US TO HAVE MORE OVERSIGHTS AND CONVERSATIONS ABOUT HOW DO WE STAFF OUR SCHOOLS. SO YOU'LL NOTICE ON THE SLIDE, THE FIRST COLUMN IS OUR CABINET.
OUR CABINET IS THE ALLOCATION REVIEW COMMITTEE, AND THOSE ARE THE INDIVIDUALS WHO THE INDIVIDUALS WHO ARE WORKING THROUGH ALL THROUGH ALL OF THAT TO MAKE SURE THAT WE ARE UNIFIED IN OUR DECISION MAKING, BUT ALSO UNDERSTANDING THE NEED. I'LL GIVE YOU AN EXAMPLE. IF FINANCE WAS JUST MAKING THE DECISION, WE WOULDN'T UNDERSTAND EVERYTHING THAT'S BEING REQUESTED OF THE INS AND OUTS. MR. WASHINGTON AS A FORMER PRINCIPAL, UNDERSTANDING THE NEEDS OF THE SCHOOL, FINANCE WOULDN'T HAVE THAT UNDERSTANDING. SO SO BY HAVING OTHERS INVOLVED IN
THE ROOM THAT ARE FOCUSED ON ACADEMICS OR HR OR OTHER GROUPS ALLOWS US TO COLLABORATE TOGETHER TO BETTER UNDERSTAND THE NEEDS OR WHAT'S HAPPENING. AND THAT'S REALLY IMPORTANT AS WE GET INTO THIS BECAUSE WE HAVE TO CONSIDER DIFFERENT FUNDING TYPES, DIFFERENT TYPES, DIFFERENT RESOURCES, SCHEDULES, CLASS SIZES. SO THAT ALLOWS US TO HAVE A GROUP TOGETHER. SO THAT GROUP, YOU'LL TALK ABOUT THIS A LITTLE LATER ALLOWS US TO REALLY FOCUS ON THAT. MOVING FORWARD WE SEE WE HAVE DISTRICT DEPARTMENTS AND REGIONAL SUPERINTENDENTS AND PRINCIPALS AND THEN THE
ALLOCATION MANAGEMENT TEAM IS HOUSED IN FINANCE. SO YOU CAN SEE HOW EACH OF THOSE PLAYS A UNIQUE ROLE. AND THE REASON THEY ARE ALL INVOLVED IS BECAUSE THOSE ARE OUR POWER USES. THOSE ARE THE ONES THAT HAVE ALL THE INFORMATION ABOUT THE REQUESTS OR THE NEEDS. REGIONAL SUPERINTENDENTS ARE THOSE REALLY TRYING TO HELP US FROM DISTRICT TO THE PRINCIPALS TO MANAGE THE SCHOOL SITE, TO UNDERSTAND AND INTERPRET THAT. AND THEN OUR TEAM, YOU'LL SEE THAT THEY HAVE A UNIQUE PROCESS IN THAT THEY GO THROUGH TO UNDERSTAND WHAT'S BEING ASKED TO
RESEARCH IT AND TO IDENTIFY ALL THE OPTIONS THAT WE HAVE. SAYING THAT NOW, I'D LIKE TO TURN IT OVER TO MY GM THAT'S OVER THIS TO KIND OF EXPLAIN A LITTLE LITTLE BIT ABOUT WHAT WE TRY TO DO. >> GOOD MORNING, AND THANK YOU FOR THIS OPPORTUNITY TO PRESENT THIS MORNING. TODAY, I'LL BE WALKING THROUGH HOW THE FINANCE STAFFING ALLOCATION TEAM MANAGES OUR STAFFING ALLOCATION PROCESS. FROM THE DATA AND TOOLS THAT WE USE TO HOW USE TO HOW WE USE TO HOW WE ENSURE
TRANSPARENCY, FAIRNESS, AND RESPONSIVENESS TO OUR SCHOOLS' NEEDS. THE GOAL OF THIS PRESENTATION IS TO PROVIDE YOU WITH A CLEAR UNDERSTANDING OF HOW WE ALLOCATE STAFF, THE SYSTEMS THAT WE RELY ON, AND HOW WE'RE SUPPORTING SCHOOLS AND SCHOOLS AND MAINTAINING FISCAL RESPONSIBILITY THROUGHOUT THE YEAR. TO GIVE YOU CONTEXT, IN JULY OF 2023, THE POSITION CONTROL TEAM CAME BACK UNDERNEATH FINANCE. AT THE SAME TIME, THE DISTRICT WAS LAUNCHING CLOUD SUITE AND PREPARING FOR SYNERGY FALL 2024
UPGRADE. AS WE RELY ON DATA FROM BOTH OF THESE SYSTEMS, IS WE FACE A LOT OF CHALLENGES, BUT IT ALSO CREATED OPPORTUNITIES TO IMPROVE HOW WE HOW WE SERVE OUR SCHOOLS AND LEADERSHIP. OUR PRIORITIES WERE TWO KEY PRIORITIES: IMPROVING COMMUNICATION AND TRANSPARENCY AS WELL AS PROVIDING THE AS WELL AS PROVIDING THE CFO AND CABINET WITH ACCURATE DATA FOR RESPONSIBLE DECISION MAKING. EVERYTHING WE'VE DONE SINCE RETURNING TO FINANCE HAS ALIGNED WITH THESE GOALS.
KEY IMPROVEMENTS, I WOULD LIKE TO POINT OUT SOME OF THE KEY IMPROVEMENTS THAT WE'VE MADE ALONG THE WAY. WE REDESIGNED OUR TEAM WEBSITE AS A AS A ONE-STOP SHOP FOR INFORMATION AND TOOLS. WE CREATED A POSITION CLASSIFICATION SYSTEM THAT ALIGNS STAFFING FORMULAS, FUNDING SOURCES AND OWNERSHIP. WE LAUNCHED AN AUTOMATED REQUEST SYSTEM THAT SYSTEM THAT REPLACED A CHAOTIC AND UNRELIABLE E-MAIL PROCESS. WE LAUNCHED AN AUTOMATED STAFFING ALLOCATION PLATFORM TO IMPROVE OUR SPRING AND FALL ALLOCATION PROCESS.
AND WE OFFER CONTINUOUS TRAINING AND FEEDBACK LOOPS TO IMPROVE USABILITY AND TRANSPARENCY TO OUR STAKEHOLDERS. OUR PC 2000. THIS IS OUR FLAG-STONE THIS IS OUR FLAG-STONE REPORT. ONE OF OUR KEY TOOLS FACILITATING COMMUNICATION IS THE PC 2000 REPORT. THIS IS UPDATED IN NEARLY REAL TIME AND NEVER MORE THAN AN HOUR OUT OF DATE. IT GIVES LEADERSHIP VISIBILITY AND TO OPEN POSITIONS, HIRING
STATUS AND STAFFING BY SITE. BY UTILIZING THE MANY FILTERS ON THIS REPORT, THIS REPORT, USERS CAN ANSWER MANY QUESTIONS SUCH AS HOW MANY CLASSROOM TEACHERS DO WE NEED. HOW MANY BUS DRIVERS DO WE HOW MANY BUS DRIVERS DO WE HAVE. HOW MANY VACANCIES DO WE HAVE IN BOOK-KEEPER SUPPORT. BESIDES ALLOCATIONS AND STAFFING NUMBERS, USERS CAN DRILL THROUGH ON ANY ROAD TO ATTAIN CURRENT EMPLOYEE INFORMATION. THE SPRING STAFFING CYCLE.
NOW LET'S LOOK AT THE STARTING SPRING STAFFING CYCLE. THIS PROCESS BEGINS IN LATE FALL AND EARLY JANUARY WHERE WE GATHER INFORMATION ABOUT ANTICIPATED CHANGES FOR THE FOLLOWING YEAR. BOUNDARY CHANGES, SCHOOL CLOSING, OPENINGS, AND PROGRAMS ALL IMPACT OUR ALL IMPACT OUR ALLOCATIONS. ONCE THE REQUIREMENTS ARE KNOWN, WE EVALUATE THE BEST DATA SET AND DATA DATE TO USE FOR THE SNAPSHOT OF ENROLLMENT DATA. THIS DECISION IS SIGNED OFF FROM CABINET. IF IT IS A STABLE YEAR, WE
SIMPLY ROLL FORWARD STUDENTS BY GRADE, ACCOUNTING FOR A SIMILAR POPULATION AT THE POPULATION AT THE SITES, INCLUDING CHOICE STUDENTS. THEN WE DON'T HAVE TO WORRY ABOUT THE WINDOW OF OPPORTUNITY FOR CHOICE STUDENTS. INCIDENTALLY, AFTER CONCERNS WERE RAISED ABOUT THE WERE RAISED ABOUT THE SYNERGY DATA THAT WE FOLLOWED UP WITH I.T. FOR SOME TESTING TO MAKE SURE THAT THE REPORT THAT WE'RE USING, THE ENROLLMENT REPORT THAT WE'RE USING MATCHES THE NUMBER OF STUDENTS THAT ARE IN COURSES AT EACH SCHOOL AND THE NUMBERS MATCH. SO WE HAVE A HIGH DEGREE OF
CONFIDENCE IN OUR DATA THAT WE USE USE FOR ENROLLMENT PROJECTIONS. STAFFING ALLOCATION AND ACTION. USING PROJECTED ENROLLMENT, WE APPLIED FORMULAS TO CALCULATE STAFFING NEEDS. PRINCIPALS RECEIVE WHAT WE CALL THEIR MAGIC NUMBER, A THEIR MAGIC NUMBER, A DEFINED BUDGET TO PLAN THEIR STAFFING. IF PRINCIPALS FEEL THAT FORMULA RESULTS DO NOT REFLECT REALITY, THEY CAN REQUEST A MEETING THROUGH THE REGIONAL SUPERINTENDENTS WITH THE ALLOCATION REVIEW COMMITTEE.
THESE MEETINGS ALLOW FOR EXCEPTIONS EXCEPTIONS WHERE JUSTIFIED. ADDITIONAL STAFFING ALLOCATIONS ARE ADJUSTED ARE ADJUSTED THROUGH FORMULA. ONCE ALLOCATIONS ARE FINALIZED, WE PROCESS POSITION BUDGETS FOR THE FALL AND DISPLAY THE RESULTS ON THE ON THE PC2000. DURING THIS TIME OF YEAR, BOTH THE POSITION BUDGET CURRENTLY AND THE ONE FOR THE FALL IS AVAILABLE ON THE AVAILABLE ON THE PC2000 FOR THE PRINCIPALS TO COMPARE WHAT KIND OF CHANGES ARE AHEAD.
THAT IS THE SPRING ALLOCATIONS. FALL ADJUSTMENT CYCLE IS THE NEXT ONE. I'M SORRY IF I SAID FALL. NOW I'M ON THE FALL ADJUSTMENT SLIDE. BASICALLY, REPEAT THE PROCESS AGAIN IN THE FALL, USING ACTUAL ENROLLMENT THIS TIME. AGREED UPON COUNT DAY. WE'VE RERUN THE FORMULAS, REOPENED THE POWER APP AND ALLOWED PRINCIPALS TO MAKE ADJUSTMENTS. AGAIN, EXCEPTION MEETINGS ARE
OFFERED FOR REVIEW AND CONSIDERATION. THIS TIME WE DISPLAY THE RESULTS ON THE ON THE PC2000 AND INCLUDE SPRING ALLOCATIONS FOR REFERENCE. THAT'S PROBABLY WHAT YOU WERE THINKING. ON THE ON THE PC2000, WE HAVE BOTH DATA POINTS. JUST NOW WE FINISHED THE SPRING ALLOCATION, SO THEY CAN SEE WHAT THEY CURRENTLY HAVE WITH WHAT THEY GOT FOR THE FALL, WHAT THEY HAVE FOR THE FALL IN THE HAVE FOR THE FALL IN THE PC2000. IN THE FALL, WE SHOWED THEM WHAT THEY HAD IN THE SPRING AND WHAT THEY CURRENTLY HAVE AFTER ALL OF THE ADJUSTMENTS ARE MADE.
SO NOW WE'RE ON TO THE ON CYCLES. WEEKLY ALLOCATION WEEKLY ALLOCATION COMMITTEE. OUTSIDE OF THE CYCLES, OUR WORK CONTINUES YEAR-ROUND. WE HOLD WEEKLY CABINET LEVEL REVIEW MEETINGS TO EVALUATE ADDITIONAL STAFFING NEEDS. SO FAR, WE'VE REVIEWED SO FAR, WE'VE REVIEWED NEARLY 3,000 OFF-CYCLE REQUESTS EACH SUPPORTED BY SUPPORTED BY STAFFING DATA COST ANALYSIS AND REQUEST FOR JUSTIFICATION. THE REQUEST RANGE FROM SIMPLE NET ZERO REQUEST WHICH IS ADDING BUDGET TO ONE POSITION AND REDUCING BUDGET AT ANOTHER POSITION, TO REQUESTING NEW POSITIONS BASED ON UNIQUE NEEDS.
MORE EXTENSIVE DISTRICT REALIGNMENTS. THE CABINET MAKES ALL FINAL DECISIONS FOR POSITION CHANGE REQUEST THAT RESULT IN INCREASED COST. THE STAFFING FORMULAS. THE ALLOCATION FORMULAS, ALL STAFFING DECISIONS START WITH A BASE FORMULA. THESE ARE ROOTED IN STATEMENT MANDATED CLASS MANDATED CLASS SIZES, PROGRAM REQUIREMENTS AND BEST PRACTICES FROM COMPARABLE DISTRICTS. THE ALLOCATION REVIEW COMMITTEE IS RESPONSIBLE FOR KEEPING THESE FORMULAS CURRENT AND EQUITABLE.
A FULL COPY IS INCLUDED IN YOUR PACKET AND ALSO AVAILABLE ON OUR WEBSITE. LOOKING AHEAD, OUR FOCUS IS ON EVALUATING THE EFFECTIVENESS OF OUR STAFFING FORMULAS, CLOSELY TRACKING PROGRAM-SPECIFIC NEEDS, ESPECIALLY THOSE FUNDED BY THE GENERAL FUND, AND CONTINUOUSLY IMPROVING TRANSPARENCY AND TOOLS FOR ALL OUR USERS. OUR STAFFING ALLOCATION PROCESS IS BUILT TO ENSURE EVERY SCHOOL RECEIVES RESOURCES IT NEEDS BASED ON THE BEST AVAILABLE DATA AND CLEAR, EQUITABLE FORMULAS. WE'RE COMMITTED TO SERVING OUR
SCHOOLS WITH FAIRNESS, ACCURACY, AND INTEGRITY. THANK YOU, AND WITH THAT, I'LL TURN IT OVER TO JAMIE. >>Jamie Lewis: ONE OF THE THINGS WE WANTED WE WANTED TO EMPHASIZE THIS MORNING WAS TO NOT ONLY SHOW YOU THE PROCESS THAT KIND OF ON GOES THROUGHOUT THE YEAR ABOUT HOW WE BUILD OR BUILD OR MAINTAIN OUR WORKFORCE, BUT ALSO TRENDS. IN SLIDE 10 OF YOUR PACKET THAT THIS SHOWS OUR ENROLLMENT OVER
THE LAST COUPLE OF YEARS. SO YOU'LL NOTICE INSIDE THIS FIVE-YEAR SNAPSHOT, OUR WORLD KIND OF WENT THROUGH SOME DIFFERENT TIMES AND MOST NOTABLY COVID. THE BEGINNING OF THIS, HOW WE SAW COVID AND WHEN WE LOOK AT THIS DATA, THIS IS ALL OF OUR KIDS THAT ARE IN HILLSBOROUGH, HILLSBOROUGH COUNTY HILLSBOROUGH COUNTY PUBLIC SCHOOLS. SO THIS INCLUDES, LOOK AT THE BOTTOM THIS INCLUDES OUR TRADITIONAL TRADITIONAL K-12s, OUR PRE-Ks, OUR VIRTUAL STUDENTS AND THEN YOU'LL SEE THE REST THERE.
WHAT'S REALLY IMPORTANT AS WE LOOK AT THIS TREND, WE SEE THAT OUR RISE OUR RISE IN 2021 OUR RISE IN 2021 AND 2022, ACCREDITED TO OUR VIRTUAL STUDENTS. WE'RE SEEING A SHIFT IN THINGS HAPPEN DURING THAT HAPPEN DURING THAT TIME OF LIFE. BUT OVERALL WE'VE BEEN FAIRLY ON THE SAME LEVEL THROUGH THE LAST COUPLE OF YEARS WITH A LITTLE BIT OF A SPIKE THIS YEAR. AND THAT SHOULD LOOK LIKE THE NUMBERS THAT WE PRESENTED BEFORE, AND WE JUST WANTED TO SHOW THAT WHEN WE LOOK AT THIS, WE'RE TRYING TO LOOK AT OUR HISTORY TO TRY TO LEARN FROM IT. ALTHOUGH OUR HISTORY THE LAST
COUPLE OF YEARS HAS BEEN A LITTLE BIT DIFFERENT. BUT WHEN BUT WHEN WE LOOK AT THIS, WE SEE WE'VE BEEN AROUND THE SAME AMOUNT OF ENROLLMENT. MOVING FORWARD, ONE OF THE OTHER THINGS THAT WE'RE STARTING TO FOCUS ON, ARE WE SEEING SHIFTS INSIDE OF OUR COUNTY. SO TRY TO TAKE A HEAT MAP OF WHERE WE'RE AT FIVE YEARS AGO COMPARED TO TODAY. ONE OF THE THINGS WE NOTICED IS THAT WE'RE SEEING A SHIFT TO THE SOUTHEAST OF OUR COUNTY. SO WE CAN SEE THAT, IF YOU LOOK AT THE TOP GRAPH IS FROM FIVE YEARS AGO, THE BOTTOM GRAPH IS
TODAY, THAT ASSUMES THAT THE DISTRICTS WERE AS THEY ARE TODAY, THEY WERE LIKE THAT FIVE YEARS AGO. WE'RE SEEING A SHIFT. WE DIDN'T INCLUDE CLOSED SCHOOLS AND ALL THAT, SO THE AND ALL THAT, SO THE NUMBERS ARE SLIGHTLY DIFFERENT, BUT IT DOES SHOW THE SHIFT TO THAT SIDE OF THE COUNTY. AS WE FOCUS ON THAT, AND MR. FARKAS COULD PROBABLY TELL YOU THAT WE'RE SEEING THAT FROM SCHOOL SIZES AND SEEING THAT FROM CAPACITY LEVELS AND WHERE WE'RE NEEDING TO ADDRESS OUR FACILITIES, SEEING THAT ON SCHOOL SITES BUT SEEING THAT
SHIFT TO THE SOUTHEAST DISTRICT. THE OTHER THING WE WANTED TO MENTION THIS MORNING BRIEFLY, WHAT THE DIFFERENCE BETWEEN WHAT WE TALKED ABOUT SO FAR IN HEAD COUNT TO WHAT IS FTE. WE TALK ABOUT HEAD COUNT, THAT IS A PHYSICAL COUNT, ONE EQUALS ONE FOR EVERY STUDENT THAT'S IN OUR CLASSROOM OR WITH HCPS. FTE IS A LITTLE BIT DIFFERENT. FTE IS GRADED ON INSTRUCTIONAL MINUTES. FOR EXAMPLE, IF YOU HAVE A STUDENT THAT IS ONLY TAKING HALF THEIR CLASS PERIODS WITH US AND PROBABLY MOST NOTABLE, HIGH
SCHOOL FORMATS, THAT WOULDN'T BE CONSIDERED A FULL FTE. THERE ARE A LOT OF FACTORS THAT GO INTO THAT, AND IF THEY ARE SPLITTING THEIR TIME WITH US AND ANOTHER GROUP THAT THEY ARE GETTING A CLASS FROM, THEN THOSE HAVE TO BE SPLIT BETWEEN THE TWO AND AGAIN NOT GENERATING A FULL FTE. AGAIN, MOSTLY AGAIN, MOSTLY IMPACTS OUR HIGH SCHOOL FOLKS BUT WE WANTED TO MAKE THAT POINT BECAUSE AS WE BLEND THIS ENROLLMENT CONVERSATION, WE HAVE TO ALSO LOOK AT APPROPRIATIONS AND ALSO THE BUDGET AND THE FUNDING SOURCES THAT WE'LL GET FROM THE STATE.
WITH SAYING THAT, WE WANT TO TALK BRIEFLY ABOUT WHAT DOES IT MEAN TO WORK WITH THE FLORIDA DEPARTMENT OF EDUCATION AND HOW DOES THAT WORK AND IMPACT OUR ENROLLMENT HERE AT HILLSBOROUGH? SO OUR SO OUR ENROLLMENT IS THROUGH DIFFERENT CYCLES, AND THAT CONTINUOUSLY HAPPENS THROUGHOUT THE YEAR. OUR FORECASTING IS CRITICAL TO ESTIMATING OUR DISTRICT FUNDING, AND THAT STARTS IN EVERY SPRING, AS YOU SEE IN THE TOP RIGHT. EVERY SPRING, THE DISTRICT HAS THE OPPORTUNITY TO GET NINE DIFFERENT MODELS FROM THE STATE, AND WE EVALUATE THOSE MODELS OF
WHAT WE THINK IS THE MOST APPROPRIATE FOR OUR DISTRICT AND THAT DIRECTLY IMPACTS OUR FUNDING. NOW, WHATEVER MODEL WE PICK, THAT WILL BE ALWAYS SELF-CORRECTED BECAUSE YOU'LL SEE AS THE WHEEL TURNS, WE HAVE DIFFERENT SURVEYS, DIFFERENT COUNTS THAT ARE OCCURRING THROUGHOUT THE YEAR. FIRST ONE IN JULY, THEN OCTOBER, FEBRUARY, JUNE, FEBRUARY, JUNE, AND THEN IT ACTUALLY FLOWS INTO THE OTHER YEAR. REALLY, OUR FTE PROCESS, KIND OF GOES -- GOES -- ENCUMBERS THREE DIFFERENT FISCAL YEAR. STARTS IN THE SPRING, ACTUALS OCCUR AND THEN FINISHED UP THE
FOLLOWING YEAR. SO THAT CYCLE CONTINUES. AS YOU SAW IN THE LAST AS YOU SAW IN THE LAST CALC YEAR, YOU CAN SEE HOW THAT FINANCIALLY IMPACT US, TOO, TO THE GOOD OR TO THE BAD. AS WE SEE THIS, WE HAVE THESE SURVEYS OCCURRING ALL THROUGHOUT THE YEAR. WHAT IS IMPORTANT ABOUT THE SURVEYS, THE SURVEYS LEAD INTO OUR CALCULATIONS. SO EVERY CALCULATION IS BUILT UPON THE DATA IT HAS. IT USES EITHER THE PROJECTION THAT WAS PROJECTED OUT THERE OR ACTUAL FROM SURVEY RESULTS.
SO IT BUILDS ON TOP OF EACH OTHER AND WE SEE HOW OTHER AND WE SEE HOW THE CALCULATIONS FOLLOW SOME OF THE SURVEYS THAT ARE OUT THERE IN JUNE AND JULY AND THEN SO FORTH. THOSE ARE IMPORTANT BECAUSE IT KIND OF TRUES UP OUR NUMBERS. AND ONE OF THE THINGS THAT WAS INTERESTING TO ME JUST LEARNING A LOT OF THIS, COMING FROM THE PRIVATE SECTOR, WAS THEY BUILD ON TOP OF ON TOP OF EACH OTHER. SO THEY ARE BUILDING THROUGHOUT THE YEAR. THEY ARE MAKING SURE THE NUMBERS ARE RIGHT. IF YOU NOTICE, AGAIN, IT GOES OVER TWO YEARS FOR THE ACTUAL CALCULATIONS TO OCCUR, BUT THE PROCESS IS OVER THREE YEARS WITH
THE PROJECTIONS. THAT LEADS US INTO THAT LEADS US INTO WHERE HAS OUR FTE BEEN, ESPECIALLY FROM THE FORECASTING MODEL. WE WANT TO FOCUS MORE ON THE FORECASTING SIDE BECAUSE THAT IMPACTS OUR ENROLLMENT PROJECTIONS. SO THE TOP GRAPH THAT YOU SEE ON PAGE 15 OF YOUR PACKET IS ALL OF HILLSBOROUGH. WHAT WE WANTED TO SHOW IS WHAT IS OUR COUNTY SEEING AND THEN WHERE ARE WE AT? THE TWO COLUMNS THAT REPRESENT OUR HILLSBOROUGH COUNTY PUBLIC
SCHOOLS IS TRADITIONAL AND VIRTUAL. AS YOU LOOK AT TRADITIONAL, YOU CAN SEE THAT IN 2021 FROM AN CAN SEE THAT IN 2021 FROM AN FTE STANDPOINT WE HAVE SEEN A SLIGHT DECLINE OVER THE LAST COUPLE OF YEARS. LITTLE BIT MORE THAN SLIGHT. WHEREAS OUR VIRTUAL, WE HAVE SEEN AN INCREASE, AND YOU SAW THAT IT HIT A HIGH DURING THE COVID YEARS BECAUSE THAT WOULD HAVE NATURALLY HAPPENED AS A LOT OF FOLKS SHIFTED TO AN ONLINE PLATFORM, AT LEAST ON A TEMPORARY BASIS. SINCE THEN, SOME HAVE REMAINED
ON THOSE AREAS. ON THE BOTTOM GRAPH, YOU SEE WHAT WAS FORECASTED, THE MODEL THAT WE SELECTED, AND KIND OF WHERE THE ACTUALS LANDED. ONE OF THE THINGS WE WANTED TO POINT OUT, IN THE LAST COUPLE OF YEARS, THE MODEL THAT HAS BEEN SELECTED BY THE DISTRICT HAS BEEN FAIRLY ACCURATE COMPARED TO WHAT THE ACTUAL WAS OF THE RESULTS FOR THE FTE STANDPOINT. SO IF YOU LOOK AT THE BOTTOM LEFT, YOU CAN SEE, FOR EXAMPLE, IN 23-24, THE FORECAST IN 23-24, THE FORECAST WAS
182,000, 182,000, ACTUALS 180. SO WE WANT TO SAY THAT BECAUSE AS WE PREDICT, WE THINK THE MODELING THAT WE'RE CHOOSING, THE MECHANICS OF CHOOSING ONE OF THE NINE DIFFERENT OPTIONS, WE FEEL LIKE WE'VE BEEN FAIRLY ACCURATE WITH THOSE AND WILL CONTINUE TO IMPROVE THAT IN OUR SELECTION OF THOSE. AS WE LOOK AT FUTURE MODELING AND FUTURE PREDICTIONS FOR THE UPCOMING YEARS, WE FEEL FAIRLY ACCURATE WHATEVER TREND WE'RE SEEING, THAT IS THE TREND WE MOST LIKELY WILL EXPERIENCE. HOPEFULLY THAT WILL BE MORE STUDENTS, BUT, STUDENTS, BUT, AGAIN, WE WILL JUST SEE.
SO WITH SAYING ALL THAT AND I KNOW THERE WILL BE LOTS OF QUESTIONS, AGAIN, QUESTIONS, AGAIN, WE WANT TO SAY THANK YOU FOR THIS OPPORTUNITY AND TURN IT OVER TO THE SUPERINTENDENT FOR OUR CONVERSATION. >>Van Ayres: MADAM CHAIR, THAT'S OUR PRESENTATION. WE'RE READY TO TAKE ANY QUESTIONS FROM THE BOARD AS WE NEED TO. >>Jessica Vaughn: THANK YOU. THE FIRST IN QUEUE IS MEMBER COMBS. IF YOU WANT TO GET IN THE QUEUE, LET ME LET ME KNOW. >>Nadia Combs: I JUST WANT TO THANK ALL OF YOU FOR TODAY AND YOUR PRESENTATION AND PROVIDING THIS. I JUST HAD ONE QUESTION FOR CLARIFICATION.
IT'S JUST ME. I'M LOOKING AT PAGE 10 AND I'M LOOKING AT PAGE 10 AND PAGE 11. I'M JUST TRYING TO UNDERSTAND, SO THE HEAD COUNT IS SO THE HEAD COUNT IS SAYING 184.9, RIGHT? BUT IF I LOOK AT PAGE 11, WHEN I ADDED THESE A COUPLE OF DAYS AGO, FEW DAYS AGO, I SEE AGO, FEW DAYS AGO, I SEE THAT 191 AND 178. WHERE IS THE DIFFERENCE OF THE 12,000 STUDENTS? I KNOW THAT'S NOT ALL VIRTUAL. WHEN I ADD ALL THE DISTRICTS
TOGETHER, IT SEEMS LIKE TOGETHER, IT SEEMS LIKE IN 2019 THERE WAS THERE WAS 191,000 STUDENTS, 321, 2024-2025, 178,094, A DIFFERENCE OF LIKE 12,247 STUDENTS. WHERE IS THAT GAP WHERE I'M NOT SEEING THAT? DOES THAT MAKE DOES THAT MAKE SENSE? IS. >>Jamie Lewis: YES, MA'AM. ONE OF THE DIFFERENCES IS, I APOLOGIZE, I FAILED TO MENTION THIS. ON SLIDE TEN, THIS IS ENROLLMENT ON SELECTED DAY IN THE FALL. DAY SIX OR WHATEVER DATE WAS SELECTED, THAT IS OUR OFFICIAL
COUNT FOR THE FALL. ON PAGE 11 IS OUR SPRING NUMBERS. OUR MOST RECENT OUR MOST RECENT NUMBERS THAT WE HAVE FROM UPDATED COUNT. SO AS WE SEE THAT, WE SEE WHERE THOSE CHANGES ARE. AND THEN TO AND THEN TO YOUR POINT, THESE ARE AT SCHOOL SITES AND NOT INCLUDED IN THE VIRTUAL. >>Nadia Combs: EVEN WITH THE VIRTUAL, I THINK IT'S MISLEADING, WHEN YOU LOOK AT THAT GRAPH, IT LOOKS LIKE THE ENROLLMENT IS GOING UP. I KNOW YOU'RE NOT BEING
MISLEADING, BUT IT'S TWO DIFFERENT TIMES OF THE DIFFERENT TIMES OF THE YEAR. >>Van Ayres: THE KEY DIFFERENCE HERE IS WHEN YOU LOOK AT THIS, YOU'RE TALKING ABOUT WHAT THE FORECAST IS FROM THE STATE AND THEN WHAT WE ACTUALLY BRING. SO IF YOU WANT TO TAKE A LOOK AT 2021, 2021, YOU SEE THE -- >>Nadia Combs: I'M LOOKING AT PAGE 10 AND 11. IF I LOOK AT 10, OH, IF I LOOK AT 10, OH, 2019, 108,000 KIDS.
2024, 184,000 KIDS. BUT IF YOU DRILL DOWN TO THE BOTTOM, REALLY BOTTOM, REALLY WE HAVE 12,247 LESS STUDENTS. BECAUSE IF YOU LOOK AT BECAUSE IF YOU LOOK AT PAGE 11, I'M LOOKING AT A DECREASE ON EVERY DISTRICT BESIDES MEMBER HAHN, EVERY DISTRICT THE ENROLLMENT HAS GONE DOWN IF YOU COMPARE 2019 TO COMPARE 2019 TO 2024-2023. >> WE SEE THAT. WE APOLOGIZE FOR THAT. TWO BIG DIFFERENCES, VIRTUAL TWO BIG DIFFERENCES, VIRTUAL AND PRE-K PROGRAMS. >>Nadia Combs: VIRTUAL AND PRE-K WOULDN'T ADD UP TO 12,000. JUST NO WAY.
>>Jamie Lewis: I'LL ASK MY TEAM TO HELP ME MAKE SURE I SAY THIS RIGHT. THAT IS A TRADITIONAL LOOK. THAT IS OUR TRADITIONAL STUDENTS. THE THINGS THAT ARE MISSING WOULD BE OUR PRE-K, OUR VIRTUAL, CAREER ALTERNATIVE, AND ESE, CORRECT? SO THOSE SO THOSE ADDED UP TOGETHER SHOULD BE ABOUT THE DIFFERENCE. >>Van Ayres: MEMBER COMBS, THE 191 THAT YOU'RE REFERRING TO IN 1920, THE ONE ON PAGE 15 -- >>Nadia Combs: PAGE 11.
10 AND 11. THE ONLY ONES I'M COMPARING. >> MOST OF THIS IS PRE-K -- 4500 IS ABOUT THE NUMBER OF PRE-K STUDENTS THAT THEY HAVE. 4500. >>Nadia Combs: IT'S FINE. I THINK IT'S A LITTLE I THINK IT'S A LITTLE CONFUSING. WHEN I LOOKED AT IT BEFORE BECAUSE I'VE BEEN SAYING FOR A WHILE I FEEL LIKE OUR WHILE I FEEL LIKE OUR ENROLLMENT HAS GONE DOWN, HAS GONE DOWN, RIGHT?
WHEN I LOOK AT PAGE 10, IT LOOKS LIKE THE ENROLLMENT IS GOING UP. WHEN I ADDED THE NUMBERS AND I ADDED THEM SEVERAL TIMES, NO, OUR ENROLLMENT IS GOING DOWN AND GOING DOWN IN EVERY DISTRICT BESIDES MEMBER HAHN'S DISTRICT, WHICH WAS SURPRISING TO ME THAT MY PERCENTAGE WAS AS HIGH AS IT WAS TO BE HONEST WITH YOU. BECAUSE I KNEW MR. WASHINGTON'S DISTRICT HAS REALLY SHRUNK DOWN, BUT I WAS SURPRISED TO SEE SOME OF THE OTHER NUMBERS. IT'S JUST A LITTLE BIT MISLEADING BECAUSE I THINK IT'S IMPORTANT FOR SCHOOLS TO KNOW IF
THEY ARE LOSING KEY INDIVIDUALS OR KEY PEOPLE, IT'S BECAUSE THE DISTRICT, THE ENROLLMENT IS GOING DOWN. IT DOESN'T MATTER WHAT THE REASON IS, RIGHT? THAT DOESN'T MATTER IF THERE ARE MORE CHARTERS, PEOPLE ARE KEEPING THEIR KIDS HOME OR CHOOSING MORE PRIVATE SCHOOLS OR MOVING OUT OR PEOPLE ARE AGING OUT, IT DOESN'T MATTER WHAT THE CAUSE IS, I THINK IT'S BETTER TO BE CLEAR. BECAUSE THE TRADITIONAL NUMBER OF STUDENTS WHO ARE IN OUR DISTRICT, WHO WOULD SIT THERE EVERY DAY, THE ENROLLMENT HAS GONE DOWN IN THE LAST FIVE YEARS. FOR TRADITIONAL.
I'M A LITTLE CONFUSED ON THE NUMBERS. >>Van Ayres: IF YOU COULD GO TO PAGE 15 FOR ME. IF WE GO IF WE GO TO PAGE 15, IF WE LOOK AT THE FIVE-YEAR FORECAST, IF WE ALL GO UP -- IF ALL GO UP -- IF YOU GO UP TO THE 2021, FOR EXAMPLE, YOU SEE 2021, FOR EXAMPLE, YOU SEE THE 191.29, SO 191.29, SO THAT 191.29, THAT IS WHAT THE FORECAST WAS FROM THE STATE OF FLORIDA THAT THIS IS WHAT THEY ARE ANTICIPATING ENROLLMENT WAS FOR US IN 2021. IF YOU LOOK NOW TO IF YOU LOOK NOW TO THE BOTTOM
LEFT, THE 191,000 IS THERE IN THAT PURPLE AND THEN THE DARK PURPLE, AND THEN TO THE RIGHT, YOU SEE WHAT WE ACTUALLY EARNED THAT YEAR WAS ACTUALLY THAT YEAR WAS ACTUALLY THE 178,000. THAT IS THE CLAIMED FTE. THAT IS THE ACTUAL -- >>Nadia Combs: THAT'S FINE. >> [INAUDIBLE] >>Van Ayres: WHAT WE REPORTED TO THE DOE IS 2021, WHAT THE MODEL THAT WAS CHOSEN BACK IN 2021 WAS THAT WE WERE GOING TO THAT WE WERE GOING TO HAVE 191,000 CLAIMED FTE. NOT NOT ENROLLMENT.
I THINK THE KEY TO REMEMBER, IT'S COMPLEX IN THE SENSE THAT WHAT MR. LEWIS SAID EARLIER, ONE DOES NOT EQUAL ONE IN THE SENSE THAT IF I AM ENROLLMENT AND ONLY THERE TWO PERIODS OF THE DAY, I'M NOT GETTING A FULL ONE. I'M ONLY GETTING A .3. >>Nadia Combs: I UNDERSTAND THAT. I THINK THIS PAGE 10 SHOULD NOT BE IN THERE BECAUSE IT'S MISLEADING BECAUSE IT MAKES ME FEEL, WHAT I'VE BEEN SAYING THE LAST COUPLE OF MEETINGS, WHERE I FEEL LIKE FEEL LIKE THE ENROLLMENT HAS GONE DOWN. LESS STUDENTS IN SCHOOLS. THAT IS ACTUALLY CORRECT.
>>Van Ayres: YES, MA'AM. >>Nadia Combs: THEY MIGHT BE GOING TRADITIONAL WAYS. BUT THE ACTUAL FULL-TIME STUDENT ENROLLMENT HAS GONE DOWN. I THINK IT'S IMPORTANT FOR PEOPLE TO KNOW. BECAUSE WHEN WE'RE BECAUSE WHEN WE'RE LOSING TEACHERS OR THERE'S NOT ADDITIONAL ADMINISTRATOR OR WHATEVER, OR THERE IS NOT AN EXTRA MUSIC PROGRAM THERE, IT'S REALLY IMPORTANT THAT PEOPLE KNOW THAT. I'M SAYING THE TRADITIONAL. IT'S FINE. I THINK PAGE 10 SHOULDN'T BE THERE BECAUSE IT IS MISLEADING. >>Van Ayres: IF YOU LOOK AT 15, EVERYTHING YOU'RE SAYING IS HUNDRED PERCENT ACCURATE.
15 ON THE LEFT, 23-24, WE ACTUALLY EARNED FTE ON THE TRADITIONAL 180,000. WE EARNED 176 THIS YEAR. >>Nadia Combs: IF I HAD COME IN EARLIER, I PROBABLY WOULD HAVE MENTIONED IT MENTIONED IT EARLIER. I JUST THOUGHT IT'S I JUST THOUGHT IT'S MISLEADING. STUDENTS ARE CHOOSING OTHER CHOICES, VIRTUAL, CHOOSING OTHER PROGRAMS, MORE KIDS IN DIFFERENT PROGRAMS. TO JUST REALLY LOOK AND SEE,
WOW, MY DISTRICT IS ACTUALLY THE ENROLLMENT HAS GONE DOWN TRADITIONALLY 8%, THAT'S QUITE A BIT TO LOOK AT EVERY DISTRICT AND SEE HOW MINE IS 8%, MEMBER VAUGHN IS 9. MEMBER RENDON, WHO I THOUGHT HER AREA WAS KIND OF AREA WAS KIND OF GROWING, IT WAS GOOD TO SEE THAT WAS 9%. I'M JUST NOT SURE. BUT I KNOW THAT'S BUT I KNOW THAT'S FTE. I KNOW IT'S PARTIAL AND SOMETIMES IT TAKES TWO STUDENTS TO TO MAKE A FULL FTE. I REALIZE THAT. I THINK WE NEED TO MAKE SURE THE MESSAGE TO OUR DISTRICT AS WE GO
INTO SCHOOLS AND MAYBE THEY ARE CUTTING, I THINK OF ONE PARTICULAR SCHOOL AT HAMMOND ELEMENTARY, THERE IS A MUSIC TEACHER BEING CUT OR PARTIAL, IT'S REALLY IMPORTANT TO REALIZE IT'S BECAUSE OF THE IT'S BECAUSE OF THE ENROLLMENT OR THERE'S NOT THAT MANY STUDENTS INTERESTED. LIKE, FOR EXAMPLE, THE OTHER DAY AT ROGERS ELEMENTARY WHEN PEOPLE CAME, IS IT BECAUSE THERE WEREN'T 30 PEOPLE INTERESTED IN ORCHESTRA. WHAT IS THE CAUSE OF THAT OR NOT KEEPING CLASSES. WE TALKED ABOUT THIS SEVERAL YEARS AGO WHERE WE WERE ABLE TO HAVE AN AP CLASS, ENVIRONMENTAL
FOR TEN STUDENTS. NOW WE'RE NOT ABLE TO DO THAT ANYMORE AND THE CLASSROOMS HAVE TO BE REALLY FULL. I THINK THAT'S REALLY IMPORTANT TO MAKE SURE THAT PEOPLE UNDERSTAND THAT AND THAT'S UNDERSTAND THAT AND THAT'S WHY MAYBE THEIR CHILD IS LOSING THAT EXTRA CLASS OR THINGS ARE OCCURRING IS BECAUSE OF THAT. I HAVE SEVERAL OTHER THINGS BUT I'LL GET BACK IN THE QUEUE. >>Jessica Vaughn: THANK YOU, MEMBER COMBS. MEMBER GRAY. >>Lynn Gray: GOOD >>Lynn Gray: GOOD MORNING, EVERYONE. I DON'T KNOW IF YOU DID YOUR RUN
THIS MORNING. I DID. MR. LEWIS. I'LL BE A LITTLE I'LL BE A LITTLE GENERALISTIC, PIGGY BACK ON WHAT MEMBER COMBS SAID, IF YOU LOOK ON THE BACK OF THE PAGE, THE TRENDS, ON THE WAY BACK, YOU'LL SEE, IT IS A COLLISION COURSE HERE BECAUSE IN TRUTH WE ARE LOOKING TRUTH WE ARE LOOKING AT 22,000 FLORIDA EMPOWERMENT FLORIDA EMPOWERMENT STUDENTS POSSIBLY GOING AWAY FROM OUR PUBLIC PUBLIC SCHOOLS. WE HAVE THAT PROJECTION. I DON'T KNOW IF YOU HAVE IT IN YOUR PROJECTIONS OR NOT.
I'LL GET TO THAT IN A SECOND. BUT IN BUT IN REAL-TIME, WHEN WE SENSE THERE IS A DECREASE OF ENROLLMENT COMING BUT YET YOU HAVE GRAPHS, PAGE ONE, TWO, WELL, DISTRICT ONE IS GOING UP. DISTRICT THREE DISTRICT THREE IS GOING UP. DISTRICT ONE IS MEMBER COMBS. DISTRICT TWO IS GOING UP IN ENROLLMENT. MEMBER HAHN, MEMBER VAUGHN MEMBER HAHN, MEMBER VAUGHN IS PAGE 5 IS GOING UP.
AND MEMBER RENDON IS AND MEMBER RENDON IS STAYING STEADFAST. THAT HAS BEEN MENTIONED PREVIOUSLY PREVIOUSLY BY MEMBER COMBS AND MEMBER WASHINGTON, YOUR GROWTH ON PAGE 7, IT'S GOING UP. IF YOU'RE LOOKING AT IF YOU'RE LOOKING AT CHARTS AND TRENDS, WE'VE GOT TRENDS, WE'VE GOT TO REMEMBER THAT -- IF YOU'RE DOING A TREND
-- I HAVE TO GET MY GLASSES ON. 24 TO 24 TO 25 IT'S GOING 24 TO 25 IT'S GOING UP. YOU HAVE TRENDS AT THE WAY BACK OF THE BOOK, AND THEN YOU HAVE, AS SUPERINTENDENT VAN AYRES SAID, A SAID, A TREND GOING DOWN IN THE EARLIER PAGES. ANYWAY, IT IS A LITTLE CONFUSING. DO YOU WANT TO REMARK ON THAT? >> WE DO SEE THAT AND DO APOLOGIZE FOR THAT. TO MEMBER COMBS' POINT AND I
THINK TO YOURS ALSO, SOMETIMES SHOWING IT HOLISTICALLY IS NOT THE BEST ROUTE. FOCUSING MORE ON BREAKING THAT OUT AND HOW THAT'S IMPACTING, LIKE, FOR EXAMPLE, OUR TRADITIONAL K-12 STUDENTS INSTEAD OF LOOKING AT OUR DISTRICT AS A WHOLE, PROVIDES DIFFERENT LENSES. I THINK, I THINK, YES, WE CAN DO BETTER. >>Lynn Gray: IT'S TO TRY TO GET CLARITY. THE SUBJECT MATTER, I BELIEVE MEMBER VAUGHN BROUGHT THIS MEMBER VAUGHN BROUGHT THIS UP, THE UNIT, WHOEVER BROUGHT THE
WORKSHOP UP IN THE FIRST WORKSHOP UP IN THE FIRST PLACE, MEMBER RENDON, IT HAS A LOT OF MEANING BECAUSE IF YOU LOOK AT WHAT HAPPENED, WHAT HAPPENED, MEMBER WASHINGTON, WE WERE AT WASHINGTON, WE WERE AT FRANKLIN PREP, AND THE PRINCIPAL SAID THAT THE REGIONAL THAT THE REGIONAL SUPE SAID THAT, YOU KNOW, WE CAN'T GIVE YOU MORE UNITS BECAUSE YOUR ENROLLMENT IS DOWN. YOU REMEMBER THAT. SO THEN HE LOST THE SO THEN HE LOST THE ATTRACTORS OF LOST STUDIES IN FOREIGN LANGUAGE, EVEN THOUGH FARRELL, THE GIRLS SCHOOL ACROSS THE
STREET WERE SUPPOSED TO HAVE THE SAME BALANCE. BUT THE GENESIS IS, WHEN YOU HAVE HAVE PHRASES THAT ARE SAID TO A PRINCIPAL WHO IS LOSING, YES, HE'S SAYING, WELL, I CAN'T HE'S SAYING, WELL, I CAN'T HELP BUT LOSE STUDENTS BECAUSE I HAVE NO NO ATTRACTORS. IT'S LIKE A CATCH-22 SITUATION. NOW, FAST-FORWARD, IT'S BEING MONITORED AND THANKS, MEMBER WASHINGTON, FOR GOING OUT THERE. WE BOTH DID.
BUT THE TRUTH IS, WHAT ARE WE -- WHAT DO WE SAY IF A SCHOOL BOARD MEMBER HEARS FRUSTRATION ABOUT, OH, WE'RE LOSING UNITS. SO THEN WE SAY, OH, BECAUSE YOU'RE LOSING STUDENTS? AS A CONSEQUENCE, LOSING UNITS, LOSING THE CULTURE OF THE FABRIC LIKE BLAKE WHEN WE HAD TO CUT EVERYTHING, INCLUDING JOURNALISM WHEN SUPERINTENDENT DAVIS WAS IN. WHEN YOU LOSE THE PERSONALITY OF
THE SCHOOL, HOW DOES THE PRINCIPAL OVERCOME? PERHAPS THIS IS SUPERINTENDENT VAN AYRES VAN AYRES DILEMMA, HOW DO YOU GET BACK TO SAYING TO GET BACK TO SAYING TO PARENTS AND FUTURE TEACHERS AND FUTURE STAFF, HOW, WE HAVE A GREAT LAW STUDIES PROGRAM. OH, NO, WAIT A MINUTE, WE DON'T, BECAUSE WE DON'T HAVE ENOUGH STUDENTS. SO THEN YOU LOSE POSSIBLE TEACHERS, RECRUITMENT, IF YOU WILL. >>Van Ayres: WHEN WE GO THROUGH THIS UNIT PROCESS, WHAT WE DON'T WANT TO DO IS LOSE PROGRAMS AT
SCHOOLS. WE WANT TO KEEP THE PROGRAM IN PLACE. HAVING SAID THAT, YOU WANT TO HAVE THE RIGHT NUMBER OF TEACHERS THAT EQUALS THE NUMBER HAD OF STUDENTS ENROLLED IN THAT PARTICULAR SCHOOL. AS YOU'RE GOING THROUGH, YOU HAD A GREAT POINT WITH BLAKE. YOU WANT TO KEEP THOSE PROGRAMS IN PLACE BECAUSE THOSE ARE THE ATTRACTORS TO THOSE PARTICULAR SCHOOLS. I'M NOT FAMILIAR WITH LAW STUDIES AT STUDIES AT FRANKLIN. WE CAN TAKE A LOOK AT THAT. I DON'T THINK FRANKLIN IS LOSING ITS LAW STUDIES PROGRAM. NO. THE PROGRAM ITSELF FOR LAW STUDIES IS REMAINING AT THAT
SCHOOL. BUT IF YOU'RE AT A SITE AND YOU'VE GOT THREE LAW STUDIES TEACHERS AND THE TEACHERS AND THE ENROLLMENT FOR THAT NEXT YEAR ONLY INDICATES THAT YOU HAVE ENOUGH FOR TWO TEACHERS, THAT'S WHEN WE HAVE TO MAKE THE DECISIONS. IT'S NOT A PERFECT SCIENCE AS WE GO THROUGH ALL THIS. THAT'S WHY WE HAVE REGION SUPERINTENDENTS. IT'S NOT ABOUT THE FINANCE TEAM. ENTIRE TEAM LOOKS AT EACH SITUATION. AS MENTIONED, EVERY SCHOOL IS UNIQUELY DIFFERENT AND HOW WE ALLOCATE UNITS AT THE SITES. WE WANT TO DO SO TO KEEP THE
PROGRAMS IN PLACE BECAUSE IT'S ABOUT ATTRACTING STUDENTS INTO OUR SCHOOL DISTRICT AND NOT LOSING THE PROGRAMS TO DO THAT. >>Jamie Lewis: THAT'S EXACTLY RIGHT. I THINK THERE IS A UNIQUE STORY AT A LOT OF OUR SCHOOLS. THEY WON'T ALWAYS FIT A FORMULA BECAUSE WE HAVE SOMETHING THAT WE'RE DOING THERE. WE KNOW THAT CLASS MODELS ARE GRADED BY THE SCHOOL AND NOT INDIVIDUAL. SO AS WE HAVE UNIQUE PROGRAMS, MAYBE THEY HAVE A SMALLER CLASS SIZE AND THAT'S GENERATING SOME CHALLENGES OTHERWISE. I BRING THAT UP BECAUSE WHEN WE
RAN THE FORMULAS THIS RAN THE FORMULAS THIS YEAR, ONE OF THE THINGS THAT THE ALLOCATION REVIEW COMMITTEE FIRST NOTICED, THAT DOESN'T SEEM REALISTIC BECAUSE WE KNOW WE HAVE SOME THINGS OCCURRING AT SOME OF OUR SCHOOLS THAT THEY'LL NEED MORE HELP. ONE OF THE THINGS WE DID AS A GROUP AND WITH GROUP AND WITH THE REGIONAL SUPES, WE HAD A MEETING AND TALKED ABOUT THAT, HOW WE HAD TO GO ABOVE FORMULA. WE STARTED WORKING WITH INDIVIDUAL SCHOOLS THAT NEEDED HELP. RIGHT NOW WE HAVE RIGHT NOW WE HAVE WENT 189 TEACHERS OVER OUR ALLOCATION MODEL.
I THINK THAT SPEAKS TO YOUR POINT, THERE ARE POINT, THERE ARE THESE UNIQUE PROBLEMS OCCURRING. THE ALLOCATION REVIEW COMMITTEE WORKED WITH REGIONAL SUPES, WORKED WITH PRINCIPALS. LOOKING AT YOUR COURSES AND SCHEDULES TO INDIVIDUAL PROGRAMS. EACH ONE OF THOSE HAD A CONVERSATION, EACH ONE OF THOSE 189, TO LEAD TO HOW DO WE SUPPORT THAT FOR WHATEVER IS OCCURRING. THAT COULD BE FOR THAT YEAR OR ONGOING SITUATION AT THAT SCHOOL BECAUSE OF A UNIQUE PROGRAM. WE JUST WANTED TO MENTION THAT
WE DO UNDERSTAND THE FORMULA IS NOT AN EXACT NOT AN EXACT SCIENCE. IT DOESN'T ALWAYS WORK FOR THIS SCENARIO. THAT'S WHY IT'S AN ONGOING PROCESS OF COMMUNICATION TO MAKE SURE THAT WE'RE LISTENING, THAT WE'RE WORKING WITH ACADEMICS AND REGIONAL SUPES. AS THEY WORK WITH PRINCIPALS, TO IDENTIFY WHAT ARE THE UNIQUE NEEDS OF MAYBE THE PROGRAMS OR THE SCHOOLS OR WHATEVER IS OCCURRING. >>Van Ayres: IF I COULD ADD, ONE MORE POINT WE'VE MISSED, REMEMBER THIS HAPPENS EVERY SINGLE YEAR. A MASTER SCHEDULE AT A SCHOOL IS BUILT UPON STUDENT REQUESTS. SO WHEN WE GO THROUGH THAT
PROGRAMMING PROCESS WHERE EVERY YEAR THEY SIT DOWN WITH COUNSELORS, WE LOOK AT WHAT WE'RE GOING TO OFFER AT A PARTICULAR SITE, THE MASTER SCHEDULE AT SCHOOLS, HOW MANY TEACHERS WE'LL HAVE TEACHING WHAT IS ALL BASED ON HOW MANY STUDENTS SIGN UP FOR THAT PARTICULAR COURSE. THAT'S ALSO ANOTHER FACTOR IF WE HAVE A LOSS -- LAW STUDIES PROGRAM, AND NO ONE IS PROGRAM, AND NO ONE IS SIGNING UP FOR A PARTICULAR ELECTIVE, WHATEVER THAT IS, THAT'S GOING TO AFFECT THOSE PARTICULAR, WHAT YOU'RE GOING TO OFFER AT THAT PARTICULAR SCHOOL. ALL OF THIS BEGINS WITH WHAT
STUDENTS WANT AND THE MASTER SCHEDULES AT SITES ARE BUILT BASED UPON THOSE REQUESTS. >>Lynn Gray: THIS IS PROBABLY A GOOD REASON WHY WE'RE HAVING THIS WORKSHOP. NOW WE'RE GIVING YOU EXAMPLES IN REAL TIME, AND THE SITUATION WAS BROUGHT TO US BY A PRINCIPAL. IT'S BEEN IT'S BEEN MITIGATED BY IT'S BEEN MITIGATED BY LENNIGAR WHO WILL GET THE LAW STUDIES AND THE FOREIGN LANGUAGE, BUT THE OTHER PROBLEM, JUST SO YOU KNOW, FARRELL IS SUPPOSED TO HAVE -- GIRLS SUPPOSED TO HAVE THE SAME
COURSES, ATTRACTORS AS FRANKLIN. THAT'S THE WAY IT WAS SET UP. AM I AM I RIGHT? >> >> [INAUDIBLE] >>Lynn Gray: THAT WAS LONG AGO. THAT NEEDS TO BE NOTED. THE LAST THE LAST QUESTION THE LAST QUESTION I HAVE, WHEN WE HAVE THIS -- AND IT'S A CLOUD, A BIG ONE -- THE FLORIDA EMPOWERMENT FIGURES LIKE 19,000, UP UP TO 22,000 POSSIBLY MAY TAKE THAT, DID YOU PUT THAT INTO YOUR PROJECTIONS YET AS FAR AS WHAT WE'RE LOOKING AT IN THE YEARS TO
COME, THE FIVE-YEAR? >> AS FAR AS IT POTENTIALLY TAKING HILLSBOROUGH KIDS AWAY? >>Lynn Gray: TAKING THE FTE, THE TREND, FISCAL IDENTIFICATION -- >>Jamie Lewis: I THINK ONE OF THE THINGS WE'RE LOOKING AT, IS THERE A TREND? AGAIN, WE'RE NOT DRAWING A LINE THAT FES TOOK OUR KIDS AWAY AND WE'RE NOT SAYING OUR KIDS ARE THEIR KIDS. WE'RE NOT DRAWING A LINE TO THAT. WHAT WE ARE SEEING IS THE GLOBAL ASPECT OF HILLSBOROUGH AND JUST
WHERE THE ENROLLMENT WHERE THE ENROLLMENT IS WHERE THE ENROLLMENT IS IN FROM THE FTE STANDPOINT. I THINK THAT'S SOMETHING TO PAY ATTENTION TO. WE'RE SEEING GROWTH MODELS IN THE FES AND THE CHARTER. WE'LL HAVE TO SEE AS TIME TELLS. I THINK OUR STAFF IS DEDICATED TO BUILDING BETTER RELATIONSHIPS WITH THE GROUPS SO WE CAN SEE AND COLLABORATE MORE. WE WORKED WITH SEVERAL OF YOU ALL, STILL TRYING TO DIG INTO THE INFORMATION. WE DON'T HAVE ALL OF IT AND TO TRY TO UNDERSTAND IT MORE. WE WANTED TO GIVE YOU THE LANDSCAPE OF WHAT'S HAPPENING IN
HILLSBOROUGH COUNTY. WE'RE NOT DRAWING A DIRECT LINE THAT WE'RE SAYING OUR KIDS LEFT FROM HERE TO THERE. BUT WE BUT WE HOPE TO IDENTIFY IF WE DO SEE A TREND THAT WE'RE ACCOUNTING FOR IT RIGHT NOW. >>Lynn Gray: VERY IMPORTANT. BECAUSE EVEN IF IT IS A THIRD OF 20,000 THAT IS A LOT OF STUDENTS, EVEN IF IT'S A QUARTER. REGARDLESS, IT'S QUANTIFIABLE THAT WE SHOULD PROBABLY MAKE THAT WE SHOULD PROBABLY MAKE A PROJECTION FOR FISCAL RIGHTNESS AND RELIABILITY.
THAT WOULD THAT WOULD BE MY SUGGESTION. I'M DONE WITH THAT. I'LL GET BACK IN THE QUEUE. >>Jessica Vaughn: THANK YOU. I JUST WANT TO REMIND BOARD MEMBERS TO TAKE ABOUT FIVE MINUTES FOR YOUR FIRST QUESTIONS. WE HAVE A LOT OF QUESTIONS. THEN IF THERE'S MORE AFTER THAT, PLEASE GET BACK IN THE QUEUE. THANK YOU. MEMBER RENDON. >>Patti Rendon: GOOD MORNING. THANK YOU. THANK YOU SO MUCH FOR THIS PRESENTATION. I KNOW IT IS A LOT OF WORK TO COMPILE. I'M GOING TO ADD ON TO MEMBER COMBS AND MY CONFUSION OF THE NUMBERS. I APPRECIATE YOU PUTTING IN HERE THE PROJECTIONS, BUT THE PROJECTIONS DON'T COME FROM US. THEY COME FROM THE DOE.
BASED UPON LEGISLATION CHANGED IN 2022, IN 2023, THAT WAS A NEW EMPOWERMENT SCHOLARSHIP AND THAT DID CHANGE MORE OF OUR PROJECTIONS, ALSO, OVER THE COURSE OF THE LAST TEN YEARS, WE ENTERED THE HOPE SCHOLARSHIP WHICH ADDED INTO WHAT THEIR PROJECTIONS WOULD BE. HOWEVER, WHEN I LOOK AT THE REPORTED NUMBERS THROUGH HILLSBOROUGH COUNTY SCHOOLS TO THE ACTUAL DOE AND THAT WAS UNWEIGHTED FTE, WE'RE NOT TALKING ABOUT WHAT A STUDENT ENROLLMENT WAS. WE TALK ABOUT WHAT YOU REPORTED AS FTE. BACK IN 1920, YOU ACTUALLY
REPORTED 188,000 STUDENT FTEs THAT WE HAD WITHIN HILLSBOROUGH COUNTY. THE REASON I HAVE A PROBLEM WITH THAT IS THAT IS BECAUSE YOU PROJECTED THAT WE ONLY FORECASTED AND BILLED QUITE A BIT LESS THAN THAT. WHY WE REPORTED WE HAVE SO MANY FTEs AND COUNTING IN THIS DOCUMENT AS SO MANY LESS FTEs IS A CONCERN OF IS A CONCERN OF MINE. WHEN I LOOK AT THE 23-24 YEAR FOR WHAT WE REPORTED TO THE FOR WHAT WE REPORTED TO THE DOE AS UNWEIGHTED FTEs, WE ACTUALLY ACTUALLY REPORTED 181,000
FTEs, AND YOU'RE SAYING HERE THAT WE THAT WE HAD 176 FTEs. THAT IS CONCERNING TO ME, THAT WE ARE SO SIGNIFICANTLY DIFFERENT FROM THIS DOCUMENT TO WHAT YOU REPORTED, NOT YOU PERSONALLY. I WANT TO MAKE SURE WE KNOW THIS IS NOT YOU PERSONALLY, MR. LEWIS. YOU WERE NOT HERE YOU WERE NOT HERE FOR THIS. BUT ACCORDING TO WHAT WE AS A DISTRICT REPORTED TO THE STATE AS AN FTE. AND THIS CAME DIRECTLY OFF THE DOE WEBSITE. SO OUR NUMBERS WITHIN THIS DOCUMENT YOU PROVIDED TO US
TODAY AND WHAT YOU HAVE PROVIDED THE DOE IS NOT THE SAME. >> I CAN SPEAK FOR THE SOURCE OF THIS DATA ON THIS SLIDE. AND THIS IS FROM OUR RECALIBRATED FTE DATA THAT WE GET THROUGH THE DOE. IT COMES BACK DOWN AND THEN WE HAVE A WHOLE TEAM THAT PUTS IT OUT ON A SHAREPOINT. SO THIS IS THE FINAL CALCULATION OF EVERY ONE OF THESE YEARS EXCEPT FOR THE LAST YEAR BECAUSE WE ONLY ARE UP TO 3F WE ONLY ARE UP TO 3F RIGHT NOW,
THE THIRD THE THIRD CALC. EVERY ONE OF THESE YEARS DOWN HERE ON THE FORECAST ANALYSIS ARE ABSOLUTE. THAT'S OUR SOURCE -- >>Patti Rendon: THE NUMBERS JUST DON'T MAKE SENSE. IF WE REPORTED THAT WE HAD AN UNWEIGHTED FTE IN 23-24 UNWEIGHTED FTE IN 23-24 OF 181,000, THOSE ARE THE COUNTS WE TOOK AND WE REPORTED THE DOE THAT WE SHOULD HAVE RECEIVED INCOME FROM. YOU'RE SAYING THAT YOU'RE SAYING THAT ALMOST 8,000 STUDENTS LESS ARE WHAT WE'RE
SAYING OUR FTE IS SAYING OUR FTE IS HERE IN THIS MODEL. THEN SOMEWHERE ALONG THE LINES THAT MONEY DOESN'T ADD UP. SO WE SHOULD BE AS SO WE SHOULD BE AS A FINANCIAL DEPARTMENT IDENTIFYING WHERE THE LAX IS, NOT SAYING WE HAVE LESS STUDENTS, NOT ACCEPTING THAT WE HAVE LESS STUDENTS BECAUSE WE PROVIDED THE NUMBER TO THE DOE AND WHY ARE WE NOT BEING REIMBURSED ACCORDINGLY. THAT'S NOT THE THAT'S NOT THE ADD-ONS. THAT'S NOT THE OTHER THINGS. AND, ALSO, WHEN WE LOOK AT AND WE RECEIVE ADD-ONS FOR DUAL
ENROLLMENT THROUGH OUR SCHOOLS. WE RECEIVE ADD-ONS FOR HILLSBOROUGH VIRTUAL. WE RECEIVE THOSE WE RECEIVE THOSE ADD-ONS. SO I WANT TO MAKE SURE THE PUBLIC UNDERSTANDS THAT IF A STUDENT LEAVES TO GO TO FLORIDA VIRTUAL, NOT HILLSBOROUGH VIRTUAL, WE DON'T NECESSARILY LOSE FTE. WE HAVE A RESPONSIBILITY TO CREATE POLICY TO MAXIMIZE OUR FTE COUNT, TO MAXIMIZE THE SUPPORT FOR OUR STUDENTS AND FOR OUR TEACHERS. I DON'T WANT TO BLAME ANYBODY BUT US. THE RESPONSIBILITY FALLS ON THIS DISTRICT AND ALL
DISTRICT AND ALL OF OUR ADMINISTRATORS ACROSS THE BOARD ABOVE A SCHOOL LEVEL TO MAKE SURE WE PROVIDE EVERY POSSIBLE OPPORTUNITY WITHIN OUR SCHOOLS. AND THEN WITHIN OUR EXTRA PROGRAMS SUCH AS HILLSBOROUGH VIRTUAL, SUCH AS DUAL ENROLLMENTS, OUR ACE, CAMBRIDGE, I Bs ARE I Bs ARE HOUSED WITHIN OUR SCHOOLS. BUT TO COME TO A WORKSHOP LIKE THIS AND THROW IN OUR PROJECTION AND OUR FORECAST, I THINK IT'S VERY IMPORTANT TO UNDERSTAND THAT WE THAT WE DON'T CREATE THE FORECASTED NUMBERS. THAT COMES FROM THE DOE BASED
UPON LEGISLATION THAT'S PASSED DURING THE CURRENT YEAR AND SO FORTH, WHICH THEY PREDICTED TO US THAT WE WOULD HAVE A PROJECTION PROJECTION OF 172,000 STUDENTS THIS CURRENT YEAR, THIS CURRENT YEAR, YET OUR CURRENT ENROLLMENT RIGHT NOW, AS OF LAST WEEK OF LAST WEEK IS 186,072 INDIVIDUALS. THAT IS OUR CURRENT ENROLLMENT. I UNDERSTAND FTE CAN LOOK A LITTLE DIFFERENT, BUT THAT CURRENT ENROLLMENT CURRENT ENROLLMENT DOES NOT MATCH YOUR NUMBERS DISTRICT BY
DISTRICT. SO I DON'T KNOW WHERE THE NUMBERS ARE NOT MATCHING. I'M NOT AN EXPERT IN THIS BY ANY MEANS, BUT I HAVE DONE MY HOMEWORK. I HAVE DONE MY RESEARCH. I DO UNDERSTAND THAT THE FTE COUNT IS DIFFERENT. BUT I'M PULLING WHAT THIS DISTRICT REPORTED AS FTE COUNTS. I'M NOT EVEN PULLING DATA OF ENROLLMENT. I'M PULLING FTE COUNTS. WHEN THE WHEN THE FTE COUNTS AND WHAT YOU'RE SAYING IN MY DISTRICT DOESN'T ADD UP AND DOESN'T ADD UP WITH ANY OF OUR OTHER
DISTRICTS. BECAUSE IT'S CLEARLY CURRENTLY RIGHT NOW RIGHT NOW YOU ARE SAYING -- MEMBER COMBS HAD THE MEMBER COMBS HAD THE EXACT NUMBER. 170 -- HOLD ON. THE ACTUAL ENROLLMENT BY OUR DISTRICTS WAS 178,894. BUT EVEN BACK IN 1920, YOU SAID IT WAS IT WAS 191,000.
19-20. THE 19-20 SCHOOL YEAR. >> OH, COMMA. >>Patti Rendon: THE 19-20 SCHOOL YEAR. YOU CLAIMED WE YOU CLAIMED WE HAD 119,000. YET ACCORDING TO THE YET ACCORDING TO THE DOE, 188,000 FTE. IT STILL DOESN'T ADD UP, THE NUMBERS.
IF YOU'RE GOING TO GIVE IT TO ME BY DISTRICT, GIVE IT TO ME BY FTE. NONE OF THE NUMBERS COINCIDE. NOWHERE DOES IT SHOW WE HAVE A REDUCTION OF 10,000 FTEs IN THE LAST TEN YEARS, THE LAST FIVE YEARS. NOWHERE DOES IT SHOW WE SHOULD HAVE A REASON FOR HAVE A REASON FOR REDUCING THE TOTAL NUMBERS WITHIN OUR SCHOOLS OF UNITS, WHICH I WOULD PREFER TO SAY TO SAY STAFF, BECAUSE I WANT TO HUMANIZE WHAT WE'RE DOING HERE, THIS DOES AFFECT OUR STUDENTS
AND OUR STAFF AND THE OPPORTUNITIES FOR OUR STUDENTS. >>Van Ayres: IF I COULD GET CLARIFICATION, MR. LEWIS, I LIKE THE TERM TRADITIONAL UNWEIGHTED FTE. IF WE GO BACK, IF WE LOOK AT PAGE 15 AND MAKE SURE I'M READING THIS CORRECTLY. PAGE 15 AND WE LOOK AT, IF WE EVEN GO BACK TO 22-23, THE 183K, THE DARK PURPLE, THE DARK PURPLE, THAT IS THE FORECAST FROM THE STATE. TRADITIONAL, UNWEIGHTED FTE, STATE OF FLORIDA SAYS WE WERE GOING TO HAVE 183,000
TRADITIONAL UNWEIGHTED FTE. WE ACTUALLY WE ACTUALLY EARNED FOR THAT WE ACTUALLY EARNED FOR THAT YEAR 181,000. THAT WAS THE EARNED THAT CAME BACK. >>Patti Rendon: THAT ACTUALLY MATCHES WHAT IS REPORTED BY THE DOE. >>Van Ayres: GOOD. HAVE THAT. 23-24, THE STATE PROJECTED THE FORECAST WAS 182,000, TRADITIONAL UNWEIGHTED FTE. EARNED BACK FOR CALC 3, EARNED BACK FOR CALC 3, 180,000. THOSE YEARS WE CAME IN LESS THAN THE STATE FORECAST MODEL. TRADITIONAL UNWEIGHTED FTE.
NOW WE LOOK TO 22 -- THIS YEAR, 24-25, AND WE BUILT THE BUDGET. BOARD, YOU REMEMBER THIS BOARD, YOU REMEMBER THIS NUMBER, 174,000. THAT'S WHEN CHIEF JOHNSON AT THE TIME TALKED ABOUT WE'RE BUILDING OUR BUDGET OUR BUDGET ON 174,000 BECAUSE THAT I THAT I BELIEVE IS THE YEAR THAT THEIR VOUCHERS THEN BECAME UNLIMITED AS WELL. SO THE STATE PREDICTED THAT WE WOULD HAVE LESS. THEY THEY PREDICTED 174 TRADITIONAL UNWEIGHTED FTE. WE ACTUALLY CAME IN HIGHER THAN THAT FOR THE FIRST TIME THAT FOR THE FIRST TIME AT 176,000 TRADITIONAL UNWEIGHTED
FTE. MS. RENDON, YOU ARE RIGHT, THE NUMBER THEY FORECASTING, THE BUDGET, THE NUMBER WE WERE TRYING TO BUILD AROUND TO BE CLOSE, TO BE FISCALLY RESPONSIBLE AND EFFICIENT, THE STATE WAS STATE WAS PREDICTING 172,000 TRADITIONAL UNWEIGHTED TRADITIONAL UNWEIGHTED FTE FORECAST. WHERE WE'LL END UP FOR NEXT YEAR, TIME WILL TELL. SEE WHERE WE END UP. HOPING WHEN WE GET TO THE FALL, THAT NUMBER IS HIGHER THAN THAT. AM I READING THAT CORRECT?
>> YES, SIR. >>Patti Rendon: LAST YEAR, WHEN WE LOOK AT WHAT WE WE LOOK AT WHAT WE GOT, 176 IS WHAT WE WERE WHAT WE WERE LEGITIMATELY PAID FOR IN THAT COUNT, THAT IS WELL OVER 10,000 LESS THAN OUR ENROLLMENT. AND OUR FTEs AND OUR ENROLLMENT DID NOT CHANGE IN THAT PREVIOUS YEAR, WHEN YOU LOOK AT 23-24, IT WAS NOT THAT SIGNIFICANTLY CHANGED. THAT'S WHY I'M SAYING, THESE LAST TWO YEARS OF COUNTS AREN'T ADDING UP.
THEY ARE JUST NOT ADDING UP. WE DID NOT LOSE 10,000 STUDENTS LAST YEAR. WE DIDN'T. >>Van Ayres: CORRECT. >>Patti Rendon: IN FACT, WE DIDN'T EVEN LOSE THEM THIS YEAR. TODAY, TODAY, WE HAVE 186,000 ENROLLED. YOU'RE TELLING ME THAT WE'RE GOING TO HAVE LESS GOING TO HAVE LESS THAN 14,000 FTE? IT DOESN'T ADD IT DOESN'T ADD UP. >>Van Ayres: FOR THIS YEAR, OUR TRADITIONAL UNWEIGHTED FTE IS THE 176,000. THAT'S WHAT IS ACTUALLY EARNED. >>Patti Rendon: WHAT I'M SAYING RIGHT NOW WE HAVE IN RIGHT NOW WE HAVE IN ENROLLMENT 186,000 ENROLLED. YOU'RE TELLING ME THAT WE'RE
ACTUALLY GOING TO ONLY ACTUALLY GOING TO ONLY HAVE AN FTE OF 172? THAT IS LITERALLY 14,000 STUDENTS LESS. THAT'S NOT ACCURATE. >>Van Ayres: WE'RE TALKING ABOUT ENROLLMENT. WE HAVE TWO DIFFERENT CONVERSATIONS HAPPENING. WE HAVE ENROLLMENT WE'RE TALKING ABOUT AND THEN WE HAVE OUR UNWEIGHTED FTE THAT WE UNWEIGHTED FTE THAT WE EARNED. I NEED TO FIND OUT I NEED TO FIND OUT THE 186. FIRST I'M HEARING THAT. >>Jamie Lewis: BOTTOM LEFT, TRADITIONAL ONLY. DOESN'T INCLUDE PRE-K KIDS OR VIRTUAL KIDS, DJJ, ANYTHING LIKE THAT.
ONLY OUR TRADITIONAL SETTING. >>Patti Rendon: THAT IS EXACTLY WHAT WHAT MY 186,000 COMES FROM. IT IS IT IS ENROLLMENT IN OUR TRADITIONAL SCHOOLS. I THINK IT'S IMPORTANT TO NOTE THAT IF THAT IS THE NUMBER WE HAVE ENROLLED, THAT'S THE NUMBER WE HAVE TO PLAN FOR. PERIOD. THAT'S THE NUMBER WE HAVE TO PLAN TO HAVE TEACHERS IN CLASSROOMS. WE HAVE TO PLAN FOR THAT. SO THE STATE COULD PROJECT, BUT WE KNOW WE CURRENTLY HAVE ENROLLED THIS NUMBER OF
STUDENTS. THAT'S WHAT WE HAVE TO PLAN FOR. IF I DON'T EVER GET BACK IN THE QUEUE, I WANT TO MAKE SURE I MAKE NOTE TO THIS -- I'LL BE QUIET IN ONE MINUTE, I PROMISE. I WANT TO MAKE SURE THAT WE MAKE A NOTE. IF THAT'S WHAT OUR ENROLLMENT IS AND TRADITIONALLY WE'VE HAD MORE IN THE FALL THAN AT THE END OF THE SPRING, BECAUSE WE HAVE A -- WHATEVER REASON, IT JUST INCREASES IN THE FALL. I DON'T KNOW WHY THAT IS, BUT SOME REASON WE DO, WE HAVE TO PLAN PLAN IS FOR WHAT WE HAVE WHEN WE LEAVE.
IF THAT IS THE CASE, WHATEVER FORMULA WE'RE USING MAY NOT BE APPROPRIATE TO BEST BENEFIT A STUDENT. I NEED TO MAKE SURE I NEED TO MAKE SURE THAT I ADVOCATE THAT THIS DISTRICT LOOKS FOR WHATEVER IS GOING TO BE BEST TO CREATE THE BEST ENVIRONMENT, TO PROVIDE THE BEST EDUCATION AND THE BEST RELIABILITY FOR OUR STAFF. BECAUSE IN THIS PROCESS, WE HURT THE STAFF'S RELIABILITY ON US AS AN EMPLOYER. THEY HAVE TO HAVE A THEY HAVE TO HAVE A RELIABILITY THAT THEY ARE EMPLOYED OR NOT. AND I THINK THE PROCESS IN WHICH
WE DO TAKES AWAY FROM US AS A RELIABILITY AS AN EMPLOYER AND IT DOESN'T DO ANYTHING FOR RELIABILITY THAT WE'RE GOING TO HAVE WHAT THE STUDENTS NEED IN THE FALL. >>Van Ayres: MEMBER RENDON HIT THE NAIL ON THE HEAD. THIS PROCESS THAT WE GO THROUGH CHANGED FROM WHEN WE DID OUR ALLOCATIONS AND UNIT PROJECTIONS BASED ON ENROLLMENT VERSUS HOW MUCH WE ACTUALLY EARN. THAT IS THE BIG DIFFERENCE THERE BETWEEN THE TWO IS THE PLANNING FROM A FEW YEARS BACK THEN BECAME WE'LL PLAN AROUND OUR ALLOCATIONS ON HOW MUCH WE ACTUALLY EARN IN REVENUE BACK FROM THE STATE RATHER THAN JUST
ON ENROLLMENT NUMBERS. WE'RE STUCK IN THE MIDDLE, HERE'S WHAT WE HERE'S WHAT WE EARNED, HERE IS ENROLLMENT, HOW DO WE MEND THAT TOGETHER AS BEST WE CAN? IS THAT FAIR, MR. LEWIS? >>Jamie Lewis: YES, SIR. AND THAT IS A TRICKY PROCESS. >>Van Ayres: THAT'S EXACTLY RIGHT. -- >>Jamie Lewis: MEMBER RENDON, WE WOULD DEFINITELY GET BACK TO YOU QUICKLY. >>Jessica Vaughn: THANK YOU SO MUCH. DR. HAHN. >>Stacy Hahn: THANK YOU, MEMBER VAUGHN. WHEN I LOOK AT THESE NUMBERS, I AUTOMATICALLY THINK ABOUT WAYS WE CAN INCREASE THEM.
OUR NUMBERS ARE FLUID. ENROLLMENT IS FLUID. IT'S CHANGING IT'S CHANGING DAILY. I UNDERSTAND THE FRUSTRATION WITH THIS WAS ON A SELECTED DAY COUNT IN THE FALL AND THIS REPRESENTS SPRING, AND IT WOULD HAVE BEEN NICE IF MAYBE IT WAS THE SAME TIME OF YEAR OR SOMETHING. REGARDLESS, THESE NUMBERS REGARDLESS, THESE NUMBERS ARE GOING TO EBB AND FLOW THROUGHOUT THE THE YEAR. WE'RE TRYING TO WORK WITH PREDICTIONS AND THAT'S VERY COMPLEX. THIS IS THE FIRST THIS IS THE FIRST TIME THIS BOARD REALLY EVEN -- MEMBER
GRAY, EVEN BEFORE THIS BOARD, WE NEVER GOT SUCH NEVER GOT SUCH A DEEP DIVE -- >> [INAUDIBLE] >>Stacy Hahn: I THINK WE ALL REALLY APPRECIATE THIS, THE LEVEL OF KNOWLEDGE YOU'RE PROVIDING US. IT'S A LOT. BUT I BUT I THINK IT'S GOING TO HELP OUR UNDERSTANDING ABOUT HOW WE'RE FUNDED. I AGREE WITH MEMBER COMBS. OUR TRADITIONAL NUMBERS ARE GOING DOWN BECAUSE OF THE ENORMOUS AMOUNT OF CHOICE WE'RE OFFERING IN OUR SCHOOL DISTRICT, WHICH IS GREAT. WE'RE -- WE'VE EXPANDED OUR CTE
SINCE I'VE BEEN ON THE BOARD UNDER SUPERINTENDENT UNDER SUPERINTENDENT EAKINS, BY HUNDREDS OF CERTIFICATE OPPORTUNITIES. THIS BOARD HAS MADE A COMMITMENT TO EXPAND TO EXPAND VPK AND WE ARE NOW DOING DUAL LANGUAGE PROGRAMS AND MONTESSORI PROGRAMS. AND THEN WE HAVE OUR AND THEN WE HAVE OUR ESE PROGRAMMING AS WELL. THAT'S NOT ALL REFLECTED IN OUR TRADITIONAL NUMBERS. BUT I SAY WE NEED TO CONTINUE TO
PUSH DOWN THAT PATH OF REALLY LISTENING TO WHAT PARENTS AND STUDENTS WANT. THE SUPERINTENDENT SAID THEY LOOK AT THE REQUESTS FROM STUDENTS FOR STUDENTS FOR ELECTIVES. THAT IS SMART. IF YOU HAVE A PROGRAM THAT IS NOT BEING FILLED WITH STUDENTS, IT MAY NOT BE BECAUSE THE ENROLLMENT HAS GONE DOWN IN THAT SCHOOL. IT MAY BE BECAUSE THERE IS A LACK OF ENTHUSIASM AND INTEREST FROM THE STUDENTS STILL GOING TO THAT SCHOOL. THAT ALWAYS NEEDS TO BE CONSIDERED.
I WORKED IN AN ENVIRONMENT IN HIGHER ED WHERE PEOPLE GOT MARRIED TO THE PROGRAMS TO SUCH A DEGREE THAT EVEN WHEN THERE WERE THREE WERE THREE PEOPLE IN THE PROGRAMS, THEY WERE STILL OFFERING THEM BECAUSE OFFERING THEM BECAUSE THEY WERE PART OF THAT PERSON'S IDENTITY. HAD NOTHING TO DO. THAT'S WHY THE TEACHER PIPELINE IS ALMOST DEAD IN SOME OF OUR UNIVERSITIES. THE FEAR OF CHANGE AND REIMAGINING IS GOING REIMAGINING IS GOING TO HURT US.
WE NEED TO -- LOOK, I REMEMBER WHEN WE HAD AN ELECTIVE, FABLES AND FAIRY AND FAIRY TALES, MEMBER SNIVELY'S DISTRICT AT THE TIME. THREE STUDENTS WERE TAKING IT. I'M SURE AT ONE TIME THAT CLASS WAS PACKED. BUT AS STUDENTS MATRICULATE THROUGH SCHOOLS, INTERESTS CHANGE. AS COMMUNITIES AS COMMUNITIES CHANGE, NEW CULTURES COME IN AND INTERESTS CHANGE. WE NEED TO CONSTANTLY BE DOING THAT. YES, SOMETIMES YES, SOMETIMES SOMETHING IS GOING TO GET CUT BUT YOU HAVE TO
REALLY LOOK AT WHERE THE INTERESTS ARE IF INTERESTS ARE IF WE'RE GOING TO KEEP FAMILIES. I WANT TO SAY AROUND THE I WANT TO SAY AROUND THE FES, YOU KNOW, GROWING, INTERESTING ENOUGH, I'VE TALKED TO MR. LEWIS ABOUT THIS BECAUSE THE NUMBER, WHEN YOU LOOK AT WHEN YOU LOOK AT FES, PEOPLE KIND OF ASSUME, ALL THOSE PEOPLE ARE GOING TO PRIVATE SCHOOLS. I'VE ASKED YOU IF YOU I'VE ASKED YOU IF YOU COULD PLEASE SEPARATE HOW MUCH ARE PRIVATE SCHOOLS DOLLARS VERSUS FAMILY EMPOWERMENT, UNIQUE
ABILITIES, STUDENTS WITH DISABILITIES. WE HAVEN'T WE HAVEN'T BEEN ABLE TO DO THAT YET, BUT I CAN TELL YOU THAT, NO, NO, IT'S NOT ALL ONE BECAUSE SOME OF THOSE KIDS' SOME OF THOSE KIDS' NUMBERS THAT ARE IN THERE, I GUESS ARE IN THERE, I GUESS MY POINT IS WITH THE IS WITH THE FES, SOME OF THOSE DOLLARS ARE USED FOR PRIVATE SCHOOLS, BUT SOME BY UNIQUE ABILITIES ARE USED FOR STUDENTS WHO ARE GETTING TUTORING AND SO FORTH.
WHAT'S INTERESTING ABOUT THAT NUMBER AND WHY I WANTED IT PULLED APART, IS BECAUSE WHEN I DID MY RESEARCH, THE DID MY RESEARCH, THE NUMBER DID MY RESEARCH, THE NUMBER OF UNIQUE ABILITIES SCHOLARSHIPS ARE GROWING AT A FASTER RATE THAN THE NUMBER OF PRIVATE SCHOOL. WHY IS THAT IMPORTANT TO US? BECAUSE FAMILIES WITH CHILDREN WITH DISABILITIES ARE LEAVING US AND THEY ARE AND THEY ARE TAKING THOSE DOLLARS FOR EITHER PRIVATE SCHOOLS THAT CAN SERVE THEIR CHILD'S NEEDS.
WHAT DOES THAT TELL US? WE NEED TO UNDERSTAND WHAT WE NEED TO DO IN OUR SPECIAL ED PROGRAM TO KEEP FAMILIES BECAUSE THAT PROGRAM IS GROWING THAT PROGRAM IS GROWING AND OUTPACING PRIVATE SCHOOL SCHOLARSHIPS. THE MAJORITY OF PEOPLE TAKING THE PRIVATE SCHOOL SCHOLARSHIPS WERE ALREADY IN PRIVATE SCHOOLS, BUT THAT'S NOT TO SAY THAT THERE AREN'T FAMILIES LEAVING FOR THAT. I'M MORE WORRIED BECAUSE WHAT WILL HAPPEN WITH THE PRIVATE SCHOOL SCHOLARSHIPS, THEY ARE
FLATLINING RIGHT NOW BECAUSE THERE'S NOT THERE'S NOT ENOUGH SPACES. WHAT WHAT DO WE NEED TO DO TO KEEP OUR SPECIAL ED FAMILIES HERE? THAT'S GOING TO REQUIRE MAYBE HEARING REALLY TOUGH THINGS FROM FAMILIES. BUT WE CAN'T KEEP DOING THE SAME THING IN SPECIAL ED. WE NEED WE NEED TO START GETTING INNOVATIVE IN OUR PROGRAMMING.
I REMEMBER WHEN WE HAD STUDENTS AT A SCHOOL, WON'T CALL THE SCHOOL OUT, THEY WERE ONE OF THE ONLY SCHOOLS THAT EVERY CHILD WITH A DISABILITY WAS IN A GEN ED CLASSROOM. NO NO SELF-CONTAINED CLASSROOMS. PARENTS WERE FLOCKING TO PARENTS WERE FLOCKING TO THAT SCHOOL. IT SHOULD BE AN OPPORTUNITY IF A PARENT WANTS THAT. I'M MORE CONCERNED WHEN I LOOK AT THE
AT THE ESCALATION AND IT'S GOING TO CONTINUE TO TO CONTINUE TO ESCALATE. IF WE CAN OFFER SOMETHING IN THAT ARENA, WE CAN KEEP THOSE STUDENTS. WHEN I SAY REIMAGINE, IT COMES WITH ALSO CREATING REVENUE STREAMS. AND WE'VE HAD DISCUSSIONS ABOUT THAT. I THINK WE NEED TO CREATE REVENUE STREAMS FROM THE FES TO OUR DISTRICT. AND I DON'T WANT TO GET INTO THAT. THIS IS NOT THE RIGHT WORKSHOP FOR IT, BUT THERE ARE OPPORTUNITIES FOR THAT.
WE HAVE TO GO AFTER EVERY OPPORTUNITY FOR DOLLARS AND STUDENTS. AND KEEPING STUDENTS AND KEEPING STUDENTS IN OUR DISTRICT. IT IS POSSIBLE. I AM NOT DISAPPOINTED BY THESE NUMBERS. I FEEL CHALLENGED AND EMPOWERED BY THESE NUMBERS BY THESE NUMBERS BECAUSE WE HAVE MORE RESOURCES IN PEOPLE AND THEIR IDEAS AND THEIR TALENTS BECAUSE OF THE AMOUNT OF TIME THEY HAVE LIVED IN -- I SAY
LIVED WITHIN THIS DISTRICT, LIKE, THEIR JOB, THEIR CAREER HAS BEEN WITHIN THIS DISTRICT. WE HAVE SO MUCH TALENT. IN MY MIND, WE CAN OVERCOME THIS, AND WE CAN EXPAND OUR CHOICE CHOICE AND OUR TRADITIONAL OPTIONS, IF WE ARE NOT AFRAID OF CHANGE TO CHANGE TO INCREASE THESE NUMBERS IN A GREAT WAY AND OFFER THE BEST BEST OPTIONS TO STUDENTS. BUT YOU JUST CAN'T KEEP DOING
THE SAME THING AND THINK PEOPLE ARE EVENTUALLY GOING TO STAY WITH YOU OR COME BACK TO YOU. I THINK LOOKING AT TRULY WHERE THE BIGGEST THREATS THE BIGGEST THREATS ARE COMING FROM AND HOW WE CAN ADDRESS THEM IS WHAT'S GOING TO INCREASE THESE NUMBERS. I THINK I THINK WE HAVE THE OPPORTUNITY TO DO THAT RIGHT NOW. I'M KIND OF LOOKING AT THIS AS A GLASS HALF FULL BECAUSE I WILL NOT BE DEFEATED. WE ARE ALL VERY COMPETITIVE.
I THINK JUST HELPING PARENTS REALLY UNDERSTAND CHOICE. I DON'T UNDERSTAND WHY I DON'T UNDERSTAND WHY THE SAME PROGRAM HAS TO BE OFFERED AT THE BOYS AND GIRLS SCHOOL. BOYS AND GIRLS ARE SO DIFFERENT IN WHAT THEIR NEEDS IN WHAT THEIR NEEDS AND WANTS ARE. TITLE IX SAYS IT HAS TO BE. OKAY. THERE YOU GO. OKAY. WE WANT TO MAKE SURE EVERYONE'S NEEDS ARE MET, SO WE NEEDS ARE MET, SO WE NEED TO BE
CREATIVE THERE AS WELL. I'M SURE. I APPRECIATE THAT. BUT IT MAKES SENSE. I THINK A LOT OF THESE NUMBER ISSUES ARE REALLY ABOUT LOOKING ABOUT WHAT WE'RE PROVIDING. LOOK, SOME PROGRAMS IN MY DISTRICT, THE SCHOOL IS CLOSED NOW. MONROE MIDDLE SCHOOL, WHEN I FIRST CAME ON BOARD, THOSE NUMBERS WERE VERY LOW. WE COULDN'T FIGURE IT OUT. I MEAN, WE NEVER FIGURED IT OUT, REALLY. WE OFFERED IB PROGRAMS. WE OFFERED A PHENOMENAL S.T.E.M.
PROGRAM THAT PROGRAM THAT FED INTO ROBINSON. IT'S JUST SOMETIMES I THINK WE THINK WE KNOW WHAT'S GOING TO WORK AND WE'RE NOT REALLY ASKING THE FAMILIES WHAT THEY WANT. I REMEMBER SITTING AROUND AT THAT TABLE THINKING IB IS GOING TO WORK. WE'RE GOING TO DO IT. AND NOW AND NOW GOING BACK AND THINKING WE NEVER SURVEYED THE FAMILIES. WE NEVER SURVEYED OUR CUSTOMERS. I THINK WE NEED TO I THINK WE NEED TO GET MORE
CUSTOMER CENTERED IN SUCH A HIGHLY COMPETITIVE STATE. THAT'S THE ONLY THAT'S THE ONLY WAY YOU'RE GOING TO BE SUCCESSFUL IS TO TO BE SUCCESSFUL IS TO BE VERY CUSTOMER ORIENTED. THANK YOU. >>Jessica Vaughn: THANK YOU, DR. HAHN. I KNOW YOU HAVE SOME QUESTIONS FROM MEMBER PEREZ WHO IS ONLINE. >>Jim Porter: MEMBER PEREZ IS ON TEAMS. SHE HAS TWO QUESTIONS SHE WANTS ME TO ASK. FIRST, IN THE CONTEXT OF DETERMINING FTE STUDENT COUNTS, HOW DOES OUR SCHOOL DISTRICT CURRENTLY ACCOUNT FOR STUDENTS WHO ARE SUSPENDED AND TO WHAT
EXTENT DO THE SUSPENSIONS EXTENT DO THE SUSPENSIONS IMPACT OUR FTE CALCULATION? >> THE STUDENTS THAT ARE SUSPENDED COUNT, AND THEY ARE INCLUDED IN THE DATA THAT GOES UP TO THE STATE. >>Jim Porter: THANK YOU. THEN HER SECOND QUESTION, IN LINE WITH MEMBER RENDON AND MEMBER COMBS' COMMENTS, WHAT IS THE IMPACT OF CHANGE OF PLACEMENT OF SPECIFIC SCHOOLS ON FTEs AND SCHOOL ENROLLMENT NUMBERS, IF STUDENTS LEAVE OR COME INTO THE DISTRICT? >>Van Ayres: IT DEPENDS. ANY CHANGE OF PLACEMENT, IF THEY
ARE ENROLLED IN HILLSBOROUGH VIRTUAL SCHOOL, THEY STAY IN THE DISTRICT AND THOSE FUNDS REMAIN IN THE SCHOOL DISTRICT. >>Jim Porter: THANK YOU. >>Jessica Vaughn: THANK YOU. MEMBER WASHINGTON. >>Henry "Shake" Washington: THANK YOU, MADAM CHAIR. I KNOW IN DISTRICT 5 WE HAVE I KNOW IN DISTRICT 5 WE HAVE A HIGH MOBILITY RATE. EVEN WHEN I WAS AREA EVEN WHEN I WAS AREA DIRECTOR FOR AREA FOR AREA FOUR, THE MOBILITY RATE AFFECTS THE AFFECTS THE FTE RATE A GREAT DEAL. CERTAIN TIMES OF THE YEAR, STUDENTS LEAVE AND GO SOMEWHERE
ELSE AND THEN THEY COME BACK. BUT THE DIFFERENCE BUT THE DIFFERENCE THIS TIME IS AFFORDABLE HOUSING. SO A LOT OF STUDENTS ARE SO A LOT OF STUDENTS ARE LEAVING GOING TO SOUTH COUNTY. COMING OUT TO SOUTH COUNTY BECAUSE OF AFFORDABLE HOUSING. SOME OF THE PARENTS THAT I'VE SPOKEN TO HAVE WENT TO SOUTH COUNTY AND COME BACK. BUT NOW, SEE, THAT'S GOING TO AFFECT YOUR NUMBERS. NUMBERS ARE FLUENT LIKE DR. HAHN SAID, AS THEY MOVE BACK AND
FORTH, THOSE NUMBERS FLUCTUATE. AT THE BEGINNING OF THE SCHOOL YEAR AND I FIND THIS TO BE TRUE, AT THE BEGINNING OF THE SCHOOL YEAR, THEY ARE YEAR, THEY ARE IN EAST TAMPA FOR A PERIOD OF TIME. AND THEN SOMEWHERE BETWEEN NOVEMBER, DECEMBER, THEY LEAVE. AND THEY MAY BE OUT THERE TILL MAY AND THEN THEY COME BACK. THEN THE NUMBERS FLUCTUATE BECAUSE WE DON'T HAVE THE RIGHT FTE. I DON'T KNOW HOW WE CAN CAPTURE THAT. >>Van Ayres: I WOULD ADD, YOU'RE ABSOLUTELY RIGHT.
WE HAD TEACHER APPRECIATION WEEK LAST WEEK, SO WE'RE GOING THROUGH ONE OF MY LAST VISITS WAS OVER AT CARTER G. WOODSON. WE WERE TALKING TO A STUDENT JUST SCORED A LEVEL FIVE. HE WAS AT CARTER G., SCORED A LEVEL FIVE IN ELA, STARTED THE SCHOOL YEAR SCHOOL YEAR AT BUCHANAN, MOVES OVER TO CARTER G. WOODSON K-8, SCORES A LEVEL FIVE. FOR TESTING FOR TESTING PURPOSES AND SCHOOL ACCOUNTABILITY, NEITHER SCHOOL GETS CREDIT FOR THAT PARTICULAR STUDENT. THERE'S ONE SCENARIO THERE.
BUT AS FAR AS FTE GOES, THAT MONEY STILL STAYS IN MONEY STILL STAYS IN THE SCHOOL DISTRICT. YOU'RE RIGHT, IT'S ALWAYS ABOUT TRYING TO -- MOBILITY IS AN ISSUE THAT WE HAVE TO DEAL WITH. HAS ALWAYS BEEN IN HILLSBOROUGH COUNTY. AND AN EXAMPLE JUST ON FRIDAY OF THE STUDENT LEVEL FIVE MOVED FROM BUCHANAN TO CARTER G. WOODSON, ACCOUNTABILITY SYSTEM, NEITHER SCHOOL WILL GET CREDIT IN THE SCHOOL GRADE FOR THAT STUDENT MAKING LEVEL FIVE. MONEY STAYS IN HILLSBOROUGH COUNTY, HOWEVER IT IS THAT MOBILITY.
AS STUDENTS MOVE, IN THE MIDDLE OF THE YEAR, TEACHERS DON'T MOVE FROM ONE SCHOOL TO THE NEXT. WE HAVE TO HAVE CUSHION, MS. RENDON'S POINT EARLIER, YOU HAVE TO HAVE CUSHION AROUND HAVE TO HAVE CUSHION AROUND THE ENROLLMENT CATEGORY. >>Jamie Lewis: THE CHALLENGING PART THAT WOULD BE A DELAY IN CAPTURING THAT, IF THEY MOVE FROM TRADITIONAL SITE TO VIRTUAL, HILLSBOROUGH VIRTUAL. THAT FTE IS NOT CAPTURED UNTIL THEY COMPLETE AND PASS THE COURSE. IF THEY WERE TO MIGRATE FROM ONE TO THE OTHER, WE WOULD HAVE A MISSING FTE FOR A WHILE.
COMPLETE AND PASS THE COURSE, TYPICALLY AROUND MAY, WE WOULDN'T CAPTURE THAT WOULDN'T CAPTURE THAT FTE WOULDN'T CAPTURE THAT FTE FROM ONCE THEY LEFT. >>Henry "Shake" Washington: WE WERE TALKING ABOUT TITLE IX. WHEN WE OPENED UP FARRELL WHEN WE OPENED UP FARRELL AND FRANKLIN, WE HAD EQUITY THERE. WHATEVER THE BOYS HAD, THE GIRLS HAD. THAT'S WHAT TITLE IX CAME IN ABOUT, FRANKLY. EVERY CURRICULUM WE HAD AT
FRANKLIN, WE HAD AT FARRELL. NOW IT'S DIFFERENT. SOMEWHERE DOWN THE LINE, WE LOST THE ABILITY TO MAKE IT EQUAL WITH EQUITY IN THERE. FARRELL HAS A LOT, FARRELL HAS A LOT, FRANKLIN DOESN'T. THOSE AFFECT YOUR SCHOOL ENROLLMENT. WHEN I OPENED UP, WHEN WE OPENED
UP UP FRANKLIN, WE HAD GOLF FOR BOYS BUT DIDN'T HAVE IT FOR GIRLS. WE HAD TO GO BACK TO FARRELL AND PUT IT IN FOR GIRLS. IN FACT, HE'S STILL THE BOY GOLF COACH OVER AT FRANKLIN. WHEN YOU PUT IN PROGRAMS -- DR. HAHN, YOU HAD A GREAT POINT -- WHEN YOU PUT IN PROGRAMS, YOU HAVE TO LOOK AT THE PARENTS, GET THE PARENTS' INPUT BECAUSE IT'S IMPORTANT TO GET THE PARENT AND
STUDENT INPUT TO PUT STUDENT INPUT TO PUT IN PROGRAMS. IF WE PUT IN A PROGRAM, SOUNDS GOOD, IB, SOUNDS GREAT. NOW WE REALIZE IT'S A LOT MORE GOING IN WITH IB THAN WE NEEDED TO PUT A LOT MORE IN WITH IB. ONE OTHER THING AND THEN I'LL SHUT MY MOUTH UP IN A MINUTE. ARE WE STILL WITH THE 5%? DO WE PROJECT THE 5% WHEN WE SEND IT UP TO THE STATE? WE ALWAYS PROJECT 5% OF ENROLLMENT. HOW DO WE DO THAT NOW?
ARE WE DOING IT AT THE SCHOOL LEVEL? EVEN REACH EVEN REACH THE 5%, CALCULATE THE ENROLLMENT DURING THE BEGINNING OF THE YEAR? EITHER 5% OVER, I FORGET NOW, OR UNDER. IT WAS A 5% -- >>Van Ayres: TALK TO HOW WE DO IT NOW. >>Henry "Shake" Washington: HOW WE DO WE DO IT? >> I DON'T BELIEVE BELIEVE WE DO THE PERCENTAGE. >> YEARS AGO WHEN WE DID FALL ADJUSTMENTS -- >> COME ON UP.
>>Henry "Shake" Washington: OLD-SCHOOL QUESTION. >> SO A >> SO A LONG TIME AGO -- SORRY. THANK YOU. A LONG TIME AGO, WE USED TO ADD, WHEN WE DID SPRING ALLOCATIONS AND FALL ADJUSTMENTS, WE WOULD CUSHION IT BY ABOUT 5%, ESPECIALLY SPRING ESPECIALLY SPRING ALLOCATIONS. WE HAVEN'T DONE THAT IN A LONG TIME. AS FAR AS I KNOW, WE'VE NEVER DONE IT FOR FTE FORECASTING WITH THE STATE. >>Henry "Shake" Washington: WE DID IT FOR ENROLLMENT.
>> YES. WE HAVE OPPORTUNITIES NOW FOR SCHOOLS TO COME IN AND TALK TO US ABOUT WHAT IT IS AT THEIR SITE, LIKE SITE, LIKE WHAT PROGRAMS DO THEY HAVE, WHAT SPECIAL PROCEDURES, EVEN SOMETHING AS SIMPLE AS CAMPUS LAYOUT. WE ALLOW THEM TO COME IN AND TELL US, I NEED MORE COVERAGE BECAUSE WE HAVE TWO BUILDINGS THAT ARE THAT ARE SEPARATED BY QUITE A DISTANCE. BECAUSE WE HEAR THOSE THINGS AND WE ASK FOR THOSE WE ASK FOR THOSE THINGS, WE DON'T FEEL LIKE THERE IS A NEED TO PAD. WE TRY TO
WE TRY TO KEEP AN EYE ON WHAT'S GOING ON WHERE IN THE DISTRICT. >>Henry "Shake" Washington: SOMETHING ELSE. WHEN WE ARE DOING WHEN WE ARE DOING FTE, DO WE STILL HAVE THE UNIT ANALYSIS, DO WE STILL DO UNIT ANALYSIS? >>Van Ayres: WHAT MEMBER WASHINGTON IS REFERRING TO, AND THAT REALLY HAPPENS AT THE REGIONAL SUPE LEVEL. UNIT ANALYSIS MEANING HERE WE GO IN THE FALL. ALLOCATED UNITS OUT.
DO WE GO BACK IN AFTER WE ALLOCATED UNITS, DO WE TAKE A LOOK AT SITES TO SEE WHETHER THEY ARE UNDER OR OVER ALLOCATED, IF YOU WANT TO TALK ABOUT THAT PROCESS. >>Henry "Shake" Washington: HE GOES AND MEETS WITH THE PRINCIPAL AND THEN THEY DECIDE WHAT UNITS THEY NEED TO KEEP AND THEN THEY COME TO THE UNIT ANALYSIS. >> I'M NOT SURE IF I'M SPEAKING IN THE EXACT SAME LANGUAGE AS YOU ARE, BUT THE WAY THE PROCESS WORKS NOW,
WORKS NOW, ONCE WE CALCULATE WHATEVER THEIR MAGIC NUMBER IS THEY HAVE TOTAL AUTONOMY ON HOW THEY ARRANGE THAT THEY ARRANGE THAT NUMBER. IF IT'S NOT ENOUGH, THAT'S WHAT BOTH DURING THE TIME THAT WE'RE DOING THE ALLOCATIONS AND THEN OUR WEEKLY MEETINGS THROUGHOUT THE YEAR, THAT THEY HAVE A CONTINUING PROCESS TO COME AND TELL US IF SOMETHING HAS CHANGED, WE'RE CONTINUING TO CHECK THE ENROLLMENT TO SEE IF SOMETHING LIKE THAT HAS CHANGED. THERE'S ALWAYS THE OPPORTUNITY. WE'RE SLEEPING. WE HAVE A PROCESS -- WE'RE ALWAYS SLEEPING.
WE HAVE A WE HAVE A PROCESS WHERE WE CAN REQUEST RIGHT AWAY AND REVIEW IT WEEKLY. >> THE REGIONAL THE SUPERINTENDENT AND PRINCIPAL, THEY REQUEST IT FROM A COMMITTEE? WHO THEY REQUEST IT FROM? >> WE BUILD AN >> WE BUILD AN APP AND THEY CAN GO TO THE WEBSITE, GO IN THERE AND SAY I WANT TO REQUEST. BASICALLY, IT COLLECTS THE INFORMATION, INCLUDING THE RATIONALE AND THEN WE REVIEW IT. >>Henry "Shake" Washington: YOU DON'T MEET FACE TO FACE? >> WELL, THE COMMITTEE DOES. CERTAINLY IF A PRINCIPAL REQUESTED AND THEY WANT TO COME TO THE COMMITTEE AND STATE THEIR
CASE, WE MEET FACE TO FACE DURING THE SPRING AND FALL ALLOCATION PROCESS, BUT TYPICALLY DURING THE WEEKLY CYCLES THAT WE DO, WE RELY ON THE REGIONAL SUPERINTENDENTS AND THE COMMITTEE MEMBERS, IF THEY HAVE ANY ADDITIONAL QUESTIONS AND THE PRINCIPAL IS WELCOME TO COME OR ANYBODY THAT REQUESTS ADDITIONAL UNITS. >>Henry "Shake" Washington: I THINK IT'S IMPORTANT FOR IF A PRINCIPAL NEEDED A UNIT, ALL SCHOOLS ARE UNIQUE AND SCHOOLS ARE DIFFERENT. IF A PRINCIPAL NEEDED A UNIT. MOST PRINCIPAL NEED UNITS IN
DISCIPLINE. GOT TO BE GOT TO BE HONEST. YOU MIGHT NEED ASSISTANT TEACHER, FOR EXAMPLE, OR SOMETHING LIKE THAT, TO HELP OUT, NOT ONLY IN THE CLASSROOM, BUT TO HELP OUT BUT TO HELP OUT WITH DISCIPLINE DURING THE SCHOOL DAY. WHEN THEY COME DOWN, THE REASON THE SUPERINTENDENT AND THE PRINCIPAL, THEY REQUEST WHAT THEY NEED IN ORDER TO MAKE THE SCHOOL OPERATIONAL MUCH BETTER. >> I WANT TO ADD A POINT BEING ON THE COMMITTEE, ONE OF THE THINGS WE DO, WE ALSO INCLUDE THE CHIEF. BECAUSE THE CHIEF HAS TO ALSO
HAVE BUY-IN TO WHAT'S GOING ON. WE WOULD CALL THE CHIEF OF SCHOOLS TO COME IN TO MAKE SURE THEY ARE SUPPORTING WHATEVER IS GOING ON AT THAT SITE. THEY TALK TO THE REGIONAL. REGULAR MEETINGS ON MONDAYS AT 8 TO DISCUSS WHAT IS GOING ON. THEY COME IN IF THERE IS A QUESTION OR CONCERN. THE CHIEF IS THERE TO SUPPORT THAT. NOT THAT THE PERSON HAS TO COME AND SAY ASKING ON MY OWN. THEY ALREADY DISCUSSED WITH THE CHIEF. THE CHIEF CAN COME IN AND SAY I WANT TO VALIDATE THIS IS A NEED AND THIS IS WHY WE HAVE A NEED.
>>Henry "Shake" Washington: DO WE HAVE A HIGH PERCENTAGE OF A PERSON COMING IN TALKING TO THE CHIEF OR WHOEVER THEY TALK TO, TO PUT IN THE UNIT. >> PART OF >> PART OF THE 3,000 OFF-CYCLE REQUESTS THAT I WAS POINTING OUT IN OUR REQUEST APP, WE'VE IN OUR REQUEST APP, WE'VE HAD 3,000 SO FAR FOR JUST THIS YEAR. EITHER AN ADDITIONAL ALLOCATION BECAUSE WHAT THEY HAVE RIGHT NOW ISN'T WORKING FOR THEM OR THEY ARE GOING TO ADJUST THEIR ALLOCATIONS. >>Van Ayres: AT OUR SCHOOL SITES, AS WE'RE GOING THROUGH BOTH THE SPRING AND FALL, AS YOU REMEMBER, IT IS THE
SUPERINTENDENT WORKING WITH THE PRINCIPAL. THAT PROCESS HAS NOT CHANGED. MANY CASES THIS PAST SPRING WHERE I THINK MS. LEONARD IS HERE AS WELL, SOME OF HER PRINCIPALS CAME IN AND WENT THROUGH THE PROCESS OF ADVOCATING FOR PARTICULAR UNITS. THE UNIT ANALYSIS REFERRING TO, BECAUSE THIS IS BECAUSE THIS IS SOMETHING WE'RE GOING TO BRING BACK, WHAT HE'S REFERRING TO, AFTER THE FALL ALLOCATION, AFTER THE 20 DAY COUNT AND ALL THE MOVEMENT IN OCTOBER AND NOVEMBER, WE START PULLING MASTER SCHEDULES OF SITES TO TAKE A LOOK TO SEE WHAT THOSE NUMBERS LOOK LIKE AND IF
THEN GOING INTO THE SPRING FOR THE FOLLOWING YEAR ANY ADJUSTMENTS THAT NEED TO BE MADE. IT'S JUST AN ANALYSIS OF WHAT IT LOOKS LIKE IN OCTOBER, NOVEMBER, PULLING MASTER SCHEDULES, LOOKING AT HOW MANY STUDENTS PER CLASS. JUST AN ANALYSIS OF THE PARTICULAR SITE'S ALLOCATED UNITS. >> TO FOLLOW UP ALSO DURING THE ALLOCATION PROCESS, THE INITIAL ONES, LIKE DURING THE SPRING THAT WE JUST WENT THROUGH, IF A PRINCIPAL DOES HAVE A CONCERN FOR THE AMOUNT THAT WAS FOR THE AMOUNT THAT WAS ASSIGNED TO THEIR SCHOOL, WE DO ASK THEM
TO COME IN AND TALK TO US. WE SCHEDULE MEETINGS FOR THAT WITH THEIR REGIONAL SUPE BECAUSE WE THINK THAT IS A CRITICAL MOMENT IN TIME TO TALK TO THE WHOLE COMMITTEE, THE PRINCIPAL AND REGIONAL SUPE. THROUGHOUT THE YEAR, IF SOMETHING IS SUBMITTED, KIND OF CASE BY CASE BECAUSE SOMETIMES THEY ARE SO THEY ARE SO SIMPLISTIC, OBVIOUS YES. IF IT IS MORE COMPLEX, WE ASK THEM TO COME IN AND ATTEND THE MEETING WITH THE REGIONAL SUPE. >>Van Ayres: THE HIGH SCHOOL MASTER SCHEDULE REVIEW IS DONE
IN APRIL, MS. FOSSETT TOLD ME, AND THEY ARE ALREADY SCHEDULED IN THE FALL TO LOOK IN THE FALL TO LOOK AT THAT. LONG ANSWER, YES, THE UNIT ANALYSIS IS OCCURRING. >>Henry "Shake" Washington: THANK YOU, MADAM CHAIR. >>Jessica Vaughn: I'M GOING TO START OFF WITH THE POSITIVES. FIRST OF ALL, THANK YOU FOR THE WORKSHOP. THANK YOU, MR. THANK YOU, MR. LEWIS, FOR YOUR COMMITMENT TO LOOKING AT THIS PROCESS AND MAKING SURE THAT WE'RE BEING BOTH AS EFFICIENT BUT REALISTIC SUPPORTING OUR SCHOOLS AS POSSIBLE. I'VE SEEN A BIG SHIFT JUST SINCE
YOU'VE BEEN HERE IN THE ATTITUDE FROM YOUR DEPARTMENT. I APPRECIATE THAT. BUT I AM A LITTLE DISAPPOINTED BY THIS BECAUSE I FEEL LIKE WE TALKED IN-DEPTH ABOUT WHAT I WAS HOPING TO SEE AND SOME OF THE QUESTIONS MEMBER WASHINGTON HAD AND OTHER MEMBERS HAD WOULD HAVE BEEN ANSWERED HAD IT INCLUDED SOME OF THE THINGS TALKED ABOUT WHEN WE TALKED ABOUT WHAT THIS WORKSHOP WOULD LOOK LIKE. IT TOOK ME A REALLY LONG TIME TO FIGURE OUT WHAT OUR PROCESS WAS FOR THIS. SOME OF THE THINGS WE DIDN'T TOUCH ON WAS CLEARLY THAT THERE ARE TWO SEPARATE COMMITTEES WHEN
WE'RE TALKING ABOUT EITHER FIRST ALLOCATIONS OR ADDITIONAL ALLOCATIONS, AND THAT THOSE TWO COMMITTEES ARE VERY DIFFERENT WHO SITS ON WHO SITS ON THOSE. I THOUGHT THAT WAS AN IMPORTANT THING TO TALK ABOUT. I THINK ONE OF THE QUESTIONS THAT WE ALL HAVE IS, WHEN WE'RE MAKING THESE DECISIONS, WHO FROM THE ACTUAL SCHOOLS UNDERSTANDS THE NEEDS OF THE SCHOOLS. I HEAR WHAT YOU'RE SAYING. WE HAVE REGIONAL SUPERINTENDENTS, SOMETIMES THE PRINCIPALS ARE ABLE TO COME AND ADVOCATE, WHICH A LOT OF TIMES THEY ARE NOT. TO ACT LIKE THEY ALWAYS COME AND ABLE TO SPEAK IS DISINGENUOUS
AND UNTRUE. I THINK IT IS A PROBLEM WHEN WE HAVE SELECT COMMITTEES MAKING DECISIONS ABOUT SCHOOLS, ONE THEY HAVEN'T BEEN TO, HAVEN'T BEEN TO FOR YEARS, HAVEN'T BEEN IN CLASSROOMS FOR YEARS AND DON'T REALLY UNDERSTAND UNLESS THEY ARE REALLY HAVING CONVERSATIONS WITH PEOPLE WHO UNDERSTAND THE SCHOOL. I UNDERSTAND OUR REGIONAL SUPERINTENDENTS DO, BUT THEY ALSO HAVE MANY SCHOOLS THAT THEY HAVE TO ADVOCATE FOR IN A VERY SHORT AMOUNT OF TIME. THE OTHER THING THAT I REALLY ASKED YOU TO CLARIFY IN THIS, THAT I THINK WOULD HELP BOARD MEMBERS, IT'S NOT JUST THE PROCESS OF JUNCTIONAL STAFF, THAT THIS WHOLE MECHANISM ALSO
INVOLVES SPECIALS, INVOLVES INVOLVES SPECIALS, INVOLVES ESE, ALL ALL COMPARTMENTALIZED OUT SEPARATELY AND THEN WAIT FOR THE FIRST PROCESS WITH INSTRUCTIONAL STAFF TO HAPPEN BEFORE WE CAN EVEN START TO TALK ABOUT THOSE AND WHAT A SHORT TIMELINE THAT IS AND HOW A LOT OF TIMES THE FRUSTRATIONS COME FRUSTRATIONS COME AROUND UNDERSTANDING THE CLARITY OR I THINK THE WORDS YOU THINK THE WORDS YOU GUYS THINK THE WORDS YOU GUYS USED, TRANSPARENCY AROUND THE SPECIAL ALLOCATION, HOW THEY HAVE TO BE CONNECTED TOGETHER, WHAT THAT LOOKS LIKE, WHICH SCHOOL DECIDES THAT. SO MUCH IN HERE I FEEL LIKE WE COULD HAVE USED AN OPPORTUNITY
TO PROVIDE CLARITY TO OUR STAFF, TO OUR SCHOOLS, THAT WE DIDN'T TOUCH ON THAT I'M VERY CONFUSED ABOUT HOW THIS ENDED UP BEING FORMULATED. THE OTHER THING I ASKED TO YOU TALK ABOUT, WHICH WE DID NOT AND I SEE YOU PUT IT HERE ON PAGE 6, WAS THIS PROJECTION PROCESS, RIGHT? BECAUSE I FEEL LIKE A LOT OF WHAT WE'RE TALKING ABOUT IS THE DISCONNECT BETWEEN HOW ARE WE ACTUALLY PROJECTING BEFORE WE UNDERSTAND WHAT THAT LOOKS LIKE THE YEAR BEFORE, WHAT OUR PROJECTIONS ARE GOING TO BE, SO THAT WE CAN, TO MEMBER RENDON'S POINT, MAKE SURE THAT
POINT, MAKE SURE THAT WE'RE SUPPORTING EVERYBODY. ROLL FORWARD ENROLLMENT, WHICH IS WHAT I'VE BEEN EXPLAINED FOR A MAJORITY OF OUR SCHOOLS BEING ELEMENTARY, MIDDLE SCHOOL AS THE BASIC FORMULA, BUT I DON'T SEE ANYWHERE WHERE YOU EXPLAIN THAT IN DETAIL IN THIS WORKSHOP WHICH IS WHAT I SPECIFICALLY ASKED YOU TO DO SO THAT OUR SCHOOLS COULD UNDERSTAND WHAT DATA WE'RE USING BECAUSE THE FIRST THING WE START WITH, WHICH EVERYBODY HAD QUESTIONS ABOUT, IS PROJECTED ENROLLMENT. WHILE I UNDERSTAND THAT THERE IS A A DISCONNECT, I WANT TO TOUCH ON THE PART FROM WHAT YOU TRIED TO
EXPLAIN EARLIER, YEAH, WE SUBMIT OUR ENROLLMENT, WE EVEN SUBMIT OUR NUMBERS AFTER THE COUNT. BUT THE DEPARTMENT OF ED ALWAYS COMES BACK WITH THEIR NUMBERS THAT COULD BE DIFFERENT. I STILL HAVEN'T GOTTEN AN ANSWER ON WHERE THE ABILITY IS, NOT JUST ON OUR END, BUT ALSO ON THE DEPARTMENT OF EDUCATION'S END TO MAKE SURE THOSE NUMBERS MATCH. WE CAN TALK ALL DAY LONG ABOUT MAKING SURE OUR NUMBERS ARE CORRECT WHICH IS ABSOLUTELY OUR RESPONSIBILITY, BUT ALSO WE HAVE TO TO REALIZE NOW WITH WHAT HAPPENED LAST MONTH, EVEN IF OUR NUMBERS ARE CORRECT, THE DEPARTMENT OF EDUCATION CAN COME IN AND TAKE MILLIONS OUT OF OUR
BUDGET BECAUSE THEY DECIDED THEY OVER-ALLOCATED IN OTHER AREAS. WE HAVE TO HAVE A CONVERSATION ABOUT IT FROM THAT LENS AS WELL. WHILE I HUNDRED PERCENT AGREE WITH DR. HAHN ABOUT THE ESE AND THAT BEING A HUGE PROBLEM, WHAT I SEE A LOT I SEE A LOT OF PARENTS LEAVING RIGHT NOW IS BECAUSE THEY ARE CHOOSING OTHER CHOICES FOR ESE STUDENTS. ONE THING, ANOTHER THING THAT WE CAN DO AS A BOARD IS MAKE SURE THAT WHEN WE ADVOCATE LEGISLATIVELY, AND I BROUGHT THIS UP SEVERAL THIS UP SEVERAL TIMES, THAT WE TALK ABOUT THE TIMELINE THAT WE'RE EXPECTED TO HAVE ALL OF OUR EVALUATIONS AND WHAT THAT
LOOKS LIKE FOR US, COMPARED TO THE TIMELINE THAT WE HAVE TO PROVIDE FOR ANY PRIVATE OR CHARTER SCHOOL THAT ASKS US. THEY HAVE A SHORTER TURNAROUND TIME, SO THEIR STUDENTS WILL JUMP IN FRONT OF THEIR STUDENTS. WE HAVE TO ALSO, IF WE HAVE A CONVERSATION ABOUT STRENGTHENING OUR ESE WHICH I THINK THERE ARE SO MANY OPPORTUNITIES IN OUR DISTRICT TO DO AND MANY OF US TALK ABOUT IT QUITE OFTEN, WE HAVE TO ALSO TALK ABOUT THE BARRIERS PLACED IN FRONT OF US LEGISLATIVELY AND HOW WE CAN EFFECTIVELY AS A BOARD ADVOCATE FOR CHANGES THAT SUPPORT FOR CHANGES THAT SUPPORT ALL OF OUR STUDENTS.
I DO WANT TO SAY THAT REGARDLESS OF THIS CONVERSATION, WHEN WE TALK ABOUT MORE SUPPORT IN OUR SCHOOLS AND WHAT THAT LOOKS LIKE, I'M NOT SO WORRIED ABOUT IT AFFECTING OUR STUDENTS BECAUSE WE HAVE ROCK STAR ADMINISTRATORS, TEACHERS, SUPPORT STAFF WHO ARE GOING TO JUMP IN THERE NO MATTER WHAT AND THEY'LL WORK THE EXTRA HOURS AND MAKE SURE OUR KIDS GET WHAT THEY NEED. WHAT THAT DOES, THAT PUTS A TAX ON OUR TEACHERS, SUPPORT STAFF AND ADMINISTRATORS THAT THEY DON'T NEED. WHEN THEY ARE SAYING I NEED MORE SUPPORT, I NEED THIS. IT'S NOT BECAUSE THEY ARE NOT
GOING TO SHOW UP FOR THE STUDENT, IT MEANS IT IS A DRAIN ON THE FACILITIES, ENERGY, BANDWIDTH THAT THEY HAVE. WHEN WE TALK ABOUT TEACHER RECRUITMENT AND WE TALK ABOUT BURNOUT, THOSE ALL HAVE TO BE A PIECE OF A HOLISTIC CONVERSATION. I DO FIND IT DISINGENUOUS THAT WE ACT LIKE, OKAY, WE START WITH THIS BASE ALLOCATION WHICH AT THIS POINT, FROM MY UNDERSTANDING, THE ADMINISTRATORS DIDN'T REALLY UNDERSTAND HOW WE GOT THERE. I TALKED WITH SUPERINTENDENT AYRES WHO SAID HE'S GOING TO GIVE THAT BACK TO THE ADMINISTRATORS NEXT YEAR SO WE HAVE A PART OF THE PROCESS OF
COMING UP WITH THAT NUMBER SO THEY UNDERSTAND THE ALLOCATION, BUT EVEN IF THEY COME IN AND ADVOCATE, IT DOESN'T MEAN THEY GET WHAT THEY ARE ADVOCATING FOR. LIKE YOU SAID, THERE WERE 3,000. WE TALKED ABOUT 186 THAT WE'VE GIVEN BACK, MAYBE THOSE ARE DIFFERENT COMMITTEES, BUT THAT IS A SMALL PERCENTAGE. A LOT OF THE TIMES, EVEN IF WE HAVE OUR STAFF -- OUR ADMINISTRATORS SAYING THIS IS WHAT I NEED. WE TELL THEM, SORRY, THIS IS WHAT YOU'R WHAT YOU'RE ALLOCATED. I THINK WE ALSO HAVE TO BE VERY TRANSPARENT IN THAT PROCESS AS WELL, JUST BECAUSE SCHOOLS ARE
TELLING US WHAT THEIR NEEDS ARE DOESN'T MEAN THEY ARE GETTING IT. I THINK THE OTHER PROCESS THAT I THINK WE HAVEN'T HAD ENOUGH CONVERSATION ABOUT IS, OKAY, WE GIVE OUT THE PROJECTIONS, BIG HUSTLE NOW, EVERYONE STRESSED OUT, FIGURE OUT WHO THEY LEAVE, SOMETIMES BASED ON OUR AGREEMENT WITH THE UNION IS ONE OF THE BEST NEW TEACHERS, BUT BECAUSE OF THE POOL AND THE WAY IT WORKS AND SENIORITY, THEY'LL LOSE THOSE PEOPLE. WE WAIT THREE OR FOUR MONTHS, WE DO THE COUNT, USUALLY THEY ARE HIGHER THAT BE THE PROJECTION WE HAVE GIVEN.
WE LIKE TO SAY -- FIFTH CYCLE, USUALLY HIGHER THAN PROJECTED AND GO BACK TO THE POOL AND LOST ONE OF THEIR STAR TEACHERS, YOUNGER TEACHER WHO YOUNGER TEACHER WHO ACCEPTED A POSITION SOMEWHERE ELSE, GO BACK TO THE POOL, REFILL THE POSITION, SOMEONE IN THERE, HAD THE CLASSROOM SET UP, UNDERSTOOD THE SCHOOL CULTURE. -- THE FLEXIBILITY IN HOW THE
FTE WILL COME IN, IT'S FTE WILL COME IN, IT'S HARD FTE WILL COME IN, IT'S HARD TO RECALCULATE. I DON'T KNOW IF WE HAVE AN OPPORTUNITY TO TALK TO THE UNION ABOUT RENEGOTIATING ABOUT RENEGOTIATING, ABOUT RENEGOTIATING, THEY HAVE CERTAIN SENIORITY. THAT IS A HORRIBLE SITUATION TO PUT OUR SCHOOLS IN AND PUT OUR SCHOOLS IN AND CAUSES UNDO ANXIETY EVERY TIME WE HAVE THAT. I'D ALSO LIKE SUPERINTENDENT AYRES TO KIND OF TALK ABOUT SOME CHANGES WE'RE GOING TO MAKE NEXT YEAR. AGAIN, I THINK THE TIMELINE IS INSUFFICIENT AND CAUSES A HUGE
AMOUNT OF STRESS AS WELL BECAUSE AGAIN WE WAIT SO LONG IN THE YEAR, WE HAVE SUCH A LONG PROCESS FOR PROCESS FOR INSTRUCTIONAL AND SUCH A SHORT PROCESS BETWEEN OUR SPECIALS AND OUR ESE STAFFING THAT THEY ARE KIND OF SCRAMBLING. I WOULD ALSO LOVE TO SEE MORE COLLABORATION BETWEEN COLLABORATION BETWEEN THAT AND MORE ADVOCACY FOR OUR PRINCIPALS TO BE ABLE TO ADVOCATE FOR OUR ESPECIALS. WHEN WE TALK ABOUT THE CIRCULAR PROBLEM OF SCHOOLS LOSING ENROLLMENT AND HAVING TO CUT PROGRAMS AND THOSE PROGRAMS DETRACTORS BECAUSE THEY ARE CUT,
THERE'S GOT TO BE SOME WAY WE CAN STOP THE BLEED ON THAT AND SOMETHING WE CAN DO TO TALK ABOUT THAT. AT THE END OF THE DAY, ABSOLUTELY, OUR ACCELERATED PROGRAMS GET OUR KIDS EXCITED AND PEOPLE CHOOSING, BUT SO DO MUSIC AND ARTS AND ORCHESTRA. I STILL HAVEN'T GOTTEN FEEDBACK ON I WANT TO SEE SURVEYS GOING OUT ACTUALLY BEING FILLED OUT THAT ARE SAYING OUR KIDS AREN'T CHOOSING ORCHESTRA BECAUSE I HAVE A HARD TIME BELIEVING IN MOST OF OUR SCHOOLS, KIDS DON'T WANT TO PLAY AN WANT TO PLAY AN INSTRUMENT. I'LL GIVE YOU THAT OPPORTUNITY,
SUPERINTENDENT AYRES, TO TALK ABOUT CHANGES FOR NEXT YEAR THAT I HOPE WILL HELP WITH THE PROCESS. >>Van Ayres: DEFINITELY AS WE MOVE INTO NEXT YEAR, IMPROVING OUR WAYS AND PROCESSES, IS SOMETHING WE'RE ALWAYS TRYING TO DO. I THINK I THINK IT'S IMPORTANT FOR US MOVING FORWARD THAT THIS PROCESS BEGINS A LITTLE EARLIER. WE CAN PROVIDE OURSELVES MORE TIME, UNDERSTANDING THIS YEAR WITH THE SWITCH FROM OUR SYNERGY SYSTEM TO THE FOCUS SYSTEM TO THE FOCUS SCHEDULING, COST AND DELAYS THERE. WITH OUR NEW INFORMATION SYSTEM NEXT YEAR, GETTING THE PROCESS
MOVING AHEAD OF TIME AND WORKING ALONGSIDE OUR PRINCIPALS AND DEPUTY SUPERINTENDENT McRAE BACK THERE, WE'VE ALREADY BACK THERE, WE'VE ALREADY BEEN IN COMMUNICATION ABOUT WHAT THAT WILL LOOK LIKE MOVING WILL LOOK LIKE MOVING FORWARD. COMMUNICATION IS KEY IN THE WHOLE THING. ARDUOUS PROCESS WE GO THROUGH. WE WANT TO MAKE IT AS PAINLESS AS POSSIBLE FOR OUR TEAM MOVING FORWARD. >>Jessica Vaughn: I HAVE ONE LAST THING AND I'LL GET BACK IN THE QUEUE MYSELF IF TIME THE QUEUE MYSELF IF TIME ALLOTS.
ONE THING I'VE SEEN THAT I'VE BEEN DISAPPOINTED ABOUT, A LOT OF TIMES SCHOOLS, ONCE THEY REALIZE THEY'LL LOSE A UNIT ALLOCATION BASED ON SOMETHING, THEY COME BACK TO US TO ASK FOR MORE FLEXIBILITY IN SOMETHING ELSE. I PUT THIS PERSON DOWN IN THE POOL AS THE SAFETY PERSON. NOW THAT I SEE I'LL LOSE TWO PEOPLE, I'D LIKE TO CHANGE THE NAME. IT'S PAST THE DATE OR VERY SMALL TWEAKS THEY COME BACK TO TO TRY TO MITIGATE THE LOSSES. I FIND THAT OUR DISTRICT HAS BEEN VERY NEGATIVE TOWARDS THOSE REQUESTS. WHAT WE NEED TO DO AS A DISTRICT
IS CHANGE OUR APPROACH AND MAKE SURE WE'RE BEING AS SUPPORTIVE AS POSSIBLE. IF IT'S NOT GOING TO COST US MONEY AND WE'RE NOT TALKING ABOUT ALLOCATING STAFFING UNITS, THANK YOU, MEMBER RENDON, THEN WE'RE DOING EVERYTHING THAT WE CAN TO MAKE SURE WE'RE BEING SUPPORTIVE. IF IT'S A LITTLE YES HERE OR LITTLE YES THERE TO STOP AND BE LIKE THIS IS A HARD DATE, WE'RE NOT GOING TO LET YOU CHANGE ANYTHING IS UNACCEPTABLE. I WANT TO MAKE SURE WE'RE BEING AS SUPPORTIVE IN OUR RESPONSE TO WHAT OUR ADMINISTRATORS AND TEACHERS AND TEACHERS AND STAFF ARE TELLING US THAT WE NEED WHEN IT DOESN'T
COME TO NECESSARILY ADJUSTING THE STAFFING UNIT ALLOCATION. THE STAFFING UNIT ALLOCATION. THANK YOU. MEMBER COMBS, YOU'RE NEXT IN THE QUEUE. >>Nadia Combs: THANK YOU, CHAIR VAUGHN. THANK YOU ALL FELLOW BOARD MEMBERS FOR YOUR THOUGHTS AND IDEAS IN TALKING ABOUT THIS. I THINK THIS IS PROBABLY ONE OF OUR BIGGEST CHALLENGES THAT WE FACE. I I THINK WE'VE TALKED A I THINK WE'VE TALKED A LOT ABOUT FTE. I THINK WE NEED TO WORK ON THE HR PROCESS. I FEEL THAT IS I FEEL THAT IS VERY CHALLENGING
-- THE BIGGEST THING WE NEED IS TEACHERS. INSTRUCTIONAL, NONINSTRUCTIONAL, PARAS. ONE THING THAT I WANTED TO SEE IN THIS BOOK IS A TIMELINE WITH HR BECAUSE I FEEL LIKE SOMETIMES RIGHT NOW I SEE OTHER DISTRICTS WHO ARE ALREADY HIRING PEOPLE. SOMETIMES WE'RE WITH PAUSING AT THE WRONG TIME. THAT IS A BIG THAT IS A BIG CONCERN FOR ME. JUST FRIDAY NIGHT I WAS WITH A TEACHER FROM PINELLAS COUNTY WHO WAS LET GO AND SHE'S LOOKING FOR A JOB.
WHEN I LOOK AT OUR FUND BALANCE AND WE HAVE A BIG FUND BALANCE, IT'S GROWN BECAUSE OF THE LOSS OF INSTRUCTIONAL AND NONINSTRUCTIONAL PEOPLE. WHEN YOU LOOK AT WHY DO WE HAVE A HEALTHY FUND BALANCE, IT'S BECAUSE OF ALL THOSE VACANCIES. ONE THING I WANT TO DO IS BE SO MUCH MORE AGGRESSIVE AND SO MUCH MORE ASSERTIVE IN THE HR PROCESS. THAT'S REALLY IMPORTANT. I SAW A VERY VAGUE TIMELINE IN THE BOOKLET. I WANT TO SEE A VERY CLEAR TIMELINE. THESE POSITIONS SHOULD BE OPEN OFTEN. WE KNOW NO MATTER WHAT WE NEED TEACHERS.
WE KNOW WE WILL BE SHORT OF TEACHERS. WHY ISN'T THAT OPEN, EVEN IF NOT FOR A SPECIFIC SCHOOL, TO MAKE SURE WE HIRE THE TEACHERS, HIRING THE HIRING THE ESE, HIRING THE S.T.E.M. PROGRAMS, ALL THOSE AREAS THAT WE NEED AREAS THAT WE NEED PEOPLE, THAT SHOULD BE OPEN ALL THE TIME. I FEEL ALL OF A SUDDEN YOU ARE IN OCTOBER AND LOOKING FOR A TEACHER, WELL, THOSE TEACHERS HAVE ALL BEEN HIRED OR THEY MOVED ON OR FOUND A JOB. THE ONE THING WE NEED TO DO IS BE A LOT MORE ASSERTIVE, A LOT MORE AGGRESSIVE WITH THE HR PROGRESS. SHOULDN'T BE ALL THESE FREEZES OCCURRING SO OFTEN WHEN LOOKING
FOR PEOPLE. WE SHOULD BE OUT THERE LOOKING FOR TEACHERS ALL THE TIME. THAT'S ONE OF THE BIGGEST THINGS. WHEN YOU LOOK AT WHY PEOPLE LEAVE, TWO REASONS, BIGGEST FACTOR FOR A CHILD TO SUCCEED ARE TWO THINGS ONLY, THE CLASS SIZE AND THE QUALITY OF THE INSTRUCTOR. WHEN YOU USE KELLY SERVICES, NOT THAT THERE'S ANYTHING WRONG WITH IT, LONG-TERM SUBS, TEACHERS IN PINELLAS, PASCO, WE KNOW WE PASSED THE PASSED THE MILLAGE. WHY WE'RE NOT WHY WE'RE NOT RECRUITING WITHIN OUR SENIORS, OUR HIGH SCHOOL
SENIORS, MAKING SURE THEY ARE GOING INTO TEACHING. USF, THEY HAVE LESS THAN 200 PEOPLE GRADUATING. HOW IS THAT GOING TO FILL THE THOUSANDS OF TEACHERS? WE NEED TO BE SO MUCH MORE AGGRESSIVE ON THAT STUFF. ALSO, AND I KNOW, SUPERINTENDENT, YOUR CABINET IS THE SMALLEST IT'S BEEN, BUT WE ALSO NEED TO LOOK AT ANYBODY WHO'S NOT ON-SITE. AT THE END OF THE DAY, I AT THE END OF THE DAY, I SAY THIS OFTEN THIS OFTEN -- THE SCHOOLS STILL RUN. MOST IMPORTANT THING IS MAKING SURE THE LEAST CUTS ARE AT THE SCHOOL LEVEL.
THAT IS THE MOST IMPORTANT AT ALL TIMES. I THINK IT'S IMPORTANT TO HAVE DRTs. GUESS WHAT, RATHER HAVE A STAR TEACHER IN MY SCHOOL WHO CAN PROVIDE THE LESSONS THAN SOMEONE MOVING AROUND FROM PLACE TO PLACE. THAT'S JUST A FACT. FOR ME, THE IDEA OF NOT HAVING A THIRD GRADE TEACHER DOESN'T MATTER TO ME WHAT'S AT MATTER TO ME WHAT'S AT ISC OR ROSSAC. I KNOW EVERYBODY WORKS HARD AT EVERY LEVEL. AT THE END OF THE DAY, IT'S WHAT HAPPENS AT THE SCHOOL SITE THAT IS THE MOST IMPORTANT. IF EVERYONE DISAPPEARED, IF EVERYONE DISAPPEARED, IT'S WHAT HAPPENS AT THE ACTUAL SCHOOL SITE.
TO ME, SOMETIMES WHEN I SEE FIVE VACANCIES OF CORE TEACHERS IN A SCHOOL AND I SEE OTHER INDIVIDUALS COMING IN AND OUT, TO ME, IT IS VERY HARD TO SEE THAT. THAT IS CRITICAL. AND REALLY MAKING SURE AND REALLY MAKING SURE THAT YOU CONTINUE LOOKING AT THE DISTRICT LEVEL AND MAKING SURE. I KNOW THIS CABINET AND A LOT OF PEOPLE DON'T KNOW THAT, IT IS THE SMALLEST CABINET EVER IN THE HISTORY OF HILLSBOROUGH COUNTY, BUT TO MAKE SURE, I KNOW EVERYONE AT THE DISTRICT LEVEL, I KNOW THEY ARE WORKING SO MANY HOURS. WHEN I GO TO DIFFERENT DEPARTMENTS, I ALWAYS HEAR THE SAME THING FROM EVERY DEPARTMENT.
I DON'T CARE IF IT IS TECH, I DON'T CARE IF IT IS DUAL LANGUAGE, I DON'T CARE IF IT IS ESE. EVERYBODY AT THE DISTRICT LEVEL IS WORKING HARDER THAN THEY HAVE EVER WORKED WITH LESS RESOURCES AND LESS AND LESS PEOPLE. I THINK IT'S REALLY IMPORTANT THAT MESSAGE IS BROUGHT TO THE SCHOOL LEVEL. I KNOW IT'S HAPPENING. I OFTEN HAVE TO TELL I OFTEN HAVE TO TELL PEOPLE, LISTEN, WE HAVE, I DON'T KNOW, I THINK OF SO MANY DEPARTMENTS AND I DON'T WANT TO MAKE ONE, ONLY FIVE PEOPLE AND THEY ARE CARRYING ALL THAT WEIGHT.
THE ESE DEPARTMENT OR THE ESE DEPARTMENT OR TRACI BROWN RIGHT NOW -- TRACYE BROWN, ALL THE RESPONSIBILITIES THAT FALL ON HER. SO MANY THINGS. THAT MESSAGE NEEDS TO BE BROUGHT DOWN TO THE DISTRICT LEVEL BECAUSE PEOPLE DON'T FEEL THAT WAY. WHEN THEY ARE IN SCHOOL, THEY DON'T FEEL THAT DON'T FEEL THAT WAY. THEY DON'T REALIZE HOW HARD WE'RE WORKING. ALSO, A COUPLE OF OTHER LITTLE THINGS, I JUST WANT TO SAY, I HAVE TO SAY, MATT ROMANO DOES SUCH AN AMAZING JOB WITH SCHOOL CHOICE. THAT IS ONE OF THE HARDEST JOBS IN THE DISTRICT. AND WHAT HE DOES TO MAKING SURE
TO MEET THE NEEDS OF EVERY FAMILY MEMBER, I CAN'T TELL YOU HOW MANY FAMILIES WE WOULD HAVE LOST IF IT WASN'T FOR HIM AND HOW HARD IMAND HIS TEAM WORK. I REALLY WANTED TO MENTION THAT. WE TALKED ABOUT THIS. WE BROUGHT IT TO YOU A WHILE AGO AND ALREADY STARTED WORKING ON THIS, OF MAKING SURE THAT WE'RE CAPTURING THAT STEP UP FOR STUDENTS, THE SCHOLARSHIP. HAVING A SCHOOL, WHEN STUDENTS CHOOSE TO TAKE A CLASS, THAT WE'RE ALSO GOING IN, BECAUSE AT THE END OF THE DAY, WE'RE AN EDUCATIONAL ENTITY BUT ALSO A BUSINESS.
WE HAVE TO BE FISCALLY -- MAKE FISCAL FISCAL DECISIONS. EVERY SCHOOL WOULD WANT MORE TEACHERS, WOULD WANT AN EXTRA SECURITY GUARD, NEEDS EXTRA COUNSELORS. WE HAVE TO MAKE SURE WE'RE MAKING THE TOUGH FISCAL DECISIONS. I WANT TO MAKE SURE AT THE END THAT WE'VE DONE EVERYTHING WE CAN IN THE HR PROCESS TO GET THOSE PEOPLE. RIGHT NOW, THOSE PINELLAS TEACHERS, THERE ARE SOME TEACHERS LOOKING FOR JOBS, DO WE HAVE A POSITION CONSTANTLY OPEN TO MAKE SURE WE CAPTURE THOSE PEOPLE? THOSE ARE OPPORTUNITIES THAT WE'RE MISSING.
I THINK IT'S VERY, VERY IMPORTANT FOR DR. PATTON TO BE VERY PROACTIVE, WHEN THERE IS AN OPPORTUNITY, WE TALKED ABOUT A PRINCIPAL WHO HAD AN IDEA, THAT WE'RE LOOKING AT EVERY DIFFERENT OPPORTUNITY TO OPPORTUNITY TO FIND THAT HUMAN CAPITAL, TO FIND THE TEACHERS IN FRONT OF STUDENTS. I JUST WANT TO SAY I KNOW EVERYBODY IS WORKING VERY HARD. BUT AT THE END OF THE DAY, WHEN I LOOK AT TAMPA BAY, IT'S NOT THAT WAY ANYMORE. BUT WHEN I WALK THROUGH FIVE MONTHS AGO AND MONTHS AGO AND SEEING 152 KINDERGARTEN STUDENTS AND ONE CERTIFIED TEACHER, THAT KEEPS ME
UP AT NIGHT ALL THE TIME. LIKE, WHAT DOES LIKE, WHAT DOES THAT MEAN AND MAKING SURE THAT THERE ARE TEACHERS CERTIFIED, WHO ARE QUALIFIED, WHO HAVE THAT BACKGROUND. I KNOW THAT USF JUST STARTED A MINOR IN EDUCATION, MINOR IN EDUCATION, WHICH IS REALLY EXCITING TO BE ABLE. AT THE SCHOOL LEVELS, THEY ARE TRYING TO DO EVERYTHING THEY CAN TO CAPTURE TEACHERS AND MAKE SURE THAT OUR STAFF, OUR NONINSTRUCTIONAL STAFF ARE HERE. I THINK THE HR I THINK THE HR NEEDS TO WORK MUCH CLOSER AND MUCH MORE AGGRESSIVE.
WE ARE DOING WE ARE DOING THINGS, I -- >>Jessica Vaughn: CAN WE WRAP? WE HAVE LOTS IN QUEUE. WE HAVE FIVE MORE IN QUEUE AND 20 MINUTES. I HATE TO CUT YOU OFF. I WANT TO MAKE SURE EVERYBODY HAS A SECOND CHANCE. BOARD MEMBERS, LIKE I SAID, WE STILL HAVE FIVE PEOPLE IN STILL HAVE FIVE PEOPLE IN QUEUE, IF YOU CAN MAKE SURE YOUR SECONDARY COMMENTS ARE SHORTER. >>Henry "Shake" Washington: WE
HAVE TO HAVE TO RECRUIT, GO OUT. WE'RE WITH NOT THE UNIVERSITY OF SOUTH FLORIDA. WE WENT TO THE EDUCATION DEPARTMENT AND WE SPOKE DEPARTMENT AND WE SPOKE TO DEPARTMENT AND WE SPOKE TO MAYBE 150 ELEMENTARY KIDS COMING INTO EDUCATION, I THINK THAT'S IMPORTANT. IF WE COULD POSSIBLY -- HAVE THAT WORKING RELATIONSHIP WITH THE UNIVERSITY OF SOUTH FLORIDA. THEY ARE EAGER. THEY ARE OUT THERE. THEY ARE READY. THEY ARE OUT THERE AND THEY
REALLY WANT TO COME. WE ENJOYED. WE HAD A GREAT TIME. THEY WERE VERY ENTHUSIASTIC ABOUT COMING FROM SOUTH FLORIDA COMING TO WORK IN THE HILLSBOROUGH COUNTY SCHOOL DISTRICT. THAT IS A PLUS. WE HAVE TO GET OUT AND WE HAVE TO GET OUT AND RECRUIT. AND THE STIPEND. HAVING A STIPEND, YOU'VE GOT TO RECRUIT, GET THEM IN HERE. IT WAS VERY, VERY ATTENTIVE. REAL QUIET. REALLY EXCITED ABOUT COMING REALLY EXCITED ABOUT COMING INTO EDUCATION. IT WAS A GREAT TOUR WE HAD THERE. SOMETHING ELSE
SOMETHING ELSE TOO, I WANT TO CLOSE CLOSE OUT, IS TO SAY WHEN STUDENTS, L LEVEL, IT IS A DIFFICULT JOB TO HAVE, HAVE, BECAUSE AT THE SCHOOL LEVEL, AND LEVEL, AND ADMINISTRATORS, IF WE WANT TO KEEP WANT TO KEEP UNITS OPEN, WE WANT TO KEEP UNITS OPEN, WE HAVE WITH TO RECRUIT. LIKE IF WE WANT MUSIC, YOU HAVE TO KIND OF PUSH IT A LITTLE BIT.
SET THEM UP IN THE CAFETERIA. THOSE ARE THE THINGS WE NEED TO GO OUT OF THE WAY TO KEEP UNITS IN SCHOOL. PEOPLE DON'T KNOW ABOUT UNITS. UNITS IS MONEY. MONEY, PEOPLE, STUDENTS. THAT'S WHAT IT BOILS DOWN TO. IN CLOSING, THAT'S ALL I HAVE TO SAY. CONTINUE TO WORK HARD TO BUILD THE UNITS. LIKE DR. HAHN SAY, IT IS FLUID. KEEP GOING AND DO WHAT WE NEED TO DO. >>Jessica Vaughn: THANK YOU,
MEMBER WASHINGTON. MEMBER RENDON. >>Patti Rendon: THANK YOU, MADAM CHAIR. FIRST OF ALL, I WOULD LIKE TO THANK MY FELLOW BOARD MEMBERS. MANY TOOK MANY PIECES OF MY THOUGHTS AND RIGHT ON TARGET WHERE WE ARE AT. AT THE END OF THE DAY, IT SUMS UP THAT AS A BOARD WE WANT TO CHANGE WITH THE EVER-FLOWING CHANGES OF OUR COMMUNITY. WE WANT TO MAKE SURE THAT OUR STUDENTS RECOGNIZE THAT WE AS A BOARD AND WE AS A DISTRICT ARE MEETING THEIR NEEDS BECAUSE THOSE NEEDS ARE THOSE NEEDS ARE CHANGING. IT'S IMPORTANT. I ASKED THIS FOR TWO YEARS, I
THINK IT'S CRITICALLY IMPORTANT NOW MORE THAN NOW MORE THAN EVER THAT WE BRING IN SOMEBODY THAT WILL LOOK FROM A RISK POINT OF VIEW, FROM A HEALTH AND SAFETY, FINANCIAL AND FISCAL WAY OF MAKING SURE OUR PROCESSES ARE IN PROCESSES ARE IN PLACE FOR THE BEST RESULTS FOR OUR STUDENTS. WE DON'T HAVE THAT PROCESS. WE DON'T EVEN HAVE THAT PROCESS WHEN WE GET OUR ALLOCATION FROM THE STATE TO BE ABLE TO PROCESS THAT. WE NEED TO MAKE SURE THAT OUR SYSTEMS ARE PLACE IN THIS DISTRICT THAT ALWAYS FOCUS ON STUDENT CENTERED AND WE DON'T HAVE THE ANSWER THAT THEY DO. I THINK THAT'S IMPORTANT.
I THINK I THINK WE ALSO NEED TO ANALYZE FROM A CLEAR POINT OF VIEW, FROM A FISCAL POINT OF VIEW THAT WE HAVE -- WE LOOK, AUDIT FROM OUR COMPLETE FINANCIAL ABILITY TO MAKE SURE WE HAVE A FORENSIC AUDIT GOING IN THAT WE MAKE SURE THAT ALL OF OUR THAT ALL OF OUR ALLOCATIONS ARE PUT IN THE RIGHT PLACES BASED UPON THE NEEDS OF THIS DISTRICT. WE TEND TO HAVE BUDGETS THAT GO OUT THERE TO EVERY OTHER DISTRICT AND THEN SCHOOLS COME LAST. WE HAVE THAT ABILITY TO WE HAVE THAT ABILITY TO UTILIZE SOME OF THOSE BUCKETS OF MONEY
DIFFERENTLY AND WE HAVE NOT UTILIZED THAT TO OUR BEST ABILITY. AT THE END OF THE DAY, THANK YOU, DR. HAHN, FOR MAKING A VERY, VERY GOOD POINT THAT OUR ESE STUDENTS ARE LEAVING MORE THAN EVER BECAUSE WE ARE NOT ABLE TO PROVIDE THEM THE RIGHT CARE BECAUSE WE HAVE NOT BROUGHT UP TO DATE OUR PROGRAMS AND OUR SERVICES THAT WE NEED TO. WE HAVE NOT LOOKED AT IT FROM A HOLISTIC POINT OF VIEW. WE HAVE NOT BEEN ABLE TO UTILIZE OUR COMMUNITY MEMBERS THE BEST WE CAN. AND WE HAVE AN ABILITY TO DO THAT AND ABILITY TO BRING US UP TO DATE. I WANT TO MAKE SURE THAT WE
LEAVE HERE WITH THE ABILITY THAT I CAN SPEAK FOR MYSELF, BUT I PROBABLY WOULD BE ABLE TO SPEAK FOR THE ENTIRE BOARD SAYING WE HAVE THE FAITH IN OUR HAVE THE FAITH IN OUR SCHOOLS, IN OUR TEACHERS, AND WHAT THEY DO FOR OUR STUDENTS. WE HAVE THE COMPLETE FAITH THAT THEY ARE DOING PHENOMENAL WORK IN OUR SCHOOLS AND OUR ADMINISTRATORS ARE PHENOMENAL. WE STAND BEHIND THEM IN WANTING TO PROVIDE THEM WITH THE ABSOLUTE MAXIMIZED SUPPORT WE CAN TO GET OUT THE MAXIMIZED WITHIN OUR STUDENTS. IF WE COULD JUST KEEP FOCUSING ON THAT AND REALLY ANALYZE WHAT
WE'RE DOING AS A WE'RE DOING AS A DISTRICT TO MAKING SURE THAT WE'VE NOT ALWAYS DONE IT THAT WAY. I THINK THAT'S IMPORTANT TO LOOK AT IT FROM A NEW POINT OF VIEW IS VERY IMPORTANT. THANK YOU FOR EVERYONE THAT'S BEEN HERE. THANK YOU FOR ALL OF OUR BOARD MEMBERS AND THEIR COMMENTS. I THINK THEY ARE I THINK THEY ARE VERY VITAL AS WE MOVE FORWARD THAT WE STAND BEHIND OUR STAFF, STAND BEHIND OUR TEACHERS AND STAND BEHIND OUR SCHOOLS. WE KNOW WE HAVE THE BEST PRODUCT IN HILLSBOROUGH COUNTY AND WE NEED THE MANAGEMENT TO PROVIDE THEM EVERYTHING THEY NEED TO DO THAT. THANK YOU.
>>Jessica Vaughn: THANK YOU, MEMBER RENDON. I HAVE A FEW QUICK THINGS. ONE, CAN YOU GET BACK TO ME ON DUAL ENROLLMENT? I'M CONFUSED WHETHER STUDENTS ARE DUAL ENROLLED IF WE GET THE FTE WHILE THEY ARE DOING DUAL ENROLLMENT. I'VE GOTTEN CONFLICTING INFORMATION ABOUT THAT. YOU CAN GET BACK TO ME ON THAT. SECONDLY, I WANT TO TALK ABOUT WHAT MEMBER COMBS SAYS, I DON'T THINK PEOPLE REALIZE BECAUSE YOU HAVEN'T BEEN VERY VOCAL ABOUT IT, SUPERINTENDENT IT, SUPERINTENDENT AYRES, IT, SUPERINTENDENT AYRES, HOW MUCH WE HAVE DOWNSIZED AT THE DISTRICT. I DON'T THINK ANY BOARD MEMBER DOESN'T DISAGREE THAT THE PEOPLE
IN OUR IN OUR SCHOOLS AND SCHOOL SITES COME FIRST, I DON'T WANT TO CONTINUALLY PUT THE NARRATIVE OUT THAT WE ARE OVERSTAFFED AT THE DISTRICT. MEMBER COMBS' POINT, SO MUCH WORK ON OUR DISTRICT STAFF AT THIS POINT AND THEY DIRECTLY AFFECT OUR SCHOOLS A LOT OF THE TIME. DEFINITELY NEEDS TO BE A BALANCE WHERE WE ARE LOOKING AT IT AND NOT TOP HEAVY OVER AND OVER AGAIN, BUT ALSO HAVE TO BE VERY TRANSPARENT TO THE POINT WHERE WE ARE NOT TOP HEAVY ANYMORE AND CUT TO THE BONE, WHETHER SCHOOL SITES OR THE DISTRICT STAFF AND WE NEED TO BE BETTER ADVOCATES FOR MAKING SURE WE GET MORE FUNDING.
THANK YOU FOR THE STAFFING GUIDE IN HERE, WHICH WE DIDN'T TALK ABOUT. I THINK THAT'S VERY HELPFUL. IF WE CAN MAKE THIS AVAILABLE TO ANYBODY WHO WANTS IT. I DON'T KNOW HOW PEOPLE GET THAT NOW, BUT IT REALLY TALKS ABOUT THE THINGS I ASKED FOR, MORE DETAIL ON THIS. IF WE CAN MAKE THAT AVAILABLE ON OUR WEBSITE OR BY REQUEST, IF TEACHERS WANT IT OR ANYBODY, IT HELPS WITH THE PROCESS. MEMBER COMBS' POINT, I ASKED SEVERAL TIMES ABOUT THE RECRUITMENT WITH PINELLAS AND PASCO, SINCE RIGHT NOW BOTH OF THE COUNTIES ARE OFFICIALLY LETTING GO OF INSTRUCTIONAL STAFF. I'VE GOTTEN A GOOD RESPONSE
ABOUT PINELLAS. I HAVE NOT GOTTEN THE KIND OF RESPONSE I WAS HOPING FOR ABOUT PASCO, ESPECIALLY FOR ME IN MY DISTRICT, TURNER/BARTELS YOU COULD THROW A STONE AND YOU ARE IN IN PASCO. WE CAN RECRUIT A LOT OF TEACHERS FROM FROM PASCO. I HAVEN'T GOTTEN ANY ANSWERS AS FAR AS WHAT WE'RE DOING RECRUITING IN PASCO. ALSO, WHILE WE ALSO, WHILE WE CONTINUALLY SAY WE SHOULD MEET WHAT PARENTS WANT, WE HAVE TO BE CLEAR WE'RE TALKING ABOUT WHAT THE MAJORITY OF PARENTS WANT. EVERY PARENT WANTS SOMETHING
DIFFERENT. UNFORTUNATELY WE DON'T HAVE THE BANDWIDTH TO CATER TO EVERYTHING EVERYONE WANTS. WE HAVE TO SEE WHAT THE MAJORITY OF PARENTS WANT WHEN WE'RE TALKING ABOUT WHAT WE'RE OFFERING. SOMETIMES WE DON'T HAVE THE TEACHERS, STAFF OR ENOUGH INTEREST WHEN WE'RE TALKING ABOUT CUTTING MUSIC EVERY HERE, UNFORTUNATELY. I THINK ANOTHER PIECE IS WE TALKED ABOUT ESE AND HOW A LOT OF STUDENTS ARE LEAVING US, BUT WE ALSO DON'T TALK ABOUT HOW A LOT OF TIMES STUDENTS DON'T COME BACK BECAUSE THEY START OFF AT ANOTHER SCHOOL THINKING THEY ARE GETTING BETTER ACCOMMODATIONS BUT A LOT OF TIMES THEY CAN'T
ACCOMMODATE AND THEY COME BACK. UNFORTUNATELY, THE MODEL OF TRACKING STUDENTS, THE MONEY FOLLOWING THE STUDENTS FROM THE STATE IS NOT ACCURATE AND WHEN THE STUDENTS COME BACK, IF WE MISSED THEM IN THE COUNT, THERE IS A LONG PERIOD WE SERVICE THEM THAT WE DON'T GET THE MONEY. AS BOARD MEMBERS WHEN WE PRIORITIZE WHAT WE'RE GOING TO ADVOCATE FOR IN OUR PLATFORM, WE HAVE GOT TO ADVOCATE THAT THE STATE DOES REAL-TIME COUNTS, MORE COUNTS, MORE OFTEN, THAT THEY UPGRADE THEIR SOFTWARE TO MAKE IT TRUE AND THAT THE MONEY REALLY FOLLOWS THE STUDENT. THERE IS A MISNOMER FOR A LOT OF PARENTS WHO MAKE CHOICES FOR
PARENTS WHO MAKE CHOICES FOR ESE AND COME BACK TO US AND THAT IS A DISSERVICE FOR OUR STUDENTS. THAT'S ALL I HAVE. I'LL MAKE WAY FOR MEMBER GRAY AND THEN CLOSE WITH SUPERINTENDENT COMMENTS. MEMBER GRAY. >>Lynn Gray: >>Lynn Gray: GIDDYAP. GOING TO GO FAST. I THINK THE BOARD MEMBERS EXPRESSED RUNNING DOWN THE LIST OF EXPECTATIONS WHICH IS REALLY IMPORTANT. I BELIEVE TO MEMBER HAHN'S POINT, THE ESE COLLECTIVE FOLKS, WE'VE GOT TO KEEP THEM, WHETHER IT BE INCLUSION IT BE INCLUSION OR IT BE INCLUSION OR NONINCLUSION, SOME OTHER SCHOOLS HAVE A LINE
ON THAT, WHETHER IT BE INCLUSIONARY OR NONINCLUSIONARY. WE ARE INCLUSIVE, WAY OF WORK. I THINK 26,000 OF OUR I THINK 26,000 OF OUR ELL, WE NEED TO PAY ATTENTION TO HOW WE'RE SERVICING THEM, WE'RE SERVICING THEM, BE IT EITHER LEADERSHIP, THE ACTUAL TEACHER LOOK. BUT WE'RE MISSING A LOT OF STUDENTS THAT COULD EASILY GO TO THE OTHER IDEA SCHOOLS, ET CETERA. SO THAT'S ONE. I ALSO THINK THERE IS A DISTINCTION BETWEEN THE DOE
PROJECTION AND OUR FIVE-YEAR TREND. THERE THERE HAS TO BE -- IT'S A LITTLE BIT CONFUSING. YOU HAVE TO PREDICT BECAUSE OF OUR BUDGET, BUT THE DOE COMES IN AFTER AND BEFORE. SO I THINK THE CLARITY IS VERY IMPORTANT. ALSO ALSO TO ONE OF THE BOARD MEMBERS' POINT, I THINK MEMBER VAUGHN, LEGISLATIVELY, THAT IS A FACTOR THAT ALMOST IN EVERY WORKSHOP WE NEED TO SEE. BECAUSE WE'RE CONTROLLED A BECAUSE WE'RE CONTROLLED A LOT BY THE LEGISLATION AND THE PAYMENT OF OUR LOBBYIST SHOULD
PROVE THAT POINT. I ALSO THINK SUPERINTENDENT VAN AYRES, THE ACTUAL -- AND MR. LEWIS LEWIS -- THE ACTUAL ACCURACY OF THE FTE COUNT, TEACHERS, WHEN WE DO FTE COUNTS, THERE IS A LOT OF DISCREPANCY. I KNOW WE TRIED TO DO IT BETTER THIS YEAR, THAT'S ALSO A FACTOR THAT CAN BE IMPROVED. THERE IS ALSO HUGE FACTOR CALLED ABSENTEEISM, WITHOUT KIDS, WHEN THEY MISS MORE AND MORE THEY MISS MORE AND MORE DAYS, A LOT OF THEM WILL DROP OUT.
SECURING A TIGHTER GRIP SECURING A TIGHTER GRIP ON THE ABSENTEEISM PROCESS, WE NEED TO WORK ON THAT -- I KNOW WE'RE DOING IT NOW BUT EVEN MORE DOING IT NOW BUT EVEN MORE SO. LAST, ONE OF THE BOARD MEMBERS MENTIONED MATT ROMANO. HE'S BEEN HE'S BEEN DOING THAT SINCE EARLY MARYELLEN ELIA DAYS. MAGNET PROGRAM GREAT WAY. LEAVE IT? WATER IT DOWN? COMING BACK TO REALLY COMING BACK TO REALLY ENFORCING IT AND DOING BETTER. WE HAVE TO PAY ATTENTION TO BE
COMPETITIVE, MEMBER HAHN'S POINT, THAT IS CHOICE, POINT, THAT IS CHOICE, IDEALLY, CHOICE. WE HAVE WE HAVE CHOICE, BUT OTHER FOLKS ARE GIVING US MORE AND MORE, ENTITIES ARE GIVING US CHOICE. SO I THINK MATT'S PROGRAMS, ET CETERA, AND HIS ET CETERA, AND HIS STAFF, WE SHOULD DEFINITELY DIG IN SHOULD DEFINITELY DIG IN AND SAY, YES, AS PASCO DID, WE ARE A DISTRICT OF SCHOOL CHOICE. THEY HAD SIGNS OUT EVERYWHERE. OKAY. I'M DONE. THAT'S IT. THANK YOU VERY MUCH, BOTH OF
YOU. >>Jessica Vaughn: THANK YOU, MEMBER GRAY. I KNOW SUPERINTENDENT AYRES, YOU HAD SOME CLOSING COMMENTS. >>Van Ayres: FEW CLOSEOUTS. MR. LEWIS, MS. RINDKY, THANK YOU FOR TODAY'S PRESENTATION. BOARD MEMBERS, APPRECIATE YOUR FEEDBACK. THIS IS AN EXTENSIVE, THIS IS AN EXTENSIVE, ARDUOUS PROCESS, WE'LL CONTINUE TO FIND WAYS TO MAKE THIS AND GET BETTER AT THAT. MS. McRAE IS BACK THERE TAKING NOTES. WE'LL MAKE SURE AS SHE HELPS GUIDE WITH MR. LEWIS AND THE TEAM NEXT YEAR, THAT WE CONTINUE TO GET BETTER. WHILE I HAVE THIS OPPORTUNITY, I
WANT TO MAKE THE PLUG AROUND HILLSBOROUGH VIRTUAL VERSUS FLORIDA VIRTUAL. I WANT TO MAKE THIS VERY CLEAR IS THAT EVEN THOUGH WE HAVE A STUDENT, LET'S SAY, THAT TAKES A FULL SEVEN CLASSES AT ONE OF OUR HIGH SCHOOLS, IF THEY TAKE ONE ADDITIONAL CLASS AND THEY TAKE THAT CLASS, FLORIDA VIRTUAL, WE HAVE NOW LOST THE 1.0 FOR THAT KID. NOW WE'RE ONLY GETTING .8, .9, WHATEVER THAT IS. THAT IS AN EXAMPLE HOW THE CLAIM RATE AND ENROLLMENT STARTS TO CHANGE. WE HAVE AN EXTENSIVE PLAN AROUND HILLSBOROUGH VIRTUAL, FLORIDA VIRTUAL. IT IS THE SAME EXACT COURSE.
EVERYTHING IS THE SAME. TEACHERS, ADVANTAGEOUS TO OUR STUDENTS TO STAY IN HILLSBOROUGH VIRTUAL. THAT IS AN AREA WHERE WE HAVE TO IMPROVE TO INCREASE NUMBERS IN HILLSBOROUGH VIRTUAL. IF A STUDENT TAKES A FULL TIME SEVEN AND THEN ADDITIONAL HILLSBOROUGH VIRTUAL, WE KEEP ALL THE FTEs. THIS IS AN EXAMPLE OF HOW THE CLAIM RATE NUMBER AND ENROLLMENT, SLIGHT DIFFERENCES. THAT DOESN'T INCLUDE STUDENTS THAT TAKE TWO, THREE PERIODS AND THEN TAKING ONLINE THE REST OF THE DAY. JUST AN EXAMPLE THERE. THANK YOU FOR YOUR FEEDBACK.
TOMORROW, WE DO HAVE A RECOGNITION MEETING. BRING SOME DINNER. WE'RE LOOKING AT 5:30 TO PROBABLY 8:00. WE HAVE PLENTY OF RECOGNITIONS, MORE THAN WE'VE PROBABLY EVER HAD AT A RECOGNITION MEETING. SOME OF THE ACCOMPLISHMENTS WE HAD THIS YEAR, TRULY OUTSTANDING. WE'RE HERE TO DO THE WORK TO ALLOW FOLKS BACK AT OUR SITES TO DO TREMENDOUS, TREMENDOUS THINGS. WE HAVE A LONG RECOGNITION MEETING TOMORROW. I WANT TO ACKNOWLEDGE WE HAVE A GREAT WEEKEND AS WELL. TEXTING A LOT OF YOU, OVER WEEKEND, THREE STATE CHAMPIONS OVER THE WEEKEND.
PLANT WAS ON THE NEWS THIS MORNING, LACROSSE, ONE 2A, ALONSO WON FLAG ALONSO WON FLAG FOOTBALL. AGAIN, ROBINSON WON FLAG FOOTBALL. ROBINSON WON AGAIN. STATE CHAMPIONSHIPS, ROBINSON, ALONSO AND PLANT. BASEBALL, ALONSO, WHARTON, BLOOMINGDALE, THREE TEAMS GOING TO STATE SEMIS TWO WINS AWAY FROM STATE TITLE. FOUR TRACK CHAMPIONS. TWO AT MIDDLETON AND TWO AT PLANT CITY.
>> >> [INAUDIBLE] >>Van Ayres: GREAT WEEKEND FOR HILLSBOROUGH COUNTY IN ATHLETICS. AGAIN, LONG NIGHT TOMORROW. WE'LL BEGIN AT 5:30 WITH MANY RECOGNITIONS. LOOK FORWARD TO TOMORROW. >>Jessica Vaughn: THANK YOU, BOARD MEMBERS, FOR YOUR PATIENCE AS I RUSHED YOU ALONG. THIS MEETING IS ADJOURNED.