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From YouTube: Feburary 27, 2017 Special Board Workshop
Description
See the agenda here: http://agenda.oneclay.net/publishing/ap-agendas.html
B
C
D,
Heavenly
Father,
thank
you
for
being
with
us
today.
We
hope
that
you
will
be
with
us,
as
we
make
wise
decision
for
our
school
district,
to
make
decisions
that
are
always
fair
to
our
teachers,
to
our
support
staff,
but,
more
importantly,
based
on
kids
or
thank
you
for
allowing
us
to
come
together
in
our
thoughts
and
come
together
in
our
practice
in
order
to
create
the
best
experience
for
our
students
in
our
County.
C
A
Welcome
to
Clay
County.
Take
this
opportunity
to
thank
you
for
taking
the
time
out
of
your
busy
day
to
attempted
a
school
board
meeting.
This
meeting
is
our
opportunity,
as
your
elected
representatives,
to
collaborate
openly
and
make
decisions
that
will
decide
the
future
direction
of
our
public
schools
and
the
education
of
our
children
in
Clay.
County
there'll
be
an
opportunity
for
the
public
to
ask
questions
at
the
end
of
the
workshop
presentation.
Your
participation
is
welcomed
and
appreciated
and
I'd
like
to
take
a
minute.
A
Thank
everyone
for
all
the
thoughtful
input
we've
received,
I'm
sure
I'm,
not
the
only
board
member
who's
received
literally
dozens
of
phone
calls
and
emails.
I've
even
had
people
stop
me
in
the
supermarket
as
I'm
sure.
All
of
you
have
to.
Let
us
know
how
they
feel
I
understand
that
the
allocations
are
a
very
sensitive
topic
for
our
entire
community
because
they
affect
all
of
us:
employees,
teachers,
administrators
parents,
students,
everybody.
You
know
we
all
want
to
keep
these
services
at
our
schools,
but
it's
important
to
remember
that.
A
It's
not
always
about
numbers
and
dollar
signs
there's
times
when
we
make
decisions
that
will
enhance
the
overall
education
of
our
children
and
improve
the
services
that
we
as
district
as
the
district
offered
to
students,
even
when
that
comes
at
a
higher
cost
than
the
bare
minimum
required
I
appreciate.
All
of
you
have
taken
the
time
to
contact
us
regarding
these
allocations.
A
As
your
elected
officials,
it's
our
job
to
represent
your
interest
today
will
be
an
opportunity
for
us
to
hear
from
the
superintendent
and
staff
regarding
their
proposed
allocations
for
us
and
for
us
to
discuss
and
collaborate
together.
Please
be
respectful
and
courteous
throughout
today's
discussion.
We're
going
to
do
our
best
to
allow
time
for
public
comment
at
the
end
of
the
workshop.
Unfortunately,
this
room
is
in
use
tonight
for
a
prior
or
booked
for
a
prior
event,
so
we
have
the
room
from
4:00
to
6:00.
A
Now
I'd
like
to
ask
the
board,
if
they're,
ok,
with
allowing
public
comment
into
today's
workshop
until
we
run
out
of
time.
I
know
our
policy
says.
That
is
questions
only,
but
if
the
board
is
okay
with
cards
in
three
minutes,
okay,
I
have
consensus
and
and
obviously
I
have
a
stack
of
cards
and
people
are
here
to
speak
and-
and
you
deserve
to
be
heard
so
I
am
gonna.
A
Ask
that
when
the
red
light
blinks
to
please
be
respectful
that
the
person
behind
you
wants
to
have
the
opportunity
and
we'll
go
until
6
o'clock
and
try
to
let
everybody
get
everything
that
they
need
to.
So
at
this
time,
I
will
now
we'll
begin
the
first
and
only
item
on
our
agenda
today,
and
that
is
mr.
superintendent.
Thank.
C
C
C
You
know,
indifferent
about
and
reference
to
be
in
neutral,
but
know
this
every
for
the
last
two
weeks
when
creating
the
staff
allocation
model,
it's
been
very
difficult
for
me,
you
know,
as
a
leader,
you
know
as
much
as
my
job
is
to
make
sound
decisions.
Moving
forward,
I
am
empathetic
to
everything
that
we
do
and
everything
that
I've
created
I
work
continuously
to
problem-solve,
with
my
staff
to
problem-solve,
with
with
art,
with
our
administrative
staff,
with
principals
and
leaders,
and
also
side
by
side,
having
some
conversations
with
mrs.
Paiva
and
mr.
C
Our
students
know
this
that
I
care
I
understand,
and
this
is
my
recommendation
to
get
us
back
on
track
financially
in
which
I'll
go
through
today.
So
this
time,
I'll
go
back
and
I
create.
My
I
will
go
through
my
PowerPoint,
which
talks
about
multiple
facets
of
the
staff
allocation
plan,
but
I
want
to
know,
wanted
you
to
be
down
here,
because
you
wanted
to
be
here
in
front
of
you
because
I'm
here
with
you
I'm
sorry
side
and
I
get
it
I
understand
it.
C
C
Ok
we've
got
a
new
chairs,
a
little
higher,
usually
I've
been
sitting
very
low.
You
can't
even
see
me,
but
again
so
thank
you.
This
is
an
opportunity
for
me
to
talk
about
my
staff
allocation
model
and,
as
we
go
through
it,
I'll
go
through.
It
I'll
be
very
explicit
about
the
impact
of
overall
County
elementary
junior
high
school
in
high
school,
and
then
I'll
talk
about
rationales
of
why
I've
arrived
at
this
model
and
how
it
impacts
the
overall
district.
So
the
first
one.
C
Ultimately,
what
this
does
is
allow
us
to
have
equity
in
our
schools
in
a
standardization
about
how
we
are
how
we
proceed
with
allocations
within
our
school
district.
I
can
tell
you
that
that
historically,
we
haven't
had
an
allocation
plan
about
how
schools
truly
generate
funding
in
which
it
which
creates
an
over
concern
about
how
we
spend
money
within
our
school
district
and
how
we
align
those
resources
to
our
strategic
plan.
C
In
addition,
we
talked
about
this,
so
this
plan
allows
us
to
not
only
provide
equitable
resources,
but
also
allows
us
to
standardize
our
way
of
work
in
moving
forward.
The
allocation
plan
also
allows
us
to
look
at
to
illustrate
allocation
or
resources
in
school
site
and
really
put
that
side-by-side
actual
dollars,
and
that
really
allows
us
to
be
very
strategic
and
about
how
we
spend
our
money,
as
it
relies
to
our
ultimate
goals,
from
our
academic
and
non-academic
expectations
and
goals,
which
really
will
become
how
we
spill
in
money
and
go
next
to
Nixon
aside.
C
Alongside
of
our
strategic
plan,
which
we
will
develop
after
our
100-day
plan
is
complete
in
mid-april
and
there's
three
ways
that
allocation
methods
are
determined
in
this
staff
allocation
model.
The
first
model
is
through
a
staff
and
ratio
and
in
the
sense
of
how
many
students
who
will
and
how
much,
how
many
students
that
you
have
at
your
individual
high
school
and
how
is
that
link
to
the
number
of
teachers
that
you
will
have
in
order
to
provide
the
services
that
our
students
need
to
be
successful?
C
And
then
the
second
tier
is
how
the
weighted
student
funding
is
is
aligned
about
not
only
how
we
have
actual
dollars
for
kids
who
or
bless
you
kids,
who
walk
through
the
door
for
a
basic
allocation.
But
what
weighted
student
funding
will
need
to
be
allocated,
whether
our
students
in
poverty,
through
Title,
one
whether
a
student
has
special
needs
or
any
other
considerations
that
kids
generate
additional
funding
in
order
to
provide
the
accurate
services
internally
and
then
in
the
last
way,
we
determine
this
of
what
program
with
school
based
add-ons.
C
So
what
programmatic
ads
do
we
need
to
add
on
to
our
schools
in
reference
to
determine,
if
there's
a
program
that
we
want
to
protect
out
of
school,
whether
it's
a
CTE
pathway
or
whether
it's
a
Spanish
initiative
at
Tynes
elementary
school?
Whether
you
know
whether
it's
a
school
improvement,
do
we
have
a
school,
that's
underperforming
and
they
may
need
additional
interventionist.
They
need
an
ad
to
have
smaller
classrooms
that
may
need
to
have
a
literacy
coach
and
then
the
final
one
is
class
size.
C
Are
we
making
certain
that
an
add-on
needs
to
take
place
if
we
have
a
class
that
we're
not
meeting
class
size
than
sitting
in
school?
So
these
are
the
three
ways
that
we
determine
to
have
a
common
structure
for
our
staff
allocation
within
our
school
district
and
I
will
tell
you
this
clays
never
had
that.
So
we've
we
really
have
over
staff
and
under
staffed
in
so
many
schools
which
I'll
talk
about
here
in
a
minute
and
the
last
one
is
to
really
create
a
culture
of
responsibility,
accountability
and
financial
stability.
C
So
we
talk
about
when
we
talk
about
elevate
clay,
the
biggest
thing
is:
is
the
last
target
is
why
I
highlighted
it
is
one
of
the
goals
that
we
wanted
to
really
look
at.
So
this
is
something
that
you
know.
Someone
said
asking
a
lot
of
plate-spinning.
It
is
my
job
to
understand
what
the
plate
at
what
plates
are
spinning
and
what
plates
need
to
stop
and
what
plates
need
to
move
forward
in
the
biggest
thing
on
number
six.
C
If
we
talk
about
looking
at
the
effective
management
of
the
entire
organization
and
what
can
we
do
to
make
sure
we
have
efficient
and
effective
learning
environments
and
the
way
we
do
that
is
to
look
at
every
facet
and
the
big
thing
is
funding
and
its
funding.
As
you
know,
86%
I,
believe
of
our
of
our
finances,
are
built
on
employees
and
built
built
on
schools.
So
we've
got
to
Philly.
We
don't
have
a
lot
of
wiggle
room
when
we
talk
about
how
do
we?
C
What
are
we
look
at
to
make
adjustments
and
how
do
we
generate
money
at
our
schools,
and
this
is
a
formula
allows
us
to
do
so
and
there's
been
a
concentration
within
elevate,
Cley
objectives,
this
next
slide,
I
want
you
to
look
at.
This
is
talk
about
traditional
methods
of
budgeting.
You
know
I
would
say
that
as
I
got
here,
the
biggest
thing
I
found
out
is
that
we've
had
some
traditional
measures
of
how
we
spend
funds
schools
in
the
first
measure.
C
As
we
go,
hey
here's
a
lump
sum
of
money
at
your
school,
so
here
you
can
give
it
to
a
principal
where
they
get
X
amount
of
dollars.
The
principal
then
goes
and
determines
the
number
of
staff
they
need,
and
then
they
start
to
plan
moving
forward
of
what
the
actual
expectations
they
are
planning
for
strategic
planning
of
what
they
need
to
do
for
kids.
I
will
tell
you
this
is
a
the
old
way
of
budgeting
and
it
doesn't
allow
us
to
have
the
thought
process.
C
Initially,
as
we
look
at
our
strategic
planning,
this
is
pretty
much
what
we've
done
in
the
last
couple
of
years.
In
Clay
County
we've
had
a
cut-and-paste
approach
which
our
budgets
are
based
on
history.
That
means
that,
historically,
if
I've
had
25
positions
in
the
last
three
years,
I've
cut
and
pasted
and
we've
always
have
25
positions.
Moving
forward,
I've
met
with
every
principal
in
this
organization
that
talked
about
staffing.
Principals
have
told
me
openly
and
said
that
they
have
allocations
in
their
schools
that
they
didn't
need
to
teach
kids.
C
They
didn't
need,
they
were
already
in
class
size,
they
had
extra
positions,
so
they
started
to
create
positions.
They
started
to
have
a
lab
coach.
They
started
to
have
a
coach
that
wasn't
sponsored
by
or
initiated
by
the
district.
They
had
a
science
lab
and
a
technology
teacher
they
so
they
started
offering
positions
that
were
not
a
sponsored
by
the
district
and
be--we
wasn't
a
formal,
equitable
allocation
that
was
put
across
the
board.
C
So
here
we
have
principles
being
transparent
by
saying
yes,
we
we've
been
given
a
pot
of
money
and
allowed
to
do
so,
but
it
really
hasn't
merged
in
the
decision-making
process
about
the
amount
of
money
that
we've
actually
generate.
You
have
to
understand.
A
staffing
allocation
model
really
allows
schools
to
to
receive
funding
and
revenues
for
what
they
actually
generate.
So
if
you
have
100
students
at
a
school
you
should
you
generate
one:
the
dollars
for
100
students.
C
However,
in
so
many
cases
that
were
we've
had
a
hundred
students
we've
either
paid
given
money
to
a
school
for
a
hundred
and
twenty
five
students
or
we've
even
given
money
to
that
school.
For
seventy-five
students,
this
model
has
exposed,
especially
in
junior
high,
which
is
middle
school,
where
our
kids
are
trying
to
find
out
who
they
are
emotionally
socially
academically,
that
we
have
somewhat
underfunded
our
junior
high
schools
and
to
me,
that's
programmatic,
because
that's
a
key
indicator
where
kids,
mentally
and
sometimes
physically
drop
out
and
we've
got
to
do
a
better
job.
C
Providing
the
resources
need
to
be
successful.
But
all
this
to
go
back
to
say
is
that
if
you
look
at
the
second
part
of
the
strategic
planning,
you
have
to
have
a
plan.
How
do
schools
generate
funding
and
that
plan
then
allows
you
and
this
staff
allocation
allows
you
to
this
model,
allows
you
to
identify
that
students
generate
funding
based
on
the
state
class
size
average
in
the
sense
that
k3
it's
a.
This
is
established
by
18
per
classroom
and
in
four
six,
it's
established
by
22
and
then
in
and
then
I
mean.
Four.
C
If
you
look
at
the
school
based
budgeting
process,
this
chart
really
talks
about
how
you
arrive.
Someone
that
I
just
explained
in
the
sense,
if
you
read
it
from
left
to
right,
you'll
see
the
biggest
thing
to
do
is
to
conduct
an
analysis
of
historical
trend
of
F
T.
Excuse
me:
I've.
Waited
FTE
and
really
look
at
our
programmatic
needs,
and
then
once
we
look
at
historical
trends
of
our
enrollment
in
a
weight,
unweighted
FTE,
then
we
can
really
define
the
formulas
the
way
schools
generate
money
and
then
the
final.
C
The
next
step
will
be
to
develop
the
instructional
operational
strategies.
What
allows
you
to
look
at
any
class
size,
the
add-ons.
Do
we
need
programmatic
ads
and
do
we
need
school
improvement
ads
and
then
ultimately
get
to
the
next
phase?
For
what
you
have
identified?
You
have
equitable
resources
in
every
one
of
our
schools.
You
don't
have
so
money.
You
have
funding
going
in
so
many
different
directions
in
positions
that
are
in
our
schools
that
are
not
really
aligned
to
our
strategic
plan
and
right
now,
to
be
very
honest
with
everyone.
C
That's
what
we
currently
have
in
clay.
We
have
a
number
of
positions
in
in
outlooks
that
don't
really
align
to
our
strategic
plan
and
then
we'll
never
identify
what's
working,
what's
not
in
what
we
can
do
differently
and
ultimately,
we
have
to
then
but
create
and
identify
and
prioritize
our
ultimate
investments
are:
are
our
investments
working?
Have
they
been
effective?
If
not,
we
need
to
selectively
abandon
or
we
need
to
revisit,
or
we
need
to
make
adjustments
in
order
to
be
successful
in
our
schools.
C
For
our
kids,
which
comes
to
a
part,
we
align
budgeted
resources
for
our
schools
in
a
in
a
clever
systematical
way.
The
next.
The
next
slide
talks
about
our
comparison
to
our
budget
allocations.
Historically,
in
clay,
there's
been
no
formula
to
generate
fundings
for
school,
there's
been
unpredictable
and
reactive
to
positions
of
what
we
add
and
what
how
they
generate.
There's
been
subjective
attea
about
allocations
in
our
schools,
in
the
sense
that
if
you
were
principal-
and
you
are
savvy
enough
to
come
to
the
table
and
negotiate
positions,
you
obtain
and
receive
those
positions.
C
At
the
same
time,
if
you
were
to
a
point
where
you
can
prove
and
defend
that
you
needed
a
position,
you
got
that
position
as
well
and
I
hate
to
say
it.
If
you
knew
someone-
and
you
were
in
an
inner
circle,
you
may
have
gotten
that
position
as
well
and
I'd
be
honest
with
you.
I've
had
those
conversations
and
those
have
taken
place.
That's
not
the
business
model
that
I
want
to
be
a
part
of
I
have
to
be
calculated.
I
owe
it
to
every
constituent
I
owe
it
to
this
board
and
I'm.
C
More
importantly,
I
owe
it
to
kids,
and
then
we
had
insufficient
resources
in
all
of
our
schools.
It's
not
okay,
that
we
don't
have
media
in
in
every
elementary
school
in
our
school
district.
It's
not
okay,
that
we
don't
have
art
in
every
elementary
school.
It's
not
okay,
that
we
don't
have
performing
music
in
and
in
every
one
of
our
elementary
schools.
That's
not
okay!
I'm
telling
you
that
it's
not
okay,
as
we
seek
to
develop
the
whole
child.
At
the
same
time,
the
funding
sources
didn't
align
to
the
strategic
plan
and
I've
and
I've.
C
In
my
14
weeks,
I
I've
had
very
little
interactions
about
individuals
to
tell
me
how
funding
sources
and
implementations
of
programs
and
curricula
is
aligned
to
our
strategic
plan
moving
forward,
and
that's
some
of
the
reason
that
we
have
dropped
from
13th
to
20th,
because
where
we
have
stuff
growing
legs
all
over
the
place,
and
it's
never
in
the
same
realm,
our
sameness
in
the
room
that
we
can
have
discussion
to
put
our
finger
on
the
figure
if
it
works.
The
new
plan
allows
that
formula
to
be
very
systematic
about
how
we
generate
money.
C
It
also
gives
you
a
project
based
a
base
for
projected
revenues
and
expenditures
at
a
school
it
looks
at.
It
allows
us
to
have
equitable
resources
across
the
board
in
our
elementary
junior
and
senior
high
schools.
It
uses
data
to
drive
staffing
needs
in
our
schools
and
I'm,
not
saying
everything's
based
on
data,
but
you
I
mean
you
got
to
have
a
plan
moving
forward
and
then
aligns
positions
and
puts
in
controls
for
funding.
C
So,
there's
avenues
to
generate
three
avenues
who
classify
school
improvement
and
programmatic
adds
in
order
to
help
our
students
and
it
eliminates
waste
and
also
duplication
within
our
school
system.
As
you
can
see.
Historically,
this
slide
talks
about
our
reserve
in
the
we
have
board
policy
I
believe
that
says
that
or
that
we
must
be
at
three
percent
stake.
Statue.
Sorry
and
we
should
have
policy,
but
it
gets
to
a
point
where
we
have.
C
We
have
struggled
financially
over
the
years
and
my
goal
is
superintendent
is
to
for
us
to
be
fiscally
responsible
and
move
it
to
4.5%.
You
may
see
Addison,
that's
a
lofty
goal,
that's
a
major
goal.
The
answer
is
yes
in
the
only
way
we
do.
That
is.
We
have
to
look
at
every
dimension
in
this
organization
in
order
to
could
do
to
create
this,
and
we
get
to
a
point
where
we
there
may
be
a
high
number,
but
it's
a
part
where,
if
you
look
at
2012,
that
number
is
four
point.
C
Two
three
is
kind
of
where
we
were
and
as
you
look
at
it,
we
started
to
make
significant
increases
in
2016
and
I.
Believe
the
2016
number
is
is
potentially
greater
than
the
2.05
that
we
currently
have
now.
So
ultimately,
it's
just
a
measure
for
us
to
look
and
it's
a
goal
for
me
to
have
within
this
organization
on
the
next.
C
One
is
a
comparative
analysis
and
then
the
biggest
thing
you
want
to
look
at
is
these
are
some
of
the
functions
that
we
look
at,
as
relates
to
the
percentage
of
money
that
we
have
within
our
school
district.
If
you
look
at
the
top
row,
give
you
an
example.
It
says
clay.
It
gives
us
like
districts
and
only
like
districts
as
relates
to
enrollment,
and
this
looks
at
and
I
unpacked
a
number
of
functions
for
you.
C
If
you
look
at
custodial
services,
we
are
underfunded
in
custodial
services
and
as
it
compares
to
the
other
six.
If
you
look
at
maintenance,
we
are
underfunded,
as
relates
to
maintenance.
We
are
not
looking
at
the
aesthetics
or
our
facilities.
Looking
at
making
sure
we
have
the
nicest
facilities
our
classrooms
are
clean.
We
have
the
resources
that
need
to
be
successful
and
also
people.
We
are
below
how,
in
the
same
thing,
we're
looking
at
technology.
We
are
underfunded
in
the
area
of
technology.
C
However,
there
are
two
areas
that
I
believe
and
we
look
at
data
and
I'm
just
saying
this
through
data
and
not
talking
about
body
of
work
that
we
are
over
funding,
one
is
in
instructional
media
and
the
other
one
is
in
instructional,
and
let
me
give
you
two
a
point
when
we
look
at
instructional
we
in
in
when
a
member
told
me
the
day,
I
want
all
of
my
money
to
go
instruction.
That
is
absolutely
right,
but
you
have
to
have
a
balance
in
what
we
do
and
our
balance
has
to
be
multifaceted.
C
We
can't
just
put
poor
money
into
instruction
with
no
intentionality
no
purpose
and
as
even
though
this
says
that
we
are
60.
66
percent
of
our
budget
is
in
instruction,
we're
well
over
the
state
average
and
compared
to
the
others
like
school
districts,
and
the
national
average
is
spending
65
cent
to
the
dollar,
which
were
over
funding
that
we
talked
about
instruction,
there's
so
many
different
ways
in
a
perfect
world.
This
would
be
awesome
because
this
really
makes
sense
that
everything
goes
to
the
instructional
process.
C
However,
we
cannot
compromise
other
facets
of
the
organization
and
I'm
talking
about
technology,
tiered
classroom,
support
curricula,
a
charred
retention
and
retaining
strategies.
We
have
to
look
for
them
to
how
to
employ
highly
qualified
personnel
we.
This
is
not
all
about
people.
This
is
about
curriculums.
This
is
about
instructional
frameworks.
This
is
about
curriculum
maps.
This
is
about
assessments.
This
is
about
retention
of
people,
retention
strategies
and
we've
got
to
figure
out
what
the
balance
is
within
each
of
these
domains
to
be
most
successful,
dr.
D
Kemp,
yes,
sir
mr.
superintendent,
thank
you
for
the
opportunity
I'm
in
my
19th
day
and
excited
about
the
opportunity
to
serve
and
in
clay
and
working
with
each
of
you
to
help
elevate
clay
to
make
a
more
reliable
and
efficient
organization.
In
order
for
us
to
become
more
reliable
and
efficient,
it
really
takes
a
strategic
effort
on
the
board
and
superintendent
spark
to
ensure
that
there's
a
balance
between
instruction
operations
and
support.
D
It
really
is,
if
you
take
our
organization,
it
really
is
a
three-legged
stool
I
mean
you
have
instruction,
you
have
operations
and
you
have
support
one
without
the
other
really
will
not
stand,
and
we
can't
run
it
as
official
new.
If
you'd
like
to
ask
for
operations,
the
vision
for
me
for
operations
is
that
everything
we
do
at
the
central
office
as
we
work
to
elevate
clay,
whether
we're
talking
about
curriculum,
HR,
business
affairs
and
operations,
we're
talking
about
maintenance
facilities,
custodial
service,
our
safety,
security
efforts,
transportation,
food
services,
technology.
D
Everything
we
do
is
to
support
children
and
classrooms.
Everything
we're
working
to
do
is
to
impact
student
achievement
at
the
where
it
matters
most,
and
that
is
to
me
in
that
classroom
level.
So
you
know
it
really
should
never
be
I've
heard
a
lot
in
my
first
19
days
that
us-versus-them
or
central
office
versus
school-based
accounts.
It's
really
not
that
for
me,
it
shouldn't
be
about
that.
You
know
sorry,
it's
our
job
as
a
board
and
senior
cabinet
to
try
to
provide
the
highest
support
to
our
schools.
D
So
it's
the
liquid,
the
leadership
that
we
have
here,
I'm
convinced
that
we
can
do
that.
I
will
say
this
to
you
19
days,
end
that
the
state
of
Florida
has
that
funding
formula.
For
a
reason
it
exists
for
a
reason,
and
it
exists
for
districts
to
be
able
to
plan
to
operate
efficiently,
reliably
and
effectively
and
all
the
districts
I've
served.
It's
always
been.
It's
been
known
and
it's
kind
of
been
a
non-negotiable.
D
It
has
to
be
because
when
it's
ignored
or
treated
is
optional,
the
organization
just
can't
achieve
that
balance
between
those
three
legs
I
just
mentioned
as
a
former
teacher
principal
and
a
lifelong
educator.
I
am
absolutely
in
agreement
with
you
100%
that
we
all
of
our
support
and
everything
we
do
should
go
into
our
classrooms.
However,
I
do
want
to
remind
everyone
that
support
does
not
always
mean
more
people
assigned
to
schools.
The
formulas
set
for
a
reason
and
to
allow
that
to
allow
us
to
provide
the
best
support.
D
For
example,
19
days
in
I
can
tell
you
Clay
County
students.
Teachers
are
our
support.
Personnel
and
administrators
deserve
the
safest
and
securest
environments
that
are
with
appropriate
surveillance
and
access
controls
at
every
school
that
they
deserve
the
cleanest,
the
cleanest
classrooms,
hallways
bathrooms
grounds
they
deserve
facilities
that
receive
proactive
attention
instead
of
reactive
attention,
I've
talked
to
principals
about
the
need,
their
needs
and
what
they
need
and
how
long
it
takes
to
get
things
done.
D
That's
painting,
repair,
you
know
our
image,
the
brand,
how
you
feel
when
you
walk
into
the
culture
of
a
school
matter,
we
deserve
to
have
schools
without
portables
980.
Something
was
740
more
than
20
years
old.
How
do
we
get
there?
We
get
there.
That's
the
direct
result
of
a
lack
of
balance,
just
kind
of
overtime
teachers.
Teachers
deserve
to
be
equipped
and
armed
with
the
curricular
tools,
as
well
as
the
instructional,
the
curriculum
instructional
technology
tools
that
they
need
to
help
prepare
our
kids.
D
They
deserve
an
infrastructure,
that's
truly
a
bridge
and
not
a
barrier
that
keeps
our
kids
from
learning
and,
to
be
honest
with
you,
they
need
relevant
next-generation
technology
in
every
classroom,
a
drop-down
projector.
You
know
on
a
boom
with
a
pulldown
white
screen,
it's
not
an
enhanced
classroom,
so
they
also
deserve
the
highest
level
of
food
nutrition.
If
you
think
about
the
best
most
efficient
transportation
services
they
deserve
that
they
deserve
to
have
an
organization
that
operates
with
balance.
So
all
employees
are
appreciated
for
continued
loyalty
to
the
organization
and
don't
have
to
work.
D
No
one
should
have
to
work
for
seven
to
eight
years
without
a
step
increase
or
adjustment.
So
you
know
with
that
said
all
of
these
things
that
I
mentioned
tonight,
even
as
a
as
a
lifelong
educator.
All
of
these
things,
I
mentioned,
are
dollars
to
the
classroom
and
all's
needed
all
is
expected
of
us.
As
leaders
you
as
a
board
the
superintendent
and
us
as
a
team,
all
of
this
community
expects
us
to
provide
those
things
moving
forward.
D
I
will
tell
you
we
are
far
from
it,
but
it's
the
step
in
the
right
direction
as
we
look
to
it
as
we
look
to
elevate
Cley
to
bring
the
right
balance
in
so
we
can
do
the
right
things
for
students
and
our
employees,
so
I
really
look
forward
to
working
with
you
and
look
forward
to
helping
in
in
the
process
to
elevate
Clay.
Thank
you.
Thank.
C
C
So
we
get
to
a
point
where
I
mean
I
said
at
the
beginning,
I
mean
it's,
it's
it's
been
stressful,
it's
never
easy
and
the
decisions
are
somewhat
difficult,
but
you
know
I
wish
I
had
the
here
again
back
two
weeks
ago,
but
I
want
to
let
you
know
that
it
keeps
me
up
at
night
because
it's
hard
to
make
decisions
that
put
us
in
a
systemic
approach
that
we
haven't
had
in
the
future
in
the
past,
so
the
staff
allocation
development.
This
has
been
created
and
worked
through
principals,
school-based
staff.
C
We
didn't
have
in
really
brought
value
to
the
meeting
that
we
greatly
appreciate
it.
So
we
will
continue
those
conversations
in
order
to
make
certain
that
we
are
on
one
team
and
not
teams
and
isolations
working
against
each
other,
which
I
hope
to
continue
to
create.
Now,
as
relates
to
this
elementary
allocation
plan.
C
As
I
said
earlier,
the
allocations
were
created
from
administrative
staff,
basic
teachers,
resource
options,
clerical
school
counselors,
student
services
in
ESC,
students
with
disabilities,
and
this
plan
really
allows
us
to
to
look
at
a
calculated
approach
about
how
you
generate
funding
based
on
every
skill,
not
just
a
teacher
scale.
But
it's
basic
teachers
are
based
it
on
the
the
class
size
by
the
state
which
is
18
and
then
also
from
four
to
six,
with
22
at
our
classroom
as
well
and
from
the
basic
side.
C
Every
every
school
has
a
classroom
assistant
every
school
elementary
has
an
ISS
assistant
and
every
school
has
a
media
tech
and
elementary
as
prior
allocated
from
1617
school
year.
And
let
me
tell
you
my
original
thought
was
to
convert
that
Commission
to
a
classroom
assistant
where
we
can
really
helping
teachers
bless.
C
You
help
teachers,
support
students
with
small
group
instruction
through
literacy
and
through
mathematics,
but
when
I
pulled
the
data-
and
we
have
450
books
that
were
checked
out
in
elementary
I
do
agree
that
not
only
media
specialists
are
working
in
the
resource
schedule
to
see
multiple
classes
of
kids,
that
the
media
texts
were
really
doing.
Some.
Some
great
work
with
really
looking
at
inventory,
helping
that
inventory,
help
selections
of,
looks
and
making
sure
that
we
had
the
supports
we
needed
in
our
school.
So
those
were
put
back
instead
of
a
generic
classroom
assistant
resources.
C
I
believe
that
every
elementary
school
should
have
our
media
PE
in
music.
This
is
all
about
developing
the
whole
child.
Every
we
had
so
many
schools
that
we
had
well
I
say
we
have
two
schools
that
didn't
have
art.
We
had
nine
schools
that
didn't
have
music
and
in
order
for
us
to
create
true
course,
sequences
pathways
in
junior
high
school
feeder
patterns
and
high
schools
as
well.
We
really
in
to
have
robust
highly
competitive
music
classes
and
ensembles
and
band
classes.
C
And
then
you
get
another
resource
that
some
had
it
on
after
thirteen
hundred
FTEs
in
the
same
thing,
with
clerical
school
counselors,
there's
also
weight
in
our
approach
about
how
you
generate.
How
do
you
generate
positions
with
our
schools?
If
you
look
at
the
students
with
disabilities,
historically,
we've
had
classes
that
did
I've
seen
classes
that
range
between
three
four
and
five
kids
in
a
class
and
why
that
is
a
great,
a
great
opportunity
for
us
to
activate
learning
in
the
classroom.
C
It
just
doesn't
allow
us
to
be
fiscally
responsible
by
not
setting
a
threshold
between
eight
and
ten
students
in
the
classroom
with
supports.
This
is
basic
teachers
with
additional
supports
in
there
that
they
generate
based
on
medical
need,
or
this
needs
with
disabilities
and
I.
Think
every
teacher
in
this
county
would
love
to
have
918
class
kids
in
their
classroom.
We
just
can't
afford
it,
especially
with
our
current
reserves,
so
adjustments
in
elementary,
we
have
basic
allocation.
That's
generated
based
on
class
sizes.
C
I
spoke
before
ESC
is
in
self-contained
classrooms
from
eight
to
ten,
and
this
is
self-contained.
This
is
not
severe
low
incident
classes,
which
will
continuously
remain
at
a
lower
level,
and
then
we
have
media
specialists
will
be
in
all
schools,
as
we
had
seven
did
not
and
then
I
got
it
mixed
up
with
the
resources.
We
have
two
schools
that
not
music
and
nine
without
art,
and
this
allows
us
to
put
those
four
resources
in
every
one
of
our
classes,
along
with
the
standardization
of
administrators.
C
One
thing
you'll
see
in
the
allocation
is
that
we
had
in
elementary
schools.
We
had
teachers
that
were
half
administrators
and
half
teachers.
I'll
be
honest
with
you,
I,
don't
know
how
you
do
that.
So
what
part
of
the
day
is
that
individual,
a
supervisor
and
what
part
of
that
day
of
that
individual,
not
a
supervisor?
So
can
you
only
I
mean
for
me
I
remove
that
and
I
just
made
it
whole.
Because
is
there
only
something
I
don't
know
there
are
only
certain
hours.
C
You
can
speak
to
that
person
about
the
evaluation
process,
or
is
that
person
a
colleague
or
is
that
person,
an
administrator
I,
think
that's
unfair
to
teachers,
and
it's
most
in
it's
unfair
to
that?
Individual
in
that
role,
so
we
made
that
made
those
whole
when
we
look
at
overall.
This
is
a
decline
of
of
27
teachers
and
elementary.
This
is,
after
principals,
have
somewhat
built
their
master
schedule,
master
schedules
and
in
really
defended
what
they
could
do
and
could
not
do
based
on
class
size.
So
please
know
that
this
is
not.
C
This
has
been
vetted
by
leaders
and
leaders
have
revised
it
inside
of
what
they
can
handle,
what
they
can
do
in
order
to
make
sure
class
sizes
and
compliance,
and
also
to
protect
our
school
improvement
processes
and
programs.
This
is
also
looking
at
you
know,
ESEE
instructional
staff,
and
this
is
because
the
numbers
just
don't
generate
it.
C
Next
is
junior
high
school
same
mentality?
It's
all
based
on
FTE
that
says
23
you
should
be
22
and
it
gets
to
a
point
where
you
generate
the
same
mentality
for
clerical
school
counselors.
Here,
no
major
differences
here
other
than
based
on
class
size
and
putting
parameters
based
on
FTE,
so
that
so
that
you
see
the
adjustments
as
related
to
judging
your
high
school
major
changes
in
junior
high
school
is
is
basic
allocation
generated
by
class
size
here
is
422
per
class.
Esc
is
from
10
to
12
self-contained
classrooms.
C
C
How
we
have
a
standardization
in
our
in
our
administrative
approach
and
this
not
to
neglect
affected
hard
work
of
the
six
individuals
that
do
in
our
mediatek,
but
it's
totally
different
because
they
have
35,000
books
that
have
been
checked
out
totally
different,
because
the
media
specialists,
even
in
in
junior
high
school,
is
not
the
same
as
a
media
specialist
in
elementary
school.
The
work
may
be
the
same,
but
the
media
specialists
in
an
elementary
school,
their
own
cycle
rotations.
C
So
they
are
seeing
kids
on
a
constant
basis
in
consistence
through
the
resource
schedule
and
in
junior
high
school.
That
is
not
the
case.
They
they're
not
on
a
resource
schedule,
even
though
they
do
service
classrooms,
they
do
go
to
classrooms.
Classrooms.
Go
to
them.
I
believe
that
they
can
handle
the
work
related
to
to
the
media
tech
as
relates
to
junior
high
school.
As
you
can
see,
the
junior
high
school
is
ultimately
will
be
added
ten
instructional
positions.
They
ultimately
could
at
the
end
of
the
day.
C
After
looking
at
all
the
adds
and
deletes,
they
will
come
out
with
2.9
positions
that
we
added
overall
and
be
put
in
200,
and
they
generated
a
plan
generates
two
hundred
seventeen
thousand
dollars
in
revenue
for
Virginia
high
school.
As
you
look
at
high
school
same
flip
somewhat
the
same
platform
as
junior
high
school.
This
is
a
goes
from.
The
class
size
goes
from
22
to
25,
and
it
goes
to
a
part
where
we
allocate
basic
teachers,
one
for
25
students,
a
media,
specialist
and
athletic
director,
as
relates
to
high
school.
This
stays
the
same.
C
Excuse
me
say
this
is
the
same
as
relates
to
students
with
disabilities,
as
it
goes
from
ten
to
two
minimum
of
ten
students
that
generate,
and
then
it
gives
you
the
number
of
school
counselors
as
well.
Major
changes
in
high
school
basic
allocation
is
one
two.
From
nine
grades:
nine
to
twelve
one
to
25
students.
Esc
allocation
is
from
10
to
12
in
media
specialists,
the
media
specialists,
it
moves
and
media
specialists
from
high
schools
to
the
sixth
elementary
schools
that
we
have
and
there's
a
way
that
we
will
do
that
through
volunteerism.
C
First,
those
of
you
who
want
to
volunteer
to
be
moved
and
then
we'll
look
at
the
the
process
as
outlined
in
our
contract.
I
know
that
this
is
where
and
I
say.
This
is:
we've
have
six
elementary
schools
with
two
media
specialists
and
why
they
do
great
work
in
in
our
schools.
I
do
believe
that
that
we
have
to
make
sure
it's
a
priority
in
our
elementary
schools.
This
also
changes
from
a
generating
the
Academy
coaches
to
well.
C
It
generates
one
to
school,
two
per
school
and
we
are
seeking
to
work
to
change
the
the
job
title
from
Academy
coach
to
college
and
career
coach
was
focused
on
multifaceted.
It's
not
only
the
academies
but
helping
an
assist
in
with
graduation
trackers
and
helping
kids
to
be
on
the
right
track
to
become
college
career
and
life
ready.
You
know
for
me
to
be
successful.
C
Well
rationale:
one
one
of
the
biggest
things
is
is
our
media
I
was
able
to
speak
with
media
specialists
in
January
in
and
I
openly
told
them
that
we
will
have
no
changes
in
our
allocations
and
I'm.
Sorry,
if
individuals
took
that
as
if
there
were
going
to
be
no
changes
ultimately,
when
their
current
structures
are
at
their
schools,
I
openly
apologize
if
we
didn't
dive
explicitly
and
what
that
meant.
But
I
was
trying
to
say
at
aggregate.
C
We
were
predict
protecting
those
positions
in
the
school
district,
because
I
see
the
value
and
understand
the
value
and
knew
that
Elementary's
didn't
really
offer
it
in
in
all
of
our
26
elementary
schools.
The
rationale
to
move
is
is
like
I
said,
is
that
we
can
look
at
the
number
of
books
that
are
checked
out.
We
can
look
at
the
number
of
in
elementary.
We
need
some
assistance
in
elementary
and
why
I
would
love
to
continue
to
keep
the
current
makeup
and
secondary
to
have
six
of
our
secondary
have
to?
C
C
If
you
look
at
the
norm
as
having
one
media
specialist
and
in
some
occasions
there
you
know,
we
have
schools
that
are
sharing
media
specialists
in
high
schools
and
versus
just
having
one
totally
allocated
in,
and
if
you
look
at
miami-dade
and
I
know,
this
is
not
Miami
Dade
I'm,
just
giving
you
data
to
show
you
how
I
arrived
at
this
decision.
They
have
it's
a
discretionary
of
a
leader
whether
or
not
they
have
media,
or
they
even
identify
a
text.
C
C
So
if
me
and
the
board
were
we're
taking
aerospace,
we
had
to
follow
the
core
classrooms
to
go
air
space
regardless,
if
they're,
just
six
of
us
and
I,
can
tell
you
where
that
is
a
beautiful
model
if
we
were
not
financially
strapped,
but
we
are
in
a
situation
where
we
can't
afford
that
and
in
my
position
is
to
move
back
to
anchor
academies
and
continue
all
of
our
pathways
and
that
alleviates
positions
within
within
within
the
county
overall
impact.
This
is
to
look
at
its
3.1
million
dollars
to
the
staff
allocation.
C
I
will
tell
you
the
original
staff
allocation
plan
two
weeks
ago.
It
was
at
five
point
five
million
dollars.
That
means
that
five
point
five
million
dollars
was
cut
after
you
did
the
basic
allocation.
We
were
able
through
principal
through
conversations
with
Miss
Paiva
conversation,
where
principal's
conversations
through
cabinet
conversations
through
to
looking
at
master
schedules.
We
were
able
to
come
back
and
defend
what
programmatic
school
improvement
in
classified
ads
need
to
go
back
in
order
to
continue
to
offer
the
same
services
within
our
schools,
and
this
is
where
we
arrived.
C
So
the
question
will
be:
you
know,
what's
going
to
happen
with
with
42
instructional
positions.
Please
know
that
we
every
year
we
have
252
the
historically
we've
had
250
positions
that
are
open
in
our
school
when
we
hire
and
last
year
was
252
in
and
as
we
look
at,
we
we
hire
between
230
and
250
teachers
every
single
year
and
when
I
talk
to
you
tonight
and
not
talking
about
we
talk
about
people,
there
will
be
jobs
for
everyone
within
this
organization.
You
know
it
just
may
not
be
at
the
current
school
that
they
are.
C
C
So
if
you
look
at
instructionally,
we
have
eighty-eight
retirements,
nan,
nan
Maria
points,
155
Reza
nations,
so
we
have
plenty
of
positions
for
the
42
teachers
within
the
school
district,
the
same
way
as
it
goes
to
non
instructional
staff
members,
while
we
may
be
cutting
in
on
instructional
staff
they're,
just
the
allocation
may
be
cut
at
their
current
school,
but
through
attrition
and
through
voluntary
transfers
you
may
be,
there
may
be
greater
opportunity
for
them
to
stay
at
their
schools.
Those
we
hire
278
individuals
in
multiple
classifications.
C
All
this
to
say
is
that
jobs
will
be
there
for
our
current
employees.
I
can
tell
you
that
jobs
will
be
there
in
the
way
we
determine
placement.
This
is
not
a
RIF
in
any
way,
shape
or
form.
This
is
a
surplus.
It's
through
natural
attrition,
it's
also
also
through
voluntarily
transfer.
Then
we
go
look
at
contract
status
from
PSC
versus
annual
contract.
C
Then,
if
there's
a
there's
a
tie
through
in
your
contract,
we
go
to
the
valuation
score
and
then,
after
that
we
go
to
can
continue
simply
and
the
employment
with
a
school
district
and
Miss
Paiva.
This
is
correct.
Language.
Correct,
thank
you
ma'am.
So
as
we
look
at
it,
we
want
to
make
sure
that
we,
this
is
not
a
written,
any
way,
shape
or
form,
but
we
have
opportunities
within
within
the
school
district
to
protect
all.
So.
The
question
is
mr.
Davis.
What
are
you
gonna?
C
Do
it
a
three
million
dollars
openly
I'm
going
to
tell
you
I
mean
that's
the
great
question
you.
We
understand
that
the
Board
of
probably
previously
approved
the
new
charter
school,
that
is
2.5
million
dollars
going
to
a
new
charter
school
that
takes
FTE
out
currently
of
our
school
district
and
goes
so
I'm
just
going
to
tell
you
that.
That's
sorry
says
five
minutes
to
point.
C
Current
so
right
now
the
school
district
I'm,
sorry
we
have,
they
have
updated
PowerPoint
right
now.
The
school
district
gives
five
point:
eight
million
dollars
of
charter
schools
to
the
current
charter,
schools.
We
have
the
new
charter.
Schools
is
going
to
add
2.5
million
dollars
into
our
budget.
So
ultimately
that
were
around
eight
million
dollars.
It
comes
out
of
Clay
County
Schools
and
goes
to
Charles,
now
I'm
off
I'm,
all
about
choice
in
competing
about
opportunities
for
our
kids,
but
where's
that
2.5
million
dollars
going
to
come
from.
Okay
I
mean
we're
already
financial
strapped.
C
On
top
of
it,
we
look
at
performance,
you
know.
Last
year
we
we
put
1.2
million
dollars
plus
another
$800,000.
Where
are
we
going
to
find
money
to
really
to
incentivize
teachers,
because
that's
what
we
should
continue
to
make
them
feel
value
on
top
of
that
support
staff
as
well,
we
have
to
find
money.
If
we
look
at
funding
for
for
resources
for
our
tier
two
and
Tier
three
instruction,
we
have
teachers
that
are
starving
for
supplement
materials
in
our
schools.
We
have
full.
C
We
have
so
many
different
curriculums
out
there
that
we're
not
even
we're
teaching
greatly
at
our
proficiency
level,
and
we
have
a
curriculum
that
the
some
are
using.
Some
are
not,
but
if
you
look
at
our
learning
gains
as
a
school
district,
they're
they're
poor,
especially
if
you
look
at
elementary
and
junior
high
school
in
high
school,
all
of
them,
so
guess
cuz.
We
do
not
have
tier
two
and
Tier
three
resources
that
we
have
to
have
our
plan.
C
We
have
to
have
an
approach
that
says
that
we
have
give
the
teachers
the
tools
that
they
need
in
order
to
be
successful
and
the
product.
The
question
is:
where
does
that
money
coming
from?
Because
it's
not
an
adoption
process
and
we
have
60
300
level,
one
and
level
two
readers
in
Clay,
County
and
secondary
schools
and
secondary
schools.
Only
and
I
give
you
example:
we
have
junior
high
school
one
junior
Highschool,
where
42%
of
their
students
are
level
1
and
level
2
readers,
and
we
have
one
reading
teacher
for
those
students.
C
We
are
not
being
fiscally
responsible.
This
allocation
plan
allows
us
to
do
it
to
look
at
programmatic
ads
and
really
service,
our
kids
from
level
1
and
level
2
to
be
most
successful
at
the
same
time
having
a
high
level
enrichment
for
all
of
our
kids,
also
to
improve
fund
balance.
We
currently
have
8
million
dollars
in
our
fund
balance
and
we're
gonna
put
2
million.
That
number
is
probably
2.5
or
2.6
million
dollars
that
it
needs
to
get
to
a
fund
balance
to
increase
it
to
4.
C
We
need
in
order
to
help
assistance,
to
give
a
real,
true
digital
classroom,
with
interactive
clickers,
with
with
Chromebooks
to
all
of
our
students,
with
an
interactive
board
or
response
system
to
allow
us
to
our
allow
our
classroom
to
go
to
the
21st
century,
and
then
we
look
at
what
we
have
to
do
from
the
clay
connection
teacher
Institute
for
summer.
Do
we
want
to
do
intense
training
with
teachers
and
then
the
same
thing
with
leaders
and
then
looking
at
you
know
raises
for
all
of
our
staff
members
in
order
to
be
successful.
C
C
Ultimately,
that's
my
presentation,
sorry
for
some
of
the
slides
that
they
may
have
that
they
were
not
aligned
to
the
actual
numbers,
but
I
was
able
to
speak
to
those
numbers,
and
all
this
to
say
is
that
it's
never
easy.
People
thought
that
they
would
never
in
this
system
we
talked
about,
they
would
never
get
rid
of
their
home
phones.
Okay,
they
never
changed.
They
never
get
rid
of
their
home
phones,
so
many
people
have
changed
and
because
they
use
their
mobile
phones,
so
change
is
not
always
easy.
C
Change
is
somewhat
uncomfortable,
but
as
my
job
to
present
a
plan
that
I
believe
will
continue
to
provide
the
recent
and
our
schools
and
be
fiscally
responsible
to
this
organization.
I.
Thank
you
for
all
the
emails
that
you've
sent
me
as
well
for
being
advocates
for
your
children,
advocates
for
your
colleagues
and
advocates
for
your
schools.
I
read
every
one
of
them.
I
try
to
respond.
If
you
responded
in
the
last
24
hours,
I
apologize
I
will
those
will
be
this
evening
or
tomorrow
morning,
but
I.
Thank
you
for
for
being
here
and
I.
A
A
F
C
C
C
You,
if
there's
anything
explicitly
that
we
can
have
conversation
about
you
can
ask
me
here
or
I
can
actually
answer
individually.
What
we
tried
to
do
was
staff
is
to
look
at
to
look
at
the
district
level
to
see
if
we
were
over
staff
or
under
staff
in
certain
areas
and
try
to
figure
out
if
we
can
divvy
up
certain
responsibilities.
If
we
could
not
do
we
need
to
create
a
certain
responsibility
in
order
for
us
to
be
successful,
this.
C
This
this
package
only
includes,
as
my
understanding
through
collective
bargaining,
that
we
had
to
present
instruction
and
support
staff
at
this
time
due
to
evaluations
being
finalized.
So
this
doesn't
include
administrative
staff
which
will
go
later
around
probably
beginning
I.
Think
we
have
to
get
it
by
the
beginning
of
May.
Is
that
right?
Mr.
Bronski.
H
We
would
post
jobs,
mid-april
April,
15th,
we'd,
post
jobs,
so
in
order
to
facilitate
that
process
we
had
to
reallocate
support
and
instructional
personnel
I
believe
and
not
the
words
of
your
mouth,
sir
mr.
superintendent.
But
you
wanted
to
reevaluate
district
administrative
staff
in
order
to
determine
where
it
would
be
best
needed.
The.
C
A
You
that
was
a
very
good
presentation.
We
appreciate
you
explaining
everything
as
well
as
you
did
I
think
we
all
appreciate
it
see
in
the
formula
it's
something
we
haven't
seen
before.
Not
since
I've
been
on
the
board,
so
there's
25
cards
here
and
we
have
less
than
an
hour.
You
sure
you
want
to
have
public
comment
and
not
board
discussion.
A
A
I
I
Okay,
Brenda
Lee,
Paiva
I'm,
the
president
of
the
CCEE,
a
I,
have
so
much
to
say,
and
not
enough
time
to
say
it
as
a
president
of
the
CCA.
I
only
have
one
focus
and
that
is
to
advocate
for
the
children
and
teachers
of
Clay
County
I,
don't
care
what
other
counties
do
I
care
about.
What
we
do.
We
are
a
family
in
Clay
County.
We
care
about
each
other.
When
cuts
are
made
in
Duvall
those
teachers
can
go
to
tu
five-star
Florida
blue
Etna
and
it
used
to
be
able
to
go
to
CSX.
I
But
when
you
cut
in
Clay
County
you
dislocate
teachers,
you
dislocate
people,
you
dislocate
families.
You
are
the
biggest
employer
in
Clay
County.
When
you
cut
people,
you
move
families,
our
families,
okay,
I,
get
it
we're.
Adding
a
charter
school
under
the
biggest
con
of
the
world
called
school
choice.
I
We
need
another
I
thought
it
was
5
million.
That's
what
I
heard
before,
but
I
guess
with
Sony
2.5
million
I'm
grateful
for
that
dollars
of
public
funds
to
give
away.
So
what
do
we
do?
We
cut
cut
public
school
employees.
We
cannot
get
together
and
think
of
anything
else.
Can
we
I
am
NOT
going
to
go
allocation
by
allocation?
These
people
will
I
am
going
to
say
loud
right
here
and
right
now.
Why
don't
we
think
outside
the
box?
Let's
look
at
other
means
of
revenue
and
leave
some
of
us
alone.
I
Three
years
ago
we
hired
Kelly
services
because
they
were
going
to
save
us
money
and
takes
something
off
the
administrators
plate.
Our
sub
line
was
3.2
million
dollar
I'm,
sorry
2.3
million
dollars.
Now
our
projected
sub
item
line
is
4.6
million
dollars.
Why?
What
would
me
that
would
mean
that
each
teacher
takes
21
days
off?
I
Of
course,
that's
not
true.
Remember
the
year
that
you
couldn't
pay
us
one
of
them
and
you
gave
us
a
bonus
of
a
hundred
dollars
prayer
sub
day.
Remember
this
up
to
the
ten
days
we
had
a
year,
it
cost
a
thousand
dollars.
You
know
we
only
had
a
sub
line
of
2.3
million
dollars,
so
we
didn't
put
it
on
the
salary
we
gave
it
yes,
because
teachers
take
all
those
days
of
George.
I
Copeland
almost
had
a
heart
attack
because
I
think
he
paid
over
4
million
dollars
to
the
teachers
on
bonuses,
because
our
teachers
in
Clay
County
don't
take
the
time
off
now.
How
about
a
task
force
on
the
real
poverty
levels
in
Clay
County,
all
our
families
that
don't
direct
certify
because
they're
too
busy
working
their
butts
off.
Trying
to.
I
Trying
to
take
care
of
their
families,
so
they
ask
the
churches
to
help
permission.
To
finish,
we
want
to
help.
We
want
our
schools,
we
want
to
help
our
schools,
we
want
solutions,
we
want
to
get
the
title,
one
funds
that
we
deserve.
These
are
just
two
things
we
can
look
at.
Of
course,
I
can
throw
out
a
whole
lot
of
stuff
like
property,
tax
and
sales
tax,
but
that
would
be
swearing
in
Clay
County.
Let's
work
together,
let's
find
ways
to
really
allow
our
parents
to
make
informed
decisions
about
their
children's
education.
Thank
you.
I
J
I'm
Julie
Miller
I'm,
a
media
specialist
at
Ridge,
View,
High,
School,
first
I,
want
to
say
I
do
agree
with
you
that
all
schools
should
have
media
specialists.
According
to
the
2016
Scholastic
library
report,
students,
don't
instinctively
know
how
to
navigate
the
information
that
they
need,
whether
it's
print
or
online
and
75%
have
no
idea
how
to
locate
articles
and
resources
they
need
for
their
research
while
60%
don't
verify
the
accuracy
or
reliability
of
the
information
they
find.
J
I
can
attest
to
that,
because
I
have
recently
taught
15
class
sections
a
lesson
on
discerning
the
credibility
of
new
sources,
and
these
students
need
professional
guidance
in
this
area.
This
is
where
librarians
play
such
an
important
role
in
schools.
Our
libraries
are
so
much
more
than
our
circulation
numbers.
First
of
all,
instruction
is
our
main
focus.
We
teach
classes
and
and
out
of
the
library,
in
collaboration
with
our
faculty.
These
are
data
driven
lessons
on
21st
century
skills
that
enhance
the
curriculum.
J
We
teach
students
and
teachers
how
and
why
to
use
databases
for
research,
so
they
can
use
scholarly
resources
rather
than
unreliable
information
on
the
web.
We
provide
equitable
access
to
computers
and
other
resources
for
students.
We
are
technology
leaders
in
our
school.
We
train
teachers
and
students
and
new
technology
and
model
new
technologies
such
as
the
Google
Apps.
J
In
lessons
with
the
classes,
we
provide
student
connections
through
after-school
programs
and
activities
like
book
clubs,
community
service
opportunities,
library,
advisory
boards,
tutoring
after
school
and
other
groups,
and
we
promote
literacy
and
reading
year-round,
not
just
during
celebrate
literacy
week
and
teen
read
week,
but
we
celebrated
then
too.
On
top
of
that,
we
have
a
lot
of
really
boring
administrative
tasks
and
I'm.
Not
gonna
bore
you
with,
but
believe
me.
They
do
take
up
a
lot
of
time
with
only
one
certified
media
specialist
at
each
high
school.
J
It
would
be
impossible
for
us
to
maintain
anything
even
closely
resembling
the
current
level
of
service
that
we
provide
to
students,
faculty
and
staff.
I
can't
teach
a
lesson
effectively.
If
I'm
also
expected
to
keep
the
media
center
running
for
faculty
and
students
who
stopped
by
with
questions
or
other
needs,
then
there
are
the
contractual
issues
we
are
given
a
planning
period
and
a
duty
free
lunch.
How
is
that
supposed
to
work
if
there's
only
one
person
manning
the
media
center
at
high
schools
and
junior
High's?
On
top
of
that?
What
about?
J
If
I
have
to
go
to
the
bathroom,
do
I
have
to
kick
out
the
students
I'm?
Sorry
I
can't
supervise
you
right
now.
I
have
to
pee,
so
go
back
to
class
on
January
4th
at
the
media
specialist
training.
Mr.
Davis,
you
gave
us
the
impression
that
you
were
going
to
take
some
time
to
see
how
libraries
operate
in
Clay
County
that
you
were
going
to
give
us
the
opportunity
to
demonstrate
our
value
and
our
impact
on
student
learning
and
achievement.
J
J
Power
Library,
yes
ma'am.
Currently,
my
school
is
trying
to
achieve
Florida
Power
Library
status,
it's
very
comparable
to
National
Board
Certification
for
teachers.
We
have
three
other
schools
in
the
district
that
have
achieved
this
status
already
and-
and
it
is
a
very
big
undertaking
and
a
very
big
status
achievement
for
our
libraries.
J
A
K
My
name
is
Kelly
Ludlum
I
live
at
193
for
Salt
Creek
Fleming
Island
I
am
an
elementary
technology
resource
teacher
I've
sent
some
letters
to
the
board.
Members
and
I
have
to
say
I'm,
really
sad
for
the
kids.
I
know,
I'm
gonna
be
fine.
I'm
gonna
have
a
position.
I
may
even
like
it
better
I,
don't
know
I'm
willing
to
try,
but
the
kids
are
gonna
lose
out.
I've
been
a
technology
resource
teacher
for
nine
years,
I've
had
over
4,000
students
and
not
just
for
one
year.
K
I
might
have
had
one
of
those
students
for
six
years.
So
multiple
years
I
have
the
same
students.
I've
introduced
12
1,200
students
to
robotics
I
teach
robotics
in
my
classroom,
I
do
Robotics
Club
I,
do
Robotics
team
I
take
a
hundred
and
eighty
unique
users
daily
into
the
one
clay
portal.
Without
a
technology
resource
you're
gonna
see
the
portal
used
way
less
because
the
kids
aren't
going
to
be
able
to
get
into
it.
K
I
can
tell
you:
there
are
children
right
now,
I've
been
working
with
all
year
who
still
have
trouble
logging
in
to
the
computer
and
logging
into
the
portal.
We
expect
our
kindergarteners
to
type
in
an
eight
digit
student
number,
I
provide
them
a
card
and
a
six
digit
student
number
and
an
eight
character
password
with
three
types
of
characters.
It
has
to
have
an
uppercase,
a
lowercase
or
a
special
character
and
a
number
and
that's
very
difficult
for
kindergarten
from
there.
K
They
have
to
log
in
to
the
portal
there's
supposed
to
be
a
one
click
into
the
portal
that
doesn't
work
at
my
school
or
on
my
computers.
I.
Don't
know
why
there's
been
a
ticket
in
forever,
but
those
kids
in
order
to
get
them
into
the
portal
they
have
to
type
in
their
lunch
number
again,
and
then
they
have
to
type
in
their
password
again.
So
right
now
they
have
a
goal.
K
Their
goal
is
to
learn
and
to
their
look
I
can't
statement
as
I
can
log
in
by
myself
we're
not
there,
but
we
work
on
it.
Work
past
the
tears
500
students
I've
taught
to
log
into
the
focus
port,
the
port
Parent
Portal
the
student
portal,
where
they
can
see
their
grades.
I
have
kids
who've
never
seen
their
grades
before
they
didn't
know
how
they
were
doing.
They
can
log
in
and
say:
oh
I
have
this
grade.
K
I
have
that
great
teachers
don't
have
time
to
teach
these
kids
and
hands-on
is
the
way
to
learn
if
they
can't
get
on
a
computer,
they
can't
do
it.
800
students
or
more
have
been
taught
how
to
log
into
email
and
Google
Apps
for
Education
I
am
I,
teach
them
how
to
log
in
to
the
apps
I.
Had
a
parent
stopped
me
today
and
said
she
couldn't
believe
that
professional
graphs,
her
sixth
grader
made
for
the
science
fair.
She
said
her
daughter,
typed
up
the
report
in
Google
Apps.
K
She
made
up
the
graphs
printed
it
all
out
at
home,
because
I
taught
her
how
to
use
those
apps
over
my
nine
years,
I've
taught
a
1200
the
science
fair
participants
have
made
graphs
with
me.
I
individually
help
anyone
who
needs
it
and
I
teach
the
whole
class
how
to
make
graphs
I've
had
six
robotics
teams,
fifteen
I've
been
to
15
competitions
as
well
as
five
regional
and
one
state
Robotics
Competition.
My
program
teaches
the
kids:
how
to
integrate
technology
into
their
lives.
It
doesn't
skill
and
drill
them.
K
There's
a
lot
more,
but
I
sent
a
letter
to
y'all.
Thank
you
and
I
wish
that
you
would
come
out
and
see
technology
where,
more
than
you
know,
we
are
I,
don't
know
that
you've
been
in
any
of
our
rooms
and
it
and
appreciate
what
we
do.
You
said:
I'll
be
fine.
It's
the
kids.
I
worry
about
what
school
were
you
at
I'm,
currently
at
Shadow.
A
L
Good
afternoon
I'm
Kelly
Godwin,
you
met,
you
have
my
address
on
file.
I
am
a
National
Board
teacher
I'm,
also
a
parent
to
four
students
in
the
Clay
County
School
District,
and
a
teacher
at
Copper
Gate,
Elementary
I,
currently
teach
the
technology
resource
class
and
mr.
Davis
recently
stated
that
technology
resource
is
being
eliminated
because
we
need
to
educate
the
whole
child
and
have
avenues
to
let
their
hair
down
and
having
to
arts
in
place
of
technology
was
the
way
to
achieve
this.
L
L
So
we
try
to
bridge
that
gap
by
teaching
students
basic
computer
skills
that
they
need
to
be
successful
in
the
classroom
and
by
that
I
do
not
mean
keyboarding.
It
means
learning
how
to
be
true.
Digital
citizens
navigate
soon
from
software
applications,
navigate
a
website
and
do
research
manipulate
shapes
and
lines
and
to
create
custom
illustrations
that
can
be
inserted
into
personal
narratives,
navigate
multiple
tabs
and
windows
how
to
save
and
find
files
later
how
to
share
and
turn
them
into
their
teachers.
L
L
Students
leave
my
class
each
day,
grinning
from
ear
to
ear,
telling
me
how
fun
that
learning
experience
was
I
am
passionate
about
technology
but,
more
importantly,
the
great
impact
that
it
does
have
on
our
students.
Students
are
generally
unengaged
that
are
normally
unengaged
in
the
classroom,
often
become
actively
engaged
in
thrall
and
enthralled,
and
technology
resource
students
who
thought
computers
that
were
just
games
realized
that
the
wealth
of
knowledge
at
their
fingertips
can
be
exciting.
L
Inspiring
and
motivating
students
are
gaining
life
skills
in
an
exciting
and
engaging
format
where
content
can
be
driven
by
student
interests,
while
still
achieving
computer
science
standards
in
kindergarten
through
sixth
grades.
My
point
today
is
that
if
we
cut
it
in
every
school,
we
are
not
developing
the
whole
child
students
would
be
deprived
of
opportunities
to
experience,
learning
activities
that
may
inspire
so
today,
I'm
just
asking
that
you
consider
balance
and
keep
technology
in
every
elementary
school.
M
Crane,
you
have
my
address
for
the
record
deja
vu.
It's
rather
ironic
that
eight
years
ago,
I
stood
before
the
board
to
ask
the
board
not
to
cut
resource
positions
from
every
elementary
school
back.
Then
it
was
due
to
the
threat
from
the
legislature
that
we
would
see
a
decrease
in
funding.
Teachers
were
displaced
and
PS
teachers
were
bumping,
AC
teachers,
one
of
them's.
Behind
me
this
was
all
happening
during
the
FCAT
testing
season
and
lo
and
behold
the
cuts
did
not
happen
and
our
resource
teachers
were
able
to
retain
their
positions
at
their
schools.
M
This
year,
it's
a
little
bit
different.
We
are
returning
to
the
days
of
every
school
having
art,
music,
PE
and
library
on
the
wheel
and
we're
cutting
technology.
There
are
other
cuts
as
well
into
my
understands,
to
increase
the
financial
financial
fund
balance
ratio.
I
arrived
in
Clay
County
in
1999,
my
school
RVE
was
blessed
to
have
a
computer
lab.
This
lab
was
maintained
by
a
third
grade
teacher
without
extra
pay,
teachers
would
bring
their
classes
into
the
lab
and
work
with
them
on
different
technology
project
or
use
software
to
assist
them
in
learning.
M
Our
third
grade
teacher
found
it
difficult
to
maintain
the
lab
because,
as
teachers
and
students
would
use
the
computers
there,
there
would
often
be
technological
difficulties.
The
third
grade
teacher
could
not
leave
her
own
class
to
fix
them
and
sometimes
with
good-hearted
intentions.
The
classroom
teacher
would
end
up
making
matters
worse
when
they
tried
to
fix
the
problem.
So
what
do
we
have
to
do
to
have
a
workable
lab
for
all
the
students
at
our
school
RVE
was
blessed
again
with
school
recognition
dollars
for
the
next
school
year.
M
The
RV
staff
approved
and
utilized
a
portion
of
these
dollars
to
pay
for
an
additional
allocation
for
a
technology
teacher.
She
would
open
the
lab
for
classes
come
in
and
she
would
instruct
the
classes.
It
was
wonderful.
We
were
on
a
two-week
schedule
and
when
our
teacher
was
not
in
the
lab,
she
was
in
the
classrooms
either
troubles
troubleshooting,
classroom
computers
or
assisting
teachers
with
their
own
lessons.
M
It
is
now
2017
and
to
my
understanding
is
that
we
want
to
return
it
back
to
1999
and
have
teachers
and
students
enter
the
lab
with
little
or
no
support.
This
does
not
make
sense
to
me.
Students
are
expected
to
do
more
and
more
learning
online.
However,
now
we
want
to
take
away
the
one
resource
that
will
help
them
learn
how
to
do
that.
Businesses
across
America
do
more
and
more
selling
online.
We
bank
online
we
purchases
online.
We
need
job
hunt
online.
Where
will
our
students
learn?
How
to
do
this?
M
Some
of
our
families
do
not
have
computers
at
home
or
online
access
school
is
where
they
learn
how
to
use
the
computer
and
the
Internet.
Our
students
deserve
a
specialized
teacher
in
technology
that
they
can
see
on
a
weekly
basis.
We
are
in
the
technological
age
and
our
students
need
to
be
kept
current
on
technological
advancements.
I
ask
that
you
keep
our
technology
teachers
intact
at
the
elementary
level.
Thank
you.
N
N
Theresa
Dixon
I'm,
president
of
Sesa,
so
I'm
the
first
one
to
come
up
here
and
speak
about
support,
cuts
and
I.
Just
want
you
to
know.
Sport
cuts
are
really
nothing
new
for
support.
It
happens
to
almost
every
year
that
there
are
cuts
to
the
support
world.
I
do
have
some
concerns,
however,
number
one:
the
media
texts
that
I
see
being
being
eliminated
from
the
junior
high.
N
My
concern
here
is
a
lot
of
what
I'm
hearing
here,
no
resource
teachers
and
so
on,
like
that,
your
media
techs
are
often
somewhat
one
of
those
people
that
that
the
teachers,
staff
and
students
can
go
to
to
help
and
to
assist
with
any
technological
difficulties,
especially
since,
within
the
last
few
years,
we've
seen
a
drastic
and
I
mean
drastic
cut,
and
our
our
texts
are
computer
texts
that
are
at
the
schools
we
used
to
have
one
computer
IT
person
at
every
school
to
help
with
problems
that
would
go.
That
would
happen
during
the
day.
N
Now
we
have
one
person
that
shared
between
three
or
four
schools
and
I
know
as
a
testing
coordinator
when
something
goes
wrong
at
my
school
technologically,
it's
very
difficult
or
more
difficult
to
get
that
assistance,
because
these
guys
are
and
gals
are
spread
so
thin.
Your
media
texts
help
fill
that
spot
in
many
cases.
So
I'd
like
you
to
think
about
that.
N
Your
rn's
right
now
are
currently
doing
a
great
deal
of
of
their
work
involves
Medicaid
billing
Medicaid
dollars,
bringing
a
lot
of
money
for
this
district,
a
lot
of
money
with
that
RN
being
responsible
from
verifying
every
bit
of
that
Medicaid
billing,
you
cut
all
those
LPNs
who
are
assisting
in
the
actual
care
for
the
students,
while
the
nurse
is
also
caring
for
the
students
but
having
to
do
this
massive
paperwork
in
advance
and
there's
there's
going
to
be
cause
and
effect
in
that.
So
I
think
that
needs
to
be
considered.
N
It
could
cost
this
district
an
enormous
amount
of
if
that
billing
is
not
done
appropriately,
and
if
your
nurses
are
so
backed
up
with
the
other
duties
without
the
assistance
of
the
LPN,
it
could
really
cost
you.
The
other
thing
I
just
want
to
say
is
our
contract
regarding
Cessna
is
a
little
different
from
the
teacher
contract.
N
We
do
have
language
that
talks
about
about
surpluses
and
actually
the
language
that
we
follow
is
our
reduction
in
recall
language,
so
as
you're
making
these
cuts
I
want
you
to
be
aware
that
we're
going
to
be
watching
to
be
sure
that
seniority
plays
a
role
in
these
cuts
and
how
people
are
moved
about.
That's
going
to
be
very
important
that
follows
contract
language
and
if
we
need
to,
we
can
have
a
discussion
on
that.
Thank
you,
madam.
A
O
Hello,
my
name
is
Annette
gray
and
I
teach
PE
at
Thunderbolt.
Elementary
has
both
a
parent
and
teacher
I'm
here
to
speak
with
you
regarding
the
loss
of
a
PE
position
at
thunderbolt
elementary.
My
credentials
consist
of
being
a
national
board
certified
teacher,
assisting
with
benchmarking
at
the
national
level
for
the
national
board
of
professional
teaching
standards
and
having
a
master's
degree
at
add
leadership.
I
have
worked
at
thunderbolt
since
its
opening
17
years
ago
of
these
17
15
have
included
two
PE
teachers.
As
our
enrollment
increased.
O
We
have
maintained
at
least
six
resources
resource
teachers,
including
technology.
At
times
we
had
eight.
The
allocation
proposal
will
drop
us
to
five.
We
currently
have
just
under
1000
students.
This
is
comparable
to
a
local
junior
high
that
had
an
enrollment
of
approximately
1039
students,
but
had
four
PE
teachers
with
two
PE
teachers.
We
currently
see
the
students
about
six
days
in
a
month
losing
a
PE
teacher
will
drop
the
days
with
the
PE
instructor,
sometimes
only
two
days
a
month
recess
is
not
PE.
O
We
currently
see
class
sizes
up
to
28
when
we
co
teach,
which
we
often
do.
We
see
classes
of
up
to
55
students,
we
teach
a
total
of
50
classes
and
are
responsible
for
covering
309
standards.
We
assess
almost
500
students
with
the
Fitnessgram
protocol
to
determine
achievement
of
healthy
fitness
levels.
This
currently
takes
us
a
month
and
a
half
to
complete
this
high
workload
is
due
to
the
size
of
our
school
again.
Just
under
1000
students,
we
have
worked
very
hard,
creating
a
quality
PE
program
at
tbe.
O
It
is
extremely
discouraging
to
see
it
potentially
taken
apart
for
15
years.
The
district
and
school
board
have
realized
the
necessity
for
two
physical
education
teachers
to
meet
the
needs
of
a
school
this
size.
Our
program
is
not
just
about
teaching
30-minute
classes.
Our
aim
is
to
equip
students
with
the
tools
and
desire
to
make
healthy
nutrition
and
activity
choices
now
and
throughout
their
lives.
To
do
this,
we
include
extra
activities
to
take
our
program
to
the
next
level.
We
have
a
run/walk
program
that
takes
place
during
the
school
day
and
includes
all
students.
O
Last
year,
students
ran
a
total
of
twenty
nine
thousand
three
hundred
and
six
miles.
Many
students
now
participate
in
community
runs
and
distances
up
to
half
marathons
parents
are
supportive
of
this
program
and
we
regularly
receive
positive
feedback.
We
have
had
the
pleasure
of
having
mrs.
Cara
'kiss
spend
the
day
with
us
a
few
years
ago
and
hope
she
can
attest
to
its
benefit.
The
record-keeping
in
this
program
is
very
time
consuming,
but
worth
the
effort.
O
As
a
result,
we
were
the
first
school
in
the
district
to
purchase
and
maintain
implement
this
dry
track
software
program
to
maintain
data
that
students
and
parents
have
access
to
now
as
an
example
of
how
difficult
it
is
to
do
this
job
alone,
I
am
unable
to
completely
include
all
the
necessary
support
in
under
three
minutes.
Therefore,
my
co-worker
crystal
sergo,
so
we'll
finish,
addressing
our
concerns
during
her
allotted
time.
P
P
We
sponsor
our
track
team,
giving
up
mornings
and
afternoons
for
tryouts
students
have
participated
in
Relay
for
Life
activities.
With
our
sponsorship,
we
took
a
group
to
feel
up
to
play.
60
workshop
on
a
Saturday
in
October.
44
of
our
students
are
participating
in
their
junior
river
run,
and
this
does
not
include
the
students
who
will
run
the
full
15k.
All
of
these
extra
activities
we
implement
do
not
include
the
daily
responsibilities.
We
have
to
teach
our
classes
write
lesson
plans,
maintain
a
webpage,
communicate
with
parents
and
keep
up
with
all
assessment
data.
P
One
PE
teacher
cannot
keep
up
with
the
standards
we
have
worked
so
hard
to
set
again.
The
size
of
our
school
population
will
be
a
major
obstacle.
The
2016
us
report
card
on
physical
activity
for
children
and
youth
shows
that
3/4
of
American
children
do
not
meet
current
physical
academic
activity
recommendations.
This
puts
them
at
risk
at
risk
for
increased
health
problems.
We
are
at
a
time
when
quality
physical
education
is
important
in
addressing
this
problem.
P
Physical
education
is
being
recognized
as
an
important
part
of
all
students,
well-rounded
education.
This
is
supported
by
that.
Every
child
succeeds
Act.
Why
would
we
take
a
step
backwards
here
in
Clay
County
Florida
statute?
Section
one:
zero,
zero,
three
point:
four
five
five
requires
a
150
minutes
of
physical
education
each
week
for
elementary
students.
It
states
that
it
is
the
responsibility
of
each
district
school
board
to
develop
a
physical
education
program
that
stresses
physical
fitness
and
encourages
helpful,
active
lifestyles
and
to
encourage
students
in
kindergarten
through
12
to
participate
in
physical
education.
P
It
also
states
all
physical
education
programming.
Curricula
must
be
reviewed
by
a
physical
education.
Instructor
recess
should
not
take
the
place
of
a
structured
physical
education
program.
We
are
asking
that
we
be
allowed
to
maintain
what
we
currently
have
to
meet
the
needs
of
this
school.
We
are
asking
the
superintendent
Davis
and
the
school
board
take
into
consideration
our
unique
needs
as
an
elementary
school
with
such
a
high
enrollment
students
needs
come
first.
Thank
you
for
your
time
and
consideration.
P
Q
Good
afternoon,
thank
you
for
having
this
forum
for
us
to
express
our
opinions.
We
do
appreciate
it.
I'm
Christie,
Tureaud
I,
have
lived
in
Clay
County
for
36
years.
I
have
been
an
employee
of
the
Clay
County
Schools
for
five
years
and
have
enjoyed
every
minute
of
it.
What
I
want
to
address
today?
I'm
a
I'm
media,
specialist,
Oakleaf,
I'm.
Sorry
at
the
agenda
workshop
mr.
Q
Davis,
you
pointed
out-
and
again
you
pointed
out
today
the
difference
in
circulation
for
elementary
schools
and
high
schools,
and
if
you
look
at
that
one
number
without
giving
it
some
thought
there.
You
know
you
say:
oh
well,
the
high
schools
are
not
doing
their
jobs.
We
don't
have
a
lot
of
circulation,
so
I
know
you
didn't
mean
that,
but
I
want
to
explain
a
little
bit
more
about
what
we
what
we
do
and
how
we
come
to
that
at
the
elementary
school.
You
did
say
that
they
have.
Q
We
called
weekly
scheduled
visits
and
every
student
goes
through
and
checks
out
books
at
the
high
school.
We
really
don't
have
set
times
for
students
to
come
in
and
check
out
books.
The
students
can
come
in
before
school,
they
can
come
in
after
school.
They
can
come
in
at
lunch.
They
can
come
in
with
passes
from
their
teachers
when
they've,
you
know,
finished
their
work
in
there.
So
there's
not
a
resource
schedule
that
they
can
come
and
check
out
books
daily.
Q
Last
week
at
OHS
out
of
the
four-day
school
week,
we
had
classes
in
the
media
center
full
six
periods,
three
classes
for
three
days
of
the
four
days
we
had
classes
all
in
there
did
those
kids
checkout
books.
Most
of
them
did
not
did
they
work?
Yes,
did
we
assist
them?
Yes,
they
learned.
We
learned,
we
were
an
integral
part,
but
they
didn't
check
out
books.
Q
We
are
also
used
as
testing
centers,
the
media
center
at
OHS
I
counted
today.
From
now
until
the
end
of
school.
We
are
going
to
be
closed,
34
days
for
testing.
If
you're
closed,
your
patrons
cannot
see
you
that
students
and
teachers-
so
that's
an
issue
also
when
you
look
at
the
numbers,
mr.
Davis,
at
the
elementary
school
level,
you
said
there
was
four
hundred
and
fifty
thousand
books
checked
out
now
elementary
school
books
usually
have
an
average
and
it's
been
proven.
Q
A
four
thousand
words:
that's
picture
books,
easy
readers,
chapter
books,
four
thousand
words,
four
hundred
and
fifty
thousand
books.
That's
one
point:
eight
billion
words
those
children
have
written,
have
read
at
the
high
school
level.
You've
stated
that
there
were
twenty
nine
thousand
books
checked
out
now
at
the
high
school
level,
young
adult
novels
usually
have
an
average
of
68
thousand
words.
It's
going
to
take
a
little
bit
longer
to
get
through
those
books,
so
there's
not
as
much
circulation.
Q
Q
There's
differences
in
student,
size
I
met
a
school
with
2,300
students,
so
one
media
specialist
at
a
at
that
size
school
is
going
to
be
hard
pushed
to
serve
the
patrons
like
we
have
in
the
past,
and
it
takes
certified
media
specialists
at
every
school
and
we
appreciate
you
putting
those
certified
specialists
at
those
elementary
schools.
Thank.
R
R
It
was
our
instructional
technology
teachers
who
helped
navigate
the
staff,
the
principals
administration
and
the
children
through
all
those
different
changes.
Now
we
have
children
that
every
child
in
Clay
County
has
an
email
account
and
they're
learning
how
to
do
these,
google
docs
well
as
a
person
who
taught
a
regular
ed
grade
for
several
years.
I
didn't
have
time
to
do
all
those
technology
things
I
was
too
bad
too
busy
getting
my
children
ready
for
a
test
that
they
had
to
take
at
the
end
of
March.
R
That
would
determine
whether
or
not
they
would
pass
that
grade
level.
It
was
our
technology
teachers
who
helped
do
those
different
things
that
they
needed
have
done,
the
the
practicing,
the
learning
how's
it
tight,
because
now
everything
has
to
be
typed
in
I
mean
if
they're
kindergarteners,
they're
five
they're
taking
Sat
10
they're
taking
you
know,
FSA.
For
the
first
time,
third
graders
will
be
taking
the
FSA
math
on
the
computer.
This
is
their
first
time
and
it's
our
technology
teachers
who
are
helping
to
navigate
them
through
the
process.
R
What
the
tools
mean,
what
we're
doing?
How
do
you
do
this?
How
do
you
highlight?
How
do
you
maneuver?
How
do
you
drag
and
click
because,
let's
be
honest
in
the
technology
world
that
we
are
now,
our
kids
are
swiping
they're,
not
using
mice,
anymore,
they're,
swiping,
iPads,
they're,
swiping,
phones,
they're,
not
using
them
mice
to
drag
and
click.
R
That's
not
what
technology
is
now
they're
talking
in
and
it's
detecting
their
voice
and
putting
out
what
they've
ripped
said
as
a
text,
even
with
all
of
that,
our
technology
teacher-
and
this
has
been
for
many
years-
our
new
one
and
ones
the
one
that
I've
had
for
the
past
several
years.
They
run
teacher
PD
for
technology,
Google,
the
Chromebooks,
the
educational
apps,
they
troubleshoot
basic
computer
because,
let's
be
honest,
elementary
gets
the
hand-me-downs
from
the
high
schools
in
the
junior
High's.
So
there's
lots
of
Technology
issues.
R
I
myself
had
one
that
the
county
caused,
and
it
was
my
instructional
technology
person
who
fixed
it.
So
they
do
that
on
campus
and
they
communicate
with
the
instructional
or
the
the
instructional
support
people
at
the
county
office.
They
create
and
implement,
implement
individualized
student
account
plans
with
fellow
teachers
on
teams
and
the
student
passwords.
Now
these
little
kindergarteners
they
have
to
change
their
passwords
every
90
days.
Just
like
we
do
there.
Five
okay,
I
can
barely
remember
mine,
I,
don't
know
how
a
child
can
remember
that
they
help
with
that.
R
They
help
with
digital
resources,
the
purchases
for
the
media
center.
They
test
and
Proctor.
These
computer-based
testing
they're
running.
They
test
application
practice
for
students.
They
store
technology
resources.
They
help
inventory
for
additional
items
such
as
the
mice,
the
monitors,
the
power
strips
they
fundraise
for
the
purchase
of
new
technology
resources
because
we're
not
getting
it
from
the
county,
the
one
that
we
have
now
sends
out
a
weekly
flyer
on
educational
apps
that
can
be
used
in
a
classroom
that
can
be
used
with
those
Chromebooks,
the
iPads.
R
They
create
maintain
a
computer
lab
calendar
for
teachers
to
sign
in,
and
this
is
on
to
labs,
sometimes
three
labs.
They
coordinating
the
schedule,
çb
the
computer-based
testing
with
the
district
coordinator
and
it
can
coordinate
and
schedule
professional
development
opportunities
with
district
personnel
at
DIS,
as
well
as
the
county
office.
These
people
are
vital,
vital
to
what
we
do
on
a
daily
basis
and
elementary
education.
You
want
it
more
technology,
you
want
more,
you
know
the
hands-on
with
the
technology
and
them
doing
this
digitally
and
them
doing
this.
R
To
really
well,
then,
give
us
the
resource
that
we
need
and
keep
our
technology
teachers
in
our
club
in
our
schools,
because
they
are
the
ones
that
are
meeting
their
standards.
They
are
the
ones
that
are
helping
us.
They
are
the
ones
that
are
teaching
these
children
guiding
them
navigating
them
through,
so
they
could
be
the
most
successful
they
can
possibly
base
Robert's.
I
S
My
address
we're
proud
to
be
one
of
the
digital
discovery,
schools
in
the
county,
and
it's
been
a
great
experience.
Wonderful.
They
say
it's
hard
to
teach
an
old
dog
new
tricks.
Why
I've
learned
new
tricks
this
year
and
it's
been
a
good
thing
for
me,
it's
been
great
for
our
students.
The
digital
discovery
program
has
helped
us
teach
them
new
ways:
reach
kids
in
different
ways.
It's
been
effective,
it's
been
well
received,
the
kids
like
it.
The
teachers
like
it
and
I
think
it's
been
a
very,
very
positive
thing.
S
S
If
we
don't
have
a
media
tech,
who's
gonna
do
that.
Well,
what
will
happen
is
it'll,
be
another
responsibility
given
to
a
teacher
or
someone
else
who
doesn't
have
the
time
to
do
it
and
it
won't
be
done
correctly
and
it
won't
be
done
efficiently,
and
it
drives
me
crazy
to
reduce
people
to
statistics
and
data
pieces.
Our
media
tech
has
a
name.
Her
name
is
Debbie,
Kristy
and
I.
Can't
imagine
our
school
existing
without
her
and
I.
S
Don't
know
if
any
thought
was
given
to
the
digital
discovery,
schools
or
not,
but
we're
one
that
needs
our
media
tech
and
if
it's
going
to
be
eliminated,
things
are
gonna
have
to
be
figured
out
about
how
we're
gonna
deal
with
that.
So
the
digital
discovery
program
has
been
very
positive,
been
great,
but
we
don't.
We
don't
need
to
lose
our
media
Tech
and
that's
I'll
be
less
than
three
minutes.
Hopefully,
that's
clear.
Thank.
T
T
We
really
both
of
us
are
very
important.
Not
just
me
I
honestly
say
I
could
not
do
everything
I
do
without
her,
and
besides
being
the
media,
specialist
and
in
charge
of
the
media
center
and
all
the
equipment
and
a
huge
budget
to
buy
equipment
but
books,
I
teach
the
TV
production
class
I'm.
Also
the
face
book
manager
and
the
webmaster
I
don't
know
how
I
will
be
able
to
perform
all
these
duties
without
the
assistance
of
Miss
Duggan
I.
T
T
We
have
to
do
that
because
our
tech
teacher
he's
not
a
full-time
tech
guy
there
and
who
is
in
charge
of
the
enhanced
classrooms
he's
in
class
I'm
with
classes.
Mrs.
Duggan
is
the
one
that
immediately
goes
out
to
help
these
people
get
their
classrooms
up
and
running
it's
very
important,
and
that
affects
teachers
being
able
to
teach
and
students
being
able
to
learn
when
we
are
not
able
to
buy.
If
I
were
with
a
claw
and
mr.
walkers
with
a
class,
we
would
have
no
one
to
go
out
there
and
I
know.
Mr.
T
Davis
had
said
that
that
shouldn't
be
a
job
for
media,
but
that's
a
perfect
world
and
unfortunately,
we
don't
have
a
full-time
tech
guy
in
our
class
to
take
care
or
in
our
school
to
take
care
of
this,
and
our
school
is
very
large
over
1,500
students.
So
without
her
I
don't
know
how
it
would
be
able
to
provide
the
services
that
we
provide
every
day.
T
T
Davis,
you
said
that,
because
our
circulation
statistics
are
not
as
large
as
the
elementary
schools
that
you
felt
that
a
media
specialists
can
do
it
all,
we
can
do
it
all
by
ourselves
and
your
problem,
and
we
can
because
we
do,
we
do
a
lot
of
it
by
ourselves,
but
how
well
will
it
be
done
and
will
the
cost
of
saving
a
hundred
and
thirty
three
thousand
dollars
justify
the
impact
it
will
have
on
teachers
and
students?
Thank
you.
T
U
Everybody
can
talk:
okay,
I
edited
like
crazy,
like
I
was
scratch
and
stuff
out,
so
I'm
gonna
be
fast.
My
name
is
Victoria
Kidwell
I'm
a
first
grade
teacher
at
Argyle
elementary
school,
and
you
have
my
address,
of
course,
scratch
scratch
scratch
scratch.
I
hope
that
you
are
beginning
to
see
that
teachers
and
clay
are
deeply
invested
and
dedicated
to
their
schools
and
children
that
they
serve.
We
consider
our
profession
a
calling
and
and
a
profession
which,
which
has
the
potential
to
change
lives.
I
want
to
thank
you
for
putting
art
instruction
back
into
schools.
U
I
think
that's
really
important.
The
research
supporting
the
value
of
art
education
is
vast,
but
today
I
want
to
make
a
plea
for
the
importance
of
keeping
the
technology
teachers
in
the
elementary
schools.
I
have
here
some
notes
that
were
given
to
me
by
our
tech
teacher
at
AES
about
some
of
the
important
things
that
she
does
this
year.
Tech
had
its
own
standards,
which
are
very
in-depth
standards
for
every
grade
level,
are
quite
rigorous
and
tech
teachers
address
the
standards
for
every
student
every
day
within
the
standards
are
typing
and
keyboarding
skills.
U
Most
of
the
FSA
testing
is
online
now,
so
the
kids
got
a
type
due
to
FSA
testing.
Students
are
required
to
type
responses
to
the
test
and
are
still
given
a
very
limited
amount
of
time.
To
do
that,
students
have
to
be
fluent
in
typing
to
have
time
to
complete
the
test
in
technology.
We
focus
on
typing
correctly,
with
punctuation
grammar
and
capitalization.
We
all
bolon
the
loss
of
instructional
time
for
test
prep
tech
class
is
an
effective
way
to
prepare
for
high-stakes
tests.
Students
also
complete
practice.
U
Fsa
tests
in
tech
to
protect
instructional
time
standards
in
kindergarten,
kindergarten
and
above
set
the
goals
that
every
student
knows
the
basics
of
computer
operation.
How
to
open
programs
turn
it
on
and
off.
Google
websites,
safely
fix
and
adjust
volume
of
speakers
headphones,
logging
on
and
logging
off
on
the
County
guidelines
change
so
that
every
student,
no
matter
grade
level
or
age
has
to
log
themselves
in
and
out.
Every
student
has
to
learn
how
to
do
this.
U
Reteaching,
a
repetition
is
important
in
primary
I
didn't
even
take
my
class
to
the
lab
because
they
can't
log
on
their
six
until
she
worked
with
them
half
the
year.
Christmas
is
when
I
started
taking
them
and
they
still
can't
log
on.
Is
it
an
a?
Is
it
a
be
easy
to
see
because
of
all
I
mean,
and
it
changes
all
the
time
it
takes
them
forever
and
it
takes
me
standing
over
there
and
watching
them.
U
You
can't
do
it,
for
them
is
I'm
telling
you
if
we
don't
have
a
tech
teacher,
it
ain't
gonna
happen.
The
tech
teacher
creates
logins
for
the
students
and
changes
their
passwords
every
90
days.
Students
are
asked
to
create
projects
and
assignments,
not
in
first
grade
thank
God
using
Google
classroom.
This
is
something
that
students
learn
while
they're
in
tech
class
and
use
in
the
regular
class.
So
she
works
in
depth
with
them.
These
skills
are
needed
for
safe
and
effective
research
throughout
the
year.
The
county
also
has
students
to
use
their
student
portal.
U
So
every
tech
day
they
log
into
their
student
portal
from
class.
She
teaches
the
students
how
to
get
there
get
to
their
portal.
What
tools
are
in
the
portal,
how
to
find
their
grades
and
how
to
get
to
their
online
textbooks?
These
are
the
things
that
they
do
in
technology
if
the
future
is
technology,
so
that
computer
coding
is
even
being
considered
now
a
foreign
language,
then
clay
needs
to
move
boldly
into
that
future
and
embrace
technology
and
have
a
technology
in
every
elementary
school
technology.
Teacher
is
important.
Thank.
A
V
We
have
as
I
looked
at
the
PowerPoint
that
was
put
out
on
the
online
and
I
started,
noticing
the
numbers
for
a
custodial
staff.
We
are
basically
understaffed
at
every
grade
level
here
in
the
county.
I
know
since
2007.
When
all
this
happened
to
big
crash,
the
recession
happened
and
everything
as
custodial
staff
left.
Most
positions
did
not
get
reappointed.
V
So
now,
as
I'm
looking
at
say,
like
the
allocation
formulas
for
an
elementary
school,
the
head
custodian
is
supposed
to
be
one
has
to
sodium
per
school
and
then
one
custodian
per
twenty
two
thousand
five
hundred
square
feet
of
space.
That's
there
as
I'm.
Looking
through
all
the
schools.
That's
that's
here.
It
looks
like
they're,
adding
the
head
custodian
to
every
spot.
That's
there!
So
if
there's
supposed
to
be
four
custodians,
that
supposed
to
be,
there
is
actually
three
custodians
and
the
heck
Estonian.
V
My
question
is:
when
were
you
going
to
sit
there
and
start
staffing
these
correctly
or
also
the
the
cleaning
gear
for
them?
Some
elementary
schools
only
get
like
$4,500
per
school.
In
order
to
sit
there
and
clean
I've
been
called
and
say:
hey
we've
run
out
of
wax.
We
ran
out
of
toilet
paper,
we've
run
out
of
paper
towels.
V
Also,
as
we
know,
everything
goes
up
so
with
that
budget
has
been
staying
there
for
the
last
past
four
years,
from
what
I
hear
from
the
elementary
that
this
is
elementary
I'm,
pretty
sure
junior,
high
and
high
school
got
a
bigger
budget
than
that,
each
elementary
school.
That
I've
talked
to
all
my
head
custodians
there.
They
are
saying
and
right
around
about
4,500.
They
have
to
wait
until
the
next
fiscal
year,
which
is,
we
all
know,
is
July
1.
V
So
once
they
finish,
fixing
whatever
they
gonna
do
door
to
summer
time,
cut
grass
moves
teachers
desk
around;
they
need
to
be
great
and
be
there,
and
that
also
plays
into
why
they're
also
on
the
staff.
We
also
have
been
understaffed
once
our
custodian
say
like
dr.
zealot.
We
also
will
say
that,
for
instance,
they
have
three
custodians
and
one
head
custodian.
If
one
has
bustodian
is
one
custodian
is
down
there
done
it's
hard
for
the
custodians
actually
to
make
up
that
time
and
clean
every
single
building,
every
single
portable.
V
That's
on
that
on
that
campus,
and
so
now
we
have
not
only
dust
at
school.
We
have
all
the
rest
of
the
elementary
schools
and
all
versus
our
high
schools
and
juniors
at
the
same
time.
So
I
just
want
to
go
to
put
something
into
you
here.
We
need
to
go
ahead
and
go
in
and
staff
these
appropriately.
So
we
don't
have
germs
and
stuff
growing,
especially
in
the
elementary
we
need
to
keep
our
kids
safe.
Thank
you.
Thank.
W
Good
afternoon
brandy
Stasiak,
my
address
is
on
file
here
to
speak
on
behalf
of
some
teachers
and
some
parents,
specifically
regarding
the
self-contained
language
impaired
classroom
with
varying
exceptionalities
number
one
I'm
thrilled
I.
Think
most
of
us
are
in
the
room
to
hear
that
we're
getting
art,
music,
PE
back
in
every
single
school.
That's
wonderful
and
that's
our
goal.
There's
also
a
huge
need
for
technology.
So
mr.
Davis
I,
don't
envy
you
nor
any
of
you
board
members
your
job,
but
it
sounds
to
me
like
we
need
to
raise
some
taxes.
W
W
We
have
several
classrooms.
My
school
shadow
on
elementary
is
one
that
houses
that
program.
I
won't
speak
as
much
to
some
of
the
other
schools.
Although
I'm
a
Miss
Condon,
you
guys
have
one
in
Keystone.
We
have
one
at
plantation
oaks,
there's
a
couple
of
places
that
have
k35
and
K
through
six
models.
In
your
schools,
my
understanding
is,
as
that
compressed
model
does
not
work
as
well
as
the
split
model
at
my
school
does.
High
school
is
K
through
two
third
and
fourth
and
fifth
and
sixth,
it's
been
a
very
successful
program.
W
It
obviously
costs
money
that
we've
all
figured
out
that
we
need
more
of,
however
I'm
here
to
speak
for
some
parents
that
don't
feel
that
it's
age-appropriate,
nor
is
it
as
effective
and
serve
adequately.
Their
children
in
a
split
model
in
our
split
model
is
the
best
not
the
compressed
model
that
we
have.
We've
got
some
questions
that
have
been
asked
just
of
me
today
that
I
can't
answer.
W
Some
of
those
questions
include
what
happens
to
these
compressed
model
children,
if
we
don't
do
as
we
normally
do,
which
we
normally
staff
in
children
every
year
at
the
beginning
of
the
year
we
get
more
kids
in,
and
that
generally
justifies
the
classroom
sizes
that
we're
looking
at,
but
we
also
have
some
junior
high
parents
that
have
asked
some
questions.
One
of
them
is
the
current
allocation
for
lakeside
junior
high
school.
The
Li
teacher
is
now
being
listed
as
a
support.
W
Facilitator
the
question
is,
as
does
this
change,
the
setting
that
her
son
has
served
in
is
that
still
a
self-contained
classroom?
How
is
that
going
to
work
that
particular
parents?
Child
is
a
graduate
of
the
program
at
Shadowline
elementary
and
has
been
part
of
a
very
successful
model
and
is
doing
extremely
well
and
now
feels
like
junior
high
is
slipping
backwards,
so
I
think
we
have
all
considered
the
need
for
these
types
of
programs.
W
I'd
also
like
to
point
out,
we
are
one
of
the
only
ones
around
Saint
Johns
County
does
not
have
a
varying
exceptionalities
language,
impaired
program,
putnam,
county
juvenile,
actual
county,
we're
the
only
one.
This
is
an
opportunity
for
Clay
County
to
model
what
it
really
means
to
elevate
clay
and
serve
all
children.
W
Military
families
come
in
and
out
of
this,
every
couple
of
years
we've
actually
had
military
families
at
our
schools,
get
their
orders
change
to
stay
in
Clay
County,
because
the
needs
of
their
students
can
be
served
best
right
here.
The
people
in
this
room
have
spoken
to
that
on
varying
levels.
Let's
keep
it
that
way.
Let's
do
what
we
have
to
do.
If
we
need
a
task
force,
let's
form
one,
but
we
need
to
keep
these
programs,
especially
for
our
children
that
are
most
vulnerable.
These
children
are
among
our
most
vulnerable.
Thank
you.
X
X
Sorry,
bill
booth:
you
have
my
address
on
file.
My
daughter,
Reese
booth,
I,
tend
to
chat
all
shut
along
elementary
with
miss
Elaine
neighbors
I'm
used
to
calling
her
missing
the
kids
do
miss
neighbors.
She
is
an
angel.
Let
me
just
explain
to
you
the
advancements
that
my
daughter,
she
spoke
something
called
jargon.
I
mean
a
young
lady
in
Publix.
One
time
said
sound
like
another
language.
She
was
sitting
the
grocery
cart
and
she
just
would
Babylon
when
she
got
in
Miss,
neighbors
class
or
Elaine
neighbors
class.
She
has
excelled.
X
X
Yeah
I
know
what
it
feels
like
to
be
to
be
in
a
compress
class
and
hear
students
talk
to
you,
you
performed
well
in
sports
and
then
it's
a
yeah.
We
can't
come
to
your
house
because
my
dad
said
you
were
in
special
learning:
disability
classes,
no
one
advocated
for
us.
If
you
yank
funding
and
that's
what
this
I
guess,
this
would
your
pejorative
that
you
use
an
allocation
plan
and
and
streamlining
and
all
these
other
bureaucracy
words.
X
It
just
means
you're,
gonna
yank,
funding
from
these
and
make
from
these
class
from
these
kids
and
make
it
more
compressed.
We
can't
have
that
you
will
fail
these
children,
no
one's
advocating
for
them.
That's
one
kind
of
a
moat.
Excuse
me
emotional
about
this.
It's
because
I
know
how
it
feels
I've
gone
on
to
get
an
engineering
degree
in
robotics.
X
You
know,
I,
don't
want
anybody
feeling,
sorry
for
this
little
bird,
it's
okay,
but
I
knows
what
it's
like
when
people
say
yeah,
those
are
the
kids
over
there.
We
can't
have
that
this
is
Clay
County,
not
Duvall.
You
said
it
it's
booked
as
take
teachers
in
my
own
church,
you
met
with
them.
You
said
that
you
were
not
going
to
go
to
Duvall.
Well,
it's
terrible
over
there
just
join
a
gym
kid
from
Duvall
that
want
to
sign
me
up.
He
goes
hey.
He
used
language.
I
can't
begin
to
clean
up.
X
The
describe
was
going
on
the
Duvall.
This
is
Clay,
County
was
race
here,
since
1979
was
no
White's
anywhere.
This
is
my
hometown
raised.
My
I
decided
to
come
back
from
California
to
come
back
here,
because
it's
Clay,
County,
don't
even
know
who
the
the
language
impaired
class
teacher
is
at
Lake,
Asbury,
junior,
high
I,
don't
know
who
I
don't
I,
don't
know
it's
support,
Sevilla
taters,
the
support
facilitator.
You
know,
and
it's
like
this
is
not
a
joke.
This
is
for
real.
Take
these
kids
seriously.
My
daughter
has
excelled
along
with
these
other
kids.
C
C
So
if
they
don't
have
the
number
of
kids
to
generate
another
class,
then
we
have
to
keep
continue
the
services
in
the
school
and
that's
why
we
that
we
moved
from
a
standalone
class
to
a
support
facilitator
class
so
that
individual
go
and
service
kids
in
the
school
through
push
and
pull
out
models
to
help
them
in
every
core
content
area.
And
then,
if
the
numbers
continue
to
grow
and
in
the
in
these
classes
you
speak
about,
then
that
individual
can
be
placed
back
into
that
setting
in
order
to
service
our
kids.
C
C
X
Do
and
they're
and
they're
not
on
like
access
points
like
my
son,
who
is
an
autistic
class,
so
they're
taking
the
FCAT
and
they're
intelligent
children,
they
need
the
extra
they
need
extra
teachers
in
there.
They
need
the
that
extra
time.
The
special
circumstances,
I
guess
where
they
have
extra
time
and
it
can
split
the
curriculum
up.
This
is
this:
has
helped
these
kids
that
cannot
be
taken
away.
I'm.
Y
I'm
gonna
be
quick,
not
three
minutes.
Elain
neighbors
on
my
file,
okay,
I
wasn't
gonna,
speak
I
was
gonna
defer,
but
I
just
want
to
clear
a
couple
things
up.
Really
quick
made
me
cry:
I'm
a
Florida
high
impact
teacher.
Okay,
that's
pretty
it's
pretty
awesome.
We
have
a
lot
of
them.
130
right
I
did
that
with
a
population
who's
the
most
vulnerable
in
our
county
I
did
it
because
we
serve
our
children
correctly
in
this
county
and
our
self-contained
language
impaired
program,
I
understand
the
numbers,
I
get
it.
Y
We
all
have
to
budget
I
have
to
budget
in
my
home,
okay,
I
get
it
here's
a
thing.
We
staff
children
in
every
year.
So
when
you
reduce
a
classroom,
what
happens
when
we
get
new
students
we're
going
to
get?
We
get
five
to
seven
students
each
year
we
staff
them
in
so
it
kind
of
it
makes
me
worry
like
what's
going
to
happen.
Are
you
guys
just
not
gonna
staff
them
in,
because
that
was
kind
of
the
rumor
that
we
had
heard?
Y
So
when
it's
done
well,
it's
done
well.
My
other
thing
I
want
to
leave
you
with
really
quick.
We
have
some
language
impaired
classrooms
in
this
county
that
are
K
through
five.
That's
what
Miss
Daisy
AK
was
talking
to
they're
all
in
the
same
room,
come
on
guys,
I
can't
do
that.
I
mean
I'm
good,
but
I'm,
not
that
good.
Okay.
So
in
the
past,
like
I,
said,
nineteen
years
I've
been
doing
language
impaired
self-contained
for
19
years,
it's
all
I've
done
for
this
county.
What
we've
done
is
we've
been
really
smart.
Y
We've
said
all
right
these
kids
over
here,
because
we
don't
have
enough
to
make
two
classes.
We've
taken
that
classroom
out
of
that
school
and
consolidated
it
to
another
school.
So
plan
takes
plantation
Oaks.
We
have
K
through
five
in
one
classroom,
Keystone
Elementary.
We
have
K
through
six
in
one
classroom,
hey.
How
are
you
gonna
do
that?
Put
kindergarten
in
with
fifth
grade?
That's
not
that's!
Not
the
smartest
model.
I
mean
that's
not
being
fiscally
responsible,
it's
not
being
emotionally
academically
or
socially.
So,
yes,
let's
look.
Can
we
please
make
some
really
smart
decisions?
A
Z
You
I'm
Paula
summers,
I'm,
a
music
teacher
at
oak
leaf
village.
Elementary,
my
address
is
on
the
card
and
I
will
try
to
stick
to
two
minutes.
If
I
can
I
have
come
to
speak
about
resource
in
the
elementary
level,
I
know
that
you've
already
heard
from
many
people
about
the
technology
and
the
importance
of
that
so
I
will
not
duplicate
that.
However,
my
concern
is
more
to
the
formula
of
overall
numbers.
Z
The
oak
leaf
village
went
from
six
resources
last
year
to
five
this
year,
this
up
to
our
class
sizes,
where
I
have
30
students
in
a
classroom
for
my
upper
grades
for
some
of
our
resource
teachers,
not
me,
but
for
some
of
the
others.
That
means
they
have
no
more
extra
seats
in
their
room.
We've
had
to
shift
students
around
as
they
come
in
so
that
they're
all
exactly
at
30,
because
there
are
no
more
sea.
So
are
there
places
to
put
seats?
Z
That's
because
we
have
to
split
classes
to
accommodate
all
the
grade
level.
Now
we're
slated
to
drop
to
for
next
year,
I've
spent
this
year
I'm
working
on
getting
more
instruments
more
instruments
so
that
all
of
my
students
have
something
to
play
and
just
as
I
got
another
DonorsChoose
project
funded,
we're
dropping
to
four
and
I'm.
Some
of
you
were
able
to
hear
my
fifth-grade
percussion
ensemble
at
the
Teacher
of
the
Year
event.
While
this
is
an
extracurricular
group,
it
doesn't
start
in
fifth
grade.
Z
It
starts
when
they
play
a
music
class
and
they
will
not
be
doing
much
playing
a
music
class
if
we
have
an
average
class
size
of
mid-30s
to
possibly
40
depending
on
the
grade
level,
that's
not
something
we
will
be
able
to
do
while
I
have
room
in
my
room
to
put
them.
I
do
not
have
room
to
do
quality
instruction,
and
my
concern
is
for
the
quality
of
instruction.
I
appreciate
greatly
the
commitment
to
have
art
music
media.
This
is
my
15th
year.
Z
Teaching
in
Clay,
County
and
I
really
have
been
through
this
every
spring
in
some
level,
but
I
greatly
appreciate
that
I'm
thrilled
at
that,
but
the
quality
of
instruction
matters
as
well.
We
will
not
have
the
quality
of
instruction
if
a
school,
with
less
than
400
students
in
a
school
with
just
barely
under
900
students
have
the
same
number
of
resources,
there's
something
there
and
I'm
not
saying
they
should
have
less.
But
I'm
saying
we
need
to
look
at
how
that
works
out.
Z
Students
with
less
than
400
deserve
all
these
resources,
but
our
kids
deserve
to
be
taught
those
resources
where
they
can
all
play
an
instrument
and
not
have
to
rotate
in
a
30
minute
period.
Who
gets
to
do
that
so
I?
Thank
you
for
your
consideration
of
the
quality
of
instruction
and
not
just
having
all
the
resources
that
is
such
an
important
step.
I.
Thank
you
for
it,
but
let's
also
look
at
the
numbers
and
how
that's
going
to
impact
my
teaching
in
my
classroom,
which
I'm
passionate
about
for
my
students.
Thank
you
thank.
AA
Hello,
my
name
is
Jeanette
de
Rocco
and
I'm,
a
media
specialist
at
Green
Cove,
Springs
jr..
My
address
is
on
the
file.
I
must
tell
you.
I
have
been
so
impressed
with
how
you
have
all
actively
listened
to
every
single
speaker
years
past
when
they
did
the
cuts.
It
was
not
the
case
and
I
really
feel
that
you
are
listening
to
the
needs
of
your
community.
AA
I
was
asked
to
speak
today
directly
about
junior
high
issues,
but
if
you're
thinking
of
cutting
technology
in
the
elementary
level,
I
think
you're,
sorely
miss
led
think
of
the
testing
alone,
that
is
all
technology
now
and
I.
Think
our
high
school
media
specialist
fight
very
well
for
themselves.
Thank
you
for
supporting
our
libraries.
I
watch
the
allocation
workshop
on
Tuesday
February,
21st
and
I
really
appreciate
how
several
of
you
spoke
so
highly
of
the
media.
Centers
and
the
importance
of
literacy
in
our
schools.
I
have
worked
at
the
public
library.
AA
I
worked
in
Duval
County,
Public,
Schools
and
I've.
Had
the
pleasure
of
working
in
Clay
County
for
18
years.
I've
worked
for
13
years
at
the
elementary
level
and
I
cannot
express
how
relieved
I
was
when
I
heard
you
were
keeping
the
media
type
positions
at
the
elementary
level.
Please
help
us
keep
the
media
tech
positions
at
the
junior
high
and
it
would
be
wonderful
if
you
can
add
them
back
to
the
high
school
and
keep
the
second
media
specialist
as
well.
AA
Our
media
techs
allow
us
the
freedom
to
teach
our
students
and
assist
our
teachers.
The
media
tech
is
integral
to
the
success
of
our
library
programs.
I,
provide
lessons
in
computer
labs
and
I
go
into
classrooms
right
now
to
work
with
the
teachers
and
students
in
accessing
programs,
databases,
logging
on
to
the
computer.
AA
This
would
be
impossible
without
my
assistant.
Yes,
I
can
stay
after
school
and
I
can
come
in
on
weekends
and
I
can
shelve
books
and
I
can
repair
our
material
I
can
laminate
I
can
place
orders
on
my
own
time.
I
can
create
newsletters
and
bulletins
all
on
my
own
time,
but
I
cannot
clone
myself
or
grow
an
extra
set
of
eyes
to
monitor
students.
AA
I
cannot
leave
a
group
of
students
that
have
been
sent
to
the
media
center
to
do
a
makeup
test
or
research
and
go
troubleshoot
a
problem
with
an
enhanced
classroom
or
even
walk
into
a
lab
to
help
a
student
who's
having
trouble
on
one
of
the
computers.
I
cannot
help
two
students,
two
classes
of
students
in
the
media
center
and
students
who
have
come
out
of
seven
of
our
labs
conduct
their
science,
fair
research,
while
also
checking
out
students
who
have
been
sent
down
on
passes
or
help
a
student
work
on
their
computer
problem.
AA
Our
media
techs
do
work
with
our
students,
our
media
texts
do
reset
computer
passwords
and
they
troubleshoot
Chromebooks,
and
they
help
students
log
on
and
work
with,
the
various
databases
and
programs.
We
have
our
media
techs
do
assist
our
teachers
and
locating
material,
and
they
do
help
teach
our
students.
Our
media
Tech's,
don't
make
a
ton
of
money,
though.
Please
consider
an
alternative
to
cutting
these
six
positions
at
our
level.
They
are
an
invaluable
resource
for
our
schools.
Thank.
A
AB
AB
I
am
the
CVA
representative
for
the
Union
and
I
have
collected
questions
for
everyone,
because
we
all
know
information
is
power,
so
I
don't
expect
quite
answers
tonight,
but
I
know
that
we
have
teachers
having
these
questions
so
that
I
would
hope
that
we
would
put
out
an
answer
to
them
and
they're,
not
in
any
order
I'm.
So
sorry,
they're
scribbled,
all
over
my
paper.
Here
we
go
if
it's
instructional.
Why
are
the
assistant
principals
included
in
it?
If
this
is?
Why
does
it
take
all
the
way
to
today
to
find
out?
AB
This
is
called
the
surplus,
not
a
reduction
in
force
and
where
can
employees
find
the
guidelines
for
how
people
are
moving
and
how
people
are
chosen
if
we're
in
compliance
with
student
numbers
with
these
allocation
adjustments?
What
do
you
feel
the
process
will
look
like
when
a
new
school
is
open
to
relieve
current
crowded
situations?
Are
we
indicating
overcrowding
when
we
eliminate
positions
at
the
virtual
school,
we
have
many
overlapping
certifications.
How
do
you
determine
who
goes
because
that's
how
we
were
selected,
because
we
all
overlap,
and
also
it
doesn't
really
reflect.
AB
We
have
one
of
the
largest
percentage
cuts
per
employee
at
the
virtual
school,
we're
losing
a
lot
of
people,
a
lot
of
positions.
Your
cut
doesn't
really
reflect
the
specialized
training
those
teachers
have
gone
to
when
you
go
to
the
virtual
school
and
people
come
in,
they
are
in
shock,
they
come
in
thinking,
I
know
how
to
use
a
computer
and
we
don't
call
it
a
learning
curve.
We
call
it
a
learning
Mountain,
we
throw
you
up
against
society
and
you'll
climb.
Climbing
we've
gotcha
go
because
nobody
else
has
ever
done.
AB
It
there's
nothing
to
prepare
you
for
this
and
so
you're
taking
people
that
have
that
specialized
training,
putting
them
back
into
another
position
which
they
will
appreciate
having
another
position,
but
when
numbers
fluctuate,
they're
gonna
have
to
have
somebody
to
go
back
in
there.
Who
also
has
to
go
through
that
shock
in
that
learning,
so
I
think
that's
a
serious
consideration
to
take.
Also
I
was
told,
and
I
have
not
had
time
to
evaluate
this,
because
you
know
people
sent
me
questions
last
year,
CVA
generated
enough
FTE
to
cover
its
costs
with
its
current
positions.
AB
AB
If
they're
identified
to
move
I
mean
even
if
they're
AC,
some
of
them
have
been
there
for
eight
years
on
AC,
so
they've
moved
their
family
to
where
their
child
goes
to
school
or
where
they
can
transport
their
child,
and
can
they
get
some
kind
of
a
hardship
circumstance
so
that
people
will
listen
to
them
if
they
have
an
extreme
need?
What
is
the
reasoning
for
the
increase
in
11
in
principals?
I
know
you
went
through
it
with
the
assistant
principals
to
11-month
positions,
but
it's
also
linked
to
ISS
is
going
from
0.6
to
0.8.
AB
That
really
indicates
behavioral
needs
and
we're
wondering
we're
having
a
problem
with
discipline
issues
that
we
aren't
aware
of
that
kind
of
reflects
that
situation,
and
then
you
said
that
school
based
leadership
and
principals
chose
we're
wondering
how
much
leeway
principals
will
have
in
reassigning
personnel
and
the
morale
of
the
district
if
the
principals
are
responsible
for
those
decisions
and
that
they'll
have
to
let
people
go
and
I
will
just
yield
my
time.
Thank
you.
AC
Hi,
my
name
is
KC
Lyon
and
I'm,
a
teacher
at
Lake
Asbury
elementary
school.
There
are
several
of
us
here
advocating
on
behalf
of
our
technology
teacher
she's,
not
able
to
be
here
tonight,
but
I
do
want
to
speak
for
her
and
you've
heard
so
many
people
talk
about
the
additional
jobs
of
a
technology
teacher
they're,
not
just
teaching
students
in
the
classroom,
they're
also
doing
computer
repairs,
teaching
coding
assisting
teacher
with
teachers
with
technology
needs,
FSA
assistant,
test
administrator,
maintaining
for
labs,
specifically
at
our
school.
AC
In
addition,
she's
running
tutoring
multiple
morning's
a
week,
a
lot
of
that
is
unpaid,
she's
focused
on
working
with
our
lower
quartile
students
on
her
own
time,
she's,
also
using
her
own
time
to
train
teachers.
So
she's
obviously
doing
quite
a
lot
and
she
would
be
it
would.
It
would
be
a
big
hole
in
our
school
to
to
lose
out
on
that.
We
would
not
have
somebody
to
maintain
those
computer
labs.
We
would
not
have
somebody
to
assist
us.
AC
I
mean
there
is
no
technical
assistance
that
we
have
at
our
school,
but
my
big
concern
that
really
hasn't
been
addressed
enough
I
think
is
the
fact
that
we
now
have
computer
science
standards
that
are
being
worked
into
the
science
curriculum
map
and
I
am
a
science
teacher,
I
teach
the
gifted
science
and
there
is
no
plan
in
place
for
that.
I
feel
they're,
trying
to
squeeze
it
into
science
and
over
my
11
years
of
teaching
science,
education,
that's
already
a
forgotten
subject.
AC
You
want
to
teach
second
graders
thirty
minutes
of
science
in
a
day,
but
now
you
want
to
double
the
standards
being
taught
in
that
30-minute
block
and
putting
computers
in
the
classroom
is
not
good
enough,
because
we
know
these
students
need
guided
instruction.
You
can't
just
have
them
at
a
Center
in
your
classroom.
AC
You
need
to
guide
them
through
that,
so
it's
not
going
to
be
as
efficient
just
having
computers
and
right
now,
because
not
all
schools
are
one-to-one,
it's
not
feasible
to
really
teach
those
computer
science
standards
standards
effectively
in
the
science
curriculum
without
having
one
on
one
devices,
because
currently
only
three
of
those
schools.
Three
schools
have
the
one
in
one.
Do
I
one-to-one
devices?
AC
Excuse
me
so
I
really
would
like
you
to
consider
the
additional
standards
that
our
students
would
miss
out
on
by
not
having
a
technology
teacher,
because
I
love
our
classroom
teachers
and
they
are
highly
qualified,
but
when
it
comes
to
technology,
we're
just
not
ready
to
have
every
classroom
teacher,
be
a
technology
teacher
and
we
just
don't
have
the
resources.
So
thank
you.
Thank.
A
AD
Okay,
as
a
media
attack,
my
focus
has
always
been
on
our
students
and
moving
the
media
attacks
from
all
school
or
the
meet.
The
junior
high
schools
will
have
a
huge
impact
on
our
students
and
I'm.
Not
only
a
media.
Tech
I
am
a
classroom
assistant
I'm,
a
mentor
I
do
several
things
for
our
students
and
without
those
jobs
in
our
school,
our
kids
will
they
will
lose
out
so
much
our
job
responsibilities
as
a
media
attack
is
repairing
boats.
AD
Also
do
the
password
reset
I'm,
sorry
I'm,
just
very
nervous
I
assist
what
they
are:
I'm
a
destiny,
collaborate
administrator,
a
complete
iOS
I
worked
close
with
the
history
fair
and
science.
Fair
teachers.
I've
came
in
over
the
summer,
checked
out
books
to
the
students
dairy
for
history
fair,
so
they
could
get
a
jump
start
on
their
projects.
I
had
the
teacher
emailed
me
over
the
summer,
I
went
ahead
and
placed
orders
for
the
students.
AD
Work
with
students
and
research
homework
I
do
prints
for
students
that,
when
they
need
copies,
I
go
make
sure
that
they
have
that
done.
I'll
run
over
due
notices
every
two
weeks.
The
monitor
students
before
school
during
all
lunches
and
after
school
I,
have
elevated
privileges
to
reset
those
student
passwords
all
throughout
the
day
from
time
I
get
there
in
the
morning,
til
the
end
date
I'm
running
back
and
forth,
resetting
passwords
having
them
log
on
before
they
go
back
to
the
classroom,
so
try
to
log
onto
their
Chromebooks.
AD
Sometimes
they
come
right
back
to
me
and
it
is
a
daily
thing
that
the
students
are
coming.
My
media
specialist
would
have
to
take
on
than
all
these
other
jobs
that
the
media
texts
do
and
it
would
then
the
students
was
leaves
because
she
would
be
busy
doing
all
these
other
things.
It
would
not
be
able
to
help
the
students
also
fix
in
his
classrooms
and
it
place
the
work
orders
for
the
teachers
when
that's
needed.
AD
I
assist
with
testing
I
cover
guidance,
I
cover
Student
Services
in
the
front
office,
and
they
are
out
I,
set
up
four
functions
that
we
have
at
school
for
the
Rotary
Club
luncheon,
and
also
for
a
lot
of
guest
speakers.
I
tried
to
find
out
what
their
needs
are.
Have
that
set
up
prior
to
the
meetings,
the
high
schools
when
they
come
same
thing,
I
do
all
that
for
them
to
make
sure
that
things
are
ready
for
the
students
so
that
they're
not
delayed
in
getting
their
information.
AD
I
assist
with
guidance,
so
I
do
wear
many.
Many
heads
at
our
school
I
have
worked
with
Miss
Paiva
during
FCAT
and
many
things.
So
if
our
schools
lose
their
media
text,
you're
taking
away
from
teachers,
but,
most
importantly,
students
I
reached
out
to
a
real
estate
helping
the
company
this
year
about
backpacks
for
our
students,
I
received
a
hundred
and
twenty
five
backpacks
filled
with
supplies
for
our
students,
because
our
students
have
a
lot
of
needs
at
our
school.
AD
A
And
I'd
like
to
just
say
thank
you
to
everybody,
who's
come
and
spoke
tonight
and
and
more
importantly,
to
my
fellow
board
members,
because
we
forego
for
when
our
you
know
our
own
discussion.
So
we
can
hear
what
everybody
wanted
to
say
and
that
really
speaks
volumes
to
our
character
that
we
are
concerned
about.
You
know
our
constituents
and
our
employees,
so
we
do
have
to
be
out
of
this
room
in
a
few
minutes.
A
C
C
Each
of
you
worked
so
hard
every
single
day
in
our
County,
so
very
hard
and
and
I
am
greatly
appreciative
of
everything
you
do
and
and
I'm
an
advocate
for
teacher
support
staff
and
I'm
an
advocate
for
a
great
climate
of
culture
and
I'm,
an
advocate
for
best
practices.
I've
exemplified
that
day,
one
since
I've
been
here
along
with
the
15
months
that
I
carried
to
share
my
aspiration
to
leave
this
school
district.
C
I
will
tell
you
that
it
is
my
job
to
provide
the
best
experiences
we
can
for
our
students
and
to
really
look
at
every
financial
possibility
of
creating
and
identify
curricula
that
will
allow
us
to
move
for,
but
at
the
same
time,
support
teachers
and
students
in
order
to
do
so
in
a
in
a
collective,
intentional
fashion.
In
every
one
of
our
schools,
I
appreciate
everyone
taking
the
courage
to
come
and
speak.
C
I
know
that
it's
not
easy
and-
and
we
will
continue
to
look
and
see
if
there's
different
potential
areas
that
we
can
look
and
find
money.
Miss
Paiva,
you
know
was
the
one
tonight
that
really
brought
founded
solutions
about
what
we
can
do
financially.
You
know
and
I
get
it.
You
know
I've
committed
to
making
certain
that
everyone
is,
is
placed
in
1718
in
areas
that
they're
certified
to
do
that.
We've
got
to
find
other
areas
of
revenue
in
order
to
take
a
place.
C
I
will
say
this:
Clay
County
is
in
a
good
stance,
doing
great
work,
hard
work,
but
Clay
County
has
the
opportunity
to
be
great.
It
will
take
everyone
in
this
room,
the
community,
the
board
myself,
my
team
administrators
community
members,
caregivers
and
students
in
order
to
move
forward
to
improve
every
dimension
and
facet
of
this
organization,
but
do
it
in
a
balanced
manner
and
not
do
it
in
an
isolated
manner.
So,
while
we
have
so
many
resources
in
our
school,
you
know
we've
got
to
figure
out.
C
You
know
where
they
greatly
needed
and
are
we
over
balanced
and
and
compensated
in
certain
areas
versus
an
unbalanced
in
other
areas?
You
know
we
speak
about
custodial
staff,
know
custodial
staff
are
losing
their
job
tonight,
but
this
the
message
is:
what
are
we
doing
to
make
certain
till
we
move
up
and
create
more
opportunities
to
really
service
our
schools
in
the
NACA,
an
adequate
manner.
I
can't
do
that
if
everything
remains
the
same,
fiscally
and
I
can't
do
it.
C
I
can't
give
raises
and
supports
and
interventions
if
everything
remains
the
same,
so
I
know
that
we
will
be
at
the
table
talking
about
1718,
raises
and
moving
forward.
That
can't
happen
unless
we
look
at
different
dimensions
of
this
organization,
so
I
will
continue
to
push
the
board
and
again
board
will
continue
to
push
me
and
I
appreciate
you
being
advocates
for
your
jobs,
your
roles
for
your
students
and
for
your
community.
Thank
you.
Miss.
E
I'm
so
appreciative
of
you
all
coming
out
and
sharing
your
thoughts
and
concerns
and
insight.
As
mr.
Davis
said,
these
matters
are
not
easy
to
decide
on
and
I
greatly
value.
Your
input,
I've
had
numerous
phone
calls
and
emails
and
I'm
responding
to
them
as
I
can
and
I
just
want
you
to
all
to
know
how
much
I
appreciate
each
of
you
the
work
that
you
do
with
our
students
and
the
valuable
points
that
you
bring
to
this
discussion.
E
I
have
a
lot
of
concern
about
trying
to
save
dollars
at
the
expense
of
the
services
that
we
offer
our
children.
So
that's
something
that
I
will
be
considering
over
the
next
couple
of
days,
leading
up
to
our
decision
on
Thursday.
So
any
more
insight
you
have
to
offer
me
I,
welcome.
It
call
me
email
me
I'd
love
to
hear
from
each
of
you
thank.
E
AE
Too
am
looking
at
the
advocacy
of
our
children
and
one
of
the
concerns
that
I
have
in
and
listening
to,
particularly
the
media
Tex
mr.
Davis,
if
you
could
give
us
some
information
as
to
what
it
would
cost
to
keep
the
media
text
in
the
junior
high
I
understand
in
looking
at
the
comparisons.
I
do
did
some,
comparing
with
a
few
of
the
high
schools
that
I'm
familiar
with
throughout
the
state,
to
ask
about
the
number
of
media
specialists
at
each
of
the
high
schools.
AE
There's
there
it's
the
comment
about:
when
do
you
get
to
or
the
restroom
is
serious
I'm
sorry,
but-
and
it
comment
of
course,
and
there
done
that
additional
comment
along
the
custodial
staff
lines,
not
just
the
custodial
staff.
We
don't
even
have
a
list,
I,
don't
believe
a
strong
list
of
substitutes
for
our
custodians.
In
addition
to-
and
it
sounds
silly,
it
really
does
sound
silly,
but
using
Argyll
as
an
example.
This
year
we
added
sixth
grade
back
to
this
school
right.
I,
don't
know
if
they
change
the
custodial
budget.
AE
Literacy
is
our
base,
our
future,
however,
as
technology
as
well,
I'm,
not
certain
that
I
missed
a
cog
here
somewhere
about
the
number
of
student
that
a
school
needs
to
have
an
additional
resource,
and
it
appears
that
it's
900
students
for
that
additional
resource.
I,
don't
know
that
that
was
a
number
that
we
had
been
using
up
to
this
point.
For
some
reason,
I
was
dealing
hovering
around
a
750
number
for
some
reason
in
my
head.
I,
don't
know
if
you
have
that
number
Andy,
but
as
as
schools
do
grow
those
those
resources.
AE
I
have
no
idea
how
they're
going
to
fit
some
of
the
kids
into
an
art
class
and
when
our
teacher
is
going
to
deal
with,
you
know
30-plus
Elementary
children
and
teaching
them
art
or
music
this
summer
totally.
So
just
those
are
concerns.
Those
are
thoughts
that
I
would
like
to
have
some
more
further
discussion
than
Thursday
evening
as
well.
Thank
you.
If.
E
I
had
something
really
quick
what
you
said
about
the
instructional
technology
instructors.
Some
of
our
smaller
schools
are
in
our
more
rural
districts
who
don't
have
necessarily
internet
access
or
computer
access
in
their
own
homes.
So
I
really
be
concerned
about
taking
away
technology
instruction
from
schools
like
that
that
I
know
several
of
them
keep
their
media
centers
and
whatnot
open
during
the
summer
to
offer
those
services
to
students
and
I
think
that
we
would
be
doing
them
a
grave
disservice
to
take
away
technology
instruction
just
because
they
don't
have
900
kids
at
the
school.
G
Appreciate
greatly,
all
of
you
coming
out
tonight,
as
well
as
the
phone
calls
the
emails.
The
letters
I
got
a
phone
call
from
an
employee
in
tears
at
8
o'clock
Saturday
night,
because
she
had
found
out
then
that
she
was
losing
her
position
that
she
had
had
for
15
years,
and
it
doesn't
matter
if
we're
going
to
have
another
place
for
her
to
go,
because
she
knows
that
she
will,
because
she
has
a
multi-year
contract.
G
It's
just
a
matter
of
how
we
treat
people
and
we
talked
a
lot
about
culture
and
we've
talked
a
lot
about
culture
and
we
care
about
the
culture
for
our
employees
than
we
care
about
the
culture
for
our
kids
and
I'll
reserve.
The
rest
of
my
comments
for
Thursday
night,
but
I
do
really
great
the
value.
All
of
you
a
value.
The
way
that
you
found
out,
if
you
are,
if,
if
this
proposal
is
packaged,
has
you
moving?
Has
you
moving
schools?
G
Has
you
moving
positions,
I'm
very
interested
to
know
how
that
was
communicated
to
you?
If
you
had
any
input,
if
you
had
any
any
voice,
because
that's
what
we're
trying
to
provide
to
our
students
is
the
ability
to
have
a
voice
to
sometimes
have
a
voice
of
dissension
right
that
we
need
to
teach
our
kids
in
our
society
today.
How
to
respectfully
disagree
with
someone
else,
but
to
have
a
conversation,
not
just
an
in-your-face
you're
wrong.
G
If
you
don't
agree
with
me
and
so
I
I
really
value
that
you
have
given
me
different
perspectives
to
look
at
with
this
package,
and
certainly
we
have
more
time
on
Thursday
night
and
we
apologize
that
the
room
was
not
available
later
tonight.
But
I
do
appreciate
all
of
you
and
I'll
just
leave
it
at
that.
M
F
F
Thank
you.
We've
we
have
received
numerous
emails,
phone
calls
and
so
forth
and
in
the
emails
one
thing
I
noticed
is
what
one
person
forgot
to
point
out
the
next
one
pointed
out,
so
we
were
able
to
gather
a
lot
of
information
on
on
different
positions,
learning
what
is
involved
in
these
particular
jobs,
I'm
tickled
to
death.
You
know,
music,
art
doctor,
that's
my
thing.
I
want
to
get
this
back
in
all
the
schools.
I
am
thrilled
that
we're
doing
that.
F
F
Heard
several
of
you
say
that
that
you
do
agree
that
we
need
to
have
a
media
specialist
in
every
every
elementary
school.
I
will
be
very
honest
with
you.
I
did
not
realize
that
we
had
elementary
schools
that
didn't
have
a
media.
Specialist
I
was
horrified
when
mr.
Davis
gave
us
that
information
that's
unacceptable.
We
have
to
do
that
for
the
kids.
One
thing
that
I
want
to
do
and
I
don't
care
if
a
child
is
in
a
school
with
400
students
or
a
school
with
1,400
students.
F
I
want
every
child
to
have
equal
opportunity,
equal
education,
whatever
it
takes
to
make
it
equal
there's
not
just
because
someone's
in
a
school
of
400
kids,
they
shouldn't
be
denied,
but
someone
in
a
large
elementary
school
has
that's.
You
know
this
is
public
education.
This
is
equal
for
everybody
and
that's
where
I'm
standing
I
don't
know.
We
were
going
to
get
the
money.
I
know
mr.
F
F
A
Thank
you
and
again,
you
know.
Allocations
are
painful,
as
we
all
know,
and
I
know
that
our
superintendent
is
trying
to
do
the
best
that
you
know
he
can,
with
what
he's
come
into
so
I
know
that
none
of
this
is
intentional.
The
changes
that
we
see
taking
place
I
also
have
an
issue
with
the
technology
and
and
I
volunteered
here
at
Bloomington,
high
schools,
Media
Center
for
about
four
years.
A
I
know
that
the
media
centers
are
not
just
checking
books
in
and
out
that
our
media
specialists
enhance
the
student
in
learning
environment,
they're
a
great
resource
to
our
teachers.
They
make
a
difference
and
they
are
going.
You
know
before
school
starts
the
media
centers
open
when
school
ends
the
media
centers
still
open.
They
are
there
because
even
in
Fleming
Island
there's
there's
families
that
maybe
don't
have
access
to
the
Internet
or
have
computers
at
home,
and
some
kids
can
only
get
those
resources
right
here
at
school.
So
I
know
how
important
is
I
know.
A
We
all
know
that,
and
so
I
appreciate
everybody
coming
out
tonight
and
and
mr.
Davis
I'd,
like
to
thank
your
staff.
I
know
a
lot
of
hard
work
went
into
this.
They
made
many
changes.
We
looked
at
it
at
the
agenda
workshop,
we
boo-hooed
some
stuff.
Mr.
Davis
listened
to
us
and
he
changed
it
and
when
it
was
posted
you
know
the
media
texts
were
put
back,
and
so
they
have
done
a
lot
of
work
and
I
know
we're
all
complaining-
and
you
know
we're
sorry
for
complaining,
but
you
know
just
deal
with
it.
F
Okay,
mr.
Davis
and
this'll
you'll
hear
this
we're
talking
about
you
know
tech
specialists
and
art
and
music
and
so
forth,
but
I
want
to
tell
you
something.
A
few
weeks
ago,
I
went
to
the
Douglas
Anderson
extravaganza,
downtown
Jacksonville.
My
granddaughter
was
in
it
and
I
want
you
to
know
something.
F
It
set
me
on
fire
one
of
these
days,
I
hope
that
we
can
get
us
of
a
real
performing
arts
school
and
a
Lapindo
in
Clay
County.
Let
me
tell
you
what
I
want
it
if
y'all
ever
go
to
that
extravaganza,
you
will
leave
there
drooling.
Just
it
is
unbelievable.
What
those
kids
can
do.
We
could
start
small,
but
first
we
got
to
get
everybody
in
place
here
and
then
find
some
money
for
a
performing
arts
school.
Let's.