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A
Okay,
so
here
we
are
at
two
o'clock
at
the
operations
community.
On
march
21st,
we
have
the
three
committee
members
myself,
mel
campbell
trisha
fidrich
in
attendance,
as
well
as
our
board
chairman
davis
trippinger,
and
if
we
can
start
with
the
pledge
of
allegiance,
which
will
be.
B
With
the
change
of
the
facilities
use
report
being
moved
to
right
after
the
bi-annual
or
in
conjunction
with
the
buy-in
maintenance.
B
A
I
just
have
to
ask
two
or
three
times:
okay
and
then
we
need
to
approve
the
march
9th
committee
meeting
minutes.
F
G
E
Afternoon
so
today
we
are
presenting
to
the
mage
the
maintenance
and
planning
your
report.
So
that's
the
e7.5.
E
C
G
E
Our
first
slide
is
a
picture
of
a
project
completion,
so
we're
going
to
go
through
and
show
some
project
completions
for
north
of
the
broad
schools
and
south
abroad.
The
first
picture
presentation
that
you're
going
to
see
is
for.
E
Replacement
that
our
maintenance
department
and
the
hvac
internet
department
helped
to
assist
with
getting
that
compressor
into
place,
obviously
required
a
large
train
over
at
well
ranch
high
school,
I'm
the
gym.
If
you
would
like
to
flip
to
the
next
page,
we've
got
tusa
elementary
and
saint
helena.
Ecc
team
did
some
retaining
of
fire
lanes
there.
E
South
of
the
broad,
the
maintenance
was
supportive
and
also
completing
another
impression
of
compressor
replacement
for
home
kent
high
school.
This
affected
rv,
hall
and
z
hall.
At
that
location,
we
are
seeing
an
increase
in
the
eight
back
parts
and
replacements,
as
our
systems
are
aging,
we
are
seeing
those
work
orders
and
those
needs
increase
with
our
hvac
system.
So
we
are
having
just
source
a
lot
more
parts
and
do
an
increased
amount
of
these
compressor
changeouts
and
as
well
as
other
parts.
E
The
next
one
was
south
of
the
broad
okatee
school,
so
they
have
a
really
beautiful
outside
area.
On
the
back
side
of
the
school
called
my
maids
garden,
and
so
during
the
summer
and
kind
of
thing
you
know
get
a
little
overgrown,
so
our
maintenance
landscape
team
went
in
there
before
pictures
are
on
the
left.
The
after
pictures.
E
Okay,
so
the
next
page
you
come
to
is
our
work
order,
summary
report.
So,
as
you
can
see,
over
the
last
year
march,
2021
through
september
2021,
the
work
orders
increased
substantially
and
our
our
rating,
our
percentage.
H
E
Completed
work
orders
also
went
down.
Can
I
interrupt.
A
I
E
E
Yeah,
that's
our
I'm
sorry,
that's
our
maintenance
contractor
and
then
the
third
is
work,
orders,
no
preventative
maintenance
and
the
rest
of
them.
Don't
so
wl
would
be
work
order.
Gotcha!
Thank
you.
No,
that's
fine!
So,
as
you
can
see
during
march
of
2021
to
september
of
2021,
our
work
order
volume
was
extremely
high
as
far
as
our
counts
and
our
completed
work
order.
E
Percentage
defaulter,
as
well
as
our
work
order
in
progress,
the
height
of
that
was
during
coven
and
last
summer
we
did
have
a
period
of
time
where
our
construction,
you
know
we
were
in
the
school.
We
had
less
time
in
the
schools
during
the
summer
meeting.
Instead
on
to
complete
projects.
E
D
Okay,
so
these
actually
were
for
fiscal
year.
D
Fiscal
year
2021,
which
would
have
been
ending
in
june
of
2021,
so
you
know
they're,
we
have
not
finished
out
this
fiscal
year,
so
that's
how
we
track
them.
These
would
have
been
shown
to
you
at
our
last
meeting
where
we
looked
over
maintenance
as
well,
and
what
you
can
see
there
kind
of
the
same
stats
that
randy
had
randy
had
is
that
we
were
peaking
a
couple
of
years
ago
and
now
they're
coming
back
down
as
far
as
our
total
work
orders,
and
then
our
total
work
orders
per
worker.
D
Where
we've
been
on
kind
of
a
downward
trajectory.
You
know
one
of
the
things
that
was
a
little
concerning
is
that
maintenance
did
have
a
hit
on
some
of
their
surveys.
D
Previously
I
don't
wanna,
be
the
spoiler
or
but
they've
increased
substantially
since
that
time,
so
I
think
we're
getting
our
work
orders
for
worker
down
to
a
manageable
level.
So
that's
all
good
to
see
on
the
next
page,
you
see
total
square
foot
per
year,
that's
showing
that
we
are
increasing
in
square
footage
of
the
district
as
a
whole
and
as
such
also
our
we've
been.
D
D
D
I
don't
know
if
you
want
us,
you
know
it's
kind
of
how
do
we
report
that
they'll
only
be
in
for
two
months
of
the
year,
but
we'll
discuss
that
next
time,
we'll
probably
count
them
and
then
just
note
that
they've
only
been
in
place
for
two
months.
So
any
questions
on
the
work
order.
J
In
terms
of
hiring
the
two
is
there,
is
there
a
specific
reason?
Why
can
we
do
doing
to
essa?
What's
the
purpose
of
hiring
exploits
explain
their
job
descriptions.
D
Well,
let's
tell
job
description
specifically.
What
we've
had
due
to
covid
is
maintenance
has
had
to
respond
to
we're
fleeing
we're
filling
cleaning
liquid
we're
using
the
maintenance
warehouse
as
a
staging
area
for
pd's
there's
been
a
pretty
large
burden
on
maintenance
to
managing
all
our
coveted
supplies
and
covet
protection.
So
because
of
that,
we're
adding
the
two
additional
workers
and
as
far
as
what
two
we're
adding
I'll,
let
you
take.
I
What
are
the
two
positions?
You're,
adding
typically
there's
two
positions,
we're
adding
we're
advertising
for
general
technicians
and
that
way
they
can
travel
around.
They
can
do
just
about
anything.
You
know
they
can
either
be
delivery.
People
movers
we're
seeing
a
large
uptick
in
in-school
meetings
and
functions,
because
now
that
code
is
kind
of
receded,
people
want
to
get
back
to
their
functions.
Their
celebrations
that
they're
doing
in-house
so
we're
doing
a
lot
more
setup
of
those
trains.
I
J
D
Out
so
what
I'd
answer
on
that
is
that
the
way
that
the
maintenance
contract
is
set
up
is
by
square
footage
and
we
do
see
potential
to
adding
additional
square
footage.
So
if
we
add
additional
square
footage
in
the
next
two
three
years,
we
just
absorb
those
people
into
the
increase
in
maintenance
workers
due
to
that
square
footage.
If
not,
we
do
it
through
attrition
people
retire.
We
wouldn't,
we
wouldn't
bring
them
back.
I
B
A
year
ago,
when
you
shared
with
us
that
the
additional
duties
that
were
required
of
some
of
our
our
maintenance
workers,
now
at
that
time,
you
had
said
that
that
you
definitely
needed
a
couple
more
people,
and
so
I,
what
report
would
that
have
been
a
year
ago?
Yes,.
D
B
And
so,
but
so
now,
you're
interested.
I
B
C
I
E
Thank
you,
okay,
okay,
so
page
nine.
We
should
be
on
occasionally
now
of
your
we're
gonna
go
over
the
maintenance
survey,
so
these
were
the
results
of
the
surveys
that
were
distributed
to
schools
to
the
administrators
and
schools.
At
the
end
of
february,
we
did
close
the
survey
out
to
mid-march.
E
C
E
And
it
took
a
team
of
not
only
our
department
but
even
our
senior
level
managers
and
executive
directors,
and
so
it
was,
it
really
came
together.
So
we're
excited
about
that
over
the
next
two
pages
you
are
going
to
see
the
customer
service,
responsiveness
graph
and
also
the
quality
of
service
you'll,
see
with
the
customer
service
responsiveness
from
our
last
period,
which
would
have
been
september
of
21.
When
we
reported
out
of
the
five
categories
we
have.
Maintenance
has
increased
three
out
of
the
five,
the
initial
first
two
questions.
E
You're
welcome
so
the
first
two
categories
are
specific.
Those
questions
are
specific
to
the
management
staff,
those
that
come
down
a
small
percentage.
This
survey
period
the
last
three
questions,
which
are
rate:
the
courtesy
of
your
staff,
the
responsiveness
of
your
staff,
maintenance
up
to
work
orders
and
their
responsiveness
to
our
emergency
work.
Orders
did
increase.
J
E
So
it's
really
it's
really
hard
to
see,
but
then
the
initial
graph
goes
back
to
march
18th,
so
your
period
is
march,
18
august
18
march
19
august
19
february,
20
september
20
february,
21,
august
21
and
february
22.,
so
this
survey
is
administer
is
sent
out
to
our
schools
twice
a
year,
so
we
we
like
to
keep
a
good
bit
of
that
data
in
there
just
so,
we
can
continue
to
see
how
we're
how
we're
working
through
the
contract
you're
welcome.
E
Page
10
is
specific
to
quality
of
service.
For
our
survey,
I'm
really
excited
to
report
that
in
all
six
categories
there
is
a
substantial
increase.
The
rating
scale
on
this
goes
up
to
a
four,
so
you
can
see
a
lot
of
these.
Are
you
know
at
three
and
a
half
close
to
three
and
a
half,
so
you
can
see
that
division
from
our
last
survey
period
to
our
current
survey
occurred.
E
There
was
really
a
huge
momentum
and
shift
in
what
the
schools
are
seeing
and
their
service
that
they're
getting
the
question
for
me.
So
it's
the
first
one
is
how
well
do
you
believe
your
school
is
being
maintained?
A
C
B
You
remember
what
the
percentage
of
responsiveness
was
last
time
and
now
you
said
something
it
was
up
to
90.
90.6.
D
E
I
mean
it
wasn't
yeah,
it
was
just
over
50
it
wasn't.
It
wasn't
substantial.
B
L
B
J
Well,
yeah!
Well
I
I
still
I'm
still
concerned
that
I
still
think
that
classroom
teachers
should
still
have
some
type
of
input.
In
this
I
mean
because
the
prince
of
principles
are
not
always
in
the
buildings
and
and
dealing
with
different
things,
and
you
know
principal
has
other
different
things
along
with
this,
so
I'm
still
concerned
that
we
don't
have
the
first
other
first
responders.
J
I
I
in
terms
of
looking
at
the
building
I'll,
get
teachers
as
first
responders
in
the
building,
and
we
don't
have
their
input
so
this
this
this
is,
I
let
me
say
since
I
am.
I
am
appreciative
of
the
the
the
90
how
much
of
a
percent
it
was
as
in
terms
of
administrators,
but
my
concerns.
I
want
to
hear
from
our
teachers
because
they
do
matter,
and
I
want
to
hear
what
they
think
and
how
they
see.
A
And
I
think
I'm
going
to
put
a
pin
in
that
for
a
second
because
we'll
get
to
the
upgraded
policy,
you
know
what
we're
doing
here
going
forward.
So
we'll
come
back
to
that
after
we
when
we
get
to
the
next
to
the
end.
Here,
specifically
on
this
maintenance
and
pain
report,
one
question
I
have
he
said:
you're
hiring
general
technicians,
so
we
have
different
roles:
they're,
not
all
general
technicians
like
some
are
electricians.
Some
do
we
have
certain
areas
where
there
are
shortages
that
are
more
concerning
or
is
everything
about
the
same?
A
I
All
of
our
trades
are
in
place.
Okay,
you
know
electricians,
plumbers,
hvac.
Those
are
key
trades
that
we
use
and
we
try
not
to
divert
them
to
do
other
things,
such
as
moving
and
general
technicians
and
also
our
pm
group.
They
work
in
the
evenings
and
we
try
to
you're
on
the
pm's.
You
don't
help
move
things.
You
do
other
things:
p.m:
they're
critical
to
maintaining
infrastructure
at
school,
excellent.
A
Well,
that's
good
to
know
that
you
are
having
trouble
hiring
some
of
these
trades
because
they're
in
high
demand
and
low
supply.
So
that's
good
news.
The
only
other
question
I
had
when
we
talked
about
the
hvac
you
mentioned
that
you
know
we're
starting
to
run
into
problems
with
hvac,
but
we've
got
3.5
million
set
aside
esther
funding,
for
that
is
that
going
to
improve
when
we
get
those
projects
done?
Is
that
on
the
horizon.
D
Every
little
bit
helps
so,
but
yes,
we're
working
on
some
work.
I
have
to
say
one
of
our
biggest
problems
right
now
and
just
lead
hp's
in
we're
actually
experiencing
that
maintenance
on
just
maintenance
work
and
replacing
things
when
they
break
lead
times.
Right
now,
on
hvac
equipment,
I
mean
you're
six
to
eight
months,
so
I
mean
we're.
D
We're
struggling
to
do
some
of
our
we're
gonna
be
in
trouble
doing
some
of
our
summer
work
projects
just
because
we
cannot
get
the
equipment
fast,
yeah,
so
a
lot
of
the
stuff
that
we
would
have
liked
to
do
this
summer.
We're
going
to
have
to
do
christmas
break
or
next
summer,
just
because
of
the
time
we're
seeing
that
with
maintenance
parts
too
compressors
and
other
things
it's
just
right.
That's
that's
just
when
something
breaks
and
you
want
to
fix
the
medium.
The
problem
is
now.
D
Hvac
issues,
she's
thinking
of
long
word
times
are
a
lot
of
our
units
are
manufactured
specifically
for
our
use,
so
they're
they're
not
something
off
the
shelf.
They,
you
know
they're.
D
Built
everything
for
a
certain
location
now
for
something
that's
off
the
shelf
as
far
as
a
spark
unit
or
something
like
that,
it's
about
four
months
so.
H
G
D
A
In
this
report,
there's
three
things:
the
same
disreport
the
custodial
report
and
then
the
new
processes
they're
putting
in
place.
So
it's
my
opinion
that
since
you're
talking
about
incorporating
teachers
that
might
come
up
as
we
talk
about
reviewing
sort
of
the
new
process
that
they
put
in
place
for
satisfaction,
so
I
just
thought
it
would
work
better
on
that
issue.
But
we're
not
in
any
way
to
dismiss
your
point.
Just
have
more
of
a
discussion
then,
okay,
so
we'll
do
custodial.
Then
we'll
do
the
improvement
process.
C
E
The
next
part
of
our
report
is
going
to
photograph
our
custodial
services.
Hgs
is
our
current
custodial
provider
so
slide
12
you
can
move
to
that
slide
is
just
a
snapshot
of
areas.
Schools
places
that
custodials
did
cleaning
over
winter
break
so
when
they
do
winter
clean.
That's
where
they're
coming
in
to
do
their
floor,
work
they're,
focusing
primarily
on
cafeterias,
always
common
areas
and
they're
stripping
those
hallways
or
top
scrubbing
them
and
applying
a
coat
to
two
to
three
coats
of
wax.
E
E
So
the
next,
let's
see
the
next
one,
two
three
four
five,
six
seven
slides
are
all
the
custodial
survey
results
for
this
contractor
good
news
with
this
one
as
well.
We
pushed
really
hard
out
of
32
locations
surveyed.
We
got
30
responses
back,
so
an
even
higher
response
rate
for
this
at
93.75
percent.
A
E
As
far
as
the
custodial
survey
results
as
you
scan
through
these
slides
you're,
going
to
see
that
there
are
categories
where
they
have
come
up
and
then
there
are
more
categories
than
not
that
they
have
come
down
overall,
they
are
trending
down,
we're
only
three
surveys
in
with
this
contractor,
so
those
discussions,
mr
odding
and
myself
and
our
procurement
department.
We
have
discussed
with
this
contractor
the
trend
that
we're
starting
to
see
in
just
three
surveys
of
them
of
the
service
and
needing
more
from
them.
H
E
Survey
is
broken
out
to
where
your
first
slide
you're
going
to
have
customer
service,
and
then
the
following
slides
are
specific
to
service
areas
in
the
facility
that
you're
servicing.
So
your
entryways
and
hallways
your
classrooms,
your
admin
offices,
your
media,
centers,
your
gymnasiums
and
multi-purpose
rooms.
So
that's
how
this
in
your
cafeteria,
as
you
can
see
when
we
get
into
the
scope
of
what
they're
actually
doing
in
these
areas,
their
stores
are
coming
down
in
some
categories
significantly
lower
than
they
have
been
contributing
to
service.
E
Any
questions
on
the
custodial
survey
results
before
we
go
to
the
slide
20,
which
is,
which
is
where
we're
going
to
discuss
that
feedback
and
then
district
oversight.
Just
just
a
quick
review
of
some
things,
we're
putting
or
have
put
in
place
to
be
more
more
accountable.
Any
questions
specific
to
the
custodial
survey.
B
E
So
once
we
completed
the
survey
we
did
meet
robert
myself
and
our
director
of
procurement
does
me
to
review
the
survey
and
do
a
semi-annual
review
as
far
as
performance
evaluation
with
the
contractor.
So
they
were
presented
with
these
results,
the
initial
feedback
from
the
contractor.
E
They
were
not,
as
you
can
probably
guess
so-
we've
discussed
and
and
we're
kind
of
getting
into
what
we're
trying
to
put
into
place.
So
this
is
this
is
going
to
hit
the
slide
20..
So
we
are
going
back
to
doing
our
monthly
walkthroughs,
now
sort
of
south
of
liberated
north
lebron.
E
So
that
is
one
thing
that
you
know
during
coven.
We
were
not
doing
okay,
so
we've
started
that
program
back
up.
We
have
also
tasked
both
of
our
maintenance
and
custodial
contractors
with
having
meetings
face-to-face
we've
asked
them
to
have
their
area
managers
schedule,
meetings
with
school
administration
and
or
whom
that
school
administrator
points
as
their
contact
person
have
those
meetings,
the
suggested
schedule
and
you
can
kind
of
see
on
slide
20.
E
At
the
conclusion
of
these
meetings,
we
have
asked
our
area
managers
for
maintenance
so
far
to
and
even
custodial
to
send
just
real,
quick
email
summaries.
I
know
they're
very
busy
but
shoot
us
an
email,
summary
and
say
hey.
This
is
what
we've
discussed
and
then
copy
everyone
that
was
in
the
room
and
if
the
principal
was
in
the
room,
then
you
include
a
principal
in
that
conversation
as
well,
so
they
can
have
a
running.
E
You
know
dialogue
of
what's
going
on
so
that's
another
thing
that
has
been
put
in
place:
maintenance
last
reporting
period
put
out
their
customer
response
cards
and
you
can
see
the
image
on
slide
20
and
where,
when
their
technicians
are
going
into
schools
and
they're
completing
warm
quarters,
there's
a
lot
of
instances
where
you
know
a
teacher
may
request
that
work
order
in
her
specific
classroom
and
the
technician
goes
to
the
front
office.
E
To
let
front
office
know
hey
I've
done
this
work
order
and
update
from
confidence,
but
then
that
teacher
that
staff
member
is
never
updated
or
notified
as
to
if
their
concern
was
actually
taken.
Care
of
so
they've
started
to
leave.
Our
maintenance
workers
are
close
with
these
cards
and
they
have
started
to
leave
them
in
spaces
that
they're
working.
So
it's
more
of
a
visual
hey
we're
here.
This
is
the
work
where
we
dress.
E
This
is
where
we're
at
without
work
order
and
then
from
the
custodial
standpoint
custodial
is
also
putting
out
their
report
cards
to
their
facilities
plan
contracts
as
well,
so
it
could
be
the
school
administrator
or
it
could
be
whomever
the
school
principal
has
designated
a
lot
of
times.
It's
an
ap
for
an
office
man,
so
from
a
district
level.
In
addition
to
these
types
of
things,
we're
doing
to
try
to
you
know,
gain
more
oversight.
E
Robert
myself,
one
of
us
or
both
of
us
meet
with
maintenance
and
custodial
contractors
weekly
and
we're
meeting
with
management
levels,
so
their
district
or
regional
managers
or
their
directors
of
their
departments
to
keep
it
keep
a
finger
on
the
cost
to
put
to
put
out
any
of
those
buyers
that
may
be
coming
up.
M
E
So
what
this
is
referring
to
have
the
ability
to
submit
work
orders
so
they
can
submit
a
work
order
if
they
have
concerns
at
their
school.
The
other
thing
that
you
may
not
see
on
this
card,
because
this
is
a
draft
card
is
there,
was
an
email
account.
Actually,
a
district
email
account
actually
set
set
up.
E
So
if
someone
were
to
get
one
of
these
cards
and
have
a
concern
or
want
to
give
feedback
about,
what's
the
information
on
the
card,
they
can
actually
email
that
district
email
address,
and
then
we
have
an
administrator
administrative
assistant
over
in
maintenance
who
is
actually
assigned
to
that
email
account,
and
so
she
will
go
through
and
actually
forward
those
email,
feedback
or
requests
or
concerns.
However,
they
come
through.
She
will
forward
those
to
the
appropriate
managers
of
maintenance.
E
So
that's
just
another
layer
of
I'm
giving
schools
in
our
facilities
the
opportunity
to
talk
to
us
about.
What's
going
on.
K
Instead,
jurisdictional
management
assigned
to
particular
schools,
if
that's
someone
that
you
can
go
to
to
look
at
a
salesman
in
high
school,
that's
been
looking
at
everything
in
high
school.
That's
you
know
before
you
do
your
walkthrough
that
person,
you
know
kind
of
assess,
what's
happening
beforehand,.
E
E
And
then
everything
funnels
from
that
custodial
has
a
district
ban.
They
have
their
regional
manager,
their
district
manager
and
then
under
their
district
manager.
They
have
their
area
account
managers,
so
they
have
one
for
the
bluffton
area,
one
for
the
hilton
head
area.
They
have
one
out
in
the
well
branch
area
in
the
ladies
island
middle
school
area
and
then
right
around
this
area
with
russia.
K
Are
they
accountable
to
it?
You
know
who's
accountable
to
them,
and
how
do
we
know
that
that
smashing
from
our
evaluation
standpoint,
you
know
what
I
mean
is
that's
the
supervisor
often
abroad
is
responsible
too
so
manage
what
you
said
right
and
how
do
we
know
whether
that
manager
is
doing
a
good
job?
Are
we
looking
at
schools
per
se
under
that
region
ourselves
to
see
how
they
measure
and
under
the
next
region,
to
see
you
know
who's
managing?
K
D
D
One
thing
that
brandon
did
kind
of
miss
to
add
is
that
one
thing
the
custodial
management
team
did:
is
they
put
a
supervisor
in
every
building,
so
custodial
does
have
a
building
sort
of
a
supervisor
so
they're
there
now,
as
far
as
how
well
are
those
individual
managers
doing
that
comes
from
the
survey
that
comes
from
principals
talking
with
us,
that
happens
as
ed
would
know
when
we
do
our
weekly
meetings.
D
If
we're
starting
to
get
reports
of
issues
on
a
consistent
basis
at
a
certain
area,
we
may
have
a
conversation
and
we
have
had
a
conversation
about
specific
managers
and
their
abilities
to
what
they
need,
and
we
talked
about
particularly
giving
them
training
things
of
that
nature.
Same
thing
happens.
On
the
custodial
side
we've
made,
we've
had
managers
that
we
decided.
You
know
in
the
past
have
been
recent.
We've
got
a
good
management
team
right
now,
but
there's.
K
You
know
who
is
who's
at
the
ground
up
zero
level
and
that
those
new
hires
that
is
consistent,
people
who've,
been
on
the
ground
level.
For
years
I
mean
who's,
I
mean
we
have
to
create
ownership
for
buildings
and
in
terms
of
keeping
it
clean.
People
have
to
be
invested
and
they've
been
invested
for
time,
and
I
mean
unless.
C
K
J
J
Why
am
I
going
to
say
that,
because
I've
talked
to
several
people
who
work
who
work
on
the
custodial
staff,
the
problem
ain't
that
they're
they're
not
they're
working
the
problem
is
that
they're
not
enough
for
them
and
they're
not
consistent
and
the
pay
is
horrible,
and
so
we're
talking
about
pay.
You
know
we
sub
contractors
out
so
therefore,
once
again
as
far
as
there's,
nothing
that
we
read
the
district
can
do
about
it
because
we
cannot
set
up
their
pay.
J
J
I'm
not
going
to
come
and
give
you
15
69
job
dollar
job
when
you,
when
you're
paying
me
the
event,
the
demand
minimum
and
also
you
talk
about
how
about
how
the
district
gave
my
bonuses.
This
company
gave
out
no
bonuses
to
the
employees.
J
So
I'm
concerned-
and
I
have
been
waiting
on
this-
to
bring
this
to
the
what
at
the
right.
I
have
the
right
at
the
right
time,
and
so
I
you
know
I
was
I
was
definitely.
I
definitely
wanted
to
see
this
report
and
see
what
the
report
brought
versus
listening
to
some
of
them
and
what
they're
saying
is
matching
it.
You
know
some
builders
have
peer
times,
for
instance,
a
building
of
bluffton
high
school,
and
particularly,
how
can?
J
How
can
we
have
two
or
three
make
two
or
three
maintenance
people
run
that
whole
building
and
and
one
night
you
know,
and
I
don't
actually
and
when
these
wives
I
just
want
to
use
a
different
school,
that's
a
lot
of
building
for
children,
people
and
then
also
at
a
certain
period
of
time.
They've
been
told
that
they
have
to
get
out
the
clock
because,
after
a
certain
period
of
time,
they
can't
get
paid.
J
So
there's
some
underlying
issues
going
on
that
we're
not
discussing
here
that
that
we're
far
also
one
that
we're
far
removed
from
into
that
enough
for
the
actual
cleaning
to
be
done,
and
I'm
not
doing
the
right.
One
also
see
people
like
treat
people
that
way
what
their
worth
is,
that
we
have
to
get
a
handle
on.
J
So
I'm
I'm
very.
I
decided.
I
think
this
is
something
that
the
board
does
need
to
discuss,
because
one
reference
far
removed
from
it
and
also
it
was
and
also
the
stuff
that
this
camera
is
online
I'll
leave
it.
There.
A
Okay,
I
guess
that
is
it
for
the
questions.
Don't
see
anybody
else
in
this
video.
Should
I
miss
you?
Okay,.
J
I've
also
also
said
different
things.
Like
you
know,
we've
had
I've
had
work
orders
in
for
for
months
to
get
certain
air
fix.
I
have
work
already,
but
you
know
these
are
things
that
we
need
to
know
because,
for
instance,
I
used
my
mother,
my
mother
had
asthma,
my
mother
had
diabetes.
She
when
she
worked
in
a
building
that
had
mold
and
had
no
heat
that
that
that
affected
her
living
and
then
how
she
moved
on
on
a
day-to-day
basis.
J
You
know
and
hot
for
her
reason
and
all
that
and
she's
a
room
full
bowl
and
it's
hot
and
she
can't
breathe,
and
you
got
in
that
classroom.
Imagine
we
have
teachers
in
that
classroom
under
the
under
that
under
that
same
situation
and
we're
asking
them
to
perform
performance
and
we're
not
getting
them
what
they
need.
J
So
you
know
these
are
situations
that
are
taking
place,
that
it
is,
it
cannot
be
for
big,
it
cannot
be
ignored
and
we're
talking
about
test
scores
and
we're
talking
about
giving
students
the
best
we
have
to
give
the
students,
students
and
teachers
the
best
work
environment
as
well.
That's
what
that's
a
part
of
mental
health
that
we'll
talk
about
from
time
to
time,
so
so
that
that's
why
it
is
very
important
that
we
get
feedback
not
just
from
administrators
but
also
teachers
in
the
building.
And
that's
why
I.
G
A
Maybe,
as
part
of
the
next
six
months
thing,
we
have
the
customer
service
thing,
we
could
kind
of
get
an
idea
of
how
these
you
know
how
many
of
these
are
working
back.
You
know
how
teachers
are
using
them,
etc.
I
think
that
might
give
us
an
idea
to
make
sure
that
these
are
actually
getting
into
the
classroom
and
teachers
are
having
an
opportunity
to
be
heard
if
they're
having
problems.
I
We
don't
track
that
right
now,
man
energetic
sure
we
don't
trap
those
right
now,
but
I
know
they're
getting
out
there.
I've
had
people
come
to
me.
My
workers
come
to
me
and
say:
hey,
I
need
more
cards.
I
have
one
plumber
we're
turning
the
faucets,
the
thousands
back
on
in
the
3k
room,
just
because
we've
been
instructed
to
it's
safe
to
do
now
and
so
he's
leaving
one
in
every
room
where
there
isn't
a
teacher
present,
letting
him
know.
We
turned
your
fountain
back
on
and
you
know
so
you're
free
to
use
it.
I
I
J
I
E
J
And
see
that
goes
back
to
the
far
removed,
because
once
again,
if
you
have
teachers
saying
that
that
they
check
their
trash
hadn't
been
taken
out
for
three
days,
I
got
teachers
telling
that
after
the
last
three
days
I
took
my
trash,
I
took
my
trash
out.
My
trash
wasn't,
my
trash
can
hadn't
been
touched.
So
once
again,
we
have
no
system
that
that
does
that.
So
all
right.
K
I
got
a
comment
question.
I
hope
we
have
something
in
place
for
a
classroom
teacher.
That's
that's
the
end
of
my
heart.
I
mean
if
I
try
to
spoke
three
days
in
a
row.
Something's
got
to
be
done.
I
mean
even
if
it's
just
relationships
with
the
teacher
and
on
site
facility,
but
my
question
is
about
the
survey.
K
Are
we
encouraging
the
administrators
to
to
invest
in
the
opinions
of
the
of
the
teachers
and
the
staff
before
they
before
they
fill
out
that
survey
and
sent
back
to
us?
I
mean
97
percent
of
checking
yeah,
I
mean
that's
good,
but
that's
not
as
good
as
I'm.
Looking
at
my
classroom,
teachers
who
responded-
and
this
is
what
I
got
yeah.
D
D
I'm
hearing
the
conversation
in
the
past
recently
we
did
some
teacher
surveys
along
with
principal
survey,
so
we
could
do
those
were
done
with
the
teacher
groups,
so
we
can
do
those
as
well
to
get
that
teacher
voice
in
there.
I
think
ms
bill
wright
said
as
far
as
following
up
on
how
well
these
cards
are
being
used
as
a
new
system
we'll
see,
teachers
feel
like
those
are
worthwhile
and
things
of
that
nature.
So
those
are
all
things
that
we
we
can
do
yeah.
D
K
C
D
So
if
you're
remembering
last
time,
it
was
kind
of
surprising,
the
teacher
and
principal
surveys
were
very
close
to
each
other.
The
principals
were
actually
harsher
than
the
teachers,
the
teachers,
but.
E
D
Were
extremely
there
wasn't
enough
I'd
like
to
see?
Yes,
we
can
do
that.
I
I
don't
expect.
I
don't
want
you
to
get
down
there,
but
I'd
like
to
administrators
to
get
down
there,
but
they
got
a
team
there
too.
That's
corresponding.
You
know
well.
Well,
if
I
can,
you
know,
dress
like
the
the
work
order
issue.
If
the
trash
isn't
taken
down
the
trash
isn't
taken
out,
that's
something
that
teachers
are
hearing
I
mean,
and
then
they
can
put
in
a
work
order.
We
ask
them
to
so
that
we
have
a
track
of
that.
D
So
we
can
see
if
there's
something
repetitive
going
on
if
there's
a
problem
and
there
have
been
buildings
where
that
is
how
we've
picked
up
a
problem
that
we
need
our
custodial
managers
to
address
is
that
we're
getting
continuous
work
order,
requests
from
classrooms
that
there
are
problems,
and
that's
also
coming
out
in
these
meetings
when
the
principals
are
meeting
with
their
custodial
managers,
so
that
system
I
do
feel
it
is
working
and
that
can
be
and
that's
how
things
like
that
are
being
addressed.
D
K
Yes,
I
understand
I
was
a
good
model,
but
I
still
I
know
I
can
see
teachers
not
being
represented
in
their
mind
and
people
the
principal
and
custodial
managers,
and
they
say
what
they
see
or
think,
and
you
know
I
still
don't
see
exactly
the
teacher's
comments.
The
teacher
might
never
fill
out
a
work
order
for
could
have
taken
the
trash.
F
A
F
K
And
cover
it:
oh
actually,
custodian,
hey,
somehow
you
missed
the
trash
and
I'm
nice
and
I'm
generous.
I'm
just
saying:
can
you
take
it
out
for
me
later
on
during
the
day,
and
this
might
happen
over
and
over?
It
might
become
a
consistent
mindset
of
that
classroom
teacher,
but
never
to
prevent
it
any
further
than
that.
The
administrator
might
very
well
think
everything
is
fine
if
they
don't
have
that
discussion
and
I'm.
K
Bottom
line
is:
how
happy
is
that
classroom
teacher,
but
the
cleanliness
of
that
building?
That's
how
happy
this
building
is
going
to
be,
and
I
don't
care
what
the
administrators
say
or
the
custodians
say.
That's
the
bottom
line.
Unless
they
have
some
concrete
input,
I
don't
think
you
know
we
can
really.
You
know
say
that
we're
doing
justice
to
their
cults.
That's
that's
my
that's
my
take
so
I
I
know.
G
B
Certainly,
well,
I
don't
want
to
think
that
our
teachers
don't
have
a
backbone
and
don't.
O
K
J
You
know
even
listening
to
mr
outing.
You
know,
I
think
this
is
a
conversation
that
we
really
need
to
be
a
deep
dive,
but
I
think
this
is
a
conversation
that
we
possibly
need
to
have
with
that
without
registering
an
executive
session,
because
I
think
there's
some
other
underlying
things
that
need
to
be
talked
about.
So
I
I
in
terms
of
even
in
in
terms
of
staff
I'll,
do
deal
with
this,
and
you
know
what.
What
really
is
the.
J
In
terms
of
this
contract
in
terms
of
electoral
sessions,
all
right.
A
Just
for
those
who
joined
us
late,
we've
added
the
facilities
use
report
which
is
down
at
the
bottom
up
to
the
agenda.
Since
all
the
facility
people
are
here
currently
so.
E
C
F
A
E
E
The
policy
we're
referring
to
is
then
our
ar
regulations.
What
we've
included
in
this
presentation
are
samples
of
our
short-term
forms,
our
long-term
amendments
articles
and
runs
governing
use
of
our
school
facilities,
as
well
as
the
annual
report.
Please
note
that
the
last
report
we
presented
was
for
fy.
D
Would
you
like
it
to
talk
about
the
maintenance
items,
which
is
the
next
time
sure
is
that,
okay,
or
just
how
well
the
we
kind
of
already
talked
about
it,
is.
L
J
As
as
vehicles
uniforms,
what
do
what,
in
terms
of
that,
what
do
they?
What
do
we
give
aps.
D
J
So
so,
basically
they
use
our
vehicles,
they
use
our
gas,
yes
and
everything
else.
Yes,
we'll
see,
we'll
see
that
once
again
that
that
that
that
is,
that
of
the
concern,
that's
the
concern
for
me,
because
if
we
are
providing
them
this
and
only
they're
providing
us
as
actual
bodies
on
our
own,
so
why
so?
Why
are
we
allowing
a
company
just
to
come
in
and
just
bring
some
people
here
and
then
and
then
I
guess
it's
just
lighting
up
some
reliability.
J
I
mean
my
question
is
what
are
we
really
getting
that
that
we
that
that
us
that
the
people
kind
of
cannot
do
themselves?
I
mean
I
I
I
mean:
that's
that's
the
biggest
thing.
If
you
ask
me
these
in
terms
of
the
vehicles,
the
tools
how
to
get
around
those
are
those
are
the
most
expensive
things.
So,
if
we're
giving
them
and
we're
giving
them
and
we're
giving
them
the
the
heartbeat.
J
A
B
F
J
B
So
historically,
that
would
be
in
my
opinion,
that
would
be
a
topic
to
ask
for
for
the
history
of
why
we
transition
from
in-house
to
outsourcing
right
right,
and
so
I
don't
think
that's
under
the
purview
of
what
we're
doing
today.
But
you
have
mentioned
that
the
last
three
years
several
times.
So
why
don't?
We
add
that,
as
you
know,
to
share
with
us
how
it
was
done
before
certainly
involved
hr
because
of
employment
of
people
and
benefits
and
salary
and
everything.
B
L
Well,
I
just
want
to
say
that
I'm
listening
to
the
question
some
of
these
questions
keep
asking
over
and
over
again
the
reason
why
the
district
went
from
in-house
to
contracting
out
to
companies
is
because
of
of
benefits
and
the
salaries
and
most
most
large
organization.
That's
what
they
do
you
know.
So,
if
you
don't
want
to
want
to
do
that,
then
we
need
to
to
talk
about
going
back
to
in-house,
but
we
keep
asking
the
same
question
over
and
over
again.
Why
do
we
do
it.
J
Well,
obviously,
obviously
I'm
not
getting
an
answer
so
that
that's
why
I'm
asking
and
I
think
that
we
need
to
discuss
it
as
a
board.
So
yeah
I'll
go
ahead
and
say
it's
me
who's
asking
it
I'm
asking
for
a
reason,
because
I
want
clarity-
and
I
know
the
community
is
what
I'm
getting
from
the
community
as
well.
So
that's
why
I'm
asking
it
it's
my
job
right,
yeah.
A
All
right
so
back
to
this
here.
A
E
Okay,
so
we
are
going
to
review
facilities
use
for
providing
the
committee
with
the
documents
that
are
currently
in
place
and
also
the
facility's
use
annual
report,
which
we
are
reporting
on
fbi
21,
which
was
the
period
of
71
2020
to
6
30
20
21..
E
I
just
quickly
want
to
review
that
all
of
our
leases
that
do
use
our
facilities
are
required
to
assign
a
facilities,
use
contract
or
complete
an
mou,
in
addition
to
that,
they
are
required
to
sign
off
on
enrolls
and
regulations
governing
use
of
school
facilities,
which
is
part
of
this
package.
An
example
of
that
is
part
of
this
package
as
well.
E
The
policy
requires
general
liability
insurance
in
the
amount
of
one
million
dollars
for
general
liability
coverage
and
then
there's
an
additional
of
participants
coverage
that
is
required
as
well
at
25
000
per
occurrence
for
athletic
events,
we
do
use
fs
direct,
which
is
a
school
dude
module
to
put
events
in.
E
This
is
a
standard
plug-and-play
document
that
schools
do
have
a
copy
of
they're
provided
with
that,
and
so
obviously
you
can
see
going
through
this
that
as
they
get
in
contact
with
leasing
they
go
through
and
they
fill
out
this
information
from
the
start
of
the
contract
date
all
the
way
down
to
the
principal
information
policy
information,
as
well
as
the
c
charges.
A
E
A
Seems
to
be
identical
right,
but
it's
got
different
bullet
points.
Fee
structure
is
consistently
applied
and
I
I
just
I
have
to
say,
because
we
don't
have.
We
didn't
have
this
in
advance.
Would
it
be
possible
to
bring
this
back
to
the
next?
You
don't
need
this
to
this
month,
because
if
this
is
not
the
right.
C
A
The
right
information-
I
think
this
generates
a
lot
of
questions
and
I'm
just
kind
of
concerned
that
we
should
do
it
and
have
the
right
arguments.
Does
anybody
disagree
with
me
or
open
for
disagreement.
A
J
A
So
we
will
postpone
that
to
our
next
meeting,
which
means
we
are
on
to
our
next
agenda
items,
which
is.
Thank
you
guys.
Thank
you.
Oh,
the
nepotism
are.
A
A
A
And
I
have
a
printout
that
molly
handed
out
on
the
school
methodism
policy.
This
is
an
issue
that
has
come
to
my
attention
because
it's
affecting
one
of
my
schools
in
a
big
way.
We
have
two
married
teachers
and
both
that
are
at
hilton
head
high,
who
one
is
being
asked
to
leave
the
school.
So
I
started
looking
into
this
and
if
you
look
at
that
ar
essentially
what
it
says
is
that
teachers
can
teach
in
the
same
school
with
sorry.
A
I
should
get
it
up
here
again
with
permission
from
the
superintendent.
A
A
It
and
basically
what
I
found
and
wendy
you
I
saw
you
checking
it.
Am
I
right
in
my
assessment
of
the
state.
N
I
was
looking
at
the
state
ethics
act
yeah
because
we
need
to
update
roman
numeral
to
a
voting
media.
A
Right,
so
if
you
look
at
the
state
what
the
state
does
provides
for
nepotism,
I
put
that
at
the
top,
and
that
is
what
most
districts
kind
of
very
very
on
they
sort
of
stay
within
that
same
realm,
and
so.
A
You
can't
have
an
immediate
family
member
supervising
another
immediate
family
member
they're,
also
saying
they
can't
be
in
the
same
building
and
again
my
parents
are
married
teachers,
so
this
would
have
directly
impacted
them,
and
I
feel
that
personally
I'll
say
a
couple
of
things
about
and
then
I
would
just
want
to
hear
some
feedback
from
the
board
one.
A
I
think
this
was
that
this
undercuts
the
professionalism
of
teachers
to
say
that
you
can't
even
be
in
the
same
building
two:
it's
not
really
nepotism,
because,
if
you're
not
in
charge
of
hiring
firing,
compensation,
benefits,
etc.
This
is
basically
a
behavioral
issue.
It's
going
to
cost
us
teachers,
it's
going
to
cost
us
money,
because
in
this
one
specific
example
we're
going
to
have
to
retrain,
because
these
teachers
are
ap
certified,
it
is
sorry
I
lost
something
for
a
second
here
shoot.
A
I
have
more
more
so
wait
stand
by
hold
on.
It's
gonna
come
right
back,
oh,
I
think
it's
moderately
discriminatory
in
that
it
discriminates
become
marital
status,
because
I
am
understanding
this
and
when
you
tell
me
if
I'm
wrong,
if
someone
is
in
a
committed
relationship
engaged
living
together
have
been
together
for
20
years.
This
would
not
apply
to
them.
A
It
only
applies
if
they
become
married,
in
addition
to
which
we
don't
have
any
way
to
consistently
enforce
this,
because
if
someone
were
to
become
according
to
the
state,
I
believe
wendy,
brother-in-law,
son-in-law,
etc
is
now
so
basically
staff
would
have
to
update
them
us
if
someone
married
another
teacher
in
the
building.
What
I
have
been
told
is
that
there
are
several
other
instances
of
family
members
work
in
the
same
building.
That
just
don't
come
to
light,
so
I
don't
think
we
have
a
way
to
enforce
it,
so
it
becomes
very
spotty.
A
So
my
if
you
want
to
look
through,
I
I
did
well.
I
will
say
I
found
one
other
district
in
south
carolina
lexington,
one
that
has
a
similar
policy
that
does
not
allow
family
members
in
the
same
building.
A
Have
a
provision
that
they
can
do
extracurriculars
so
that
I
did
put
that
in
red
at
the
bottom,
because
I
have
full
disclosure.
There
is
another
district
that
does
it
like
this,
but
basically
this
we're
an
outlier
in
doing
this,
and
I
think
fundamentally,
in
a
time
of
acute
teacher
shortages
having
to
move
teachers
around
or
having
teachers
leave
and
go
to
private
schools
or
having
teachers
even
go
to
other
districts
so
that
they
can
teach
in
the
same
building
if
that's
convenient
for
them
on
hilton
head.
A
If
you
have
a
teacher
who
teaches
something
and
they
there's
not
something
that
they
have
to
leave
hilton
head
if
they
get
sent
to
battery
creek,
where
there's
an
opening
for
say
a
spanish
high
school
teacher
or
something
that
could
be
a
substantial
detriment.
So
to
me,
I
don't
see
the
advantage.
It's
going
to
hurt
us
in
the
short
term.
A
I
think
it
goes
to
teacher
professionalism
and
I'd
like
to
see
if
the
board
has
any
stomach
to
take
on
this
ar
and
have
and
ask
the
superintendent
to
look
at
this
and
ask
the
superintendent
or
miss
walton
to
look
at
whether
or
not
it's
still
a
valid
little
category.
K
I
think
I
think
I
don't
think
we
really
need
to
vet
the
policy
in
any
degree,
because
we
already
empowered
the
superintendent
to
follow
the
state
rules
and
those
regulations
kind
of
cover
who
can
be
supervised
by
whom
and
and
districts
who
would
you
hire
and
how
we
hide
that
teacher
being
married
in
the
same
school.
I
don't
think
the
state
has
a
restriction
because,
and
then
there
are
regulations
for
that.
C
N
K
A
The
stables
okay,
because
what
I
with
the
motion
I
would
like
to
make
and
I'll
get
to
mr
smith
in
just
a
second-
is
you
know,
to
strike
the
portion
where
two
teachers
cannot
teach
in
the
same
building.
K
Now
it
is
for
you,
but
let's
let's
go
back
to
the.
G
Well,
it's
history
because
in
here
adrian
didn't
consistent
with
me
did
not
okay.
I
think
you
have
to
go
to
the
building
level
itself
and
look
at
the
manager
of
the
building
in
terms
of
married
people
being
in
their
building.
G
They
should
still
have
the
right
to
say
yes
or
no,
because
it's
difficult
to
manage
to
never
be
so.
That
would
totally
be
left
at
the
building
level,
because
I'm
not
there
you're
not
there,
and
whenever
there's
there's
a
write-up
for
the
life,
then
you
get
two
people
and
some
principles
say
I
don't
care
if
some
principles
say
they
do
it
works
when
it
works,
but
when
it
doesn't
work,
it
really.
J
I
I
would
just
say
that
that
I'm
definitely
in
support
of
all
that,
because
I've
ran
into
that
tools.
I've
had
and
we
I
can
also
vote
for
being
in
school.
Remember
having
teachers
and
teachers
who
were
teaching
husbands
and
wife
who
were
teachers
and-
and
I
I
think
that
you
know
it
also
it
it
it
tests
your
your
ability
to
be
a
leader
as
well.
J
So
I
I
see
nothing
wrong
with
that
and
in
terms
of
what
mrs
walton
said,
I
mean,
though
I
do
understand
that,
but
I
I
think
that
us
being
pregnant
in
any
form
of
fashion
up
to
a
degree.
I
think
it's
absolutely
wrong.
You
know
and
shouldn't
be
tolerated,
so
I
I
would
definitely
be
in
support
of
that
of
striking
that,
because
it
should
be
fair
across
the
board.
A
M
Thanks
now,
we've
been
around
on
this
nepotism
thing
some
some
of
us
old-timers,
and
I
think
this
was
to
avoid
the
appearance.
M
Of
nepotism-
and
I'm
not
sure,
I'm
not
sure
if
we've
really
had
a
problem
with
this-
and
I
I
agree
with
mel,
maybe
just
following
the
state-
would
be
the
thing
to
do.
But
it
seems
to
me
this
this
is
it's
not
something
that
we've
really
had
an
issue
with.
So
are
you
talking
about
like
a
couple
of
teachers,
two
or
two
or
four
teachers.
A
It
could
be
a
father
and
son,
it
could
be
a
mother
and
a
daughter-in-law.
It
could
be
a
two
brothers
now
I
don't
know
how
we
track
that,
because
I
don't
think
we're
asking
people
for
their
family
members
when
they
apply
to
make
sure
they're
not
in
the
same
building.
M
The
other
thing
to
consider
is
how
other
teachers
might
feel
about
that,
because
you
know
it
might
be
a
negative
negative
impression
on
the
other
teachers.
If
there's
a
married
couple
that
hasn't
gotten
permission
or
you
know
all
the
other
possible
relationships,
I
agree
with
you.
You
know
you
can't
track
the
living
together
and
the
engaged
or
dating,
but
I
just
don't
see
a
big
problem
with
the
way
it's
written.
A
So,
okay,
do
you
support
going
to
just
going
to
the
state
standard
or
you
would
support,
leaving
in
the
additional
provisions
preventing
family
members
from
working
in
the
same
building.
J
J
Then
we're
leaving
ourselves
open
or
we
leave
now
some
open
right
there.
So
I
I
think,
just
if
we're
going
to
do
we're
going
to
do
it
again
like
this
does,
like
you
said
from
there
by
the
beginning
that
you
support
mr
campbell's
in
terms
of
just
going
with
the
state
say
that
I
think
that's
a
much
more
clearer
and
less
slippery
slope.
A
Well-
and
I
would
echo
mr
smith's
sentiments
and
that
I
think
it
puts
the
superintendent
in
a
bad
position
because
to
deny
one
and
accept
another
and
it
gets
to
be
very
sort
of
hit
or
miss,
and
I
think,
as
a
nepotism
policy
it
should
just
be
here
are
the
situations
we
accept,
and
here
are
the
situations
we
don't
accept
and,
mr
campbell,
you
agree.
I
agree
that
yeah.
I
think
the
board
is
letting
yourself
off
the
hook.
Superintendent.
K
K
G
K
O
For
instance,
you
have
a
girl,
softball
team
that
goes
to
lexington
or
and
you've
got
relatives,
there's
less
accountability
there
when
you're
your
parents
or
or
you're
a
father,
you're
a
son
or
you're
an
aunt
or
an
uncle
if
you're,
the
coach,
the
head
coach
and
the
assistant
coaches.
So
there's
a
level
of
accountability
there
as
well.
That,
I
think,
is
altered
as
well.
When
you
have
team
member
or
coaches
related
traveling
together
as
well.
A
K
K
You
you're
you
you're
being
an
experimental
mindset
to
say
that,
because
I'm
with
my
wife,
I'm
not
going
to
do
my
job
because
she
has
a
softball
team
and
I
don't
know
I'm
going
to
do
my
job
as
the
job
the
script
says,
and
for
you
to
assume
that
and
to
you
know,
preclude
me
from
operating
like
that.
That's
disrespectful!
B
A
A
Like
to
make,
I
think,
if
you
give
me
feedback
on
this,
is
that
we
bring
to
the
full
board
emotion,
requesting
the
superintendent
review
ar
or
nepotism
are
agree
with
the
number
and
start
having.
A
A
N
O
A
To
review
review,
oh
gosh.
A
A
O
O
The
next
big
event,
that's
taking
place
is
going
to
happen
on
may
31st,
where
they're
going
to
provide
a
draft
of
the
benchmarks
and
different
models
that
they're
going
to
recommend
april
april.
22Nd
is
their
deadline
for
positions
and
in
pay
plans
as
well
that
we're
going
to
review
so
we'll
probably
have.
C
O
Numbers
at
that
time
is
what
what
we're
looking
at
as
far
as
cost
like
I
said,
the
draft
report
is
due
june
1st
for
the
final
report
to
the
superintendent
on
july
1st.
O
March
31st,
yes
march,
31st,
is
the
benchmark
in
the
models
april.
Is
the
paid
plans
and
positions
may
20th
as
well
they're
going
to
share
the
job
descriptions
with
us,
they're
finalizing
and
doing
quality
control
checks
on
job
descriptions
right
now
we're
going
to
get
those
in
may
and
then,
of
course,
the
draft
report
and
the
final
report
july
1st.
B
Okay,
dale
back
in
november,
I
was
I
was
thinking
that
it
was
going
to
be
six
months
and
it
might
a
lot-
and
I
guess
I
was
assuming-
that
the
final
report
would
be
due
in
six
months
for
some
reason
that
number
stuck
in
my
head.
So
what
you're
saying
that
with
this
timeline,
it
will
not
be
within
this
budget
period.
O
O
C
O
Conversation
study
and
that
that
needs
to
be
on
the
radar
as
well.
I
know
that
she
asked
you
know:
what
do
you
think
it's
going
to
cost?
You
know
you
know.
I
think
we've
come
to
a
concession.
It's
probably
gonna
be
about
five
to
six
million
dollars.
If
you're
gonna
do
it
correctly.
F
A
O
B
O
O
And
bus
yeah
well
yeah,
because
right
now
the
state
legislature
has
approved
the
bus
drivers
for
five
percent
for
next
year
right.
So
there
hasn't
been
any
discussion.
You
know
about
any
additional
on
the
bus
drivers
at
that
at
this
point,
but
I
know
they're
getting
a
five
percent
increase
next
year.
C
O
O
Classified
staff
paraprofessionals
they're,
also
looking
at
the
administrative
staff
as
well:
professional
licensed
staff,
ots
pt's
social
workers,
nurses
great.
So
looking
at
those
as
well.
C
B
B
When
this
company
was
chosen
to
provide
this
compensation
analysis,
what
was
the
expectation
that
the
information
would
be
here
before
our
final
budget
process
was
completed?
Because
I.
B
O
A
O
O
Positions
recommendations,
changes
and
those
kind
of
things
they
were
sending
a
questionnaire
about
those
issues
as
well.
Mr.
J
O
All
salaries
paid
plans,
recommendations
for
increases,
recommendations
for
maybe
collapsing
positions
and
those
types
of
things
very
well.
J
Right,
I'm
not
just
kidding,
but
also
those
things,
those
days
that
you
said
this,
I
mean
those
things
that
you
said
you
are
referred
to
beginning
to
be.
I
mean
beginning
of
your
presentation.
Would
you
say
that
to
the
board
in
the
end,
in
an
email,
because
I
I
just
I
don't
even
have
a
blackboard
just
because
this
is
for
instance,
that
won't
happen
like
competition.
This
is
I
mean
mr
spiders
said
you
remember
six
months
and
so
that
we
have
the
black
light.
J
A
J
So
I'm
just
asking
that
he
would
email
those
dates
right
there
to
us
so
that
certainly
the
the
boe,
because
the
board
can
have
it
and
so
that
we
can.
We
can
reflect
back
to
those
dates
and
in
terms
of
moving
forward
so
that
we
have
something
we
forget
we
can
do.
We
can
go
back.
I
think
those
are
very
important
things
and.
A
J
Well-
and
that
may
be
true,
however,
I
do
believe
that
having
a
date
and
having
something
in
black
and
white,
it
doesn't
know,
doesn't
help
your
review
or
remember,
but
it
lets
you
know
wherever
you're
correct,
coming
in
and
keep
coming
and
coming
in
and
meeting
and
quarterbacking
things
that
that
that's
not
that's
not
conducive
for
every
february
of
everyone,
because
I
do
kind
of
remember
that
months
that
mr
mr
smith
was
talking
about,
but
I
didn't
think
that
you
know.
J
C
C
J
Thank
you
very
much
well
I'll
just
say
in
terms
of
it,
I
am
disappointed
in
the
time
frame
that
we
are
going
to
give
that
information,
especially
about
going
through
what
we're
going
through
right
now
at
the
district
and
the
time
of
the
when
we're
about
to
do
the
budget
and
that
kind
of
information.
I
think
that
administration
is
very
important
in
this
critical
and
having
moved
forward,
but
yeah.
So
I'll
just
say
you
know
we're
looking
forward
to
see
if
we
can
get.
O
A
A
Facilities
discussion
and
I
really
appreciate
both
the
information
and
the
update
on
the
conversation
and
good
luck
in
all
your
future.
Hiring
and
demonstrations.
A
F
Yes,
okay,
the
first
thing
we've
done
since
the
board
meeting
on
march,
the
7th
we
did
the
training
within
swinton.
We
had
all
the
sros.
All
the
security
department
can
guard
one
and
post
over
10
threat
assessment
training,
that's
going
to
be
when
something
happens
in
the
school,
whether
it
be
a
threat
or
a
weapon.
The
team
gets
together
and
pretty
much
does
an
evaluation
of
that
student.
F
A
F
Yes,
yes,
so
that's
that's
what
we
did
on
march,
the
7th.
Unfortunately,
on
that
day,
we
had
to
take
them
all
out
of
the
schools.
So
there's
no
security
in
the
schools
that
day
to
do
this
training.
It
was
an
all-day
thing.
So
again
that
was
on
march
the
7th,
so
you
can.
N
F
F
It
was
really
good
training
yeah,
dr
reeves
she's,
a
nationally
known
instructor
for
that,
and
she
was
here
to
do
that
for
the
security
company.
The
next
thing
we
did
was
on
march
18th,
which
was
thank
god.
It
was
no,
no
kids
were
in
school
that
day,
but
it
was
dr
white
did
the
communication
strategies
for
students
with
disabilities.
F
It
was
like
a
four
hour
course.
She
did
in
the
morning
again
that
was
all
the
securities
all
the
sros.
N
F
They
did
all
kinds
of
a
whole
list
of
different
first
aid.
I
gotta
hold
this
to
here.
For
you,
they
spent
the
whole
afternoon
doing
the
doing
the
first
aid
and
fire
drills
and
fire
code
safety
issues
with
with
the
security
company,
so
that
that
was
all
day
on
the
18th.
F
So
the
next
thing
we
have
skilled,
in
which
I'm
kind
of
excited
about
I've,
been
working
with
derek
skags
on
that's
the
break
from
the
cycle.
If
you
guys
are
familiar
with
that
at
all,
it's
it's
actually,
it's
a
five-day
course.
I
actually
like
you
guys,
take
a
look
at
it.
It's
something
that's
going
to
be!
Mr
smith,.
F
It
yeah
well,
that's
right
anyway.
That's
a
this
is
a
five-day
course,
but
he's
going
to
lower
it
down,
to
probably
a
two-day
course,
that's
what
we're
going
to
do
before
school
starts,
probably
in
august.
In
addition,
we're
still
trying
to
discover
the
cpi
training
security
course.
F
F
B
F
So
yeah
that's
coming
up,
probably
we're
hoping
to
do
that
over
spring
break.
That's
the
next
time,
they're
off
okay,.
F
Before
school
starts,
you
know
the
problem
we're
going
to
have
with
the
security
company
is
that
the
turnover.
C
F
Roger
the
he's
in
charge
of
their
all
their
training,
the.
F
N
This
and
with
our
new
security
guards
dave
and
I
attended
their
orientation.
We
reviewed
the
student
code
of
conduct
with
them.
We
talked
about
their
role
in
the
schools.
I
think.
F
He
actually
does
a
class
for
the
entire
staff.
That's
the
full
five-day
course
he's
going
to
lower
to
probably
two
maybe
three
days
for
for
law
enforcement.
Security.
Two
days
of
this
course
strictly
deals.
K
You
know
the
the
security
elementary
security
are
being
taught
a
kind
of
climate
and
cultural
thing.
You
know
and
that's
that's
important
as
we
grow,
I
mean,
like
you
say
they
change
over
here
and
there
every
switch.
We
we're
gonna,
we're
gonna
set
something
up
where
they
come
and
fit
into
our
system
right
now.
We
we
train
them,
but
we
gotta
have
our
system
in
place.
These.
A
Well,
I
would
say
this
is
what
I'm
really
excited
about,
seeing
making
sure
I
met
one
of
the
ssos
at
hilton.
He's
awesome.
He
is
you
know:
yeah
yeah
fabulous
guy
very
excited
to
have
him
on
board,
but
I
don't
think
it's
good
to
be
able
to
tell
the
public
like
they're,
getting
training
in
trauma-sensitive
schools.
This
is
not
just
a
law
enforcement
action
right,
especially
in
the
light
of
habit.
I
just
think
this
will
really
give
parents
some
confidence
in
what
the
district
is
doing.
So
this
looks
fantastic
and
I
agree
with
mal.
F
A
B
A
J
I
think
that
that
report
should
be
made
publicly
and
that's
each
even
put
out
put
the
community
on
east
there
will.
There
were
various
concerns
in
the
community.
I
think
that
that
would
be
physical
things
that
that
and
then,
when
they,
when
the
money
brings
bringing
the
report
comes
up,
I
think
it
was
better
coming
from
him
and
versus
the
board
being
that
he's
getting
to
give
me
a
correction,
active
review
and
in
terms
of
what
would
have
been
taking
place
in
terms
of
safety
and
security.
N
N
A
So
on
administrative
reg
e1,
I
think
it's.
The
main
point
of
this
is
you
know,
direct
timely,
specific
communications,
and
we
understand
that
you
know
the
more
information
that
we
provide
to
parents
and
have
buy-in
that
you
know
they're
gonna
support
the
district
as
well,
and
I
think
it's
important.
The
feedback
piece
is
very
important
and
we
do
get
a
lot
of
feedback
through
the
website
in
terms
of
the
community
comment:
emails,
that's
on
there
the
reported
concern
form
and
through
facebook.
So
I
think
it
is
important.
A
B
A
A
But
if
they
have
a
comment
or
something
that's
not
a
concern,
do
we
have
any
any
forms
for
that
or
is
it
just.
A
Concerned
but
the
where
they
can
ask
questions
the
comments
most
of
them
come
through
on
the
community
commons
email
address.
That's
also
on
the
website
and
like,
for
example,
we
got
the
community
commons
email.
There
was
the
pe
teacher
at
creative
arts,
like
a
parent,
said
how
wonderful
the
pe
teacher
was
and
how
the
teachers
really
don't
get.
You
know
of
good
and
things
like
that,
so
we
do
get
positive
stuff
through
that,
mr
grayson.
Oh.
F
I'm
just
gonna
report
back
to
you
guys
question.
As
far
as
the
training
for
breaking
the
cycle,
mr
skagg
says
at
least
one
person
in
some
some
cases,
two
people
from
every
school
in
the
district's
already
been
trained
on
that
and
it's
it's
a
five-day
course.
So,
there's
more
training
requests
come
in
they'll
be
doing
more,
but
somebody
from
every
school
has
already
been
trained
on
them
right.
A
I
think
it
means
you
have
like
a
ask
a
question
and
not
a
reported
concern
for
parents.
Just
because
reported
concern
sounds
more
like
a
formal,
completely
initiated
complaint
process,
whereas
it's
sort
of
like
do.
We
have
something
like
have
a
question.
Have
a
comment.
I
don't
know,
I
guess
community
comments.
How
would
they
know
to
go
to
community
commons?
I
think
it's
under
the
the
contact
us
second
and,
like
I
said,
we've
redone.
All
this
on
the
new
website
is
that
this.
A
No
okay,
because,
oh
what
I
would
love
to
see,
we
have
all
these
buttons
have
like
a
community,
but
you
know
it
could
be
something
that
could
take
them.
It
would
open
up.
This
is
just
this
is
operational,
but
you
know
a
button
that
opens
up
and
it's
like
recorded
concern.
Ask
a
question:
commend
a
teacher.
A
Because
this
this
one's
a
little
tough
to
navigate
yeah,
complain
about
a
board
member
start.
The
recall
process.
C
N
J
A
J
C
J
A
Today,
I
don't
have
his
calendar
right
in
front
of
me
itself
in
our
office.
C
A
A
N
C
A
N
N
A
N
And
adding
our
problems
and
then
media
relations,
it
was
just
adding
our
policies
and
in
the
future,
high
school
district.
There's
really
not
that
much
change
in
that
university,
but
then
we
have
a
new
one
and
this
one.
We
work
real
closely
with
mr
grissom
on
this,
because
we
want
to
be
prepared
in
the
event
that
we
have
a
crisis
and
we
want
to
have
some
instruction
out
there
and
guidelines
for
everybody
to
understand.
A
This
was
very
much
needed,
especially
so
you
know
people
everybody
under
the
sun
is
not
going
to
be
talking
to
the
media.
I
mean
they
still
might,
but
at
least
this
helps
a
little
bit
and
that
there's
a
designated
area
for
the
media.
A
People
can't
be
filming
in
the
hallways
during
a
crisis
situation,
unless
it's
approved
and
providing
you
know,
timely
updates
as
needed.
A
A
B
A
C
J
Exactly
I
think,
that's
a
slippery
slope.
I
don't
think
that
would
be
out
of
authority,
so
you
know
and
austin
also-
and
even
even
talking
about
this
in
terms
of
people
not
not
recording.
I
think
we
need
to
be
more
intentional
about
who
we're
talking
about
specifically
how
we're
talking
about
media,
because
we
can't
stop
kids
and
people
are
going
to
record
regardless,
and
then
you
know
to
that
degree.
Also,
it
comes
to
I
see
situations
in
schools
when
actually
the
administrators
will
say
the
exact
opposite.
J
We
want
the
people
to
record
because
the
more
family
and
the
more
people
who
is
recording
that's
more
more,
more,
more
actually
more
thing
that
we
can
go
through
and
look
at
it
and
see
from
different
angles
and
use
to
help
the
district's
case
or
all
that
administrator
work
on
that
situation.
So
I
mean
I,
I
think
this
is
a
kind
of
agreement
here.
This
is
the
slippery
slope
as
well,
because.
N
N
A
N
N
N
Case
this
cheerleader,
where
she
didn't
make
the
team
and
she
had
signed
like
a
team
spirit
agreement,
I'm
going
to
engage
in
sportsmanlike
conduct,
I'm
going
to
you
know,
and
she
was
very
upset
that
she
did
not
get
on
the
team.
And
so
she
posted
up
on
social
media.
I'm
not
sure
which
exact
outlet
was
your
fingers
off
at
the
boat
after
school
after
this,
and
it
went
all
the
way
to
the
u.s
supreme
court
and
they
said
that
she
could
do
that.
N
But
that
she
had
the
the
right
to
engage
in
that
speech,
because
part
of
living
in
the
united
states
is
that
we
do
have
freedom
of
speech.
We
have
the
right
to
express
ourselves,
although
we
may
not
always
agree.
So,
although
we
may
think
that
it's
very
disrespectful
in
violating
school
rules,
you
agreed
to
be
team
sports,
but
then
what?
If
something
like
that?
I'm
just
saying,
but
they,
but
they
ruled
it
favored
that
student
yeah
and
I
knew
what
the.
A
N
A
N
J
And
I
watch
how
they
allow
the
media
to
be
in
a
certain
places
and
they
they
told
them
where
they
wanted,
and
that
worked
out
very
great
and
the
media
were
very
respectable
and
possibly
helped.
They
were
great,
consistent
and
consistent
amongst
this.
You
can
get
the
word
out
to
the
parents
that
their
parents
went
in
the
frame.
So
I
see
the
importance.
A
A
All
right
so
do
we
need
a
motion
to
bring
these
ars.
A
All
right
so
that
I
think
now
we're
down
to
future
topics.
Did
you
have
one
to
add
your
future
topics,
mr
smith?.
J
J
D
B
C
B
J
That
part
of
it
is
not
an
executive
session.
So
that's
why
I
figured
that
the
initial
start
of
the
whole
conversation
it
needs
to
be
taking
place
in
executive
session,
because
it's
about
the
contracts,
so
so
this
and
then
from
that
control.
That
conversation
can
stem
that
information,
that
what
you're.
G
A
D
Us,
okay,.
A
A
N
Them
we
need
to
talk
because
about
you
are
scheduled
for
the
14th,
which
is
during
spring
yeah,
so
I
was
going
to
suggest
we
have
moved
finance
to
the
7th
at
5
o'clock.
Do
you
want
to
move
your
meeting
during
the
week
of
either
the
on
the
6th
or
the
5th?
Do
we
want
to
know
the
meeting
that
week?
First
we'll.
A
D
G
A
Four
thirty:
I'm.
A
Four,
I
just
didn't
know
if,
but
the
dismissal
schedule
cost,
because
that's
always
moved
right
so
really
suggest.
Probably.
A
C
A
G
B
A
H
Is
actually
on
the
on
thursday?
Okay,
so
so,
but
just
let
us
know.