►
From YouTube: July 23, 2018 Special Board Meeting
Description
See the agenda here: http://agenda.oneclay.net/publishing/ap-agendas.html
A
A
As
you
can
see
in
1718,
our
projection
was
six
point:
four
three
eight
to
generate
71
may
71
million
778
606
and,
of
course
you
can
see
in
the
1819.
It
is
six
point
one
eight
one,
but
will
generate
73
million
742
129.
You
can
see
it
is
a
decrease
in
our
millage.
However,
as
you
know,
our
property
values
with
the
increase
in
our
values,
the
the
increase
of
the
1.9
million-
represents
the
increase
to
the
property
values.
A
So,
for
instance,
our
if
a
taxpayer
has
a
home
owned
a
home
owned
with
a
value
of
125,000
with
the
homestead
exemption,
the
value
will
be
at
a
hundred
thousand
dollars
at
the
six
point,
four
three
eight
last
year
was
the
the
homeowner
will
experience
a
tax
bill
of
about
six
hundred,
forty
three
dollars
and
eighty
cents
that
represents
the
school
board's
part
of
the
the
tax
for
next
year,
which
I
can
see
a
typo
I'm.
Sorry
I
will
fix
that.
A
Yes,
I
will
fix
that
yeah,
it's
17
18
and
1819,
but
the
numbers
are
correct.
The
hundred
thousand
it
would
generate
6.18
one,
of
course,
that
will
generate
six
hundred
and
eighteen
dollars
and
ten
cents
in
tax.
Therefore,
you
will
see
a
decrease
in
your
tax
bill
of
twenty-five
dollars
and
seventy
cents.
That's
assuming
that
the
value
of
your
home
remains
the
same.
Obviously
it
will
not
based
on
the
information
that's
presented
with
the
reduction
in
the
tax
rate,
the
millage
rate,
where
we
will
generate
an
additional
1.9
million.
A
A
Here's
where
I
talk
I,
try
to
explain
the
rollback
rate
again.
Basically,
the
rollback
rate
is
the
millage
rate
for
the
year,
which
would
produce
the
same
level
of
ad
valorem
tax
revenue,
as
was
levied
in
the
prior
year
after
adjusting
the
new
taxable
property
value
by
backing
out
the
net
new
construction,
and
certain
deletions
bottom
line
is
in
order
to
generate
the
same
tax
bill
that
you
had
last
year.
We
would
need
to
roll
back
our
millage
rate
by
the
point,
nine
six
that
we
talked
about
in
the
other
slide.
A
So
in
other
words,
we
would
need
to
have
a
tax
reduction
in
order
to
generate
the
same
value
so,
for
instance,
using
the
same
example.
If
a
home
value
is
increased
by
ten
thousand
dollars,
but
homestead
exemption.
What
would
the
rate
be?
Would
there
hormone
in
need
in
order
to
pay
the
same
two
thousand
in
taxes
in
eighteen?
That
is
what
is
considered
the
rollback
rate,
so
the
calculation.
A
In
order
to
determine
that
tax
rate
that
that
reduction,
you
would
take
the
135
less
the
25,000,
the
homestead,
which
would
leave
you
about
a
hundred
and
ten
thousand
of
a
value.
At
the
current
rate,
you
would
generate
twenty
two
hundred
dollars
so
next
year
this
year
last
year
you
paid
two
thousand
this
year.
You
would
pay
twenty
two
hundred,
or
would
it
take
to
pay
just
the
two
thousand
you
you
would
need
to
roll
back
our
value
from
the
twenty
thousand
twenty
dollars
per
1000
to
eighteen
dollars.
A
A
Okay,
so,
basically
for
today's
meeting,
these
are
the
advertisements
that
would
be
placed
in
the
newspaper
on
Thursday.
This
is
our
total
budget.
It
is
the
proposed
budget
operating
expenditures
for
the
school
district.
It
is
one
point,
one
percent
more
than
last
year
of
our
total
operating
expenditures.
It
is,
it
is
a
total
budget
of
401
million
nine.
Forty
six
point,
forty
six
one,
one,
eight
that
represents
general
fund
of
three
hundred
and
fifteen.
A
Oh
one,
six,
eight,
eight
eight,
my
eyes
are
going
special
revenue
of
thirty-five
million
one,
nine,
nine,
nine
six,
eight
debt
service
of
about
six
million
for
four
eight
Oh
81
and
capital
projects
of
about
forty
five
million
to
eighty
two,
eighty
totaling,
a
total
budget
of
401
nine,
forty
six
one,
one,
eight.
Of
course
those
numbers
do
have
our
fund
balance
in
there.
So
you
can
see
our
total
fund
balanced
in
all
funds.
It's
about
twenty
seven
million
dollars.
Okay,.
A
The
next
add
that
we
are
required
by
Bertram
is
the
notice
of
tax
for
school
capital
outlay.
Based
on
this
information,
the
one
and
a
half
mil
will
generate
17
point
eight
million
dollars
to
support
the
following
projects
and
of
course,
you
can
read
those
projects,
that's
dealing
with
the
schools,
the
buildings,
the
property,
different
things.
A
In
addition
to
our
required
trim,
standard
trim
notices,
we
are
required
if
there
were
any
changes
to
a
prior
capital
outlay
plan.
We
are
required
to
submit
an
amended
notice
of
tax
for
school
capital
outlay.
This
year
we
do
have
two
that
we
will
be
submitting
and
that
the
four
advertisement
this
one
is
for
the
1718
school
year.
There
were
some
projects
that
were
funded,
so
we
are
required
to
advertise
those
changes.
A
C
A
Too
fast,
the
next
slide
it
represents
again.
This
is
required
by
trim.
Instead
of
advertising
a
budget
hearing,
we
are
required
to
advertise
a
notice
of
proposed
tax
increase
because
our
revenue
is
going
up.
We
did
have
a
revenue
went
up
so
therefore,
the
initial
proposed
tax
levy
was
71,
778,
608,
less
certain
value,
adjustment
board
and
other
assessment
changes.
Our
actual
property
tax
levy
will
be
should
have
been
71
731
6328.
However,
this
year,
I'm
sorry
that
was
last
year
this
year
there
is
an
increase,
so
it's
73
million
740
to
129.
C
C
Percent
right
every
year,
I
know
it's
the
same
thing,
but
it
just
seems
so
confusing
that
we're
advertising
an
increase,
I
agree
and
there's
not
I
mean
everybody's
property
taxes.
What
they're
paying
what
they're
paying
in
or
what
the
district
will
receive
is
less
right
and
last
year.
No,
it's
more.
C
A
A
B
A
Am
I
good
to
go
on?
Okay,
okay,
so
those
are
the
actual
advertisements
that
we
will
be
voting
on
today
for
approval
to
take
to
the
board,
in
addition
to
that,
I'm
just
gonna
run
through.
Basically
what
our
past
year
has
done
as
far
as
revenue
and
expenses
and
where
we
sort
of
landed
and
again
I
want
to
emphasize
that
this
is
very
tentative.
We
are
still
closing
our
books,
there's
still
a
lot
of
changes
that
need
to
happen
and,
of
course,
as
you
know,
we
are
going
through
a
conversion.
A
So
therefore
you
know
there's
going
to
be
some
changes
to
those
numbers.
So
I
would
like
you
all
to
be
aware,
aware
of
that
as
well
as
we
go
through
this
presentation.
Okay,
our
general
fund.
Of
course
we
generated.
As
you
know,
our
revenues
is
driven
by
state
local
and
federal
dollars.
Local
revenues.
Of
course
we
generated
about
57.
We
are
proposing
to
generate
about
50
7.2
million
dollars
last
year
right
as
of
right.
A
Now
we
have
collected
about
fifty
six
point,
seven
million
dollars
and
you
can
see
the
areas
of
what
represents
our
local
revenue
in
our
property
taxes.
We
are
required
to
generate
about
the
52
this
year.
Last
year
we
generated
about
fifty
two
point.
Two
million
dollars
next
year
were
projected
to
generate
about
the
53,
which
includes,
though,
the
the
required
local
effort
and,
of
course,
the
point.
Seven
four
eight
millage,
the
additional
millage.
So,
as
you
can
see,
we
made
some
dollars
on
our
interest.
A
The
interest
is
going
up,
so
I
am
projecting
about
four
hundred.
That's
a
very
conservative
number.
As
you
can
see,
we
did
collect
about
five
hundred
thousand.
So
again,
it
just
depends
as
we
go
through
the
school
year.
It's
like
looking
into
a
crystal
wall.
I
can't
tell
what
I
will
get
now
versus
what
we
will
end
up
at
the
end
of
the
year.
It's
very
it's
very
challenging
to
determine
an
exact
amount
of
where
you
will
end
up
so.
A
D
A
A
Lower
again,
it
is
I
think
what
I
did
was
when
I
projected
the
the
revenue
for
these
I
looked
at
the
last
five
years
and
what
happened
was
at
the
time.
I
did
that
we
had
more
entries
in
there,
the
collection
of
fees.
Again
it's
a
timing
of
when
I.
You
know
when
I
report,
when,
when
things
are
reported
so
again,
the
414
at
next
year,
when
I'm
bringing
the
same
information
to
you,
those
fees
could
go
up
to
that
number
in
September,
based
on
the
numbers.
If
that
continues
to
go
up,
I
could
increase.
A
C
E
D
A
A
Yeah,
if
you
look
at
the
46
and
the
eight
it's
about
55
million,
that's
general
fund
and
school
districts
are
required
to
budget
96
percent
of
those
funds.
I
am
NOT
reott
the
full
amount.
So
that
is
why
you'll
see
the
53
million.
Okay
you'll
see
the
17
in
the
capital
projects.
When
we
go
through
that
one.
A
C
A
With
state
revenues,
Fe
FP-
that
is
our
categoricals-
those
other
revenues
that
were
expected
to
collect,
which
is
about
a
hundred
and
seven
projected
to
one
hundred
for
one
hundred
and
seventy
eight
million.
This
year
we
collected
about
169
million
this
in
1718
toll
and
state
revenue
is
about
two
hundred
and
sixteen
million
we
collected
were
projected
to
collect
about
two
hundred
twenty
one
809.
That's
assuming
our
students
show
up.
C
A
There
are
some
it's
some,
some
miscellaneous
are
those
items
that
we're
not
sure
of
yet
so,
for
instance,
said
that
was
in
there
we
don't
know
what
our
allocation
will
be
for
next
year
for
setting
that
approach,
projects
VPK
sprint,
the
Lutheran
services
fly
Co.
Those
are
things
that
were
our
unknown
at
this
time,
but
as
we
go
through
the
year
and
when
I
bring
you
the
budget,
amendment
you'll
see
changes
to
those
numbers
as
we
get
in
new
grants
and
new
things
that
were
unaware
of
at
this
time.
Thank.
C
A
The
next
slide
is
our
federal
revenues,
which
is
the
impact
aid
funds.
Again,
it's
you
know
impact
aid
ROTC,
our
Medicaid
is
about
1.7
and
right
now
we
don't
have
any
miscellaneous
federal
through
state.
So
at
this
point
you
know
I'm
not
projecting
anything.
So
a
total
of
revenue
for
federal
is
about
2.4
million
dollars.
Total
current
revenue
were
expecting
or
projecting
for
next
year
will
be
281
million
531
759.
A
Okay,
finally,
the
last
page
represents
a
summary
of
all
our
funds.
Basically,
we
we
ended
up
with
our
fund
balance
right
now
at
about
four
point:
five,
two
percent,
which
represents
about
twelve
point:
four
million
our
beginning
fund
balance.
Last
year,
1718
was
twenty
three
million.
Oh
one,
four,
we
experienced
revenues
of
about
two
hundred
and
seventy
five
million
less
our
expenditures
about
two
hundred
and
seventy
million.
A
So
we
had
an
excess
of
about
twenty
eight
million.
We
had
other
financing
sources
about
one
point:
eight
adjustments
transfers,
so
we
ended
the
year
right
now
at
about
four
point:
five,
two
percent,
unreserved
and
for
next
year
we're
expecting
our
total
funds
available
to
be
at
three
point.
Three
hundred
and
ten
point:
five
million.
Our
expenditures
are
expected
to
be
about
two
hundred.
Ninety
two
million
two
hundred
ninety
three
million.
A
F
F
A
F
H
G
B
I
A
Well
and
again,
this
is
just
a
projection.
It
is
not
real.
Yeah
I
mean
it's
a
projection.
Typically
like.
If
you
look
at
last
year's
budget,
we
had
about
the
same
amount,
the
4.5,
but
as
we
went
through
the
school
year,
we
decided
you
know,
as
we
looked
at
the
expense
and
the
revenue
coming
in.
If
there's
a
need
not
to
do
that,
we
won't
I
mean.
G
F
A
A
A
All
our
funds
support
these
different
categories:
our
schools,
our
centers,
the
other
instruction
services,
our
categorical
programs,
district,
our
allocations,
some
of
our
capital
projects
and,
again
all
fund
balance
and
there's
our
contingency
fund
must
be
at
3%
in
order
to
meet
state
requirement,
state
statutory
requirements
again
in
another
going
deeper.
Our
funds
are
categorized
in
salaries,
benefits,
purchase,
services,
energy
services,
materials
and
supplies,
capital,
outlay
and
other
expenses.
A
Okay,
so
this
this
spreadsheet
here
represents
our
expenses
by
function
code
at
the
high
level.
That
includes
all
our
objects
within
that
function.
So,
as
you
can
see,
we
spent
the
270
and
the
different
object
function
codes
and
we
are
projecting
to
spend
about
two
hundred.
Ninety
two,
eight
thirty,
nine
five
one
four
of
which
you
know
you've
got
you
five
thousand,
which
is
instruction
your
Student
Personnel,
Services,
instructional
material
services
and
again
these
numbers
will
change
so.
G
A
A
J
A
G
J
Through
the
chair,
we
continued
I
think
I
did
two
years
ago
or
20
months
ago,
talked
about
how
we
were
a
little
heavy
and
putting
money
into
the
classroom
not
on
the
classroom,
and
we
continue
to
have
services
provide
the
accurate
services
for
kids.
It
shows
in
our
grades
and
it
shows
in
the
movement
that
we've
had
all
school
year.
So
we're
really
confident
about
this
budget
being
able
to
to
really
meet
the
needs
of
our
learners
and
continue
to
to
improve
teaching
and
learning.
A
A
B
A
No,
what
happens
is
throughout
the
year
as
we
again
I'll
take
terminal
pay
as
an
example,
once
we
know
who's
actually
leaving
the
system.
There's
expenses
that
incur
we're
paying
off,
you
know
their
terminal
pay,
it
could
be
in
function,
five
thousand,
it
could
be
in
61.
It
could
be
an
80
in
81.
It
could
be
in
any
one
of
those
function
codes,
but.
A
K
A
As
you
can
see,
our
salaries
went
up
by
about
two
and
a
half
about
two
and
a
half
million
and
keep
in
mind
also
where
we're
opening
a
new
school.
So
a
lot
of
a
lot
of
the
in
Korea,
not
a
lot
of
it,
but
some
of
the
increase
is
impacted
by
the
new
school.
It's
a
whole
new
budget
that
we
added
towards
the
standard
budget.
It's
about
I,
think
two
million,
maybe
two
and
a
half
million
dollars.
A
So
the
employee
benefits
our
benefits
went
up
where
we
increased
our
health
insurance
contribution,
our
retirement
increased
significantly
this
year
we
ran
out
by
the
state
and
then
of
course
any
raises
that
will
take
place
will
be
impacted
by
that
as
well,
and
then
the
employees
of
the
new
school
is
there
as
well.
So.
A
A
Our
debt
service
represents
our
exactly
what
it
is.
It's
our
debt
service,
so
for
1718.
Of
course,
we
paid
our
debt.
Those
dollars
come
from
the
LCIF
as
part
of
the
transfers.
So
again,
last
year
our
debt
was
about
five
point.
Five
point:
five
million
dollars
we
transferred
in
about
five
point,
one
two,
four
from
LCIF
next
year,
it'll
be
about
the
same
five
point.
One
two
four
289
well
actually
it'll
be
about
five
point.
A
A
The
state
is,
has
bonded
on
behalf
of
Clay
County
School
District.
Basically,
again
we
have
the
racetrack
bonds.
That's
about
two
hundred
and
twenty
thousand
that
comes
from
the
funding
from
the
racetrack
proceeds
and
then
the
ones
that
we're
responsible
for
are
the
cops
issues,
which
is
the
refinance
the
two
thousand
it
is.
A
We
refinanced
it
this
past
year
to
save
some
interest,
so
our
payment
will
be
about
two
point:
four
million
dollars
our
refund
of
208
to
2012
will
be
about
1.7
million,
and
our
2014
series
will
be
eight
eighty
to
a
totaling
of
five
point.
Four
three:
four:
there
are
bank
charges,
that's
associated
with
it,
which
is
about
16
point.
1
million
dollar
budget
is
about
five
point.
Four
million
dollars,
that's
contributing
to
our
debt
is.
I
F
C
A
A
Okay-
and
this
is
a
summary
of
it
again,
just
showing
you
the
state
school
bonds,
what
they
are
the
interest
and
principal
and
what
the
total
debt
is,
it's
just
another
way
of
looking
at
it.
Okay,
now
we
go
into
our
capital
projects
again,
our
one
and
a
half
mil
supports
purchase
leases,
cool
plants,
lease
facilities.
Those
are
the
things
that
are
funded
through
the
LCIF,
which
is
the
one
and
a
half
mil
CEO
and
DSR.
The
motor
vehicle
license
receipt
tag,
money
that
we
receive
and
then
of
course,
Pico.
A
We
get
a
little
bit
from
the
state
from
gross
receipts:
tax,
okay,
okay,
so
here
it
summary
of
our
local
revenues
and
state
revenues.
As
you
can
see,
we
collected
about
25
million
I
mean
23
million
198
986,
again
the
property
tax
tax
redemption.
That's
the
16
point
one!
That's
the
one
and
a
half
mil
that
we
are
advertising
for.
A
C
A
We
actually
projected
about
6
million,
so
hopefully
yeah
we'll
catch
up
and
then,
of
course,
our
state
revenue.
We
receive
some
dollars
from
the
state,
not
a
whole
lot,
but
the
total
revenue
is
expected
is
about
27
point
to
me,
and
the
majority
of
our
dollars
that
come
in
for
else
for
capital
is
from
our
local
dollars.
A
Ok,
so
where
did
we
end
up
this
year
that
so
far
alright?
So
for
this
year
we
we
brought
in
about
we
had
about
a
twenty
six
million
dollar
of
fund
balance.
We
brought
in
25
million
point
five
total
funds
of
it.
This
is
for
1718.
Now
total
funds
available
was
fifty
two
point:
three
million.
We
spent
about
twenty
seven
point,
four,
which
leaves
us
with
about
eighty
twenty,
four
million
less
the
transfers.
The
other
financing
sources
left
us
with
an
ending
fund
balance
of
about
eighteen
million
dollars.
A
A
C
A
Have
not
received
it
from
the
state
yet,
but
we
should
be
getting
it
any
day.
There
are
things
in
there
that
have
not
been
budgeted
as
of
today,
but
it
will
change
yes,
I
believe
there
should
be
some
capital
outlay.
Academies
of
clay
I
mean
not
a
counties.
The
charter
school
capital,
outlay
dollars
I
think
it
might
be
close
to
about
the
80
to
maybe
85,
but
I'm,
not
sure.
Yet.
I
have
to
wait
from
this
for
the
state
to
give
me
that
number.
D
A
I
am
again
I
am
waiting
to
hear
from
Suzanne
tart
from
the
facilities
division
at
do
e
to
provide
me
with
any
information
that
I
need
to
populate
in
there
if
any
yeah
so
because
we
really
I'm
trying
to
think
to.
As
far
as
the
l,
the
property
tax,
the
charters
are
eligible
for
some
of
that
too,
and
I
thought
there
was
some
language.
A
D
A
Just
you
know
so:
I'll
I'm
waiting
for
directions
from
do
e
on
that
one,
so
it'll
be
there
in
the
final
budget
or
or
in
our.
It
won't
be
in
tentative,
because
this
is
considered
the
tentative
nothing's
going
to
change
between
now
and
next
Tuesday.
But
after
that,
then
there's
going
to
be
a
lot
of
changes
that
could
impact
the
budget.
Okay,
that
will
be
brought
to
you
in
September,
okay,.
A
Okay,
so
again,
going
back
for
what
we
project
for
next
year,
again
we're
bringing
in
off
beginning
fund
balance
of
about
18
million
total
revenues
about
twenty
seven
point:
two
million
we'll
have
about
forty
five
million
to
eighty
less
than
what
we
had
last
year
to
spend
were
less
appropriations
of
about
thirty
five
five.
Now,
typically,
what
happens
with
capital
is
that
they,
the
projects
they're,
all
the
funds
are
budgeted
out
under
projects,
whether
it's
a
contingency
fund
or
whether
it's
a
specific
project.
So
you
will
see
a
lower
fund
balance
at
this
time.
A
You
know,
because
all
of
those
dollars
are
now
appropriated
out
in
the
budget
to
support
either
a
project
that
was
listed
on
the
capital
outlay
advertisement
or
it's
sitting
in
a
contingency
fund
so
that
they
can
have
access
to
those
dollars
if
needed.
For
some
of
those
projects
and
again
you'll
see
the
transfer
to
the
general
fund
and,
of
course,
the
transfer
to
our
debt
service.
A
Okay,
now
we
go
into
our
special
revenues,
which
is
fun
food
food
service
fund
for
ten
and
then
for
twenty
are
those
special
projects
like
title
one
IDE
a
title:
three:
okay,
again,
food
service
is
our
four
ten
special
revenues.
Are
the
contracted
programs
such
as
title
one
title
to
title
three
IDE
a
work
for
it
will
not
work
forth.
Okay,
let's
go
into
the
food
service,
food
and
nutrition.
As
you
can
see,
the
their
revenue
is
about
four
point:
six
million
last
year
they
generated
about
three
point:
nine
million
state
revenues.
A
She
they
brought
in
about
142
she
projects
for
next
year
about
a
hundred
and
thirty
two
less.
The
federal
revenue,
of
course,
is
what
really
drives
their
program.
They're
expected
to
bring
in
about
twelve
point,
seven
million
in
revenue,
and
she
the
projection,
is
about
11.6.
Their
total
revenue
is
sixteen.
Sixteen
point
four
for
next
year.
A
L
A
C
J
We're
gonna
do
a
big
launch,
they're
trying
to
get
kids
to
be
a
part
of
the
the
new.
You
know
our
our
menus.
Look
at
our
healthier
menu
every
single
day
that
we
can
through
mrs.
Glover.
So
we
get
more
involvement,
more
actions,
availability
for
our
schools,
but
the
CEP
remember
CEP
is
a
part
of
this
process
as
well.
We
have
extended
more
schools.
A
A
And
where
did
they
end
up
last
year
versus
what
we
project
to
be
in
next
year,
they're
off
beginning
of
fund
balance
was
about
three
point:
nine
last
year
they
spent
they
brought
in
about
sixteen
point,
eight
in
revenue,
less
the
Appropriations
about
sixteen
point:
zero,
nine,
three
they're
ending
fund
balance.
Who
is
about
four
point:
seven
million.
A
They're
projected
for
next
year,
beginning
fund
balance
the
4.7.
Of
course
there
were
projected
to
bring
in
about
sixteen
point
four
in
revenue
per
less
the
Appropriations
about
sixteen
point.
Six,
their
fund
balance
is
expected
to
be
at
four
point:
five
million,
and
typically
that
is
a
good
fund
balance.
They
buy
national
one
school
program.
They
are
required
to
maintain
at
least
three
months
of
three
months
of
expenditures
in
there
to
maintain
at
least
that
much
in
their
fund
balance.
So
this
is
this
is
about
what
they
typically
will
spend
for
the
three
months.
A
Okay,
next
one
is
our
federal
revenue.
Again,
I,
don't
have
all
of
the
information
in
there
for
federal
grants.
However,
I've
got
the
main
ones,
which
is
our
CTE
title
to
IDE
a
seven
point:
eight
million
title
14.9
DoDEA
DoDEA,
has
dropped
significantly
because
those
grants
believe
two
of
the
grants
have
closed.
So
we
still
have
one
that
we're
maintaining,
which
is
will
we
have
left
over,
though
finally
I
believe
this
is
the
final
year,
which
is
about
two
hundred
thirty
three
thousand
and
of
course
our
title
threes
went
up
slightly.
A
A
A
Okay,
now
we
get
into
the
self
insurance
fund,
which
is
our
the
property
and
casualty
X.
It
covers
our
excess
property,
automobile
liability
workers
come
cryin
boiler
and
machinery
errors,
an
omission
and
all
those
other
things
that's
listed
there
student
cast
because
catastrophic
excess
medical
insurance
and
student
accident
insurance,
and
basically,
what
we
do
is
the
workers
comp
that's
charged
as
part
of
our
benefits
program
that
is
what's
charges
for
services.
It
goes
into
this
program
to
help
support
the
cost
of
paying
our
claims
so
about
2.5
million
dollars
comes
from
our
workers.
M
A
So
again
we
we
part
of
the
dollars
our
interest.
Income
was
about
fifty
one
may
fifty
one
thousand.
There
was
that
transfer
from
Jen
fund
to
help
operate.
That
program.
Total
net
assets
is
about
2.7
July
1.
At
the
end
of
this
year.
It
ended
up
being
about
4.6
and
keep
in
mind.
We
do
we
in
order
to
maintain
this
program
because
we
are
self-insured.
A
Are
we
have
an
actuary
that
comes
in
and
tells
us
ok?
In
order
to
to
support
your
claims,
you
are
to
maintain
X
amount
of
dollars,
so
you
know
the
idea
is
to
build
that
rebuild
our
reserve
so
that
we
can
pay
for
our
claims
of
about
two
and
a
half
million
dollars
and
still
have
the
reserves
for
any
catastrophic
or
any
other
claims
that
do
come
in
so
the
same
with
the
future.
For
next
year,
again,
we
are
planning
on
bringing
in
about
2.5
million
in
in
revenues.
A
A
Our
workers
comp
claims,
pay
our
liability,
Kames
claims,
pray,
there's
no
hurricanes
or
anything
like
that,
and
hopefully
continue
to
maintain
that
that
amount
that
we
need
to
keep
in
this
account
it's
similar
to
our
health
insurance
that
we're
trying
to
get
being
self-insured
where
we
will
have
to
maintain
a
part
of
dollars
there
in
order
to
continue
to
be
able
to
pay
the
claims,
pay
everything,
but
still
maintain
that
reserve
in
there
to
cover
the
any
excess
cost.
So
any
things
that
we're
not
used
to
getting.
A
Okay.
That
ends
my
presentation
and,
of
course,
the
next
steps
is
to
obtain
your
approval
to
advertise
the
proposed
millage
rates
and
and
approved
a
tentative
budget.
But
that's
not
going
to
happen
until
next
meeting,
not
approve
it
yet
you're
approving
the
advertisement
set
the
public
hearing
for
July
31st
to
adopt
the
millage
and
approved
a
tentative
budget
and
set
the
final
public
hearing
for
September
6
2018
to
adopt
the
final
millage
and
the
budget
for
1819
school
year.
Thank
you
very
much.
B
G
N
Right
good
afternoon,
we
just
wanted
to
make
sure
that
you
had
an
actual
physical
paper
copy
of
the
EFP,
the
totally
APN
and
the
PowerPoint
is.
You
will
see
the
PowerPoint
is
going
to
have
a
read.
If
you
look
up
here,
you'll
see
a
read
page
2
that
refers
to
the
actual
page
of
the
long
document.
So
today
is
a
basic
overview
of
the
educational
facilities
plan,
as
we
have
it
planned
out.
I
want
to
make
sure
that
you
all
had
physical,
copies
I'm.
N
Looking
at
you
and
you
all
look
good,
you
look
like
you
got
a
great
glaze
over
you,
after
44
slides
of
the
budget.
So
we
will
make
this
brief
and
and
talk
about
a
little
bit
of
what
we've
got
planned
for
educational
facilities
moving
forward.
This
is
going
to
be
a
joint,
a
program
and
we'll
have
mr.
fossa
come
up
as
well
and
mr.
Connell,
and
as
well
as
mr.
Sweatt.
E
N
M
Good
afternoon,
all
right,
so
what
you're
looking
at
here
is
the
capital
outlay.
This
is
what
the
state
says
that
our
projections
are
going
to
be,
and
you
can
see
right
here
in
2018-19.
They
say
we're
gonna
be
about
35,000
609,
and
then
you
projected
out
about
five
years
and
that
takes
us
to
37
double-o
8,
and
that
is
about
a
4.5%
increase
over
the
next
five
years.
Again.
This
is
what
the
state
says
that
we
have
to
use
for
our
numbers.
M
If
you're
looking
at,
what's
going
on
in
the
county,
you'll
see
that
there's
a
lot
of
growth
going
on
so
last
year,
when
we
did
our,
we
had
our
study
done
by
urban
mcc's.
They
contended
this
number
a
little
bit
so
I
think
we're
going
to
be
a
little
higher
than
this
sorry.
But
this
is
what
the
state
says,
what
we
need
to
go
by
all
right.
M
You
know
that
we
own
a
piece
of
property
out
there
right
now
and
with
all
the
growth
that's
going
in
that
area,
I'm
projecting
that
would
be
our
next
school
elementary
are
and
then
in
the
next
six
to
ten
years,
hopefully
looking
at
up
on
Fleming
Island
at
K
through
8
and
then
the
elementary
school
out
into
creeks.
That's
that
piece
of
property
that
we
had
bought
just
good
news.
We've
only
got
about
60
permits
to
go
and
we'll
have
that
all
paid
off,
so
I'm
pretty
excited
about
that.
M
M
Okay,
so
here
is
our
proposed
schools
and
you
can
see
where
elementary
a
this
point
is
not
working
for
me,
but
up
in
the
red
circle,
that's
the
tines
property
or
the
two
creeks
property
I
have
elementary
are
as
the
call-out,
which
is
the
future
planned
development
area,
which
is
right
off
of
315.
You
also
see
junior
high
or
K
through
8
pp
and
Fleming
Island,
and
then,
from
last
year,
I
had
those
two
schools
that
you
see
down
on
the
lower
right-hand
corner
that
DRI
that
used
to
be.
M
M
Okay,
so
here
again,
this
is
based
on
state
coffee
numbers
as
what
you're
looking
at
so
for
the
physical
year
or
the
school
year
1819.
We
have
no
schools
in
red
I'm
looking
at.
If
you
can
see
that
some
of
the
Keystone
schools
are
hovering
around
a
hundred
percent
and
then
also
the
oak
leaf
village,
cuz
oak
leaf
village
to
pick
up
six
grades,
so
you're
liq
wonder
why
did
that
jump
up,
but
they
picked
up
a
whole
grade.
N
I
also
want
to
say
that
the
opening
of
the
First
Coast
Express
was
gonna,
bring
considerable
growth
to
us
over
time.
So
when
people
talk
about
the
numbers
today,
we
talk
about
the
numbers
we
have
to
operate
off
from
the
state.
The
state
only
knows
what
the
state
knows
about.
Mr.
Vassa
has
the
opportunity
to
see
into
the
future
as
far
as
what's
happening,
with
the
number
of
planned
developments
that
are
coming
up,
I
strongly
recommend
that
we
have
an
informational
workshop,
mr.
N
M
J
F
B
N
N
Interested
in
portable
reduction,
and
also
there
is
never
any
time
they
gift
or
the
the
developers
leave
us
a
piece
of
land
on
a
piece
of
property.
It's
usually
not
it's,
not
it's
not
to
our
advantage.
All
the
time
you
little
flim
an
island
be
a
note
of
that
of
the
wetlands
we
received
there
and
what.
N
Prepared
so
with
that
said,
I'm
going
to
go
right
on
into
the
bus,
the
BSE,
but
the
bus
management
plan
and
what
we
got
planned
for
buses.
That's
always
an
issue
that
comes
up.
Mister
I
have
mr.
Sweatt
here
to
answer
any
questions
on
this
as
well,
but
we
were
planning
on
purchasing
14
ESC
buses
this
year
and
we
as
far
as
our
regular
plan
and
we
are
going
to
retrofit
with
air
conditioning
18
buses
as
we
said,
and
we
should
get
back
on
to
the
regular
bus
plan
and
next
year.
Hopefully
so.
B
L
B
H
Is
there
any
questions
about
the
chart,
we're
putting
14
ESC
buses
this
year
and
then
we're
not
going
to
get
any
regular,
ed
buses
at
all
this
year
because
we
have
enough
of
those.
But
then
next
year
we
we
looked
at
replace
okay,
another
19
of
those,
so
ESC
is
where
we
see
an
immediate
need.
So
that's
why
we're
going
to
do
that
and.
B
H
H
F
H
A
little
bit
we
some
of
the
rough
roads
and
Keystone
kind
of
loosen
up
some
of
the
bolts
out
there
and
some
of
the
screws
and
things
like
that's
a
we've
taken
it
back
and
we
remanufactured
some
of
them,
so
the
ones
that
we're
doing
with
the
eighteen
or
a
roof
mounted.
So
we
won't
have
any
more
problems
with
them
and.
F
H
H
J
H
H
We're
not
really
short
on
bus
drivers,
we
have
a
good,
many
of
them
came
back
and
and,
like
I
said,
we
have
17
that
we're
training
right
now.
The
problem
we
run
into
is
people
who
request
off
it's
any
given
day.
We
could
have
a
certain
amount
off
and
that's
what
we
have
to
kind
of
look
out
for
you
know
somehow
I
try
to
cap
it,
but
if
they
need
off,
they
need
off.
So
it's
kind
of
hard
to
estimate
or
kind
of
look
out
in
the
future.
So
I
always
try
to
have.
J
If
we
can
get
it's
about
us,
continue
with
a
wellness
program
and
to
help
and
assist
for
every
employee,
and
if
we
can
get
that
sub
to
from
remember,
we
used
to
have
subs
that
right,
nine
or
ten,
but
now
we're
around
seventeen.
If
we
get
a
30
we'll
be
able
to
address
any
need
over
and
beyond
and
actually
have
double
individuals
on
a
bus,
if
need
be,
that's.
H
H
N
Yeah
I
also
want
to
state
that
the
same
dilemma
that
we
experienced
this
morning,
we
talked
about
teacher
attendance
and
the
Kelley
subs
mr.
Sweatt,
and
the
transportation
team
had
that
same
challenge
every
morning
at
five
o'clock
in
the
morning
when
they
find
out
who
couldn't
come
in
or
who
called
in
sick.
So,
therefore,
you
know
that's
especially
holidays,
and
you
know
employees
have
their
entitled
leave
and
they
they're
allowed
to
use
it
and
take
it
when
they
need
to
take
it.
B
N
B
I
O
B
O
Getting
there
all
right,
I'm
gonna
go
over
some
numbers.
Dr.
legato
mentioned
several
of
these
already
I
want
to
just
highlight
a
few
things
here
and
she
mentioned
LCIF
just
a
little
over
17
million.
That's
about
what
we've
been
running.
Picot
new
construction
you'll
see
0
this
year.
That's
what
we've
received
for
about
the
last
seven
or
eight
years,
and
while
the
state
does
give
us
projections,
when
we
get
to
that
year,
it
seems
to
always
go
to
zero,
so
I,
don't
believe
those
out
year,
numbers,
co
and
es
well.
O
We
were
surprised
this
year
for
about
the
last
20.
We've
been
running
little
less
than
$500,000
I.
Don't
understand
why,
but
it
jumped
up
so
we're
a
little
over
a
million
on
on
there
right
now.
So
that
was
a
good
thing:
Pico
maintenance
that
goes
to
the
maintenance
department,
fill
hands
and
his
folks.
You
can
see
that
we
get
a
whopping,
eight
hundred
and
sixty
four
thousand
dollars
to
maintain
the
40
campuses,
as
well
as
to
transportation
compounds
and
all
the
ancillary
facilities
we
have.
It
doesn't
go
real
far
impact
fees,
dr.
O
lococo
mentioned
we're
still
projecting
five
million.
We
took
in
a
little
less
than
that
this
year,
hopefully
that
curve
from
the
collection
change
will
catch
back
up
the
BCC
sales
surtax.
That
is
a
on
this
page.
At
least
they
will
pass
through.
It
goes
straight
to
the
Information
Services
Department
for
their
for
their
use,
a
new,
a
new
fund.
O
This
year,
the
facility
security
grant
received
her
a
letter
from
the
state
saying
no
district
will
receive
less
than
one
thousand
dollars,
so
we're
planning
on
that,
and
once
they
get
the
instructions
out
on
how
to
apply
for
more,
we
will
apply
for
more,
so,
hopefully
that'll
go
up
some
and
then
our
gas
tax
funding
that
stays
pretty
consistent
about
forty
six
thousand
dollars
and
that
has
very
limited
uses
to
road
improvements
and
sidewalks
adjacent
to
the
campuses.
Mr.
B
O
J
The
highest
and
do
the
chair
and
I'm
sorry,
mr.
Connelly,
we
have
to
apply
for
so
we're
in
the
process
of
developing
and
writing
it
where
it's
really
attractive
to
show
the
needs
of
our
school
district,
and
we
are
really
optimistic.
They
will
get
I
hope.
We
are
great
hope.
You'll
have
significant
more
money.
J
O
Right:
here's,
our
capital
and
expenditures.
This
is
the
money
out
of
out
of
that
revenue.
I
just
showed
you.
This
is
what
goes
goes
away
right
off
the
top.
These
are
our
recurring
expenses
are,
and
dr.
leg-oh
mentioned
several
diseases
already
paying
off
our
debt
service.
The
repay
our
CEO
PS
district-wide
funds,
for
that
generally
goes
to
the
furniture
and
the
ERP
system,
property
and
casualty
insurance
technology
you'll
see
that
1700
on
there.
O
That
goes
that
I
mentioned
that
goes
straight
to
them:
maintenance,
department
for
salaries,
facilities
for
salaries
and
then
transportation
that
leaves
us
with,
or
that
totals
up
to
about
13
million
look
just
13
and
a
half
that
comes
off
the
top
of
what
we
can
actually
do
things
with
dr.
Campion.
You
want
to
talk
about
this
one.
N
So
the
slide
you're
looking
at
now
looks
at
the
estimated
new
revenue
25
and
after
we
look
at
district
capital
outlay
expenditures
the
total
funds
available
after
that
is
12
point
three
million.
So
when
you
take
a
look
at
the
the
last
four
lines,
you
look
at
impact
fees.
You
look
at
gas
tax,
Pico
special
maintenance,
look
Piko
special
maintenance,
a
second.
When
you
take
864
848,
you
divide
it
by
approximately
50
facilities.
We
end
up
getting
about
$17,000
per
school
for
the
year
for
to
try
to
maintain
them.
N
So,
therefore,
you
know
that's
in
a
perfect
world
if
they
all
broke
at
the
same
rate
and
we
could
actually
equitably
apply
that
across
the
board.
That'd
be
great
when
you
look
at
the
other
funding
available
for
construction
at
6.4,
that's
about
a
hundred
and
twenty
thousand
dollars
per
facility.
Now
that's
128!
That
sounds
like
a
lot
of
money
per
facility
down
50
facilities.
N
But
just
let
me
give
you
an
example:
just
just
the
rooftop
unit
replacements
that
Wilkinson
junior
high
was
close
to
half
a
million
dollars,
one
chiller
at
Orange,
Park,
High,
School's
gym
the
big
chillers
is
over
a
million
dollars
it.
Actually,
you
know
it
takes
up
our
whole,
our
whole
maintenance
budget
for
the
year.
So
you
know
I
think
it's
in
a
perfect
world,
it'd
be
great
if
we
could
spend
128
thousand
dollars
per
facility,
but
unfortunately,
due
to
deferred
maintenance.
What
we
end
up
doing
is
what
breaks
first
is
the
problem.
N
You
know
where's
the
biggest
crisis
today
and
it's
often
HVAC
related
and
it's
very
expensive.
So
it's
one
of
the
reasons
we've
been
talking
for
the
last
year
about
we
need
another
revenue
stream
and
we're
working
towards
that.
So
that
kind
of
sums
up
our
the
educational
facilities
plan.
I
also
want
to
reiterate
that
it
is
that
it's
no
that's
true.
We
have
a
few
more,
but
these
figures
are
tentative.
N
B
O
F
O
Your
eyes
are
better
than
mine.
That's
why
we
gave
you
a
hard
copy.
Hopefully
you
can
see
that
I'm
not
going
to
go
line
by
line.
This
is
the
expenditures
for
the
by
the
maintenance
department
about
eight
hundred
and
sixty
four
thousand
dollars.
As
you
as
you
look
down
there.
This
is
all
the
routine
maintenance
and
repair
things
we
know
have
to
be
replaced,
taking
care
of
the
things
that
break
on
us
that
we
don't
plan
for,
and
we
do
plan
on
things
to
wear
out.
O
O
Right,
the
next
several
pages
again
I'll,
save
you
the
pain
of
reading
this
line
by
line
this
is
the
other
funding
or
other
capital
outlay.
Lcif
MP
seond
es
the
gas
tax.
This
is
managed
by
the
facilities
Department.
Some
of
these
we
fund
maintenance
programs
and
Phil
will
manage
those
you
can
see
one
or
two
of
them
on
air
like
down
towards
the
bottom
fire
alarm
replacement
campus-wide
at
Fleming,
Island
Elementary.
O
They
don't
have
the
funds
to
do
that,
so
we're
funding
it
out
of
the
other
side
of
our
capital
outlay
and
they
will
manage
it.
Nothing
super
exciting
out
of
the
four
or
five
pages
you'll
see
here,
and
this
will
run
out
for
our
five-year
period.
If
I
can
point
out
one
of
the
bigger
jobs
about
two-thirds
of
the
way
down
there,
doctors
Inlet
elementary
we're
going
to
try
and
get
around
to
that
cafeteria
expansion.
Finally,
it's
been
kicked
around
for
for
years
and
years.
O
You'll
see
that
80,000
is
our
proposed
design
fees,
we'll
get
not
get
a
design
team
on
board
and
hopefully
figure
out
how
to
do
that,
because
it's
extremely
challenging
project
to
figure
out
how
to
expand
that
cafeteria
on
an
active
campus.
There's,
no,
we've!
That's
why
it
hasn't
happened.
It
is
very
complicated
and
then
we're
funding,
hopefully
the
construction,
the
the
following
year.
O
These
this
process
starts
in
about
February.
We
go
out
to
all
the
staff
departments
at
the
district
and
all
the
schools.
We
talked
to
maintenance.
We
talked
to
our
code
inspectors
and
figure
out
where
the
needs
are.
We
send
letters
out
to
the
schools
asking
for
their
needs.
We
get
a
lot
of
wants
and
then
we
try
and
prioritize
that
down
to
needs,
but
we
we
then
prioritized
all
that
information
based
on
this
year.
O
It
was
safety
and
security
ad,
a
compliance,
maintaining
what
we
have
the
limit:
further
damage
to
systems,
roofs,
HVAC,
fire
alarms,
those
sorts
of
things.
Then
our
capacity
needs
and
we
are
funding
some
relocatable
reduction.
It
does
cost
us
money
to
get
rid
of
portables
that
cost
us
to
keep
them
to
maintain
them
to
move
them,
and
we
want
to
get
rid
of
them.
We
still
got
to
pay
something.
O
O
C
O
O
Some
some
of
the
other
projects
see
or
I
mentioned.
That's
the
woman
already
mentioned
it's.
Why
it's
still
there?
If
you
go
out
here,
you
can
see
another
big
one:
there
Orange
Park,
High,
HVAC
replacement
million,
you
know
design
fees
and
then
a
million
dollar
just
replace
that
system
somewhere
here
in
the
out-years,
we're
going
to
see
that
school
pop
up
down
towards
the
bottom,
with
a
roughly
twenty
two
million
dollar
price
tag.
Hopefully
we
are
being
conservative
and
roll.
O
So
again
a
lot
of
safety
and
security
that
includes
cameras,
fencing
access
control
which
are
buzzers
and
doors
and
all
kinds
of
things.
Campus-Wide,
it's
not
just
front
door
at
the
campus.
We
have
to
look
at
the
entire
campus,
so
a
lot
of
that
this
year,
we've
had
a
lot
going
on
the
past
year
and
then
you'll
see
a
lot
of
other
things
that
we
need
to
get
to
emergency
generators,
reroofing
stuff
wears
out
lockers
wall
lockers,
hallway
lockers.
O
They
wear
out
after
time,
so
we're
trying
to
keep
up
with
as
much
of
that
as
we
can
let's
see,
and
then
we
get
down
to
the
bottom,
you
can
see
where
the
funds
were
rolling
forward
about
five
million
a
year
till
we
get
out
to
that
new
school
and
hopefully
we'll
be
able
to
pay
that
off
with
that
alone.
That
was
quick.
You
can
study
it
and
we
will
have
plenty
of
time
for
questions
feel
free
to
call
us
and
there'll
be
another
hearing
on
this.
Are
there
any
questions
at
this
time?
O
L
B
C
D
Moved
to
authorize
publication
of
legal
notices,
an
advertisement
of
a
public
hearing
to
be
held
on
July
31st
2018
at
5:01
p.m.
on
the
proposed
millage
rates
in
the
tentative
budget
in
accordance
with
sections
200
point:
zero,
six,
five
parentheses,
two
three
ten
ten
eleven
point:
seven
one
and
ten:
eleven
0.03
Florida
Statutes
I.
B
C
B
C
I
actually
just
questioned
the
salary
on
this
and
I
just
felt
that
salary
schedule
possibly
should
be
looked
at,
because
I
felt
that
this
was
too
high.
But
then
the
superintendent
explained
to
me
that
in
his
structure,
chief
of
elementary
or
secondary
education
is
along
the
same
lines
as
assistant
superintendent.
The
salary
for
this
does
fall
under
the
assistant,
superintendents
salary.
So
within.
B
J
You're
a
director,
so
the
chair,
the
the
position
that
mr.
Connors
was
is
currently
in,
is
the
chief
of
secondary
education
and
for
me
in
throughout
the
the
nation.
It's
a
norm,
the
start
transition
away
from
assistant
superintendents
in
and
used
the
title
of
chief
chief
academic
officer,
chief
of
schools,
chief
of
elementary
education,
chief
of
secondary
education.
So
for
me,
when
I
give
my
vision
when
I
came
in
I,
changed
and
developed
this
position
to
be
a
chief
instead
of
assistant
superintendent,
so
they're
they're,
one
of
the
same.
J
My
explanation
for
the
day,
because
this
individual
will
continue
to
focus
on
building
the
capacity
of
leaders
working
with
them
to
to
maximize
human
capital
with
time
people
money
with
finance,
with
curriculum
to
look
at
analyzing
student
needs
to
look
at
to
walk
in
the
building
the
problem
solved.
This
individual
will
be
assigned
to
every
elementary
school.
So
what
I'm
asking
is
the
transition,
because
my
recommendation
would
be
to
after
our
interview
process
is
to
move
mr.
Connor
to
the
assistant
superintendent
of
curriculum
instruction.
J
J
J
That,
yes,
so,
ultimately,
it's
just
my
vision
for
the
work
I
wanted
to
be
a
chief
versus
assistant
superintendent
I
could
have
easily
made
it
a
citizen
superintendent,
but
trends
throughout
the
nation
see
the
Chiefs
are
going
through
that
work.
I
was
a
former
chief
of
schools.
You
know,
chief
of
academic
officer,
so
a
lot
of
things
they're
a
transition
to
chief
here's.
J
D
C
C
J
F
J
Previous
job,
so
through
the
chair,
so
the
same
mentality
through
the
chair
that
we
had
with
my
former
employee,
that's
my
former
employee,
who
was
in
C
and
I,
drove
C
and
I
in
all
elementary
schools.
And
then
mr.
Conner
did
everything
from
middle
school
secondary
reform.
So
now
it
just
be
flipped
right.
G
J
G
J
B
B
B
B
E
G
G
Have
an
issue
with
that
at
all:
it's
it's
a
lot
of
these
other
allocations
that
feel
to
me
like
we're,
pushing
through
and
I
understand,
like
for
mental
health,
I
understand
we
have
money
from
the
state
that's
coming
in,
and
the
categorical
I
guess.
I
just
really
feel
uncomfortable,
adding
a
whole
bunch
of
I
mean
it's
adding
seven
hundred
and
thirty
three
thousand
dollars
worth
of
jobs.
C
J
J
McCauley
and
staff
have
been
working
with
multiple
counties
to
really
make
certain
that
were
on
the
same
page,
with
a
how
we're
going
to
spend
the
this
funding
in
order
to
address
mental
health
in
our
schools
in
the
in
the
identified
I
mean
it
is
truly,
we
get
nine
hundred
twenty
six
thousand
dollars
and,
as
you
can
see,
the
bulk
of
that
has
been
spent
intentionally,
which
is
duplicates
throughout
a
number
of
counties
throughout
the
state
that
are
using
it
in
the
same
manner
in
which
we're
using
it.
If
need
be,
we
can
go.
J
I
mean
we
I'm
open
to
go
over
mr.
McCauley
each
one
of
the
allocations.
As
a
relates
to
this
categorical,
then
we
say:
categorical,
missus
Condon
is
correct
in
the
sense
that
that
money
can
only
be
spent
linked
to
mental
health
services
provided
in
our
school
district.
There
is
definitely
needs
for
us
to
to
really
address
this.
We're
appreciative
of
it,
and
this
really
and
then
in
these
positions,
allow
us
to
really
have
a
lot
of
coordination,
more
supports
to
put
systems
and
processes
in
place
related
to
mental
health,
just
in
case
the
you
know.
J
You
know
your
two
from
now.
This
funding
goes
away
that
we
really
have
systems
in
place
and
that
we
can
continue
to
do
the
work
and
a
systemic
approach.
Right
now
we
have
a
number
of
services
that
are
that
are
all
over
a
place
in
Clay
County,
while
our
staff
does
a
good
job.
It's
really
maximizing
these
external
and
internal
services
to
really
be
more
impactful
for
our
learners
and
help
them
have
a
sense
of
hope
than
success.
Mr.
I.
I
I
G
I
G
J
Through
the
chair,
one
of
them
is
a
embedded.
If
you
look
at
the
military
Support
Specialists,
this
was
a
funded
with
the
DoDEA
grant.
So
we
are
trying
to
to
absorb
some
of
that
work
from
mental
health
and
embedded
into
that,
because
that
DoDEA
grant
funding
is
going
away.
So
we're
trying
to
be
strategic
about
how
that
funding
can
be
sustainable,
and
this
is
a
way
to
continue
to
provide
services
to
those
families
in
mental
health
as
well
to
kind
of
parse
with.
I
G
I
G
G
J
So
through
the
chair
and
I
said
that
earlier
today
is
that
we
have,
under
my
leadership,
we've
always
posted
a
minimum
of
five
days.
Someone
seven
someone
ten,
based
on
the
number
of
applicants
that
we've
had.
We
will
continue
to
follow
that
process.
We
do
not
promise
jobs
to
anyone.
We,
as
I,
said
going
into
the
CNI
position.
It
was
wide
open,
didn't
have
a
candidate
in
selected
individuals
to
do
best.
Interview
then
select
one
individual
I
thought
did
the
best
job
in
that
interview
process.
J
As
always,
so
you
know
I,
you
know
for
me:
I
don't
address
rumors,
but
I
continue
to
make
certain
that
I
hire
the
best
individual
at
all
time
and
I
said
that
this
morning
you
know
why
I'd
love
to
hire
someone
that
is
who
has
aspire
can
do
the
work
internally
because
we
want
to
promote
within.
If
there's
someone
there's
the
interview
process,
it
has
a
greater
resume.
They
can
live
to
work.
That's
externally.
We
will
hire
the
best
person
for
the
job.
J
B
D
C
J
Through
the
chair
it
we
will
have
to
continue
to
advocate
for
that
money.
We
hope
it's
just
not
one-time
money.
The
biggest
thing
is,
you
know
so,
because
the
the
the
the
plan
requires
us
to
coordinate
the
efforts.
This
is
the
the
big
push
for
us
to
bring
individuals
to
set
up
systems
and
process
these,
just
in
case
that
money
goes
away.
We
have
processes
in
place,
you
know
in
our
individuals,
but
internally
can
do
the
work
so,
but
I
agree.
J
I
B
I
C
I
Net
is
going
to
be
one
of
the
major
partners
with
the
mental
health
work
throughout
the
state,
and
they
are
in
fact
getting
some
funding
that
will
help
offset
the
costs
associated
with
youth
mental
health,
first
aid
training,
which
frees
me
up
a
little
bit
on
my
side.
I'm,
not
sure
that
answers
your
question,
but
so.
D
I
F
D
F
J
J
D
J
Is
correct:
okay,
yes,
ma'am
through
the
chair,
you're
speaking
to
the
allocations
of
teachers
right
absolutely,
yes,
ma'am!
It's
already
been
identified.
We
just
were
bringing
this
back
to
make
sure
it's
a
clean
process
and
we
we
dug
and
dug
and
dug
I
know
we
got
it
on
video
where
we
say
we
approve
it,
but
it
just
wasn't
on
documentation
and
we
wanted
on
documentation.
So
when
I
go
hire
teachers
that
you
know
they
don't
look
at
Addison
what
you
do.
I
spend
the
money.
No.
J
B
K
My
name
is
Graham
York
and
my
address
is
on
file
as
I
was
going
over.
The
mental
health
assistance
and
allocation
plan
I
noticed
because
I
spent
like
four
hours
going
over,
that
in
this
state
mandate
and
I
had
some
serious
problems
as
a
student
with
it,
I
voiced
my
concerns
to
my
peers,
even
people
that
I
never
agree
with
on
anything
I.
Just.
E
K
Politics
that
they
all
don't
they
don't
feel
comfortable
with
the
panorama
education
surveys,
one
of
my
they
don't
they
don't
want
to
be
monitored
through
the
MTS
s,
the
tier
system.
They
don't
want
to
be
like
fear
that
their
answers
will
somehow
get
them
into
counseling
for
psychological
evaluation
or
whatever
and
be
diagnosed
with
a
mental
illness
when
they
don't
have
one,
they
feel
like
it's
an
invasion
of
their
privacy
and
one
of
my
friends
gonna
be
a
senior
this
year.
He
voiced
like
this
is
what
he
said.
I
thought
it
was
very
intelligent.
K
He
said
one
weakness
so
taking
these
surveys,
one
weakness
of
self-report
questionnaires
is
the
possibility
of
social
desire,
built
social
desirability
bias
and
the
likeliness
to
lie
on
particular
questions
in
social
science.
Research,
social
desirability
bias
is
a
type
of
response
bias.
That
is,
the
tendency
of
a
survey
of
survey
respondents
to
answer
questions
in
a
manner
that
will
be
viewed
as
favorably
by
others.
So,
even
if
they
do
take,
you
may
force
the
students
to
take
it.
If
there's
no
right
to
refuse
they're
not
going
to
answer
truthfully.
K
If
you
say
how
do
you,
you
know
feel
about
your
class?
Do
you
feel
bullied
well
if
they
really
feel
bullied,
then
they're
maybe
going
to
put
that,
but
most
often
like,
if
you
get
like
made
fun
of
a
few
times,
you're,
not
really
gonna
care,
and
it's
not
gonna
be
accurate.
Another
thing
is:
there's
nothing
in
the
plan
about
parents.
The
only
time
it
mentions
family
like
talking
to
parents
is
when
your
child
is
Baker,
acted
and
I.
K
Think
that
if
you're
gonna
counsel
students
and
send
them
to
be
mentally
evaluated,
you
should
contact
parents
there's
nothing
about
having
the
parents
informed
on
the
survey
or
just
the
whole
idea
of
us
being
tracked
and
monitored
as
students,
we
don't
like
that.
We
want
to
go
to
school,
for
our
education
and
not
to
be
you
know,
treated
like
hospital
patients,
and
the
plan
is
just
not
detailed
enough
for
us
to
be
comfortable
with
it
and
we
would
like
you
just
to
reevaluate
it
maybe
go
in
and
fill
in
the
details.
K
Talk
about
students
right
to
refusal,
no
coercion
like
we
shouldn't,
be
Oh.
Take
the
survey,
you'll
get
extra
credit
or
take
the
survey
we'll
make
it
a
test
grade
the
best
things.
Teachers
do
sometimes
it's
helpful
for
other
things,
but
I
think
this
is
something
that
could
really
make
a
difference
on
a
student's
record
and
maybe
push
them
into
the
second
tier
third
tier
and
I,
don't
feel
comfortable
and
most
of
my
friends
don't
feel
comfortable.
At
least
everyone
I've
talked
to.
So
thank
you.
Okay,.
C
D
I
have
a
few
questions.
Okay,
so
part
of
this
entails
character,
education,
which
I
think
we
all
find
valuable.
I
think
it's
important
that
we
teach
kids,
how
to
be
good
citizens
and
that
sort
of
thing,
but
I,
don't
see
anywhere
in
here
a
plan
to
bring
curriculum
to
the
board
and
I'm,
not
sure,
and
maybe
mr.
daga
day.
You
could
help
me
with
this
with
the
recent
legislation
about
public
hearings
on
curriculum,
and
all
of
that
are
we
by
improving
this.
D
G
E
D
B
J
So
through
the
chair,
I
would
say
that
number
of
these
items
already
are
already
embedded
in
our
school
district.
So
second
steps
already
here,
we're
looking
at
you
know,
got
Stanford
harmony.
We've
inherited
a
number
of
I,
think
Hanley
foundations
incorporated
the
Family
Education
Program,
which
is
the
Clay
County
Coalition
is
the
Family
Education
substance
abuse
with
this
related
a
code
of
conduct,
so
the
majority,
the
the
child
safety
matters,
are
already
embedded
in
our
schools
so
and
from
our
side.
J
I
believe
that
when
we
come
to
the
board,
the
board
is
supposed
to
the
board's
job
is
to
adopt
core
curricula.
Is
that
correct
versus
supplemental
and
the
reason
I
bring
major
supplementals
is
because
of
the
funding
sources
are
around
that,
and
these
are
majority
of
these
I
think
all
of
them
are
free
of
charge.
Yeah.
N
E
E
B
I
Move
to
the
chair,
so
what's
what
is
alluded
to
in
this
plan?
You'll
get
more
information
on
in
a
comprehensive
plan.
That's
not
necessarily
for
the
state,
it's
more
for
us
internally
to
include
everything
from
character,
education,
social-emotional,
learning
to
physical
health,
etc,
and
even
beyond
into
our
faculty
and
staff.
So
you'll
get
that
when
it's
ready
for
your
review,
the
the
points
that
have
been
made
I
think
are
legitimate
and
I
appreciate
the
young
man
speaking
here
today.
It's
good
to
hear
that
the
students
were
involved.
I
We
already
do
many
of
these
kind
of
character,
education,
programs
in
our
classrooms.
Some
schools
do
them
with
great
fidelity
and
and
great
interest,
others
do
it
sort
of
when
they
see
a
need
or
they
have
an
opportunity.
So
it's
very
unique
to
the
personality
of
the
school.
Second
step
is
something
that's
been
in
many
of
our
schools,
particularly
those
associated
Odia,
because
they
think
at
some
point,
prior
to
my
arrival,
todya
helped
fund
a
lot
of
the
materials
associated
with
second
step.
The
the
family
education
program
obviously
is
in
existence.
I
The
Monique
Bar
Foundation,
which
supports
the
child
safety
matters.
That's
already
operating
in
about
one
two,
three,
four:
five,
six
of
our
schools,
so
these
are
these
are
supplemental
programs,
materials,
I,
guess
I
should
be
more
careful
in
reference
to
curriculum,
because
I
realize
now
that
that
gets
into
a
very
legal
sort
of
yucky
place
we
need
to
be
careful
of.
All
of
these
programs
are
basically
available
to
our
schools,
but
they
are
not
mandated
or
required
and
to
the
points
that
have
already
been
made
about
the
Panorama
education
survey.
I
I
had
a
chance
to
speak
with,
with
some
of
the
board
members
earlier
and
and
I
do
appreciate
the
idea
of
an
opt-out
opportunity.
So
when
students
or
families
aren't
comfortable,
it
is
not
a
psychological
measure,
so
I
just
want
to
be
clear
from
a
clinical
standpoint.
We're
we're
doing
nothing
that
is
outside
the
scope
of
what
does
this
person
think
and
feel
about
learning?
So
that's
the
key
I
did
make
a
copy
of
something
that
they
provided
to
me.
I
D
G
G
L
I
I
This
information
will
not
go
into
focus;
it
will
not
be
loaded
into
their
records.
This
is
a
program
that
has
its
own
standalone
server,
that
Jeremy
Bunkley
has
already
sort
of
talked
with
them
and
cleared
for
security
purposes,
so
that
information
just
lives
there
for
schools
and
teachers
to
use
to
help
drive
some
of
the
decisions
they
make
about
an
opportunity
to
put
an
activity
into
play
if
they
see
some
need
for
their
classroom.
So
it's
less
student
driven
and
more
classroom
schools,
I.
J
J
This
is
more
about
a
student's
perception
how
they
feel
about
teaching
and
learning.
It's
not
a
psychological.
It's
about
how
their
classroom
experience
their
pedagogy
the
way
they
engage
the
relationship
with
their
teachers
looking
at
how
they
belong
in
a
classroom,
their
overall
growth
mindset.
So
just
really
allowing
us
to
dig
deeper
to
figure
out
what
we
can
do
at
aggregate
to
address.
Well,
the
way
kids
belong,
the
way
they
interact
with
each
other,
the
way
the
teachers
interact
so
the
same
way,
we
do
an
insight
for
for
teachers.
J
D
E
J
In
our
classroom,
behavior
but
I'd
say
it
that
we
are
in
extent
I
hate
to
say
this.
We
are
an
extension
of
the
home.
We
have
to
do
this
in
partnership
over
85,000
students,
I
believe
are
using
this
and
so
many
school
districts.
You
know
across
the
state
into
the
nation
use
this
as
well,
and
it's
just
it's.
It's
a
really
good
tool.
I
will
say
this.
J
I
The
chair,
mr.
Burton
and
I
would
also
say,
because
of
this
conversation
it.
It
would
be
very
easy
for
me
to
work
with
the
Hanley
foundation,
for
example,
or
any
of
these
partnerships
that
want
to
come
in
and
make
sure
that
before
we
deliver
them
in
the
classrooms
that
the
schools
are
choosing
where,
where
to
go.
With
this,
we
offer
an
opt-out
before
it's
delivered.
G
How
Betsy
answered
on
a
survey
like
this,
something
that
could
indicate
a
much
more
different
and
sometimes
being
in
schools
and
around
people?
They
kind
of
take
that
well
well,
they're,
an
employee
they're
entitled
to
the
same
information
and
they're,
not
I'm
having
a
child
who
had
an
IEP
and
the
people
who
knew
what
was
in
his
IEP
and
and
people
who
shouldn't
have
known
what
was
in
his
IEP
that
did
know.
We
need
to
be
extremely
careful
about
protection
of
students,
privacy
because.
D
Really
to
me
this
is
a
step
towards
I,
know,
you're,
saying
it's
not
a
clinical
psychological
evaluation.
I
understand
that.
But
a
lot
of
these
terms,
kind
of
Lee
I
mean
when
we're
talking
about
mental
health.
We
are
providing
health
care.
Essentially,
so
you
know,
teachers
don't
have
the
same
training
as
a
nurse
or
a
doctor
who
understand
patient
privacy
and
how
litigious
that
can
be
right,
so
I
feel,
like
you
know,
this
is
like
miss
Condon
said
it
could
be
dangerous
territory,
so
I
feel
like
there's
definitely
got
to
be
some
training
involved.
D
There
was
one
other
thing,
oh
so
when
I
was
reading
through
the
plan,
it
talks
about
at-risk
students
and
that's
what
this
is
about
is
identifying
our
at-risk
students.
So
if,
through
the
survey,
a
student
is
identified
as
at-risk
you're
saying
that
that's
not
going
to
become
a
part
of
their
record
or
it
will
this.
I
Survey
will
not
identify
students
at
risk.
That's
not
the
purpose
of
this.
That's
Panorama
education,
but
I
will
say
that
through
our
own
internal
systems,
like
performance
matters,
Unified
where
we
have
our
early
warning
systems
as
well
as
then
all
the
way
down
at
the
school
level
where
they
have
their
MTS
s.
Teams.
If
there
are
indicators
of
mental
health
need,
then
that's
that's
emerging
way
outside
the
scope
of
this
particular
student
survey.
So
what
psychologists
or
social
workers
might
be
doing
to
work
with
schools
as
a
tier
2
intervention
or
tier
3
intervention?
D
D
Then
the
other
thing
that
kind
of
made
me
question
it
talks
about
ESC
students
and
I'd
have
to
look
in
here
to
find
the
exact
wording.
But
it
portrayed
to
me
that
we're
singling
out
students
who
have
an
ESC
label
as
at
risk
like
that
that
kind
of
Flags
them
in
the
system
and
then
you
look
beyond
that
for
more.
Is
that
true
or
did
I
miss
read
that
yeah.
J
J
Indicators
together
and
if
kids
were
struggling
in
those
three
areas
then
come
up
with
a
identification
of
a
indicator
that
students
that
we
know
we
can
pay
more
attention
to
those
things.
We
know
that
if
a
student
is
engaged
in
two
or
three
of
the
two
or
three
of
those
in
there
they're
gonna
be
sick,
set
their
not
gonna,
be
successful,
so
we
want
to
have
intervention
prevention,
but
before
they
actually
get
to
a
systemic
approach
of
not
you
know,
participate
in
czar
behavior.
J
D
J
Jobs,
oh
man,
am
I
into
the
chair,
we're
still
governed
by
rules
and
regulations
for
parent
involvement,
with
having
teams
of
peer
supports
to
have
interventions
that
have
documentation
because
we
get
audited
in
all
those
all
those
trends.
So
we're
not
going
to
take
something
that
we
believe
to
be
supplementing
you're,
really
going
to
help
the
culture
of
a
kid
and
embed
that
in
anything
and
then
to
their
internal
files
and
go
ahead
and
uncle'
diagnose
a
student
with
something
that
puts
them
in
a
poor
situation
to
compete.
Okay,.
J
D
A
second
curriculum,
since
it's
a
supplemental
curriculum
and
not
a
core
curriculum
I,
can
understand
how
we
wouldn't
necessarily
need
board
approval.
I
mean
we
don't
approve
all
the
reading
lists
for
every
school
like
I,
get
that,
but
when
we're
teaching
values
I
think
it's
important
that
we
are
engaging
parents
on
that
and
I.
Don't
know
if
it's
not
formal
board
approval.
What
is
the
appropriate
vehicle
to
make
sure
that
parents
are
aware
of
the
character
education,
that's
taking
place
in
their
child's
school,
so.
F
J
G
I
O
J
J
J
Through
the
chair,
the
only
thing
that
I
believe
to
be
new
on
here
that
my
understanding
is
the
the
one
loved
and
the
one
loved
is
new,
and
that
is
an
initiative
of
it's
about
safety,
personal
safety
and
awareness
that
is
through
the
Jaguars
released.
This
one
love
supplement
curriculum
and
it's
about
healthy
relationships,
and
it's
more
built
for
second
areas,
my
understanding,
it's
just
about
how
they
interact
with
each
other,
how
they
have
you
know
how
they
have
pride
in
themselves.
Those
types
of
things
so.
J
G
F
I
Comment
yes
to
miss,
gale,
housings,
point
and
I
realized.
This
is
one
of
those
weird
sort
of
places
where
school
mixes
with
family
mixes
with
community
etc,
and
one
thing
that
we
will
be
very
diligent
with
and
will
always
take
feedback
is
when
it
comes
to
values,
because
we
have
to
be
sensitive
to
what's
in
our
homes,
many
of
the
character
traits
that
we
talk
about
in
school.
We
we
certainly
don't
want
to
do
it
as
a
form
of
indoctrination
into
some
value-added
mindset.
D
D
I
Short
answer
is
yes,
yes,
mostly,
what
we'll
see
is
a
lot
of
our
school
counselors
are
really
excited
about
being
able
to
get
back
into
the
classrooms
and
be
given
the
opportunity
to
do
that.
Some
of
these
these
materials
are
designed
to
be
naturally
incorporated
into
a
lesson,
so
some
teachers
may
be
the
ones
who
ultimately
do
it,
but
my
belief
as
each
school
should
really
decide
how
they
want
to
ultimate
put
it
in
there
and.
D
Just
remember
circumstance
and
I
think
it
was
before
I
want
to
say
it
was
like.
Maybe
2014-2015
summer
around
there
we
had
a
guidance
counselor
who
gave-
and
it
was
a
you
know,
approved
curriculum
that
she
used.
It
was
like
a
good
touch,
bad
touch
presentation,
but
there
was
no
forewarning
to
the
families
that
that
was
going
to
affect,
and
it
was
quite
an
uproar,
so
I
just.
I
J
Through
the
chair
will
definitely
opt
out
and
then
I
think
the
the
Hanley
foundation
is
was
it's
already
inherited
within
our
school
district
and
trainers,
come
and
schedule
opportunities
with
schools
to
provide
the
training
as
well.
So
you
know
we'll
be
we'll
upload
it
on
the
information
will
coordinate
with
schools
who
are
using
it
continuing
to
use
it
want
to
use
it,
how
they
will
use
it
and
then
we'll
give
an
opt-out
for
an
alternative
implementation
as
well
for
anyone
that
doesn't
desire
to
do
that.
I
The
end
of
the
day,
madam
chair,
it's
we're
gonna
with
with
your
approval
of
the
coordinator
of
mental
health
services
that
is
who's
going
to
round
all
of
this
up,
so
that
we're
all
talking
the
same
language
so
that
regularly
we
can
bring
data
to
the
board
to
show
them
how
we're
doing-
or
you
know,
discipline
referrals,
for
example,
and
student
engagement.
As
we
start
to
identify
more
of
the
positive
desire,
the
behaviors
you
want
to
see
Baker
acts.
I
You
know
it's
a
big
deal
for
us
here
in
Clay
County
and
we're
looking
for
any
opportunity
to
reduce
that
so
I've
already
spoken
with
all
of
the
law
enforcement
agencies
in
their
place.
Clay
County,
Sheriff,
Orange,
Park
and
Green
Cove
they're
very
excited
about
the
partnership
around
youth
mental
health.
First
aid,
many
of
their
officers,
have
already
gotten
it
or
will
be
getting
it.
The
coordination
of
Baker
acts
at
the
school
level.
I
B
J
The
chair,
we
have
a
more
robust
plan
that
we
want
to
present
to
the
board
that's
outside
of
this
plan,
but
these
are
the
questions
that
we
had
to
mandate
it
answer
and
input
in
place
in
order
for
the
plan
to
be
approved
by
the
state
through
the
governor's
request,
but
I
want
to
miss.
My
college
speak
a
little
bit
about
what
this
this
this
plan
is,
so
you
have
understanding
it
with
the
direction
in
which
we're
trying
to
a
couple
we're
trying
to
accomplish,
which.
I
I
Is
so
I'm
developing
with
my
team
comprehensive
plan
so
that
you
all
can
see
how
we
are
integrating
and
coordinating
the
behavioral
emotional
and
physical
elements?
The
idea
of
getting
a
coordinator
of
nursing
services,
given
that
that
Clay
County
feels
it's
important
to
put
a
nurse
in
every
building?
We
need
somebody
to
coordinate
those
those
services
when
I
was
at
the
state
superintendents
Association
meeting,
and
they
had
that
mental
health
day.
I
One
of
the
things
I
heard
from
several
districts
in
Central
Florida
was
the
nursing
element
of
kids
who
are
in
crisis
and
I,
admittedly
in
front
of
everyone
else
ahead
and
think
about
the
medical
part
of
that.
So
someone
who
has
that
medical
training
that
that
awareness
of
drugs
and
interactions
of
drugs
etc.
Having
that
person
as
part
of
the
threat
assessment
team
is
going
to
be
really
awesome
for
us
here
in
Clay
County.
I
But
this
plan
is
going
to
look
to
integrate
all
of
those
things,
because
we
do
have
several
new
initiatives
that
are
coming
up.
In
addition
to
things
that
are
already
going,
the
state
plan
to
miss
Gill
housings
point:
it's
meant
to
be
just
a
general
overview
so
that
we
don't
commit
the
state
ourselves
to
the
state
for
anything
beyond
what
we
believe
to
be
necessary
for
our
kids.
I
What
the
state
is
asking
for
us
to
do,
and
I
can't
say,
I
disagree
with
them-
is
the
idea
of
increasing
more
of
that
direct
service
delivery
so
having
mental
health
therapists
on
staff,
who
can
go
out
and
work
with
students
having
partnerships
with
folks
like
clay,
behavioral,
right
path,
MC
USA,
even
all
of
those
entities.
Those
agencies
should
be
billing
Medicaid,
so
that
we
can
supplement
our
services
and
ultimately
expand
them.
I
That
is
all
point,
and
then
this
is
new
for
us,
and
I
can't
even
predict
how
it's
gonna
go,
because
school
systems
have
never
done
this
before,
but
that
third
party
billing,
so
when
we
get
into
the
insurance
world-
and
that
does
make
me
shudder
a
little
bit
because
I
have
no
idea
what
it
looks
like
sounds
like
feels
like
smells
like
you
whatever,
since
you
want
to
put
on
it.
The
reality
is
the
state.
I
Is
it's
basically
saying
to
us
find
ways
to
generate
revenue
so
that
we
can
continue
these
services
I,
don't
know
if
that's
an
omen,
but
we're
willing
to
we're
willing
to
work
and
and
try
it,
but
I'm
excited
about
expanding
our
opportunity.
For
Medicaid
reimbursement
and
then
seeing
what
that
whole
third-party
world
looks
like
so,
the
those
are
the
big-ticket
items.
I
Establishing
relationships
with
our
local
agencies
is
a
very
big
deal.
We
are
lucky
and
fortunate
to
have
Kathy,
Lawrence
and
said
net
as
part
of
our
Clay
County
family,
which
means
we
already
have
some
built
in
structures
in
place.
But
the
idea
is
to
make
sure
that
we
are
gonna.
Tell
you
what
page
it
was
on,
but
I
see
now.
I
didn't
number
these
pages,
so
so
their
third
page
in
towards
the
bottom,
where
it
talks
about
the
credentials
of
mental
health
service
providers
contracted
by
the
district.
I
So
these
are
all
different
groups
that
we
have
some
degree
of
contractual
partnership
with
from
both
the
service
delivery,
as
well
as
a
pre-service
training.
You'll
see,
we
have
some
universities
on
there
that
give
us
social
workers,
psychologists
and
mental
health
therapists.
So
they
come
in
to
do
their
training
that
just
expands
our
opportunity
to
be
able
to
touch
kids
and
to
help
them
when
they're
in
need
in
crisis.
I
Many
of
our
students
who
are
at
the
most
severe
in
need
access
to
a
psychiatrist,
and
that's
something
that
said
net
is
able
to
connect
for
us.
Whenever
we
do
have
students,
whether
they're
students
with
disabilities
or
not,
is
irrelevant,
we
can
access
some
services
for
them
at
that
most
severe
level.
The
other
thing
to
share
with
you,
if
you're
not
already
aware
of
it,
is
the
state
has
established
the
cat
teams,
which
is
the.
I
We
also
have
what
we
want
to
establish
here,
for
us
is
our
bullying
hotline
I
checked
with
our
phone
guys
today
and
we'll
have
that
hotline
number
available
and
ready
for
release
when
we
do
big
press
release,
I
have
somebody
who's
dedicated
to
man
that
hotline
to
pick
up
when
we
might
get
a
phone
call
we're
also
doing
it
through
other
electronic
mediums
as
well.
That'll
also
serve
as
our
crisis
hotline
during
the
school
day.
I
So
if
a
school
has
a
student
in
crisis,
we
will
have
a
crisis
team
mobilized,
ready
to
go
out
and
respond.
That
will
be
in
concert
with
the
state's
mobile
crisis
team.
That
is
part
of
the
larger
work
that
the
state
of
Florida
has
put
together
and
something
that
said
net
is
actually
heavily
involved.
In.
So
between
all
of
that,
we
will
be
able
to
respond
to
the
needs,
but
it's
got
to
be
coordinated
and
I.
I
B
K
K
This
past
year
at
Fleming
on
high
school,
we
had
challenged
a
be
the
change
come
in
and
it
was
a
mandatory
assembly
and
one
of
the
things
that
was
promoting
was
you
know
it
well,
in
a
way
it
was
singling
out
homosexuals
and
it
at
one
point
in
the
ceremony
or
assembly.
They
said
if
you
are
homosexual
or
if
you
know
someone
who
has
please
stand
up
and
they
gave
them
like
give
them
a
round
of
applause.
So,
of
course,
as
a
school
district,
we
should
be.
K
You
know,
including
people
not
trying
to
make
groups
like
that
feel
bad
for
themselves
or
feel
bad
or
for
who
they
are,
but
I
don't
think
we
should
be
condoning
certain
groups
as
well,
especially
if
we're
trying
to
help
mental
health,
like
forty
percent
of
the
LGBT
community,
has
attempted
to
commit
suicide.
We're
Mayo,
Clinic,
researches
researchers
concluded
that
more
accurate
suicide
rate
for
patients
with
depression
is
two
to
nine
percent.
K
What
you
would
tend
to
think
that
depressed
people
kill
themselves
or
commit
suicide
more,
and
so,
if
we're
trying
to
help,
people
feel
better
about
themselves
to
fight
anxiety
to
fight
depression
through
the
mental
health
plan
and
assistance
and
allocation,
and
spending
all
that
money
on
things
for
students
to
feel
good
about
themselves
in
their
education,
where
that
minority
group
of
people
that
commit
suicide
is
much
smaller
than
you
know,
we're
bringing
in
be
the
change
that
encourages
homosexuality,
I
mean
in
the
early
70s.
Homosexuality
was
still
considered
a
mental
illness.
K
Now,
if
you're
trying
to
counsel
someone
through
that
and
say
it's
okay,
we
need
to
work
through
that
you'd
be
considered
homophobic
and
I'm,
not
making
any
statement
on
homosexuality
and
whether
you
know
it's
right
or
wrong,
but
I
do
think
that
as
a
school
district,
encouraging
curriculum
like
that.
That's
just
one
example!
That's
why
I
think
that
if
we
bring
it,
it
should
be
approved
by
the
board,
because
that's
what
you're
encouraging
one?
On
the
other
hand,
you're
trying
to
fight
mental
health
problems,
but
there's
a
large
majority
of
that
group.
K
The
LGBT
community
that
tries
to
commit
suicide,
and
most
of
it
is
successful
and
I.
Think
that
if
you
are
genuinely
trying
to
fight
mental
health
and
trying
to
fight
problems
with
teens
committing
suicide,
then
you
would
want
to
review
curriculum
and
review
things
like
that,
and
that's
just
one
example
of
bringing
curriculum
for
in
front
of
the
board
for
approval
and
just
an
example
that
happen
to
my
school.
So
thank
you.
J
Just
some
of
these
things
to
me,
where
some
of
an
emergency
situation
to
get
in
place
in
order
to
start
the
school
year
with
the
right
personnel
and
the
right
allocations
to
move
forward,
it's
unfortunately,
the
state
I
mean
the
state
didn't
put
this
deadline
out
for
the
mental
health
plan,
so
we've
been
coordinating
with
multiple
districts
to
get
that
done,
but
overall
excited
to
be
in
a
school
district.
Please
know
that
we
will
continue
to
work
hard,
extremely
happy
for
the
hard
work
of
our
teachers.
J
They
work
hard
every
single
day
and
our
leaders
and
our
students
really
took
you
know
you
know
learning
you
know
seriously
this
year
with
our
parents
have
actively
engaged
and
involved
and
I
think
there's
more
for
supporting
me
in
the
initiatives
of
project
and
the
Tarr
that
we
have
established.
As
I
said,
you
know
the
about
two
weeks
ago.
J
Our
intent
was
to
be
you
know
when
I
came
in
20
months
ago,
what
tent
was
to
be
in
the
top
ten
in
two
weeks
ago,
I
said
now,
the
the
ball
has
moved,
and
now
our
I
would
be
become
a
top
five
School
District
in
the
state
of
Florida.
So
we'll
continue
to
do
that,
side-by-side
our
teachers
and
work
collectively
in
order
to
problem-solve
to
create
the
best
experience
for
kids
and.