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A
B
A
A
C
Committee,
chair
Grabowski
superintendent,
Kennedy
I'm,
here
to
present
the
2324
Head
Start
continuation,
Grant
Charleston
County
school
district
has
been
the
grantee
of
the
Head
Start
Grant
in
our
County
since
2011..
What
we
are
seeking
is
approval
of
the
Grant
application
that
is
due
to
the
office
of
head
start
on
March
1st,
and
so
this
is
all
federal
funding.
So
this
is,
we
are
asking
for
the
approval
of
the
grant
application
the
highlights
I
put
in
the
request,
but
we
are
looking
to
meet
the
needs
of
our
waiting
list,
particularly
Early
Head
Start.
C
We
are
doing
overall
reduction
of
Head
Start
slots,
so
we
can
expand
Early
Head
Start
by
56
slots.
As
a
reminder,
Early
Head
Start
is
birth
through
36
months.
Head
Start
is
threes
and
fours,
and
so
we
are
looking
to
reduce
the
slots
in
Head
Start
to
also
take
some
more
Early
Head
Start.
This
is
allowable
by
our
grantee.
We
will
present
it
to
the
office
of
Head
Start.
C
A
D
There
is
a
non-federal
20
match
requirement
for
the
grant,
but
what
we
received
from
the
district
as
the
grantee
are
non-cash
relatable
expenditures.
That
would
be
the
facility
uses
of
the
building
with
the
classrooms,
a
house
that
will
be
the
teacher
match
in
the
certified
teacher
Arena,
and
also
we
have
two
dedicated
maintenance
technicians
that
are
dedicated
to
just
doing
work
orders
for
Head
Start,
their
salary
benefits.
C
Yes,
we
are
in
the
process
of
transitioning
our
3K
Head
Start
teachers
to
certify
teachers.
We
found
after
some
look
at
data
years
ago,
pre-pandemic
that
our
kids,
who
were
in
our
certified
classrooms,
were
faring
better
coming
into
4K
than
we're
not,
and
so
we
have
we're
utilizing,
Head
Start
funds
to
support
their
education,
Certification
testing
and
all
that
and
then
the
agreement
was
to
match
the
once
they
become
certified
to
do
a
50
match
between
the
Head,
Start,
Grant
and
and
general
operating
fund
or
after
right.
Now.
C
There's
a
total
right
now
of
30
35
classrooms.
We
have
all
those
classrooms,
but
22
right
now
are
on
track
to
become
certified
by
next
year.
The
rest
are
in.
They
are
starting
a
little
bit
differently,
so
they
are
starting
with
their
continuing
with
their
coursework
at
Trident,
Tech
or
College
of
Charleston.
So
there
time
is
going
to
take
a
little
bit
more
time,
but
they
are
supported
throughout
we're
not
going
to
make
them
lose
their
job
they're
going
to
be
supported
all
the
way
until
they
finish.
C
C
E
F
I
had
a
more
general
question
just
looking
at
the
overall,
the
total
cost
and
the
number
of
children
involved.
It's
if
I'm
doing
you
know
if
I'm
understanding
it
right,
it's
third,
roughly
thirteen
thousand
dollars
per
per
student
Which
is
higher
than
it
seems
like
we
spend,
and
our
in
our
sort
of
K-12
education
is
that
because
it's
a
lower
student
per
class
or
number
of
students
per
classroom
environment
is
that
the
reason
why
it's
a
higher
cost
than
traditional
education?
Yes,.
D
So,
based
on
the
number
of
students
in
each
program,
early
versus
Head
Start
there,
the
cost
per
child
is
based
on
that
total
number.
That's
allocated
to
that
program
divided
by
the
number
of
children
in
the
program,
so
there's
about
16,
688,
cost
per
challenge
early
and
nine
thousand
five
hundred
forty
four
dollars
per
head
star
child.
A
C
It's
actually
s
Ursa.
E
C
Actually,
enrollment
recruitment,
selection
and
attendance-
that
is
a
requirement
by
the
office
of
Head
Start
to
have
to
make
sure
those
content
areas
are
so
it's
not
Esser
Ursa.
It's
actually
s
person.
C
A
This
continuing
debate
over
Early
Childhood
preparation,
which
I
am
such
a
firm
believer
that
this
is
the
cause
of
any
disparity
that
we're
seeing
in
our
schools.
You
know
you
talk
to
every
principal
and
they
all
say
the
same
thing.
You
know
they
can
see
the
disparity
of
certain
kids
coming
in
and
they
speak
highly
of
your
program.
But
how
much
data
do
you
have
backing
up
that?
What
you've
been
doing
the
last
couple
of
years
has
actually
been
successful.
C
You
can
that'll
be
a
request
through
both
the
assessment
evaluation
office,
but
we
have
been
tracking,
particularly
our
child
development,
we're
just
now
getting
into
doing
some
more
tracking
of
our
Pre-K
students,
like
I,
said.
That's
how
I
really
that's
how
we
realize
that
our
we
need
to
make
a
change
in
the
teacher
preparation
for
our
3K
teachers.
We
looked
at
how
the
students
coming
into
4K,
not
even
kindergarten,
how
our
Head,
Start
students
were
coming
into
4K,
how
they
were
doing
on
the
4K
assessment,
and
it
wasn't.
C
We
did
a
comparison
and
it
wasn't
where
we
wanted
them
to
be.
So
we
said
this
is
one
strategy
to
increase
Improvement,
and
so
we
have
been
tracking
that
for
a
while,
but
we
are
going
to
continue
the
more
Early
Head
Start
students
we
get
the
better
more.
We
can
track
because
we're
going
to
have
a
larger
pool
so
right
now
we
only
have
184.
This
will
take
us
up
to
a
240
40.
A
C
Do
have
data
that
we
presented
when
we
present
the
kindergarten
Readiness
assessment
data.
They
do
break
it
up
by
Head,
Start
CD
previous
program
Etc.
So
you'll
get
to
see
that.
G
E
A
E
H
And
all
the
members
of
the
audit
Finance
I'm
here
to
just
to
present
to
you
a
request
for
professional
development
training
called
letters
that
stands
for
because
we
love
acronyms
here
in
education.
H
H
The
state
of
South
Carolina
Board
of
the
State
Department
of
Education
in
South
Carolina
required
that
the
schools
in
South
Carolina
that
were
deemed
Palmetto
literacy
schools
and
those
were
schools
whose
literacy
scores
were
low,
that
their
teachers
engage
in
this
in
in
letters
training,
and
so
the
state
has
been
paying
for
letters
training
now
for
about
a
year
for
those
schools
in
Charleston
County.
Those
are
that's
23.
Schools
that
the
teacher
has
been
engaged
in
letters
is
a
two-year
training
program.
H
Part
of
it
is
in
person
or
via
zoom
in
person,
and
the
rest
is
an
online
self-paced
with
with
you
know,
instruction
and
testing
along
the
way,
and
there
are
two
volumes
for
that.
H
Each
cohort
is
has
40
persons
in
a
cohort,
and
we
would
like
to
train
all
of
the
teachers
that
are
not
in
the
Palmetto
literacy
project,
schools
as
well,
and
all
the
teachers
in
K3
I'm,
sorry
in
kindergarten
through
third
grade
that
are
in
those
schools,
along
with
an
additional
folks,
such
as
the
coaches,
the
reading
coaches
in
the
schools
assistant
principals,
all
of
our
special
education
teachers
that
teach
that
age
range
of
kindergarten
to
through
third
grade
are
teachers
that
teach
our
English
as
a
second
language
or
MLL
teachers.
H
That
amounts
to
about
800
persons.
That
would
would
be
taking
this
training
and
the
cost
breakdown
is.
Is
there
for
you?
There's
really
two
parts:
the
state
I'll
back
up
one
thing:
the
state
when
they
were
doing
the
Palmetto
literacy
schools.
They,
the
state,
awarded
every
teacher
500
for
the
completion
of
each
year
of
the
letters
training
for
a
stipend
of
a
thousand
dollars.
H
We're
recommending
there's
a
lot
of
work
to
go
involved
in
it
that
the
teachers
have
to
do
a
stipend
of
a
thousand
dollars
per
teacher
per
volume
per
year,
and
so
there's
a
cost
for
to
pay
the
company
for
the
materials
the
licenses
and
the
all
the
materials
for
the
professional
learning
from
a
company
called
Lexia
and
in
order
to,
and
we
have
would
get
800
licenses
to
to
to
train
the
teachers
at
a
total
cost
of
one
million
three
hundred
twenty
three
thousand
six
hundred
and
ninety
six
dollars.
H
And
then
there
is
a
stipend
request
for
each
of
those
individuals
that
complete
each
the
two
years
for
a
grand
total
of
two
million
three
hundred
and
twenty
three
thousand
dollars
for
the
stipends.
G
Due
to
the
implementation
of
the
timing
that
Ms
Nichols
just
discussed,
it
needed
to
be
added
to
this
particular
board
meeting
or
a
committee
meeting
to
move
to
the
board.
What.
H
Well,
the
in
order
to
get
this,
if
we're
using
Esther
money
to
get
the
teachers
to
have
the
stipend
and
to
pay
for
the
training
we
have
till
September
of
2024,
and
since
it's
a
two-year,
we
need
to
get
started
this
spring,
starting
our
cohorts
so
that
folks
can
get
through.
H
Because
after
September
2024
we
don't,
we
won't
be
able
to
guarantee
any
of
the.
Of
course,
any
of
the
stockings.
E
F
G
With
the
exception
of
the
portion
that
the
state
is
funding
for
the
23
schools
identified,
the
remaining
cost,
which
is
the
3.6
million
that
you
see,
is
funded
through
Esser
and
again.
That's
a
breakdown
between
the
actual
cost
of
the
training,
material
and
implementation,
as
well
as
the
portion
related
to
stipends.
B
H
But
we
have.
We
have
estimated
that
if
every
single
teacher
in
kindergarten
through
third
grade
plus
the
principals
plus
our
reading
coaches,
our
special
education
teachers,
our
multi-linguage
Latin,
multi-language
teachers,
that
would
be
800.
H
for
100
participation,.
I
Great,
our
principals
have
made
this
a
significant
request.
Our
principal's
cabinet
they've,
been
steadfast
based
on
student
achievement
results
in
our
elementary
schools
on
ensuring
that
we
have
these
processes
in
place.
They've
asked
for
us
to
consider
financially
securing
funds
for
Beyond
grades
k-3,
but
we've
committed
right
now
to
only
those
grades
through
three
and
some
specialized
positions
like
multi-language
learner
teachers,
special
education
teachers
and
our
administrators,
who
need
to
have
knowledge
of
this.
So
thank
you
for
the
question.
I
J
G
H
That's
a
great
question:
this
training
would
be
just,
but
we
would
have.
We
were
questioning
it
for
this
group
of
teachers
that
we
have
right
now,
as
we
hire
more
teachers.
Our
hope
is.
Our
intent
is
that
we
will
have
coaches
more
equipped
to
offer
professional
development
to
our
new
new
staff.
H
Rolling
it
out
in
additional
years
would
be
up
to
future
board
members
and
and
us
if
we
had
the
funding
to
continue
on
with
it.
I
This
stamp,
this
is
similar
to
other
curricular
choices.
We
have
in
CCSD
and
school
districts
across
the
state
and
Nation
this
one
time.
This
is
a
one-time
sort
of
fee
to
get
everybody
that
we
employ
right
now
up
to
date
on
on
modules,
one
and
two
and
I
see
Susan
Rawlings
on
this
call
too
she's
helping
Miss
Nichols
lead
the
efforts.
E
I
In
here,
if
I
misrepresented
in
any
way,
but
this
funding
would
be
to
get
all
teachers
that
we
believe
would
be
necessary
to
get
trained
now
for
to
get
the
again
the
best
benefit
in
regards
to
student
achievement
to
get
them
up
to
par,
and
then
there
would
be
an
annual
fee,
like
we
incur
with
any
other
curricular
choice
that
we
make
to
on
board
or
to
professionally
develop
new
new
folks
or
to
extend
training
in
future
years.
But
we
do
believe
this
cost,
which
includes
module,
1
and
module.
I
Two
for
these
teachers
is
sufficient
for
now
to
to
get
them
to
where
they
need
to
be.
Susan
did
I
misrepresent
anything
based
on
your
knowledge
and
work.
You.
K
Did
not
I
was
just
going
to
add
that
we
have
funded
this
effort.
We
have
funded
letters
cohorts
previously
to
using
Esser
funds
using
Title
II
funds,
but
it's
been
on
a
much
smaller
scale
and
like
Miss
Huggins
mentioned,
we
have
had
principals
ask
for
this
for
their
teachers
to
do
a
large-scale
training
around
current
research
and
best
practices
for
teaching
students
how
to
read
so
once
we
get
the
bulk
of
our
teachers
trained,
then
we
could
continue.
K
H
L
K
A
G
Yes,
sir,
we
set
aside
an
allocation
specifically
for
the
district
goals
and
priorities
related
through
the
reading
goals,
and
this
is
funded
through
that
particular
initiative.
G
H
It's
not
to
my
knowledge,
another
company
that
does
this
exact
same
training
and
it
came
to
a
from
yeah.
The
state
of
South
Carolina
had
started
the
initiative
we
heard
about
it
in
in
Mississippi
that
that
different
states
have
mandated
it
I
think
North
Carolina
is
either
thinking
about
it
or
or
also
they
have.
E
M
Yes,
sir,
thank
you.
So
this
reallocation
is
for
a
portion
of
the
contingency
that
was
set
aside
in
this
program.
It's
an
overall
51
million
dollar
program.
We
set
aside
688
thousand
dollars
in
the
event,
we
have
an
urgent
compelling
need
during
the
year
to
add
projects
we're
more
than
a
halfway
through
the
year.
Now
we
want
to
go
ahead
and
move
some
of
that
contingency
into
needed
projects
within
facility
management,
Furniture
fixtures
and
equipment
in
the
media
center.
Those
are
our
highest
and
best
use
of
those
funds.
M
I
heard
your
question
correctly:
Miss
stamp:
it's
is
there
more
detail
behind
each
of
those
three
programs,
so
I'm
going
to
leave
that
up
to
the
program
managers.
There
are
multiple
requests
within
each
of
those
programs.
As
an
example,
under
Furniture
fixtures
and
equipment,
we've
received
27
requests
from
schools.
I'll
work
with
the
program
manager
to
identify
top
needs
out
of
those
27
requests
and
see
which
of
those
could
be
funded
with,
with
with
the
amount
of
money
200
000
we're
proposing
to
send
to
them.
M
J
And
like
is
there
a
committee
I
know,
you
said
you'll
work
with
the
program
managers,
but
is
there,
like
a
committee,
are
there
criteria
that
sets
some
criteria
as
to
what's
critical?
What
some
type
of
rating
of
who
gets
selected?
Because
you
said
you
have
several
requests
and
I'm
sure
they
amount
to
greater
than
the
200
000,
so
some
of
them
won't
be
funded.
I
was
just
wondering
how
that
process
works
of.
M
M
I
understand
I
in
the
end,
I
I
leave
that
up
to
the
program
managers
to
make
a
responsible
recommendation,
they
look
at
the
condition
as
an
example.
Under
the
furniture
there
are
27
requests,
some
of
them,
maybe
for
new
furniture,
some
of
them,
maybe
for
replacement
other
program
manager,
will,
let
me
know
what
the
highest
and
best
need
is
based
on
the
condition
of
equipment
or
how
long
the
request
has
been
in
the
system
where
this
Falls
within
the
prioritization
of
other
requests
for
that
particular
school.
M
So
there
isn't
one
single
method
to
determine
which
is
the
highest
priority,
but
a
number
of
it.
A
number
of
factors
will
play
into
that
ultimate
decision.
J
M
So
so,
typically
under
the
resource
allocation
requests
that
that
typically
is
not
not
done
throughout
the
year
as
an
example
under
facilities,
I
I
believe
the
amount
that
we
have
dedicated
to
Resource
allocations
requests
is
currently
200
000..
Those
are
requests
that
come
in
during
the
year,
they're
they're
I
don't
come
back
to
the
board
with
okay,
here's,
here's
the
number
of
of
rars
resource,
Hardware
creation,
of
course,
that
came
into
in
the
year.
Here's
how
it
was
spent,
obviously
within
facilities.
They
they
manage
that.
M
If
that
is
the
audit
committee's
finances,
requests
I
certainly
convert
I,
certainly
can
provide
it
after
the
fact.
That's
not
a
problem.
F
But
you
know
I
I'm,
not
I'm,
not
sure
it's
the
when
I
look
at
the
dollars
we're
talking
about
as
a
percentage
of
the
actual
line
items.
It's
a
it's
a
it's
a
pretty
low
percentage.
You
know
it's
in
the
facility
size,
it's
less
than
two
percent,
so
I'm,
not
sure
I'm,
not
sure
the
detail
Rises
to
the
level
of
of
of
the
committee's
focus.
I,
don't
think.
M
Typically,
it's
been
that
way,
sir.
Here
that's
the
way
it's
been
in
the
past
you're
right
as
an
example
for
facilities.
It's
a
250
000
increase
to
a
14.5
million
dollar
budget.
In
that
14.5
we
don't
have
the
level
of
detail
that
takes
it
down
to
every
penny
and
every
dollar.
Certainly
individual
projects
have
a
line
item
within
the
fixed
cost
of
ownership
budget,
but
many
of
these
items
aren't
don't
come
to
that
level.
M
You're
right,
we
haven't
brought
that
to
the
to
the
to
the
board
in
the
past
because
of
the
met
the
magnitude
of
it.
J
My
question
was
leading
towards
just
making
sure
that
there's
fairness
in
in
the
that
the
same
schools
aren't
the
ones
receiving
the
fines
just
to
that
was
my
only
just
having
some
visibility
into
that
as
to
who's
who's
receiving
and
just
to
make
sure
that
they're,
you
know,
there's
a
broad
distribution
and
those
that
really
need
are
the
ones
that's
receiving.
N
M
Well
it
it
would
in
most
cases
if
there
is
a
particular
school
or
a
project,
a
project
is
going
to
be
done.
That
is
an
individual
item
on
the
on
the
list
that's
approved
in
February.
This
is
this
is
within
the
resource
allocation
requests
for
the
for
the
fixed
for
the
facility
management
and
the
FF
and
E
piece.
It's
within
requests
from
a
school.
Those
in
the
past
have
not
been
brought
to
the
board.
M
I
understand
this
stamp's
point
of
making
sure
we
have
equal
play
across
the
entire
District.
We
do
look
at
it
as
the
staff
to
make
sure
that
any
one
school
is
not
getting
their
fair
share,
and
certainly,
if
there's
a
school
that
doesn't
feel
they're
getting
their
fair
share.
We
we
review
that
with
them,
show
them
where
the
funds
are
being
spent
at
that
level,
which
is
which
is
pretty
far
down
to
Mr
Griffin's.
F
This
Mr
Broadway,
maybe
you
know
I
I
I
I-
worry
about
us
trying
to
go
through
sort
of
project
by
project
and
trying
to
say
is
this
a
good
use
of
furniture
purchase
here
and
there
but
to
but
to
miss
stamps
point?
Maybe
you
know,
maybe
when
you
do
your
sort
of
annual
review
of
our
Capital
program
that
you
do,
which
is
very
helpful.
F
Perhaps
in
that
you
could
do
provide
some
sort
of
Education
or
discussion
or
description
to
us
to
help
us
understand.
How
do
you
ensure
to
the
to
the
extent
we
can
ensure
equity
in
terms
of
the
quality
of
the
facilities
overall
like
how
do
you
make
sure
that
we're
accomplishing
that
Miss
stamps
overall
objective,
because
I
think
that
is
I
I
agree
with
her
her
point
in
terms
of
that
being
a
priority
and
a
concern
making
sure
that
we
have
Equitable
facilities
across
the
schools,
but
I
think
there's.
F
M
Sir
I'm
glad
you
brought
that
up
because,
as
we
prepare
for
the
fixed
cost
of
ownership
24
budget,
it
would
be
an
opportune
time
to
come
forward
with
the
ability
in
which
and
how
we
assess
each
campus
at
the
Strategic
level
and
at
the
operational
level,
rather
than
at
the
Tactical
level
of
saying
a
school
needs
two
chairs
in
their
workroom
and
that's
something
we
we
haven't
done
as
much
of
in
the
past.
M
I
think
it
is
warranted
this
spring
when
we
bring
the
fixed
cost
of
ownership
to
show
you
how,
at
that
level,
we
look
to
see
that
each
School,
each
of
those
systems
in
that
school,
is
rolls
up
into
the
overall
assessment
of
the
school.
And
then
that
is
taken
down
to
the
next
level
by
our
program
manager.
M
So
I'll
bring
that
forward
as
a
separate
line
item
in
the
February
audit
and
finance
I
think
it's
a
good
opportunity
for
all
the
board
members
to
see
how
that's
done
on
an
annual
basis
for
the
school
that
determines
where
in
general
are
funding
needs
to
be
adjusted
to
improve
a
particular
school
or
schools.
A
L
E
E
F
O
Thank
you,
committee,
chair
and
committee
members
in
advance
of
our
capital
building
programs.
We
borrow
money
to
support
design
permitting
and
the
entire
construction
process.
This
item
is
being
brought
forward
of
the
60
million
that
we
borrowed
last
year.
O
This
item
is
saying
that
we're
going
to
move
around
10.6
million
of
this
of
the
same
funding
to
support
the
nine
projects
that
are
listed
below
these
are
nine
of
25
of
the
entire
list
and
this
item
the
10
million-
will
support
where
these
projects
are
within
that
construction
process,
whether
if
it's
currently
under
construction,
finishing
up
with
construction
starting
site
work
and
so
that
10
million
dollars
will
help
us
complete
these
activities
on
time.
M
If
I
can
add
to
that,
Mr
kabowski
I
can
I
can
understand.
I
can
understand
why,
in
this
instance,
we're
not
reallocating
funds,
we're
realigning
funds,
so
we
are
taking
funds
that
have
been
it.
We're
staying
we're,
keeping
the
overall
project
value,
we're
just
real
realigning
the
funds
that
were
borrowed
to
ensure
they're
executed
in
time.
The
overall
project
amounts
stay
the
same.
It's
just
the
timeliness
of
execution
is
what
what's
changed
here.
M
So
this
one
is
relatively
unique.
You
won't
see
many
of
these
realignments
of
Capital
Construction
funds,
because
we
start
the
sales
tax
program
in
2023,
we'll
start
to
get
money
in
in
2023.
We
may
have
to
borrow
funds
for
maybe
another
year
or
two
until
the
money
really
starts
rolling
in,
but
this
this
one
doesn't
happen
very
often
realignment
of
borrowed
funds.
A
M
It's
based
on
the
on
the
progress,
so
one
of
these
projects
was
moving
a
little
bit
slower
that
we
had
dedicated
funding
for
one
of
the
other
projects
is
moving
a
little
faster.
We
want
to
make
sure
we
keep
both
of
them
moving
at
the
pace.
They're
on
it
was.
It
was
an
estimate
of
how
fast
we
would
spend
the
money
initially
when
it
was
when
it
was
aligned.
P
Understand
I
heard
it
presented
information
yeah
the
I.T
steering
committee
meeting
held
on
October
27
2022..
We
are
a
little
late
reporting
to
you.
Mosque
is
the
holidays,
we'll
be
more
prompt
coming
forward
with
our
next
committee
meeting.
So.
P
Comprised
of
five
members
with
Mr
Duke,
leading
as
our
chair
person,
this
committee
is
very
valuable
to
me
as
a
director
of
it,
mostly
because
it's
just
nice
to
have
someone
from
outside
organization.
Give
me
insight
and
kind
of
check
and
balances
of
what
we're
doing
so.
P
Most
of
our
time
was
spent
reporting
on
our
cyber
security
posture
and
our
current
initiatives,
but
we'll
continue
to
use
outside
sources
to
perform
penetration
testing,
which
is
basically
hiring
companies
who
don't
know
our
Network
to
see
if
they
can
get
in
or
bring
them
in
and
see
if
they
can
get
out
in
ways
that
are
not
typical.
On
this,
this
will
expose
any
vulnerabilities
that
we
may
be
missing
ourselves.
P
We
had
several
questions
and
comments
from
committee
members,
which
are
always
welcome,
and
we
had
a
good
dialogue
back
and
forth,
and
some
good
actions
for
me
to
take
from
the
committee
Mr
Duke
also
reported
on
the
success
of
the
committee's
volunteer
effort
that
he
leaded,
or
he
led
sorry,
Ron,
Charleston's
First,
Day
Festival,
which
basically
was
giving
information
to
parents
and
students
about
cyber
security
and
security
awareness.
That's
the
end
of
my
report.
A
Yeah
I
was
very
impressed
by
seeing
the
actual
questions
and
the
answers
given
out,
especially
Mr
lauers
concerned,
to
avoid
becoming
a
rubber
stamp
process,
which
is
definitely
one
of
my
goals.
With
this
committee
to
create
you
know
an
active
dialogue
going
back
so
it
was.
G
You
Mr
krabowski
thanks
So.
Currently,
the
auto
finance
committee.
Charter
has
language
that
positions
us
to
review
the
charter
annually
or
as
needed,
and
so
this
is
that
annual
review
and
Steph
brings
any
changes
to
the
committee
for
discussion
and
then
finally
forwards
to
the
board
for
majority
vote
and
approval.
So
going
through
the
document.
You
all
should
have
the
red
line
document
as
uploaded
on
board
docs.
G
Besides
the
header
and
footer
changes,
so
I'm,
just
correcting
the
fiscal
year
where
we
made
most
of
the
changes
were
the
recurring
agenda
topics
to
the
back
of
the
towards
towards
the
back
of
the
charter.
So
this
calendar
was
is
designed
to
highlight
at
the
top
our
standing
items
that
we
bring
forward
our
monthly
financial
report,
our
monthly
capital
projects
report.
The
modifications
that
were
made
was
the
including
the
monthly
projects
report
greater
than
250
000.
G
As
we
know,
this
was
something
implemented
mid-year
in
2023,
and
so
the
charter
was
modified
to
include
that,
as
a
standing
item
also
audit
reports,
we
have
some
standing
audits
that
we
routinely
do
and
I
just
want
to
make
sure
that
stays
at
the
top
of
the
agenda
in
the
particular
Charter
noted
here.
This
also
leads
to
audit
recommendations
and
status
as
a
byproduct
of
the
audit
reports,
and
then
we
added
fixed
cost
of
ownership.
G
This
is
a
standing
item
as
well
now
outside
of
the
standing
items
we
went
through
and
assessed
when
these
the
deliverables
are
due
on
a
monthly
basis
from
January
through
December,
that's
the
calendar
year,
but
the
deliverables
are
based
on
our
fiscal
year
and
where
you
see
the
changes,
it
was
either
putting
the
deliverables
in
the
appropriate
month
and
or
adding
items
that
should
be
on
this
list
for
visibility
to
the
committee.
G
So,
for
instance,
if
you
look
at
January,
it
looks
like
we
removed
update
on
budget
progress,
but
that
actually
happens
in
February,
and
so
it
was
added
there.
Also.
What
was
added
is
our
spring
Bond
anticipation
notes.
These
are
something
these
are.
Our
notes
that
are
pretty
routine
and
so
just
making
sure
that
each
one
of
these
months
reflect
the
deliverables
as
they
currently
stand
and
modifying
it
to
add
any
new
deliverables
that
have
come
up
over
the
past
12
months.
Since
the
last
review
and
some
were
just
subject,
verb
agreement
or
language
Corrections.
A
Foreign
I
have
a
lot
of
questions
and
reservations
about
this
Charter
in
holes,
especially
all
of
the
language
and
I,
really
think
it
needs
to
be
reviewed,
especially
the
second
paragraph
in
which
the
committee's
scope
of
responsibility
will
not
include
oversight
of
transactional
matters,
I.E,
specific
operating
and
capital
expenders
disposals
of
assets.
I
don't
want
to
get
into
a
situation
where
we're
micromanaging.
A
However,
when
you
go
back
over
to
page
three
of
the
document
at
the
board's
request,
Financial
Services
proposed
transaction
new
program
Service,
as
well
as
proposals
to
discontinue
programs
and
service
and
make
action
recommendations
to
the
board
and
then
the
following.
There
are
multiple
paragraphs
when
it
is
in
which
we
talk
about
the
committee's
ability
to
look
at
transactionals.
My
concern
is:
is
putting
in
not
only
the
transparency
side
of
it
but
making
sure
that
certain
situations
are
covered
by
the
committee
in
which
the
proper
audit
and
accountability
functions
are
in
place.
A
L
You
asked
me
what
my
definition
of
transaction
is,
so
the
district
spends
on
all
of
our
funds.
Our
total
funds-
I,
don't
know
the
exact
number,
but
somewhere
north
of
a
billion
dollars
per
year,
so
that
with
the
general
operating
fund,
all
our
federal
funds,
State
funds,
all
of
our
Capital
funds,
so
I
I
can't
imagine
how
many
thousands
and
thousands
hundreds
of
thousands
of
financial
transactions
it
takes
to
process.
L
So
we
so,
for
instance,
we
received
a
grant
from
Phil
from
the
federal
government
government
that
comes
through
the
state.
There
are
I
think
at
least
two
systems
here
in
the
district
required
by
the
state
that
we
have
to
input.
Financial
data
to
transmit
to
the
state
state
transmit
some
of
that
data
back
to
us.
So
those
each
of
those
is
a
financial
transaction.
L
Whenever
we
go
we'll
have
we
have
a?
We
have
somewhere
upwards
above
6
000
employees.
So
anytime
we
have
an
employee
that
travels.
That's
a
financial
transaction.
Every
pay
pay
that
we
every
two
weeks
when
we
do
our
payroll
each
each
payroll,
Pro,
not
the
whole
process,
but
each
person
payroll,
that's
processed.
It's
a
transaction!
L
Each
person
is
withholding
is
a
it's
a
transaction,
so
everything
that
we
do
from
a
financial
standpoint
to
manage
our
to
collect
record
our
funds
and
and
record
how
they
were
expended
and
how
they're
budgeted,
budgeted
and
then
extended.
It's
the
financial
transaction
and
again
you
know
I,
don't
have
a
way,
maybe
I
don't
think
staff
has
already
know,
but
but
the
magnitude
of
those
Finance
tracks,
like
transactions,
are
hundreds
and
hundreds
of
dollars.
G
Significant
and
if
that
may
add
additional
contacts,
so
if
you
think
about
our
retirement
contributions,
that's
a
calculation
for
each
individual
employee
based
on
time
and
tenure.
It's
very
complicated.
Our
Revenue
projections,
anytime,
we
book
Revenue
the
cash
flows.
All
of
these
are
Financial
transactions.
If
an
employee
buys
a
pen
with
District
dollars,
it's
a
transaction,
a
book,
a
pencil,
a
chair,
everything
so
I
think
the
language
in
the
document
not
think,
but
the
language
in
the
document
isn't
intended
to
be
restrictive
in
any
way.
G
There
are
hundreds
of
thousands
of
transactions
to
spend
down
a
billion
dollar
in
a
12-month
period
And.
So
what
the
language
is
intended
on?
The
second
page,
where
you
noted
at
the
board's
request,
the
board
committee
has
your
the
autonomy
and
right
to
ask
for
any
financial
information
that
it
deems
necessary
and
will
provide
that,
but
to
Monitor
and
bring
forward
every
transaction.
G
A
I
would
agree,
I
would
agree
with
one
caveat
purchasing
a
curriculum
transactional
is
that
a
transactional
action.
L
The
end
result
is
a
financial
transaction,
but
there's
a
lot
of
a
lot
of
non-financial
activities
that
take
place
to
get
to
that
point.
So
I
started
mentioned
the
time
purchase
a
pencil
I,
don't
know
this
is
my
personal
purchase
here,
but
in
time
it's
a
a
pencil
is
processed.
So
it's
relatively
easy
transaction.
Someone
needs
some
office
supply,
they
they
recorded
and
they
get
it
through
a
key
card
that
becomes
a
financial
transaction.
L
If
you
need
a
curriculum
that
costs
millions
of
dollars,
then
there's
a
a
process
that
you
go
through
and
then
the
end
result
from
a
financial
standpoint
is
the
financial
transaction,
but
that
there's
that's
you
know
it's
like
developing
the
budget,
so
there's
a
there's
a
process
for
developing
the
budget
that
does
not
include
Financial
transactions
in
the
for
the
budget,
development,
necessary
least
the
strategies
of
it
that
we
we
talk
through
the
our
finance
committee.
L
A
A
You
know,
invoices
and
the
next
thing
we
know
they're
up
to
a
million
and
a
half,
and
it
may
not
that
initial
contract
may
not
have
come
under
review.
So
I
just
think.
If
we
one
of
my
recommendations
and
I
know
it's
it's
part
of
the
policy
that
it
has
to
be
presented
to
the
board
in
writing,
and
that's
why
I
wanted
to
bring
it
up
to
committee
for
further
discussion.
I
know
that
this
doesn't
have
to
be
done
specifically
at
this
meeting.
A
It
can
be
done
at
a
meeting
in
the
you
know
in
the
following
months.
Once
we
get,
you
know
the
proper
wording
once
I
talk
to
other
board
members
that
are
raising
some
is
concerned,
but
I
just
think
that
that's
more
in
line
with
what
we're
trying
to
accomplish
here,
we're
not
trying
to
accomplish
the
fact
that
we're
going
to
micro
manage
every
you
know,
transaction,
that's
agree
with
you,
hundreds
of
thousands
600
million
dollars.
No,
but
there
is
that
point
of
view
where
you
should
have
that
discussion
and
I.
A
Just
don't
think
this
language
in
there
is
read
by
the
general
public
and
has
been
perceived
by
other
people.
It's
I
know
what
the
potential
intent
was,
whether
I
agree
or
not.
It's
not
I'm
just
saying
right
now,
at
this
particular
day,
I
think
we
should
go
in
and
just
revisit
some
of
this
wording
and
you
know
make
it
more
consistent.
That's
all
yeah.
L
If
you,
if
you
suggesting
Mr
Grabowski,
that
that
we
we
delay
approval
of
this,
that's
nothing
to
prevent
the
clueless
from
doing
that.
This.
This
is
is
on
the
calendar
for
January
every
year,
but
it
doesn't
necessarily
have
to
so
it's
so
we're
having
a
discussion
today,
we
can
make
file,
make
a
foul
in
February
as
an
example
or
whatever
the
committee
says.
We
don't
want
to
make
these
changes
file.
F
F
Ultimately,
this
Charter
should
reflect
what
the
board
wants
out
of
this
committee
right
so
and
each
board
is,
is
a
new
board
and
can
make
their
own
determination
and
I
wasn't
here
when
the
initial,
when
this
initial
Charter
and
committee
was
established,
but
I
was
here
a
number
of
years
ago,
when
it
was
sort
of
Revisited
and
and-
and
you
know,
reconsidered
further
and
my
impression
of
of
of
that
past-
and
some
of
you
have
a
longer
tenure
in
memory
than
I
do,
but
that
this
committee
was
organized
in
a
way
with
an
intent
that
was
somewhat
analogous
to
an
audit
Committee
of
a
public
corporation
or
a
for-profit
company
and
and
that
is
more
generally
oriented
toward
high
level,
ensuring
that
the
audit's
done
properly,
ensuring
that
we
have
high
level
Pro.
F
You
know,
procedures
in
place
and
review
in
place
at
a
high
level
to
one
help
make
sure
that
the
district
is
on
on
track
from
from
a
fiscal
perspective,
but
also
as
a
fiduciary
that
that's
all
progressing,
but
it
was
not.
My
impression
was
that
it
was
not
organized
in
a
in
a
way.
That's
intended
to
lend
this
committee,
you
know
or
lead
this
committee
down
a
path
of
micromanaging.
You
know
you
know
individual
transactions
and
so
I
think
I.
F
Think,
while
we
don't
have
a
say,
I
would
I
hope
the
board
continues
along
that
path.
F
As
far
as
an
objective
for
this
committee,
because
I
don't
think
it
will
be
successful
if
we
go
down
the
path
of
looking
at
lots
of
individual
transactions
where
I,
where
I
do
think
or
I
hope,
this
committee
can
be
most
helpful
in
addition
to
some
specific
expertise
that
Ms
stamp
and
Mr
Duke
bring
and
and
and
others
you
know,
people
from
from
the
banking
world-
and
you
know,
we've
got
some
expertise
in
here-
that's
helpful,
but
where
I
think,
where
I
hope
we're
helpful,
is
one
making
sure
that
we're
you
know
managing
that
audit
process
properly,
that
we're
bringing
an
independent.
F
F
You
know,
that's
always
been
high
on
my
agenda,
because
I
think
that's
one
of
the
things
that
we
can
try
to
help
is
to
keep
keep
the
eye
on.
How
is
our
fund
balance
looking?
What
are
the
other
metrics
that
the
rating
agencies
look
at
when
they
look
at
us
to
ensure
that
we
have
a
sound
financial
position
over
an
extended
number
of
years?
F
Those
are
those
are
the
I
think
the
high
priority
things
that
will
help
ensure
our
our
financial
position
for
the
district,
if
I
could
add
one
more
thing
to
it
and
I've
I,
just
we
just
got
the
multi-year
look
on
the
on
so
I.
Don't
know
that
I
should
be
asking
for
more,
but
but
I
think
it
I
I
do
think.
It
would
also
benefit
us
to
look
at
select
metrics
relative
to
peers,
financial
and
maybe
otherwise,
that's
a
board.
That's
a
different.
F
You
know
I
try
to
keep
it
stay
in
our
Lane
in
terms
of
being
financially
focused,
but
looking
at
our
financial
metrics
and
comparing
those
to
peer
institutions
both
within
the
state
and
outside
the
state
and
I,
know
we're
subject
to
our
own
State
construct
as
far
as
our
how
our
finances
work,
but
we
do
compete
with
other
states
for
attracting.
F
You
know,
teachers
and
staff,
and
we
do
are
trying
to
educate
our
students
in
a
way
that's
comparable
to,
or
at
least
or
comparable
or
better
than
other
states,
so
I
think
having
some
other
districts
that
are
similar
size,
but
in
other
states
could
also
be
helpful.
So
anyway,
I
think
adding
some
peer.
Benchmark
data
would
be
an
an
ad.
That
would
be
helpful
to
our
broader
objective
as
a
committee,
but
that's
just
one
opinion.
L
Yeah
on
that
on
the
on
the
comparing
metrics
to
other
districts
a
little
over
a
decade
or
though
the
Council
of
great
City
Schools,
initiated
a
significant
initiative
to
do
just
that,
so
they
have
created
a
whole
process
of
creating
appropriate
Financial
indicators,
kpis
with
a
metric
definition,
a
definition
definition
for
each
one
and
they
sent
out
a
survey
to
member
districts
every
single
year.
I
think
I,
think
Jackie
here,
Jack
and
Carlin
here
now.
District
is
responsible
for
coordinating
that
and
then
so.
L
We
input
data
other
districts
and
put
data
across
the
country.
The
council
has
a
group
that
compiles
all
that
and
then
actually
creates
a
report
that
compares
your
District
to
other
districts
and
they
identified
the
districts
that
are
performing
well
and
you
can
see
who's
performing
well
who's,
not,
and
then
what
are
some
of
the
strategies
that
they're
using
to
do
that
so
that
that's
in
that's
in
play?
L
F
If,
if
we
could
share
that
with
the
committee,
you
know
I,
don't
know
what
how
frequency
once
a
year
or,
however,
how
are,
however,
often
it's
available
I
think
would
be
informative
because
it's
hard
it's
hard
to
know.
Frankly,
you
know
how
much
we
spend
per
student
and
what
our
facility
class
sizes
are
it's
hard
to
look
at
that
in
a
vacuum
without
having
some
perspective
of
other
schools.
A
And
and
the
other
one's
just
kind
of
like
a
personal
pet
peeve,
getting
dumped
with
50
pages
of
documents
on
a
Thursday
night
and
unfortunately,
I
was
on
vacation
at
the
time.
But
still
it
was
fascinating.
A
L
L
Let
us
take
a
look
at
that,
okay,
and
so
so
we
need
to
take
a
look
at
the
process,
so
at
the
end
of
each
month,
that's
the
end
of
a
financial
period,
and
so
it
takes
time
to
close
that
period
out
the
film
of
the
data
and
then
analyze
the
data
and
then
report,
and
so
it's
part
of
is
the
front
end
work
and
then
part
of
it
is
making
sure
that
CFO
has
the
opportunity
to
meet
with
the
RN
finance
committee.
L
Chair
make
sure
that
y'all
agree
on
the
agenda
so
we'll
take
a
look
at.
Do
we
how
we,
how
we
improve
that
timeline,
yeah.
A
Because
it
also
goes
into
the
scheduling
of
this
meeting,
I
mean
it.
I
I
see,
there's
ample
time
to
move
this
meeting
a
couple
days
back
to
give
you
more
time
that
prevents
us
from
being
rushed
because
I
understand
you
have
to
get
the
data
you
know
allocated
whether
it's
a
Tuesday
where
we
move
this
to
Thursday.
It
gives
us
those
two
extra
days.
It's
just
I
think
doing
be
a
little
nicer,
sometimes,
and
even
with
these
last
minute,
add-ons
rather
than
the
precious
weekend
a
good
point.
So
we'll
look
at
that.
A
F
A
Right
and
I
make
a
motion
not
to
approve,
do
I
have
to
back
up
now
and
we
strip
the
first
emotion,
I
drafted.
A
Okey-Dokey
item
number
10
approval
of
projects
over
250
000..
Thank.
G
You
thanks
jerubowski,
so
with
the
items
on
the
list
before
you,
we
have
12
items,
totaling,
22.6
million,
the
majority
of
the
items
are
associated
and
related
to
either
facilities
management
or
Capital
programs.
All
of
these
have
been
pre-approved.
These
are
just
the
contracts
attached
to
those
pre-approvals.
G
There
is
one
lesser
funded
item
for
kids
on
point
and
Ms.
Simmons
is
here
to
discuss
that
item.
If
there
are
any
specific
questions
related
to
that
and
Mr
barorea
is
here
for
any
of
the
contractual
item
discussions
on
the
list.
What
questions
do
you
have?
Please.
F
So
I
guess
I
had
a
question
on
the
kids
on
point
side,
note
I'm
a
huge
fan
of
kids
on
point
and
what
they
do.
But
but
what
are
what
is
the
district
paying
them
to
do.
N
Good
afternoon
everyone,
so
the
kids
on
point
package
was
a
part
of
our
Outreach
more
or
less
to
get
more
community-based
organizations
to
support
our
work
in
terms
of
providing
both
educational
and
enrichment
opportunities
for
our
Scholars,
and
so
they
serve
predominantly
scholars
in
District
20,
the
downtown
area,
the
peninsula
students
who
are
typically
disadvantaged
as
well
as
District
4,
and
so
they
put
forward
a
proposal
to
enhance
that
program
that
they
already
have
been
in
place
for
more
than
about
a
dozen
years
or
so
on.
The
peninsula.
F
And
and
I
just
want
to
be
make
sure
that
I
mean
again
I'm
a
huge
fan
of
the
organization,
but
I
want
to
make
sure
that
we
don't
have
the
appearance
of
conflict
because
one
of
the
board
members
was
affiliated
with
kids
on
point
right.
One
of
the
previous
board
members,
not
current
board
members.
N
That
that's
correct,
so
the
organization
had
the
opportunity,
as
well
as
any
other
organization,
to
put
forth
a
proposal
and
they
did
so
and
because
of
their
long-standing
work
and
service
to
our
area.
They
were
one
of
the
ones
that
proved
to
be
beneficial
to
both
District
20
and
District
4..
So
the
conflict
of
interest
I
can't
necessarily
speak
to
that.
But
I
can
can
speak
to
the
merits
of
The
Proposal.
F
And
was
that
was?
Was
there
any
influence
from
or
pressure
from
a
board
or
board
members
on
on
selecting
them.
N
No
sir
I
can
speak
for
myself
as
the
sitting
interim
CAO
I
received.
The
proposal
had
some
folks
on
my
leadership
team
learning,
Services
team
bet
it
alongside
me
and
we
moved
forward
with
it.
I
haven't
had
a
conversation,
a
direct
conversation
with
the
former
board
member
about
this
particular
package.
I.
G
J
G
Stamped
to
that
comment,
so
there
were
several
community-based
organizations
that
submitted
as
her
proposals
to
do
work
in
the
district.
Kids
on
point
was
one
of
them.
Many
of
the
academic
contract
actually
fall
under
that
exemption
code.
So
I
just
want
to
highlight
that
that's
not
abnormal
Mr
Walter.
Do
you
have
any
additional
contacts?
Maybe
you
could
Define
that
code
specifically
for
the
committee
I
think
that
would
be
helpful.
S
S
There
is
is,
for
some
point
1.5
that.
S
F
I
Any
further
questions
we
appreciate
those
questions,
I,
it's
my
understanding,
Miss
Simmons.
Please
do
step
in
and
correct
me
if
I'm
wrong,
that
several
of
our
schools
have
been
working
with
kids
on
point
for
some
time,
and
this
was
a
way
to
consolidate
all
of
those
into
one
and
and
fun
through
answer.
Is
that
right,
Miss,
Simmons
and
again,
please,
please
feel
free
to
crack
me.
N
For
sure
that
that's
accurate,
a
lot
of
the
school
principals
knew
of
kids
on
point
before
I
did,
and
so
they
have
a
long-standing
reputation
and
work
service
to
to
the
system.
And
so
that's
how
I
came
to
know
about
the
program.
G
New,
so
so
before
we
were
awarded
the
astral
dollars,
we
had
to
present
an
actual
proposal
where
we
anticipated
budgeting
the
entirety
of
the
grant.
We
did
that
so
the
actual
category
that
kids
in
point
is
associated
with
an
Esser
has
been
pre-approved
pre-budgeted
Etc.
There
was
a
specific
allocation
set
aside
for
community-based
organizations,
and
this
is
just
one
of
those
community-based
organizations.
A
A
Kids
a
point,
but
you
know
going
forward
with
some
of
these.
You
know
Esser,
quests
and
and
working
with
staff
on
this
need
for
the
accountability
you
know,
I
would
like
to
see
clawback.
Provisions
I
would
like
to
see
some
type
of
you
know,
auditing
to
show
I've
been
involved
in
after
school
programs.
I
know
the
number
of
kids
going
down
is
goes
down
yet
groups
still
ask
for
the
same
amount
of
money.
It
just
seems
like
a
simple
request.
You
know
to
have
a
little
more
data.
A
E
A
Community
service
I
understand
that,
but
so
what
I'm
sorry
go
ahead
so.
G
Thank
you,
sir,
for
your
question
that
so
there
was
a
formal
process,
an
advocate
education,
a
submittal
Ms
Simmons.
Do
you
want
to
talk
through
the
application
process
from
schools
and
community-based
organizations?
It
was
vetted
there.
Was
a
committee
set
up
it's
a
very
detailed
process,
so
Ms
Simmons
can
elaborate
on
that.
Some
and.
A
I
know
this
will
probably
will
follow
in
the
next
item
when
we
start
going
through
on
the
information
side
of
it.
It
was
just
kind
of
odd
that
this
one
came.
You
know
within
the
capital,
you
know
project
amount,
but
this
has
already
been
basically
reviewed,
vetted,
budgeted
and.
G
L
So
it's
on
that
list
not
because
I
mean
typically
most
of
the
items
on
their
Capital,
but
there
is
on
this
list
because
we're
entered
into
an
agreement
or
contract
for
for
with
an
entity,
that's
greater
than
250
000.
and
so
what's
what's
been
reported
in
the
next
item
here
on
answer
is
simply
a
financial
report
on
where
we
are
okay,.
G
N
This
just
happens
to
be
one
of
the
ones
that
has
come
forth
in
this
time
frame
that
this
particular
meeting
has
allowed
us
to
put
this.
You
know
juxtaposed
to
the
capital
projects,
not
that
we're
trying
to
hide
it
or
attach
it
to
something
that
it
shouldn't
be.
This
just
happened
to
be
the
window
of
time
that
it
cleared,
was
vetted
and
ended
up
on
audit
and
finance.
L
Then
that
process
of
actually
vetting
these
these
proposals
was
created,
I
think
if
Zealand
the
spring
of
last
year
or
the
winter
of
last
year
or
about
2022,
and
there
were
a
number
of
outside
organizations,
nonprofits
that
submitted
applications
and
a
lot
of
those
got
we
had
through
Michelle
and
others.
We
had
a
a
thorough
process
where
we
we
were.
L
We
central
office
in
this
team,
worked
with
schools,
individual
schools,
as
schools
pulled
together
there,
youth
their
desired
use
of
Esser
in
in
which
organizations
non-profit
organizations
they
wanted
to
work
work
with,
and
then
there
was
a
central
part
of
that.
Also
so
I
think
I
heard
Miss
hug
and
say
that
in
the
past,
with
this
particular
a
company
affirm
a
non-profit.
They
were
working
with
individual
schools,
so
it
made
more
sense
to
consolidate
versus
yeah.
L
So
so
that
was
so,
there
was
a
process
that
was
developed
to
review
all
of
these
proposals,
and
this
one
just
happened
to
be
yes,
I
think
I
heard
the
understanding
say
just
so
like
it's
just
it's
the
timing,
when
it's
coming
to
this
committee
and
to
the
school
board.
J
I
just
think
with
with
the
purchasing
actions,
because
these
are
coming
to
us
once
they've
been
they've
already
been
awarded
in
reading
the
the
committee
Charter.
One
of
the
things
that
supposedly
is
the
responsibility
of
this
committee
is
to
ensure
that
processes.
J
Were
in
order
in
that
and
for
when
you
talk
about
procurement
and
the
question
that
was
posed
earlier,
trying
to
ensure
that
there
wasn't
a
conflict
of
interest,
the
only
way
you're
the
committee
is
going
to
know.
That
is,
if
you
know
who,
when
you
have
the
solicitations,
where
there
was
a
committee
that
that
reviewed
and
selected
the
vendor
who's
who's
on
those
committee
who
makes
up
the
committee
who
those
individuals-
because
that's
that's
usually
where
you
run
into
issues
on
these
procurements.
It's
do
do
we
have.
J
Are
we
using
committees
that
where
there
are
no
conflicts
of
interest
and
I
I'm
sure
they're
signing
waivers
that
that
state
that
they
have
no
conflict
with
any
of
the
vendors
that
they
are
about
to
review,
but
I'm,
not
sure
if
it's
some
way
that
we
could
and
I
know,
you've
added
some
information
to
the
schedule.
Since
we've
had
these
conversations,
but
just
really
trying
to
look
at
and
review
the
process
that
was
taken,
what
were
the
criterias
that
they
evaluated
these
vendors
against
to
make
sure
that
the
evaluation
criterias
weren't
biased?
J
Those
are
the
kinds
of
things
just
me
personally
that
that
I
would
feel
that
voting
on
these
purchases
to
say
yes,
the
process
based
on
the
information
provided
the
process
was
reasonable
and
I
agree
with
it,
but
I
just
don't
think
we
have
enough
information
to
to
do
that
without
knowing
you
know
some
of
those
criterias
that
were
used.
G
J
We
can
basically
some
summary,
like
you
said,
who
who
were
the
the
members
on
the
committee
I
believe
once
once
the
award
is
made
that
information
can
be
made
public
I
know
why
you're
going
through
the
process
that
that
information
can't
be
disclosed
but
I
believe
once
these
get
to
us,
it
appears
all
of
these
contracts
have
been
awarded.
So
just
some
general
information
about.
G
J
S
We
we
have
draft
contracts,
we
haven't
finalized
the
contracts,
we
don't
finalize
the
contracts
until
they
go
to
the
board
for
approval.
Once
the
board
approvals
then
approves,
then
we
finalize
the
contract.
But
if
you
look
on
those
seats
each
item
there
there's
a
justification
and
if
it
lists,
if
there's
a
solicitation,
it
has
gone
through
the
solicitation
process
which
those
vendors
that
vendor
was
selected
via
the
criteria.
That's
in
the
solicitation.
J
S
You
correctly
Miss
stamp.
You
were
wondering
if
there
was
a
selection
committee
for
each
one
of
these
and
each
one
of
those
that
we
solicited.
There
is
a
selection
committee.
It's
vetted
through
that
selection
committee,
who
identifies
the
vendor
and
we
we're
only
listening
the
vendor
here,
who
was
the
highest
ranked
vendor
right.
J
And
that's
what
I'm
saying
is
that:
is
it
possible
for
us
to
just
get
a
summary
of
what
the
what
the
criteria
criteria
were,
that
they
were
vetted
against
and
then
a
list
of
who
made
up
the
committee?
And
you
know
whatever.
E
S
J
That
would
be
good
because
to
me
that
you
know
we
could
look
to
see
who
the
individuals
are
and
and
just
and
give
some
have
more
assurances
that
yeah
the
process
we
feel
the
process
was
followed
I
just
from
the
information
here,
I
I,
don't
think
we
can
do
that.
Well,.
G
Some
extent
we
can
regroup
internally
to
discuss
potentially
fine
with
you
what
you're
looking
for
specifically
to
share
with
the
committee
to
see
if
we
can
compile
that
to
meet
your
need.
Thank
you.
A
And
and
I
think
there
were
some
misunderstanding
as
to
what
the
board
exemption
exactly
meant.
S
J
S
E
A
A
The
federal
funded
this
is
the
Esser
funding
summary
by
Mr
Williams.
Thank.
G
You
Mr
Grabowski,
so
what
the
district
did
was
compile.
Q
G
Summary
of
Sr
one
two
and
three
to
share
with
the
committee
so
that
we
see
the
entirety
of
the
spend
planned,
what's
been
expended
to
in
fiscal
years,
21
and
22
and
23
to
date.
What's
encumbered
and
what's
remaining,
the
district
received
an
sr1
13.4
million,
which
is
fully
expended
sr2,
72.63
million,
which
is
underway
and
sr3,
which
is
163.23
million,
and
so
how
to
read
this
report.
G
We've
itemized
each
one
of
the
SR
categories
in
the
associated
spending,
and
this
is
just
to
give
you
a
high
level
summary
of
the
activity
as
well
as
where
we
are
to
date
with
spending.
We
do
include
a
few
footnotes
at
the
bottom
you'll
notice
in
sr2,
I'll
just
call
out
one
of
them.
The
remaining
balance,
2.5
million
dollar
deficit
It's,
actually
an
amen,
a
pending
amendment
that
will
clear
that
balance
and
how
it
was
generated.
G
We
actually
allowed
principals
and
school
leaders
to
retain
their
positions
and
their
their
purse,
their
people
for
an
additional
year
to
meet
the
actual
needs
of
the
school.
To
offset
some
of
the
adverse
impacts
of
covid
I'll
entertain
any
questions
that
you
have
please.
F
Were
these
categories,
did
you
guys?
Did
you
all
develop
these
categories,
I'm
just
curious
and
then
what
what
is
the
learn,
addressing
learning
loss,
I
thought
that
was
kind
of
part
of
the
general
objective
of
every
of
all
of
this,
but
all.
G
Right
so
no
we
did
not
develop
the
category
so
with
each
Esser
allocation,
the
federal
government
stipulates
categories
that
you
can
budget
for
and
they
award
funds
for
so
with
sr3.
There
are
15
categories,
two
there's
a
number
of
categories
in
one
there
were
as
well,
so
what
we
selected
when
we
developed
the
plans
were
the
categories
that
match
the
district's
plan
and
our
approach
to
covet
remediation
learning
loss
and
the
different
activities
that
are
allowable
on
each
one
of
the
sr123
grants.
G
So,
while
we
did
not
Define
the
original
categories
that
as
a
part
of
the
grant,
we
did
submit
a
budgetary
plan
under
each
one
of
the
specific
categories
in
detail
for
those
award
amount
awarded
amounts.
L
L
We
had
X
number
of
kids
that
typically
would
come
through
summer
school
each
summer
and
what
we
tried
to
do
during
the
pandemic
is
after
came
back
in
person,
was
to
expand
the
number
of
of
our
students
that
were
attending
summer
school,
and
so
that's
an
example.
That's
a
that's
an
example
where
we
had
a
major
expenditure
in
this
category
of
called
learning
loss
summer
school.
E
G
J
J
Q
Q
You
provide
some
context.
I
can
I'll,
give
you
a
good
example,
an
Esther
too.
We
provided
compensation
for
teachers
that
were
teaching
in
dual
modes
during
the
year
and
actually
extra
substitute
teachers
in
classrooms
for
kids
that
were
out
or
quarantined
due
to
covid,
and
that
was
I.
A
I'd
like
to
go
back
to
the
yes
or
two,
where
you
have
the
two
million
two
and
a
half
million
dollar
over
budget,
yet
at
the
bottom
there's
still
four
million
dollars
left
in
the
funds.
So
what
is
the
plan
for
that?
Four
million
dollars?
That's
left
in
the.
G
So,
under
to
the
second
column
after
the
number
column,
under
each
one
of
these
particular
categories,
there
are
a
host
of
activities
that
were
planned
for
to
expend
the
full
amount
of
the
72.6
million
that
you
see
in
sr2,
and
so
that
remaining
4.3
has
been
already
designated
as
a
part
of
the
activities
under
the
listed
categories.
G
Here
we
can
pull
information
to
give
you
the
specifics
of
the
activities
associated
with
the
remaining
balance.
If
that
will
help
foreign.
G
I
want
to
just
classify
it
as
amendments
versus
over
budget,
so
the
entirety
of
the
budget
is
72.6
million.
We
will
not
go
over
that
number.
We
are
not
allowed
to
go
over
that
number.
However.
Amendments
take
place
throughout
the
grant
throughout
the
life
cycle
of
the
grant.
So
we
do
amendments
right
now
quarterly.
G
So
if,
for
instance,
when
we
did
the
preliminary
plan,
if
we
anticipated
needing
a
hundred
thousand
dollars
for
additional
Staffing
support
for
kids
to
prevent
learning
loss,
let's
say
we
meant
the
need
with
sixty
thousand
dollars
that
forty
thousand
dollars
difference
would
be
amended
to
another
category
where
there's
a
need,
but
the
total
bottom
line
number
does
not
change.
A
A
So
it
would
appear
that
in
line
three
with
the
principles
and
school
leaders,
whatever
they're
doing
you've
gone
ahead
and
agreed
to
extend
it
another
year,
but
it
originally
was
only
funded
or
the
requested
one
year.
So
it
would
assume
that
they
must
have
had
some
success
and
they
were
looking
for
a
way
to
fund
it.
A
next
year.
R
A
L
L
In
that
so
I'm
not
sure
I
want
to
make
sure
you
understand
the
question,
so
we
have
13
million
dollars
worth
of
S1
72
million
dollars
worth
of
Essa
two
and
163
million
dollars
worth
of
as
a
three.
So
we
we
have
plans
to
expand,
expand
that,
but
there's
no
way
that
we,
whatever
we
put
in
place
with
that
amount
of
funds,
we
will
not
be
able
to
sustain
100
of
that.
If
that's
what
the
question
is.
R
A
L
Is
it
is
not
it's
not
an
expectation
from
the
federal
government
that
all
these
school
districts
across
the
country
will
be
able
to
sustain
through
that
zero
operating
fund
and
some
other
funding
sources
all
this
money?
So
what
Miss
Williams
has
done
this
past
year?
L
She's
she's
addressed
part
of
that
through
how
we
approach
the
use
of
fund
balance,
so
I
think
the
the
number
that
she
set
aside
and
fund
balance
for
Essence
sustainability
for
the
this
year,
not
this
year,
but
the
last
fiscal
year
fiscal
year
22
is
10
million
dollars.
So,
as
we
close
the
books
out
for
this
fiscal
year,
we
need
to
be
looking
at
the
same
thing
and
we
do
not
in
fact
want
to
sustain
100.
No.
E
Q
L
What
we're
doing
it's
not
going
to
prove
to
be
effective,
so
part
of
the
work
is
to
do
this
program
evaluation
to
determine,
what's
what's
most
effective
and
then
sustain
that
so,
for
example,
we
have
we
have
roughly
half
50
of
our
kids
almost
across
the
district
in
grade
3-8
read
below
grade
level,
so
we
have
strategies.
We
talked
about
two
of
them
day,
one
it's
on
Early,
Childhood
expansion
and
so
we're
using
some
asset
dollars
for
that,
and
so,
if
that
proves
that,
as
you
asked
Miss
Foxworth
what's
effective.
L
G
Effective
and
the
approach
is
to
to
build
up
that
sustainable
lot
of
money
over
time
and
find
balance
so,
but
that
that
we
are
not
intending
or
required
to
maintain
all
of
the
initiatives
that
are
funded
with
user.
I
Hi
Mr
krabowski.
Thank
you
for
the
question
and
the
context.
Mr
Kennedy
added
apprecially
assess
some
of
the
maternal
investment
after
one
year
of
expending
some
reference
funds
and
we
discontinued
particularly
in
our
elementary
schools,
a
significant
portion
not
as
much
in
our
middle
and
high
schools,
but
we
are
looking
to
use
actual
quantitative
data
to
determine
what
positive
impact
These
funds
have
had
on
schools
before
we
make
a
motion
to
continue
in
research
practice
or
women
and
in
our
schools.
A
And
just
for
the
Public's
knowledge,
all
of
these
plans
are
on
the
website.
All
the
projects
are
on
the
website
listed
as
to
what
their
goals
are
and
everything,
but
I
guess
the
next
question
comes
down
to.
Are
we
ever
going
to
update
the
website
as
to
what
was
successful
and
what
was
not
more
importantly,
what
was.
I
A
G
A
G
Defer
to
Miss
Costello
to
cover
the
report.
Please.
R
Thank
you,
Ms
William
good
afternoon,
chairman
and
committee
I'd
like
to
present
the
November
2022
capital
projects
report.
Our
Revenue
collections
for
the
current
month
were
5.1
million
above
the
2
cash
flow
model
projections.
The
expenditures
for
the
month
are
as
follows:
the
2010,
through
2016
Capitol
Building
program,
phase
three
zero:
the
2017
through
2022
Capitol,
Building
program,
phase,
4,
2.2
million
dollars
the
2023
through
2028
Capitol
Building
program.
They
spy
had
1.2
million
dollars
in
expenditures.
R
The
2023
through
2028
Capitol
Building
program,
funded
with
long-term
debt
at
38
000
in
expenditures,
the
fixed
cost
of
ownership
fiscal
year.
23
program
is
underway
and
the
fixed
cost
of
ownership
project
list
for
fiscal
year.
24
will
be
presented
to
the
board
in
February
I'm.
Happy
to
answer
any
questions
you
might
have.
A
G
So
what
this
report
represents
is
a
snapshot
of
our
revenues
and
expenditures
actuals
through
to
date
year
to
date
in
comparison
to
this
time
point
in
time
last
year,
and
so
the
change
column
represents
the
dollar
amount
and
then
the
percent
and
change
and
any
large
anomalies.
We
walk
through
and
explain
through
the
notes.
So
here
our
total
revenue
is
received
through
the
month
of
November.
G
The
local
tax
revenues
are
4.3
million
dollars
lower,
not
because
we
received
less
Revenue,
but
because
of
a
timing
difference
we
actually
received
those
funds
earlier
this
year
than
we
did
last
year,
which
explains
the
variants
from
last
year
to
this
year
for
local
tax
revenues
for
State
revenues.
Due
to
the
modification
and
state
funding
formula
that
was
passed
during
this
previous
legislative
session,
the
district
actually
is
allocated
more
State
revenues,
so
our
revenues
are
up
3.7
million
dollars
in
comparison
to
last
year.
G
The
total
transfers
are
lower
this
year
compared
to
last
year.
This
is
just
due
to
the
new
state
aid
allocation
formula
under
the
state.
In
previous
years.
The
transfers
were
reported
differently.
So
the
funds
show
up
differently
here.
G
On
the
expenditure
side,
our
expenditures
are
increased,
have
increased
in
salaries
and
and
benefits
as
anticipated
by
4.7
million
dollars.
This
is
attributed
to
the
FY
23
budget,
where
we
indicated
we
were
doing
a
lot
of
salary
incentives
and
employee
retention
bonuses
or
and
a
lot
of
other
initiatives
to
retain
our
staff
and
to
attract
new
staff.
G
So
the
increase
is
reflective
of
those
budgetary
decisions.
Our
purchase
services
are
actually
3.4
million
dollars
lower
this
year
compared
to
last
year,
largely
due
again
to
a
timing.
Difference
in
when
we
receive
first
student,
our
bus
vendor
invoices-
and
this
is
largely
due
to
the
accounting
team
working
through
some
reconciliations.
G
Our
supplies
are
also
lower
this
time
this
this
year
when
compared
to
last
year-
and
this
is
due
to
the
decrease
in
purchasing
covid-19
supplies
compared
to
where
we
were
last
year
in
our
covid
purchases
and
initiatives
at
the
school
level.
Our
total
transfers
our
two-
it's
our
2.4
million
dollars
higher.
This
is
due
to
increased
Charter
School
payments,
so
it's
based
on
average,
daily
membership,
so
basically
more
enrollment
more
dollars,
and
so
that
2.4
million
dollar
transfer
is
reflective
of
that
the
total
reserves
two
billion
dollars.
G
We
set
aside
for
enrollment
adjustments
after
the
seventh
day
of
school,
we've
used
approximately
six
hundred
thousand
dollars
of
that
due
to
all
of
the
enrollment
adjustments
and
changes
in
the
seventh
day.
Overall,
we're
faring
pretty
well
with
revenues
and
expenses.
This
will
be
the
last
month
that
we
report
just
revenues
and
expenditures.
The
next
report
you
see
will
be
moving
into
the
year
in
projection.
That's
where
we
look
at
our
budget
projected
expenses
and
where
we'll
end
up
at
the
fiscal
year
under
over
budget.
G
In
the
analysis
and
discussion
that
we
have
related
to
that
information
once
presented,
what
questions
do
you
have?
Please.
F
Next
month
is
the
month
where
we
start
to
project
through
the
end
of
the
year
correct,
correct
great
thanks.
Absolutely.
A
On
your
report,
you
have
under
3A
on
the
salaries
the
2
000
plus
the
seven,
but
then
you
have
a
step
plus
the
amount
to
maintain
97
of
the
market
for
classified
staff
and
administrators.
What's
that.
G
A
G
2
000
step
increase,
97
market
value
retention,
yeah.
L
So
a
number
of
years
ago,
I,
don't
know
how,
many
years
ago,
but
probably
I,
think
we've
had
two
or
three.
What
the
HR
folks
call
a
salary
review
for
the
district
where
we
they
bring
in
an
outside
vendor.
Take
take
a
the
vendor,
takes
a
look
at
the
different
categories
of
employees.
They
do
a
market
analysis
to
determine
where
those
each
category
of
the
employees
with
each
category
is
in
relationship
to
the
market.
L
Whatever
the
market
is
I,
don't
know
what
you
know,
what
what
that
market
is,
but
they
take
a
look
at
well.
I
do
have
some
sense
to
take
a
look
both
that
governmental
entities
like
all
the
school
districts,
they
take
a
look
at
local
companies
that
are
commercial
type
companies,
so
do
a
good
comparison,
and
so
historically,
what's
happened
in
the
district
we
followed
our
employees,
the
pay
of
our
employees
fall
below
Market
and
I.
L
Think
when
I
first
got
back
here
in
2018
I
think
we
were
right,
like
the
almost
across
the
board
at
90
percent
of
marketing.
So
but
if
the
market
says
such
a
person
can
can
make,
let's
say
a
hundred
thousand
dollars
out
in
the
market,
then
we
were,
you
know,
10
below
that
as
an
example
and
so
over
time.
L
Over
a
period
of
years,
the
successive
budgets,
the
board,
has
elected,
trying
to
come
closer
and
closer
to
Market
and
so
I
think
where
we
are
now,
it
must
I
think
it's
this
97
that
we
went
to
last
year.
So
we
had,
we
had
a
plan
to
get
to
a
hundred
percent
and
we
haven't
been
able
to
do
that.
But
this
it
gave
us
an
ability
to
get
closer
to
that
100.
L
So
it's
it's
a
recognition
that
employee
that
employees,
wherever
they're
working,
need
to
be
compensated
and
for
us
it's
also
a
matter
of
retention.
L
Yes,
I
would
say
over
the
cap:
yeah
I,
don't
remember
off
the
top
of
my
head.
If
all
categories
of
employees
at
that
97
there
may
be
some
nuances,
there's
some
differences,
but
but
the
concept
is
yes.
Your
concept
is
right.
G
G
But
yes,
we
we
will
revisit
this
during
the
FY
24
budget
development
cycle.
A
And
the
reason
is
it's
just
the
perception,
if
I'm,
a
teacher
and
I'm
looking
at
this
and
saying
that
you're
looking
at
market
cap
and
then
I'm
not
getting
a
raise
yet
you're
trying
to
get
other
people
that
are
obviously
working
below
market
and
I'm.
Sure
every
teacher
in
the
world
is
going
to
say
they're
working
below
Market.
A
It's
just
for
clarification,
yeah!
So.
L
Don't,
since
I
got
out
of
the
CFO
roles,
these
numbers
don't
stick
in
my
head
anymore,
but
we
we,
but
the
the
amount
of
teacher
salary
increases
last
year
was
that
amount
was
significant
because
it
may
not
be
reflected
in
this
financial
report
that
you're
looking
at,
but
that
was
certainly
that,
certainly
of
my
history
of
the
district,
a
a
strong
emphasis
on
putting
teachers
first
in
terms
of
their
salary,
it.
G
Was
it's
the
it's?
It's
the
you
see
the
net
activity
to
date
and
the
salaries
under
the
salary
expenditures,
but
yes,
the
the
difference.
The
differential
there
for
salaries
and
benefits,
that's
reflective
of
the
incentives,
but
there
were
costs
of
living
adjustments.
Two
thousand
dollar
increases
additional
Market
increases
and
some
other
step
increases.
So
we
really
tried
to
tackle
with
this
last
budget,
Talent
retention
and
attraction-
and
this
was
one
of
the
vehicles
that
we
used.
A
And
and
I
just
have
a
general
question:
I
probably
missed
it
again.
It
probably
should
have
been
on
the
last
budget
item
in
watching
and
just
knowing
a
little
bit-
and
this
is
where
it's
like
being
first
year
law
student,
a
little
bit
of
knowledge
is
scary,
with
all
the
litigation
going
on
and
the
potential
settlements
that
go
on
and
the
potential
to
affect
the
bond
rating
under
whose
does
that
fall
under
this
on
a
monthly
reporting
age
in
order
to
say,
go
back
to
your
capital
projects,
side
of
it.
A
G
Ahead,
sorry,
the
the
bond
rating
in
that
process,
it's
a
financial
process,
and
so
it
falls
under
the
office
of
Finance.
It
has
implications
for
the
capital
program
Etc,
but
we
have
a
very
strong
bond
rating,
the
best
that
you
can
have
for
a
school
district
and
we
also
budget
contingencies
for
settlements
and
Etc.
G
So
it's
it's
never
shocks
the
system.
Typically,
unless
it's
something
egregious
like
a
billion
dollar
settlement
or
something,
then
we
all
wouldn't
be
here.
G
Nine
ten
and
fourteen
did
I
miss
my
mom
I'm
sorry.
Now
it
was.
How
absolutely
make
a
note
of
that.
Thank
you.
E
A
Do
I
have
a
I'd
like
to
make
a
motion
to
prove
all
of
the
discussed
items
for
Action
to
be
presented
to
the
board.
Do
I
have
a
first
so
moved?
Second,
you
have
a
vote.
Hi
hi
motion
passes,
you
know
like
we
are
adjourned.
No,
we
have
to
set
a
time
for
our
next
meeting.
Next
meeting
will
be
February
7th
2023
at
2
p.m.