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A
A
D
A
E
F
G
H
F
The
kids
are
just
told
to
kind
of
sit
on
the
floor
and
just
play
with
their
phones,
obviously
that
that
is
a
huge
issue
and
this
seems
to
be
happening
more
and
more
in
the
gym
classes.
You
know
one
of
the
other
issues
we're
having
I'm
not
going
to
name
the
teacher's
name,
because
that's
not
what
I'm
here
to
do,
but
I'm
just
going
to
give
you
an
example.
F
This
is.
This
is
totally
unacceptable
and
you
know
we.
We
need
to
find
a
way
to
pay
teachers
more
money.
I
I
look
at
the
the
money
that
was
given
to
the
to
the
state
and
the
county
through
esser
funds,
which
again
I
know
that's.
The
purpose
of
that
was
not
to
pay
teachers,
but
but
you
guys
have
misused
that
money
grossly
in
ways
that
it
was
never
intended
to
and
if
you
were
going
to
do
that,
it
should
have
been
paid
to
to
get
more
teachers
into
the
school.
F
F
But
I
I
want
to
address
something
that
was
very
concerning
to
me
where
there
was
you
you
guys.
The
chair
mostly
had
aggressively
asked
for
a
sheriff's
officer
to
remove
someone
from
speaking.
I
want
to
remind
you
guys
that
the
three-minute
rule
is
a
suggestion
and
a
courtesy.
It's
not
a
law.
You
are
not
allowed
to
have
people
pulled.
A
B
D
I
A
C
J
J
J
The
audit
is
a
close
second,
but
this
one
takes
about
six
months
of
work
to
put
together
and
and
it
it
isn't
a
key
stroke.
That
makes
this
happen
and
it's
a
lot
of
very
smart,
very
determined
and
dedicated
folks
that
help
us
so
lou,
ackerman
and
cindy
phillips,
reggie,
murphy
and
jennifer
hamlin
is
with
us
virtually
today.
So
I
want
to
recognize
them.
J
So
I
do
realize
that
we
have
a
senate
budget
that
has
passed,
but
we
do
not
have
any
revenue
information
yet
from
the
state
on
the
senate
version
of
the
budget
that
I
talked
to
a
counterpart
yesterday
and
they
contacted
the
state
department
who
indicated
that
we
would
receive
revenue
information
at
hopefully
by
the
end
of
next
week
on
the
senate
version.
So
this
is
solely
on
the
house
version
and
those
recommendations
will
continue
be
reflected
in
the
revenues
and
the
expenditures.
J
So
our
strategy
in
this
budget
is
to
start
by
prioritizing
our
expenditure
needs.
So
we
spend
a
large
amount
of
time,
gathering
information
from
schools,
departments
and
everyone
in
between
and
and
compile
those.
Then
we
match
the
revenues
as
we
receive
information,
and
our
goal
is
to
balance
the
budget.
J
J
We
currently
expect
with
a
growth
factor
of
three
percent
and
we'll
talk
a
little
bit
more
about
that
shortly
is
173
million
state
revenue
is
105
million
federal
revenue,
it's
very
a
smaller
percentage
that
comes
into
the
general
fund,
so
it's
650,
000
and
then
transfers
in
of
12
million.
Those
are
primarily
eia
funds
that
are
transferring
into
the
general
fund.
There
are
also
some
indirect
costs
from
us
or
funds
that
are
included
there.
So
you'll
see
more
of
the
details
about
that
shortly.
J
Current
budget
expenditures
are
274.3
million,
and
the
categories
were
increasing,
are
employed
primarily
you'll,
see
employee
compensation
of
right
at
18
million
another
school
staffing
allocations.
Those
would
be
additional
positions
at
1.8
million
operational
about
a
million
charter
school
2
million,
and
we
have
some
reductions
at
some
savings
of
about
250
000.
So
the
total
increase
in
this
budget
is
22.9
million
dollars
for
proposed
expenditure
budget.
For
next
year
of
297.1
million.
J
J
This
year
the
cpi
number
is
the
cpi.
Plus
growth
percentage
is
6.7,
which
equates
to
8.3
mils.
So
that's
a
percentage
of
the
prior
year's
millage,
which
is
121.6,
so
I
didn't
show
all
the
math
of
the
details
here,
but
and
we
at
this
time
we
have
no
look
back
millage,
we
utilized
that
in
the
prior
prior
year,
so
we
have
the
capability
of
adding
three
8.3
mills
up
to
129.
J
J
J
J
So
my
recommendation
is
that
we
bank
a
portion
of
this
millage
and
save
up
four
times
for
the
uncertainties
in
in
the
next
couple
of
years
and
just
keep
and
as
a
reminder
for
those
that
may
not
know
or
remember
that
the
there
is
a
law
that
allows
us
to
look
back
three
years
of
millage
so
right
now.
So
this
would
allow
us
to
save
for
a
couple
of
years
going
forward
all
right.
J
J
Those
in
red
years
are
the
reassessment
years
and
you'll
notice
that
when
we
either
stayed
flat
or
fell,
we
had
a
large
increase
in
millage
the
following
year.
So
the
goal
would
be
to
have
a
more
gradual
increase
to
support
the
operations
of
the
district
and
our
operational
increases
in
wage
increases.
J
J
So
the
recommendation
of
gfoa
is
that
we
have
our
government
finance
officers
association,
which
we
use
as
our
standard
of
practice
as
60
days
of
operation.
So
that
would
put
us
right
in
that
range,
which
I
think
is
a
very
good
place
for
the
district
to
be
our
fund.
Balance
is
at
a
place
where
we
can
look
at
seriously
reducing
or
almost
eliminating
the
tan.
At
this
point,
this
the
side
note
this
right
now
is
esser
funds.
J
J
Typically,
we
do
have
a
more
conservative
approach
of
growth,
but
we
have
shown
that
this
year
appears
to
have
a
slight
an
excess
in
at
least
three
million
dollars.
We
believe
we
will
come
in
above
the
budgeted
amount
of
tax
revenues
by
about
three
million,
so
that
will
reflect
about
a
three
percent
growth
factor.
B
So
this
is
just
sort
of
a
hypothetical
question,
but
the
reason
we're
we
keep
having
to
increase
the
the
millage
for
operations
is
because
we
have
a
lot
of
growth,
especially
like
southern
southern
part
of
the
county,
but
it's
people
who
are
moving
here
further
to
make
it
their
permanent
residence
which
does
not
factor
into
this
since
that's
their
four
percent.
Homeowners.
B
So
is
that
why
the?
In
addition
why
this
keep
keep
has
to
keep
going
up
is
because
we
have
we're
losing
our
tax
kind
of
losing
more
and
more
of
the
tax
base
in
a
way
by
having
these
like,
we
don't
probably
have
as
much
growth
in
terms
of
businesses
and
and
as
we
do,
prime,
but
I
don't
know
if
that's
true
or
not,.
J
J
The
revenues
are
not
keeping
pace
with
the
with
the
mandates
so
and
buford
being
a
perceived
to
be
a
help.
One
of
the
wealthiest
districts
in
the
state
receives
a
much
smaller
percentage
of
funding
when
we
receive
those
mandates.
So
in
the
past
we
may
our
efa
education
finance
act
allocation,
which
is
the
primary
state
funding
formula
we
received
about
24
of
the
base
student
cost.
So
I
believe
that
it's
the
revenues
aren't
keeping
pace
with
the
state
mandates
and
the
other
operational
increases
and
inflationary
increases
we're
recently
experiencing
as
well.
So.
J
J
What
struck
me
about
this
is
the
the
increase
in
the
last
couple
of
years,
but
then
we
had
a
conversation,
my
our
staff.
We
have
talked
a
lot
about
inflation,
a
lot
about
cpi,
so
we
decided
to
actually
put
a
trend
line
of
the
consumer
price
index
on
and
that's
in
orange
here.
So
you
can
see
the
consumer
price
index
over
the
10-year
period,
and
this
is
straight
from
the
u.s
bureau
of
labor
statistics
that
it
significantly
increased
from
2021
to
2022
from
2.6
up
to
8.5.
So
so
those
things.
J
J
Those
are
increases
in
salaries
for
teachers
and
for
classified
and
administrative
staff.
They
are
also,
it
includes
benefit
increases
which
we're
seeing
a
couple
of
mandated
increases.
We
are
required
to
participate
with
the
state
retirement
system
and
required
to
participate
with
the
state
health
insurance
plan
as
well,
and
those
are
both
having
some
some
increases
this
year.
J
So
we're
going
to
move
into
the
details
of
these
increases
and,
along
with
that,
we've
provided
in
the
handout,
a
narrative
explanation
of
every
category
of
increases
so
and
those
start
on
page
five
of
the
handout
they
provide
a
little
more
detail
and
they're
in
the
same
exact
same
order
as
the
slides
are
today.
So
it
should
be
hopefully
easy
to
follow
along
with
so.
The
first
proposed
area
of
increase
is
a
four
thousand
dollar
increase
to
the
teachers
state
minimum
salary
schedule.
J
J
In
addition
to
that,
we
show
a
salary
step
increase
of
for
certified
staff
of
two
million
dollars.
It's
valued
at
an
average
of
two
percent,
an
18.1
percent
increase
in
the
employee
portion
of
health
insurance
that
health
insurance
increase
will
take
effect
january
1.
So
we
have
a
half
year.
So
we
technically
budget
it
based
on
a
nine
percent
increase
this
year,
but
we'll
have
an
automatic
increase
the
following
year,
so
that
cost
is
1.6
million.
J
There
is
a
one
percent
retirement
increase
on
the
employer
side,
so
this
does
not
affect
the
employee
withholdings
that
cost
to
the
district
is
1.5
million
and
a
mandate
for
the
base
teach
based
bus
driver
salary
to
increase
five
percent
as
well.
So
that's
193,
000.,
so
next
slide.
Other
compensation
increases
in
this
budget
include,
first
of
all,
the
three
percent
cost
of
living
adjustment
for
all
employees.
That's
the
one
that
you
recently
approved.
J
We
want
to
display
it
in
this
budget
to
show
the
cost
of
it,
but
we
are
able
to
utilize
savings
from
slippage
in
our
salaries
and
benefits
budgets.
We
historically
have
had
about
six
million
dollars
over
the
last
three
years
and
we
expect
that
to
continue
going
forward,
so
we're
bringing
allowing
those
to
offset
each
one
another
and
will
be
able
to
be
virtually
no
impact
going
forward
on
budgetary
items.
But
I
wanted
to
reflect
reflect
that
in
the
slides
also
is
projected
a
classified
administrative
salary
study.
J
There's
two
million
dollars
plus
benefits
listed
in
this
budget.
I
have
been
keeping
in
touch
with
our
human
resources
and,
following
along
to
some
of
the
conversations
in
the
operations
committee
to
make
sure
that
we
did
make
sure
to
cover
some
of
the
cost.
I
don't
think
this
will
cover
all
of
the
costs,
but
at
least
it
could
begin
to
phase
in
some
of
those
and
apply
some
of
those
recommendations
that
will
eventually
come
out
in
july.
J
Also,
step
increase
for
classified
and
administrative
employees
about
a
million
dollars
and
we're
adding
a
step
26
to
the
teacher's
salary
schedule.
So
last
year
we
added
step
25
this
year,
we're
adding
step
26..
I
want
to
continue
to
do
that.
It's
a
relatively
inexpensive
effort,
as
we
gradu
make
a
gradual
change
to
that,
we're
seeing
that
we're
really
low
compared
to
other
districts
and
the
salary
schedules
of
other
districts
move
into
the
above
28
years,
which
is
the
retirement
year.
J
J
Yes,
sir
slippage
is
savings
from
salaries
and
benefits,
as
as
we
have
vacancies
throughout
the
year,
and
we
have
employees
that
may
leave
mid-year,
and
then
it
takes
a
few
months
to
hire
the
next
person
they
come
on
board.
You
may
have
a
a
gap
in
employment,
so
those
are
savings
of
various
positions
throughout
the
district,
and
that
number
is
relatively
large,
because
80
percent
of
our
budget
is
salaries
and
benefits,
so
it
does
have
and
that's
it
at
a
120
million
dollars
so
on.
K
J
So
the
beauty
of
the
step
26
is
that
when
we
give
a
step
increase,
we
can
say
we
give
a
step
increase
to
all
teachers,
not
just
to
eligible
teachers.
So
that's
that's
a
powerful
statement
to
be
able
to
make
that
it's
not
just
apply
to
some,
but
it
applies
to
everyone.
So
that's
the
last
point
I
want
to
make
on
that
item
and
then
we'll
move
to
staffing
allocations.
J
J
So
a
school
in
high
poverty
must
be
funded
better
than
a
than
a
school
that
is
not
in
the
high
poverty
category
with
local
and
state
dollars.
Federal
dollars
are
not
included
in
that
calculation,
so
we
can't
co,
bring
in
title
one
and
say
that
we're
funding
better
with
title
one.
We
have
to
fund
better
with
general
fund
so
that
we
made
sure
we
actually
were
already
had
already
begun.
The
weighted
staffing
model
when
we
found
out
about
the
maintenance
of
equity
formula,
but
it
worked
perfectly
together
and
it
allowed
us
to.
J
So
there
are
some
adjustments
in
our
staffing
as
a
result
of
that
we're
we're
adding
certified
teachers,
five
and
a
half
five
and
a
half
additional
certified
teachers.
Overall,
we
did
have
some
interventionists
that
we
utilized
already
that
were
already
in
the
budget
that
were
approved
this
past
year
and
then
we're
adding
an
additional
three
and
a
half
interventionists.
These
are
interventionists
in
core
instructional
areas,
assistant
principals.
J
There
are
three
assistant
principals
added
in
this
budget.
We
do
have
a
formula
for
those
and
those
exceeding
certain
levels
of
growth
or
student
allocation
or
student
enrollment
were
assigned
addition.
Additional
assistant
principles
also
you're
going
to
see
college
and
career
support.
Here
we
talked
last
year
was
a
year
of
really
shoring
up
our
guidance,
counselors
and
based
on
the
301
ratio.
J
One
is
to
address
the
efficiency
studies,
recommendation
for
a
district
athletic
director
and
additional
position
in
the
communications
office
to
ensure
foia
compliance
and
adherence
to
copyright
laws.
So
that
is
something
that
is
is
needed
and
then
behavioral
support.
Psychology.
Psychology,
as
additional
two
positions
that
are
added
and
the
total
in
these
areas
is
24
ftes
for
2
million
dollars.
L
Thank
you
hi,
so
the
high
poverty
schools
and
I
have
a
question
based
on
what
I
think
I
understand,
but
I'm
not
sure
I
understand
so
just
jump
in
when
I'll
tell
you
so
that's
based
on
the
free
and
reduced
lunch
applications
is
that
how
they
determine
the
percentage
of
the
school,
because
I've
never
filled
one
of
those
out
as
a
parent
right.
So
what
I'm
wondering
is,
is
that
the
only
or
is
it
like
they
look
at
the
income
of
the
surrounding
areas.
J
I'm
I'm
not
sure
I'm
the
best
person
to
answer
that
question,
but
I
believe
that
the
pupils
and
poverty
number
comes
from
the
state
department
of
education.
It's
provided
to
us
from
a
report
with
the
state
department
of
education.
I
know
denise
matson
is
is
very
in
tune
with
that,
but
I
don't
think
she's
here
today.
Well.
M
L
And
that's
based
on
the
free
and
reduced
lunch
process,
because
that's
that's
what
google
tells
me
there's
a
different
formula,
because
I
would
be
interested
in
knowing
I
know
I'm
fairly
certain
that
in
the
hilton
head
schools
we
have
pretty
low
participation,
it's
hard
to
get
people
to
fill
those
forms
out.
That's
why
that's
why
they
went
away
from
that
because
you
know
they
realize
that
in.
M
N
This
is
vote
by
justice
sharon
and
mrs
crosby
will
also
give
confirmation,
idiom
homeless
students,
students
in
foster
care
families
receiving
financial
assistance
from
the
government
wic
all
right.
The
assistance
that
you're
able
to
give
mothers
who
are
under
a
certain
threshold
economically,
those
are
additionally
put
in
as
criteria
to
qualify
schools
for
pip.
That
type
of
information
has
been
shared
with
schools
registrars.
N
The
shift
for
our
district
went
into
place
significantly
this
year,
actually
even
for
title
one
so
qualifiers
for
title.
One
also
falls
under
the
pip
criteria:
the
pupils
in
poverty,
so
we're
trying
to
deepen
that
get
that
information
even
out
deeper,
so
that
if
I
have
a
sibling
at
a
middle
school
and
I'm
attending
a
high
school
that
middle
school
as
well
will
qualify.
If
I'm
where,
if
both
both
of
us
are
in
foster
care.
So
we
want
to
make
sure
that
we're
being
deeper
at
our
registration
as
well,
because.
L
My
big
concern
is
that
the
hilton
head
community
does
not
participate
in
government
support
programs
they're,
not
in
wix
they're,
not
that
they
don't
want
to
be,
and
they
won't
fill
out
that
paperwork
and
I'm
worried
that
we're
and
I've
said
this
before
hilton
head
and
I
think
bluffton
as
well.
You
have
some
high
income
families
and
a
lot
of
very
low
income
and
really
struggling,
and
I
worry
that
they're
not
getting
resources.
It's
not
on
the
district.
N
O
P
P
P
P
A
day
a
day,
so
callers
this
morning
mentioned
a
issue
with
teacher
leaving
being
gone
many
days
of
the
week
many
weeks
of
the
year
whatever,
and
it
seems
to
me
that
we
are
incentivizing
people
to
use
sick
leave,
because
why?
Why
accrue
it
and
get
paid
ten
dollars
a
day
for
that?
So,
let's
take
let's
take
every
other
friday
off
and
say
it's
sick
leave.
P
If
we
were
to
change
what
we
pay
for
a
crude
sick
leave
when
the
employee
leaves
it
would
seem
to
be
an
incentive
to
bank
your
sick
leave.
That
has
two
positive
influences:
one:
it's
an
incentive
not
to
take
the
days
off
and
two
it's
an
incentive
to
do
what
you're
supposed
to
do
when
you're
a
young
person
and
you
think,
you're
invulnerable
to
bank
that
sick
leave.
So
when
you're
old
like
me
and
you
need
it,
you've
got
it,
but
that
there
is
a
cost
involved
in
that
and
the
cost
as
you
init.
P
Is
there
any
way
you
can
give
us
a
alternative
to
the
10
a
day
payoff
and
what
it's
going
to
cost
and
how
soon
we
could
implement
something
like
that,
so
that
we
can
incentivize
teachers
not
to
take
sick
leave,
because
I
might
as
well
use
it,
and-
and
so
that's
something-
that's
that
I
think
would
be
look
should
be
looked
at
and
we
should
look
at
it
as
soon
as
possible.
Thank
you.
Yes,.
Q
Q
D
Q
Q
S
Thank
you,
chairman
strippinger.
I
appreciate
dick
bringing
that
up.
That
was
going
to
be
one
of
my
comments,
and
so
I
think
I
I
fully
support
looking
at
raising
the
amount
teachers
receive
for
their
sick
days
for
all
the
reasons
previously
mentioned.
I
also
wanted,
though,
to
ask
you:
is
there
any
way
we
can
be
more
aggressive
with
getting
the
step
to
that
28
year
you
mentioned
that
the
cost
to
add
a
step.
26
is
322..
S
S
Know
to
show
that
we
we
not
only
want
to
keep
our
teachers
in
the
classroom
by
providing
their
sick
leave
to
be
a
higher
daily
rate,
but
we
want
to
keep
our
experienced
teachers
in
the
classroom
and
not
leaving
and
going
to
a
charter
school
to
teach
or
a
private
school.
So
if
we
could
be
more
aggressive
in
increasing
that
final
step,
you
know
that
would
be
if
you
could
look
into
that.
That'd
be
greatly
appreciated.
Thank.
A
T
Thank
you,
mr
chair,
I
was
just
gonna
offer
a
suggestion,
which
is
something
that
I've
heard
about
is
done
in
other
districts
and
it's
where
they
look
at
their
their
costs
associated
with
providing
a
substitute
teacher
in,
in
the
case
that
a
regular
teacher
is
not
there
for
that
day
and
they
make
their
six
leave
or
their
that
day
cost
be
basically
the
same
as
what
they
would
be
paying
a
substitute
teacher.
If
we're
going
to
be
expending
that
anyways,
then
let's
try
to
incentivize
our
teachers
to
stay
in
the
classroom.
D
B
Thank
you,
mr
stripper.
Another
way
to
look
at
it,
and
I
don't
know
I
don't
know
enough
about
it
to
see
whether
this
is
really
a
viable
way
to
look
at
it.
I
know
well,
for
example,
in
my
medical
practice,
and
I
have
an
outside
consultant,
do
my
hr
and
they
do
lots
of
different
business.
Not
no.
I
don't
think
heart,
not
that
many
medical
practices
and
we
have
paid
time
off
but
lumped
into
that
paid
time
off,
would
be
sick
leave.
B
B
12
days
a
year,
okay,
12
days
a
year,
that's
a
lot
of
sick
time.
Actually
I
don't
think
most
businesses
offer
that
and
I'm
but
you're
in
a
different
situation,
because
you're
around
children,
you're
going
to
get
sick
teachers
are
definitely
going
to
get
sick
right.
So
I
don't
know
looking
at
having
all
the
the
the
paid
time
off
into
one
category
and
then
the
the
teacher
decides
how
they're
going
to
use
it.
B
D
B
B
When
I
was
the
chair,
and
so
we
sent
a
letter
off
to
the
south
carolina
school
boards,
association
for
them
asking
their
support
and
that
in
in
having
that,
as
as
you
know,
bringing
that
legislation
forward
to
the
general
assembly,
but
they
didn't
support
it
because
they
said
that
a
lot
of
the
districts
in
the
state
wouldn't
be
able
to
afford
going
above
25,
but
yet
interesting.
You
just
said:
if
looking
at,
I
guess
information
data
that
there
a
lot
of
districts
do
go
up
to
what
the
you
said.
J
B
A
Yeah,
I
would
just
say
I
support
completely.
I
and
I've
said
this
before,
but
all
those
days
should
be
considered
personal
days
and
then
we
don't
have
to
question
whether
people
are
sick
or
not
sick
or
you
know
it's
it's
up
to
them.
It's
a
much
more
professional
way
to
treat
your
people
and
I
thought
we
were
moving
in
that
direction,
and
you
know
this
is
probably
not
a
budget
a
budget
item,
but
but
I
support
that
completely.
A
It's
just
easier
on
everybody
to
say
person,
you
know,
call
them
personal
leave
days
and
then,
if
you
have
excesses,
you
have
a
morale
issue
that
you
have
to
deal
with,
because
I
do
know
we
have
a
pattern
on
sick
days
of
fridays
and
mondays
and
from
my
experience
that
is
an
indicator
that
there's
a
morale
issue
and
maybe
it'll
be
solved
if
we
pay
them
appropriately.
Dr
wisniewski
is
absolutely
right.
It
costs
us
so
much
to
do
a
substitute,
so
we
could
save
money
by
by
paying
the
teachers
to
not
take
the
day
off.
A
N
U
At
a
time,
book
is
just
guaranteed
that
we're
going
to
get
to
the
28th
step.
It
won't
cost
us
anymore
because
nobody's
going
to
jump
from
25
to
28.,
although
they've
been
there
yeah,
you
know
so
so
it
won't
cost
anything,
but
it
will.
It
will
obligate
us
to
fulfill
the
other
steps
this
time
and
that
that
you
know
I
think
and
yeah
it's
rather
disingenuous
to
have
28
year
retirement
and
then
don't
go
the
steps
up
to
28
years.
U
J
U
And
if
we're
bank
we're
banking,
we're
banking,
those
in
the
long
run
towards
that
teacher's
end
of
career,
the
interest
might
might
be
a
factor
to
make
you
have
you
recoup
almost
everything
that
you
invested
and
that's
that's
the
other
part
of
it.
That,
I
think
would
you
know,
would
lead
us
to
do
that.
But,
more
importantly,
teachers
are
saying:
that's
what
they
want.
You
know
over
and
over
teachers
have
said,
that's
what
they
want.
U
You
know
not
just
the
ones
who
get
to
the
end
of
the
career
and
look
at
that
90
days
that
they've
saved
up.
I
think
I
had
something
like
that
and
I
don't
remember
getting
the
check,
but
I
got
a
sick
sure,
but
it
didn't
matter.
You
know
the
idea
was.
I
wanted
to
be
there
every
day
for
the
child,
but
I
think
you
know
I
might
have
stayed
there
for
all
those
90
days.
If
I
didn't
have
sick
days,
I
didn't
know
that
I
was
only
getting
ten
dollars
up.
U
I
knew
I
was
only
getting
ten
dollars
a
day.
It
would
wouldn't
have
mattered.
I
could
toughen
it
out,
but
the
other
thing
about
this
compensation
for
long-term
teachers
is
the
the
other
service
that
they
do
and
I
don't
know
what
we
can
do
about
it,
and
this
may
be
off
topic,
but
coaching
stipends
and
other
things
like
that.
U
That's
not
you
know,
I
think
we
pay
paid
separately
so
that
it's
not
a
part
of
their
long-term
retirement
measure
and
that's
a
concern
too,
that
those
are
things
that
you
know
from
a
teacher's
standpoint,
I've
heard
over
and
over
and
over
through
all
these
extra
hours.
We
do
all
this
extra
work
and
over
time,
25
years,
coaching,
that's
a
lot
of
money,
that's
not
being
registered.
I
Okay
and
in
terms
of
of
special
ed,
I'm
I'm
a
little
concerned
with
that
due
to
the
fact
that
this
year,
here
alone,
we
have
had
have
not
barely
had
any
space
teachers
and
teachers
in
some
of
the
some
of
our
schools.
So
I
I
think
that
we
have
to
pay
them
what
they're
worth
and
there's
a
lot
going
to
spread
spare
teachers
and
their
teachers.
I
Assistance
are
very
important
and
if
we
don't
put
a
an
importance
on
that
in
and
they
implicated
that
we
value
that,
and
I
think
that
that
is
a
major
problem
so
having
three
percent
of
that
and
doing
teachers
5.5
to
me.
That
is
an
issue.
I'm
not
sure
how
my
colleagues
feel
about
that.
But
to
me
in
terms
of
terms
of
spreading
we're
saying
that
we
want
to.
We
want
to
close
the
achievement
gap.
I
J
I
Because
I
feel
like
we
need
to
value
them
as
well,
because
without
the
teacher's
assistance.
That's
why
that's
the
reason
why
we
have
teachers
taking
office
because
they're
stressed
out
and
they
can't
have
the
classes,
because
a
lot
of
teachers
assistants
handle
the
classes
and
handle
some
of
these
students,
unfortunately
better
than
some
of
our
teachers,
so
that
once
again
that
that's
that
we
have
to
put
that
emphasis
on
it.
So
yeah.
T
T
V
V
T
V
G
T
I
know
that
in
some
of
the
budget
discussions
at
the
state
level,
they're
looking
at
it
from
okay,
we're
funding
these
they're
going
to
be
funding
anything
else
from
their
general
operating
budget,
and
so
I
think
we
also
need
to
kind
of
put
on
that
lens
and
that
cap
when
we're
looking
at
our
our
budget
processes.
So
that
might
be
helpful
in
future
discussions
if
we
were
able
to
break
down
okay,
these
might
look
like
new
positions,
but
the
money
would
be
coming
from
elsewhere,
not
necessarily
from
the
general
budget.
Thank
you.
L
L
Okay,
let
me
hit
this
before
we
get
to
the
deep
dive
I
just
didn't
want
to
like
hijack
in
the
middle
of
the
presentation,
but
I
do
one
thing
that
you
brought
up:
the
contracted
service
is
being
capped
at
three
percent
and
I
know
that's
ess,
for
our
substitutes,
right,
maintenance
and
custodial-
and
I
saw
here
that
we
are
to
provide
for
an
increased
need
for
substitute
support.
Outsourced
services
have
been
utilized
contracted
services.
This
service
contract
provides
substitutes
and
is
now
filling
paraprofessional
vacancies,
resulting
in
a
net
savings
to
the
district.
L
I
worry
that
we're
gonna,
not
we're
gonna,
have
trouble
hiring
maintenance
workers
and
custodial
workers
and
substitutes,
and
I
know
that
there
is
a
lot
of
distress
with
ess
and
how
we
we're
paying
paraprofessional
teachers,
assistants,
12
13
an
hour.
That's
you
know:
parker's
gas
station
starts
at
14.50.
J
J
Some
may
be
paid
by
the
hour,
but
they're
paid
by
the
day,
so
also
the
contracted
services,
yep
maintenance
custodial
food
services
or
contracted
services
and
are
capped
at
the
three
percent.
And
then
the
paraprofessionals
new
pair
of
professionals
that
are
coming
on
or
teacher
assistants
with
the
districts
would
go
with
the
ess
and
their
pay.
Their
pay
rate
is
actually
higher
than
what
our
current
schedule
allows
for
so
I'll
I'll.
Let
miss
walton,
take
it
from.
D
V
L
V
L
T
T
J
J
Has
something
to
do
there,
but
those
are
intended
to
be
in
the
general
fund
we
do
have
to
we
do
have
to
have.
We
have
a
maintenance
of
effort
formula
as
opposed
to
the
maintenance
of
equity
formula,
there's
another
maintenance
of
effort
formula
in
the
general
fund.
That
requires
us
to
meet
the
same
level
of
spending
per
pupil
in
the
general
fund
for
special
for
the
number
of
special
ed
students,
and
so
that
number
must
continue
to
climb
as
your
enrollment
climb.
J
T
Thank
you
for
that.
I
just
want
to
make
sure
I
wasn't
missing
anything
numbers
and
then
my
other
comment,
slash
question
is
in
regard
to
slippage,
so
it's
my
understanding
if
I
understand
this
correctly,
that
the
retroactive
three
percent
cola
that
we
did
was
based
on
a
historical
six
million
of
slippage.
Yes
and
moving
forward,
though,
if
that's
historical
and
there's
about
six
million
of
slippage
each
year,.
D
T
We
have
any
plans
and
how
to
wrap
that
into
increased
staffing
allocations
or
to
use
that
slippage
to
account
for
that,
or
are
we
planning
to
use
that
year
over
year
for
cola
increases?
I
guess
I'm
trying
to
figure
out
if
we
know
that's
a
historical
trend,
what
are
we
doing
about
it
in
the
future
to
make
sure
that
again,
we're
not
increasing
millage
year
over
year
and
networking
we're
using
that
to
our
advantage.
J
Right,
the
tricky
thing
with
slippage
is:
really:
you
don't
know
from
year
to
year
what
it's
going
to
be,
but
what
we've
done
is
sort
of
bring
the
budget
down
to
a
level
that
accurately
reflects
the
expenditures
that
we're
expecting
to
have.
So
that's
a
permanent
decrease
to
our
budget.
We
will
continue
to
to
make
sure
that
we're
including
slippage
annually,
but
we
have
to
be
very
careful
because
some
you
know,
especially
in
years
where
they
may
have
large
pay
increases.
J
J
We
know
there's
going
to
be
some
slippage
throughout
the
year,
and
so
we
will
continue
to
record
that
each
year
and
as
as
a
reduction
of
some
sort
and
the
number
may,
the
percentage
may
fluctuate
from
year
to
year,
but
we
will
continue
to
account
for
it.
So
I
expect
it
to
be
a
permanent
reduction
of
some
sort
every
single
year.
T
And
and
the
reason
I
ask
that
is
because,
if
we
don't,
we
don't
have
a
plan
of
how
it's
going
to
be
used
or
what
not
and
when
I
was
looking
at
the
chart,
I
was
thinking
to
myself.
Well,
why
isn't
the
slippage
you
know
being
accounted
for
in
the
slide
for
the
staffing
allocations?
Then
I
recalled
it
was
retroactive.
We
did.
G
E
J
To
reflect
that
slippage
amount,
so
we'll
budget
at
the
full
100
of
every
position
and
then
we'll
take
because
that's
the
way
our
our
software
system
works.
It
takes
every
position
and
every
vacancy
and
brings
a
hundred
percent
of
the
salary
in.
So
that's
how
we
begin
our
budget
and
then
we'll
take
make
an
adjustment
annually
to
bring
that
down
a
little
understood.
H
H
J
I
J
I
I
V
I
I
I
mean
when
we
did
it
once
before.
I
think
that
a
lot
of
these
positions
that
we're
asking
these
different
organizations
to
come
in
and
take
our
partaking.
I
think
that
we're
that
and
when
we
go
out
for
a
bond,
you
know
these
people.
They
remember,
remember
that
you
know,
so
I
think
that
it
I
I
think
it
would
behoove
us
to
pay
our
but
to
pay
our
residents
and
our
and
our
taxpayers
in
indirectly
versus
having
them
have
to
go
through
a
company
because
they
said
that
would
actually
the
same
question
about
custodians.
I
How
much
do
we
pay
custodians,
I'm
not
sure
and
and
the
reason
why
I'm
bringing
this
up
is
because
because
of
the
fact
that
custodians
have
said,
listen
do
the
whole
pandemic.
Y'all
give
out
all
those
bonuses
we
didn't
see
any.
So
how
does
the
board
really
feel
about
us?
Because
you
got
a
new
company
right
before
the
beginning
of
the
year
and
y'all
give
all
those
bonuses
to
staff
members
and
district
employees,
and
you
don't
enforce
ess,
to
give
us
any.
I
So
this
is
something
that
we're
going
to
have
to
take
a
a
deep
dive
and
look
at
at
some
point
in
time.
Hopefully,
sooner
than
later
you
know
some
people
might
say:
well,
it's
not
really
a
bigger
deal.
It
is
a
big
of
a
deal
because
we're
gonna
go
back
out
to
these
same
people
and
we're
gonna
ask
them
to
vote
on
a
bomb
referendum,
and
why
would
I
support
someone
who
doesn't
support
me,
I'm
working
in
the
schools?
I
J
J
It
actually
defines
the
amount
of
the
formula
that
we
are
to
allocate.
It
is
the
prior
year's
actual
revenues
divided
by
the
weighted
pupil
units
of
the
entire
school
district
and
multiplied
by
the
number
of
weighted
units
at
riverview
in
the
current
year.
So
so
the
any
district
sponsored
charter
school
is
calculated
in
that
manner.
J
Last
year
or
the
current
school
year
we
actually,
we
approved
a
millage
increase
and
we're
at
121.6
mills.
That
was
a
significant
tax
revenue
benefit
to
the
district,
so
a
portion
of
those
funds
will
be
distributed
to
riverview
based
on
the
formula,
so
that
does
reflect
a
two
million
dollar
increase
to
their
budget.
J
Other
contracted
services
are
increases,
the
standard
increases
for
our
major
contracts,
and
these
would
include
any
energy
increases
as
well
670
000
there
and
we
have
the
professional
development.
We
have
300
000
some
people
activities
and
athletic
insurance
of
about
200,
000
property
insurance,
annual
increases
there
of
about
45
000,
and
then
our
savings
on
shifting
to
the
prepared
professionals
and
now
being
able
to
fill
those
with
our
contracted
vendor
we're
having
us
experiencing
savings
about
650
000.
J
J
Those
are
those
are
an
area
that
we're
going
to
be
looking
at
in
the
next
couple
of
weeks
because
to
see
if
there
is
an
opportunity
for
esser,
in
light
of
especially
some
of
the
discussions
about
potentially
increasing
for
other
other
desired
areas
or
other
priorities
of
the
budget,
we're
going
to
be
looking
to
see
if
that
will
be
a
possibility,
but
definitely
we
kept
esther
and
other
all
special
revenue
in
mind.
This
year,
denise
matson
was
wonderful,
our
director
of
special
revenue.
J
J
T
J
T
J
W
I
J
Athletic
insurance
is
a
is
a
dollar
amount
that
we
support
to
for
students
who
don't
otherwise
have
any
insurance
that
they
that
we
would
be
covered
under
our
excuse
me
covered
under
our
plan.
Could
we
pay
it
from
the
gates?
Yes,
that
would
be
reducing
the
amount
that
students
that
the
schools
have
in
their
student
activity
funds
so
and
we
would
have
to
do
it
based
on
a
calculate
the
basis
of
who
all
who
is
having.
Who
is
utilizing
that
insurance
claims
against
that
insurance
per
school?
K
Also,
I
think
it's
helpful
for
those
schools
with
their
gate
in
terms
of
running
that
athletic
program
or
those
athletic
programs,
and
not
every
athletic
program,
generates
the
same
kind
of
funds.
For
example,
a
volleyball
game
might
have
five
people
in
attendance,
but
you're
still
paying
for
the
officiating
of
that
game
and
everything
else
right.
So
they're,
not
all
equal
with.
You
know:
300
people
in
an
attendance.
I
And
I
do
I
do
understand
how.
However,
I
think
that
some
of
these
money,
that
some
of
the
money
that
comes
that
comes
from
the
gate
should
be
used
in
in
terms
of
terms
of
this
right
here
represent
a
small
proportion,
didn't
have
to
be
all,
but
something
just
just
to
curve
that
cost.
That's
just
that's
my
thinking.
Thank
you.
J
J
So
those
are
34.5
million
operations
is
53
million
in
instructional
support.
209
million
now
you've
been
looking
at
increases
all
along.
This
is
the
total
dollar
amount
of
budgets
in
those
those
three
category
areas
and
you'll
see
that
71
of
these
of
the
spending
of
the
total
is
instruction
and
instructional
support,
so
that
should
say
instruction
there.
So
a
little.
J
J
Emphasis
on
teacher
salaries
in
this
budget,
I
wanted
to
sort
of
take
a
deeper
dive
and
one
of
the
requests
of
a
board
member
previously
was
to
gain
a
copy
of
find
a
copy
of
the
just
a
comparison
of
all
the
districts
in
the
state
and
their
base
teacher
salaries,
and
so
on.
The
slide
you
see
before
you
is
just
a
handful
of
districts.
Some
of
them
are
neighboring
districts
and
others
are
peer
districts.
Some
are
our
size
or
those
that
we
may
be
competing
with
for
for
staffing.
J
J
Excuse
me
39.06,
so
39
066
dollars.
So
this
is
a
comparison
you
see.
Jasper
is
at
38
915,
currently
allendale,
39,
0.99
and
so
on.
So
we're
really
at
the
low
end
of
the
scale
as
as
our
as
a
percent
as
our
base
teacher
salary,
and
these
do
not
include
the
locality
supplement
so
in
the
handout
is,
is
a
listing
of
77
school
districts.
J
J
We
are
the
10th
largest
in
district
in
the
state
in
terms
of
enrollment,
so
we
so,
fortunately
we
were
able
to
move
the
needle
on
the
teacher's
salary
this
year
with
a
three
percent
cost
living
and
moved
us
up
to
40th
at
39
066
dollars.
So
that's
where
we
are
right
now
I
highlighted
allendale
as
a
placeholder.
We
would
fall
just
below
their
39th
place
at
40..
J
J
So
not
only
are
we
competing
with
other
districts
around
us,
we
we
have
to.
We
have
a
neighboring
county,
that's
paying
significantly
more,
so
that
was
really
an
emphasis
this
year
and
a
goal
that
I
wanted
to
fulfill
a
need.
That
is,
is
definitely
there
present
and
we've
heard
a
lot
about
it
from
teachers
and
in
emails
recently
as
well.
K
J
I'm
going
to
skip
two
slides
forward
and
I
can
come
back
to
the
narrative
there,
the
teacher's
salary
schedule.
This
is
a
depiction
of
the
multi-years
of
beaufort
county
school
district
teacher
salary.
So
this
will.
This
starts
in
2020
2021
school
year.
So
last
school
year
is
on
the
first
bar
on
the
left
side
and
we
were
at
36
928.
J
We
do
have
a
locality
supplement
of
5
000,
so
that's
in
yellow
there
for
a
total
of
41
928.
So
I
don't
want
to
discount
the
fact
that
we
do
put
a
significant
amount
of
funding
into
our
locality
supplements.
Those
are
paid
twice
a
year,
they're
not
included
in
the
base
and
they're,
not
included
on
the
district
minimum
salary
schedule
that
is
posted
on
the
state
department's
website,
and
it's
not
that
locality
supplement
is
not
in
the
district
salary
schedule
on
our
website.
J
J
K
Locality
supplement
that
five
thousand
dollars
is
is
voted
upon
every
year
by
the
board.
So
it's
not
a
permanent
and
guaranteed
thing
right,
because
the
board
votes
on
that
every
year
and
every
year
they
voted
in
right,
but
but
I
know
our
recruiters
and
our
hr
team
when
they're
out
there
talking
to
people,
they
talk
about
the
locality
supplement,
but
they
have
to.
Let
them
know
that
that's
voted
on
every
year,
right,
just
to
be
fair
and
honest
and
transparent
with
them.
U
You
know,
so
that's
not
as
practical
as
it
appears
that
we'll
be
in
the
top
five.
That's
a
concern!
That's
something
that
we
have
to
decide,
I
suppose
as
a
board.
But
I
mean
anybody
in
their
right
mind
would
look
at
it
and
say:
hey
you're
selling
me
a
bag
of
goods,
that's
not
guaranteed,
and
I
want
to.
I
want
to
know
where
I'm
starting
and
where
I'm
going
to
be
10
years,
not
what
you
but
I'm
backing
on
the
election
of
the
right
board
members
to
go
with
it.
S
Thank
you
tanya.
What
would
the
what
would
it
look
like
if
we
took
that
five
thousand
dollars
and
made
it
put
it
into
the
salary
instead?
So
we're
not
playing
these?
You
know
games
with
people
that
are
checking
our
website
and
looking
at
the
salary,
and-
and
I
mean
just
to
be
just
more
open
and
real
about
it.
Take
that
5000
locality
supplement
and
permanently
put
it
into
everybody's
salary,
so
it's
adding
to
their
retirement.
J
J
There
would
be
no
take-home
increase
in
take-home
pay
for
the
teacher.
So
if
you
were
to
add,
say,
for
example,
if
you
were
not
to
give
a
four
percent,
four
thousand
dollar
pay
increase,
but
instead
move
four
thousand
of
the
locality
into
the
base
teacher
pay.
They
would
see
no
increase
in
take-home
pay.
J
J
B
This
is,
I
have
been
advocating
for
changing
the
locality
supplement
to
to
the
salary
schedule,
because
I
think
we
need
to
be
in
a
way
given
credit
for
a
very
generous
benefit
that
right
now
we
basically
aren't
getting
credit
for.
For
all
the
reasons
mentioned,
it's
not
on
the
state
salary
schedule,
it's
not
on
our
website
has
to
be
voted
on
every
year,
but
yet
we've
been
doing
it
year
after
year.
B
So
you
make
comments
that
if
it's
converted
from
the
locality
supplement
to
the
salary
schedule
that
initially
or
immediately
the
take-home
will
be
less
to
the
teacher.
However,
in
the
long
run,
they're
going
to
be
getting
retirement
that
they're
not
getting.
So
if
you
take
that
into
account
and
what
other
benefits
is,
is
that
going
to
offset
offset
that
immediate
decrease
in
what
they're
taking
home?
I
mean
it
may
well,
but
I
guess
you
can't.
You
can't
really
predict
that.
B
T
Thank
you,
mr
chair.
Looking
at
the
the
numbers
of
what
the
three
percent
cola
retroactive
would
put
us
at
39
066,
if
we,
even
if
we
split
the
locality
into
2500
of
that
going
in
that,
would
then
put
us
in
second
in
the
state
for
base
salary.
That
would
make
us
that
would
put
a
starting
teacher's
salary
at
41
566..
T
T
T
What
that
potential
cost
of
the
district
is
going
to
be
and
the
potential
ramifications
that
would
be
on
our
employees,
but
I
think,
to
make
us
competitive,
I
think
we're
doing
ourselves
a
disservice
by
keeping
the
locality
supplement
as
large
as
it
is
right
now
and
not
being
able
to
advertise
it
not
being
able
to
promise
that
to
our
staff,
and
I
think,
at
a
cost
of
1.5
million
to
do
that
and
to
make
ourselves
competitive.
I
think
it's
kind
of
a
no-brainer.
T
A
Yeah,
I'm
just
I'm
just
gonna
point
out:
if
you
look
around
this
table,
we
all
are
sensitive
to
retirement,
but
folks
in
the
in
the
demographic
that
we
use
to
fill
in
open
positions
which
is
like
25
to
35,
they
don't
really
care
too
much
about
retirement.
That's
that's
what
that's
way
way
off.
They
want
money
in
their
pocket
that
just
has
more
of
an
impact.
A
A
K
J
J
A
B
So,
instead
of
voting
right
now
on
this,
I
would
prefer
to
have
you
guys
come
back
and
show
us,
you
know:
here's
here's,
the
the!
If
we
split
it
or
you
know
this
is
the
cost,
or
this
is
what
the,
how
the
employees,
the
pros
and
the
cons
and
the
pros
and
the
cons
to
the
district,
and
if
we
put
all
the
5
000
totally
into
the
salary
schedule,
you
know
just
have
a
couple
scenarios,
because
I
think
we
would
have
better
decision
making.
Okay,
if
that
the
way
it.
B
B
J
C
Thank
you,
tanya.
I
have
a
comment
and
a
question.
I
agree
with
rachel
about
taking
2500
of
it
and
rolling
it
into
the
salary
to
boost
the
salary.
My
question
is
with
the
remaining
2500
when
you
bring
back
a
proposal
to
us.
I
know
you
said
twice
a
year
in
december
and
in
may
the
locality
supplement
is
given.
C
T
I
was
just
going
to
speak
to
your
comment
tanya
about.
Typically,
our
staff
is
used
to
getting
the
2500
in
december
and
the
other
in
may.
I
was
just
going
to
make
a
suggestion
that
if
we
did
split
it-
and
there
was
2500
remaining
in
locality-
that
we
also
wrap
in
the
conversation
that
we
were
having
about
the
sick
or
the
pto
pay,
because
that
could
be
an
incentive.
That's
paid
out
at
the
end
of
the
year
in
may,
and
the
2500
could
come
in
december.
L
U
I
think
you
have
to
consider
where
we
want
to
go
as
a
district
in
terms
of
permanent
employment
for
teachers
and
what
teachers
gonna
buy
in,
I
don't
buy
the
early.
I
know
the
concept
of
the
of
the
young
teachers.
I
also
know
we
have
to
be
in
a
protective
mode
of
this
profession
and
and
education
when
we,
when
we
set
up
a
schedule
when
we
set
up
an
interview
we
got
to
and
we
want
to
be
genuine
because
we
want
them
coming
in
feeling
like
they
got
a
good
deal
from
good,
honest
people.
U
U
I
don't
like
the
half
of
this
half
that
you're
gonna
get
this
and
then
teachers
leave
and
now
you
don't
can't
recoup
that
you
know
location
supplement
that
you
already
gave
things
like
that
I
don't
buy
into.
I
think
we
have
to
right.
Now
is
a
good
time
to
decide
what
the
future
of
beaufort
county
is
going
to
look
like
in
terms
of
educators,
because
the
whole
country
is
deciding,
and
we
don't
want
to
continue
to
to
be.
U
You
know
stop
that
when
we
can't
compete
with
greenville
county
south
carolina,
we
certainly
can't
compete
with
new
york,
pennsylvania
and
other
places
that
have
maybe
some
worldly
teachers
that
we
want
to
attract
at
beaufort
county.
So
we
want
to.
We
want
whatever
we
put
down,
we
want
to
put
down
permanently
and
when
our
people
go
out
to
sell
it,
they're
selling
something
that's
concrete.
U
And
you
know,
because
we
ask
them
to
go
out
and
get
these
teachers,
then
we
look
at
that
list
and
rachel
alluded
to
it.
That
slippage
continues
to
be
the
same
thing
if
you
want
to
do
something
in
terms
of
anticipation,
anticipate
that
slippage
and
then
predict
some
bonuses
from
that,
but
as
far
as
I'm
concerned
forget
about
the
bonuses,
let's
pay
them
and
get
the
right
people
committed
coming
in.
That's
that's
my
last
comment
for
today.
A
S
I'd
be
very
interested
to
hear
what
hr
says
about
this
if,
if
a
higher
starting
salary
that
includes
it
includes
the
locality
supplement
as
a
permanent
fixture
or
you
know,
being
able
to
say
to
a
future
employee,
hey,
you
also
get
five
thousand
dollars.
If
the
board
approves
it.
So
can
you
weigh
in
I
mean
you
guys
are
the
ones
that
are
out
there
recruiting
and
and
what
are
your
thoughts
on
this.
X
V
V
Our
philosophy
is
as
close
as
we
can
get
a
beginning
teacher
to
fifty
thousand
dollars
a
year
is
where
we
need
to
be
so.
We
start
out
with
the
42
or
the
43
43
and
add
the
5
000
it
pushes
us
closer
to
where
we
need
to
be
and
mind
you
that
at
50
000
we're
still
they
still
come
in
about
seven
thousand
dollars
below
living
wages.
Am
I
correct
man.
S
Ms
walton,
so,
but
what
about
all
those
applicants
that
are
looking
at
that
salary
schedule
and
not
even
applying?
So
I
guess
that's
my
question
is:
are
we
losing
out
on
applicants
because
they
look
at
that
and
they
don't
even
take
the
first
step.
So
I
mean
I'm
not
sure
I
understand
your
answer
as
to
is
it
better
to
have
the
5
000
locality
supplement
or
to
to
then
just
raise
salaries
or
don't
you
perhaps
I
just
didn't
understand.
V
You
can
do
it
either
way
you
can
have
the
as
they
look
now
at
our
base
salary.
No,
that's
going
to
turn
a
lot
of
people
away.
I
can't
live
off
of
this,
so
they're
not
going
to
take
the
first
step,
but
if
you
have
your
base
salary
and
you
also
advertise
plus
or
give
them
an
asterisk
plus
a
5
000
living
expense
that
brings
them
to
the
table
so
they're
going
to
need
to
see
the
dollar
amount
before
they
take
that
first
step.
K
Alice,
do
you
want
to
go
out
and
say
we're
at
48
000
or
we're
at
43,
000
plus
five?
That's
the
question
right.
That's
the
question.
Do
you
want
to
say
you
want
to
go
out
and
say
hey,
we
want
you
to
come
here,
it's
forty,
eight
thousand
or
do
you
wanna
do
or
is,
or
is
it
just
as
valuable
or
better
to
say,
hey,
43,
000,
plus
five.
V
L
L
I
have
a
graduating
college
kid
with
a
ba
looking
at
jobs-
and
I
was
just
going
to
say
I
just
pulled
up
real
quick
looking
at
one
job,
she'd,
look
at
a
research
specialist
biochemistry
and
molecular
biology
and
minimum
experience
bachelor's
degree
in
chemistry,
biology
or
health
sciences.
So
it's
got,
you
know
it's
comparable
in
terms
of
the
requirements
for
so,
if
you're
looking
at
a
job
as
a
research
specialist
at
musc
versus
a
teacher,
you
know
both
require
a
bachelor's
degree
in
science.
L
It
starts
at
34.
000
is
the
starting
salary
for
that
position.
That
position
will
have
150
applicants.
So
why
is
that?
And
I
think
that
these
are
very
competitive
positions
and
they
are
having
people
with
master's
degrees
applying
for
these
positions
because
they
want
to
get
into
the
system
because
they
think
eventually
they're
going
to
make
more
money
right,
they're
going
to
move
up,
and
I
think
one
of
the
problems
we
have
with
that.
I
that
I
think
is
problematic
for
education
as
a
whole.
Is
we
have
this
very
regimented
step
system
right?
L
L
So
it
is,
if
there's
some
way
as
we're
talking
about
this,
to
think
not
outside
of
the
box,
but
to
really
current
graduates
not
only
want,
but
they
have
gotten
to
where
in
a
tight
job
market,
they
expect
some
level
of
flexibility
and
education
just
traditionally
has
not
provided
that
they
haven't
provided
as
much
in
terms
of
advancement
in
terms
of
okay,
I'm
not
making
very
much
money
now.
But
if
I
stay
here
for
five
years,
I
can
move
up
more.
So
I
don't
know.
L
I
just
want
to
throw
that
out
there,
because
I
do
think
that
that
is
something
that
that,
if
districts
can
figure
out
how
to
meet
the
needs
of
current
graduates,
who
are
you
know
highly
in
debt
right
low?
You
know
and
they
have
energy.
So
most
college
graduates,
I
know,
will
end
up
working.
You
know
on
weekends,
some,
because
they're
trying
to
get
started,
they
want
flexibility
in
salary
and
then
look
at
as
they
move
through
into
the
career.
L
L
Different
groups
have
really
different
needs
and
it
may
be
that
there's
nothing
we
can
do,
and
I
just
don't,
but
it's
something
I
wanted
to
throw
out
there
to
think
about.
If
there's
any
sort
of
solutions
where
we
can
kind
of
tailor
or
maybe
even
have
people
have
a
choice,
would
you
rather
have
a
five
thousand
dollar
supplement
or
put
it
in?
I
don't
know
if
that's
even
remotely
possible,
but
it's
definitely
something
that
that
I'm
seeing
with
people
coming
out
of
college
in
this
job
market.
I
I
would
definitely
say
I
do
agree
with
what
miss
bulwright
said
and
also
one
thing
that
we're
not
talking
about.
It
also
has
to
do
with
climate.
We
we've
heard
a
lot
about
climate
within
the
last
year
or
so,
even
when
we
went
up
to
to
when
we
went
to
county
council
to
get
our
budget
approved.
So
I
think
that
you
know
we
can
offer
50
and
60
thousand
miles,
but
if
the
climate
don't
change,
then
it
don't
matter
what
we're
really
offering
you
know.
I
So
I
think
that
that
is
something
that
we
have
definitely
have
to
work
towards
too
in
terms
of
just
budgeting.
I
I
think
in
in
terms
of
the
five
thousand
the
five
to
five
thousand
dollars.
I
don't
see
a
a
problem.
I
think,
when
you
tell
a
younger
person
that
you're
going
to
give
them
5
as
a
bonus
on
top
of
what
they're
getting.
I
think
that
is
that
to
me.
I
believe
that
that
will
be
definitely
attractive
and
then
also
on
the
other
side.
I
So
there
are
several
situations
here
that
we
have
to
look
at
moving
forward
in
terms
of
pay
climate
in
terms
of
recruitment,
because
also
I
mean
recruit,
recruiting,
isn't
an
easy
job,
but
unfortunately
you
know
that
that's
something
that
you
have
to
understand
and
figure
out.
How
can
you?
How
can
you
bring
the
best
and
the
brightest
to
to
to
this
district,
because
that's
what
what
what
what
what
they're
hired
to
do
so
I
mean
those
are
just
some
things
that
are
full
for
thought
in
terms
of
moving
forward
in
this
budget.
I
H
P
These
teachers
deserve
a
middle-class
lifestyle,
and
so
we've
really
got
to
look
at
that
and
focus
our
salaries
on
what
is
expected
of
a
person
with
a
bachelor's
degree,
a
master's
degree
a
phd
in
beaufort
county
south
carolina,
but
that's
really
important.
The
other
thing
that's
important
is
we
have
to
look
at
the
total
compensation
package
right
now.
We
are
paying
child
care
for
using
estro
funds.
P
P
P
You
come
here
and
we'll
have
a
program
with
uscb
that
you
can
get
a
master's
degree
and
we'll
subsidize
that
that's
part
of
a
package-
and
we
have
that.
But
do
we
do
we
sell
it
very
right,
and
and
are
we
making
sure
that
we're
really
looking
at
everything
that
we
can
do
to
not
only
attract
but
to
retain
and
and
that's
and
that's
the
discipline,
the
behavioral
management
and
the
support?
P
P
A
So
we
need
to
do
that
and
that's
on
our
list
to
do
and
I'm
not
sure
whether
it's
that's
going
to
come
through
a
committee
and
yeah.
We
okay,
we
said
that
should
come
through
operations,
so
operation
is
going
to
focus
on
that.
So
hopefully
a
lot
of
the
questions
and
a
lot
of
suggestions,
we're
making
now
will
get
funneled
into
that
plan.
J
Right
a
few
last
slides.
The
next
slide
is
about
impact
on
the
taxpayer.
That's
something
that
we
communicate
each
year
when
we're
requesting
or
proposing
a
tax
increase.
The
four
mil
increase
would
provide
for
in
a
scenario
with
a
250
000
home.
This
would
be
a
non-owner
occupied
home,
not
primary
residence
homeowner.
J
The
four
additional
mills
at
a
six
percent
ratio
would
be
additional
sixty
dollars
per
year
on
a
four
hundred
thousand
dollar
home.
It
would
be
ninety
96
dollars
per
year
so
and
I
chose
those
numbers
median
home
value
in
beaufort
county
throughout
the
entire
county
is
250
000.,
I
think
in
the
bluffton
hilton
head
area,
the
median
home
value
is
more
like
400
000
on
an
average
so
or
the
median
I
was.
J
It
was
told
that
I
needed
to
also
include
a
vehicle
in
there,
so
we
took
a
forty
thousand
dollar
vehicle,
because
these
days
you
can't
get
an
suv
for
much
under
forty
thousand
dollars
would
be
an
estimated
tax
increase
of
nine
dollars
and
sixty
cents
per
year.
So
just
want
to
make
sure
that
those
are
noted
that
we
do
show
the
impact
of
that
so
kind
of
rounding.
This
out.
J
J
We
are
going
to
be
seeking
community
input.
I
will
likely
do
that
in
the
next
two
weeks.
We
will
do
a
virtual
budget
forum
and
get
we
had
a
great
response
last
year
in
that
there
were
at
least
250
views.
We
wanted
to
increase
double
that
this
year,
so
we
will
be,
and
it's
it's
an
opportunity
for
folks
to
participate
that
wouldn't
be
able
to
come
after
hours
at
night
and
go
to
whatever
ends
of
the
county
that
we
that
we
arrive
at.
J
I
think
this
is
a
great
way
to
seek
input
from
everyone.
We're
going
to
be
updating.
Our
estimates,
like
I
said,
we'll
get
senate
estimates
next
week
that
could
improve
our
revenue
situation.
I'm
hopeful
that
it
will
and
may
allow
us
another
wiggle
room
to
do
some
of
the
things
that
we
talked
about
today,
maybe
in
addition
to
what
we've
already
so
we'll
have
more
options
available
and
then
we'll
be
collaborating
with
county
officials.
J
I've
already
talked
to
the
budget
officer
there
and
communicated
with
her
with
her
about
the
three
readings
and
so
the
three
readings
on
the
next
slide,
so
we're
technically
scheduled
to
certify
the
budget
may
3rd.
I
recognize
that
that
is
probably
too
aggressive
to
so.
I
definitely
intend
to
provide
a
budget
update
at
least
on
that
date
may
possibly
provide
the
scenarios.
J
J
What
typically
the
may
9th
is
the
county
council
meeting
where
we
do
the
first
reading
of
the
budget.
I
think
if
we
have
an
expenditure
amount
pretty
much
solid
at
that
point,
then
we
can
fulfill
that
meeting.
We
can
continue
to
have
that
meeting,
which
I
would
like
to
do
and
not
because
if
we,
if
we
move
back
or
postpone
first
reading,
we
will
end
up
with
our
third
reading
on
june
27th,
and
that
is
not
ideal
for
us.
J
We
would
like
to
move
on
with,
and
I
so
I
think
that
we
can
solidify
the
the
total
expenditure
amount
and
for
now
we
have
297,
then
we
can
move
forward
with
at
least
first
reading
and
and
then
progress
as
scheduled
with
county
council.
So
I
will
also
be
attending
a
finance
committee
county
council
finance
committee
meeting
in
the
next
few
weeks.
J
I
don't
recall
the
exact
date,
but
to
give
them
a
preview
of
the
budget
as
well,
so
we'll
be
constantly
in
contact
with
them
and
comparing
notes,
and
so
I
think
that
concludes
my
presentation
today.
One
last
comment,
though:
I
it's
this-
I
understand
these,
these
compensation
increases
are
bold
moves.
J
They
are
bold
moves
for
us
to
move
our
teacher
salaries
forward.
We
are
behind.
We
are
desperately
behind
in
terms
of
the
base
teacher
salary
and
the
schedule.
That's
reported
on
the
website
and
we've
got
to
we've
got
to
do
something
this
year
and
it's
not
enough
to
just
do
what
the
state
requires
us
to
do
anymore.
T
Yeah
she's
on
there
yeah.
Thank
you,
mr
chair.
I
was
just
going
to
make
some
some
final
comments
and
I
think
mostly
the
thing
that
gives
me
a
little
bit
of
pause
is
the
fact
that
the
house
and
the
senate
are,
were.
I
don't
know
if
they're
coming
together,
but
they
were
so
far
apart
and
their
presentations
or
the
things
that
they
approved.
T
So
I
understand
inflation.
I
understand
cpi,
and
I
certainly
keep
that
in
mind,
but
this
present
budget
is
about
7
million
more
than
what
our
yearly
average
had
been.
Our
yearly
increase
had
been
so
tony.
When
you
mentioned
the
two
to
four
mills
is
about
the
what
you
had
seen
as
the
allowable
and
that
8.3
was
was
really
high
and
we're
asking
for
the
four.
T
It
seems
to
me
that
we're
asking
for
what
the
typical
maximum
allowable
would
be,
so
I'm
just
asking
for
things
to
be
tightened
up
for
us
to
use
the
maximum
amount
of
sr
funds
that
we
can
if
we
can
find
additional
usages
for
them,
and
I
just
wanted
to
say
that
some
of
those
things
are
are
cause
for
concern
for
me
at
this
point.
But
I
thank
you
for
a
very
thorough
presentation
and
for
all
y'all's
hard
work,
because
I
know
that
this
budget
is
huge.
J
One
comment
I'd
like
to
make
in
response
to
that,
keep
in
mind
the
the
in
the
new
education
funding
formula,
they're
rolling
two
new
pots
of
money
in
from
eia,
and
they
amount
to
over
three
million
dollars
three
to
three
and
a
half
million
dollars,
and
so
those
those
full-time
employees
that
are
in
at-risk
funds
or
aid
to
districts
are
now
in
the
general
fund.
So
those
that
so
and
the
the
revenues
are
transferred
into
the
general
fund.
J
Q
The
locality
supplement,
see
what
implications
that
has
the
other
thing
that
I
think
that
several
of
us
talked
about
is
the
the
sick,
leave
compensation
and
you
know
making
accommodations
for
that.
So
those
are
the
two
things
that
I
wrote
down,
but
I
just
want
to
make
sure
that
we
leave
this
with.
That.
Tanya
leaves
this
with
a
a
list
of
where
we're
asking
her
to
look.
Q
J
I
have
a
list
if
you'd
like
me
to
have
about
12
things:
pupils
in
poverty.
What
is
the
calculation
number
two
sick
leave
payout
put
in
and
look
at
the
cost
associated
with
a
substitute
teacher
to
offset
the
cost
of
a
potential
increase
in
sick
leave,
payout
or
potentially
paid
days
off,
moved
to
27
or
28?
What
would
it
take
to
move?
Not
just
one
step,
but
two
steps
more
beyond
that
up
to
the
28
years
of
experience,
keep
to
keep
experienced
teachers
in
the
classroom.
J
J
The
equipment
technology
technology
equipment
get
a
more
a
better
understanding
of
what
that
equipment
was
and
how
its
effect
on
esser
funds
has
affected.
That
locality,
supplement
scenarios
of
split
costs
pros
and
cons
how
costs
to
roll
it
in
and
what
advantages
that
would
be
and
how
we
would
get
those
into
the
base:
teacher's
salary,
top
five
of
other
school
districts.
What
bonuses
they're
paying
over
five
years
over
five
years?
J
Maybe
what
can
we
do
to
keep
teachers
that
we're
leaving
at
the
five
year
mark
cost
of
living
in
beaufort,
county
middle
class
lifestyle?
What
is
the
total
compensation
package
to
attract
and
retain
teachers
and
tightening
our
belts
and
maximizing
our
use
of
special
revenue
funds?
Does
that
cover
it
all?
Okay,.
J
A
J
I
I
understand
that
we
are
talking
about
teachers
today,
a
lot,
but
one
thing
that
that
does
concern
me
is
that
we
are
not
talking
about
the
teacher's
assistants
or
the
uncertified
staff,
because
teachers
can't
do
it
alone
by
themselves
and
when
we're
talking
about
budget,
it's
good
to
have
teachers,
but
I
have
a
lot
of
teachers
who
come
up
to
me
and
tell
me:
listen,
please
continue
to
get
money
for
rit.
I
support
our
support
staff
in
terms
of
teachers,
assistance
or
aids,
because
without
them
I
probably
would
leave
the
classroom.
I
So
I'm
looking
to
hear
as
well
in
terms
of
but
of
just
voting
on
a
budget.
How
are
we
going
to
compensate
them
too,
because
we
have
to
bring
them
up,
because
when,
in
terms
of
uncertified
staff,
you
have
jobs
like
walmart
and
other
places
who
are
paying
more
than
what
we're
paying.
So,
therefore,
why
come
to
a
class
to
where
you
have
a
whole
bunch
of
bosses
and
you
go
to
walmart
and
get
paid
more
money,
so
we
have
to
compete
to
have
them
as
well.
J
May
I
respond
good,
so
the
three
percent
cost
of
living
increase
that
we
approved
on
march
25th
was
for
all
employees.
So,
first
of
all,
we
have
three
percent
retroactive
back
to
the
beginning
of
school
year.
So
everyone
will
benefit
from
that.
What's
proposed
in
this
budget
is
a
three
percent
additional
increase
for
classified
administrators
and
a
step
increase.
J
So,
if
you
add
all
those
together
you're
in
about
an
eight
percent
increase
for
our
classified
and
administrative
staff,
so
I
think
we
aren't
addressing
them
at
the
level
that
we're
addressing
st
teachers,
but
teachers
are
woefully
behind
in
the
as
compared
with
the
rest
of
the
state.
So
we
are,
I
just
want
to
make
sure
we
put
it
out
there
that
eight
percent,
an
average
of
eight
percent,
is
what
we're
looking
at
for
our
classified
administrative
staff.
I
I
So
we
were,
we
were
pushing
them
to
get
that
at
eight
percent
and
in
terms
of
administration.
I'm
not
really
worried
about
administrator
page,
because
they're
gonna
get
taken
care
of
I'm
specifically
talking
about
teachers,
assistants,
bus
drivers
and
those
and
people
in
that
category,
because
the
ministry,
administrative
administrators,
they're
gonna,
get
they're
gonna
get
their
money
regardless.
I'm
specifically
talking
about
what
it
takes
to
run.
I
I
I
want
to
make
sure
that
we're
putting
a
stop
and
we're
doing
everything
in
our
in
our
willpower
in
our
wheelhouse
to
make
sure
that
we're
doing
everything
that
we
can
do,
and
so
it's
it's
not
it's
not
a
one-size-fits-all
or
piecemealing
that
we
giving
them
a
thousand
miles,
and
when
we
give
everyone
I
wanna
I
wanna
make
them
feel
just
as
special
as
we
make
teachers
feel.
That's
my
point
I'll
be
done
with
that.
That's
my
point.
Thank
you.
S
K
Thank
you,
miss
fidrich,
and
you
know
we
started
out
by
recognizing
the
team
that
that
does
a
lot
of
this
work
behind
the
scenes,
but
I'm
I'm
just
going
to
tell
you.
I
believe,
firmly
that
you
know
miss
crosby
is
one
of
the
best
out
there
at
this
right.
She
does
a
tremendous
job,
but
we're
fortunate
to
have
her.
B
I
would
also
compliment
both
of
you
and
and
the
team
having
been
this
is
now
my
I
guess.
Sixth,
seventh
year
on,
this
is
well
thought
out
what
you
just
presented
and
it's
much
appreciated
and,
as
you
just
pointed
out,
miss
crosby
with
the
classified
staff
getting
a
a
total
of
an
8
increase
in
their
compensation.
We
also
were
told
by
operations
at
our
last
meeting,
that
salary
salary
study
is
going
to
come
forward
in
july
about
the
classified
staff.
So
that's
real
important
too.
Yes,.
K
It's
just
one
last
call
I
mean
like
we
can
make
comments
forever
this,
but
I'll
just
make
this
last
one
and
then
I'll
be
like
mel.
I
won't
say
anything
else,
the
rest
of
the
day
so
just
last
week
or
the
week
before
education
weekly,
which
puts
out
information
and
shares
research
and
all
kinds
of
things
on
a
regular
basis.
K
K
One
of
the
cliffs
on
the
horizon
is
principles
and
assistant
principles
and
what
it
is
showing
that,
over
the
last
couple
of
years
that
that
that
what's
happening
and
what's
going
to
be
happening,
is
they're
heading
out
the
door
to
because,
because
of
the
stress
because
of
the
intensity
so
and
you've
all
seen
superintendents
across
the
country.
This
isn't
this
isn't
about
me,
but
I'm
pointing
out
that
it
is
every
aspect
right.
You
know.
A
A
L
I
mean
okay,
so
I
didn't
know
if
I
was
going
to
be
presenting
something
I
have
done
a
fair
amount
of
research.
My
concern
is,
we
don't
have
a
lot
of
guardrails
policies
etc
regarding
social
media
and
what,
when
this
came
up
was
because
we
had
an
incident
with
a
principal
that
was
hired
where
the
parents
immediately,
which
I
will
tell
you
every
pretty
much-
every
parent
will
do
as
soon
as
there's
some
new
hire
like
a
principal
they're
going
to
google
their
social
media.
L
We
did
not,
so
it
created
some
unnecessary
strife,
so
I
just
wanted.
I
guess,
if
what
I'm
asking
is,
does
the
board
want
to
talk
about
it
and
see?
If
we
want
to
ask
the
superintendent
to
look
into
developing
more
formal
social
media
policies?
Do
we
want
to
talk
about?
Do
you
want
me
to
share
my
research
with
you?
I
mean
I
didn't.
I
didn't
have
any
pre-meeting
information
of
what
this
was
going
to
be.
A
L
V
C
V
It's
not
cyber
research.
We
have
background
checks,
that's
the
national
background
check.
We
do
have
an
outside
vendor.
That
does
that
they
do
that.
They
send
us
the
results
and
we
do
have
someone
in
hr,
that's
responsible
for
that
anything.
That's
kicked
out
any
applicant,
that's
questionable
is
kicked
out
and
we
do
have
an
internal
procedure
where
there
are
levels
of
reviewing
someone
who
does
not
meet
our
standards.
V
Plus
we
use
the
national
clearinghouse
for
teachers
and
then
we
use
a
teaching
certificate
as
a
part
of
the
searches
as
well,
because
teachers
have
to
go
through
an
fbi,
fingerprinting
standard.
So
we
have
that
in
place.
We
have
a
national
search,
all
sexual
basis
across
all
50
states,
and
then
we
also
use
our
vendor,
who
does
background
checks?
Okay,
thank
you.
Y
Y
This
clearinghouse
expanded
its
results
that
are
posted
to
even
show
a
public
reprimand
before
it
would
be
suspensions,
voluntary,
surrenders
and
revocations.
But
now
it's
it's
expanded
past
that
and
what
we
we
did.
Some
research
on
this
to
give
the
board
some
information,
and
if
you
decide
if
we
decide
that
we're
going
to
do
some
type
of
cyber
vetting,
we've
got
to
be
very
careful
that
we
inform
the
applicants
of
social
media
sites.
That
would
be
searched.
Y
We
would
need
to
do
this
with
a
neutral
third
party
that
would
conduct
the
search
which
is
better
to
protect
everybody,
the
board,
as
well
as
the
district,
and
we
would
prohibit
any
of
our
staff
from
friending
a
potential
applicant.
We
have
to
be
very
careful
in
our
background
in
our
cyber
vending.
If
we
do
this
that
that
there
is
a
fair
credit
reporting
act
that
requires
removal
of
most
negative
credit
information
after
seven
years
in
bankruptcies
after
seven
to
ten
years.
I
wanted
to
mention
that
to
you
all
we
would
be.
Y
The
cyber
vetting
would
be
looking
for
a
a
public
post,
and
I
just
want
to
point
out
something
that
we
have
to
be
very
careful
about.
Is
we
have
to
be
careful
that
we
don't
identify
that
we
don't
gain
information
about
protected
class
and
then
fail
to
offer
position
so,
for
example,
what
if
we're
doing
a
search,
and
we
find
out
that
someone's
pregnant?
Y
B
Y
Yeah
and
one
of
the
things
we've
talked
about,
dr
guads
is
you
know:
you've
pointed
this
out
before
some
things.
Sometimes
things
are
posted
that
are
not
true
and
that's
the
slippery
slope
of
all
of
this
is
that
there
can
be
postings
that
are
false
on
social
media
and
that's
the
part,
that's
very
tricky
for
everybody.
B
Right
and
so
then
this
company,
this
third
party,
that's
doing
the
the
cyber
vetting.
You
know
what
it
you
know.
How
do
they
I
mean
you
want
information,
that's
accurate,
not
necessarily
you
know,
you
know
some
disgruntled,
I
don't
know
acquaintance
put
out
there.
So
do
other
districts
do
this
and
I
think
that's
really
important
to
know
what
do
they
do
with
this
information
you
know
doing
a.
I
don't
know
a
credit
check
you
know
on.
B
That
seems
like
that's.
I
don't
know.
I
mean
if
they're
going
to
be
handling
money
or
if
it's
our
superintendent,
as
we
did,
I
mean
I
won't.
You
know
that
was
part
of
his
his
assessment
prior
to
hiring
any
candidate
that
was
applying
for
the
superintendency.
I
mean
that's
different
for
credit
check.
I
mean,
I
don't
know
that
just
seems
like
why
you
know
we
may
be
eliminating
a
lot
of
people,
not
that
I'm
somebody
who
is
a
proponent
of
not
having
good.
You
know
finances
as
a
as
an
individual.
Y
We
doing
you
would
find
this.
You
might
find
this
very
interesting,
but
when
I
went
to
work
at
the
department
of
education
I
had
to
provide,
they
did
a
background
check
on
me.
They
did
a
credit
report
on
me.
I
had
to
have
a
letter
from
the
south
county
department
of
revenue.
I
had
to
have
a
letter
from
the
employer
discipline
commission
before
as
part
of
my
application,
and
you
were
applying
for
what.
Y
Y
You
know-
and
I
can
tell
you
in
the
federal
government,
that
in
the
federal
government
department
of
defense,
that
every
five
years,
the
department
checks
every
employee
does
a
re-fingerprints
does
criminal
background
check.
Does
a
child
abuse
registry,
so
different
organizations
have
different
criteria.
A
L
L
I
think
in
the
example
that
I've
mentioned,
if
there
was
some
questionable
social
media
found
wasn't,
it
was
not
disqualifying
that
there's
a
conversation,
that's
had
hey.
We
found
this
post
where
it
looks
like
this
tell
us
about
it,
and
then
we
get
ahead
of
it.
So
we're
not
like
parents
going.
What
are
you?
You
know?
I
think
that's
one
of
the
benefits
of
just
reviewing
social
media.
It's
not
to
a
lot
of
times.
What
you'll
do
when
you
cyber
vet
is
which
is
kind
of
a
loose
term.
L
Is
you
tell
people
like
make
sure
they
understand?
We
don't.
This
is
part
of
what
I
would
like
to
see
from
the
district.
We
don't
here
are
the
settings
you
should
have
on
your
social
media
you're
allowed
to
have
private
social
media.
You
can
post
what
you
want,
but
set
it
to
private,
don't
friend,
students
or
parents,
because
that
happens
a
lot.
They
friend
a
parent
and
then
the
parent
sees
something
offensive
and
then
it's
brought
to
the
district's
attention
and
then
there's
a
whole
kerfuffle
right.
L
So
helping
them
understand,
especially
for
some
people
coming
out
of
college,
because
this
they
are
on
social
media
non-stop
and
saying
this.
Video
set
it
to
private,
make
sure
you're
thoughtful
about
who
has
access
to
your
social
media.
And
when
you
are
posting,
we
do
have
a
staff
code
of
conduct,
and
it
has
some
things
about.
You
know
language
and
representing
the
district.
I
don't
have
it
pulled
up
at
the
moment,
making
sure
that
they
understand
that
that
applies
to
their
presence
online
in
their
public
space.
L
So
if
they
have
something
that
is,
might
be
offensive
to
some
and
not
others
making
sure
they
understand
how
that
works.
If
you're
a
teacher
and
you
have
to
teach
people
of
all
different
backgrounds
and
different
interests.
So
I
think
that's
part
of
I've
looked
at
other
social,
public
schools,
social
media
profiles,
and
it's
not
you
know
a
real
granular
can
and
can't.
It
is
expectations
of
what
is
reasonable
on
social
media,
educating
them
as
to
how
this
works.
L
Now,
when
you're,
a
teacher
or
a
bus
driver,
they're,
cert
you're
in
the
more
in
the
public
realm
right-
and
I
don't
know
if
so-
if
a
lot
of
school
districts
do
cyber
vetting
in
the
private
sector,
it
is
greater
than
90
percent.
So
I
don't
think
that
it's
unreasonable
that
these
people
expect
these.
You
know,
applicants,
I
don't
think
you
use
it
as
part
of
the
hiring
process.
L
You
say:
okay,
we
want
to
hire
you,
let's
check
your
social
media
and
let's
have
a
conversation
about
this
post
and
let's
have
a
conversation
about
your
settings
and
let's
have
a
conversation
about
now
that
you're
hired
with
the
district.
Here's
what
you
need
to
do
so
we
don't
end
up,
and
I
know,
there's
a
lot.
That's
been
in
the
news
lately
where
people
are
going
into
social
media,
finding
teachers
with
offensive
posts
and
publishing
that
on
twitter,
and
then
it's
led
to
teachers
being
fired
and
districts
being
sued.
L
So
I
just
think
it's
a
really
social
media
is
not
going
away.
It's
going
to
become
even
a
larger
presence,
it's
something
that
young
people
use
it's
something
that
our
students
are
going
to
use
and
they're
very
good
at.
So
let's
just
make
sure
that
we
have
a
policy
that
does
some
level
of
proactive
prevention
of
some
of
the
problems
that
we
see
all
over
the
country
right
now.
That's
all
my
comments.
T
We
want
them
to
make
responsible
decisions
about
what
they
post,
because
it's
forever.
So
I
do
think
that
there
is
a
level
of
scrutiny
that
we
need
to
have
when
it
comes
to
some
of
our
candidates,
particularly
dr
guad
squads
mentioned
people
that
deal
with
our
funds,
administrative
positions,
things
like
that
and
all
of
those
all
that
information
would
come
through
the
board
when
we
formally
approve
somebody.
T
So
I
think
that
there
is
a
benefit
to
going
through
this
process
and
having
this
conversation,
the
thing
that
I
do
worry
about,
though,
is
this
culture
that
we've
kind
of
gotten
into
of
where?
If
you
see
something
you
don't
like
that
someone
posted
when
they
were
14
years
old,
now
we're
going
to
cancel
them
and
put
a
big
stain
on
their
life
forever.
T
A
A
You
can
have
recommendations,
you
can
have
training
but
having
a
policy
seems
to
open
the
door
to
you,
know
pandora's
box,
so
to
speak.
So
I
think
maybe
we
need
an
update
on
all
the
the
pitfalls
legally
of
trying
to
institute
a
policy,
because
we
can't
control
people's
behavior
and
that's
the
line.
That
seems
to
be
difficult.
We
cannot
control
people's
behavior
when
they're
not
at
work
there.
Nothing.
We
can
do
about
that.
A
Y
Y
A
L
I
know
that
mr
smith
and
mr
campbell
have
had
their
hands
up,
but
I
just
wanted
to
respond
to
what
you
were
saying,
because
we
have
these
policies.
We
have
a
policy
about
protecting
the
image
of
the
district
and
also
hrs
for
staff
conduct.
The
personal
life
of
a
bcsd
employee
shall
be
the
concern
and
warrant
the
attention
of
the
administration
only
as
it
may
directly
prevent
or
impair
the
employee
from
effectively
performing
assigned
functions.
L
So
that's
where
I'm
looking,
I'm
not
looking
at
invading
people's
personal
space,
I'm
looking
at
it.
Basically
looking
at
our
staff
conduct
and
updating
it
to
where
it
includes
the
vast
metaverse
of
social
media
interactions
and
making
sure
that
we're
not
just
looking
at
you
know
what
they're
wearing
to
school
or
what
they're
wearing
on
public,
but
what
they're
posting
and-
and
I
don't
think
we
need
to
go
back
to
where
they're.
For
I
don't
want
to
punish
anybody.
L
H
H
I
Yeah,
I
too
think
that
this
is
a
slippery
slope
and
I
think
that
we
definitely
might
not
want
to
dig
into
this
too
much
what
miss
porridge
just
read.
I
think
that
that
is
pretty
much
fine
and
that
pretty
much
gives
us
the
outline
on
which
we
should
be
how
we
should
be
policing.
You
know
how
how
we
should
be
giving
it
attention.
I
think
anything
beyond
that
will
be
invasive
and
going
going
a
little
bit
overboard.
I
I
I
think
that
that's
crossing
the
line
and
once
again,
I
think
the
the
the
whole
social
media
situation
is
kind
of
a
slippery
slope,
because
at
some
point
in
time
we're
not
law
enforcement.
We
must
let
law
enforcement
do
their
jobs
and
and
if
it's
something
that
bad,
then
we
just
report
it
and
also
in
terms
of
just
to
also
to
address
the
thing
about
miss
ms
bull
right
about
the
parents.
I
Not
finding
social
media
parents
go
above
and
beyond
when
you
piss
them
off
with
their
kids,
they
will
find
your
facebook
page.
They
will
put
out
a
reward.
Listen,
I
mean
going
going
through
that
whole
mask
and
I
was
shocked.
You
know
about
how
people
were
even
in
be
bold
of
the
inbox.
You
know
I
mean
so
when
it
contained
terms
of
that
they
are
identity.
We
must
remember
that
teachers
are
still
human
beings,
staff
members
are
still
are
they
human
and
everyone?
No
one
is
perfect.
First
thing.
The
second
thing
is
also
is
also.
I
S
I
would
I
think,
though,
that
we
need
to
make
sure
our
head
is
not
our
heads
are
not
in
the
sand,
because
some
of
what
ms
boatwright
read
to
us
and
some
of
our
practices
do
not
reflect
we're
in
2022,
okay
and
the
last
thing
we
should
be
finding
out
is
from
our
parents
that
did
a
simple
google
search.
You
know
and-
and
we
were
caught
unaware
to
dr
rodriguez's
point-
I'm
not
suggesting
that
our
practice
would
be
doing
a
google
search
on
every
single
500
candidates.
S
U
Day
it
was
that
was
yesterday,
wasn't
it
everything?
That's
being
said
is
true,
and
I
agree
with
fisher
that
we
do
have
to
concentrate
on
this
day
and
time,
but
I
also
must
remind
you
that
it
is
this
day
and
time
and
we
we
met
every
little
incident.
We
probably
not
gonna
be
able
to
find
anybody
to
work,
so
that's
the
other
part
of
it
but
yeah.
U
I
think
we
need
to
modernize
our
approach
at
the
same
time
move
those
parameters
a
bit
as
you
modernize,
because
you
got
to
get
your
opening
up
different
kind
of
different
kind
of
conversation.
When
you
look
at
it,
you
know
me
myself,
I'm
compromised
every
other
month
on
on
facebook.
So
what
you
get
you
know
might
not.
K
It
is
an
important
component
because,
because
even
a
simple
google
search
right
when
it's
done,
okay,
if
that's
the
basis
for
denying
employment,
then
I
think
you
have
a
potential
issue
right
depending
on
on
what
that
is
right,
and
so
so
I
think
I
I
think
then,
when
you,
then,
when
you
do
the
so,
if
you,
if
you
just
sort
of
play
it
out,
you
do
a
simple
google
search.
You
find
something.
That's
not,
but
it's
something.
Okay,.
K
K
E
A
Just
overwhelming,
unless
there's
an
objection,
I
think
we
should
assign
this
to
the
policy
committee
to
to
look
at
and
see
and
see
if
that
needs.
If
we
need
to
update
anything
to
bring
us
up
to
speed
or
we
cannot
assign
it
to
the
policy
committee
and
assign
it
to
dr
rodriguez.
But
we're
not
going
to
leave
this
meeting
until
it's
assigned
to
somebody
to
look
at
it
and
make
sure
we're
up
to
date,
and
we
know
the
legal
issues.
Yada
yada.
G
L
A
B
Yeah,
I
concur
with
you
trisha.
I
think
it
would
be
better
to
start
since
it
is
an
ar
and
it's
about
employment.
You
know
we're
not
the
ones
doing
the
background.
The
board
is
not
the
one.
You
know
we
approve
everything,
but
we're
not
the
ones
doing
the
background,
checks
and
etc,
etc.
I
think
it'd
be
better
to
start
out
with
having
it
be
administrative.
B
You
know
job
or
whatever
and
and
see
what
and
especially
wendy's
got
to
look
into.
You
know,
there's
so
much
legal
ramifications.
Just
as
dr
rodriguez
said,
I
mean
whether
you
deny
employment
or
you
allow
employment,
and
I
just
see,
and
we
also
need
to
know
what
are
other
districts.
I
mean
everyone's
faced
with
the
same
problem.
What
are
they
doing,
and
and
and
so
much
of
the
information
is
misinformation
that
you're
getting
from
this
search.
L
L
I
think
what
really
what
I'm
talking
about,
because
things
are
going
to
come
up
and
things
have
come
up,
what's
appropriate
for
a
teacher
or
an
administrator
or
even
a
student
to
post
online,
because
right
now
there
have
already
been
many
questions
and
they've
been
on
social
media
about
that's
not
allowed.
Well,
we
don't
actually
have
guidelines
as
far
as
what's
posted.
So
I
really
think
what
what
I
saw
this
as
was
not
focused
on
cyber
vetting
but
more
we
need
to
so.
L
In
my
opinion,
we
need
a
social
media
policy
and
if
we
want
to
enhance
the
staff
conduct
to
include
a
social
media
component,
but
I
also
think-
and
I
know
this
to
be
true-
there
is
liability
for
not
having
a
social
media
policy,
because
if
we
are
not
aware
and
something
happens-
and
it
was
all
over
someone's
public
social
media.
There's
going
to
be
a
question
of
how
did
the
district
not
know
that
this
you
know
was
going
to
happen?
L
I
mean
there
was
evidence
that
this
person
was
involved
in
dr
whatever,
and
then
it
comes
into
the
schools
and
we
say
well,
we
didn't
know
people
are
not
going
to
accept
that.
As
you
know,
if
it
was
all
posted
all
over
a
facebook
page
or
they
were
making
tick
tock
videos
about
it
so
and
there
are
lots
of
gray
areas.
A
K
A
C
L
I'm
going
to
take
a
page
out
of
it.
I
I
have
found
some
social
media
policies
from
other
districts
that
I,
like.
The
purpose
of
these
guidelines
is
to
establish
protocols
for
the
use
of
social
media
by
employees
and
to
outline
expectations
for
its
use.
Social
media
includes
websites
such
as
facebook,
twitter,
instagram
or
other
social
media
and
web
2.0
tools.
So
it's
a
list
of
expectations
and
I'm
going
to
give
you
a
brief
sampling,
because
it'll
give
you
kind
of
a
direction
do
not
submit
or
post
confidential,
protected
information
about
the
district.
L
We
don't
have
that
right
now,
okay,
so
if
someone
a
teacher,
finds
out
something
confidential
and
they
post
it.
What
is
our?
What?
What
can
we
do?
So
those
are
sort
of
things
you
should
assume
that
most
information
about
a
student
is
protected
from
disclosure
by
both
federal
law
and
state
law
report,
as
required
by
law.
Any
information
found
on
a
social
networking
site
that
falls
under
the
mandatory
reporting
guidelines.
L
Consider
whether
a
particular
posting
puts
your
professional
reputation
and
effectiveness
as
a
employee
at
risk
be
cautious
of
security
risks
when
using
third-party
applications.
So
this
is
for
personal
and
educational
use.
Then
they
have
an
expectation
which
I
think
is
more
concerning
for
personal
use
of
social
media
and
refrain
from
accepting
students
as
friends.
L
Remember
that,
once
something
is
posted
social
media
site,
it
may
remain
available,
even
if
you
think
it's
removed.
So
it's
more
of
an
educational
piece
set
and
maintain
appropriate
social
media
policy
settings
avoid
using
a
social
media
site
to
post
content
which
may
be
cons.
I
think
this
is
important,
considered,
defamatory
or
obscene
right
or
offensive.
L
You
know
those
sort
of
things,
so
we
have
had
those
things
too,
never
use
a
social
media
site
to
post
information
about
a
student
or
employee
in
a
way
that
is
or
could
be
reasonably
perceived
as
discriminatory,
harassing
or
otherwise
derogatory.
So
these
are
just
guidelines
and
they're
available
on
the
web,
so
that
and
it's
part
of
an
education
process.
I
think
that
digital
citizenship
is
something
that
should
be
prioritized
in
schools
as
part
of
our
technology
curriculum,
because
it's
just
creating
so
much
havoc
in
students
lives,
and
so
it's
just
kind
of
guidelines.
L
L
It
became
apparent
during
cyber
vetting,
and
I
do
think
that
we,
no,
I
don't
know,
I
think
that
when
we're
hiring,
we
should
know
what's
on
someone's
social
media.
So
if
we
find
something
that
could
be
potentially
problematic,
especially
if
it's
a
leadership
position
that
we
get
ahead
of
it,
not
that
we
cancel
what
most
people
will
talk
about.
D
A
Q
It
seems
to
me
guidelines
and
policies
are
two
different
things,
so
we
need
to
clarify
that
and
two
perhaps
start
with
the
school
board
association
and
ask
them
what
they
are
aware
of
doing
a
quick
search
right
now
I
found
guidelines
for
the
use
of
social
media
for
the
fort
mill
schools
fort
mill.
You
know
it's
a
south
carolina
school.
I
I
found
those
online
as
we
were
talking
so
question
guidelines
versus
policy.
A
D
Q
Y
Y
D
I
I
do
remember
that
we've
had
a
couple
of
social
media
questions
and
I
believe
that
the
district
handled
it
pretty
accurate
swiftly
and
I
will
say
I
was
impressed
the
way
it
was
handled
and
I
believe
everyone
was
happy
so
once
again,
I
just
want
to
say
I
think
this
is.
This
could
be
another
thing
of
why
I
rather
go
for
that
30
30
000
job
versus
that
50
I
mean
so
and
also
we
have
to
be
careful,
because
once
again,
people
are
watching
so
this.
I
I
U
U
A
A
A
A
K
Colleen,
can
you
help
me
over
here
please?
Thank
you.
I
want
to
make
a
special
presentation
today
come
on
up
here.
You
know
that
I've
been
giving
giving
away
game
balls,
and
so
I
want
to
share
with
you
someone
who
exhibits
excellence.
Dedication
is
the
ultimate
team
player
in
this
school
district
colleen.
K
Z
Z
Thank
you
so
much
I
mean
this
is
this
is
so
so
special
to
me.
I
have
been
in
this
district
since
I
started
my
career
in
2005
and
I
started
as
a
teacher
coach
coordinator
now,
director
and
I'm
just
so
invested
and
so
proud
of
what
this
district
has
done
over
those
years
and
I'm
just
glad
to
be
the
tiniest
tiniest
part
of
that.
So
thank
you
so
much.
I.
D
A
AA
AA
And
so
I
just
wanted
to
start
briefly
with
a
brief
overview
of
where
we
are
and
the
number
of
students
that
we're
serving
currently
in
in
our
district
right
now.
If
you
can
see,
the
biggest
thing
is
the
growth
you
you
saw
that
miss
crosby
said
we
asked
for
a
couple
of
positions,
and
that
is
to
really
handle
the
growth
that
we're
seeing.
AA
Even
though
we
continue
to
struggle
as
a
district
to
find
the
teachers,
it
is
important
that
we
also
still
advocate
for
what
we
need
for
our
students
to
get
the
services
and
that's
to
make
sure
that
we
have
the
right
professionals,
a
special
education
teachers,
the
speech
language,
pathologists,
the
physical
therapists,
the
occupational
therapists,
the
school
psychologists
and
the
paraprofessionals
who
are
supporting
on
a
daily
basis.
So
currently
we
have
about
12
percent
of
our
entire
student
population
identified
as
a
student
with
a
disability.
AA
K
AA
Thank
you
2577,
even
though
I
have
the
paper.
Thank
you
right
in
front
of
me,
so
I
couldn't
see,
but
so
you
can
see
that
we've
been
steadily
growing
even
with
coved.
Those
students
with
disabilities
stayed
in
our
district
and
they're
moving
into
our
district,
in
addition
to
the
ones
that
we're
identifying
because
of
our
child
fine
obligation
on
the
idea,
so
we're
growing
there
tremendously
up
to
about
two
percent,
which
is
still
about
two
percent
less
than
the
state
average
of
students
with
disabilities.
AA
But
we
are
getting
up
there
as
well
to
kind
of
break
down
that
we
have
students
when
we
talk
about
services
is
to
understand
that
there
are
certain
populations
and
certain
disabilities
that
do
require
a
tremendous
amount
of
resources
in
order
for
them
to
access
the
general
education
curriculum
and
usually
that's
our
visually
impaired.
Kids.
Our
deaf
and
hard
of
hearing
kids
are
students
with
autism
and
emotional
disabilities.
They
need
a
lot
of
services
beyond
just
the
classroom
that
we
would
have
to
think
about
as
well.
AA
AA
21
of
the
students
have
identified
with
only
a
speech
and
language
impairment
and
for
me,
that's
important.
When
we
talk
about
our
testing
scores
and
students
that
that's
the
only
disability,
how
can
we
get
that
group
of
kids
to
make
sure
that
they
sell
access
the
curriculum
and
the
literacy
and
the
vocabulary,
so
they
can
be
successful
in
the
classroom?
They
don't
have,
as
many
needs.
Don't
mistake
that
that
is
the
number
of
kids
that
receive
services.
AA
We
have
well
over
1500
students
with
disabilities
that
actually
get
speech
and
language
services,
and
we
only
had
32
speech
pathologists
in
the
district
and
a
lot
of
those
kids
really
need
one-on-one
services.
Hence
why
we're
asking
for
a
couple
more
speech-language
pathologies,
so
we
can
meet
those
needs.
The
majority
of
our
students
with
disabilities,
however,
stay
in
the
general
education
classroom
with
just
supplemental
support.
That
means
they
either
have
a
special
education,
education
teachers
who
are
pushing
into
the
classrooms
to
serve
them
or
pulling
them
out
for
some
direct
explicit
instruction
as
well.
AA
So
what
we
have
here-
and
I
definitely
need
my
glasses-
is
one
of
the
questions
that
I
got
asked
and
I
get
asked
on
almost
a
yearly
basis
is
what
would
it
look
like,
and
why
are
we
serving
students,
not
in
their
home
schools
and
what
we
call
cluster
programs
right?
We
know
that
a
couple
of
our
schools
have
much
larger
populations
than
others,
and
what
would
that
look
like
if
every
student
with
a
disability
was
to
be
served
and
receive
services
within
the
school
that
they're
zoned?
AA
A
has
been
identified
as
a
student
with
a
disability,
and
that
is
because
they
do
have
one
there.
They
are
considered
cluster
site
and
that
cluster
site
is
students
with
autism
in
the
northern
schools,
for
the
elementary
level
are
served
at
mossy
oats
for
the
middle
school
level.
It
is
at
will
branch
middle
school
where
we
have
the
cluster
site
for
students
with
autism
and
traditionally,
since
when
I
got
here,
we
had
a
couple
of
classes
like
beaufort.
Elementary
is
a
cluster
site
for
intellectual
disabilities,
mild,
moderate
and
severe,
and
so
the
students.
AA
AA
So,
for
example,
44
of
the
students
at
martial's
belong
to
other
elementary
schools
in
the
north
part
northern
part
of
the
county.
What
happens
if
we
send
those
schools
back?
You
will
see
that
it
will
reduce
martial's
percentage
to
about
18,
which
is
still
above
the
district's
average,
for
students
with
disability,
but
the
majority
of
the
students
are
their
students,
and
so
they
will
still
have.
So.
AA
That
you
know
creates
some
things
why
we
cluster
with
transportation,
some
of
them
travel
from
large
place
long
places.
Some
of
the
parents
are
concerned
about
that
on
the
bus.
Are
we
closer
to
the
hospital
there's
some
needs
that
we
do
consider
in
some
situations,
but
for
me
the
challenge
is
not
that
we
don't
want
to
put
them
in
the
school
basis.
AA
Do
we
have
the
capacity
in
the
other
schools
as
far
as
space,
and
then
not
only
that
but
human
capital?
Do
we
have
the
resources
in
the
human
capital
to
meet
those
needs
there?
So
what
I
wanted
to
do
on
the
next
slide
is
take
a
look
at
what
that
would
cost
the
district.
Now
I
could
not
go
through
every
school
and
do
that
analysis.
AA
So
I
just
picked
two
schools,
one
from
the
northern
schools
and
one
from
the
southern
schools
right
and
I
chose
robert
smalls
k-8
and
pritchardville,
because
there
were
the
two
schools
in
both
places.
Let's
say,
for
example,
pritchardville
currently
preacherville
has
two
supplemental
support
teachers
and
one
intensive
support
teachers.
They
are
the
cluster
program
in
south
abroad
for
emotionally
disabled
elementary
population.
AA
We
look
at
that,
but
when
we
look
at
their
numbers
they
had
29
students
that
actually
went
to
school
at
other
schools
in
the
bluffton
area.
So
if
we
were
to
bring
those
29
school
students
back,
what
would
be
the
fiscal
impact
that
that
would
mean
for
it
so
and
not
only
that,
but
the
physical
impact
as
well.
AA
Where
can
we
house
those
programs
within
the
school
so
keep
in
mind
that,
with
a
student
with
disability
and
the
regulations
for
teacher
certification
that,
depending
on
the
disability,
they
must
have
a
certified
teacher
pretty
much
in
that
area?
So
it's
not
easy
to
say.
Okay,
if
we
use
a
ten
to
one
ratio,
we
would
need
three
additional
teachers.
It
is
not
that
simple.
AA
We
need
to
look
at
the
disability,
the
severity
of
the
disability,
so
for
pritchardville,
some
of
those
29
students
in
other
programs
are
identified
as
students
with
intellectual
disability,
moderate
intellectual
disabilities,
surveyor
students
with
autism
and
also
quite
a
few
in
the
early
childhood
program.
So
when
you
think
about
that,
that's
all
the
areas.
So
if
we
brought
those
29
students
back
to
pritchardville,
they
would
have
to
have,
in
addition
to
the
five
staff
members
that
they
already
have
there,
which
are
two
sld
teachers.
AA
Emotionally
disabled
teacher,
one
parent,
professional
and
a
behavior
management
specialist.
Then
we
would
have
to
add
additional
11
staff
members,
because
we
will
need
a
teacher
for
specific
learning,
disability
early
childhood
special
education,
one
for
id
moderate
one
for
id
surveyor,
one
for
autism,
five
paraprofessionals.
AA
If
we
just
went
maybe
one
paraprofessional
per
classroom,
but
with
the
intense
needs
of
some
of
the
students,
we
usually
need
more
than
one
paraprofessional
in
the
classroom.
We
will
also
need
to
increase
our
physical
therapists
allocation
and
occupational
therapists
and
what
I
didn't
include
here,
they're
already
at
capacity
for
queso
for
the
speech-language
pathologist.
That
is
there.
So
we
would
need
to
add
an
additional
speech-language
pathologist.
AA
If
we
were
to
do
that
next
year,
we
would
have
look
at
close
to
over
800
thousand
dollars
just
to
put
that
staff
in
there.
So
we
would
need
again
five
additional
classrooms
at
pritchardville
to
house
those
29
students
that
are
going
to
other
schools
for
them.
That's
the
impact
there
for
robert
smalls
elementary,
that
was
robert
smalls
k-8.
AA
I
had
to
break
that
down
for
the
k-5
group
and
then
the
middle
school
group,
and
you
can
see
the
same
analysis
there
and
overall,
that
impact
was
going
to
be
an
additional
276
000,
bringing
a
total
at
483
000
to
put
those
teachers
in
those
classrooms.
So
if
we
were
to
decluster
our
programs
and
those
were
just
two
schools,
we
would
have
to
do
that
same
for
every
school,
because
every
school
has
at
least
one
child
in
another
school
as
well.
S
AA
S
So
so
here's
my
concern
just
about
the
cluster,
and
I
and-
and
this
is
again
very,
very
good
information
about
the
the
cost
of
it.
So
let's
look
at
mossy
oaks
elementary,
where
you
say
that
27.3
percent
is
there:
students
with
disabilities,
the
the
of
the
total
population,
so
my
concern
is
the
additional
strain
that
is
put
on
to
the
administration
and
teachers
and
so
on,
for
instance,
iep
meetings
you
have
to
have
an
lea.
S
AA
You
talk
about
that.
Yes,
so
that's
been
a
challenge
in
special
education
for
years
right:
it's!
How
do
we?
I
know
one
school
district.
We
did
the
meetings
before
and
after
school
right.
One
of
the
things
that
I
know
that
dr
stratus
had
approached
me
about
last
year
is
how
can
we
just
get
an
allocation
for
someone
who
does
overseas?
That
is
kind
of
like
a
coordinator
for
school
right
for
special
education.
AA
Ms
walton
and
I've
been
talking
recently
and
she
has
asked
me
to
start
looking
at
what
are
some
allocations,
maybe
for
a
support
staff
to
cover
and
whether
it's
a
certified
or
non-certified,
to
cover
the
teacher
when
they're
in
and
we're
talking
about
special
education
teacher
right
now
in
the
iep
meeting,
and
then
maybe
what
would
that
look
for
administrative
staff?
So
that's
something
that
we're
starting
to
look
at
as
possibly
doing
and
and
having
discussion
about
that
and
allocating
the
resources
for
that.
But
it
is
a
challenge
because
you
still
have.
AA
Even
if
we
didn't
look
at
monsieur-
and
we
look
at
just
about
every
school
in
the
district-
they
all
have
at
least
one,
including
speech-language
pathologists,
to
and
away
from
two
to
five
special
education
teachers
in
their
classroom
in
their
schools
right
if
we
even
decla
declutter
decluster
our
programs
and
put
them
back
into
the
school
now
we're
adding
that
burden
to
a
lot
more
schools
than
just
the
number
that
we
have.
But
yes,
those
are
things
that
we've
been
asked
for.
The
schools
do
a
pretty
good
job
of
keeping
a
specific
meeting
day.
AA
There
are
times
when
they
know
they
have
to
have
them
outside.
So
most
schools
like
martials,
I
think
theirs
may
be
monday
meeting
day.
So
they
know
that
an
administrator
would
be
tied
up
that
day
and
they
pretty
much
unless
the
school
is
falling
down.
You
know
they
know
that
they're
in
there
and
they
set
up
and
have
other
supports
in
place
for
them
and
then
when
they
have
to
go
outside
of
that,
because
the
parent
can't
come
on
that
day,
it
shouldn't
be
every
day,
but
it
is.
It
is
a
concern
and
it's
something.
S
So
so,
if
I
may
so,
you
are
considering
the
idea
that
maybe
at
some
of
these
schools,
these
cluster
schools,
where
there
is
a
higher
than
average
population
of
students
with
disabilities,
having
something
like
an
in-house
special
ed
cool,
special
ed
person
in
charge,
because
because
dr
white,
you
know
as
well
the
time
it
takes
to
write
the
iep.
So,
if
you're
having,
if
you're
having
a
meeting
before
school
and
then
after
school
and
you're,
writing
the
ieps,
there
are
other
school
districts
that
actually
have
personal
rights.
R
S
AA
S
Exactly
and
they,
if
I
can
just
share
with
my
colleagues
the
hours
it
takes
our
special
ed
teachers
to
set
up
a
meeting,
you
need,
if
it's
a
re-eval,
you
need
your
psychologist,
you
need
you
have.
You
know
your
speech,
your
gen,
ed
you're,
trying
to
coordinate
all
that
yeah
and
that's
taking
away
from
the
student.
So.
AA
AA
But
yes,
that
is
something
that
we've
looked
at,
and
a
couple
schools
have
gotten
creative
bluffton
high
has
a
pretty
good
system
that
they
kind
of
worked
on
and
they're
getting
ready
to
really
look
at
that
where
they,
but
they
have
multiple
aps
to
do
that
and
have
some
support
to
help
schedule
meetings.
Most
of
them
do
have
a
master
schedule
and
have
a
pretty
good
system,
but
it
still
does
take
some
time
to
schedule
meetings.
AA
T
AA
Lot,
oh
yeah,
we're
constantly
placing
kids
and
some
of
that
with
the
non-cluster
choose
how
they're
identified
and
it
could
be
our
early
childhood
we're
constantly
every
week
putting
kids
in
schools
are
constantly
having
and
we
have
over
a
hundred
outstanding
right
now,
working
on
evaluations
going
on
throughout
the
district.
The
numbers
are
growing
very
very
even
from
january
to
april
we
grew
another
100
kids
as
well.
AA
When
we
turned
in
the
child
count
in
december,
it
was
down
and
we
even
added
more
kids
by
I
mean
they're,
we're
constantly
adding
kids
and
we're
constantly
having
a
lot
of
students
moving
into
the
county
on
a
daily
basis.
Also
in
here
with
the
power
school,
where
some
of
the
numbers
may
be
a
different
self
is
whenever
a
kid
leaves
as
well
they're
supposed
to
put
in
a
status
form,
and
it
could
be
that
that
has
not
reached
yet
for
it
to
adjust
the
data
as
well.
T
AA
AA
AA
P
P
P
We
need
we
have
a
public
awareness
problem.
The
public
does
not
know
what
we
do
in
this
area.
The
public,
if
they
knew,
would
be
open,
arms
and
massive
support.
So
again,
I
think
we
have
a
public
awareness
problem
and
I
think
dr
bergen
needs
to
help
us
get
more
people,
especially
our
elected
officials,
people
that
control
resources
in
to
see
what
you
and
your
staff
does
every
day.
U
We
would
kind
of
guide
if
the
public
has
a
serious
misconception
of
what
goes
on
in
school
to
to
another
point,
though,
things
are
changing
and,
and
you
know
the
ramification
or
impact
of
special
needs
or
special
ed
is
going
to
be
the
new
gnome.
The
new
norm
is
especially
it's
going
to
probably
be
the
majority
of
the
students
it's
time
for
those
numbers
shifting
100
every
month
after
this
pandemic
clears
and
after
we
recategorize
the
federal
government
redefine
who
needs
support.
That's
gonna
really
shift,
and
we
have
to
be
aware
of
that.
U
L
So
I
don't
know
very
much
about
the
special
ed
iep
process,
so
when
miss
fidger's
just
talking
I'm
absorbing
a
little
bit,
but
it
seems
like
this
could
potentially
be
an
area
where
some
of
the
workload
do.
We
have
technology
that
can
help
with
compliance
that
can
help
with
scheduling
they
can
help
with
documentation,
because
it
sounds
like
we're
doing
a
lot
of
paperwork.
AA
I
tell
special
educators
when
I
heard
I
said
I
can't
I
don't
know
how
I
can
lessen
the
paperwork
load
but
in
all
seriousness,
they'll
be
the
mandates
and
we
have
to
document
insert
process.
We
do
so.
We
do
have
an
iep
process
platform
called
enrich,
which
is
paid
for
by
the
state
that
we
use
that
we
generate
ieps.
But
then
they
we
have
to
have
a
form
for
this.
Then
we
have
to
have
a
form
for
transportation.
AA
Then
we
have
to
have
a
report
for
school
sites
and
then-
and
it
goes
on
and
on-
and
we
take
meeting
notes
and
then
we
have
to
do
a
prior
notice
and
we
have
to
send
an
invitation
letter
and
then
we
have
to
send
a
second
one
for
a
reminder
it
is
constantly,
but
all
of
that
is
mandated
one
of
the
things
I
did.
There
were
some
additional
things,
probably
because
of
complaints
and
different
things
in
corrective
action.
AA
Since
we
were
here,
but
we
do
have
the
platform
that
we
use,
but
in
all
the
years
and
I've
been
doing
this
for
32
years
as
a
special
educator
and
as
administrator
and
the
paperwork
never
seems
to
go
away,
but
we
do
have
the
technology
that
helps
that
we
also
a
lot
of
them
are
using
google
forms
for
the
scheduling
as
well,
and
then
you
have
to
work
around
the
parent
schedules
right
the
last
days.
There
is
a
mutually
agreed
upon
time.
AA
So,
even
though
we
want
to
meet
only
on
wednesdays,
if
the
parents
say
I
can't
come
on
wednesday,
but
I
can
come
on
tuesday,
then
we
have
to
figure
out
how
then
to
make
that
happen,
but
we
do
have
the
resources
in
there.
I
can
only
speak
for
the
past
three
years
here.
The
pandemic
really
had
made
it
exceptionally
more
difficult
for
everyone
right.
AA
The
one
thing
we
did
a
good
job
of
as
a
district
is
really
providing
services
to
independent
when
some
school
districts
ignored
it
all
together.
But
we
were
coupling
that
with
that
frustration,
the
number
of
kids
and
even
the
cluster
programs
that
I
mentioned
at
mossy
oats
they're.
All
of
the
intensive
support
classrooms
in
every
school
in
the
district
is
already
at
capacity,
but
I
can't
we
can't
turn
kids
away
and
those
teachers
are
feeling
the
the
brunt
of
it.
AA
K
K
K
She's,
a
pediatric
physical
therapist,
we
got
the
chair,
we
got
the
chair
to
the
child's
house,
we
arranged
transportation
through
robert
ottie
for
the
future
and
there's
all
kinds
of
things
like
that.
That
happen,
sometimes
to
just
take
care
of
the
need
for
kids,
and
there
is
a
lot
there's
just
a
lot
of
stories
out
there.
We
could
go
on
and
on
about
that,
but
but
yeah
there's
an
opportunity
to
really
share
and
educate
the
community
about
what
we
do
as
a
system
for
our
kids
all
across
the
system.
AA
The
coordinator
is
to
support
schools
in
making
sure
that
we
remain
compliant,
providing
the
curriculum
support
to
make
sure
that
we
are
implementing
those
best
practices
a
lot
of
times.
They
spend
time
in
iep
meetings,
especially
with
the
more
challenging
meetings
as
well.
It
goes
on
and
on
and
on,
and
they
help
with
schedule
a
lot
of
times
they
handle
a
lot
of
the
parent
calls
from
schools,
individuals,
schools
as
well,
but
each
coordinator
has
about
four
to
five
schools
that
they
support.
AA
I
For
and
the
reason,
the
reason
why
I'm
asking
this
is
because
when
it
comes
to
an
iep
meeting,
I
know
all
about
that-
and
I
know
all
about
recorded
and
I've
always
haven't
had
in
the
coordinating
all
my
meetings
as
a
student
and
what
what
I'm
understanding
is.
You
know
in
terms
of
assistant,
principles
and
principles,
have
to
be
in
all
iep
meetings.
Correct.
I
Right
so
my
question
is:
if
that
that
is
a
screen
on
schools,
what
level
of
authority
do
coordinators
have,
because
I
I
I
don't
want
to
be
spending,
though
spending
the
wheels
when
we
don't
when
we,
when
we
don't
have
to
on
202p
on
two
people
around,
because
if
you
ask
me
the
coordinator,
the
coordinator
in
the
room
is
the
most
educated
they're
there.
They
are
the
professional
when
it
comes
to
the
iep
like
they
know
law.
Is
that
what
that?
Would
that
be
reasonable
to
say?
I
AA
Because
most
of
the
coordinators
have
sick
school,
so
they
physically
humanly
can't
be
in
every
school
for
the
ieps,
there
are
times
where
they
are
in
lieu.
The
the
challenge
is
administrators
are,
at
the
end
of
the
day
responsible
to
ensuring
that
that
iep
is
being
implemented,
as
is
written,
so
they
need
someone
at
that
school.
Who
can
have
that
knowledge
and
authority
to
all
have
the
oversight
to
make
sure
that
their
staff
remain
compliant
in
meeting
the
needs
of
the
student.
AA
AA
Oh
yeah
because
they're
the
ones
that
are
doing
the
day-to-day
like
when
I
go
to
iep
meetings,
I
still
rely
on
the
school
because
they're
the
ones
working
with
the
kids
every
day,
they're
collecting
the
data
and
they're
the
ones
that
know
what
services
that
child
will
need
to
continue
to
make
progress.
So,
yes,
they
are
know
that
and
we
do
training
around
the
basic
of
as
far
as
compliance
and
law
and
what
they
can
and
can't
do
as
well.
I
AA
I
And
I'm
just
I'm
just
asking
because
of
the
fact
that
I
was
listening
to
a
parent.
What
was
saying
that
the
coordinator
was
was
saying
there
was
a
certain
iep
meeting
where
the
coordinator
was
saying
what
the
law
was,
but
the
administrator
kind
of
went.
You
know.
So
I'm
just
that's
why
I'm
asking
what's
the
term
what's
the
point
of
having
both
of
them
in
there?
I
If
the
coordinator
knows
the
logistics
of
what
an
iep
consists
of
in
the
law
of
it,
then
you
know
that's
what
my
question
was:
why
have
both
of
them
in
there?
Because
you
cannot
not
have
an
administrator
focusing
on
school
things
versus
this,
because
the
the
iep
teaches
and
then
she
knows
what
what
it
consists
of.
Then
that
may
be
free
of
that
many
frequent
administrators
to
take
care.
Another
situation
that
may
be
concurring
in
that
school
and
I'm
just
wondering
if
we're
having.
I
AA
So
so
the
coordinators
only
go
to
certain
meetings
and
the
ones
that
they're
in
are
usually
the
tougher
ones
order,
reevaluation
or,
for
example,
extended
school
year.
Those
kind
of
decisions
there
are
times
when
the
principal
may
ask
for
additional
support,
but
the
law
is
at
lea
right,
a
representative
of
the
school
in
that
meeting
either
way
the
coordinator
can
go
to
meetings.
Then
I
would
have
to
ask
for
10
more
coordinators.
I
Well,
I
think
that
may
be
one
that
may
be
where
the
district
may
want
to
be.
If
we
were
talking
about
having
to
have
people
to
write
up
right,
write
up,
ieps
and
we're
talking
about,
because
no
because
this
is
a
serious
issue,
I
hear
a
lot
of
administrators
say
and
a
lot
of
people
say
me,
I'm
me
and
myself.
I
know
for
sure
that
I
gotta
be
for
high
school.
I
We
have
one
of
mr
administrator,
mr
carter,
who
used
to
do
strictly
iep
meetings,
and
he
would
be
in
iep
meetings
all
day
long,
so
even
even
when
he
have
different
situation
to
come
up
with
a
diet
with
an
ip
student.
If
he's
an
iep
meeting,
then
another
administrator
has
to
deal
with
that
and
they
may
not
have
the
the
skill
set
to
deal
with
that
kid
who
may
have
not
even
have
iep
can
only
get
suspended
for
10
days
yeah.
So
it's
different
things
like
that
that
that
that
makes
it
worth
the
while.
M
I
AA
Right,
I
mean,
as
far
as
the
administrators
and
understanding
the
law,
we
do
do
training
with
specific
to
administrators
all
year,
sometimes
two
and
three
times
a
year,
we've
done
them
every
other
month.
We
go
into
part
of
the
ap
meeting,
so
we've
provided
them
with
that
level
of
support
and
training
to
understand.
Just
like
we
do
teachers,
but
I
have
to
defer
to
dr
rodriguez
about
you
know.
When
we
talk
about
the
level
of
coordinators
and
stuff,
what
that
would
need,
I
I
think
our
system
is
okay.
I
Well,
honestly,
I'm
gonna
leave
it
there,
but
I
would
definitely
hear
more
about
this
and
I'd
like
to
hear
more
of.
If
we
did
get
coordinators,
then
how
will
that
help
us
alleviating
some
stress
on
our
teachers
and
as
well
as
our
own
business,
on
building
administrators,
because
this
is
a
serious
issue
that
some
people
may
not
be
aware
of
that
I
am
well
of
aware
of,
and
once
again
this
is,
that
a
part
of
that
retention
that
we're
talking
about
this
is
this
is
a
big
part
of
it.
I
S
Thank
you.
I
think
the
the
main
theme
right
here
is
that
we
need
more
support
for
special
education
and
that's
nothing
new.
That
is
nothing
new,
dr
rodriguez.
I
totally
agree
that
there
are
fabulous
things
happening,
especially
in
our
classes
of
intensive
support.
That
is
probably
what
you're
talking
about,
but
the
majority
of
our
students
are
in
the
supplemental
support.
Okay,
so
so
here
you
have
55
plus
percent
of
the
students,
and
probably
many
of
those
speech
only
or
also
just
supplemental
support.
S
That's
that's
where
you
have
a
dearth
of
special
ed
teachers.
Okay,
so
so
the
story
also
includes
yes,
these
fabulous
things
are
happening,
but
we
have
15
vacancies
in
special
education.
Is
that
what
you
said
earlier,
dr
white
yeah?
I
think
from
back
there.
You
said
that
also
our
classes
with
the
intensive
support,
probably
again
the
classes
about
which
you
are
speaking.
S
D
S
Have
any
support
all
right?
It's
it's
a
system
that
we
had
hoped
mtss
would
help
alleviate.
So
you're
saying
the
numbers
are
growing
have
grown
by
a
hundred
because
I
100
plus
more
identified,
but
mtss
was
supposed
to
have
brought
some
of
those
numbers
down.
Now
we
can
throw
everything
out
the
window,
because
we've
had
two
years
of
covet
and
learning
loss
and
and
hopefully
that
these
school
psychologists
that
we
need
more
of
to
test
students
will
differentiate
between
learning,
loss
and
a
true
disability,
and
of
course
they
will
that's
their
profession.
S
Of
course
they
will.
But
this
is
a
multi-faceted
problem
that
for
years
in
this
district,
we've
said
we
need
more
people.
You
need
to
reduce
the
the
load
on
the
special
ed
teacher
in
the
classroom.
That's
writing
the
ips
developing
the
lessons,
everything
that
a
gen
ed
teacher
does
and
more
so,
dr
white.
You
can
count
me
in
on
supporting
any
additional
special
ed
support
that
you
might
need,
because
it
is
definitely
there.
But
if
we're
going
to
tell
one
side
of
the
story,
we've
got
to
tell
the
other
side
so.
U
The
he's
got
his
whole
building
at
stake,
whereas
if
you
just
had
a
coordinator
in
that
meeting,
a
coordinator
is
in
and
out
of
that
building
when
that
meeting
occurs.
So
there's
a
lot
of
dynamics
in
terms
of
it,
and
you
know
everybody
knows,
we
need
more
people.
You
know
dealing
with
these
children.
U
Everybody
knows
that
and
oftentimes.
The
shift
is
the
other
weight
instead
of
support,
they
get
less
support
because
they
get
infused
the
new
word
into
a
majority
population
that
they
really
can't
handle
and
not
getting
the
support.
So
all
those
things
is
a
part
of
our
process
and
we
pass
that
the
budget
process
and
what
we,
where
we're,
putting
our
money
and
that's
you
know,
that's
something
that
you
know
I've
always
been
concerned
because
I've
always
taught
in
the
regular
classroom
a
large
percentage
of
special
needs.
U
Children
and-
and
I
know
what
those
meetings
are
like
that
you're
talking
about-
will,
if
you're
not
advocating
for
that
child,
he
gets
thrown
right.
Underneath
the
bus
in
a
checklist
and
boom
he's
been
served
and
that's
you
know,
that's
not
always
the
case
so
yeah
we
we,
you
know
we
do
need
to
build
our
program
in
a
multifaceted
sense.
Q
Yes,
my
my
two
cents
on
this,
I
confer
with
mr
campbell
as
a
retired
school
administrator.
It's
important
that
I
or
one
of
my
if
I
had
an
assistant
principal,
be
in
those
meetings
because
we
are
really
the
one
who's
ultimately
ultimately
responsible
for
the
decisions
that
are
made
sure
it
goes
on
to
the
teacher,
but
we're
the
ones
that
have
to
to
manage
it
and
make
sure
that
you
know
we're
doing
what
we
said.
We
would
do
because
the
calls
from
the
parents
are
going
to
come
to
us.
Q
A
A
D
E
AA
So
you
know
we
started
out
the
year
with
a
special
ed
teacher
in
all
the
classrooms.
We
did
we,
we
started
out
the
year
that
way
and
then
we
got
increases
as
we
started
about
school.
So
we
had
to
add
a
couple
positions
because
of
the
number
of
kids
that
moved
in
and
then,
for
whatever
reasons
you
know
we're
a
military
town.
We
have
people
that
they
relocate
and
they
go
for
whatever
reasons
we've
been
working
very
closely
with
hr
and
jill
mcadam
and
her
team.
AA
She
has
four
three
of
them
know
and,
as
a
method
already
got
a
message
to
call
a
teacher
to
talk
about
the
special
ed
side
as
far
as
getting
them
here.
So
we're
doing
things
like
that.
I
think
miss
walton
and
crosby
kind
of
hit
the
nail
on
the
head
this
morning
in
their
presentation
about
what
we
need
to
do
to
attract
because
I
do
lose.
AA
We
do
lose
out,
especially
when
you
talk
about
support
positions
like
rbts,
speech-language,
pathologists
and
those
folks
that
compete
in
medical
and
healthcare
and
industry,
but
I
I
think
the
things
that
we're
doing
now
when
we
get
them
here.
What
are
we
doing
to
retain
them?
So
we
have
mentors,
and
one
of
the
things
we
do
try
to
look
at.
Is
that
paperwork?
How
can
we
keep
the
case?
Those
numbers?
Three
years
ago
we
made
a
decision
for
the
supplemental
support
teachers.
AA
The
state
say
they
can
have
up
to
33
kids
on
their
case
law
as
a
district.
We
are
trying
really
hard
to
keep
that
about
20.,
but
when
you
don't
have
the
numbers-
and
you
still
have
to
provide
the
services
that
by
offense
the
same
thing
with
speech-language
pathologists,
the
state
says
60
as
a
district,
depending
on
the
workload
we
try
to
keep
that
to
40
to
45,
but
when
you
have
the
shortage,
they
have
to
pick
up
that.
So
those
are
some
of
the
things
that
we're
doing
again.
AA
It
goes
back
to
what
the
discussion
was
earlier
today.
I
think
we
have
mentor
teacher
now
through
hr
as
well
for
sped.
We
have
more
of
those,
so
I
think
we're
doing
some
of
the
things.
I
think
it's
just
a
challenge
that
we
have
with
not
enough
professionals
out
there
sometimes
to
fill
some
of
the
positions
is
across
the
country.
I
think
we
got
some
good
things
and
we're
continuing
to
have
those
discussion,
especially
when
we
get
them
here.
What
can
we
do
to
make
sure
that
they
stay.
I
Yeah,
I
I
I
do
actually
agree
with
that.
So
I
mean
just
to
just
go
back
to
your
point,
so
I
mean
do
we
do
we
need
to
pay
them
pay
them
more?
I
mean
what
is
it
going
to
take?
I
mean
to
to
to
get
that.
I'm
taking.
I
mean
this.
Is
you
you
got
to
jail
free
card?
I
mean
what
I
mean.
What
do
we
really
need
to
get
more
certified,
especially
specialized
teachers?
Do
we
need
to
pay
them
more.
AA
Yeah,
I
think
that's
what
they
were
asking
for
this
morning.
I
I
know
that
we
compete
then
with
districts.
Someone
said
I
mean
I
came
from
a
district
where
we
give
that
they
were
get.
They
still
do
give
additional
bonuses
for
spad
teachers.
You
know
you
have
all
of
that,
but
I
think
yes
to
get
them
here.
That's
something
we
need
to
do
as
a
district.
I
K
I
don't
think
it's
it's
an
a
la
carte.
You
know
kind
of
thing.
I
think
you're
gonna
have
to
look
at
the
whole
picture
of
of
the
system.
I
mean
you
know.
We
just
spent
this
morning
going
over
a
balanced
budget
to
to
review
every
one
of
these
components
and
and
we
go
through
the
day
and
we
say
well,
we
want
more
this
and
we
want
more
of
that-
and
we
want
more
of
that-
and
we
should
do
more
here
and
let's
do
that
too,
and
by
the
way,
let's
get
this
done.
K
There's
actually
a
game
called
texas,
hold
them
around
budgeting,
okay,
and
they
give
you
all
these
cards
and
you
sit
there
and
you
go
through
and
you
say:
oh
I
want
that.
I
don't
want
that.
Okay,
you
can't
do
it,
because
over
budget
come
back.
Okay,
now
you're
under
budget
okay,
now
work
through
right.
So
so
we
can
do
anything
right
and
we
got
to
understand
that
it
comes
down
to
scarcity
right,
you
got
unlimited
wants.
K
You
got
limited
resources
right
and,
at
the
end
of
the
day,
those
limited
resources
you
got
to
spend
them
right
and
you
got
to
pick
at
where
you're
going
to
spend
them.
You
had
an
entire
system
you're
trying
to
move
every
part
of
the
system.
If
you
want
to
drive
this
one
further
you're
going
to
drive
this
one
back
or
less
right,
I
mean
it's
just
the
way
it
works
right.
So
you
know
we
can
go
back
and
play
at
it.
We.
K
What
I
think
you
saw
this
morning
was
a
budget
that
addressed
some
of
the
needs
that
came
forward
right
as
a
result
of
of
some
special
ed
needs.
You
know,
whatever
we
go
back
and
fix
we're
going
to
take
away
in
other
places,
that's
just
the
way
that
works
right
and-
and
so,
if
that's
the
direction
that
you
want
us
to
go
then
make
a
motion.
K
V
V
I
I
I
This
is
a
part
of
the
decision
making
that
is
very
uncomfortable
for
people,
but
when
it
comes
to
sped
and
when
it
comes
to
dealing
with
the
learning
loss,
and
particularly,
we
have
to
make
sure
that
we're
putting
the
proper
attention
on
it
and
I'm
one
that
says
I
believe
in
being
fair
and
just
across
the
board
for
it
all.
But
when
it
comes
to
the
learning
laws
that
we
have
we're
really
gonna,
we
really
have
to
put
our
money
where
our
mouth
is
and-
and
some
of
it
is
we're.
I
K
K
I
H
I
To
make
sure
that
we're
maximizing
the
people
who
we
have
to
actually
attend
and
show
the
community
that
we're
putting
every
every
resources
forward
to
meet
their
learning
loss
and
that's
a
start,
so
I
mean
they
have
to
do
more
than
have
to
do
more,
but
I
mean,
but
my
point
is:
that
is
how
serious
I
am-
and
I
know
that's
a
touching
sub,
a
touchy
subject
for
everyone.
So
that's
my
point
to
let
people
know
that's
how
serious
I
am
as
a
board
member
on
it.
K
Yeah,
I
I
I
understand,
but
again
you
know
you
know,
there's
a
there's
a
there's
another
assumption
in
there
that
you
know
there
aren't
other
things
happening,
that
support
you
know
and
and
and
there's
an
assumption
there
that
they
aren't
doing
already
what
they
can
do
or
more,
and
I
and
I
I
think,
that's
that's
something
you
know
we
should
consider.
I
mean
I
I'll
leave
it
at
that.
Q
AA
So
I'll
answer
that
in
two
ways,
so
with
the
classrooms
that
are
empty,
we
actually
have
virtual
teachers.
We
have
some
of
our
other
contract
partners,
so
we've
been
able
to
put
a
virtual
teacher
and
the
paraprofessionals
in
those
classrooms
have
been
working
to
support
underground
as
well,
so
they
are
getting
services.
If
there
are
any
kid
that
may
have
gone
for
a
period
of,
we
are
required
by
law
to
look
at
either
compensatory
and
or
es
extended
school
year
services.
AA
U
Is
it
out
of
off
topic
into
actually?
How
does
state
regulations
affect
our
maneuverability
in
terms
of
what's
possible
in
terms
of
special
needs?
I
mean,
is
south
carolina
very
restrictive
compared
to
what
the
no,
what
the
national
norms
are
and
would
a
teacher
more
be
more
attractive
to
go
to
say,
georgia,
but
I'd
say
new
jersey,
as
opposed
to
come
to
south
carolina?
If
that's
a
special
need.
K
U
U
H
Like
I
said
this
morning,
we
are
not
the
only
one
in
this
predicament
and
the
only
way
that
we're
going
to
get
out
of
it.
We
got
to
come
up
with
the
funds.
We
cannot
cut
one
program
to
go
to
another
program
because
you're
hurting
students,
so
we
have
to
make
a
decision
as
a
board
to
tell
a
superintendent
okay.
This
is
what
we
won't,
but
we
have
to
find
make
sure
that
he
has
the
resource
to
do
it.
Thank
you.
A
S
I
just
wanted,
though,
to
point
out
to
dr
rodriguez's
point
there
about.
It
takes
more
than
just
the
special
ed
teacher
to
help
with
our
students
with
special
needs,
and
today,
on
page
14,
we
did
talk
about
three
full-time,
equivalent
assistant
principals,
three
special
full-time,
equivalent,
special
ed
certified
teachers.
Two
full-time
equivalent
behavioral
supports
all
of
those
interventionists
three
and
a
half,
yes,
that
all
that
all
works
together
and
my
last
plug.
S
A
AB
As
we
do
this.
This
was
a
collaborative
process
in
nature.
It's
really
based
off
of
the
original
five-year
plans
and
then
just
minor
tweaks
are
made
as
we
go
one
of
the
major
piece
hurdles
that
we've
battled,
though,
is
accessing
the
data
because
of
the
impact
on
covet.
A
lot
of
the
progress
monitor
pieces
that
we
have.
We
do
not
have
available,
and
so
we're
actually
writing
the
plan
for
next
school
year,
but
we're
really
needing
the
sc
ready
data
that
will
take
place
in
may
to
be
able
to
really
determine
our
status.
W
Good
afternoon,
I'm
just
going
to
talk
to
you
about
the
three
areas
that
the
plan
addresses.
Those
three
areas
are
student
achievement,
teacher
and
administrative
quality
and
school
climate.
So
under
student
achievement,
you
have
equitable
viable
curriculum
for
all
students,
a
multi-tiered
system
of
support.
That's
our
mtss
system
that
ensures
that
all
students
are
receiving
their
academic
and
behavioral
support.
We
do
that
through
plans
at
the
school
level
and
in
collaboration
with
hr.
W
AB
So
you
have
two
documents:
the
first
one,
the
shorter
one.
It
is
the
district
executive
summary,
so
it
highlights
the
the
goals
that
we
will
be
progress,
monitoring
this
coming
school
year
and
ended
the
next
school
year
that
we
would
like
to
target
and
then
a
brief
description.
Summary
of
the
work.
That's
being
done,
then
around
those
aspects
of
the
goals.
AB
Can
we
get
the
data
now
and
how
can
we
best
progress,
monitor
that
so
just
to
collaboration
with
mr
fallon
of
okay?
Once
if
we
tweak
these
goals,
can
we
get
data
to
accurately
report
back
on,
whereas
the
goals
that
were
originally
developed,
some
of
them?
The
data-
is
either
not
there
or
there
were
tweaks
done
or
changes
by
the
state
that
would
be
reported
out.
T
T
The
question
I
had
is
in
the
executive
summary.
It
discusses
gt
on
a
pretty
detailed
level,
but
mostly
from
the
10
000
foot
view
of
the
district
on
the
individual
plans.
I
don't
necessarily
see
that
translated
in
each
individual
plan
for
each
site.
So
can
you
speak
to
that?
I
don't
see
it
even
as
like
a
box.
AB
So
the
schools
were
only
required
to
have
areas
of
student
achievement
and
teacher
administrator
quality
and
school
climate,
and
then,
if
they
wanted
to
add
a
gt,
they
could
mirror
it.
Some
may
have
embedded
it
in
their
student
achievement
aspect,
but
those
are
the
three
categories
that
they
were
asked
to
develop.
E
N
A
lot
of
the
work
for
gt
actually
has
been
spearheaded
at
the
district
level.
We
have
been
able
to
help
with
the
curriculum
help
with
the
testing
help
with
the
design
of
for
the
arts,
talented,
as
well
as
the
academic.
The
schools
have
been
reaching
out
to
us,
and
then
we
actually
have
a
budget
that
we
do
help
the
school
significantly
to
date.
We
have
not
said
no
to
any
requests,
so
I
think
that's
probably
still
look.
N
T
N
L
So
I
have
like
a
a
weird
thing
that
I
looked
at
because
I
do
think
I've
come
to
the
conclusion
after
a
year
on
the
board
that
you
know
if
your
sic
is
active,
that's
a
sign
of
school
climate.
You
know
it's
a
sign
of
a
healthy
and
engaged
community.
So
what
I
was
looking
at-
and
I
think
this
is
something
to
think
about
for
the
future.
I
actually
paid
a
lot
of
attention
to
who
the
stakeholders
were.
L
Did
they
have
parent
representatives?
Did
they
have
community
representatives?
Some
people
had
them
listed
out
there
and
it
is
actually
a
law
that
we
have
those
things.
I'm
not
sure
every
sic
is
in
compliance,
and
I
kind
of
think
that
going
forward.
I
don't
want
to
call
any
particular
school
out
or
anything,
but
just
looking
at
them.
Sometimes
there's
a
list
of
names,
sometimes
there's
only
three
names.
Sometimes
you
know.
U
Now
I'm
sure
when
we,
when
we
first
discussed
this
plan,
dr
stratus
had
a
big
input
into
it,
because
the
design
you
know
supposed
to
mirror
what
we're
looking
for
as
an
outcome
right
and
five
years.
So
I
see
you
know
some
discrepancies
and
and
what
the
people
wrote,
but
for
the
most
part,
pretty
coordinated
grade
level
wise
third,
through
eighth
grade,
they
all
basically
focus
on
meats
and
seeds,
etc,
etc,
etc.
U
That's
I
mean
I
look
at
this
as
kind
of
a
directed
orchestrated
thing,
and
I
thought
that's
what
it's
supposed
to
be
right,
because
we
as
a
district,
got
to
lead
that
five-year
strategy,
so
we
can
get
to
it
right.
So
I
want
to
know
we
don't
need
this
though
I
don't.
I
don't
think
we
need
this
to
do.
This
right
am.
N
N
The
review
of
the
interim
goals
that
the
school
renewal
plan
by
the
board
is
for
you
to
give
us
a
yes
that
we're
in
approval
of
it
is
a
state
requirement
the
strategic
plan.
I
don't
want
to
step
on
the
superintendent's
evaluation
component,
but
the
strategic
plan
should
drive
it.
A
significant
amount
of
coherence
for
us
within
a
district
from
what
we
do
from
title
one
from
what
we
do
for
our
federal
funding.
N
So,
yes,
there's
an
interrelationship,
we're
working
at
that
development,
because
I
feel
it's
important
that
we
all
and,
as
mrs
boatwright
even
shared,
that
who's
involved,
who
are
the
stakeholders?
What
is
the
significance
of
because
it
is,
should
be
at
the
core
of
our
work,
we're
pushing
our
work
that
it.
This
is
the
core,
so
yes,
you're
driving
into
a
direction
that
our
division
significantly,
as
well
as
our
executive
directors,
we're
on
that
path
from
the
state
level
and
our
district
being
very
strong.
With
that,
yes,
sir,
I
just
want
to
make
sure.
I
I
N
I
think,
mr
chairman,
stephen
jamie,
I
just
gave
a
brief
commentary,
mr
smith,
thank
you
for
giving
that
as
an
example
of
davina
coleman's
work,
because
that
is
the
core.
Their
executive
director
is
working
very
hard
to
be,
for
each
of
us
to
be
have
this
type
of
alignment
and
coherence
so
that
when
we
could
start
having
that
conversation,
this
is
how
we
do
it
here
beaufort.
So
thank
you
and
we'll
share
that
compliment.
Thank
you.
N
N
AB
AB
N
H
A
A
Q
K
I
want
you
to
know
that
the
budget
that
was
shared
today
this
morning
with
you
to
review,
had
student
voice
in
that
budget,
because
I
met
here
with
students
from
our
high
schools,
at
the
request
of
students
to
provide
input
in
the
budget
process
and
so
to
my
knowledge,
we're
one
of
the
few.
If
not
the
only
because
I
haven't
heard
of
it
anywhere
else,
but
that
incorporated
or
incorporates
now
student
voice
in
our
budget
process.
A
Yeah,
thank
you,
mr
smith,
and
I
were
both
at
that
meeting
and
well.
If
you
want
to
be
impressed
with
the
students,
you
know
come
to
these
meetings,
it's
like
holy
cow.
If
I,
if
I
was
that
smart,
when
I
was
their
age,
I
probably
wouldn't
be
here,
I'd
be
maybe
somewhere
in
a
very
you
know
very
wealthy
castle
somewhere
or
something
because
kids
blow
you
away
how
smart
they
are.
You
know
humbles
humbles
you
if
you're
older
humbles,
you
because
you
think
you're
really
wise
and
then
you
have
an
18
year
old.
K
I
I
Say
you're
right,
I
definitely
do
give
hats
off
to
your
staff,
because
I,
like
you,
mr
scripture,
said
we
were.
I
was
along
the
same
kind
of
make
the
same
comments
you
made,
but
I
agree.
I
concur
for
everything
that
he
said
and
it
was
a
great
experience
in
listening
to
those
kids
and
also
how
they
valued
staff
and
paying
staff
more
and
different
things.
So
it
was.
I
E
A
I
believe
there
has
been
legal
legal
developments
very
recently
learned
about
that.
It's
going
to
cause
us
not
to
really
speak
about
this
too
much.
We,
we
really
can't
when
we
first
did
the
agenda,
we
thought
we
could
but
learned
some
stuff
this
morning.
That
would
make
us
skip
over
this
topic.
Yes,
ma'am.
T
A
A
D
X
X
Oh
okay,
so,
first
off,
I
want
to
start
by
thanking
you
guys
for
approving
the
three
percent
raise
and
the
dual
modality
bonus.
We
had
a
teacher
for
a
meeting
last
night
and
the
teachers
were
really
excited
about
it.
We
all
appreciate
it
very
very
much
I'm
here
today,
because
I
want
to
talk
to
you
about
two
of
the
initiatives
that
the
pac
has
been
discussing
in
our
meetings.
X
It
was
established
as
an
organization
working
to
advance
accomplished
teaching
for
all
students.
Teachers
voluntarily
obtain
their
certification
by
completing
a
reflective
portfolio
and
assessment
on
their
professional
practice.
It
has
four
components,
including
content,
knowledge,
differentiation
and
instruction
teaching,
practice
and
learning
environment
and
effective
and
reflective
practitioner.
X
Sarah,
which
is
also
known
as
the
center
for
education,
recruitment
retention
and
advancement,
has
released
reports
in
2018
and
in
2020
that
showed
that
the
turnover
rate
for
teachers
who
have
their
national
board
certification
are
significantly
lower
than
teachers.
Without
it
also,
they
released
that
in
the
2020
2021
school
year.
Just
last
year,
reports
showed
that
the
turnover
rate
for
all
south
carolina
teachers
without
their
certification
was
6.6.
X
X
X
I
wanted
to
point
out
some
benefits
of
national
board
certificate:
cert,
the
national
board
sort
of
certification.
Sorry,
so
the
process
provides
relevant
and
impactful
professional
development
of
those
teachers
who
have
gone
through
and
got
their
certification.
96
said
that
it
was
the
most
impactful
professional
development
they
have
received
for
their
practice.
X
X
X
B
X
B
X
Yes,
so
there
there
are
different,
I
don't
know
the
specific
name,
but
there
are
different
areas
of
it.
So,
for
example,
whenever
I
was
researching
one
of
the
ones
that
I
was
really
interested
in
was
the
literacy
component
one
and
you
can
get
it
in
as
little
as
one
year.
But
after
you
start
the
process,
you
have
to
have
your
certification
within
three
years.
X
X
A
B
K
J
J
B
J
Right
and
the
state
changed
the
rules
over
the
years
from
one
number
to
the
other
and
lowered
in
years
of
lean
budget
times
and
the
district
moved
from.
I
think
we
were
paying
1500
or
two
thousand
on
our
supplement
and
lowered
it
to
thirteen
hundred.
So
that
was
in
the
2009
era,
where
budget
times
were
really
really
tough
and
there
were
a
lot
of
cuts
in
state
and
local
budgets.
X
A
But
no,
it's
the
forgivable
part
that
I'm
I
don't
focus
on.
You
know
we
give
you
the
loan
in
the
beginning
and
you
don't
you
don't
have
to
pay
that
back,
but
you
get
a
significant
amount,
a
pay
increase
when
you
do
pass
it
not
sure
why
the
loan
needs
to
be
forgivable,
I'm
not
opposed
to
it,
but
just
it's
the
financial
guy
in
me
talking
so
you
know
the
district
can
certainly
give
us
proposal
on
what
they
want
to
do.
I
X
I
X
D
K
So
through
the
national
board,
it's
a
rigorous
process.
It's
a
it's!
It's
it's
a
lot
of
work
that
they
they
put
into
it
and
then,
like
she
mentioned
earlier,
that
they
record
themselves
in
their
teaching
right
and
then
they
reflect
on
that.
So
there's
a
lot
of
of
reflection
on
your
own
practice
and
what
kind
of
things
went
well,
what
didn't
go
well
and
then
building
that
into
your
work
around
your
professional
development
in
achieving
a
national
board
certification.
I
Okay,
now
I
was
trying
to
figure
out
in
terms
of
you
know,
paying
that
fee
and
doing
that.
What
what?
What?
What
good
will
it
really
do?
The
district,
because
you
know
we're
already
working
on
what
is
very
tight,
so
I'm
just
trying
to
figure
out.
You
know
what
would
make
us
come
to
come
to
the
come
to
the
agreement
and
say
yeah.
We
want
to
step
out
in
there
because
we're
trying
to
find
out
not
too
much.
I
don't
know
here
to
give
you
so,
let's
take
away.
So
that's
all!
Thank
you.
A
D
J
J
J
A
Guess
is
yes
so
when
when
we
recruit-
and
we
tell
people
if
you
know,
if
you
enter
this
program
and
pass
it
you
get
it
you
get
this
big
pay
increase.
You
know
if
all
our
teachers
were
certified,
our
average
salary
would
jump
up
five
thousand
dollars
right
right
or
six
thousand
three
hundred
or
whatever
yeah.
A
B
No,
I
think
you
know
in
any
field
the
the
more
training
you
have.
The
more
expertise
you
have
it
to
to
do
your
job
better
is
is
what
we're
aiming
for.
I
just
think,
as
we've
already
discussed
today,
this
would
be,
I
think,
another
portion
of
our.
You
know
general
look
at
our
teacher
compensation
and
I
think
we
should
have
this
as
a
as
a
category
in
that
because
they're,
yes,
they're
the
outlay.
If
you
pass
it,
the
first
year,
like
you
said,
was
almost
two
thousand
dollars.
B
Q
Yes,
I
would
just
like
to
add
from
my
personal
experience:
gaining
national
board.
Certification
is
something
that
improves
the
education
for
our
students.
Every
from
my
experience,
every
teacher
that
has
gone
through
that
process
has
improved
their
ability
to
connect
and
affect
the
achievement
of
the
students.
Q
I
also
think
that
we've
talked
a
little
a
bit
about
teacher
growth
and
teachers
want
something
that
enables
them
to
to
grow
in
the
profession,
to
be
more
professional,
etc.
I
think
this
program
as
an
offering
does
point
to
that
and
say:
look.
We
support
teacher
growth,
professionalism,
and
this
is
one
way
that
that
we
do
support
it.
I
agree
it's
you
know
not
today
to
decide
on
this,
but
I
think
it's
something
to
be
considered
in
the
budget
process.
Thank
you.
S
Thank
you.
This
might
be
a
question
for
miss
walton
or
I
don't
know
or
miss
crosby,
but
do
we
provide
any
kind
of
support
to
our
teachers
that
decide
to
get
a
master's
so
if
they
went
on
to
get
a
master's
degree
and
miss
crosby,
the
if
you
get
your
masters
like
say,
10
years
with
a
bachelor
in
10
years
to
a
master's?
Is
that
a
significant
pay
bump?
S
V
S
J
Of
a
bachelor's
in
zero,
a
bachelor's
in
seven
and
masters
in
ten,
so
it
shows
the
before
and
after
the
impact
of
the
proposed
budget
today,
so
a
base
salary
with
the
locality
for
a
bachelor's
and
zero
excuse
me,
I
don't
have
a
comparison
from
bachelor's
in
10
to
masters
in
10,
but
I
do
have.
The
masters
in
10
is
59
360
with
the
locality
so
yeah.
I
didn't
do
a
hundred
percent
of
a
great
job
there.
J
So
I
let
me
draw
a
comparison,
see
if
I
can
get
the
bachelor's
in
10
pulled
up
and
you
can
see
correlate
the
the
two
levels,
but
you've
got
bachelor's
and
seven
there.
So
you
can
see
there's
a
ten
thousand
dollar
difference,
so
yeah
yeah.
So
with
a
couple
more
years
there
they
would
probably
be
in
the
early.
J
U
Mel
campbell's
next
I
mean
yeah,
that's
the
kind
of
that's
the
question
I
was.
How
do
we
compare
the
two?
Do
we
have
anything
to
compare
the
two,
a
teacher
with
their
masters,
which
may
or
may
not
be
anything
much
better
than
a
teacher
with
the
national
teacher's
certificate,
except
right
now
we're
only
paying
that
national
teacher
a
year
or
how
many
years
supplement.
X
U
U
To
get
that
quality
that
we're
getting
you
know
in
terms
of
you
know
the
quality
you're
gonna
get
that
teacher
is
you
know
much
better,
a
much
better
teacher
when
they
get
that
national
certification.
I
mean
everything
points
to
that's
all,
that's
a
pd
that
we
can't
afford
that
we
that
they're
getting
in
other
words,
you
know
the
training,
is
something
that
we'd
like
every
teacher
to
go
through,
but
we
can't
afford
to
train
them
like
that.
U
They
can't
you
know
as
an
individual
board.
We
can't
afford
to
train
each
teacher
to
become
a
teacher
like
that
that
they
do
for
two
thousand
dollars,
but
afterwards
we
got
a
better
product
in
the
long
run.
It
saves
us
a
lot
more
money.
You
know,
because
that
teacher
is
vested
at
least
for
10
years,
because
they're
going
to
try
to
recoup
that
you
know,
but
sixty
five
hundred
dollars
six,
you
know
whatever
it
amounts
to
five
thousand
plus
thirteen
hundred
sixty
three
hundred
times
ten
three
thousand
dollars.
U
Q
B
So
just
a
couple
things
or
comments:
one
is,
I
can't
I
would
assume
to
obtain
them,
and
maybe
this
is
my
assumptions
totally
wrong
and
off
base.
I
would
just
assume
to
me:
it
sounds
like
very
reasonable
that
it
costs
you
know
1900
for
this
education
over
the
course
of
a
year
and
a
master's
degree.
I
assume
you
also
get
over
the
course
of
a
year,
but
it
seems
like
that
would
be
more
expensive
if
you
were
paying
the
complete
cost
of
it.
B
B
Like
dr
dewey
said,
was
to
you
know
if
they
make
it
in
one
year,
then
their
loan
becomes
a
grant,
but
if
they
don't
make
it
in
one
year
you
know
they
have
to
assume
the
cost
of
it,
because
then
you're
going
to
get
people
that
are
truly
interested
in
succeeding
at
it.
You
don't
want
everybody
to
just
sign
up
and
oh
yeah,
the
district
will
pay
for
it.
B
I'm
gonna,
I
think
I'll
go
a
couple
times
and
you
know
that's
that's
it,
but
I
think
a
community
partnership,
I'm
not
sure
who
with,
but
I
think
it'd
be
a
great
thing
and
a
great
something
very
positive
from
our
district.
You
know
a
lot
of
times,
unfortunately,
maybe
not
so
much
anymore,
but
you
know
a
lot
of
what's
publicized
out
there,
especially
in
the
in
the
media,
is,
is
negativity
and
we
need
positivity,
and
I
think
this
would
be
a
fabulous
thing.
I
So,
thank
you
I'll
just
make
it
quick.
I
want
to
say
to
you
with
this
being
your:
this
is
your
first
time
before
the
board.
Isn't
it
at
that
position?
I
want
to
tell
you
that
outstanding
job
don't
take
it.
This
is
being
defeated.
I
can
see
when
you
first
member,
you
might
be
a
little
nervous.
She
did
an
awesome
job.
Presenting
this.
I
have
one
more
part.
X
A
A
A
X
They
may
not
complete
the
courses
with
the
intention
of
transferring
positions
but
to
better
themselves
to
be
better
suited
for
their
current
position,
which
we
should
all
appreciate.
Since
our
overall
focus
is
education,
classified
staff
have
been
told
to
apply
for
a
job
that
better
suits
their
education,
achievement
which
could
lead
to
them,
leaving
the
district,
which
is
not
what
we
want,
they're
going
to
take
their
degree
or
certification
to
a
higher
paying
job
in
the
private
sector,
but
by
supporting
their
education
and
their
certification
in
their
current
position.
X
X
X
X
But
what
we
could
do
is
that
we
could
create
a
general
classification
system
for
those
acceptable
degrees
courses
or
certificates
for
each
job
classification.
There
are
a
lot
of
different
models
that
we
could
use.
I've
reviewed
I've
researched
the
compensation
models
of
several
districts
that
have
these
programs
for
support
and
for
administrative
employees.
X
The
pac
is
willing
to
sit
and
work
with
our
human
resources
department,
the
operations
committee
whomever
we
need
to
to
create
a
model
that
would
fit
and
best
support
our
district's
staff
as
an
educational
institution.
How
can
we
not
promote
higher
education
for
every
employee,
all
of
our
employees?
X
X
X
I
try
my
best
to
instill
the
love
of
learning
that
I
have
in
my
students
each
and
every
day.
That's
something
I'm
really
proud
of,
and
I've
done
it.
I
have
parents
that
still
send
me
messages
about
her
their
child
used
to
not
like
reading.
They
love
it.
Now
they
love
to
learn,
but
the
two
things
that
the
pac
is
asking
for:
support,
learning
and
leading
the
national
board
certification
supports
learning
for
teachers
and
the
pac
is
asking
for
support,
learning
and
leading.
Oh
I'm.
X
X
B
T
B
X
X
That
would
be
my
concern
where,
where
you
stop
and
how
you
create
equity-
oh
you
know,
you
know,
there'll
be
some
people
who
were
hired
without
a
high
school
diploma,
but
if
they
got
one
would
that
be
written
in
as
if
they
got
the
ged
while
they're
hired?
Will
that
be
an
incremental
salary
increase?
And
then
you
know
those
are
things
you'd
have
to
get
really
down
in
the
nitty-gritty
to
make
it
equitable.
In
my
mind,
because
a
lot
of
the
people
are
not
correctly
hired
by
us,
the
food
workers.
X
X
I
understand
you're
extending
it
to
a
certain
portion
of
the
team,
and
I
applaud
that
thought
process.
But
now
I
want
you
to
dig
a
little
deeper
and
find
out
because
it
is,
it
is
important
for
our
culture
and
climate
that
everybody
is
feeling
like.
They
are
treasured
they
matter
and
that's
that's.
That
would
be
my
only
concern,
but
you
know
I'm
willing
to
say
march
forward
with
it
in
terms
of
where
you're
going,
which
is
human
resources
and
let
them
pull
their
hair
out
about
it.
X
X
X
If
I
go
from
firefighter
one
to
firefighter
two
I
get
paid
for
it,
I
mean,
in
terms
of
a
bus
driver,
getting
a
license.
If
you
have
a
license
saying
we
we
we
want
you
to
do
it,
that's
what
we're
here
for
we're
here,
to
to
empower
and
to
employ
people
and
to
help
them
to
move
to
the
next
level.
So
I
see
nothing
wrong
with
just
to
go
back
to.
My
main
point
is
with
a
staff
member,
because
you
got
some
staff
members
who
said
I
remember
I
was
in
district.
X
X
We
are
empowering
people
to
get
things
to
help
out
the
district,
because
that's
one
more
person
you
have
in
a
building
who
can
help
out
in
a
christ
situation
versus
you
having
one
or
two
situations
together
take
place
at
one
at
one
time
you
have
more
people
who
can
serve
so
I
mean,
and
that
and
that
instant,
I
see
nothing
wrong
with
what
you're
saying
I'm
in
support
of
it,
100
percent
and
for
those
who
don't
know
what
cpi
is
that?
That's
just
that's
that's
something
if
you
tested.