►
Description
New CCSD board members received presentations from the various operations departments.
Chief Financial and Administrative Officer Donald Kennedy also gave the new members an update on the CCSD finances.
A
What
we
have
for
you
today
is
the
last
four
department
briefs
for
operations,
and
we
came
to
you
last
time
and
presented
nursing
services,
transportation
facilities,
management
and
information
technology.
Today
we
have
nutrition
services
planning
and
real
estate
security
and
emergency
management
and
capital
programs.
Each
of
my
presenters
will
talk
for
20
minutes.
A
You
have
the
hard
copy
slides
there
to
add
to
the
binder
that
I
gave
you
last
time
and
at
the
end,
we'll
open
up
the
florida
questions,
and
we
should
have
some
extra
time
for
questions
based
on
the
on
the
presentations
we
have
laid
out
for
you.
If
there
are
any,
if
not,
we
can
spend
give
you
a
few
extra
minutes
between
the
two,
the
two
sessions
today.
A
B
I
just
want
to
start
out
a
little
bit,
but
talking
about
how
we're
organized
as
far
from
a
budget
standpoint
when
I
talk
to
our
team
or
any
other
meetings,
there's
two
things
we
look
at
one
is
serving
nutrition,
nutritious
food
to
our
kids
and
nutritious
food
isn't
nutritious
if
the
kids
aren't
going
to
eat
it.
So
we
make
sure
we
have
foods
that
kids
want
to
eat
and
then,
on
the
other
hand,
we
have
to
balance
our
budget.
Our
budget
is
separate
from
the
the
gof
budgets.
We
actually
have
our
own
gof.
B
We
had
a
6.2
million
dollar
fund
balance
the
beginning
of
last
year
and
it's
good
to
have
the
fund
balance
once
we're
paying
our
bills
over
three
months
and
two,
if
something
happens
so
like
if,
for
some
reason
we
have
to
close
because
of
snow
days
or
hurricane
days,
normally
you
don't
make
up
those
funds
from
the
federal
government.
You
don't
have
as
many
students
eating
or
not
at
all
some
points
and
then
also
we
hit
a
pandemic.
Where
we're
closed.
B
A
lot
of
days
and
our
federal
income
goes
from
way
up
here
to
probably
25
or
20
percent
of
what
it
would
be,
but
we
still
have
466
employees
that
were
paying
over
those
next
four
months
so
that
6.2
million
dollar
surplus
went
down
by
four
million
dollars
to
about
2.1
or
2.2
million
dollars.
So
we
haven't
had
a
major
reduction
in
that,
but
we
supported
all
of
our
team
over
that
period
of
time
so
from
there.
How
are
we
going
to
get
through
this
next
year?
B
Well,
the
stimulus
bill
that
just
came
out
actually
has
funds
in
there
for
nutrition
services,
and
I
worked
out
the
math
and
it's
about
1.4
million
dollars
and
we
still
have
2.1
2.2
million
dollars
in
our
fund
balance.
If
we
forecast
out
the
rest
of
the
year
because
we're
not
even
close
to
where
we
were
last
year
last
year
we
were
serving
up
like
30
000
students,
a
day
lunch
and
that's
about
60
of
our
student
body
last
year,
which
is
great.
B
We
were
like
number
two
in
the
in
the
state
as
far
as
lunch
is
served
as
a
percentage.
Now
we're
not
even
close
to
that
so
at
the
end
of
the
year,
based
on
the
knowledge
you
have
right
now
with
the
1.4
million
dollars,
the
2.2
million
fund
balance
will
be
a
break
even
at
the
end
of
the
year,
but
it
means
at
the
end
of
the
year.
We
won't
have
a
fund
balance
anymore,
but
we
totally
break
even
so
so
now.
B
If
you
look
at
the
statewide
and
nationally
there's
been
a
huge
reduction
in
virtual
students
participating
in
the
meal
program,
so
in
march
we
want
to
relaunch
and
figure
out
ways
to
reach
more
of
those
students.
So
we're
going
to
be
studying
that,
so
we
can
reach
more
students
in
march,
virtually
also
just
a
little
quick
thing
about
actually
how
our
food
cost
runs
and
some
items
that
we
actually
have
on
the
menu
just
about
every
district
in
the
state.
B
A
number
of
them
they'll
serve
a
burger
that
burger
they
can
get
for
about
28
cents,
maybe
30
cents.
Okay,
that
burger
has
27
to
28
ingredients
in
it
and
you
can't
even
read
the
label.
Our
burger,
which
cost
about
72
cents,
has
five
or
six
ingredients.
It
has
the
spices
and
the
meat
and
that's
it,
but
it's
a
much
better
burger
for
our
kids.
We
don't
want
to
be
serving
them,
a
burger
that
has
26
to
27
28
different
ingredients.
B
Our
chicken
for
our
chicken
sandwich
is
the
whole
muscle
chicken.
It's
not
you've,
probably
seen
these
on
tv
like
chopped
and
pressed
chicken.
Ours
is
not
a
chopped
impressed
chicken,
it's
whole
mussel
chicken,
so
we
upgrade
there
one
of
the
biggest
things
we've
done
over
the
last
year
and
a
half
is
high
fructose
corn
syrup,
but
you
go
to
a
store
and
try
and
find
something
that
doesn't
have
it
in
it.
It's
hard
to
do.
Our
menu
does
not
have
high
fructose
corn
syrup
in
it.
B
We've
eliminated
that
we
actually
had
to
go
as
far
as
our
buns
or
for
our
hamburgers
and
our
hot
dogs
and
our
regular
bread.
It
all
had
hot
purchased
corn
syrup
in
it.
You
can
get
rid
of
that,
but
it
costs
a
little
bit
more,
so
it
ends
up
being
a
30
increase
in
just
the
cost
of
our
food
costs
and
that's
kind
of
giving
you
an
idea
we're
trying
to
eliminate
all
the
additives
that
are
in
a
lot
of
of
food
items.
Even
our
pizza,
we
don't
want
soy
in
our
pizza.
B
We
can
get
year-round
a
lot
of
other
items
we
can't,
but
we
want
to
continue
doing
that.
So
we
found
a
way
they're
going
to
start
a
couple
of
weeks
to
continue
doing
that.
We're
actually
going
to
look
at
using
hydroponic
lettuce,
which
we
used
before
and
there's
a
company
vertical
roots
which
actually
started
in
the
charleston
area.
That
is
now
they've
got
a
there's
a
huge
facility
in
colombia
and
their
lettuce
is
unbelievable.
It'll.
Last
as
it
comes
to
the
cafeteria
still
on
the
route,
we
can
use
100
of
it.
B
It
costs
a
little
bit
more,
but
what
I've
done
is
I've
actually
secured
funds
from
the
state
department
education.
So
we
can
spend
that
a
little
bit
more
on
getting
hydroponic
lettuce
and
it's
really
great
stuff.
So
let
me
move
on
to
our
just
for
a
second
on
our
our
staff.
Just
to
let
you
know
that
I
am
totally
amazed
at
what
they've
done
since
last
march
and
kudos
to
all
them,
and
I
tell
them
that
all
the
time
they've
done
a
miracles
left
and
right
to
serve
our
kids,
but
to
our
benefit.
B
Beginning
of
last
year,
we
decided
to
start
an
assistant
manager
program
because
we
had
so
many
managers
that
they
love
working
with
ccsd
and
they're,
not
going
anywhere.
But
then
what
happens
to
those
folks
that
want
to
move
up.
So
we
start
an
assistant
manager
program
and
since
we
started
it
last
year,
we've
had
20
folks
that
have
moved
up
in
the
ranks
which
has
been
awesome.
Two
of
those
just
got
promoted
to
their
own
schools.
B
So
it's
been
a
a
incredible
program
for
us
and
we
also
started
a
kind
of
like
a
roaming
manager.
So
we
have
two
roaming
managers
in
case
we
can't
cover
with
all
the
assistant
managers,
so
it
became
a
huge
plus
because
we
never
didn't
know
that
we're
gonna
have
folks
being
out
because
they're
taking
care
of
their
kids
or
for
some
other
covered
reasons.
So
this
has
been
awesome
to
have
all
these
assistant
managers
help
us
cover
schools
all
across
the
district.
So
it's
worked
out
really
really
well.
B
The
other
thing
we're
going
to
start
doing
is
teaching
our
managers
about
kpis.
We,
we
kind
of
we
started
last
year.
The
pandemic
hit
we
kind
of
held
off
a
little
bit
and
because
we're
focused
on
this
certificate,
but
now
we're
looking
at
working
with
key
performance
indicators
with
all
of
our
managers.
We
introduced
it
at
our
last
virtual
meeting.
B
We
had
another
one
coming
up
the
first
one
we're
doing
is
going
to
be
on
participation,
and
always
participation
is
a
byproduct
of
everything
else
they
do,
but
you
still
have
to
have
that
goal
down
the
road
of
okay.
Where
do
we
want
to
reach?
So
if
a
school
is
serving
400
kids
and
they
have
600
kids
in
the
school?
B
Why
aren't
we
serving
those
200,
kids
and
if
we
put
it
in
front
of
them
they're
gonna
each
week
they
get
a
right
where
they're
at
as
far
as
percentage,
and
it
shows
every
school
in
the
district,
so
it'll
show
every
school.
So
they
say,
what's
my
neighboring
school
doing,
why
are
they
serving
more
kids
than
I'm
serving,
so
we
can
start
to
serve
more
kids
and
that
will
increase
participation.
B
The
other
thing
that
the
next
target
or
next
kpi
they're
going
to
get
is
going
to
be
on
meals
per
labor
hour.
That's
what
the
mplh
is,
and
that
gives
an
idea
of
how
much
labor
they
should
have
in
their
school.
Because,
although
I
remember
one
girl
serving
our
kids,
we
still
have
a
business
and
we
still
need
to
be
sustainable.
B
So
meals
for
labor
hour
means
they
get
x
amount
of
labor
based
on
how
many
children
they
serve
so
that
so
that
goes
back
to
participation.
They
serve
more
children.
Then
they
get
more
labor.
So
it
works
out
and
they're
they're
getting
that
now.
The
last
one
is
food
cost
that
we're
going,
and
they
pretty
much
are
already
on
this
one,
but
we
are
going
to
be
focusing
on
food
costs
too.
B
Behind
the
scenes
I
work
with
the
state
department,
education
and
with
a
lot
of
our
suppliers
to
keep
our
food
costs
low,
which
is
the
which
has
been
interesting,
is
that
even
during
this
pandemic,
our
food
and
supply
cost
because
of
everything
we've
done
behind
the
scenes
has
remained
about
the
same,
which
is
really
great.
This
way,
we're
able
to
still
pay
all
of
our
our
staff.
The
last
thing
on
my
list
here
for
me,
the
other
side,
is
we're
refurbishing
serving
lines.
B
These
are
serving
lines
are
similar
to
a
lot
of
the
schools,
the
newer
schools
that
we've
already
just
built,
but
we're
putting
in
in
12
schools
by
the
next
month
or
so,
and
the
really
eye
appealing
for
the
students,
they're
shiny,
they're
new.
They
keep
the
foods.
You
know
hot
food,
hot
cold
foods
cold,
not
that
isn't
done
already,
but
a
lot
of
times,
you'll
keep
hot
food
hot
from
the
bottom
and
there's
no
heat
lamps.
Above
all,
these
gonna
have
heat
lamps.
B
We
before
kobe
started.
We
had
the
largest
separate
program
in
the
state
and
we're
gonna
get
back
to
there.
We've
been
talking
with
dss
and
and
the
they
control
child
adult
care
food
program
on
how
we
can
serve
these
kids
because
normally
with
a
separate
program,
they
have
to
be
in
an
educational
program
after
school
to
get
supper.
C
B
We're
saying
well,
why
can't
a
child
is
fixing
to
go
get
on
the
bus?
If
we
can
figure
out
some
kind
of
stuff
where
they
can
take,
and
maybe
some
instructional
thing
they
can
do
at
home,
can
we
do
it
so
we're
working
with
them
they're
checking
with
their
powers
to
be
to
see?
If
we
can
do
that,
so
we
can
possibly
send
a
supper
home
with
kids.
B
We
also
have
the
largest
summer
meals
program,
which
believe
it
or
not.
We've
already
started
working
on
that.
We
reach
161
sites.
We
partnered
with
the
city
of
north
charleston,
the
city
of
charleston
parks
and
rec
department,
a
lot
of
the
churches
in
the
area
to
reach
these
161
sites
with
meals
every
day
and
that's
worked
out
real
well.
B
We
do
do
studies
with
our
students
to
see
what
they
like
our
newest
menu.
Rollout
will
go
for
the
high
school
students
and
middle
school
students
they'll
be
out
in
three
weeks.
It's
a
buffalo
chicken
dip
that
we
make
from
scratch,
and
I
wasn't
sure
if
they
would
really
really
like
they
love
it
and
it'll
be
out
in
a
few
weeks
and
it's
all
from
scratch.
B
Homemade
in
here
I
mentioned
we're
partnerships
with
the
city
of
charleston
greenheart
project
we're
a
big
partner
with,
and
we
do
a
lot
of
collaboration
with
them
with
our
harvest
of
the
month,
because
a
lot
of
things
that
they
have
in
the
garden,
they
won't
we'll
make
that
the
harvest
of
the
month
vertical
roots
are
already
mentioned.
That'll
be
our
hydroponic
lettuce.
We
have
musc
interns
coming
in
once
every
few
months
and
they
help
with
programs
and
they've
really
enjoyed
working
with
us
and
we've
enjoyed
their
partnership.
B
B
Lastly,
we're
a
member
of
a
pimento
purchasing
group
myself
and
three
other
directors
started
that
a
few
years
ago,
because
we
wanted
to
get
items
on
our
menu
that
were
clean
label
items.
They
always
cost
a
little
bit
more,
but
we
want
a
clean
label
out
instead
of
the
burger
I
talked
about
that
had
27
28
ingredients.
B
B
A
If
you're
not
aware,
you
know,
when
we
closed
school
in
the
spring
on
a
friday
and
open
and
went
to
all
virtual
on
monday,
walters
team
was
in
the
forefront
in
supporting
the
schools
by
getting
food
out
into
the
neighborhoods
to
be
picked
up
by
the
families
and
then
offered
the
school
pickup
sites
shortly
after
that
and
ran
through
the
entire
summer
over
a
million
meals
in
the
summer
and
the
summer
alone,
at
our
school
site.
So
there
was
literally
no
stopping
nutrition
services
this
year.
A
Second
up
we've
got
planning
and
real
estate.
Angela
barnett
is
our
director
of
planning
and
real
estate
and
her
her
responsibility
is
very
broad.
I
want
to
say
she's
the
cats
and
dogs
of
the
of
the
office.
Anything
that
doesn't
seem
to
fit
anywhere
else
seems
to
go
to
planning,
so
she's
got
a
lot
to
cover
as
well
angela
hi
thank.
D
Okay,
my
name,
like
I
said,
is
angela
barnett
I've
been
with
the
district
for
about
15
years.
I've
been
in
two
other
roles
prior
to
this
position.
I've
been
in
this
position
for
two
years.
My
office
consists
of
three
facility
use
officers,
along
with
myself,
five
auditorium
managers
which
are
out
in
the
schools
and
one
technician
currently
my
department.
I
really
like
to
look
at
it
in
three
puzzle
pieces.
D
I
am
literally
looking
at
the
data
which
establishes
the
enrollment
projections
for
those
areas,
so
it's
very
unique
in
the
fact
that
we
keep
those
separate.
So
there
is
that
direct
correlation
of
just
looking
at
the
data
and
what's
factual,
that
data
is
made
up
of
various
different
pieces
of
information.
We
utilize
live
birth
data,
we
utilize
the
survival
cohort
methodology.
D
D
It
is
a
very
interesting
piece
of
information
that
lets
you
see
who
inside
of
attendant
zone,
is
attending
their
school,
who,
outside
of
that
attendance
zone,
is
attending
their
school
and
who,
inside
of
that
attendant
zone,
is
leaving
their
attendant
zone
and
where
they're
going.
Of
course,
we
have
not
been
able
to
code
private
school,
and
we
would
eventually
I'd
love
to
get
to
that
point,
that
we
can
make
those
relationships
and
look
at
that
information,
but
we
are
not
there
yet.
So
that's
a
very
interesting
piece
of
information
to
look
at.
D
We
also
look
at
the
45-day
memberships.
We
take
that
into
account
to
see
where
we
are
and
for
this
year,
unlike
when
what
we
look
at
our
10-day
final
counts.
This
year
we
took
into
a
fact,
12-day
actuals
and
a
big
big
piece
of
information
due
to
the
covid
impact
is
that
we
are
actually
looking
at
current
power
school
numbers
to
see
where
they
are.
D
Currently,
we
know
that
it's
taken
a
while
to
get
all
of
our
students
back
inside
of
our
schools,
so
we're
really
looking
at
that
data
this
year
to
see
where
they
are
at
this
time.
So
that
is
a
huge
undertaking.
We
look
at
every
school.
Every
one
of
those
schools
are
unique.
They
all
get
a
ratio
that
is
applied
to
their
school
and
is
specific
to
each
grade.
D
D
They
have
a
unique
understanding
of
what's
going
on
inside
of
their
community,
so
we
want
their
feedback.
So
it
is
a
discussion.
It
is
not
the
one
all-be-all.
I
do
want
you
all
to
understand
that
it
is
a
baseline
discussion
of
the
data
and
where
they
think
they
are
once
we
complete
that
process.
We
then
turn
it
over
to
the
wonderful,
mr
kennedy's
department,
and
he
takes
it
from
there.
D
The
other
part
of
the
planning
piece
that
we
looked
at
when
you
finish
those
enrollment
projections,
the
unique
part,
is
those
enrollment
projections
then
allow
you
to
be
able
to
see
the
growth.
That
is
when
we
start
looking
at
things
like
building
capacity
and
rezoning,
and
that
is
why
it's
so
important
that
we
look
at
enrollment
projections.
D
The
building
capacity
we've
been
doing
a
survey
that
goes
out
in
october.
We
did
not
do
it
this
year
due
to
covet,
because
our
schools
are
being
utilized
very
differently,
but
we
come
up
with
a
building
capacity
and
a
program
capacity
that
then
we
can
look
at
that
enrollment
projection
number
and
we
project
10
years
out,
and
we
can
see
if
we
need
to
start
looking
at
possibly
something
on
the
capital
project
side,
possibly
an
expansion
there.
It
all
feeds
into
that.
The
other
part
of
that
is.
D
D
We
may
have
schools
that
are
never
going
to
reach
capacity,
so
it's
just
a
matter
of
working
with
those
constituent
boards
to
rezone
those
areas.
So
we
do
a
detailed
analysis
and
we
try
to
work
with
them
and
provide
them
several
options
and
they
utilize
staffing
to
kind
of
give
them
guidance.
That's
what
we
help
them
do
on
that
side.
D
One
of
the
other
pieces
under
the
planning
section,
is
the
geographic
information
system.
So
the
geographic
information
system
is,
is
the
one
all
be
all
where
we
house
all
of
our
students.
We
take
that
45-day
data
that's
submitted
to
the
state
department
which
allows
us
to
take
every
address
of
every
student
and
put
it
into
this
system.
D
Each
of
each
of
those
attendant
zones
are
broken
out
into
that
system.
So
we
can.
There
then
see
how
many
students
are
living
in
those
areas.
The
other
part
about
that
is,
is
the
school
lookup
tool
utilizes
that
system,
so
you
go
in
on
the
cc
web
ccsd
website.
You
want
to
see
where
your
child's
going
to
attend
that
geographic
information
system
has
those
attendance
boundaries
in
there
and
that
lets.
D
You
know
where
your
child
will
be
zoned
to
so
that's
another
reason
that
we
utilize
that
system
so
moving
into
the
next
section
would
be
what
we
call
real
estate.
The
real
estate
is
dealing
with
any
types
of
acquisitions
and
dispositions
of
our
properties
that
we
have
any
types
of
easements
titles
deeds.
Anything
that
comes
through.
We
work
with
getting
those
taken
care
of.
D
We
look
at
mous
and
moas
with
various
apartments
which
are
usually
all
of
the
rec
departments,
town
of
mount
pleasant,
north
charleston
city
rec.
You
have
ccprc
all
of
those
folks
we
take
care
of.
We
also
handle
the
charter
school
lease
agreements,
not
the
charter
school
agreements,
but
the
those
that
are
leasing
our
facilities.
We
do
the
facility
management
piece
of
that.
D
We
also
do
something
very
unique,
and
this
would
be
one
that
I
have
to
laugh
when
jeff
says
we're
the
one
I'll
catch
all
district
parking
abused
parking.
We
also
are
the
the
person
that
facilitates
processing
that
information,
so
that's
kind
of
the
real
estate
piece.
I
can
tell
you
in
the
time
that
I
have
been
here.
We
have
had
a
little
approximately
over
six
million
in
sales.
D
D
So
we
are,
those
are
just
constantly
going
we're
doing
a
lot
of
due
diligence
or
either
it
could
be
getting
them
rezoned,
and
that
is
a
municipal
rezoning.
Do
not
think
of
it,
like
a
rezoning
of
our
schools,
we're
working
with
joint
base
charleston
right
now
for
the
d4
property.
That's
an
extensive
process
that
will
probably
take
us
about
a
year
and
a
half
to
two
years
to
navigate.
D
So
that's
something
that
we're
constantly
working
on
with
those
folks.
We
also,
of
course,
in
our
lengthy
yearly
assessment,
are
still
working
on
trying
to
find
a
d3
bus
lot,
so
that
is,
that
is
a
hurdle
that
we
have
not
crossed
yet,
but
we're
continuing
to
work
on
finding
a
viable
piece
of
property.
To
do
that,
we
are
also
currently
in
the
state
of
updating
a
lot
of
our
municipal
mou's.
D
So
that
just
gives
you
a
little
piece
about
the
real
estate.
So
the
next
I'm
going
to
move
into
is
the
facility
use
that's
housed
in
my
department.
The
facility
use
program
is
one
that
many
of
you
may
have
been
familiar
with.
It's
been
around
for
probably
four
decades
it
used
to
be
called
community
education
in
the
school
district.
D
D
D
Of
course,
this
program
remains
cost
neutral.
In
our
district
we
assess
rental
fees.
For
these
we
have
three
different
tiers
that
range
everything
from
cross
recovery,
which
is
a
lot
of
what
we
do
with
some
of
our
cities.
They
may
utilize
our
buildings
for
just
a
cost
recovery.
We
also
have
a
commercial
rate
and
we
have
a
non-profit
rate.
D
Hopefully,
we
can
get
back
to
some
sense
of
normalcy
and
in
time
and
we'll
be
able
to
have
people
back
inside
of
our
buildings
again,
and
we
look
forward
to
that
so
right
now.
All
we're
doing
is
really
with
that
program.
Is
we're
just
pivoting
and
adapting
to
do
what
we
need
to
do
to
accommodate
the
district
and
what
its
needs
are
we
also
under
the
facility
piece
we
have.
D
We
are
the
managers
of
the
five
large
auditoriums,
so
those
auditorium
managers
are
under
my
purview
and
we
also
handle
the
fixed
cost.
The
seo
funds
for
those
five
auditoriums-
we
are
slowly
retrofitting
these
auditoriums,
some
of
them,
even
though
they're
not
that
old.
We're
trying
to
look
at
the
lighting
systems
inside
of
them
to
get
them
more
efficient
leds
is
something
that
is
been
out
for
a
while,
but
some
of
our
older
auditoriums
are
not
utilizing
that
so
we're
trying
to
retrofit
them
so
that
they're
utilizing
less
energy.
D
D
A
A
So
we
were
basically
taking
money
out
of
the
schools
to
pay
for
this
program
because
we
weren't
recovering
costs
where
it
was
necessary,
and
so
the
program
was
completely
revamped
and
angela's
got
it
running
on
all
cylinders.
At
this
point,
the
other
point
I
want
to
mention
with
her
discussion
is
related
to
the
facility
of
the
field,
use
those
relationships
with
the
communities
and
charleston
parks
and
rec
they're
huge.
A
lot
of
districts
don't
have
the
opportunity
to
try
to
share
resources.
A
We
have
good,
very
good
relationships
with
all
these
organizations
allows
them
to
utilize
our
facilities.
We
utilize
their
facilities
and
prevent
both
of
us
from
having
to
build
our
own
facilities
in
some
cases.
So
we
really
try
to
work
hard
to
partner
with
the
community
before
we
go
and
build
something
related
to
athletics,
and
if
we
don't,
then
we
want
to
build
it
so
that
there
is
an
opportunity
for
those
organizations
to
use
it
whenever
possible.
E
Thank
you,
sir
good
afternoon,
everyone.
My
name
is
michael
reidenbach,
I'm
the
director
of
security
and
emergency
management,
and
I
appreciate
the
opportunity
to
come
before
you
today
to
talk
about
how
our
team
supports
the
district
efforts
to
keep
our
students,
our
staff,
our
visitors
and
our
property.
Safe
every
day,
when
you
look
at
our
school
buildings
on
a
in
a
non-coveted
environment
right,
we
hope
to
get
there
again
very
soon.
We
have
over
50
000
people
that
are
in
our
buildings
at
any
one
time,
and
just
like
any
town
or
city
of
that
size.
E
We
as
a
school
district
have
to
ensure
that
the
resources
and
the
procedures
and
the
protocols
are
in
place
to
keep
everyone
who
visits
our
facilities
safe,
while
they're
under
our
care.
So
we'll
talk
about
some
some
ways
our
office
does
that
even
some
ways
that
we
look
after
our
students
when
they're
outside
of
our
buildings
as
well,
so
the
the
first
initiative
that
our
office
does
to
support
the
district
is
to
provide
incident
response
support.
E
E
Our
office
approaches
every
situation
with
two
main
priorities:
one
is
to
facilitate
and
ensure
life
safety.
We
want
to
make
sure
everybody
stays
as
safe
as
possible
and
then
once
we
are
able
to
accomplish
that
mission,
then
move
on
to
ensuring
that
we
can
continue
the
educational
process
as
quickly
as
possible.
E
So
even
if
we're
not
able
to
respond
physically
to
the
site,
we
can
still
support
the
incident
response
from
our
emergency
operations
center,
which
is
located
on
the
bridgeview
campus
at
the
eoc.
We
have
the
ability
to
tap
into
various
systems
and
resources.
Like
our
surveillance
cameras,
our
electronic
locks,
we
have
access
to
certain
public
safety
systems
that
tell
us
where
what
calls
are
going
on
around
our
schools
and
monitor
traffic
about
those
situations
so
that
we
can
better
adjust
our
operation.
E
Even
though
our
office
is
there
to
provide
that
incident
response
support,
we
know
that
our
staff
are
going
to
be
the
first
responders
to
any
critical
incident
that
happens
on
a
campus.
That's
our
teachers,
our
custodians,
our
bus
drivers,
our
school
principals,
and
so
it's
really
important
that
we
get
the
information
into
their
hands
that
they
need
to
make
the
best
decisions
about
how
to
properly
respond
and
how
to
also,
on
a
day-to-day
basis,
how
to
be
cognizant
of
the
various
threats
or
various
pitfalls
that
they
may
encounter.
E
That
could
ultimately
lead
to
a
more
serious
situation.
So,
in
that
kind
of
in
that
philosophy,
we
push
out
training
to
staff
on
a
regular
basis.
We
do
that
training
through
our
online
training
platform
called
safe
schools.
We
also
offer
live
training
sessions
to
staff
throughout
the
year
where
staff
can
log
in
and
watch
us
live
provide
training
we
do
it
live
because
we
want
to
be
able
to
entertain
any
questions
they
have
while
they're
watching
watching
us.
E
So
it's
really
important
that
in
the
work
that
we
do
in
our
office
and
in
building
culture
around
the
district
that
we
we
prepare
but
not
scare,
we
want
to
make
sure
that
staff
have
the
tools
and
the
pathways
developed
in
their
minds
so
that
it's
not
something
that
consumes
us
when
we're
doing
our
daily
duties.
But
it's
something
that
gives
us
the
confidence
that
if
I
were
to
encounter
this
type
of
situation,
this
emergency,
I
have
a
baseline
knowledge.
E
I
feel
confident
in
my
ability
to
make
good
choices
for
myself
and
for
the
kids
or
the
students
who
are
under
my
care,
so
that
can
keep
us
all
safe.
If
something
like
that
happens,
our
office
also
serves
as
the
asset
manager
for
various
physical
security
systems.
In
the
district
we
we
manage
the
district's
surveillance,
video
surveillance
programs,
the
campus
security
cameras,
the
electronic
access
control
doors
that
you
swipe
your
badge
on
and
then
also
the
campus
two-way
radios.
E
So
we
serve
as
the
asset
managers
for
those
we
manage
the
life
cycle
of
those
systems,
and
so
we
determine
not
only
where
those
systems
should
be
installed,
but
then
once
they've
reached
their
end
of
life
or
gotten
old
enough,
where
they
need
to
be
replaced.
We
manage
that
through
our
fco
program.
So
when
you're,
when
you
view
our
seo
proposal
for
next
year,
you'll
see
that
the
bulk
of
our
budget
request
is
in
and
cameras
access,
control
and
radios.
E
Fortunately,
there
were
no
serious
injuries
that
came
out
of
that
out
of
that
incident,
but
it
really
got
us
talking
about
what
we
as
a
district,
can
do
to
help
mitigate
the
risks
of
students.
Bringing
weapons
onto
our
campus
that
same
year
was
a
year
that
the
shooting
in
parkland
occurred
at
marjory,
stoneman
douglas
high
school,
and
so
that
conversation
got
tied
into
the
one
already
in
progress
about
weapons,
weapons,
detection
and
deterrence.
We
had
several
conversations
with
our
board.
E
What
we
found
is
that
there
were
several
high
schools
who
were
already
conducting
random
searches
so
several
times
a
year,
they
would
conduct
a
search
of
you
know
randomly
select
a
classroom
and
go
do
a
search
like
you
would
encounter
going
in
going
through
the
airport
or
going
into
another
government
building,
but
that
process
was
being
done
inconsistently
across
the
district.
You
had
some
schools
who
were
doing
it
and
some
who
weren't
so
we
looked
at.
How
can
we
make
that
process
more
robust
and
more
consistent
across
the
district?
E
We
evaluated
everything
from
requiring
school
administrators
to
do
it
on
their
own,
across
the
district
to
doing
searches
full
time
every
day
at
every
door
in
the
high
schools,
and
so
we
we
landed
on
the
creation
of
the
search
and
safety
team
which
allows
us,
as
a
district,
to
go
in
and
conduct
these
random
searches
for
the
schools.
So
it
allows
us
to
do
a
couple
of
things
one.
It
makes
sure
that
we're
doing
everything
according
to
the
law.
E
This
is
obviously
there
are
lots
of
legal
requirements
that
we
follow
to
ensure
the
process
is
truly
random,
that
nobody's
being
targeted
in
the
searches
and
it's
consistent
across
the
board.
So
having
one
team
do
this
helps
us
ensure
that
and
then
number
two.
It
helps
us
ensure
consistency
across
the
district.
Now
every
school
participates
in
the
program
and
we
can
ensure
protections
are
in
place
to
make
sure
that's
consistently
done
across
the
board,
the
search
and
safety
team,
in
addition
to
the
searches
they
also
conduct
campus
safety
assessments
between
their
searches.
E
E
That's
not
closing
regularly
help
identify
that
issue
before
it
becomes
a
problem
where
a
trespasser
is
entering
the
school
and
we
can
work
with
everyone
involved
to
get
issues
corrected,
to
provide
additional
training
if
needed,
to
do
awareness
again
with
the
ultimate
goal
of
of
cultivating
a
culture
within
the
campus.
That
really
has
safety
at
the
forefront
and
have
and
having
safety,
be
something
that's
integrated
every
day
into
our
into
our
normal
routines.
E
So
at
the
end
of
the
day,
they
can
better
identify
safety
issues
and
take
the
appropriate
steps
to
handle
those
before
they
become
a
major
concern.
For
us,
septet
is
that
first
concept.
The
second
concept
we
talk
about
is
defense
and
depth
which
which,
which
puts
us,
puts
us
to
focus
on
the
various
layers
of
security
we
have
in
place
on
a
campus,
so
we
look
at
the
exterior.
E
The
far
perimeter
is
the
first
layer
with
fencing
and
then,
as
we
get
closer
to
the
building,
we
look
at
things
like
camera
placement
and
door
locks,
and
how
do
we
bring
visitors
into
the
front
doors
through
the
through
the
vestibules
all
the
way
into
the
classroom
doors,
and
how
do
we
protect
individuals
inside
the
classrooms
so
we're
fortunate
to
have
the
ability
to
review
those
plans
to
get
provide
comments
on
the
early
end?
So
we
can
help
address
some
some
issues
down
the
road
in
the
design
phase.
E
E
We
work
with
them
very
closely
to
make
sure
they
have
the
tools
that
they
need
to
do
their
jobs
effectively,
logistical
support
to
make
sure
they
have
their
keys
and
radios
and
id
badges
and
those
sorts
of
things.
But
we
also
want
them
to
have
the
knowledge
and
understanding
of
our
protocols
and
our
practices
to
make
them
even
more
effective.
E
But
also
how
we
train
our
staff
to
understand
what
are
adverse
childhood
experiences
and
how
do
aces
play
into
a
child's
behaviors
and
decisions.
They
might
make
awareness
around
the
progress,
district's
progressive
discipline
plan,
so
they
understand
how
that
works,
and
then
we
also
talk
a
lot
about
each
other's
lanes.
So
the
school
district
has
its
lane
and
sros
have
their
lane
and
we
like
to
say
we're
driving
down
the
road
together,
but
we're
staying
in
our
lanes
as
we
do
it.
E
Because
discipline,
for
example,
is
a
school
district's
responsibility
and
the
school
administrators
should
be
handling
that
solely
whereas
sros
have
have
their
own
responsibilities,
which
don't
include
student
discipline.
Sros
typically
tie
their
jobs
back
to
three
different
things
that
we
find
in
what's
called
the
sro
triad,
which
is
number
one
they're
there
as
they
provide
a
safety
presence
on
the
campus
they're,
a
law
enforcement
officer
and
safety
presence.
First
they're
there
to
provide
informal,
counseling
or
mediation
to
students.
E
If
they're
having
a
conflict
with
somebody,
it's
how
we
work
through
this
conflict
before
it
escalates
to
the
point
where
law
enforcement
have
to
formally
intervene
and
then
finally,
to
provide
law
related
education
so
to
go
into
classrooms
or
talk
to
students
about
the
law
enforcement
profession.
I've
seen
sros
go
in
to
talk
about
report,
writing
and
english
classes
or
accident
reconstruction
and
math
classes.
E
Looking
at
the
formulas
and
measuring
skid
marks
on
roadways,
doing
those
sorts
of
cool
things
which
which
ultimately
help
build
trust,
build
positive
relationships
and
make
students
feel
more
comfortable
in
approaching
an
sro
to
talk
about
problems
to
help
resolve
issues
before
they
come
before.
They
rise
to
level
of
requiring
a
formal
intervention.
E
Our
office
looks
at
emergency
planning
to
make
sure
our
district
has
all
the
plans
in
place
that
we
need
to
properly
respond
to
a
variety
of
situations.
Again
I
mentioned
the
multi-hazard
planning
approach.
We
take
to
look
at
everything,
natural
human-made,
any
types
of
threats
that
could
impact
us.
E
E
We
had
called
safe
mail
that
electronically
monitors
student
communications,
looking
for
keywords,
so
nobody's
sitting
there
reading
communications,
but
it's
looking
for
keywords
and
provides
a
flag
for
those
if
any
of
those
are
met,
and
what
that
allows
us
to
do
is
on
the
front
end,
identify
students
who
may
pose
a
threat
to
themselves
who
may
pose
a
threat
to
others
or
in
the
case
of
of
the
types
of
things
our
office
gets
involved
with
uploads
an
image.
It
could
be
a
pornographic
image
that
looks
like
it
contains
an
image
of
a
minor.
E
So
there
are
different
levels
of
alerts
that
come
across
through
the
system.
Some
go
straight
to
an
administrator,
but
those
highest
tier
threats
or
levels
come
to
our
office
and
that's
24
hours
a
day.
Seven
days
a
week,
we
have
an
on-call
administrator
who
takes
those
calls
24
7,
and
if
there
is
a
situation
that
comes
across
where
it
looks
like
a
student
is
in
some
sort
of
trouble
that
needs
immediate,
immediate
help.
We'll
work
will
contact
their
parents
so
work
with
law
enforcement
to
go
conduct
welfare
checks
to
try
to
get
that
student.
E
The
intervention
they
need
before
it
becomes
becomes
unmanageable
again.
That
program
has
been
in
place
for
several
months
and
we
we
have
gotten
some
we've
gotten
really
lucky.
We've
had
the
system
to
be
able
to
intervene
in
some
of
the
cases
that
we've
been
able
to
intervene
with,
which
has
been,
which
has
been
great
from
a
physical
security
perspective,
our
facility
security.
E
We
have
a
lot
of
buildings,
we
have
a
lot
of
stuff
right,
and
so
we
have
to
make
sure
that
all
of
all
of
that
property
is
protected
24
hours
a
day.
So
we
have
a
24
7
facility
security,
responder
program
who
monitors,
alarms,
responds
to
burglar
and
fire
alarms,
identifies
emergency
maintenance
issues
that
may
come
up
in
the
middle
of
the
night
or
on
holidays.
E
We
can
deploy
resources
to
try
to
get
it
fixed
before
the
next
school
day,
so
some
current
issues
and
future
actions
that
we're
working
on
a
brief
update
on
sros
there's
been
a
lot
of
public
discussion
about
school
resource
officers
over
the
last
several
years
and
and
oftentimes.
Those
discussions
are
are
sparked
by
major
incidents
that
have
happened
across
the
country,
namely
shootings
and,
while
active
shooters
drive
a
lot
of
the
sro
discussion.
E
It's
really
important
to
remember
that
the
sros
are
there
to
address
a
variety
of
situations
and
they're,
really
the
one
security
measure
we
can
have
in
place
that
helps
us
with
the
most
things
right.
It's
not
only
they're
there
for
that
unthinkable,
active
shooter,
but
they're
also
there
to
help
secure
the
campus
on
a
daily
basis
to
identify
trespassers
that
we've
had
folks
who've,
been
intoxicated
on
the
influence
of
drugs.
Come
onto
the
campus,
the
sro
has
been
able
to
address.
E
We've
dealt
with
domestic
violence
situations
in
our
car
rider
lines,
child
custody,
disputes
that
happen
in
the
front
offices,
but
also
to
be
there
to
provide
immediate
response
for
students
who
disclose,
if
they've
been
the
victim
of
child
abuse
or
another
type
of
crime,
and
to
have
that
resource
there
to
help.
Not
only
the
school
administrators
navigate
that
process,
but
also
to
get
the
students
the
immediate
help
help
school
get
the
students
immediate
help
they
need.
E
Our
goal
has
always
been
to
have
an
sro
on
every
campus
across
the
district,
and
we
we've
gotten
really
close
to
meeting
that
goal.
We
currently
have
billets
assigned
to
every
campus
and
we're
almost
there.
Covid
has
caused
a
little
bit
of
a
a
hiccup
in
that
and
that
some
sros
who
are
on
some
campuses
that
don't
have
a
whole
lot
of
students,
have
been
temporarily
reassigned.
E
We
are
going
to
move
those
district
employees
into
our
security
operations,
center
24
hours
a
day
and
start
contracting
out
the
field
response
work
to
contractors.
So
what
that
allows
us
to
do
is
have
the
security
contractors
be
the
ones
who
respond
as
a
key
holder
or
to
help
unlock
doors
for
us
if
a
contractor
needs
to
get
in
and
it
keeps
the
district
staff
in
our
dispatch
center
and
essentially
monitoring
our
cameras.
E
Our
access
control
doors,
all
those
security
systems-
I
mentioned
to
be
able
to
provide
real-time
intelligence
without
having
somebody
there
monitoring
those
systems
in
real
time
oftentimes.
They
only
provide
us
good
information
after
something
has
happened
right
because
we're
just
going
back
looking
for
evidence
or
for
evidentiary
value,
but
having
somebody
there
real
time,
monitoring
those
systems.
They
can
put
out
that
intelligence
in
real
time
to
help
us
better
respond
to
situations,
and
that
also
sets
us
up
to
be
able
to
monitor
our
alarms
internally,
which
we're
currently
contracting
out
a
company.
F
E
Do
I
talked
about
our
emergency
plan?
This
is
our
draft
of
our
new
emergency
operations
plan.
It's
a
document
that
hasn't
been
completely
revised
in
many
many
years,
but
we
basically
completely
rewrote
it.
We
use
the
model
guidelines
from
the
u.s
department
of
education.
This
plan
is
currently
out
for
internal
external
review.
E
So
we'll
start
with
the
security
and
emergency
management
team.
We'll
then,
move
on
in
the
february
march
time
frame
to
the
operations
department
heads
that
all
the
operations
divisions
know
their
roles
and
then
later
this
semester
to
the
superintendent's
cabinet,
so
that
all
the
division
heads
understand
their
roles
and
responsibilities
in
the
incident
command
system
ics
and
as
well
as
the
other
specifics
in
the
plan.
A
Thanks,
michael
a
couple
of
things
to
point
out
for
the
boards
for
the
for
the
board's
sake,
the
security
program
that
michael
mentioned,
where
we
have,
we
will
have
a
we'll,
have
we'll
be
monitoring
schools
from
our
dispatch
center
and
have
rovers
out
in
the
field
that
are
contracted.
That
plan
was
board
approved
last
year.
We're
we're
just
now
got
it
to
the
point
we're
ready
to
implement
it.
Second
point
I
want
to
make
is
related
to
sros.
A
A
Have
somebody
with
the
wand
have
somebody
doing
the
bag
check
after
it
goes
off
and
to
run
a
1500
student
stall,
a
3
000
student
wando
pick
a
number
try
to
run
them
through
metal
detectors
before
school
starts
at
multiple
entrances
is
a
pretty
daunting
task.
That
would
require
significant
amount
of
resources,
so
we've
gone
down
that
before
studied
it
and
and
certainly
would
be
able
to
make
available
any
information
that
we
have,
that
we've
developed
over
the
years
on
metal
detectors
all
right.
A
Our
last
one
before
open
opening
up
the
questions
is
bj
sturman
bj
sturman
is
the
interim
director
for
capital.
Those
of
you
may
may
have
remembered
reggie
mcneil.
Last
fall,
reggie
went
and
got
himself
promoted
as
the
chief
operating
officer
for
the
school
district
of
philadelphia,
so
a
significant
role
increase
for
reggie.
We
wished
him
all
well
and
right
now,
bj's
holding
the
mantle
for
the
time
being
so
yeah
yep.
G
Thank
you
for
having
me
I
do
want
to
talk
about.
I
have
been
interim
for
about
five
months,
but
I
have
been
with
the
department
working
with
capital
programs
for
six
and
a
half
years.
So,
even
though
I'm
interim,
I
have
a
very
vast
knowledge
of
how
everything
is
going.
Our
department
is
ultimately
responsible
for
the
capital
programs,
every
capital
projects,
whether
it's
construction,
remodeling
or
renovation,
not
only
to
our
schools,
but
our
support,
support
facilities
as
well.
G
I
do
want
to
give
you
a
brief
history
of
our
capital
programs
within
the
district.
It
really
started
being
robust
from
the
2005
to
2009
building
program.
During
that
time
frame
we
utilized
our.
We
went
and
tried
to
correct
a
lot
of
our
seismic
issues,
a
lot
of
our
downtown
schools
and
our
older
facilities.
It
was
a
real
life
safety
push,
though
all
those
projects
were
funded
with
with
bonds,
an
effort
to
reduce
the
debt
that
the
district
was
accruing.
G
that
allowed
us
a
six-year
program
to
kind
of
address.
A
lot
of
these
needs
phase
four
was
then
approved
with
a
yes
vote
from
the
voters
in
2016
and
that's
standing
until
it's
currently
ongoing,
and
it
will
last
until
2022.,
thankfully,
that
support
from
the
from
the
voters
and
and
from
the
board,
with
their
with
your
guidance,
has
allowed
us
to
get
a
yes
vote
for
the
phase
five.
G
One
thing
I
do
want
to
point
out
when
we
prioritize
and
select
what
schools
get
chosen.
We
have
three
basic
basic
conditions:
first,
being
life
safety,
we
take
the
report
from
fm
our
maintenance
team
to
utilize
and
see
what
you
know
is
reoccurring,
and
what
can
we
jump
ahead
of
any
older
facilities
always
have
issues
and
any
other
life
safety
issues?
We
try
to
prioritize.
First,
you
know,
keep
our
students
safe.
G
Next
is
capacity,
there's
growth
in
the
area
in
charleston,
and
sometimes
it's
more
than
we
we
would
like,
and
we
have
to
place
mobiles
out
of
sights
and
we
want
to
try
to
through
our
program,
try
to
reduce
that
amount
and
try
to
get
all
the
kids
inside.
That's
probably
a
better
safety
and
security
for
the
students
and
just
a
better
operations
for
for
each
site.
G
G
A
lot
of
our
mission,
critical
items
are,
are
rolled
into
that
category
as
well.
So
I
do
want
to
talk
about
the
phase
four
program
that
we're
in
now.
We
are
towards
the
back
end
of
this
building
program
and
we
did
have
our
most
ambitious
year
to
date
last
year
that
we
successfully
opened
many
buildings
to
include
a
new
brand
new
high
school
we
renovated
or
replaced.
Excuse
me
two
middle
schools.
We
were
able
to
provide
a
center
for
advanced
study
in
north
charleston.
G
Today
we
have
spent
more
than
89
percent
of
of
the
program
and
we're
on
target
to
meet
all
of
our
goals
and
on
budget
and
on
time
is
one
of
our
key
things.
We
always
strive
to
do,
and
we've
been
very
successful
at
that.
Looking
at
phase
five,
you
know
thanks
to
the
leadership
and
support
of
the
board,
we're
able
to
continue
providing
these
facilities
in
the
fut
in
the
future.
On
july
27th,
the
board
had
passed
a
list
of
funded
16
projects.
G
We
do
hope
to
fund
as
much
as
we
can,
but
we
have
to
work
with
within
our
budgetary
constraints
and
we,
the
board,
set
a
16
project
that
we
will
go
after
for
the
next
building
program
and
we
do
our.
We
do
look
forward
to
working
with
our
procurement
department
to
developing
a
new
project
management
plan
for
this
phase
five
program.
G
Vestibule
security
entering
that
site
has
been
a
area
concern
that
and
we're
able
to
address
and
upgrade
that
facility.
The
new
west
ashley
center
about
advanced
studies
will
open
before
next
year.
What
this
does
I
mean
just
like
our
other
cte,
you
know
offerings.
We
were
able
to
enhance
it.
We're
able
to
provide
some
very
unique,
very
special
areas
where
we
can
deliver
some
some
robust
cte
offerings.
G
This
is
going
to
be
held
in
at
west
ashley
high
school,
but
it
is
not
only
just
for
d10
students,
d9
and
d23
students
will
be
able
to
utilize
this
center
for
advanced
studies
as
well.
We
will
be
opening
a
new
district
2
bus
lot
this
year.
What
that
will
allow
us
to
do
is
to
free
up
some
spaces
at
some
of
our
wando
high
school
and
charles
pickney.
G
We
currently
have
temporary
bus
slots
there
and
what
this
does
it
helps
our
transportation
department
consolidate
all
of
our
or
their
operations
to
one
site.
Stony
field
renovations
is,
is
gonna,
be
completed.
What
what
we've
done
with
stoning
stony
field
is
we're
going
to
provide
a
new
turf
surface
and
we're
upgrading
the
track
around
around
the
field.
This
has
been
a
big
partnership
with
ccsd
and
the
city
of
charleston,
and
so
they
they
put
in
a
lot
of
innovation.
G
This
is
one
of
the
shared
facilities
that
we
utilize,
so
both
our
students
will
be
able
to
take
advantage
of
this
new
new
field,
and
so
the
city
itself
baptist
hill
high
school
cte
program's
got
a
renovation.
We
have
we're
replacing
the
old
cte
wing
we've.
This
has
been
a
phase
project.
We've
moved
some
of
the
those
programs
inside
the
main
campus
and
the
second
phase
is
ongoing
right
now.
This
will
help
house
project
lead
the
way
jro
jroc
and
construction
technology.
G
We
are
also
looking
forward
to
opening
up
a
new
tennis
courts
for
lucy
beckham
high
school
and
that
will
directly
support
the
girls
state
champions
intense.
They
won
last
season
a
couple
of
program
projects
we
have
looking
in
the
future.
We
have
james
in
charter,
high
school,
cte
and
gym.
The
gym
was
one
of
those
portions
that
we
kind
of
had
to
re-evaluate
when
coveted
hit.
G
Luckily,
we've
been,
we,
our
budgets
have
not
hurt
been
as
bad
as
we
first
anticipated
we're
able
to
thanks
to
the
board's
guidance
and
decision
to
put
that
back
on
so
we'll
be
able
to
continue
the
original
scope
of
the
cte
and
gym
competition
gym
at
jameson
charter
high
school.
We
do
look
forward
to
putting
a
new
baseball
field
providing
for
lucy
becca
high
school,
that's
in
the
future
and
the
expansion
of
hot
gap
middle
school.
I
would
like
to
brag
about
hot
cat
middle
school.
G
This
project
here
is
from
the
design
from
the
crutch,
construction
and
the
construction
management
is
a
hundred
percent
sw
and
mbe
our
red
iron
red
iron.
Architects
is
our
design
firm.
It
is
a
woman
owned
business
that
they
won
the
bid
for
the
design
of
this
project,
we're
able
to
directly
negotiate
with
construction
dynamics,
which
is
an
african-owned
african-american
owned
firm
and
our
construction
management
team
that
is
overseeing
this
brownstone
is
an
african-american
owned
firm.
G
So
we're
really
happy
that
project
does
total
out
to
9.3
million
dollars
and
they're
doing
an
awesome
job
and
I'm
I'm
rooting
them
on
looking
forward.
We
also
look
forward
to
working
with
you
to
develop
these
the
phase
five
waves,
we'll
we'll
work
with
you,
know,
prioritize
these
16
projects
how
soon
we
can
get
them
out
and
throughout
the
duration
of
the
building
program.
A
Thank
you
thanks
bj.
Let
me
pick
up
from
where,
where
pg
just
left
off
with
the
project
waves,
the
board
not
only
approved
the
initial
projects
list
back
in
july,
but
they
also
approved
the
allocation
for
the
shared
resources
with
capital
maintenance
in
capital
it.
What
we'll
provide
to
you
in
march
is
an
updated
financial
picture
working
with
don
kennedy
staff
to
see
if
that
overall
dollar
amount
changes
to
see.
A
If
we
want
to
see
if
any
more
projects
can
be
added
to
the
list,
but,
more
importantly,
those
16
projects
that
were
on
the
list
putting
those
in
groupings
of
two
to
three
years,
two
to
three
year
increments,
to
bring
those
forward
to
the
board
and
and
how
fast
those
projects
will
will
get
done
so
that
will
be
presented
to
you
all
this
spring
for
approval,
so
that
closes
the
four
briefs
that
we
had
prepared
for.
You.
We've
actually
got
plenty
of
time
for
questions
before
you
all
go
off
on
break.
A
H
Yes,
well,
thank
you
so
much.
I
just
want
to
thank
your
team
for
all
the
hard
work
that
you've
provided
to
the
district
and
students
and
I'm
especially
interested
in
the
capital
programs,
and
I've
done
some
homework
talked
to
some
constituents
now
in
your
phase
4
program,
if
you
mentioned
that
91
of
those
programs
have
been
completed,
that
means
that
we
have
spent
473
000,
that
473
million
of
that
money
and
I'm
basically
interested
in
how
much
of
that
money
was
actually
spent
with
black
firms.
A
H
A
So,
on
on
the
capital
programs
website,
so
under
under
the
district
website,
there's
divisions,
okay
under
divisions,
there's
operations,
all
right
under
operations
is
capital,
and
if
you
go
to
that
capital
website,
there's
phase
three
phase:
four
and
phase
five
phase.
Four,
if
you
click
on
that,
it'll
show
you
the
master
plan
from
phase
four
and
it'll.
Show
you
the
building
list
from
phase
four.
If
you
click
on
phase
five
it'll
show
you
the
master
plan
for
phase
five
and
it'll.
Show
you
the
current
building
list
for
phase
five
as
well.
A
So
I
could
only
go
back
to
2014
when
I
arrived,
so
in
2014,
the
the
bond
referendum
was
passed
for
phase
four
soon.
After
that
we
entered
into
a
request
for
proposal
for
construction
management
and
don
kennedy's
procurement
team
put
together
the
contract,
and
we
solicited
a
request
for
for
interest,
essentially
contractors
bid
on
on
that
project,
and
there
was
a
grading
criteria
for
who
was
selected.
A
That's
how
it
happened
back
to
select
coming
this
current
time.
I
can't
account
for
what
happened
before
that,
because
I
wasn't
here.
I
expect
procurement
will
come
up
with
their
plan
for
the
upcoming
building
program
and
that's
something
that
can
be
shared
with
the
board
once
it's
decided
upon.
So
as
as
bj
mentioned,
we
are
in
the
process
of
developing
the
plan
for
pro
for
program
management
for
the
next
building
phase.
H
A
So
the
goal
I've
been
given
by
the
board
is
20,
sw
mbe.
So
that's
the
goal
established
by
the
board.
At
this
point,
I'm
pretty
sure
that
mr
kennedy
is
has
got
a
plan
to
move
forward
and
it
starts
with
a
disparity
study
so
that
we
can
establish
what
the
capability
is
of
this
area
for
the
different
types
of
vendors.
So
it's
it's
the
old
ad.
I
remember
a
contractor.
A
Tell
me
a
story
about
how
a
community
wanted
15
astronauts
from
apollo
13
to
march
in
the
parade,
but
there
were
only
three
three
apollo
13
three
apollo
13
astronauts
in
space
when
it
happened.
So
we
want
to
make
sure
that
the
capability
exists
in
each
of
the
programs
and
establish
the
goals
based
on
the
capability
of
the
community
to
meet
those
goals
or
to
come
close
to
those
goals.
So
don's
got
the
disparity
study
on
t4.
A
A
I
I
was
not
here
in
2014
when
commons
was
selected.
However,
I
was
here
prior
to
2014
about
10
years
before
then,
and
we
actually
had
two
construction
management
firms,
cummins
and
hiri,
and
also
as
miss
rory
indicated.
We
are
going
to
pursue
a
disparity
study
and
I
thank
dr
fraser
you're
aware
that,
probably
two
weeks
ago
there
was
an
event
that
was
sponsored
by
representative
gilliard
and
cuadro
campbell
that
I
attended.
Virtually.
We
talked
about
the
school
district's
construction
program.
I
The
starting
point
on
that
and
that
meeting
about
the
first
meeting
on
that
is
coming
up
in
a
few
days,
but
the
the
starting
point
in
trying
to
make
changes
is
understanding.
The
the
as
mr
brewer
talked
about
through
the
disparity
study,
what
what's
available
and
where,
where
we
might
be
having
shortcomings
in
in
terms
of
the
available
companies
that
can
participate
so
that
disparate
the
state
of
the
rfp
has
been
put
together.
H
But
I
just
like
to
make
one
comment:
if
you
don't
mind
sure
I
just
like
to
thank
the
superintendent
for
her
leadership
in
bringing
about
diversity
and
every
of
the
district's
operation
and-
and
we
had
talked
previously
about
your
department,
big
in
line
with
including
more
minorities
and
top
level
positions,
and
I'm
just
hoping
that
we
will
continue
to
look
in
that
vein,
and
just
thank
all
of
you
for
sharing
that
information
with
me
today.
Yes,.
J
J
Was
money
left
over
from
some
projects
and
they
were
reallocated?
How
is
it
determined?
You
know
how
those
funds
get
reallocated,
for
instance,
if
a
school,
if
work
is
being
done
at
north
charleston,
high
school
and
there's
money
left
over,
you
know,
is
there
some
sort
of
precedent
that
it
stay
within
the
north
child
center?
The
district
for
you
know
community
to
approve
something
else
there,
or
does
it
go
anywhere
else
in
the
district.
A
We
we
look
at
the
highest
priority
for
that
for
the
district,
I
would
say
that
we
also
keep
a
close
eye
on
allocations
across
the
entire
district,
as
bj
mentioned
life's
sake,
life
cycle,
I
mean
life,
safety
issues,
programmatic
issues
for
schools,
as
well
as
capacity
kind
of
take
the
take
to
priority.
But
we
look
to
see
that
the
big
pots
of
money,
capital
programs
and
capital
maintenance
are
fairly
distributed
across
the
district,
and
we
have.
A
We
have
been
able
to
show
in
the
past
that
the
capital
program
since
2000
has
been
essentially
equally
allocated
per
pupil
across
the
entire
district
district
20
received
more
resources
because
of
the
age
of
schools.
As
bj
mentioned,
we
had
to
basically
start
from
scratch,
downtown
back
in
the
early
2000s
and
and
build
from
the
bottom
up.
A
So
district
20
has
a
higher
percentage
per
pupil,
but
but
mr
kromps
also
looks
at
it
from
a
capital
maintenance
perspective
to
see
that
those
resources
are,
are
we're
not
we're,
not
shortchanging
any
of
the
districts
or
schools
across
the
district
with
that,
so
it's
based
on
the
highest
priority
need
when
there's
extra
thank
resources.
Thank
you.
J
Okay,
I
had
a
question
because
I
think
you
mentioned
that
when
you-
and
this
is
pertaining
to
sros-
which
I
think
everybody
knows-
I'm
not
a
fan
of-
but
you
mentioned
that
parents
sort
of
overwhelmingly
stated
that
they
would
like
to
have
sros
in
their
school
in
their
schools.
And
I
understand
why-
and
I
know
a
lot
of
people
feel
that
way.
But
do
you
know
whether
the
parents
or
whenever
you
collected
that
information,
were
they
made
aware
of
other
options
or
other
ways
of
managing
conflicts
in
schools?
E
Sure
so
that
conversation
was
specifically
on
the
heels
of
the
shooting
in
parkland,
so
we're
looking
at
on-campus
security
and
so
the
two
options
that
were
evaluated
at
that
time
were
school
resource
officers
or
private
security.
And
there
was
an
overwhelming
desire
to
go
with
school
resource
officers
because
of
the
level
of
training
that
sros
receive
the
community
overlap.
We
have
schools
where
the
sros
have
worked
in
the
neighborhoods
and
know
the
families
already
and
bring
in
some
relationships
and
can
carry
those
back
with
them
to
the
neighborhoods.
E
If
they
go
back
to
patrol
and
just
on
the
sros.
The
the
municipalities
have
been
incredibly
supportive
of
the
program
as
well,
and
I
would
be
I've
got
to
thank
them
and
the
agencies
for
bringing
forward
the
resources
to
community
support
the
program,
the
city
councils,
town,
council
and
county
council
as
well,
because
they
they
put
a
significant
investment
in
the
program
as
well,
because
I
think
they
see
the
the
overall
impact
it
can
have
on
the
community
as
a
whole
and
not
just
just
for
the
school.
J
And
then
is
there
any
with
with
regard
to
how
sros
are
hired?
Is
there
any
sort
of
preferencing
or
attempt
to
place
sros,
maybe
from
communities
in
schools
in
their
communities?
I'm
thinking
like,
rather
than
having
you
know
some,
an
sro
from
a
pre-thinking
mount
pleasant
in
a
west
ashley,
you
know,
is
there
an
opportunity
to
make
sure
folks,
you
know,
can
identify.
E
Oh
absolutely
so,
the
the
school
resource
officers
are
not
our
employees
they're
employed
by
their
law
enforcement
agency.
So
if
they're
a
mount
pleasant
police
officer,
they
only
work
in
their
jurisdiction
and
not
pleasant.
Likewise,
with
the
other
cities
and
the
sheriff's
office,
the
sheriff's
office
obviously
covers
the
whole
county,
and
so
they
are,
they
do
have
some
deputies
that
are
in
schools,
they're
in
a
municipality,
but
otherwise
all
of
them
work
within
their
jurisdictions.
J
And
then-
and
of
course
I
mean
I'm
never
gonna
be
fully
like
you
know,
satisfied
there,
but
I
won't.
I
won't
be
the
dead
horse,
but
I
will
also
say
I'm
so
happy
about
hearing
from
the
nutrition
services
program
that
you're
getting
to
a
point
where
you
have
fewer
ingredients
in
foods.
I'm
a
big
proponent
of
healthy
foods,
fueling
healthy
brains.
So
I
was
really
really
happy
to
hear
about
the
great
things
you're
doing
in
the
program.
A
A
little
over
a
year
ago,
walter
hired
a
school
nutritionist
a
little
over
a
year
ago,
now
right
or
a
nutritionist.
What's
that
just
might
be
called
electricity
registered
dietitian,
not
a
nutritionist
she's
done
some
incredible
things
with
leading
that
effort
to
reduce
ingredients
and
in
our
products
and
making
things
more
healthy
for
our
students.
But
in
addition
that
I'll
also
say
I
get
a
chance
to
go
out
and
sample
the
foods
every
now
and
then
it's
it's
the
t.
You
want
the
kids
to
be
able
to
want
to
eat
it
as
well.
A
C
Oh
well,
courtney
must
be
kind
of
sitting
in
my
brain
today.
I
guess
I'm
going
with
the
you
know
my
sros,
I'm
not
a
really
big
fan
of
sros
either.
I
have
a
son
that
has
autism,
so
I
guess
my
thing
would
be
and
I'm
listening
to
the
what's
happening.
I
you
know
the
training.
What
type
of
training
are
we
giving
them?
As
far
as
you
know,
being
able
to
recognize-
and
I
heard
some
of
that-
but
how
often
are
they
being
trained?
C
E
When
you
have
somebody
who's
in
distress
or
causing
a
disturbance,
if
you
will
that
they're
fully
aware
of
that
on
the
front
end,
so
that
they
know
that
the
response
may
need
to
be
tailored
differently,
or
it
could
be
a
situation
that
this
isn't
something
I
respond
to.
This
is
a
school
staff
situation.
Unless
somebody's
in
immediate
danger,
then
it's
something
I
need
to
sit
back
on.
E
C
Thank
you,
india
and
I
say
parents
I
feel
like.
Sometimes
parents
can
be
the
biggest
advocate.
You
can
get
all
the
special
education
people
to
come
in
and
give
information
also,
but
did
y'all
ever
take
any
account.
You
know
comments
or
any
information
from
parents.
I
guess
to
portray
to
those
resource
officers.
E
We
have
not,
but
I
think
that's
an
excellent
idea.
So
I'll
look
forward
to
talking
to
you
to
see
who
we
can
tap
into
for
that,
the
more
we
can
do,
there's
nobody
who
wants
the
program
to
be
more
successful
than
the
sros
themselves
right.
They
want.
They
want
the
knowledge
they
want
the
understanding,
and
so
they
have
embraced
as
many
different
perspectives
that
we
can
bring
to
the
table
because
we
all
want
it
to
be
as
successful
as
possible,
and
so
I
think,
it'll
be
great
conversations
to
have.
L
M
B
Right
so
so,
we've
got
about
18
sites
where
they
can
pick
up
on
a
daily
basis
and
that'll
be
the
same
meal
that
we're
serving
inside
the
school.
But
some
parents
can't
get
there
every
day,
so
we
almost
have
to
like
go
to
a
set,
a
backup
plan.
They
can
pick
up
once
a
week
and
those
meals.
Are
they
more
prepared?
Yes,
but
in
being
in
them
being
more
prepared?
B
If
we
have
a
already
made
pizza
in
a
box
type
thing
that
they
can
put
in
the
oven,
we're
not
going
to
get
one
with
30
different
ingredients
and
we're
not
going
to
get
one
with
soying
it.
So
it's
not
the
best
way
we
want
to
go,
but
it's
it's.
We
are
still
trying
to
serve
them.
So,
yes,
we
are
looking
at
that,
but
the
the
meals
that
did
go
home
once
a
week.
The
five-day
bundles,
are
not
they're
nutritional
and
they
meet
all
everything
that
we
need
to
meet.
But
they're
not
the
same.
M
So
for
based
on
what
you
said
that
doesn't
seem
like
that's
the
way
it
should
work,
and
I've
often
wondered
if
we
couldn't
have
look
at
alternatives
like
community
resource
officers
that
are
patrolling
the
schools
regularly,
that
that's
part
of
their
beat
and
then
they
may
even
stop
in
and
make
sure
everything's.
Okay,
I
think
the
city
of
charleston
had
something
similar
in
the
past.
That
made
a
lot
of
sense,
and
I
I
think
that
surveying
parents
about
you
know
whether
they
want
sros
or
private
security
is
a
pre-limited
survey
in
terms
of
options.
E
Then
a
a
roving
team
has
some
has
some
appeal,
but
even
with
a
roving
team,
if
you
have
a
threat
that
happens
on
the
campus
or
something
immediate
is
happening,
you
still
have
a
significant
delay
from
calling
9-1-1
to
the
call
being
dispatched
to
somebody
responding
and
when
you're
the
one
encountering
that
situation
and
waiting
even
several
minutes.
That
can
feel
like
a
long
time,
and
so
that
was
a
large
part.
A
lot
of
the
discussion
around
the
desire
to
have
somebody
on
campus
who's
there
to
respond
immediately.
E
If
something
happens,
and
then
during
the
day,
they
can
focus
on
other
things
like
keeping
the
campus
secure,
patrolling
it,
making
sure
that
the
perimeter's,
safe
working
and
developing
relationships,
and-
and
so,
if
you
had
any
examples
of
of
where
that
type
of
things
happened,
that
you
mentioned
with
the
students
sitting
with
them.
I'd
love
to
know
where
that's
happening.
So
we
can
follow
up.
M
The
the
other
thing
I
wanted
to
ask
about
security.
Is
this.
The
information
you
mentioned
about
contractors
being
utilized
in
our
24
7
response
would
I'm.
I
was
a
little
unclear
all
this
responding.
Is
that
also
for
parents
to
call
and
and
bring
security
issues
to
you,
and
would
they
end
up
talking
to
a
contractor
or
to
some
district
staff
personnel.
E
So
the
the
person
who
would
be
answering
our
24-hour
dispatch
number
is
a
district
employee,
and
so
if
they
did
call
that
24-hour
number,
it
would
be
a
district
employee.
We
have
an
on-call
administrator,
so
myself,
or
one
of
the
deputy
directors
in
our
office
is
always
on
call
24
hours
a
day.
So
if
there's
a
circumstance
comes
forward,
where
one
of
us
needs
to
be
engaged
at
any
hour,
they
can
reach
out
to
us
and
get
get
us
so
a
parent
could
could
call
if
a
parent
calls
our
anonymous
tip
line.
E
We
have
an
800
number.
That's
if
you
call
it
you'll
get
a
live
agent
through
a
company
called
stop
it
or
if
you
submit
a
there's,
a
stop
it
app
that
you
can
submit
the
text
through.
All
of
that
is
also
monitored,
24
hours
a
day,
and
so
all
that's
ultimately
routed
to
the
dispatch
center
as
well
to
determine
what
we
need
to
do
immediately
to
address
it.
M
J
I
hate
to
meet
the
person
between
breaks,
but
I
do
have
one
more
question.
Yes,
ma'am
about
the
supper
program
actually
is
there?
Is
there
any
thought
around
the
discretion
of
the
program?
Like
do
other
kids
see
the
you
know,
students
taking
the
suffer
away
or
is
there
like
the
parents
go
pick
it
up,
I'm
just
wondering
how
it
works
and
how
discreet
it
is.
Just
thinking
about
children
being
embarrassed
too.
B
B
So
now,
we've
pivoted
to
where
we've
only
got
fewer
students
in
school
for
after
school
program,
I'm
trying
to
work
with
the
dss
to
say
how
can
we
serve
those
kids,
so
it
may
be-
and
this
is
what
we're
trying
to
tell
dss
is.
If
we
have
200
students
at
a
school
they're
going
home
after
school,
if
they
all
want
supper
to
take
home
with
them,
we
can
make
it
work
and
send
some
kind
of
instructional
material
home
from
the
work
on.
B
L
M
I
just
do
one
follow-up,
I
don't
know
if
this
has
ever
been
asked
and
I
don't
know
the
proper
procedure
for
it,
but
I'm
curious
I've
thought
about
this
before
that
some
of
our
title,
one
schools
do
have
a
free
lunch
for
everyone,
and
I
don't
know
what
the
feasibility
is
of
making
that
district
wide.
But
that's,
I
sure,
want
to
open
the
question
to
how
we
might
look
at
that
sometime.
I
So
good
afternoon
board
members.
If
you
recall
last
month
I
gave
a
first
of
two
presentations.
The
presentation
I
gave
last
month
was
more
of
an
overview
historical
overview
of
some
of
the
activities
in
the
district
going
back
the
last
quarter
of
a
century,
and
then
we
also
talked
some
about
because
of
competency
work.
I
Today,
we're
going
to
talk
about
the
work
in
the
finance
and
the
finance
division,
I
will
give
a
an
overview,
a
high
level
overview,
and
then
I
have
my
the
divisions
directors
for
each
of
each
respective
department
they're
on
zoom,
and
they
will
talk
about
their
department
and
then
we'll
take
questions
next
slide.
Please.
I
I
I
It's
called
the
consolidated
budget
statement
for
fiscal
year
21
and
what
it
does
in
each
of
the
columns
it
shows
the
table
shows
all
of
the
different
funding
sources
in
in
the
in
the
in
a
summary
format
and
the
total
amount
for
each
of
those
sources.
So
the
first
column
there
is
the
general
operated
fund,
and
so
we
have
541
million
dollars.
I
That's
a
little
over
half
of
the
total
funding
sources
for
the
school
district.
If
you
look
at
the
last
column
there,
the
total
at
the
bottom
right
hand
corner
that's
a
billion
dollars,
so
the
total
of
all
funds
equal
a
little
over
a
billion
dollars
in
in
slightly
more
than
half
of
that
is
comprised
of
the
general
fund.
The
next
column,
right
of
the
general
fund,
are
special
revenues,
and
so
those
are
where
all
the
federal
dollars
as
an
example
come
through
time.
I
One
dollars
the
idea
grant
for
special
education
21st
century
grant.
We
have,
I
think,
in
total.
You
know
we
have
some
large
revenue,
special
revenue
funds
and
we
have
some
small
ones
and
in
total
we
have
over
a
hundred
special
revenue
funds
and
the
total
of
those
funds.
As
of
the
time
that
the
budget
was
adopted
by
the
board
last
june
was
71
point
over
71
million
dollars.
I
Now
since-
and
this
happens
every
year
after
the
budget
is
adopted,
additional
revenue
sources
come
in,
so
the
total
of
the
special
revenue
funds
and
actually,
when
we,
when
we
present
the
financial
statements
next
year,
will
exceed
the
71
million
dollars
because
of
the
fact
that
none
of
those
revenue
sources
come
in.
After
june
30.,
the
next
column,
the
third
column
says
eia.
This
is
the
education
improvement
act.
I
This
is
the
state
of
the
state
of
south
carolina
funding
mechanism,
and
so
we
received
30
something
million
dollars
coming
in
from
the
eia
funding
act.
The
other
major
one
just
for
reference
is
the
era
which
is
the
education
funding
act.
The
faa
is,
is
older
than
the
eia
and
that
the
fa
funds
come
in
through
the
general
operating
fund.
Where
significant
majority
of
the
eight
comes
in
through
the
special
revenue
funds.
Mr
campbell
talked
about
the
food
services.
I
Next
slide,
please
so
just
just
an
overall
big
picture
flow
how
the
financial
transactions
flow
through
the
system
miss
angela
barnett
talked
about
the
enrollment
projections,
so
she's
working
on
finalizing
those
now
for
fiscal
year
22..
So
that's
the
starting
point
for
us
to
develop
our
budget
for
the
upcoming
fiscal
year
and
so
so
she's
doing
that
she
will.
She
will
supply
the
finance
department
with
information
that
she
comes
up
with
enrollment
projections,
and
then
we
go
through
a
series
of
of
our
processes.
I
We've
been
financed
and
the
academic
folks,
as
well
as
the
hr
staff,
to
come
up
with
the
appropriate
dollar
allocation
of
a
budget
for
each
each
school
and
we
go
through
an
iteration
of
bringing
information
to
the
school
board
as
we
develop
the
budget
process.
So,
for
instance,
in
march,
I
would
go
to
the
art
and
finance
committee
and
talk
about
the
fy22
budget.
I
Once
the
budget
is
approved,
we
go
through
all
of
our
transactions,
revenues
coming
in
expenditures
being
being
incurred
and
on
a
monthly
I
go
to
the
art
and
finance
committee
and
talk
about
what
the
what
the
numbers
are
looking
like
for
the
year
for
the
first
six
months.
It's
just
simply
simply
just
reporting
numbers
and
then
beginning
with
the
december
report,
which
I
will
give
to
the
area
finance
committee
this
coming
tuesday
of
next
week.
We
start
projecting
where
we
think
we
will
end
the
year.
I
So
the
first
projections
that
we
will
do
for
fiscal
year.
21
will
be
february
2nd,
which
is
tuesday
of
next
week,
and
then
that's
we'll
do
that
monthly
until
we
get
to
the
end
of
the
fiscal
year
and
then
all
that
culminates
with
the
issues
of
financial
statements
and
this
even
the
we
are
required
to
do.
Issue
finance
financial
statements
required
by
the
state.
It's
even
november
30th
december
1st,
but
of
each
year
and
so
from
the
time
of
the
fiscal
year,
ends
on
june
30.
I
Until
we
issue
financial
statements,
there's
a
lot
that
that
a
lot
a
lot
that
takes
place
in
terms
of
finalizing
transaction
closing
books
going
through
the
external
audit
and
then
looking
at
all
of
the
revenue
sources,
finalizing
closing
those
out
and
then
producing
a
set
of
financial
statements.
And
in
that
process
the
external
auditors
agree
starting
to
finance
the
media
on
the
results
of
audit
and
and
that
that
typically
happens
in
november,
when
the
external
audit
form
tweets
that
are
in
the
finance
committee.
I
I
showed
this
slide
here.
The
status
of
our
fund
balance
slide
to
show
the
the
relatively
relative
fiscal
health
of
the
district
going
back
to
fiscal
year,
17,
where
we
had
used
the
substantial
amount
of
revenue
me
fund
balance
over
the
the
supplement
years
coming
up
until
fiscal
year
20,
we
have
steadily
rebuilt
on
the
fund
balance
of
the
fy
20
amount.
Current
amount
is
125.2
million
dollars.
So
that's
on
the
balance
sheet.
I
We
have.
The
board
has
adopted
a
policy
change
that
doubles
that
to
going
to
committee,
and
so
when
we
close
the
books
for
fiscal
year,
21
you'll
see
in
that
committed
category.
There
are
four
four
different
categories:
you'll
see
in
the
committee
category,
roughly
80
million
dollars
that
have
been
set
aside
for
for
emergency
type
situations.
I
So
we've
had
two
programs:
almost
one
that's
completed,
one
almost
completed
and
the
third
one
about
the
kickoff,
with
the
referendum
referendum
this
past
november
and
prior
to
2010,
as
he
indicated,
and
the
way
we
funded
school
construction
was
through
debt,
and
and
so
I'm
going
to
talk
about
what
those
debt
numbers
are
in
a
minute.
But
we
have
essentially
two
types
of
debt
that
the
district
has.
One
is
one
is
a
short-term
short-term
needs,
and
so
those
are
to
assist
with
cash
flow.
I
So
in
the
fall
we
issue
what's
called
a
tan
tax
tax
anticipation,
note
that
is,
we
need.
If
we
did
did
not
do
that,
we
would
run
out
of
cash.
We
would
not
be
able
to
pay.
Our
vendors
would
not
be
able
to
pay
our
our
employees
and
the
reason
being
is
because,
with
the
county,
the
tax
collections
each
year
start
coming
in
towards
the
end
of
november
and
starts
ramping
up
in
the
december
january
time
frame.
I
So
it's
a
it's
a
time
in
situation
where,
where
we
have
needs
that
we
have
to
meet-
and
we
don't
have
the
cash
to
do
that.
So
we
issue
these.
These
tax
anticipation
notes
and
we
pay
them
off
the
following
spring
when
the
revenues
come
in
so
hence
their
short
term
short
term
notes.
This
year,
this
past
fall.
I
We
issued,
I
think
it's
about
25
million
dollars,
what's
the
amount-
and
that
is
significantly
down
from
roughly
70
million
just
a
couple
of
years
ago,
and
the
reason
why
we
were
able
to
be
over
the
last
two
or
three
years
been
able
to
decrease
that
it's
because
of
the
increase
in
the
fund
balance
and
then
the
other
short
term
is
called
a
ban.
So
that's
a
tan
tax
anticipation,
though
the
other
one
is
a
ban
which
stands
for
bond
anticipation,
note
and
the
concept
is
the
same,
but
we
have
to
build.
I
We
have
to
take
vendors
to
when
we're
building,
building
schools
and
and
whatever
other
expenditures
that
we
have
and
the
taxes
are
not
coming
in
until
later
in
terms
of
cash
flow.
So
in
the
spring
we'll
issue
a
ban
to
pay
down
both
debt
and
to
be
able
to
to
meet
our
obligations
and
then
once
the
tax
collections
come
in.
I
Here,
the
amount
of
money
that
the
district
can
can
incur.
Debt
on
is
limited
by
state
statute,
and
it's
it's
called.
Eight
percent
debt
limit
is
eight
percent
of
the
of
the
assessed
property
values,
and
so
at
the
bottom
there
it
shows
how
much
our
current
debt
limit
is.
378
million
dollars
based
on
that
formula
in
the
state
restriction
and
have
that
378
298,
93
million
dollars,
that's
already
been
issued
and
and
the
the
millage
for
that
is
like
28
meals
and
it
went
it.
I
And
so
that's
that's
my
overview.
Next,
I'm
going
to
have
the
department
heads
and
beginning
with
actually
jackie
carlin
who's,
the
executive
director
of
finance,
the
next
slide,
please,
and
so
so,
each
each
of
each
member,
my
staff,
will
will
in
turn
brief
their
departments
and
starting
with
jackie
cullen
and
executive
director
of
finance.
So
jack,
are
you
on.
N
I
am
yes,
sir
good
afternoon.
My
name
is
jackie
carlin
I
serve
as
the
executive
director
of
finance.
I
also
have
with
me
lisa
sizzler,
who
is
serves
as
our
assistant
executive
director
of
finance
and
together
she
and
I
collectively
do
a
high
level
budget,
development
and
monitoring
of
our
budgets
throughout
the
fiscal
year.
We
also
do
a
multi-year
forecasting
on
the
general
fund,
as
well
as
special
revenue
funds,
and
we
also
do
some
financial
reporting
for
for
our
district
to
the
state
department
and
other
entities
that
need
it.
N
Some
of
the
upcoming
events
that
we
will
be
doing
as
soon
as
the
state
or
the
general
assembly
finalizes
the
fy21
budget.
We
will
be
doing
our
updates
or
all
the
updates
on
our
on
our
end
to
finalize
the
fy
21
budget
and
incorporate
any
teacher
salary
increases
and
whatever
other
things
that
they
recommend
we're,
also
starting
to
work
on
the
fy,
22
budget
development
and
then
we'll
also
in
the
midst
of
all
that
we'll
be
finalizing
the
fiscal
year
and
close,
which
is
on
june
30th.
N
O
I
I
I
We
do
a
significant
amount
of
analysis
so
that
and
present
what
we
think
is
going
to
happen
not
only
in
the
current
year
but
two
or
three
years
out,
so
that
we
can
begin
planning
and
board
can
understand
where,
where
we
think
we
are
going
to
be
headed,
for
instance,
last
march,
when
we
hit
the
covet
19,
we
were
able
to
develop
projections
and
and
present
to
the
audience
financial
meeting.
What
we
thought
was
going
to
be
the
impact
to
the
district.
We
were
able
to
do
that.
I
I
P
And,
as
been
mentioned
before,
we
have
over
100
well
right
around
100
special
revenue
funds
that
we
currently
manage
and
using
using
the
information
provided
by
this
office
for
fiscal
year.
21.
The
board
approved
a
general
fund
budget
of
586
million,
a
special
revenue
budget
of
344.1
million,
and
there
was
a
fund
balance
set
aside
of
31.1
million
and
important
to
note
that
we
don't
work
independently.
P
Some
of
the
upcoming
actions.
We
have
the
fiscal
year,
22
budget
development
and
budget
entry
fiscal
year
21
year
in
closeout
and
then
providing
fiscal
year,
22
budgets
by
location
by
july,
1st
in
our
financial
accounting
system,
meeting
the
fiscal
year,
21
federal
expenditure
claim
deadline
of
august
15th
and
then
ensuring
that
the
annual
financial
audit
is
complete
because
it's
due
to
the
state
on
december
1st.
I
Well,
thank
you
man.
So
anne
talked
about
the
I
like
the
high
level
there
of
developing
the
budget,
but
there's
a
lot
of
details
and
because
the
budget
has
to
be
prepared
for
each
of
our
80-something
schools,
as
well
as
each
of
our
central
office
departments
and
as
as
was
indicated
earlier.
The
starting
point
for
the
school-based
budgeting
is
the
the
enrollment
projection
by
by
school,
and
then
we
have
within
ants
department
a
set
of
formulas
by
classroom
to
determine
class
size,
and
then
that's.
What's
that?
I
Q
Q
We
manage
the
procurement
of
supplies,
services,
equipment,
construction,
information
technology
in
accordance
with
the
district's
procurement
code.
District
procurement
is
centralized.
All
procurements
over
twenty
five
hundred
dollars
are
routed
through
the
procurement
department
in
fy
20,
we
spend
236
million.
In
procurements,
we
managed
the
purchasing
card
program,
the
minority
business
program,
the
printing
and
copier
program,
the
exclusive
beverage
vending
machine
program,
and
I
managed
the
archive
student
records
school
memorabilia
and
documents
upcoming
actions
for
this
year.
We're
we're
right
now
in
the
middle
of
the
fy
20
procurement
audit
report.
Q
The
students
who
graduated
records
that
are
at
the
high
school
and
warehouse
we're
in
the
process
of
scanning
those
in
and
so
we'll
be
able
to
have
all
of
our
records.
Automated.
That
concludes
the
contracts,
procurement
archive
services
department
and
thank
you
for
this
opportunity
to
come
before
you.
I
Thank
you
wayne
and,
as
wayne
indicated,
unless
dr
fraser
had
asked
about
the
minority
participation
and
deduction
program
wayne
is
managing
the
the
disparity
study
that
I
mentioned
earlier.
That
occurred,
not
the
study
itself,
but
rfp
who's,
managing
and
so
coming
up
through
the
art
and
finance
committee
results
of
that
that
work,
and
then
you
know,
through
the
school
board,
to
school
board
here
coming
from
wayne's
department.
Next
up
is
stephanie
lettis
and
stephanie
handles
the
the
accounting
department
stephanie.
R
Hi,
I'm
stephanie
natas,
the
director
of
accounting.
We
have
12
team
members
in
our
department,
four
of
those
team
members
are
with
accounts
payable
and
they
work
with
schools
and
vendors
to
process
all
of
the
accounts
payable
for
the
district
between
them.
They
process
around
1500
invoices.
Each
week
we
also
have
two
team
members
that
are
dedicated
to
student
activity
accounting.
We
monitor
and
reconcile
all
of
the
student
activity
accounts.
This
team
also
provides
training
for
new
bookkeepers
and
ongoing
trainings
throughout
the
year.
R
The
accounting
department
also
handles
monthly
bank
reconciliations,
accounting
for
tax
revenue
and
debt,
cash
flow
cash
flow
projections
and
billing
and
payments
for
charter
schools,
tuition
and
other
receivables
upcoming
actions.
We
are
currently
implementing
a
new
fixed
asset
tracking
system
that
will
be
piloted
in
several
schools,
we're
working
with
other
teams
in
financial
services
to
create
a
new
training
program
for
classified
staff.
I
All
right,
thank
you,
stephanie
again,
a
very
high
level
overview.
I
will
say
that
the
number
of
transactions
financial
transactions
that
flow
through
the
accounting
department,
that
number
is
extremely
high
and
then,
in
addition
to
her
staff
having
to
manage
all
those
transactions
when
she
talks
about
supporting
the
the
bond
programs
or
the
tans
or
the
whatever
debt
we
issue.
When
we
go
to
the
to
the
to
the
bond
market.
I
S
O
S
P
S
S
S
We
process
semi-monthly
payroll
twice
a
month
for
6
000,
plus
employees.
Every
semi-monthly
payroll
is
gross
13
million
dollars.
We
also
process
all
salary
adjustments,
increases
and
retro
pay.
Basically,
any
salary
change,
that's
initiated
by
the
human
resources
department.
We
process
that
in
the
payroll
department
we
also
have
the
payroll
accounting
team.
The
payroll
accounting
team
is
responsible
for
reconciling
our
payroll
benefits
and
retirement
accounts
to
make
sure
that
all
our
expenditures
are
posted
accurately
in
our
financial
software.
S
The
payroll
accounting
team
is
also
responsible
for
both
piva
and
orp
retirement
reporting.
We
also
provide
the
invoices
to
the
accounts
payable
department
to
build
our
charter
schools.
We
also
are
responsible
for
both
payroll
and
benefits.
Encumbering
the
kronos
area
also
falls
under
payroll
and
insurance
services.
S
S
We
are
also
responsible
for
the
monthly
and
quarterly
retirement
reporting.
We
are
responsible
for
the
quarterly
wage
reporting,
the
quarterly
multiple
worksite
reporting
and
the
monthly
labor
statistics
reporting
the
upcoming
actions
in
our
area.
We
are
this
week
finalizing
the
issuance
of
w-2s
to
send
over
to
our
business
intelligence
department
in
may.
We
have
a
lot
of
things
going
on
in
may.
We
have
we're
issuing
1095
c's,
we
have
to
issue
1042
s's
and
what
I
neglected
to
put
on
the
slide.
S
We
also
have
the
chronos
conversion
from
workforce
centro
to
dimensions
in
march,
and
then
we
will
move
right
on
into
our
fiscal
year,
end
close
where
our
payroll
department
processes,
three
accrual
payrolls
and
also
balloon
payments
for
any
employees
that
are
terminating,
and
we
also
work
closely
with
our
compensation
department
to
input
our
fiscal
year,
our
new
fiscal
year,
salary
tables.
So
that's
a
payroll,
a
high
level
overview
of
payroll,
and
thank
you
all
for
allowing
me
to
talk
about
my
department
next
slide.
Please.
I
Hold
on
sir
thanks:
okay!
Well,
thank
you
margaret
and
before
before
we
go
welcome
before
we
go
to
the
next
slide.
Now,
generally
speaking,
I
think
people
think
payroll
gives
cut
checks
every
two
weeks,
but,
as
you
can
see,
there's
a
lot
significant
amount
of
work
that
goes
on
in
this
department,
roughly
70
of
the
district's
expenditures
from
salaries
and
benefits.
I
This
payroll
account
in
here.
If
that
is
not
done
correctly,
the
information
then
that
I
present
to
our
finance
committee.
Financial
information
would
be
inaccurate.
The
chronos
here
at
the
time
keeping
system
and
so
at
what
the
starting
point
we're
getting
accurate
information
into
the
system
in
terms
of
payroll
is
to
make
sure
that
information
coming
through
that
system.
That
information
is
accurate
and
then
all
the
reporting
here
both
to
the
federal
government
and
to
the
state.
I
So
next
slide
internal
consulting,
that's
headed
up
by
dr
abigail
woods.
Dr
woods
is
out
on
america,
so
I'll
cover
her
her
information.
The
internal
consulting
department
was
created
recently
a
couple
years
ago
and
was
to
address
some
of
the
significant
deficiencies
that
we
had
in
in
business
processes
self-resistance
in
december.
I
When
our
national
auditors,
we
briefed
you
all
the
board
about
the
results
of
audit,
that
no
audit
findings,
and
that
was
that
had
a
slide
showing
the
decrease
in
the
number
of
artificial
last
few
years
down
to
zero
this
past
year.
A
lot
of
that
is
attributable
to
to
the
work
coming
out
of
internal
consulting.
So,
in
addition
to
understanding
to
understand
what
business
processes
are
out,
there
also
working
with
various
departments
to
help
improve
improve
those
those
processes.
I
We
have
a
bit
business,
metrics
team
that
meets
that
we
meet
once
a
a
week
and-
and
we
have
different
departments
that
that
meet
with
us
on
once
a
week
to
talk
about
different
aspects
of
our
business.
For
instance,
one.
Let's
listen
to
here's
the
p-card
analysis
that
we're
currently
working
on
and
making
sure
that
those
business
processes
are
are
affected.
I
This
group
also
worked
on
their
chronos
timekeeping
processes
and
also
they're
beginning
to
work
on
the
federal
revenues,
taking
a
look
at
our
ways
to
how
we
spend
money,
how
we
plan
for
those
those
expenditures,
those
revenues
coming
in
and
making
sure
that
we
have
processes
that
are
are
appropriate.
That
the
group
also
works
with
the
cultural
competency
team,
and
I
talked
a
little
bit
about
the
team
because
of
confidence
who
worked
last
month,
but
foreign,
the
racial
equity
shift
with
the
virtual
equity
institute
training.
I
I
think
the
board
members
have
been
you
know,
an
invitation
that
extends
you
all
and
so
coordinating
all
that
it
comes
out
of
this
internal
consulting
group
as
well
as
other
work
on
the
cultural
competency
team
personnel
action
team.
Looking
at
you
know
just
need
some
technical
terms
in
here,
but
looking
at
various
business
processes
that
make
sure
that
we
can,
we
can
improve
those
and
the
the
beauty
here
of
having
dr
woods
manage.
K
K
K
K
K
K
So
every
school
every
department
has
its
own
reporting
portal
that
has
various
reports
and
and
various
data
sets
that
they
can
get
to
quickly
and
easily.
So
from
a
high
level,
we
we
do
provide
a
service
to
to
all
departments,
and
we
also
provide
customer
support
for
anything
that
stakeholders,
departments
or
schools
may
need.
I
Thank
you
matt,
so
matt
has
listed
on
this
slide
like
the
muniz
upgrade,
there's
a
significant
challenge
in
doing
major
system
system
upgrades
in
our
business
systems.
His
department
manages
that
he
works
with
the
the
vendors
understanding.
What
potential
changes
changes
in
systems
would
be
work
work.
They
work
with
our
various
departments
outside
the
business
intelligence,
the
end
users
to
make
sure
that
they
understand.
I
What's
what's
going
to
take
place
and
what
the
outcomes
of
their
business
system
upgrade
would
be
set
up.
They
they
set
up
a
test,
various
test
environments
so
that
we
can
test.
So
it's
a
significant
amount
of
effort
to
do
these.
These
upgrades
to
do
programming
for
these
these
initiatives,
like
the
the
automation
of
the
school
based
budgeting
process,
and
so
they
do
an
outstanding
job
of
getting
that
done.
I
T
T
We
have
three
groups
that
are
working
as
one
team
to
support
power
school,
which
is
the
state
mandated
system
for
all
student
data.
It
includes
enrollment
schedules,
attendance
grades,
special
programs,
data
for
funding
and
it's
the
key
to
provisioning
all
of
the
learning
applications
across
the
district.
T
Among
our
short-term,
oh
sorry,
our
teams
are
power,
school
support,
which
is
our
technical
group,
pupil
accounting,
which
is
our
kind
of
our
boots
on
the
ground
team
that
works
directly
with
data
clerks.
We
get
calls
daily
from
teachers,
administrators
data
clerks
all
levels
throughout
the
district
for
support,
and
then
we
also
have
our
registration
and
residency
verification
team.
T
Our
upcoming
projects,
which
are
our
short-term
projects
that
we
hope
to
have
completed
by
march,
our
preparation
for
registration
for
next
school
year,
verification
of
our
90-day
reporting
data,
submission
of
attendance
data,
which
this
is
a
first-time
submission.
The
state's
changed,
the
way
that
they're
approaching
the
pandemic
ebt
cards-
and
this
is
the
first
time
they're
collecting
our
attendance
data.
For
that
purpose.
T
We're
getting
ready
to
permanently
store
our
semester,
one
grades
in
preparation
of
moving
forward
to
semester,
two
and
distributing
our
online
report
cards,
which
is
something
that
we
manually.
We
do
the
pdf
reports
in
here
and
mass
distribute
out
of
this
office
and
then
also
we're
preparing
for
next
year's
course,
selection
by
our
high
schools
and
then
preparation
for
master
schedules
by
all
all
schools
and
getting
ready
for
next
school
year.
I
Thank
you
kathy,
so
coming
out
of
kathy's
group
with
student
information,
and
I
say
this
about
each
department:
everything's
critical,
coming
out
of
there,
the
starting
point
for
the
district's
revenues
coming
in
from
from
the
state.
It's
based
on
student
counts
and
the
the
various
demographic
models
that
students
carry
with
them,
and
so
the
accuracy
of
being
able
to
report
that
and
get
it
certified
by
the
state
has
a
direct
that
that
has
a
direct
impact
on
the
amount
of
money
funding
that
the
district
receives.
I
If
there's
inaccuracy
in
that,
then
we
either
over
over
appropriated
state
dollars
are
under
appropriated
and
though
we
go
to
she
and
her
team
go
through
a
rigorous
review
process
and
making
sure
that
that
accuracy
is
there.
So
with
that,
that
was.
That
concludes
the
presentation
from
the
departments
coming
out
of
the
finance
division.
What
questions
do
you.
H
H
I
There
may
or
may
not
be
people
that
have
been
elected
with
the
financial
expertise,
and
so
the
the
the
purpose
of
the
art
and
finance
finance
committee
is
to
bring
in
people
from
the
outside
with
that
financial
expertise
and
experience,
so
that
so
that
when
staff
in
this
case
me
when
I
present
information
to
to
you
all,
it's
been
vetted
through
the
audit
and
finance
committee
experts,
financial
experts,
so
that
they
can
really
inquire.
What
do
you?
Why
are
you
doing
it
this
way?
Why
are
you
doing
it
that
way?
I
What
does
it
mean
so
that,
when
that,
when
it
comes
to
you
all,
you
can
have
have
a
better
level
of
assurance
that
information
is,
is
accurate,
and
so
it's
not
a
rather
stamp
type
body.
It's
a
body
that
provides,
I
think,
invaluable
information
to
me
as
I
look
at
our
business
processes
and
that
and
I
believe,
invaluable
information
to
the
board
so
that
you
can
have
assurance
that,
what's
being
presented
to
you,
has
a
level
of
accuracy.
I
We
do
I
mean
if,
yes,
we
do
so.
We
we,
we
have
the
art
and
finance
committee,
there's
two
board
members
and
then
comprise
the
two
board,
members
and
four
people
from
the
outside,
with
financial
expertise
and
one
with
one
with
technology,
expertise
and
so
that
we
have.
We
have
a
charter
or
in
the
finance
committee
charter.
I
think
you
guys
gonna
be
voting
on
that
this
month.
M
I
I
L
I
I
I
I
think
what
wayne
wilshere
the
director
of
procurement
is
anticipating,
maybe
30
40
days,
and
this
was
about
a
week
ago,
but
get
the
rfp
out,
maybe
four
or
five
days
from
then
and
get
the
proposals
back
into
us.
And
then
we
would
take
that
to
the
area
finance
committee.
And
then
you
know
to
the
board
and
then
the
anticipation
right
now
that
without
having
seen
the
proposals,
because
we
haven't
got
them
yet,
is
that
sometime
towards
late
summer,
we
should
have.
J
I
have
two
questions
one.
I
know
the
disparity
study
isn't
available
yet,
but
is
there
any
thought
around
in
order
to
meet
the
goal
of
the
20
swmde
contractors
around
some
sort
of
like
incubation
program?
You
know
because
they're
oftentimes
suppliers
that
are
not
quite
ready
to
do
business
with
an
organization
that
large,
but
there
are
some
things
they
could
be
doing
to
prepare
for
a
future.
Is
there
any
plan
for
charleston
county
to
to
take
in
an
active
role,
and
things
like
that.
I
J
J
Okay,
I
guess
because
so
since
the
board
gets
it
in
february,
so
I
guess
my
question
is
as
a
board
member.
If
I'm
wanting
to
advocate
for
anything-
and
this
is
just
a
general
question-
because
I
don't
have
anything
in
mind
now-
if
I'm
wanting
to
advocate
for
anything
if
the
budget
has
already
been
in
development
since
december
and
we're
seeing
it
in
february,
is
that
even
an
opportunity
to
advocate
for
anything?
I
guess
I'm
asking
about
that
process.
Yeah.
I
That
just
gives
you
an
overview
of
the
type
of
processes
that
we
go
through,
and
so
we
started
december
developing
those
processes,
refining
those
processes.
You
all
met
a
couple
weeks
ago,
or
so
you
all
being
a
board
around
what
your
board
priorities
might
be,
and
so
the
beginning
part
of
my
engagement
with
you
all
as
a
board
is
to
understand
what
your
priorities
are.
So
we
can
figure
out
how
to
develop
a
budget
around
those
priorities.
J
You
know
as
it's
going
by
and
so
just
wondering,
and
maybe
this
isn't
a
question
for
just
you,
but
just
want
to
throw
out
into
the
atmosphere
just
wondering
you
know
when
we'll
get
to
a
point
of
going
back
to
the
priority
so
that
we
can
set
some
and
make
it
in
time
for
the
february.
So
we
can
be.
You
know
using
this
short
term
of
our.
You
know
the
most
efficiently.
I
H
I
M
Thank
you.
I
just
wanted
to
make
sure
I
understood
the
fund
balance
slide,
not
being
a
big
financial
person
myself
that
this.
If
I
understand
this
correctly,
this
is
what
you
have
left
of
like
revenue.
You
have
left
over
at
the
end
of
the
fiscal
year
and
the
state
requires
that
you
have
a
certain
amount
to
cover
emergency
expenses
for
two
months
or
a
certain
projected
amount,
correct.
I
I
A
fund
balance
debate
say
that
if
we
do,
if
x
happens,
we
were
able
to
to
weather
through
that,
and
we
were
forcing
it
again
that
we
did
not
have
a
hurricane
this
year.
So
I
had
we
had
a
hurricane
major
hurricane
and
the
covet,
and
then
this
would
be
an
insignificant
financial
problem
if
we
didn't
have
the
reserves
there.
So
this
is
really
set
inside
an
emergency
fund
for
for
for
emergencies,.
M
I
That's
correct
so
now
that
we
have
that
two
months,
let
me
see
the
15
16,
then
we
can
better
manage
anything.
That's
beyond
that
in
terms
of
whether
it's
too
high,
we
need
to
bring
it
down.
We
need
to
think
about.
You
know
how
we
use
that,
but
right
now
with
so
so
in
my
in
my
my
professional
opinion,
the
district
is
really
well
poised
from
a
financial
standpoint.