►
From YouTube: CCS BOE Meeting 8.15.2022 #2
A
Date,
since
the
last
time
we
met
with
you,
we
met
with
our
school
and
district
leaders.
We
had
our
summer
leadership
institute
and
we
shared
this
plan
with
all
of
our
school
and
district
leaders.
We
also
did
activities
with
them
to
help
them
build
connections
to
the
five
priority
areas
and
how
it
fits
with
things
that
they're
asked
to
do
in
their
schools,
so
that
was
exciting.
B
A
A
D
A
F
C
C
Very
much
just
to
back
up
before
you
get
started,
the
certified
subs,
155
and
non-certified
is
120..
So
that
brings
that's
quite
an
improvement
over
what
was
it
like,
104
and
down?
I
mean
you
know
back
in
in
december.
That's
so
that's
quite
a
big
improvement
there.
So
yeah.
Thank
you
for
that.
All
right
item
b,
consolidated
federal
grants
from
2022
2023,
dr
moran,
and
this
little.
A
So
you
may
recall
each
year
about
this
time
we
submit
to
you
and
the
consolidated
grant
application
for
all
of
our
federal
grants
and
I'm
our
executive
director
for
federal
programs
and
school
improvement.
Ms
carrie
little
will
tell
you
a
little
bit
more
about
this
process
and
kind
of
what
this
entails,
but
I
did
want
to
take
just
a
moment
to
to
brag
on
this
little
just
a
little
bit.
I
think
I've
said
this
before,
but
she
is.
A
At
the
state
level
for
her
work
in
federal
programs,
she's
kind
of
a
go-to
person
for
her
attention
to
detail
and
the
years
of
experience
that
she
brings
she
works
on
needs
assessments.
She
works
with
principals
planning
out
their
budgets
and
helping
them
come
up
with
creative
ways
to
maximize
dollars
for
students.
A
She
works
with
our
finance
team
quite
a
bit
and
one
of
the
things
that
has
been
added
to
her
plate
that
doesn't
really
talk
about
it
tonight,
but
I
think
it's
important
to
mention
she's,
really
been
a
heavy
heavy
part
of
all
the
esser
grants
and
funding
and
has
had
to
work
extremely
close
with
our
finance
team
on
that
and
it's
been
a
lot.
Many
districts
hired
additional
people
to
do
that
work.
H
Thank
you
good
evening,
mr
chairman
members
of
the
board.
So
this
is
yup
every
year
our
annual
consolidated
grants-
and
I
you
have
two
separate-
you
have
a
powerpoint,
but
you
also
kind
of
have
the
one
pager
that's
about
three
pages
that
has
a
little
bit
more
information
in
length.
You
will
see
on
your
first
slide.
H
Second
slide,
really
what
the
consolidated
grant
actually
entails.
So
you
have
title
1
part
a
that's.
What
most
people
hear
of
when
they
hear
of
the
title:
1
schools,
that's
how
to
improve
academic
achievement
of
the
disadvantaged
student
title.
One
part
c:
it's
a
part
of
that
is
just
strictly
for
the
migrant
education
program.
H
Title
two
is
teacher
and
principal
training
and
recruitment.
I
work
closely
with
hr
in
in
helping
submit
that
plan
and
their
budget.
Title
three
is
language
acquisition,
so
you
also
hear
that
as
esl,
which,
in
the
future
you'll
be
hearing
as
ml
multilingual
learners.
So
in
case
you
hear
both
of
those
that's
what
we're
talking
about
title
three
is
also
language
acquisition
and
what
they
mean
by
significant
increase.
Is
they
give
us
a
little
more
money
for
those
children
who
are
immigrant
children?
H
So
those
are
children
who
are
here
in
the
united
states
for
their
first
three
years,
so
not
district
to
district
strictly
just
came
to
the
u.s
for
the
first
time
and
then
title
four
is
student
support
and
academic
enrichment,
so
for
a
total
of
approximately
2.2
million
dollars.
That's
what
those
are
the
title
programs
within
there.
H
So
what
we
have
done
is
we
have
used
feedback
surveys
from
the
schools
from
the
community
from
district
leaders
from
parents,
whatever
feedback
that
has
come
through
the
district,
just
as
you
have
this
past
year
gone
through
the
listening
tours
with
dr
jackson,
the
one
chatham
event
that
feedback
the
feedback
from
the
school
school
improvement
teams
that
have
parent
representatives
on
there.
So
we
try
to
gather
all
of
that
to
make
sure
what
we're
doing
is
meeting
the
needs
of
what
all
of
our
stakeholders
believe
we
should
do
so
in
the
next
slide.
H
You
can
change
that
in
title,
1
part
a
so
we
do
that
for
all
of
them
together
and
then
we
kind
of
look
at
each
one
of
our
title
grants
to
determine
what's
going
to
happen
with
those
so
title
1
part
a.
There
is
a
set
aside
at
the
district
level
that
cannot
be
more
than
12,
but
that
helps
with
salaries.
It
also
helps
with
our
set
aside
for
pre-k
and
homeless.
So
that's
what
those
funds
go
to,
but
the
majority
of
the
money
from
title
one
will
go
to
the
schools.
H
H
The
reason
we
do
not
count
pre-k
is
because
we
already
do
a
set-aside
for
pre-k
within
the
district,
and
so
we
give
a
per-pupil
allotment
which
the
long
she
explained
to
what
we
did
and
that's
the
amount
that
each
school
received
a
portion
of
that
schools
are
required
to
do.
Family
engagement,
so
it's
just
a
small
portion,
but
that's
included
in
those
amounts.
If
you
can
go
to
the
next
slide.
Thank
you.
H
H
Most
of
them,
you
will
see,
have
class
size
reduction
positions,
so
that
means
they
hire
a
teacher
to
make
their
class
sizes
smaller.
They
have
interventionists
curriculum
coaches
tutors.
Some
of
our
schools
have
interpreter
receptionists
so
that
they
can
engage
with
the
families
of
second
language
a
little
bit
better.
H
H
Some
of
them
have
actually
put
math
interventionists
in
place
because
their
math
scores
they
saw
were
not
where
they
wanted
them
to
be
so
they've
hired
a
person
to
strictly
when
they
have
their
mtss
and
they
break
off
into
their
intervention
groups.
Those
math
interventionists
will
specifically
work
with
those
students
and
those
are
flexible
groupings
based
on
the
data
that
they
see
over
the
time
that
they
serve
them.
Some
of
the
resources
that
they're
going
to
be
using
it
for
are
additional
avid
materials
and
avid
trainings
library,
books,
stem
equipment.
Other
software.
H
We
do
have
a
school
that
has
started
to
look
at
some
type
of
incentive
bonus
because
it's
been
hard
to
hire
folks,
so
they're
going
to
look
at
their
evos
scores
over
the
year
and
even
staff
attendance
over
the
year,
as
well
as
some
curriculum
writing
stipends.
So
that's
title
one
part
a
do.
You
have
any
questions
about
that,
that's
kind
of
in
general
what
those
schools
are
spending
their
funds
on.
F
H
No,
don't
don't
be
surprised,
it
has
been
changing
over
time.
Our
northeastern
and
really
pittsboro
up
towards
the
northeast
has
really
changed.
The
the
people
moving
in
are
have
different
economic
backgrounds,
and
so
those
are
becoming
lower.
Actually
horton,
you
will
notice
is
not
on
that
list.
They
were
on
the
list
last
year
and
that's
because
they're
not
they
don't
have
the
same
number
of
children
meeting
the
free
and
reduced
criteria.
H
H
So
if
we
would
have
gone
back
to
that
data,
that
is
that
data
is
really
skewed
based
on
what
is
really
happening,
especially
with
our
growth
and
I
went
through
lots
of
different
calculations,
and
I
shared
it-
and
I
said:
okay,
if
we
go
with
this,
one
horton
will
still
be
in
it.
It's
from
1920
data,
but
you'll
notice
that
the
schools
get
a
lot
less
and
they'll
get
significantly
less
than
they
have.
H
If
we
move
to
our
most
current
data,
which
is
not
right
in
the
90s,
the
90th
percentile,
but
it's
getting
closer
we're
still
going
to
be
serving
those
kids
that
are
in
more
need
at
those
schools.
So
the
decision
was
made
to
go
with
this
data.
Covid
really
did
impact
us
the
fact
that
all
meals
were
free
for
everyone
made
a
huge
impact,
so
people
didn't
really
want
to
fill
it
out,
which
I
don't
blame
them.
H
H
It's
kind
of
a
hold
harmless
year
and
mr
robinson
has
been
so
kind
and
reminding
me
of
his
gold
hormones.
So
great
questions
and
great
observations.
Thank
you
so
title
one
part
c:
migrant
education
literally
serves
just
our
migrant
students.
It
is
specifically
targeted,
so
we
support
our
migrant
recruiter
through
that
we
actually
won
out
of
many
many
most
of
the
counties
in
our
state.
H
We
actually
do
have
contracts
with
outside
healthcare
agencies,
because
so
many
of
our
kids
come
in
with
no
insurance
and
don't
have
any
way
of
getting
their
children
help,
and
so
we
are
able
to
work
with
piedmont,
health
and
unc
dental
to
get
these
services
for
our
children.
So
we
do
have
contracts
with
those
outside
health
care
providers
and
also
professional
development
for
the
families
and
the
students.
E
H
Well,
so
they
count
so
the
state
gives
us
money
based
on
our
last
count
like
in
the
spring
spring
yeah,
and
so,
but
we
do
have
a
national
m6
program
where
our
recruiters
are
supposed
to
put
those
children
in
so
that
if
they're
moving
from
florida
or
some
other
state
coming
to
our
state,
we
can
hopefully
look
them
up.
So
we
know
kind
of
what's
been
happening
with
them.
So
that's
been
a
nice
resource.
H
Anything
else:
okay,
title
two:
this
is
teacher
and
principal
training
and
recruitment,
so
we're
continuing
kind
of
the
support
that
we've
been
doing
for
the
past
couple
years
with
title
ii.
We
have
curriculum
coaches
salaries
in
here
because
we
do
believe
in
the
train
the
trainer
model,
so
they
are
helping
our
teachers
within
the
schools.
H
So
I
just
want
to
make
sure
that
you
know
that,
so
we
do
support
our
instructional
program
facilitator
and
our
data
manager
and
tutors
through
these
funds,
as
well
as
our
pd
for
our
regular
ed
teachers
and
esl
teachers
and
other
software
that
we're
looking
for
what
we
noticed
in
our
access
scores
was.
The
writing
domain
was
not
very
strong,
so
we're
looking
for
resources
to
help
our
teachers
help
our
students
in
that
domain,
as
well
as
providing
reading
materials
for
our
immigrant
students,
as
they
don't
have
enough
of
those
materials.
H
So
we
purchase
those
for
them
as
well,
and
the
other
is
just
continuing
our
work
with
the
multilingual
families
so
that
they
have
a
voice
within
our
district
and
then
title
four
is
the
student
support
and
academic
enrichment.
We
do
support
the
the
lead
social
worker,
just
the
part
of
the
salary,
to
continue
to
kind
of
bring
the
social
workers
together.
We
had
an
influx
of
social
workers
and
there's
a
need
to
have
them
kind
of
all
under
one
roof
or
one
person.
This
person
also
is
our
mckinney-vento
liaison
as
well.
H
So
it
just
kind
of
brings
a
more
cohesive
group
together.
So
that's
been
a
wonderful
help
for
the
district
services.
We
also.
This
is
something
new
this
year,
something
that
we
saw
that
we
needed
is.
We
wanted
to
explore
year-round
options
for
some
of
our
seller
city
schools,
and
so
we
have
contracted
out
with
rti
international
to
help
us
do
that,
as
well
as
we
have
mental
health
contracts
and
behavior
support
contracts
that
help
us.
H
The
mental
health
contracts
help
us
with
students
who
do
not
have
any
insurance
so
we're
able
to
provide
those
services
for
them
professional
development.
We
have
digital
teaching
and
learning,
and
we
will
also
be
providing
link
crew,
training
for
high
school
staff
and
that
helps
with
our
transitions
from
middle
to
high
school,
as
well
as
providing
math
intervention
curriculum
for
middle
and
high
school.
H
That
was
that
that
is,
that
is
the
summary
basically
of
our
grants.
What
I
do
want
you
to
remember
is
that
all
of
these
federal
grants
are
supplemental,
so
we
have
to
prove
to
the
state
that
we
as
a
district
a
lot
certain
amounts
of
teachers
to
each
school
resources
to
each
school,
and
this
should
always
be
supplemental
to
all
these
programs,
and
we
do,
I
feel,
like
we
do
a
stellar
job
at
making
sure
that
these
are
extras
so
that
they
can
support
their
children.
H
Well,
that's
a
great
question,
so
you
may
or
may
not
remember
through
one
of
our
essa
grants
we
were
able
to
help
support
a
new
position
in
terms
of
an
interpreter
translator
now
that
works
with
ms
weickel.
In
addition,
the
hiring
that
I
submit
to
you
in
my
department,
more
than
half
of
the
folks
that
work
with
me
are
multilingual,
and
so
what
we've
had
to
do
individually
is
literally
call
them
the
best
we
can.
We
can
send
letters
and
we
have
schools
that
send
home
things
and
they're
always
translated
to
spanish.
H
C
Board
of
education
approved
the
2022-2023
consolidated,
grant
application
for
federal
grants
as
presented.
Second
have
a
second:
is
there
any
discussion
all
in
favor
with
an
eye?
Please
aye,
aye
aye.
Can
you
vote?
Okay.
Thank
you
very
much
item
c
revisions
to
the
code
of
conduct
this
fowler.
Thank
you.
I
I
I
There
are
two
policy
revisions
related
to
that
policy.
4300
simply
goes
through
and
makes
the
changes
there,
so
that
the
code
of
conduct
is
now
considered
the
code
of
civility
and
also
there's
some
additions
in
section
d
of
4300
that
spell
out
on
the
minor
violations
and
serious
violations.
There's
some
specifics
there
and
4303,
which
is
formally
the
code
of
conduct,
will
now
become
the
code
of
civility.
This
is
where
the
code
of
conduct
has
lived
once
this
is
approved
that
will
live
in
that
space
as
well.
I
So
the
the
major
piece
tonight
is
looking
at
the
actual
code
of
civility
the
different
things
that
we
looked
at
in
conjunction
with
the
school
administrators
principals.
In
particular,
we
work
through
those
things
and
then
also
in
collaboration
with
barrington
smith,
so
the
the
main
parts
of
this.
What
we
realized
is
that
we
had
pretty
wide
ranges
of
consequences.
I
Some
of
them
read
warning
to
even
10
days
out
of
school,
so
in
order
to
make
sure
that
we
are
being
consistent
through
the
schools,
we
have
now
a
chart
that
lives
in
each
area,
which
is
a
level
of
consequence,
and
it
gives
a
more
specific
consequence.
The
level
one
which
is
your
more
of
a
minor
kind
of
violation,
there's
a
there's,
bigger
areas
for
principles,
to
kind
of
look
through
to
have
some
guidance
there.
I
I
I
Moving
so
that
we're
you
know,
making
sure
that
we
are
not
kind
of
having
administrators
being
able
to
out
here
to
kind
of
determine
certain
types
of
dress,
but
just
that
we
want
to
make
sure
that
all
the
appropriate
things
are
covered,
and
so
some
of
those
languages
are
there
turn
the
page
and
then
one
of
the
one
of
the
big
areas,
this
kind
of
came
about.
Through
some
conversation,
our
cell
phone
policy
has
been
in
place
for
quite
a
while.
It
used
some
language
around
pagers
and
two-way
radios
and
such
so.
I
That's
that's,
definitely
not
something
that
we
see
anymore.
I
had
a
conversation
earlier
in
the
year
that
with
a
parent,
that
their
child
had
gotten
home
at
the
end
of
the
day
and
she
couldn't
get
in
touch
with
her
so
because
you
know
when
we
had
this
policy
when
it
went
into
place,
what
we
did
have
is
lines
at
homes
and
so
a
lot
of
times
now.
I
This
might
be
the
only
way
that
a
parent
can
get
in
touch
with
with
a
student,
so
we
want
to
make
sure
that
we
are
keeping
kids
safe.
So
this
was
some
of
the
conversation
around
that.
If
cell
phones
taken
away
to
give
this
back
to
a
student
parents
notified,
if
it's
a
continued
problem,
then
we
would
have
a
parent
come
to
the
school
just
trying
to
kind
of
work
through,
so
we're
making
sure
that
safety
is
the
number
one
thing
most
of
the
most.
I
I
One
of
the
big
things
this
was
a
conversation
that
we
had
with
high
school
press
was
around
vaping.
There
was
a
lot
of
concern
because
vaping
products
also
have
evolved
so
a
lot
of
times.
What's
in
there
is
not
a
nicotine
product.
So
what
we
vaping
had
lived
under
our
tobacco
policy
and
they
really
were
wanting
us
to
have
something
that
we
could
look
at
and
and
be
able
to
handle
this.
I
One
of
the
things
that
we're
going
to
do
is
a
really
concerted
effort
to
push
out
information
to
parents
and
to
students,
because
what
you
now
have
is
you
have
kids
that
may
not
know
what
might
be
in
a
vape
cartridge,
so
we
want
to
have
some
conversation
around
accidental
poisoning,
because
if
you
don't
know
what
something
is
and
you
ingest
that
that
could
be
a
concern,
so
we're
going
to
have
a
lot
of
have
a
parent
night.
There's
been
a
lot
of
communication
back
out
about
this
real
dangers.
I
This
is
something
that
continues
to
be
more
and
more
of
a
concern.
So
if
it
is
something
that
we
know
is
a
tobacco
type
product,
it
will
live
under
that
tobacco
policy.
It
will
be,
it
will
be
looked
at
in
that
place
if
it
is
something
that
a
student
would
be
using
kind
of
to
achieve
this
euphoric
sense,
it
will
now
live
with
the
drug
and
alcohol
policy,
and
some
of
that
will
just
it's
going
to
require
us
kind
of
working
through
and
if
we
don't
know
what
something
is.
I
I
Would-
and
I
think
that
some
of
this
was
taken
from
like
a
former
kind
of
document
that
we
may
have
had
in
place
and
definitely
what
we
want
to
do
is
kind
of
back
to
that
restorative
lens.
You
know,
having
conversations,
we
want,
kids
with
their
situations
that
arise
and
there's
a
conflict,
whether
there's
a
consequence
or
not.
We've
got
to
kind
of
we've
got
to
come
to
some
resolution,
so
some
of
that
may
be
through
some
pyramid
mediation.
Some
of
it
may
be
a
mediation
with
a
teacher
or
a
school
counselor
or
an
administrator.
E
It's
under
this
umbrella
of
all
these
facets
and
another
question
I
had
about
the
minor
violations.
I
know
that
you
know
suspension
is
one
of
the
options
and
there
has
been
talk
of
you
know,
especially
when
we
look
at
implicit
situations
that
we're
all
trying
to
be
more
aware
of
and
grow
and
get
training
around.
If,
if
in
this
policy
anywhere,
it's
encouraged
to
to
consider
the
other
options,
even
though
they
might
be
more
time
consuming,
might.
B
E
I
I
I
think
a
lot
of
what
you're
talking
about
may
be
some
classroom
situations
and
absolutely
that
we
want
to
work
with
students
and
educate
students
and
make
sure
that
they're
aware
how
they
should
be
interacting
with
each
other,
particularly
coming
back
this
past
year
from
you
know,
we're
out
of
school
for
a
period
of
time,
so
just
kind
of
readjusting
to
that.
So
we
definitely
have
those
conversations
about
what
can
be
done.
How
can
we
work
this?
E
I
A
minor
violation
would
be
like
a
lot
of
times.
I'm
thinking
like
a
classroom
situation
that
a
teacher
is
kind
of
working
through
with
a
student,
and
they
do
all
of
these
things.
Teachers
I
mean
they're.
What
they
want
to
do
is
they
want
to.
They
want
kids
in
class,
and
you
know,
one
of
our
strategic
plan
goals
is
to
look
at
a
reduction
of
like
this
number
of
students
who
are
suspended
when
we.
I
What
we
find
we
look
at
our
data
is
actually
a
small
number
of
students
in
the
district
that
are
kind
of
this
repeat
offender.
So
all
of
these
things
are
just
to
make
sure
that
we're
putting
supports
in
place
for
kids
right
now
at
the
end
of
the
day
when,
when
we
put
those
supports
in
there,
what
we
want
to
know
is
that
we,
we
do
have
this
other
code
that
we
have
to
deal,
because
we
want
to
have
to
make
sure
that
our
schools
are
safe
as
well
great.
G
C
I
F
The
discipline
is
for
the
school.
Now
that
didn't
mean
I
went
up
down
the
hall
and
said
johnny
got
three
days,
and
I
don't
know
I
didn't
do
that.
The
kids
took
care
of
that
for
me
so,
but
it
my
analogy
that
I
always
use
with
parents
or
was
that
when
you're
driving
down
the
highway
and
you
crest
that
hill-
and
you
see
this
black
and
silver
on
the
other
side,
I
will
almost
guarantee
you
whether
you're
on
cruise
or
not
your
eyes
will
look
at
your
your
speedometer
or
you'll.
F
Take
your
foot
off
the
gas
and
especially
if
you
see
the
blue
light
blinking,
so
that
discipline
is
not
just
for
that
person.
That
was
speeding,
but
it's
sending
a
message
to
everybody
else
that
hey
you
need
to
follow
the
speed
limit.
So
you
know
we
don't
need
to
discount
the
fact
of
what
an
act
of
discipline
from
the
principal
or
teacher,
how
far
reaching
that
can
be
to
the
rest
of
the
class
or
the
rest
of
the
school.
F
Tracy
you
were
principal,
I
went
what
what
happened
to
the
word
conduct.
Are
we
afraid
to
use
that
anymore
and
dr
jackson's
so
eloquent
he's
he?
He
kind
of
pulled
me
back
down
to
earth
and
say:
well,
it's
it's
really
meaning
the
same
thing.
You
know
and-
and
I
understand
but-
and
I
think
if
you
haven't
read
his
remark
on
his
first
page.
F
This
is
how
let's
treat
each
other
this
way
and
not
because
there's
a
rule
that
you're
going
to
break,
but
just
because
we
need
to
treat
each
other
in
a
better
manner
and
we
need
to
get
that
implanted
in
our
kids
minds
because
they
they
see
so
much
of
what's
going
on
in
our
society
and
it's
it
hurts,
it
really
hurts.
So
I
I
we've
already
made
a
motion.
Haven't
we
okay?
Let's
vote.
C
J
So
this,
I
think,
kind
of
gives
you
a
perspective
on
this.
So
this
we
sent
out
a
request
for
proposals
to
all
these
organizations
and
we
had
four
responses
and
you
can
see
what
we
got
back.
We
asked
for
this
on
cents
per
mile,
because
that's
what
we
pay
for
and
we
pay
for
what
we
actually
drive
and
you
have
to
do
it
based
on
that,
because
you
know
the
student
may
live
here.
The
student
may
look
over
there.
We
talk
about
mckinney-vento,
we
may
actually
have
to
go
into
another
county.
J
J
The
total
contract
was,
I
believe,
for
three
years.
It
was
like
about
a
1.2
million
dollar
contract
this
year
it's
1.3
part
of
that
is,
and
what
we
did
when
we
came
up
with
the
not
to
exceed
dollar
amount.
Is
we
went
back
to
last
year
and
we
looked
at
the
total
dollar
amount
that
we
paid
tnl
for
this
work,
and
it's
a
bottom
of
the
second
page
is
where
I'm
going
to
ask
you
to
stop
right
there.
J
J
This
part
of
our
population
is
growing
and
as
the
district
grows,
this
will
also.
We
believe
that
that
will
get
us
to
the
end
of
the
three
years
and
and
have
a
cushion
to
be
determined,
but
that
was
an
educated
number.
We
didn't
just
pull
that
out
of
midair
and
just
say:
oh,
that
number
sounds
good.
We
tried
to
actually
look
back
and
do
some
projecting.
F
J
F
F
J
It's
an
educated
guess
at
this
point.
If
we
realize
and
see
that
the
benefit
of
doing
a
three-year
contract
is
if
along
the
way,
we
realize
that
we're
it's
going
to
be
more,
it
gives
us
an
option
to
come
back
to
you
later
on
and
say:
okay,
we're
going
to
need
to
increase
this,
but
we
can
look
ahead.
C
J
J
C
J
J
J
Basically,
seven
con
contracted
custodians
from
the
bud
group
at
seaforth
high
school,
and
we
went
through
the
year
with
those
seven.
We
were
able
to
cut
that
number
back
by
the
way
for
next
year
to
five.
So
we
we've
made
some
improvements
but
we're
nowhere
near
being
able
to
staff
the
custodial
staff
at
that
school.
J
No
sir
okay,
but
we
there's
a
critical
mass
in
that
when
we
compute
that
a
lot
of
it
has
to
do
with
the
square
footage,
yeah
and
and
unfortunately,
when
we
build
c4,
we
paid
a
lot
of
attention
to
the
materials
that
we
put
in
so
that'll
help
us,
but
when
we
were
when
we
were
looking
at
this
we've
already
we're
already
a
point.
We
ended
the
year
by
with
temporary
custodians
at
four
schools
and
it's
hard
to
find
organizations
that
are
even
willing
to
do
this.
J
Typically,
when
you
get
into
contracting
for
custodians,
they
want
to
do
it
all
they
want
to
do
the
whole
school.
They
want
to
do
the
whole
district.
They
want
to
do
the
whole,
and
this
is
a
step
that
gives
us
time
to
assess
if
that's
where
we
are
with
this
or
not
at
this
point,
we're
not
and
there's
a
couple
reasons
that
go
into
that,
not
the
least
of
which
is
custodians
are
dual
role:
employees
and
we
need
them
driving
buses
as
well.
J
J
J
We
have
a
cushion
here,
but
that's
based
on
our
experiences
from
this
past
year
in
the
situations
that
we
ended
up
in,
and
this
will
prevent
us
from
having
to
come
back
to
you
several
times
during
the
year
with
additional
needs.
It
also
locks
us
in
on
a
price
and
because
of
the
economy
of
scale
approach.
J
Well,
this
past
year
we
we
did
a
summer
contract
because,
for
instance,
seaforth
is
a
good
example.
We
don't
need
seven
custodians
at
c4
during
the
summer
and
our
normal
allocations
are
set
up.
That
way
you
have
a
10-month
allocation,
that's
that's
based
on
having
the
kids
in
the
building
and
then
you
have
a
two-month
allocation.
That's
substantially
less
because
mostly
you're
taking
care
of
floors,
even
with
our
summer
school
approach,
because
with
our
summer
school
hours
that
we
do,
we
actually
allocate
custodian
hours
in
there.
So
that's
taken
care
of.
B
Yes,
it's
also
important
too,
and-
and
I
was
waiting
to
see
if
mr
blige
would
would
share
this,
but
the
savings
that
we're
talking
about
right
now
is
approximately
thirteen
thousand
dollars
per
custodian
that
they
that
we
contract
out
so
you'll.
You
can
kind
of
see
where
the
savings
why
this
becomes
benefit
positive
for
the
district,
and
it
also
helps
us
solve
the
problem
of
workforce,
which
is,
as
you
can
see,
extremely
challenging,
but
approximately
13
000..
B
B
F
Did
I
read
or
dream
that
originally
was
going
to
go
on
the
school,
but
they
decided
to
go
with,
put
it
and
put
it
on
panels
and
which
I
thought
when
I
read
that
I
thought
I
didn't
think
I'd
drink
that,
and
I
thought
that's
great,
because
you
know
you
can't
say
that
building's
gonna
be
there
okay,
and
so
you
know
if,
for
some
reason
it's
not
gonna
be
there,
then
we
keep
it
and
move
it.
Yes,
which
I
think
is
is
great.