05/12/26 - Flagler School Board Agenda Workshop

0013:00 p.m. school board workshop. Please rise for a moment of silence followed by the Pledge of Allegiance and our national anthem. I pledge allegiance >> to the flag of the United States of America, and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> You may be seated. Roll call. >> Lauren Ramirez, present. Jamie Ready. >> Will Furry, present. >> Christy Chong. >> Shaukat Khan Moore. >> Do we have any additions or changes to the agenda? >> We do not. >> Can I get a motion to approve today's agenda? >> Move approval. >> Second. >> Moved by Mr. Furry, second by Ms. Ready. All in favor. >> Aye. >> And do we have anybody from public comment? >> No, we do not. >> We'll move on

002to finance consent, 7.01, Imagine Charter School. >> Good afternoon, Ms. Bush. >> Hello. >> Good afternoon, Madam Chair, Board members, and Assistant Superintendent Moore. Mrs. Bush, I'm here to answer any questions you have on finance consent, beginning with 7.01, uh charter school finance consent. >> I was just going to say a comment. I know we can't do anything about it, but support services, it is it really showing over 200% of their budget? Where is that? >> Can you tell me what page you're on? >> Uh I don't have the page. I just have my notes. Um for support services. >> Instructional support services? >> But I don't know. I just I just thought like wanted to point that out, 200% over budget, but I know we can't do anything. >> I think it's Are you

003talking about 193%? Um they had uh their maintenance of plant >> Yeah. >> and then 325% deficiency of revenue over expenditures. >> Yeah. >> So did they have something clearly go wrong with their building? >> Yeah, most likely. >> I can reach out to them. >> And I don't know if it was a typo or >> No, it's not a typo. I can reach out to them. >> Okay. >> These are generated straight from their system. >> Yeah. >> So it's really a matter of getting an explanation. >> Okay. >> And it could be that they just have not adjusted their budget to compensate for changes. >> Okay. >> I know we only adjust our budget after the third count and then after the school year ends. I'm not sure what their routine is. >>

004Okay. Thank you. >> I'll make a note of that. >> And then yeah, they've gone over by um 15,000 in salaries and 13,000 in employee benefits from what they budgeted. >> What page are you on? >> Uh that is page four. And um I think Mr. Ramirez was also referring to page five where it says student support services where they're 206% over that. So it's several categories. What Why is there never a representative from Imagine to be able to um answer questions regarding their financials? >> If there was a request for someone from Imagine to come and discuss their financials, we would send them that request. In the past, if there were questions, it it definitely was done on a monthly basis. Usually once a year if there were questions, then um we would send

005that request to them and the principal at the time or whoever would would show up. >> Okay. >> I'm not sure how local the regional finance person is because he oversees the many different territories. >> Mhm. Um I I I would love to hear if we think we should make it a prac- common practice when they're in excess over a certain percentage that perhaps they're coming to provide some insight. >> And I don't know if Kemi York is the uh charter school liaison. I'm not sure that we can make that a requirement, but it would I mean, it would also help if we got some of these questions in advance that we I can reach out to the regional finance person and get some of these questions answered. I'll send him the questions that you

006all brought up and we'll get a response. They're very responsive. But that would help to alleviate unanswered questions at the table. >> Any other questions, comments, anything? >> Okay, we'll go on to 7.02 for purchase orders over 10,000. This is the one with the vehicles on it. >> Yes. >> Uh yeah, I'd love to have a conversation around this. >> I will have operations come up for your questions. >> Good afternoon, board, chair, superintendent. >> Uh can you clarify uh these are Ford Transit vehicles? So, are these uh for school use um at the individual sites and are they for transporting students? >> For the the list of vehicles that we have on the 10,000 and over, there are two of them that are for the transport of students. That is those are two vans

007that we're replacing. There's a Dodge Caravan and um another Dodge Caravan vehicle that we're replacing. >> So, mini vans? >> Um they are a Ford uh two basically a 250 chassis. It's the same vans that we have at the at the high schools currently right now. >> So, what's the uh passenger capacity? >> 10. >> Okay, so it's not 10 including the driver. It's a little bit larger than that. >> Yeah, it's mainly they use them for athletics and and those type of purposes. >> what's the state of the current vehicles that we have that we're using for this? >> So, we uh we have two the two that we're replacing are Dodge Caravans, which is a are seven-passenger van, and they are one's a 2000 one's a 2008 and then one's a 2011. >>

008Mhm. Do we have any vehicles in our current fleet that we'd be able to, instead of buying new, swap that are sitting here at GSP? Are Is there anything with that size capacity? >> Well, the the Ford Explorers that we have are really a six-passenger vehicle. And we do have Expeditions that we bought several years ago for the high schools that are eight-passenger vehicles. But the vans are really you know, where they where they have uh a team that they need to travel with, you know, having a 10-passenger van is a is a plus. >> what sport would have Like I I know the smaller clubs, but if you have a sports team, generally when they have over 10, I know that's not your question, but wouldn't they check out a vehicle like a bus

009from our other fleet? So, are these more club activity vehicles? >> club, um different activities for transporting, but there are some smaller teams that do use this. It can be >> They might take two or take two of them. Two vans to >> Yes. Um, especially um It is It's with smaller teams, it is difficult for our buses to be able to turn around and pick up a a transport. Um, so we do have some of our teams or our clubs that are checking out vehicles and driving smaller teams. Um be it a team or a club to different activities. >> Ms. Ready, Tiger Bay is an example. I'm just thinking like the the two high schools bring the vans. Probably those vans you're talking about the students in that in those organizations they bring

010them to Tiger Bay on a monthly basis. So that's I know >> Right. So I'm trying to determine, you know, obviously in this time where we've got to be careful and we have a plethora of fleet vehicles here at GSP which I I I'm not sure what was in stock. I had sent an email previously of how many are are here and not necessarily every not all of them are assigned to people, right? They're for the leadership here at the GSP to go and visit other schools and staff and for this purpose. So I'm just trying to make sure, hey, let's take another look. Do we have some capacity with our fleet vehicles instead of buying new that aren't being utilized? Um you know >> And if we were to push this back what are

011we looking at for cost for repairs and things? >> And that's one thing that we look at. We we look at the average age of the vehicle and you know, the industry standard for for fleet vehicles is, you know, the retirement age for a light-duty vehicle or a maintenance vehicle is anywhere between 8 to 12 years that you should be retiring those vehicles because the cost is is prohibited, the maintenance cost. And I did an average of just these vehicles that we are looking at for this go around for 2026. Um our average maintenance cost is about 15,000 per vehicle. And when you're when we originally purchased these vehicles, they were 12, 19, 20,000. >> Is that $15,000 and inclusive of the people time and gas? Or are we saying that on average they're needing

012parts and pieces? >> is parts, oil changes, tires. >> Right, some of that would be regardless of the age. So, that's what I'm looking for. >> What's that? >> Is it labor, too? Cuz we get billed for labor. >> Yes, it's it's the labor is included in it as well. >> Yeah, I would say a vehicle that was from 2007, I mean, that's that's time to replace. I don't think there's any question that that has much more life in that vehicle. >> I'm looking at more like, is there do we have a vehicle that has that type of capacity that would be able to take off of the GSP property and give them? Because we do have quite a number of vehicles, and I have asked previously, what is the demand of those vehicles? How

013much are we utilizing them? Or, you know, even if they're just sitting there, right? Where we have those maintenance costs. So, I'm just trying to take a different look and a different approach at it. And that information hasn't yet been given, so I don't know. >> That would be worthy of a of a workshop agenda on the review of our our vehicle fleets and the cost associated with it and efficiencies. If we're going to make things right. Because we have to factor into just, you know, if we were if we if we have to to to send a a car to the campus from the GSB, what what is what is the time and impact of that as well? And I'm all for streamlining and making sure that we're using our vehicles efficiently, but um

014I think what you're getting at here is would require a lot more discussion. Um >> I did send you some information, Ms. Ready, about we have 17 vehicles here at the GSB, and we have a little over 90 people that are using those 17 vehicles. Either they're using them for conferences, they're either they're also using them we have a white fleet um uh uh rental service that the schools can use. So, they can reserve those vehicles, and then they come and pick them up and then go to whatever conference or use them uh for fishing or for the fishing club at the at the elementary school. So, we are utilizing that throughout the district. >> Right. Yes, and I received that, but what I what I and what I had responded to is, well, how

015what is the schedule on which all of those vehicles are utilized? Or do are we over capacity on those vehicles? While there may be 90 people, they may not be, you know, we're not having conferences every day. And should we look at, well, what would be the cost if we reimburse the mileage for the individuals who use them? Or do we have a policy requirement? For example, many remote businesses say, you know, we're going to say point A is your home office. If we ask you to go anywhere other than point A, then that's where we're going to pay mileage. So, when you are, let's say, an individual who works at the school district where you may not be housed at the GSB, but you may go to Rim Fire one day and Buddy Taylor

016the next day, well, do we just say, "Hey, every time we have you show up at a school, we will only pay you mileage if you move from point A to point B within that day?" Uh on the flip side, just as in, you know, uh advocating and, you know, a devil's advocate, the folks at the GSB utilizing those vehicles many times have salaries over and above the salaries that are average in our schools, but so should we just say that's part of the cost of having that type of role is that you're going to have to use your own vehicle to go somewhere within the county. I totally understand it's better insurance-wise to have people in our vehicles when they're going out of county and conferences, but those are all just questions. Those are

017the answers I'm looking for. Cuz $130,000 for two vehicles, right? That's expensive. >> So, to to answer your question, we do not have any vehicles that are assigned to the district's office that have the capacity of these these vehicles. We do not have any that we are able to swap and say, "Here is that and we'll take, you know, the 2007 or just retire the 2007 Caravan." We do not. >> So, before we came in here, I was just asking Ms. Moore about all this, and I was hoping, Ms. Warmack, that you could just kind of explain the whole like the 1.5 mil in the general fund like, you know, that we just again >> The capital These These vehicles are all bought out of the capital. There is a separate line item in and

0181.5 mil capital funds for buses and vehicles that we do budget for every single year to make sure that do we do not get into a position where we have to replace 15 to 20 white fleet in one year like what happened several years ago with the buses. Before I started there was one year, I think 2008, where they bought 20 buses to try to catch up and they all went bad at the same time and we couldn't afford to replace them all at the same time. Um, to your question Mr. Ernie about the mileage, when we use these white fleet vehicles, um, the fleet department has a calculation they do monthly as far as charging back the departments and schools for the mileage, the the oil, the tires and tubes, the wear and tear.

019The mileage that would be given to a person using their own vehicle only accounts for miles. It does not account for any wear and tear on their vehicle. >> But that's the federal uh, allotment for the mileage considers that because it's it's way higher than the cost of the gallon of gas. >> is only adjusted once a year and I can guarantee you if we looked at where we started in January and where gas prices are now, it's not even comparable. So, that's >> In the business world there are many people who choose to use their car because they feel that it's an actual bonus because of the the gas versus, you know, in the typical gas gallon uh, cost versus um, using a company car and we've had to make actually policies that say

020if you're going to go 50 miles outside of this radius, you must take a company car or you must even do a rental because of how much we were paying out uh, in mileage. So, it became a necessity. >> mean >> private sector. So, in my personal business >> than public though. >> It's the same dollar amount yeah, that we gave them. >> No, I mean as far as cost to the employee, right? So, the pri- with regard to salaries, it's it's When I was in private sector, we always took our own vehicle because we could afford to do so. So, in the public sector, we have these vehicles, so technology department is a very good example. They have so many people going to the schools every single day to deliver stuff, to fix stuff,

021to um upgrade things. There were several times when they all had to take their own vehicle, and it it was not a great thing for employees morale, in my opinion. >> that we get rid of the entire fleet. I'm trying to be judicious about when we are going to replace. And because, you know, when we passed the the GSP, there are cars still sitting there every day that are clearly not being used. My argument is that, you know, to look at this, many times microscopically, because we've got to do these checks. Because when I ask for money for other initiatives, which are smaller than this, I'm told, "We don't have money. This is You know, all of these other blockers." But, right, when it's an item where, "Hey, this is what we've we've done." And

022we've not questioned that as much. It's, "Well, here's all the reasons we have to have it." So, I'm going to push back, especially in this time of, you know, we've got to be really careful. Uh several neighboring districts are having layoffs. Several neighboring districts are not able to uh keep up with the cost of living for their their faculty. So, and I understand it comes from a different bucket, but there are also other items that are within that capital budget that, if we think about, "Hey, what if we have to build a new school that's $200 million?" Right? All of this we would want to save and and be uh uh very aware of. So, I I'm looking for sometimes some um some flexibility to question this, really dig into it. So, that when we

023have those conversations of we'd like to invest in this area or improve this, we do have that flexibility. >> Should we set apart another time to talk about this? >> Can we just chalk this to a board member request? Because this is you know, we're talking about purchase orders here and this is a this we could be a a great conversation to review the how we're spending money on on vehicles, but right now I I don't know going into bringing in personal cars and things like that that's that's I can >> I can tell you for the vehicles that we're purchasing this year, the average age of the vehicles are 17 years for the 11 vehicles. The majority of those are replacing plant services vehicles that are 2004, 2006, 2007. Uh I mean they're 20

02422 years old that the maintenance cost on those are far exceeding the cost of the vehicle itself. So, >> The only thing I would add and yeah, that's those are old cars. Um you know, maybe if there's a board request, maybe the options for more um like less expensive cars, you know, just you know, more budget friendly uh things like that. >> are piggyback uh on the state contract. I think is it state or sheriff's contract? >> have the luxury just to go down and shop around different dealerships. We have to go off We have to go off bids of other uh that are already out there. >> but there's potentially less expensive cars than a Ford, you know, Honda, things like that. So, I I understand bids completely. So, there may be other options

025that are more affordable. >> We have We have a Ford fleet and when you start getting into different makes of vehicles, that you have to have computers to monitor those. And it's just we have tried to standardize our fleet, so we have a Ford fleet. And it's when we have you know, warranty repairs, we can take them to to a Ford. It's It's >> Totally reasonable. I think I'm just looking for more of an analysis like, "Hey, we we've looked at these other elements. Um we've uh exhausted an alternative. This is why we believe in this." Not You know, essentially come up with some of that uh research and backing because if if every question is going to be a separate board meeting topic on big purchases, that's a little crazy. And then that would

026hold things up, right? >> Well, no. I mean, if we have to decide on how we're going to move forward as a >> Yeah. >> give direction. So, we've the This is This is already been decision's been made. It's been moved forward. If we want to talk talk about how we're going to buy our manage purchasing fleets in the future and give direction in that in there, that is a that is a board member topic. That That would how we have to do it. Today, we're we're we're asked you know, we're finding out why we bought these vehicles. I think that the justification has been made clear. I from my position feel a vehicle that old is time to replace and we have a need for it. Um whether we want to shift vehicles around

027the district that we already own, that that's a possibility. But the logistics and everything, that that takes a lot more discussion than on a on a PO sheet here. >> So, let's put it on the as a future topic of looking at inventory. Can we do that or any Uh I would say inventory, what's the current demand, can we compare it to um when we're doing in um um inter intra off intra county travel, uh what would be the cost offset of miles of paying like the mileage versus having the size of the fleet needed to support that, and which roles would we recommend are exceptions? For example, tech where they're going school to school and they have a bunch of materials that that would not be logistically sound, right? So, I think that's what

028the information we would need to really dive into that. >> I I'm I mean, I'm with you. These are large numbers as we mentioned that >> Most of these vehicles, as I mentioned, are replacements for plant services. So, it's not a vehicle that could easily be used you know, here at the GSB. It's not we couldn't take a vehicle the GSB a Ford Explorer, give it to a plant services tech. It that would not make any sense. These are all um you know, they're 250s that has a tow chassis. It has They're capable of hauling trailers. They're, you know, hauling parts that are you know, in the back of the van instead of a sedan. So. >> And and I think it's important for the public to really understand like outside of specialty vehicles like

029like this, all of our vehicles are accessible by our employees. So, they may be housed here, but they're not just for the people that are here. It is for anyone that is in need of a vehicle. So, when somebody requests a vehicle outside of the specialty vehicles, those vehicles are are provided to those employees to be able to be used. So, they may be here at the at the GSB, but it's not like, well, this is only for this this group. No, it's accessible by anybody. And we've got and I and I think Mr. Furry, to your point, is the previous direction has been that we aren't putting ourselves in a position that we have this large amounts that we have to purchase, but also that we have vehicles that can be easily used to

030transport for uh our students or travel um for many of our staff to get into one vehicle and such. So, we definitely could put this on and bring back We'll go back and listen and kind of capture um some of the requests that have been made as far as the data to to bring forward for discussion. >> Is there anything else on the this purchase order list? I just wanted to say, you know, half-cent sales tax been working really well. Like, so for everyone that's listening, that money comes from our taxpayers and for safety. So, we have plant services working with um CareHawk, the intercom, and for the engagement center AEDs, like district-wide, and you know, all the upgrades for the classrooms and ACE testing. So, there's a lot of good things happening. Um the

031$147,000, like that went to our students in high school. That that could be someone's college tuition, just one or two different people, but we are able to provide that. So, good things are happening as well. So, thank you for that. Okay, 7.03, vendor payments. Thank you, Mr. Furry. 7.04, deletion of inventory. 7.05, finance budget amendments. Anything for those? >> No. >> Okay. 7.06, district financial statements. >> Just add to 7.4. So, we have uh general fund 76.9%. W- when will the remainder of that fill in? >> What are you Which one are you >> Oh, sorry. I'm on the uh first page at the bottom. It says general funds, funds received year to date. Or is that the span? >> through March, which is 75%. >> was through March. Okay. Got you. Sorry. >> should

032all catch up. >> Yeah. >> The big one you will see, just up from the bottom, is the transfer from capital projects of 6.7 million. That never happens until after year end. >> Okay. >> Once we start to reconcile the fiscal year, that's when we transfer all the funds. So, that's a big piece of what is still missing. >> Okay. >> But, aside from that, we are right on target with where we need to be. >> Okay. Um we're all good. We'll move on to academic services. Thank you for all of that. >> Thank you as well. >> Thank you. 9.01, Ms. Timmy York. East Coast Technical Assistant Superintendent. >> Good afternoon, Ms. York. >> Good afternoon. I am here today to present the um renewal of the ACT contract for 2026-27. ACT stands for

033East Coast Technical Assistance Center, and they're an offshoot of um Seminole County, and they actually provide technical assistance for all of the uh federal funds tied up all the titles, title one, title two, and then they also provide support for all of the um competitive grants that come out. And so we use ACT as really a sounding board and an information work through um to the federal level um even though the state is the pass-through, we work with the state, but a lot of the changes that are having that happening federally, ACT works with uh a couple of organizations there and the uh superintendent's association to really help keep us abreast of all of the changes that are happening federally, how that will impact budgets that are being passed down through the state that will

034eventually come to our district. We're still waiting right now to find out what our allocations are going to be for 26-27 for all of our federal entitlements. And anytime there's a federal budget delay, so the October budget would be our next year's budget, so we're a little behind the eight ball. We finally have those numbers at the state level, so they're working on hashing those out. And I know we're all waiting patiently to get those numbers. Um so ACT will actually hold an application working group on Friday the 15th. I'll send a couple of my staff members to that to really network with other districts. And so they really just provide a lot of support in in making sure that we are being good consumers of those dollars, helping us to understand how we can

035braid those funds to support district initiatives, and then they really provide a lot of legal and technical assistance on issues in regard to anything from charter schools to allocations to private schools and just help make sure that we are on top of all of the changes and that we are in compliance always with um federal guidelines because title one every 3 years is the big grant that always gets chosen for audit and we've had clean audits. I can't even tell you the last time knock knock on wood um that we've had an issue and it's because of the type of support that we get. So, it is just under $10,000 but for the level of support that we get it really is very cost effective for my team and helps keep us abreast of all

036of the things that we need to know to stay on top of. >> I think we all know they have to fix that attachment. It's not the correct one. >> at >> Yeah, it was there earlier. >> Yes. >> Oh, I was going to say >> I was pulling it up from BoardDocs. >> Yes, it's it's showing right now instructional materials. I don't know how that happened. >> there though. >> But it >> We will get it fixed. >> Yeah. Questions? Do you all want to wait for that attachment? >> Yes, please. >> If you just resend it to Karen and Patty and then they'll >> Yeah, I got it. >> Um I think Angela's on there right now. Um is it okay if we go to 9.02 and circle back? >> Yes. Thank you.

037Okay, 9.02 instructional materials adoption. Mr. Reeves, Ms. Alves, and Ms. Buttimer. >> Chair, board members, Ms. Moore. Good afternoon. This is Ms. Sapp and Ms. Diaz. She's our science coordinator. >> Yes. >> Alves or we know who she is. >> K-12 science, Ms. Butler, who is our K-12 social studies. I'm going to walk you through a little bit where we're at with our adoption. If you go to the next slide, it'll just let you know that this is our timeline we've been on, and I shared at our last meeting that we may have to make some adjustments because we're waiting to wait to hear from state what was on the adoption list. And so, therefore, based on that, on the next slide, um I'm just going to move over there. There we go. Um career

038technical education, our arts, music, and visual, and K-5 health PE, we're not adopting those materials for a number of reasons. Either there was no option on the list, uh limited items on the list, or our teachers were looking at an alternative resource. So, the teams will be continuing to follow our internal procedures for adoption, and this is follows our statute 1006.40. Up to 50% of our materials may be purchased not on the state adopted list. So, with that, we're going to go through what we are adopting this year. If you go to the next slide, thank you. So, for physical education and health, uh remember we had a health standards change a couple of years ago. So, this helps us be in compliance with that. And so, you'll see our our one and two options

039for health, and our team has done an personal fitness hope for variation for 9-12, Goodheart-Willcox book. Thank you. Publishing key dynamic learning. For world languages, uh that team also met. If you'll go to the next slide, please. Uh for MJ beginning Spanish, you see Vista. And then Spanish one, Spanish two, Spanish three, you see our options for our first option and our second option. I want to let the board know that uh through the review process for our physical education and health, we had 53 committee members going through that process and working together, 22 class teachers, 12 administrators, four instructional coaches, three media specialists, and 12 parents. >> 12? >> Um 12. >> Good. >> Uh we had 47 rubrics completed uh by staff and four by parents. Just know that. And for our world

040languages, 16 committee members. Remember there's fewer It's less teachers in space, but 16 committee members. But we had 78 uh rubrics completed by staff for MJ Spanish 1 and then Spanish 1, 2, and 3. Our parent rubrics completed was 11 in those spaces. In addition, our website traffic for all of our programs, we had about 70 user clicks, page views, or visitors looking at the content on the site. And we also a reminder that we created that flyer that you all asked for to push that out along with our social media. And so with this, this is what we're presenting to the board for the uh approval for the adoption for the next steps. >> Can you elaborate more on the CTE and arts? Like there just wasn't much of a selection or what's the

041deal? >> selection for art. Um they had music K-5 and our staff wasn't looking for that. They're looking for visual for visual arts. Uh for um PE in K-5, there was nothing. >> Nothing. Nothing approved. >> Nothing approved. And for CTE, similar in that situation. That doesn't mean we're not going to purchase things. What it means is we just There's nothing on the adopted list to follow the our our board statute and our board policy for the adoption process, which is what we're trying to follow. We are allowed to purchase off cycle or off adopted lists as far as our our other items because it's less than 50%. >> How is the statute interpreted? Is it 50% for that particular round or overall? Like is it subject-specific or overall expenditures? >> Overall. >> Okay, great.

042>> Yeah. And and we've Just let you know, we've we've moved everything to this point through this process. So it gives us greater latitude when these things happen because everything else has followed the process that we've gone through. >> Even our intervention materials >> was required, but we took it through an adoption process for you to have a say in that process so that we had a better product for our teachers and students. >> So, uh did you see an uptick from the previous uh adoption so some of that worked? >> Yeah, and and this area or genre has has not had as robust participation from the state. Um and in their in their work, they put a lot of effort in the upcoming adoption which we're coming for you next month to talk about

043math. >> Mhm. >> Uh but uh there just hasn't been a lot of energy in this space this summit. It's important, I know the superintendent and us as well in teaching and learning that uh for like world languages, it's been two adoption cycles since we've done anything. And same for PE and stuff. So, our teachers have not had resources. It's been a while. >> Yeah. >> That's the point of that. So, we felt like it was very important to go through this process to help our staff. >> On the flip side, not having a more restricted list allows us greater flexibility in the CTE area, for example, which uh you know, uh every district can kind of choose what their own flavor is. And the arts, you know, that's such a wide varied area. I

044could imagine there would be difficulty >> It is >> I've been working with Davis Davis uh publishing for for the arts. >> But we still have to be in compliance, right? So, we have to make sure we follow statute that the items don't hit the other areas that are that are not that are prohibited, right? But we still have an internal process to go through with that. >> So, you're saying it's almost like because we're being forced to use that 50% of the allocation for these, it further restricts us from maybe choosing additional supplementary material in the other areas? >> No, what I'm saying is we still have to follow statute, right? The content has to be compliant with the law. So, it can't be uh violent, it can't be There's a number of things

045that we have to make sure we check off on. >> Uh if I can clarify um you're saying though we have not been able to we have resources that we can choose from, we have to make sure through our internal process that they still align with what the requirements are or restrictions are from from the state board. >> Right. It's more work on our part. >> Yeah. >> Because it hasn't been vetted in that sense. However, we feel like it's valuable. >> Yeah. And it's good work. >> And our teachers engage in that in a way that I think that's meaningful. And it helps them buy into the content as we move forward. >> Great great work. We all need to write some curriculum. >> Well, we're not far from that. >> All right. Thank

046you so much. Um our next item is 5.06. >> Thank you. >> Is 9.03. Uh this is FYO contracts. And we just wrapped up another successful season. Uh a couple highlights uh uh all three concerts were were quite successful and robust as we continue to pursue and look for opportunities. We are looking to pursue solo and ensemble MPAs opportunities for our students. And so, that will be uh going forth this next year. And another piece that we're looking at is looking to hire uh internally an intern, as it were. It's one of our students currently that is graduating and pursuing a degree in music and trying to give him an opportunity to gain more knowledge experience on the backside of all that goes into play for our FYO. And so, very excited about that opportunity.

047>> Any comments, questions on >> And how did they do this year on their their fundraising portion of the uh uh >> So they're they need to work towards that. One of the things that I'll tell you that we're they've increased ticket sales over the over the previous year. And and as we're exploring many options, one that will be coming out to our families as in June is we were only charging $15 a year to rent our equipment, which doesn't even cover strings or those kind of things. And so we will be putting in place something that's a little bit more like $80 a year to help cover the cost of things for our for our strings, our bows, the equipment rental and usage, which is half the price of what it is. >> Are

048we having though uh if there are students who are in >> Still scholarship opportunities. >> Okay. >> Absolutely. >> to make sure that we >> Absolutely. >> And they still came within the budget that the what was allocated from the board. >> We're close. We're close. We're over a bit, but we have our internal funds to cover those costs. >> Is that Strings are different than the brass and woodwinds like you can actually pass them down from student to student. They don't >> Correct. Correct. Some need to be retired, frankly, because they've been passed down quite a bit. And we're seeing an uh an increase of students that are going to the cellos and and the larger instruments, which are >> Oh, when they switch. >> Switch, and it's much more expensive for those. It

049will have to be purchased through our our endowment that we received from that uh generous >> Okay. >> gift. >> Uh oh, yeah. Um so two things. So for um the individuals that have the background checks and everything, so for the there's one that will be expiring um before the others. So do we have a process? I'm assuming yes, but like so someone is managing that forgetting that whenever it Okay. Okay. All right, so you're on it. All right, cuz I know all of them look good. There's one that will expire >> So they're aware of that, and HR works with them as well to notify them. And just you know, June 1st, um I have an annual meeting with the team to go over our DCF requirements and all our mandatory components for our

050contract. >> Thank you. And then just one more, when you said exceeded a little bit, were you talking about the like it's like the $13,000 and then that's where the ticket sales will come in for the fundraising >> We budgeted last year we reduced in our cost saving measure if you see in there 4% of the budget which is 75,775 which is funded by our board graciously. We are we're exceeding that somewhat but we've been working to try and keep tailing how we're using being very efficient. >> So anything above that amount is covered through the donations. And I mean you said ticket sales are $15. I mean >> No no, it's ticket sales are up. >> Oh okay. Okay. Yes. No, I >> We increased on two years It's a great opportunity to see

051about our students. >> And it's on the flip side we don't charge for band. >> Well I well yeah oh yeah no I mean for people to come watch the shows I think you know putting that funding towards this to make it happen. Yeah. >> The band has their concerts we don't charge for that. >> What what was very nice of the last concert last evening they had every student on stage there's like 180 kids on that stage. It's packed it's beautiful and they did a great job. So >> I would say even consider charging people will pay. >> Oh we we do charge. Okay. >> charge >> Not for band. >> For orchestra yes. >> Yes. >> For band they do not. >> That's what I'm saying there's a discrepancy there. >> Oh you're

052saying okay yeah I'm talking about orchestra though. >> Orchestra is free. >> Right but so then that so that is a question as a parent why do I have to pay to go to my daughter's orchestra but not my son's trumpet >> Cuz they have a balance of 13,000 something. >> part of their their fundraising strategy. Well the the direction of the board has been all along that we're trying to move towards this being self-sufficient. >> Mhm. >> Right. The difference is we support the band as part of our curriculum where we do not support the orchestra. So, there is a clear difference there in how it's being managed. So, with these um uh salary pieces, I see that they have an artistic director, they have an administrator, and then they have some other folks

053where um they are labeled as instructors, but the pay differences uh for example, the ensemble director is $50 an hour. Um the but the top ensemble director is 60. So, what is the reason for the >> Other responsibilities. >> Okay. >> So, whether that's in maintaining equipment, social media, there's a number of things that they're responsible for. And I'll remind about 3 years ago when I took this over, we actually increased cuz they were only getting $35 an hour, and so we built in the budget to try and build up their capacity so that we're getting quality instructors. And we have in one case, Miss Burke, she is the sort of my teacher in the space. So, we now have lesson plans that are aligned with the standards of C Palms. So, our students are

054getting quality instruction in the space, which is allowing us to go to MPAs now and to compete with solos and ensembles. >> That's good. >> And just for the record, all all these positions are contractor positions. They're not what they're we're not paying benefits or anything on these uh >> Correct. >> And their hours are not to exceed. So, that is the maximum, but it doesn't mean that's the >> And this is the extent of the entire staff and leadership >> exception I I mentioned beginning that we're we're working through processing an intern. And if you notice, we took up there's one less instructor this year for this intern to take on that space. >> Which would not be paid? >> It'd be 25 an hour. >> Oh, you paid interns. Okay. >> Contract, yeah.

055>> Any other questions? Okay. Thank you, Mr. Reese. >> Thank you so much. >> And we'll go back to Miss York for 9.01. >> Thank you. >> There it is. It was there earlier. I don't know. It's a representation of the Seminole logo. I wish we could You know what I should be doing is I hate when you write on here instead of annotate directly, but you have that little Oh, cuz that work on these documents? It It does, but I go back and Are there specific questions for this contract? Um I just You know, it's so This one's new to me. I've not seen or heard of this before. So, if you could just maybe baby steps a second back up. Why do we contract with Seminole on this? Is it that we don't

056Normally something like this, wouldn't it be through NEFEC? So, is it that they just do this better? >> Actually Actually, NEFEC attends the ACTAC. They send their directors to >> Okay. >> um attend. ACTAC has been in place long before I became a Title I director. And actually, as a new Title I director, it was like my saving grace um with all of the changes that were coming through. It's just a great group of professionals that provide technical assistance. They're actually an offshoot of Seminole County, very similar to the way NEFEC has Putnam County as their fiscal management. >> Okay. >> Um, ACTAC works the same under Seminole County. Seminole is their fiscal agent. And but their staff is separate from their employed by ACTAC and um they really work with I think now we

057have 50 probably 58 districts in the state that are a part of ACTAC. And um, they work with the board of FAST FIFA which is the state uh group for federal programs. And they really just provide a lot of technical assistance and guidance on, you know, federal legislation um budget and compliance >> specific to these programs. >> things federal programs, yes. >> And this is not this doesn't cost us anything to be part of this. >> part of the administrative costs in the Title I budget. Yeah. And they actually provide a lot of professional development for my staff that's very particular to federal programs. They do several quarterly meetings as well as the two annual. We do a fall and a spring uh in conjunction with FAST FIFA. And then they do a lot of

058they're doing what they call now uh like working communities. So if for larger districts that have larger staff, you may have a team that's just focusing on providing services to uh your private schools equitable services. So they have an equitable services um kind of like a subcommittee where you go and do the deep dive in those areas working through budgets, issues. We network um it really is a it's a great professional piece and we've been working to bring in now um trying to bring in like uh Mr. Reeves with Title II. We've we've done a lot of work with CLSD and stronger connections Title IV. Um, most of those grants are managed. Probably the one the one group that's not under would be IDEA, but we do a lot of bringing in ESE staff from

059the state level to help us again look at how we braid those funds to make sure that we we're able to support for instance title three, you know, we have over 600 students that are eligible for supports under title three because they're English language learners, but our grant is like $70,000. It doesn't even pay for one staff member to provide intensive professional development. So we braid funds across title four, title three, title one to make sure that the needs of those students are met. So it really I think helps us to stretch our dollar and also make sure that we are always in compliance with all of those pieces. >> Great. Yeah, that's amazing. Well, thank you for sharing all that. I appreciate it. >> Any other questions? >> The only thing I the signature

060for the chair from Seminole, so are they from April or they're just backtracking to sign it? >> So what we'll have to what they want to do is present it to our board and then once our board approves it, it gets signed here, we send it back, then they sign it, then they send the fully executed contract back. >> Okay. I know cuz they already dated it, so I just wanted to >> It That's when it was approved by their board, so it goes back and then Yes, because both sides need board approval. >> I remember you talking about this in the past. Um I don't know if it was a meeting, but um really good things about it. It's good. >> Yeah, it's it's probably the one thing that I would say even in

061the toughest of times it would be the one thing I would not cut out of our budget. I would give up everything else before I would give this up because it's such a lifeline to um networking and compliance for federal programs. >> Thank you. >> And And I would imagine if we are if we're out of compliance that adds a lot of other layers of problems for >> Furry, I would say we are not out of compliance in any of our federal programs. So, but yes, >> But that's that's that's part of the reason why we're not is what I My point was exactly. So, that That's the real value here is is that cuz once you are out of compliance, what are some of the the ramifications that you may face? >> Oh, there

062are a lot of fiscal penalties and depending, you know, there are districts that have jeopardized a lot of their federal dollars because once once an issue is found, they'll come in and do something >> And then it affects the student. You know, and that's >> Absolutely. >> And did you say the cost of this was about 10,000? >> It's just under $10,000 and it's actually based on the number of students within the district that are eligible for free or reduced lunch. >> Got you. >> So, it's on a sliding scale depending on We usually fall in that 5 to 8,000 range, which is I think it's 9680. >> So, what What I was trying to put into perspective is the investment of 10,000, how much money is that protecting potentially if we get it wrong?

063>> Gosh, I couldn't even tell you. I We probably manage right now through my department over $7 million. >> See, so I mean I just wanted to see now cuz when you see 10,000 helps us stay in compliance to make sure we receive 7 million, it makes a lot of sense. Okay, thank you for that. >> Great. Thank you, Mr. >> Thank you. >> Moving on to human resources consent, Mr. Owlette, Mr. Walker. 1.01 >> Good afternoon, Board Chair, Superintendent Moore. All right, but we're going to go ahead and get things started in our personnel items. Um that is our live document as we move forward tonight. >> On this uh the behavior specialist previously had brought on a behavior analyst role. Okay, so if you're looking at the two, the behavior analyst is higher

064on the pay scale and duties than the behavior specialist. >> So, are we are we talking about 10.02? >> Yes, I'm sorry. >> No, you're good. Um for 10.02 I will ask Dr. O'Brien to come up and join me so we can kind of get a nice understanding as it relates to how this will work. >> want to jump. Did anybody have a 10.01? I apologize. >> I don't have any. >> Uh for I I I just think it's a typo 2025. Is that um FTC Camellia? >> Correct. We'll get that >> Okay, I just wanted to cuz you know, sometimes there's like um >> No, that that one is a typo and we'll get that adjusted for me. >> Thank you. >> Yeah, thank you for 10.02 behavior specialist job description. >> All right,

065so this job description is being brought to you as we're looking at the job description. We noticed in the qualifications that um even though it is a certified position on the instructional salary schedule, it was not reflected in that in the qualifications. So, we wanted to make sure we corrected that error and while we also were bringing it for forward to you, we took it as an opportunity to make some other minor adjustments as it relates to correlating with what the duties actually are for this position. >> So, this position it seems like it's evolved to be more of like the curriculum specialist positions, but related to behavior. Is that kind of the gist? Because I see a lot of, you know, providing recommendations, training other educators on strategies, needs. >> It was really just

066updated to reflect the duties that they're actually engaging in right now. So, our behavior specialists work within the ESC department, but they are assigned to our schools based on need. So, however many, you know, behavior intervention plans or particular self-contained classrooms that might need the support of the behavior specialist. So, I would say that they are um much more of a school-based position than a curriculum specialist >> But they flex throughout the schools. >> Yes. >> Okay. Well, I mean, the district curriculum specialists are supposed to be mostly school-based, but they're flexing throughout. >> Mhm. Yeah. >> Um for support. Um >> This is I would liken it more to a literacy coach, but a school-based literacy coach for behavior. Yeah. >> Okay. And so, are how many of these do we currently have on

067staff and what >> Right now in our IDEA budget, we have uh eight. We currently have six. You're welcome to call Dr. Holiday. We currently have uh six and we have had some vacancies that if you remember, we were going to flip two of these allocations to the behavior analyst role. So, we've kept those vacant. >> Okay. And so, that's the question. Are we keeping them vacant and going to hire or I thought if we were flipping them, then it would fall off of the vacancy and say, "Nope, that's what we have." Because the analyst role is a higher >> It's a salary level. >> Right. So, what I want to be careful of is how are we when we in my mind when we approved that flip, it was well, now we're shrinking the

068specialist role. And that's what So, it is not necessarily a a vacancy, it's we've just shrunk that workforce. >> I just meant that we actually have a vacancy in those roles because those folks have vacated the position. >> Okay. Yeah. does this does the size of the staff though ever adjust based upon our population uh population needs? So, when we say, "Well, we have six now." that's because of our current numbers or what does that What do you look for in the right >> formula? >> Yeah. >> Well, with us adding the behavior analyst position, we do think that that's going to provide a different layer of support for some of our students with the most significant behavioral needs. So, um who will get the behavior analyst support will be dependent upon the student population.

069And then those uh behavior specialists will support from there. >> But, to to to more specifically answer your question, ideally, yes. The the number of these individuals should increase based on the needs that we have presented within our organization. However, um historically, we've never had more than one per school. And so, when you look at currently, the uh workload of of these individuals, they may be carrying 50 students, you know, on their case, which is a very high load. So, yes, but we have not gotten the allocation or for We have not adjusted that formula to be able to say, "Well, for every this, we will get one of these." as we have for our um our teachers or our paraprofessionals that are in our cluster program. >> And that's what I'm trying to get

070an idea >> but it has not. >> I'm trying to get an idea of like essentially where is this going, right? And then especially when I see the amount of coaching and you know, peer support uh outside of the services provided to students, that's going to be a higher demand on their time as well. And >> So, like where we're going with this is really to have this job description reflect their day-to-day work. I think if you were sitting across from a behavior specialist right now, they would look at this and say, "Yes, this more so align with what it is that I am doing every day. It is This is not our like we're not um asking or wanting to increase allocations right now. We want the job description to better reflect what they

071are doing. So, as we are hiring individuals, we're hiring them and they have a clear understanding of what the expectations are. >> Okay. Can you tell me why number nine was stricken then? Assist ESC and general ed teachers in developing strategies to work with students in general ed classrooms. What I'm trying to I'm I'm having difficulty kind of relegating the fact that well, they're coaching teachers. When you coach somebody, you're going to provide strategies. But now we're saying in this one we're not going to be supporting ESC and general ed teachers. >> It was just reflected better in number four. >> Okay, so you're swapping out the language. I see. Okay. >> I wish we could have more of them cuz they're it's I mean such a great >> And really what we like to

072do here is is align our our ESC support better with the support that we're providing through the MTSS process. So, starting to to build a continuum where that behavior interventionist is really handing off and and has support from the behavior specialist. Right now, their duties are kind of running alongside each other and we're working to better align them. >> Yeah, I'm trying to just get a visual in my head of how this works because, you know, you have now the teacher, a para, and um inclusion teacher, the specialist, the analyst. I'd like to know more about how this is actually this relationship. How is this working in the real world, right? Out in the classrooms. >> Yeah. >> So. >> Well, the degree of it So, like the para, they write the para is very

073specific, but these are individuals with that certification. So, based off the need, I would imagine, of the student or students. >> Yeah, so that the behavior specialist is a is a part of the IEP team. They right now are They are when they're receive a consent for an FBA, they're carrying that out. They're teaching the para and or teacher how to collect data according to that because they can't be the person in direct observation for the entirety to collect it. They're analyzing that data, writing the FBA, and then writing the behavior intervention plan, and then coaching on those strategies that are used in the behavior intervention plan within the classroom. >> Mhm. >> But, what kind of outcomes have we seen when we've implemented this with a set of teachers versus maybe a set of

074teachers that have not had maybe as much support from a specialist or an analyst? How How are we ensuring that this investment and this additional you know, layer of supports is heading in the outcomes direction we'd like to see? >> I I think that's a great question. When we look at IEP reviews and we have students that have high-level behavior and we're seeing a decrease in disciplinary challenges or a decrease in those outward behaviors that may be related to their disability because we're replacing those behaviors. Those are the things that when I ask my behavior team, how do you know if what you're doing is working? We see a decrease and part of the behavior plan really does show a full graphing of those specific behaviors we're targeting, those specific interventions that we're providing, and

075the decrease. And when it we don't see the decrease, the behavior specialist comes back to the table with some new strategies for them to try. >> Do you have that data in aggregate? Like, for example, hey, here's um maybe the behavior or challenges that we're having in classes that have not had the behavior specialist maybe coaching, interacting with those teachers versus those that do. So, I know you're talking about on individual goal level. >> is very individual goal level. Um >> Because really a behavior specialist would not be working with a teacher unless there is a student in that classroom that requires that level of support. So, to to your your your question, if a teacher is not receiving that level of support, that teacher may be receiving some um support through the behavior interventionist.

076And so, the that may look from a lens of like overall tier one classroom management, some tier two services or such, but any uh teacher that is working directly with the behavior specialist, that teacher has a student in their classroom that requires that level of support from their IEP. >> So, what's the are are these equitable in terms of salary scale, the specialist versus the interventionist? They're on the same >> Yeah, they're the same. They're academic. >> Okay. >> They're They're um responsibilities are different, and um they're they're all their certification. >> Yes. But we're not saying that it's a career pathway, and that one is higher, because that's That essentially was my question is if if we're layering these in, and if these are at a maybe a higher salary scale, well, what is

077the different outcomes that we may expect versus the interventionist, but you're saying no, this may be for maybe some more challenging. They're they're they're just for a higher tier that maybe those interventionists don't see as frequently and don't have that experience. >> Well, or wouldn't yet because the behavior intervention would be providing the support up to that point where we're thinking we might need an FBA. >> So, this is like a this is a stopgap for support instead of necessarily going to the EBD program. >> Well, the student could be supporting the EBD program. >> Okay. >> And and a lot of the work that our behavior specialists do, you might see in another district that it's a it's a school psychologist writing FBAs, doing doing behavior intervention plans. It might be a different role.

078Um but it's just for for here for us it's it's the behavior specialist role. >> And the behaviors like the behavior interventionist does have more like local training and behavior where our behavior specialists are either individuals who are currently currently possess some type of behavior certification or in the process of getting that. So, they have more specific training in the area of behaviors that are typically more so connected to a disability versus you know, right now I I just don't want to do this or um >> Okay. >> And these credentials, so for the public to know like these are not easy credentials to achieve this certification and I mentioned it I guess it was last year when I mean it is an extremely difficult and challenging and much needed credential and uh you know,

079so having this so it's it's something definitely to think about. >> Okay. Thank you. We'll move on to 10.03. >> Thank you, ladies. >> Thank you. Thank you. >> Thank you very much. >> All right. For this item, I'm going to go ahead and call in Mr. Ryan Geesling. Uh so, we can go ahead and start looking through some of the technology job descriptions that we have before you. And we'll go ahead and get started. I believe the first one is website content manager. Yes, sir. Okay. >> It's just a It's just a redline the whole thing. >> It's basically an entire rewrite. Um this this job um we've looked at in um started kind of going down the route of um reevaluating what those were. Um we've had some shifts in how we manage

080a website. Uh so, the perspective that was taken on this is realizing that it's a much more technical uh role within the organization. The The last time the job was uh updated, it was um pushed more in the in the direction of kind of like a marketing um web management um kind of thing for some content and those things. So, this is kind of a a redo of that to kind of get it better in line with uh how we have this set up and funded. Um so, if you go through, really it is a a completely rewrite, but I would I do want to make the point that um this is on the same job uh uh pay line. So, there's no there's no change with that. Um but there is significantly uh different.

081We did have a team get together to kind of evaluate what the actual needs of this position are within the organization. Um I will note that when this was originally um written, when we called it website content manager, um we did not have um specific individuals from the dist- from the schools that were designated nor through the the departments. Uh so, now we have it set up where there's a person from each individual school. There's a person that's dedicated to the content piece. There's a person dedicated to the calendars. The calendars now are all directly integrated. So, when we look at what that looks like, it's a very technical role. It is it is not uh more of a a clerical or a journalist type background. So, that's the intent. Um and like I said,

082we we did get a group of folks together to kind of go through this and that's through multiple revisions, we we ended up um significantly changing it. I think that's why you're seeing such a large amount. But, we felt um that we still wanted to bring this as a revision rather than a a new job description. >> new role, you're just reinventing it. Do you um since our websites now more and more are including AI or you know, something in order to make our content easier to retrieve information for our from our uh families. Where does that sit within this role or is that separate because it really requires, you know, training modeling by other people? >> well, we have multiple people trying or working on that at the moment. Um that would be a

083point piece for for this individual to kind of pull those pieces together. >> So, I'm thinking like is should that be captured in the job description somewhere? I don't think I readily saw that. But, it maybe it's defined in another area or something like that. >> of the job. Those things would definitely be covered. It's really any of the integration stuff. So, when you start seeing what's on the website now, um that's set up and integrated with multiple systems. Um it's really ran as more of a database. >> But, that's where I'm I I I it would be nice to highlight that since that would be an area we would want this individual to spearhead and bring some ideas of or experiences of best practices in in developing that type of technology. >> Is there

084see it being that AI is moving so quickly? I mean, is there a clear certification or you like we were talking the other day, you know, Microsoft certified this type certified. Do they does AI have those type of uh certification? >> There's a lot of um there's a lot of certificate I'll put it that way. There's there's a lot of different certifications. Um we didn't really tie that in to this one. Uh we did have conversations about it. Um but coming at it from a perspective of really trying to make it relevant to what the job expectation was, we weren't exactly sure where to place that. So, it's it's part of our continuing conversation. Uh I think as we get someone appropriate into this role, it's one of those things that will kind of continue

085to evolve. Again, this is kind of shifting significantly from where this role originally started. Um we also see this person being able to help with our development team uh as part of kind of the forward-facing particularly around what is uh forward-facing to our parents' uh students. >> So, do you feel though that as Mr. Woody was saying that this this encapsulates that um the AI portion of it into this job script that that the expectation would be that that would be something that would be expected of that also? >> Well, with the team that they this particular job description that the person in this role would be working closely with um are using AI extensively. >> It seems like AI is just kind of integrated now and it's not like it's stand-alone. It's like in

086workplace, it's all integrated in. So, it's almost become like a component of not like an ancillary technology for the most part. How are you how are you using it? >> And a lot of our teams are learning how to use it. For something like this, it would be great if we had somebody who had some skills in implementing it and could help us maybe, you know, get exponentially >> what I'm hearing is that we would like to see something with the knowledge and skills related directly to that. >> Yes, like ensuring since this is website, I'm I'm just saying okay at the minimum because yeah, I saw new they're going to grow just like a whole other team is going to grow in that area. But do they have some experience in >> I think

087that's I think that's a great idea. I would be hesitant to say that we want some sort of certification but >> No. I mean most of the AI certifications are like courses and everything. >> Yes, it almost seems like right now everything is connected to AI on the side. >> what your >> Right, so it's almost like if you're not if you're not engaging in some sort of AI with your in a technical role like this then you're really not in the game to begin with, it seems like. >> And it could be just a bonus if you you know how they have hey these are the requirements but bonus like this is the person who we're going to give the offer to if they built some of this. >> Yeah, skills and abilities. That's

088where my head would go. This would be kind of like the same thing knowledge of HTML 5, CCS3 and coding. So you know those those are things of that you need to make sure that that person has at least some background knowledge really to to to be successful in that. So we can place that in there. We'll definitely look at that and get that in there as one of the like to have. >> Yeah. >> And and to to another perspective, if the one that's seeking the position, you know, because if they are very more they're more proficient in AI they might say oh well this this this organization obviously identifies that that is something that values. So, that could be just a general understanding or some some sort of a language to that. I

089think that's a good addition. >> Yes. >> Okay. >> And did you say is there someone that has this role right now or there's it's they're not working >> vacant. >> Okay. So, that's why I Okay. So, I was like if if someone does, do they know what their new role will be cuz it's pretty much different now, but >> currently vacant. >> Okay. Thank you. >> It's a good time. >> 10.04 technology support specialist. >> Uh so, this one you're changing the salary lane on this one. >> So, there there's two revisions that we're bringing to you and this is to um consolidate uh and create kind of a service technician um lay uh opportunity for our folks to kind of uh move within the organization. Currently, we have a network sup- a service

090technician. That's kind of our entry-level. Uh we bring folks in. A lot of times these folks are coming in with not a lot of experience. Um uh the most success we've kind of had with these are are some of our staff that come in either from uh you know, high school. Um you know, we we do internships with our high school students in the summer. So, often times we have opportunities for those. Uh also with uh we work pretty closely with Daytona State. We have students from UCF. We have students from University of Florida. We've had students work with us from uh University of North Florida. So, um uh generally speaking, most of these are local folks that are coming back for the summer to to do some of these internships. So, that's really where

091our entry-level is. Um uh what the next piece of it would be what our what we currently call our tech uh technology support specialist would become our technology sup- support specialist two. So, this is trying to make kind of an alignment uh as we move along so that there's some job progression. So, um you know, I've I've shared a bit before that um the reasoning behind wanting to move in this direction is talking with with staff and a lot of them feeling like there's not a good path that's set up, especially when we're, you know, bringing folks in kind of earlier in their career. There's not a lot of opportunities to push push along and that was a lot of feedback we got and we have had uh four or five staff leave this year

092and in talking through a lot of that had to do with, you know, not knowing like what my next step is from, "Hey, I got to wait until somebody kind of leaves." and those types of things where we didn't have these set up in progression. The other piece was pay. That's the intention of kind of trying to shift these. By no means are we trying to push this into um high We'll We'll say beyond what the the competitive market is. These are small incremental steps that have been proposed for for both of these. If you look at uh let's see. If you look at with our our level one, so we're just if if you don't mind, I'll just do level one, level two. Level one will actually increase a dollar 62 an hour. Um

093that equates to with we have currently have three people in that role. That equates to roughly $10,000. Um our level two is roughly 85 cents additional per hour. We have 13 employees in that role which roughly equates to $23,000. Um we're going to talk about our level three which is brought being brought to you as a new job description, but it is another item. But that that is $2.66 an hour for and we'll we're proposing two employees that would be from internal slots. So, these would potentially be when we post this it would be internal only. And we anticipate those employees that would be successful candidates for that would come from our level two employees. So, the difference in that the 266 is roughly where those employees would land on level two to go to

094level three which is for both of those employees is an impact of about $11,000. So, around a little over $5,000 difference between those, right? So, that kind of puts us in a situation where we have some more opportunity to kind of move folks up as needed. >> So, you're saying then just to let me just make sure I understand your your your idea for your whole org structure. So, you're saying the network service technician would be gone and that you would have a technical specialist one, two, and three. And then what are the titles of the people that are above the three? >> coordinator >> They're called technology coordinators. And then there's you? >> We have a district coordinator. >> Okay. So, you have a district coordinator, you, two three tech coordinators? Two tech coordinators

095and one, 13, and four of these additional roles that you're not additional, that you currently have but you're looking to break out in the way. >> 18 total, yes. >> Okay. Now, uh >> And then they also that group also oversees our our intern program. >> Okay. What I want to just get some insight on is these dollar amounts that you're proposing, right? And the impact to the budget, that's based upon current staffing. Are you foreseeing in the next five years a need to expand that staff at all? >> Uh, >> mean it's all the for expanding it for the next 5 years, but part of what we're looking at, um, and I think this is part of our whole organization is struggling with is is, um, you know, how how do we compensate the

096folks that we have? Like, and so, obviously, not having the opportunity to just increase, increase, increase, looking at how to build those, um, folks that we have. I think you realize like every single time, this is no surprise, but every single time that we lose any employee, that's a significant, um, cost to our to our district, not just from the standpoint of dollars and cents, but time. So, it takes a lot of time, uh, to bring folks on board. Uh, I think, you know, looking at how we do, uh, how we support schools and classrooms is oftentimes very different from candidates that we bring in from other school districts, uh, just from how of what our expectations, uh, as well as our, uh, our program of service, um, they're not necessarily used to. So, getting

097those folks, uh, up to speed and and productive within our organization or within our organization takes quite a bit of effort and time. >> Right. Um, and so, your tech support specialists, are those school based? Those are the ones that >> Yes. >> That's that level. Okay. And then, the two and three, they would also be school based, they're just >> Okay. So, the the the the new tech support specialist one is kind of our bring folks in. So, we have three three slot three of those. >> So, they're not those are not school based. You're >> They they are. They're they're being trained up, but they are primary Yes, they're in the schools. >> They might move between a couple of schools. >> Correct. Depending on what what needs are at individual schools. >>

098more the hardware, the the, you know, hey, did you turn it off and on thing before you, right? And before they get to the instructional application. So, as you go up in this ladder, you're saying they're becoming more and more adept at uh recommending and evaluating materials or uh software applications for instruction. And then, potentially supporting uh or what your two uh uh coordinators do, direct instructional support with technology. >> So, between them, they kind of cover everything from the perspective of our classrooms. >> Okay. So, one one I just have a statement that I I understand with your field of people, you are competing with the the business world workforce, right? But, what I I need to make sure that we have more compelling reasons to change salary range uh lanes other than well,

099they need to see a career progression because if we look at the majority of the the positions we have within our faculty and staff, right? We have most of them would be like, "Oh, if you're a lead teacher, uh that's a a stipend of $250, right?" Uh so, other that, academic coach. Well, there's one of those per school and it may be grant-based. We have one district curriculum specialist per uh subject area. You have one uh principal or assistant principal, right? So, what I want to make sure is we are uh meeting that need, but justifying it based upon what our organization is because we don't want to also then uh essentially create a an uprising or demand, "Hey, I want to see a level one, two, three teacher." Right? How do we How do

100we make sure we don't get sticky into that? So, I hear you and I understand that. I just want to I would love to hear your response into that in terms of the operational and outcomes benefit by making these tiered approaches as opposed to you know, I want to retain these people because we have that problem with teachers. We have that problem with paras. We have that problem with custodians. >> Well, I think I think it's twofold when we we started looking at this. So, we we did do some um research. We we dug into all of the districts that are in our immediate area from really Nassau um down Volusia, Seminole County, Lake County, Putnam County. Uh we kind of excluded Orange County, but we did take some time to look at what their

101entry-level uh technicians were. We were very far off pace from where those folks are short of um short of Putnam uh and then uh Volusia like has a a program that kind of takes their high school students and and does like a formal Yes. >> Um so, that's why you see where the placement is for that technology support specialist one. That is a little bit more than where we landed with the tech support specialist two. Um so, we looked at where that was was at. Um this change kind of puts us at the bottom of the midway point. I don't want to say we're at the bottom, um but there's definitely a lot towards the top. And if you know um just because we really just looked at education. We did look at a couple

102from like We've also looked We looked at Flagler County um and >> City >> the municipalities within Flagler County. We didn't look at municipalities outside. It was directed at those job descriptions, and we really looked at those first five steps >> Mhm. >> uh of what we're really looking at competing with. Um so, it again, it's around midpoint, but just a bit below. Um which you know, we feel like that gets us to be able to stay somewhat competitive if we're talking about bringing folks in. The >> I think uh Ms. Ruddy, um in in two the way she's wanting us to really highlight, and I think that she explained it extremely well. It it's really based on where we started before we looked at salaries of really of what are the expectations and what

103is it that we need for these individuals to be able to do as they move through. And it was very difficult for us to have a all wrapped into one position. So, we began to just expand that out to say, what does this look like when someone is coming in at the one? What are the expectations of what we want them to bring in? As well as what are we wanting them to do and how do we just expand that throughout? And then after we looked at that to say, yes, we got to bring this apart some. Then we started to really look at, well, what does that look like to ensure that if we're going to pull this apart, what does that look like related to the to the to the salaries? But you

104when they when these individuals come in, I mean, they are starting at the hardware, but then it's going all the way to um you know, the support that they're providing to our teachers, um the our instructional base, the management of that, the safety and security security of the devices and such that our students are having and that we are utilizing. So, it really was about how do we layer that out um as from the expectations that we need these individuals to be doing. And then we looked at, well, what does this look like to to then um compensate? >> We want people to stay and to feel like that they have a future career here that it's not just I mean, this is it and I'm going to go somewhere else, you know, so >>

105Well, I think you know, to to Lashaka's point, and thank you for bringing that up because you get up here and sometimes stuff gets lost and and I think I kind of misinterpreted kind of where you were coming at from >> hearing that you did a salary analysis. That that would have been my second question. So, Yes, no, and that makes sense. You're saying where we've become more mature in our utilization of technology much more so than many other districts. And so therefore the demand of the skills on our technology support people are going to be greater that go beyond the repair and maintenance into supporting the staff. >> a setup that was so broad and in in in perspective, so we we tried to kind of level up that level one, and that's why

106we looked at trying to bring this into a level one, level two. Right? We we've got that built within our facilities department, and I know Mr. Bush had had brought some of that as as well as Mr. Freeman had brought that as as an option. And so I got to chatting with them a little bit about how they did that and how they laid that out. So, if you were to look at these job descriptions lined out, you'll see that they build upon themselves. One of the other things that we were talking about is how do we build from within? I'm a big proponent of you know, continue to move folks up and give them opportunities. I I love being in a position to promote somebody from within. You know, we're always going to go

107for the the best person to fit the job, but it is great when you can sit down and interview folks and the the folks that you know, you have an expectation for them, they are in the mix and they are great candidates. >> And that comes from us giving them these experiences that we have to like make sure that we're progressing them through the experience. >> of the feedback from the team that I had worked on this with me was how do we then value the experience that we're putting in place with these? So, you'll see a progression in here that values experience within our organization. So, if you see this particular one, it's 2 years of experience as a tech specialist. So, that means 2 years experience within Flagler is equivalent of 4 years

108of an external. So, if we're bringing somebody in from external, we're saying that we're training those folks up to the point where that is a value of roughly someone else coming from the outside. So, um those were some of the things that we got feedback from uh in in trying to talk through those. So, I know these things are some of this is a little bit different. Um but coming at it from this approach, I just really felt like considering where we're at from a budget perspective and how all of these layout, we really have to look at how do we keep uh how do we recruit and retain the best people that we possibly can, especially when we're looking looking at having to make cuts. Um this gives an opportunity to kind of keep

109those folks that are your A players. You know, I I I jokingly say this all the time and and at some point this just can't be true, but um you know, it's often said 80 80% uh 80% of the work is done by 20% and you guys know that you have those those standouts within the organization and I can tell you uh there's been a few uh this year that that hurt seeing those those folks leave. Not just from the standpoint of that they left the organization, but a lot of it being that we didn't have opportunities for them and I feel like those folks would uh are going to have great careers. And they were folks that that, you know, went to Flagler schools, they they went through our internship programs, they um became

110tax low, you know, our entry-level tech became support technicians and then um you know, when you get offered jobs and things that are so significant that I cannot blame anyone um, for for taking that, you know, it makes you kind of kind of think then, okay, so we have this gap of, you know, how do how do we keep those folks engaged uh, and excited and working towards something because um, I felt like the conversations that's one of the things that that came out of it. >> Mhm. And we >> Also roll into the 10.05. >> I think he's already >> Yeah, I think he did. >> I kind of covered that. It's kind of the next piece of it. This is the the the senior level technician. >> few Are we Are we going

111to So we're >> Do you want to just do all of them and then do questions or >> He's done all We've said all we need to say. We're ready for your questions. >> All right. I know. I was like, okay, any anything else? Um, no. Um, So one I do want to commend you on like spearheading for your team. You know, like not every leader does that. To see how you can, you know, make them better and want to stay. So nice work and thank you for following up with all of my questions and you really answered a lot and you provided a lot more detail. So thank you. Um, and so with that I just wanted to say, so we have the technology support specialist position that currently is not filled right now

112and that is $52,000. So that you are going to be utilizing to for those raises, for those different salary pay scales. So >> And the realignment. >> Yes. So smart work. So yeah, so there's no money, so funding wise, so thank you. That was very smart. I I can tell that you really thought this through for a while with all the data that you sent me. So I appreciate that. Um, and then um, I guess so that's for those three. So, the one position, technology support specialist, that is the 52,000. It's currently vacant. Is that going to stay vacant then? Because then that funding would be allocated to assist with the salary. So, that one will be just kind of gone. All right. So, and the only thing so I I appreciate Miss Roddy said,

113you know, you did your own research on salary and the only thing I I mean, I love this. It's just, you know, last year I brought up something similar, you know, for the the nursing, you know, the same thing, different districts and salaries. And if you pull up seven districts that are similar in student population, employee, faculty, staff population, and then position. So, you did you you are right on and you did the the research. I just wish that as a district, and I think that's where I was getting at with the salary matrix. I feel cuz we have, you know, the tech team. They're extremely important. And you're fighting for them. We have our, you know, health department, you know, the the nurses. So, I'm just trying to think of a way that it

114could be streamlined with all roles because all of them are important, but I do appreciate and I like what you did with that vacant role. There's no extra money coming out to fulfill those and it will help, you know, with your your team and you know, getting them up. Um, but the salary that you did, I think just we have all different positions that I feel it would make sense to do for all across the board. And again, I brought it up and I That's where I was going >> We We have differences though. We did have um, for the district RN, we did give a salary increase. The difference is as a school nurse, you don't have multiple school nurses doing different tasks. There's one school nurse. >> Just an example though, like but

115if you look at the salary, like he did his research, you do that for a lot of our roles. Nursing, that's one. You look at seven different districts, we're going to be falling below. So, it would make sense to, you know, so I just want us to think about that with every role. It just makes more sense, but I do like what you did. You really thought through with those positions of not utilizing extra funds. It just kind of fills it in the gap. So, and thank you for all the details. So. >> Appreciate y'all. Thank you for >> Thanks. Thank you. >> Moving on to operational services, 12.01. Five-year working plan with Mr. Bush. >> I'm Mr. Bush. >> Bush, good afternoon. Good afternoon board, superintendent. Um, okay. I'm here to present the five-year

116work plan. Submitted to the Department of DOE annually. Uh, this plan lists the capital outlay projects in order to maintain the educational ancillary plant facilities. The district facility work plan is a tool used by DOE for forecasting. The work plan is available by DOA October 1st. This year, it was not available until late March of 2026. So, this is the 25-26 work plan that I'm presenting in front of you >> And they you've already approved the budget and all of that. So, now this is the official plan. >> Correct. The five-year capital you approved back in July of 25. The five-year, um, I just said that the five-year work plan is the district's planning forecasting tool for capital projects including maintenance, remodeling, renovation, and construction according to SREF, which is state requirements for educational facilities.

117Are there any questions? >> Now, we will move on to 12.02 with the Florida inventory. >> I bring before you the annual inventory of schoolhouse, which is FISH report that must be verified each year. This FISH report accounts for all the district's facilities, including buildings, classroom, office, ancillary properties, etc. DOE validated our FISH December of 2025. Um in between that they do that every 5 years. Um in between that the plant services, we go around and we do spot checking whenever we do projects, we also have to update FISH. Um the two big things from last year to this year would be the annex portables that's out there at in the back. We had those removed um and most of them went to the annex and we added the engagement center cuz most of those

118staffing and and students went to the engagement center. So, those are the two big differences in the FISH from last year to this year. Are there any questions? >> All right. Um 12.03. So, board, I wanted to leave this on here just we don't have to spend a lot of time, but just for awareness and any questions um but we were hoping to hear from the other municipalities um to also be a part of this and that has not um it has not come back yet. So, everyone has not >> And I can talk a little bit about that. Can you put the PowerPoint slide up, please? Um so, this is a Carver Center parking lot uh that we are working with the Carver Foundation and the entities that belong to that ILA or Flagler

119County, Flagler Schools, the Sheriff, City of Bunnell, and the Carver Foundation. Um the uh that little bit of background about the uh the the building there, the building is owned by the county. The parking lot is owned by uh the housing authority. Um but it goes right up to where the road is right in front of the building. So, anything that is affected in the parking lot gets carried into the building. And the building you we have a couple pictures of what it looks like when it rains, and we would like to have uh our first step would be to do an engineer proposal to figure out what we need to do to this area. And those it could be many number of options. It could be partial paving, it could be full paving, it

120could be uh compact millings or crushed uh base uh stone, or even a permeable pavers that we could put in there. But we're not going to know until we get an engineer study. The engineer study is about $7,900. We have asked each one of the members of the ILA to pitch in their portion to pay for that, which would be $1,580. We are waiting on responses back from a couple of those entities. We the foundation is already in. I you know, I'm not going to speak for the board, but I think it would be uh good for the board to uh participate and just to do the study so we know what it would take to improve our our access to the parking lot. >> Why so the Flagler County Housing Authority they're not doing

121a study because they their their facility is not being impacted because they only own the parking lot? >> They they own that property, and then they lease it to the city of Bunnell. The city of Bunnell leases that land where that parking lot is and where the fields are and they have a lease on that till I think 2044. So, they lease the property to the city of Bunnell. >> Um can we speak with Sven a moment? Sven? Isn't there something and I guess I'm just kind of equating >> is on. I think you have a question for him. Yeah, he is on. >> might be for Sven. I'm just thinking like if I rent an apartment and the a homeowner refuses to fix something, in certain cases I have the right to fix it

122and then send the bill to the homeowner. In this case, if the parking lot is providing hazard, ultimately if um you know, the HUD and the city of Bunnell don't fix it, is there what would we uh you know, obviously we'd rather do a collaboration. But let's say it gets to the point where we go, "Well, we'll fix it." Is there a situation here are you seeing a potential where we'd be able to say, "Well, we have to pursue giving them a bill for it because at this point it's negligent." >> Uh so, you're asking about a potential of an equitable claim that you could that you could make that the city would benefit you know, from shared property. Yes, there are there are claims that are that are possible in situations where another party

123derives a benefit from work or you know, some kind of service that that we contract uh to have performed. >> What kind of proof would would you need to have? Cuz like a parking lot people might say, "Well, you know, unless it's a it's a hazard when people are walking in it, otherwise are we saying, "Well, the the bigger benefit is to our facility because it's getting mud and everything in it. Like what would we need to What What would be the evidence of proof that they're also bene- benefiting from that improvement? >> Um generally you would have to show that there was some kind of enrichment that they, you know, that they derived a benefit and the the benefit that they derived was the result of the actions that we took. Yeah. And so

124a lot of times it just comes down to receipts, you know, that type of thing. >> Is the parking lot only for the Carver's? It's It's not They also access those fields there, right? >> They do. It does It's benefits the city of Bonnell. Yeah. Is so from my experience in general- general- generality um you know, it's it's going to come down to the lease and what what they they are leasing what what what the the lease says. It says, "Okay, HUD is supposed to provide XXX money, right? Is Is this one of those leases where it's like they rent lease it for a dollar? For Yeah. So there there's no real money. So I think the language in the lease is important because if if the unless it said if it said, "Hey, you

125lease it for a dollar, but you maintain it, you know, I'll leave that to the lawyers, right? But I mean to say that that there's there's certain each side it's like, you know, some people when they rent a house, they the the air conditioner's covered uh if it goes out, landlord fixes it. Well, if you go to a commercial lease, that's not always the case. Sometimes the the that um tenant has to pay the So it's all a matter of language and lease. What what I'm um more interested in is, you know, we're do- if we're going to do this study cuz I remember this conversation has been going on for a while um to to do this. And there's no doubt there's a need here and I remember one of the biggest problems is

126we just resurfaced the floor in there and next thing you know, everyone's tracking sand and sand papering all the things we just did. Um, but then ultimately who who's who are we seeking to pay for this? Is this something that we're looking at after we get this study? Um, and it says, "Hey, hey, this project's going to be X amount and this is what how it would be done." Who's paying for it? Are we looking to HUD to do it? Is it a Is it a ILA thing where we all chip in to do it? >> that's where we would go. We would go back to the signers of the ILA and say, "Here's the study. Here's how it's going to improve the properties and facilities for the neighborhood, for HUD, and and, you know,

127present it back back to them." >> And then I imagine HUD has to ultimately sign off on the project since they are the owner of the land. >> And and they have. They have said that they would be in agreement. So, they have not, you know, talked about any monetary >> Mhm. >> So, they said, "Sure, fix it." >> Yeah. >> They said, "Hey, >> Yeah, sure. >> throw a thousand bucks >> And and let me say, like, just for the the the public, this is not Flagler Schools requesting that this be done. This is the Carver Advisory Board where we do have members that sit on and that was the request from that Advisory Board. So, we're bringing this for um to you on their behalf because you as the school board um are

128a part of that agreement. So, I when, you know, as people are listening, I don't want them to think that this is our request that we're saying do this. This is the request is coming from the Advisory Board and we're bringing this to you to say just what we are all saying. Yeah, the 15 um 80 doesn't seem like a big deal. However, we understand that in the event that or when a recommendation um comes forward, and it will vary of what, you know, options there may be, we know that that will be followed by a request to actually do the work and no one, none of these entities have agreed to go beyond that. They have not yet said, "Yes, we're going to do the 1580." And they have not yet said, "Yes, we'll

129do whatever the work is after the 1580." But, that is the request that's coming before you. >> is, do we spend the money to for the study not knowing that we have the financial support or do we just say like we will manage and run this, but we need to have the financial support agreement. >> Well, we do similar things in plant services where we will get a proposal on a project and know we don't have the money to do that this year. Let's put that on the shelf for later on. So, I mean it follows similar to >> And that is their request from the corporate advisory board and I know Miss Chung, you can definitely speak to this is to say, "If we don't know what the options are or what the cost

130will be for these options, then there will not be a plan for us to ever do it." So, maybe it's this year, maybe it's next year, you know, whatever. That's their request is for this board to be one of the five that says, "Yes, we'll do the 1580 to see what it will look like." And then from there we would determine what next steps are. >> How long would it does this last? The this the study. How how long is this usable? Is it >> The proposal? >> The engineer drawings. Are these are these, you know, because for example, you go to get you finally say, "Okay, well, now we got the money for the project." Well, do we have to go back now and do that? Cuz they expired, new codes come in, things

131like that. Well, the those would be the you know, depending on what changes from now. I would say typically 3 to 5 years would probably really pushing it, but I would say within 3 years um the drawings and the would would still be active as long as the codes haven't changed drastically. Um >> You know, it's it's from from from the study part I mean, obviously for us to all pitch in at a $1,500 not probably fair investment in this project. But do we have an idea of what the scope of the cost is going to be? I mean, even though I mean, we know we don't have hard we won't get hard numbers, but usually before you invest up front, you kind of know, "Hey, typically for something like this, this is a a

1325 million, this is a $100,000, it's 10 whatever it is." You have an idea of what you're getting into because if if we don't have if there's if there's not support for the larger number um at least to say, "Hey, yeah, that looks like something all three all all the municipalities can work with." Then why even spend the money for this this study in the in the first place? >> So they they they did get a some budget numbers. However, not based off of it was just um civil contractors looking at it. That's kind of when Dave and I got involved because St. St. Johns Water Management District was not part of that. So to say how much it may be right now is very difficult because as you can see, there's water issues in

133the city of Bunnell. Drainage is not the best either. So there's a lot of unknown factors. I mean, me personally, it's every bit of a six-figure number. I don't I don't believe it's anywhere going to be a million dollars at all. But again, if a retention pond needs to be dug, you know, what does that look like? So it's it could be somewhere between, you know, 125 to 400,000. I mean, roughly. I mean, those are >> It all depends on will there be millions >> Correct. >> What is the what is the caving or what >> it >> Yeah, milling or something. >> But what about the like if it's known that it's a safety concern. So, I guess that I mean, both attorneys, so how does that come into play? Because we know safety

134it could be any parking lot. I'll just, you know, Walmart, Target, and someone we have a student or a faculty or a someone that is just there. So, now if we know it's a safety concern and I'm not saying just our responsibility, but it you can't just forget about that, correct? If we know it's a safety concern, that's a legal issue that potentially could happen and you know it's a safety concern and we've all I mean, I've been there. It is pretty unsafe to walk. So, how does that come into play if we get something done and I mean, you have to fix it. >> Well, we don't own the property. I mean, I want our students to be safe and everybody who uses it, but it's not our property. >> Not necessarily us, but

135I'm saying if we know in general like we know, the community knows, so >> If we're talking in in the six figures, then I I think that that's these numbers are reasonably doable at some point in time to get it done. I I just wanted to make sure that this this was I had some understanding of what it might cost to do this project. There's no crystal ball exactly, but I you know, you look at this, you have problems with flooding. So, what happens? You elevate the parking lot. Now, the building floods, right? So, then it goes to your retention pond pond and run off and all and all that. It it just But there all this is is is to get the information. We're not making any commitments beyond that and so that we

136can plan for the future no matter what it costs and >> And that would would not fall on us though if say, you know, we get that done and you know, then like, "Oh, it cost $500,000 and we're out because it's not really ours, but it's not done and then someone gets injured. That's what I guess my question would be it's >> But we will we will continue to work with that group. Um we will look at it from all of those angles and we will bring more information to you um as we hear from the other municipalities if they are a yes or or no from it and we'll bring we'll bring back more information to you. >> my hope is just to start the conversation and you know, try to help them and

137>> Yeah, I mean if it if it really comes down to $1,500 to to get the study done, I I think it's worthwhile. We we are invested there. We have programming there. Um it's not a matter of just you know, that we don't own the building, but you know, uh as um as Mr. Ramirez has said, you know, uh whether it's our legal duty or not, we want to make sure that the the everybody that uses it is safe and and that that could potentially flood out a car, it looks like, you know, I mean that's those pictures are pretty >> And and those pictures were I believe roughly a month ago. So those are >> pretty current. >> current pictures. >> Yeah. >> And just you know, anything like electrical >> And even without

138the water >> there, that becomes a >> It's not >> of things that are concerning. >> I'm sure if you drove by there right now, it probably looks >> Probably looks like that. Yeah, it's been raining a lot. >> Yes. >> All right. Well, I mean we'll Okay, we'll just wait and see what everybody else is doing and >> And we'll bring it back. I would imagine it'd be in June because I know that we're not going to hear anything back from Flagler County until after their meeting. >> Okay. >> So >> Yeah. >> Thank you. I appreciate it. >> Okay. All right. >> Thank you, sir. Thank >> All right. >> And it's 12.04 the meeting is adjourned with Mr. Dino. >> Did it Was it only a few more minutes that we were

139definitely Was that a while now that they said that they were okay with the project? That was at one of the meetings that they called. Just recently? Okay, cuz I didn't think they had that before. Okay, so that's new. All right, thanks. Sorry. >> Good afternoon, Chair Chong, board members, and Superintendent Moore. I bring to you the uh proportionate share mitigation agreement for the project known as Sesame Reserve. It is um 90 93 single family unit uh development. It will It is anticipated to generate um about >> Which Which page would you like? >> Five. >> The the page where the map is. >> 21 students? >> I think page 13. >> 16. >> Uh I'm sorry, 21. Yeah, 21. So, there are going to be 21 students that are going to be generated by

140the project um anticipated, and then eight are zoned for Banuelos, five are zoned for Buddy Taylor, and eight for FBC. As you know, we can accommodate elementary students, but uh we do not have any space right now with um in the middle school and high school levels. So, they are going to mitigate 13 student stations. Uh that's about $489,000, and um it will be broken down, as you know, into uh three 30% um payments of $141,700. And um for each mitigation payment, we will issue uh school impact fee voucher credits. So, it For these um single family units, uh the voucher credit would be equal to 5,450 um for the single family property. And then um the last 10% will be paid directly to the city during um building permit application. Are there any questions?

141>> So, you're uh saying that they're only paying for 13 because technically after we get a portable that we're only under capacity. You said they're only paying for 13. >> 13 student stations, which is the five middle school and eight high school. >> space at the high school. Okay, because we have the space. Okay, that's what I just wanted. Um So, uh let's say if we took what were what the uh medic what the impact fees are and we said, "Okay, let's take uh a thousand students." If you multiplied out the impact fee they're giving us per student, is that enough to build a school? Basically, I'm saying is that the amount that it costs? So, are is does that need to be looked at again because if technically they're paying um an impact fee

142that isn't even half of what it would take to build a school, we can't we we we aren't given the that capital funds from the state in order to be able to come up with the other half. So, what is that amount that they're giving us? If we just took a thousand students, right? What do we get out of a thousand students in aggregate? >> So, um the way let me go through how we calculated the impact fees. So, the way we calculated the impact fees during the study is we took all the cost of um serving those students, the transportation, the um the the debt payments that we have and all the other costs uh that goes into those impact fees. And so, what we And then there's another uh factor there, there's the

143student generation. So, what they did was take all those um costs and factor in the student generation rate. For example, our um uh our single-family elementary is 0.084. So, for every 1,000 or 100, you generate 0.084 students. So, um that impact fee, for example, $1,000 or 1,000 times whatever the cost was, say the the cost factor right now for that for um >> So, can I >> Yeah. >> Can I add in? So, when when we calculate this number here for the proportion share, we have a formula that we use. Part of that formula is the 5450, which is our current impact fee. And then we have a table that uh DOE uses. It changes monthly for what the student station cost is for an elementary school student, for a middle school student, and a

144high school student. So, that's how we would come up with the cost. >> So, that number that you're saying the state gives us, if you multiply that by 1,000, sure. >> every month. >> Sure. Just say the roundabout amount. >> Yeah. >> Would that get us to a school? That's what I'm wondering. How are these competitive? >> it wouldn't. They For a high school student, it's what, 38,000 for just one high school student. >> Mhm. >> Um and then, you know, each one of them is, you know, scaled down. There's no >> what's happening is the system is set up where even though the developers uh adding uh homes, even if we have businesses that attract families, >> It's not going to take care of the kids. >> to a situation where we would be

145taking on debt or require some sort of like tax right from the um >> We'd have to borrow money. >> Yeah, we'd have to borrow money. >> or request a special facility allocation from the state which they are doing FEMA or other. >> Okay. So, >> No, it's not going to go there. No, it's not. It's not going to. >> even close. And that's what I that's what I was seeing here and that's what I'm wondering. Uh but the impact fees we do control it somewhat, right? We can put forth a dish right, somewhat. We could put put forth some recommendations for moving that general directions to say, "We got to take a look at this because how much should we be taking on debt that our taxpayers have to pay or takes takes away

146from the education of the student." Yes, I understand capital expenditures and all that, but in the end it it impacts our ability to keep our facilities running and there's a lot of expenses that go into that. So, when was the last time we looked at that impact fee? >> 22 >> Our last impact fee study >> was in 2021. We adopted it in 2022, but that's um that was discounted. And the actual >> Why was it discounted? >> There was a long I wasn't on the board then, but that that happened before I was on it, but there was a long discussion. Uh there's a lot of you can go it back and watch a lot of videos on that. >> Yeah. >> If I I believe it was discounted based upon the capacity needs

147and what the future schools there were a lot of variables that were taken into account. But I mean what it it's one of those items that it has to go to the county for approval from the county. >> Would it because as we're looking at the population changes in in our county from the numbers we've seen due to the declining birth rates and that the developments that are attracting new uh new residents to Flagler are not bringing children, right? They're still highly retired folks. Uh we're that's why we're not seeing our elementary schools over capacity. So right now even though our middle and our high school are going to be over capacity, we would most likely uh uh adjust that with portables because unless we see a continuum of population that would demand a long-term

148uh uh need for an additional school, we should rely on portables. So if we look at it that way, does this uh mitigation uh impact fee cover the portable costs? >> Yeah, I we we can't use that impact money for >> Oh, we can't? >> No, we cannot. >> So what? Um associate this to your Matanzas addition, right? So that you may not be covering a school, but you may be >> It has to be construction. >> Like >> It has to be an increased capacity. >> But when we did the the the permanent concrete portable I What was the You you have a special name for it. The concretables. Like that's That's okay? >> Um for um >> I'd have to ask >> Wait, at Matanzas >> on the concretable the concretable >> allowed

149to use impact fees on that? >> the now and the old kings. Are we allowed to use impact fees for those? If we were to >> For additional capacity, it has to be a permanent structure. >> Is a concreteable considered a permanent structure? >> Um The concreteable and old kings is permanent structure. >> Okay. So, it probably depends on what we're doing. It's counted in our permanent structure. Okay. Cuz what I'm thinking of is I wouldn't be opposed to doing an add-on in into FPC or even though long-term it looks like our population wouldn't need a whole school because I think it would provide us the ability to do some of the strat strategic programs like the career technical education verticals we'd like to see even if those spaces became unfilled by our base student

150numbers, I I I I guess. >> Right. >> Coming to you. >> Sorry, let's >> Let's let's stay focused on the >> If I could find a way >> we are and I think this is kind of this This is the strategy. >> that um in June, we're going to have an oversight meeting and I believe Ms. Roddy >> No, that's during a a school board conference. The 11th. >> It is on the website. >> Yes. >> And you're not able to make that. >> It's in Tampa. >> All right. Well, maybe we'll have to look at the calendar for that. So, Mr. Furry, you were on the oversight meeting committee as well. >> Yes. Um I have I I am up in the air right now whether I'm going to attend that um because

151the A meeting. So, I may be able to attend. >> Yeah. >> Okay. One of the things that we were going to talk about during that meeting is the progression of how do we build a school? What are those steps? We have a step-by-step process. Portables are one of the things to relieve the capacity. But, we were tasked from the working group to bring that to this meeting and I believe we were going to sit down with each of you board members to talk about the agenda for the uh for that committee, for the oversight committee. >> people do we need at that meeting? >> We have We're supposed to have three members uh at the meeting. One of them was Mr. Barrs. >> So, we need to look at the calendar for that meeting.

152>> Yeah. >> Do we >> That was That meeting was set last year for the 11th. >> It was It was the committee's decision. >> Yeah. >> All right. So, maybe at the end of this meeting can we discuss that date? >> Okay. >> The 11th is right smack dab in the middle of the conference, so it's not like I could have just went late. I went early and we already paid. >> Okay. >> Do you Are there other questions about this uh CESAME reserve? >> Question regarding the location. >> No more questions from me. >> Thank you. >> 12.05 Drainage isn't it at 73 Patricia Drive? >> So, um the city's requesting is asking to build a shallow uh drainage on the northern border of our wellness center, where our wellness center is located.

153Um it will serve the those homes that are immediately to uh approximate to or adjacent to that um proposed drainage and part of um the our property. And um it would be a slight slope, so it the the water will move slowly and it's coming from a higher um elevation to a lower elevation, so um the water will move that way towards the west side of the the of the property. Um they are taking this agreement. We have put in our um our changes and then uh any installation or any uh construction that's going to be uh on that drainage easement will be borne by the city and if there's any change um there's any uh disturbed areas due to these activities, they will um restore it to how the how it was or better

154than before those activities happen. >> So, how many acres is this because it looks like there there's the swale, but there's a also a large section that Are they going to cap Is that going to be a a water capture area or >> No, it's it's part of this is our Bel Air site or Bel Air pool and it's uh in the back of these uh of these lots is or it's mainly woods back there. So, they're going to clear those woods, create a swale, and then have it um link into the swale that is into the adjacent property on the west side. There's a swale that goes behind all the properties on the west side. >> It's already there and and they will maintain this. We're just giving them the easement. Again, it will

155be a ground grass that goes through all the way back to that large swale that's already currently there. Um and they will again, they maintain this. We're just giving them the easement to be able to do it. >> Where where in perspective, so if I'm if I'm walking on there if I'm standing I'm in the parking lot >> Where where all those words are there are basically the tennis courts. >> Okay, that's the tennis courts. Okay, I got you. >> The entrance, if you would have come back where 27 is, that's towards the entrance of coming into the facility. >> Okay. >> And then that's running along all of those homes along the back going around. >> So, the net where it says notes, that's where you're saying >> Yes, that's where the tennis courts

156are. >> Okay, I got you. >> So, it's behind the tennis courts. >> All right. And so, right now that is just a forest with no sort of >> Correct. >> Nothing's really there. >> It's actually a construction >> It's actually a benefit to us because we go in there every year and cut down trees that potentially can fall on the neighbors' property. So, this will clear that out and it'll be a benefit. >> Right. So, is it going to be just be a a typical swale that's just dug out and managed to keep the water flowing? >> It's not piping the ground level on both sides will be like this and then it'll swale down >> Okay. >> We believe it'll also help on the back side of our property there because that will

157be correct, that'll be lower. >> All right. >> So, some of that will also go into that. >> And then what what was the part where they said they would return restore it to the same or better? What what was that part you had said? >> Just because they're going to be on our property. So, you know where that swale is, if they disturb or whatever, they're going to make sure that it's back. They're not just going to leave like trees knocked down in the in the on our property just >> The debris, things like that. It'll be cleaned and okay. So, I got you. Aesthetically and uh debris, okay. Very good. Uh is there any reason why this would um it I mean it sounds like an enhancement, but just from your opinion, is

158there anything that if we decided to do um build something on that property in the future that this would hurt that effort in any way? >> In my opinion, I I think it would help because we have you know, if we were to need to run off again, there's a swell there that would be there that would help us with drainage on that particular site if we needed to do something in my opinion. >> Cuz it's a it's it's an easement so we're giving them the rights to that area in in perpetuity, right? So um that's the only thing that um I'm just think about because if there's a large parcel and if and if it was to be used for another purpose if that if that would hinder uh because if if we if

159if we built something there we probably have to build a pond or something like that you know also. >> yes. >> Right? And >> And the easement also because it's they have to maintain it. They're going to be maintaining that though so if it does start backing up we would say hey you guys need that swell needs work whatever that may be um from from our perspective. So the as far as the district we do not have to you know, there's no cost for us to maintain it or do any of that. >> Okay, it seems like a a win-win at the end of the day so. >> Are there any other questions on this? All right, thank you. >> Thank you very much. >> 14.01 Mr. Broadus for banking and treasury front services. >>

160Good afternoon Chair Strong, Vice Chair Furry, members of the board and Superintendent Moore. Um Amaris Bank is currently our provider of banking and treasury services um and JP Morgan Chase Bank is currently providing our P-card services to the district. Uh both contracts were established 5 years ago under RFP number 21-02 and they've exhausted all available renewal options. The district recently solicited proposals for both banking and P-card services through new RFP titled RFP number 26-02. Um banking services and P-card services were evaluated and scored separately um for these RFP. Um this was to ensure that both services would be provided at the best value to the district. After reviewing and scoring all submitted proposals, the average scores uh for each proposal were the sole factor used to determine the vendor recommended for award. The evaluation committee

161recommends that the school board of Flagler County award both banking services and P-card services to JP Morgan Chase Bank NA. Um we were expecting to have the proposed contract available for the board to read in advance of this meeting. Um due to an unexpected delay, the contract has not been finalized yet. Uh my understanding is that it has been held up by the legal team of the vendor. Um if we do not receive the finalized contract within 48 hours or end of day on Thursday, we will request to move this agenda item to the June board agenda. Um do you guys have any questions? >> Yes, on your uh weighted evaluation, I see on the banking services that you have earnings potential, which I'm assuming is in reference to the interest rate on savings they

162might provide you. Why on the P-card services are the transaction uh percent charges not reflected in your weighted um rubric? >> Um >> They say that they're going to charge 2.54% on top of the 2.17% per ECR transaction. >> I >> Should these >> Yes, I the um the fees were supposed to be weighted into the scope of work slash services and quality of services um portion for P-cards um as quality of services. Uh we did not include fees as a separate evaluation criteria. >> Fees is net of the fees is included in the net investment earnings. And where on the rubric though it I'm not So like when you're lining up I'm assuming I'm assuming that the transaction fees of the P-cards would be a top item that you're comparing, right? So it on

163a similar in the interest rate earnings in a in a bank account. So are you saying that that's within the scope of work? >> Are you referring to just P-cards, right? Right now. >> Correct. >> Fine. Yeah. >> So the P-card um similar to the bank, we don't see fees. They're netted out of the interest earnings. What should happen is anything we earn above the interest would come back to us net of all the fees. >> Okay, so you're saying they take our interest minus all the transaction cost for the P-card and then give us that amount of money and so that's reflected in the banking. So if you went with separate vendors though, that wouldn't happen. >> It's two separate contracts. >> Right, but so you evaluated the banking separate from P-card even though

164they technically have to be connected for you to really understand that overall net cost or benefit. >> Yes and no. I mean I I understand where you're coming from. When we did this 5 years ago, it was not better for us to go with one bank for both because based on the criteria that we saw in the in the RFPs that that were submitted. So, we had one bank for banking and then another bank for the P-cards. This year when we evaluated it based on the RFPs, it was more advantageous based on all the criteria um based on the scoring to choose the same bank for both. It just happened to go that way. But, we're not going into the same We only want one bank for both. >> Yeah, and so that's where I

165think my um why have two separate weighted if we have to do it to marry it together? Uh why are we weighting the P-card separate from the banking services if that benefit if that score for the P-card is technically also related to the banking service? >> It's not related to the banking service. The P-card >> But, I thought you just said it was subtracted out so that the >> For the for the bank, right? For the banking, any fees that we get for banking is netted out of the interest earnings that we get on our account balances. >> Right. So, that's reflected in the banking rubric. >> Correct. >> Right? Not the P-card rubric. >> Correct. For the for the P-card, the earnings we get from the P-card will be under rebate and how that

166is calculated. >> Okay. So, you're saying that we get earnings like you would get points and so that in addition is part of the P-card rubric and since you're saying that our savings always outweigh our transaction costs, we're not getting hit. >> I didn't say that. >> Oh, because it Okay. The So, that's where in the banking part says there's a earnings rate. So, I I was assuming and I'm sorry if that's not the case. So, sometimes the transaction fees do outweigh? >> It can. It depends on the transaction fees. >> So, again, that's why I'm saying, why do we not have transaction fees as a comparable line item in order to evaluate the P-card choice? >> Okay, so we're talking about just P-Card right now, right? >> Well, we did. So, that's compounded by

167your previous answer where is if they're going to be tied, then maybe our current rubric doesn't work. We have to have a rubric that involves banking and P-Cards and they're married together where we can clearly see them because if you're saying it's advantageous to keep the same vendor for both services, why are we evaluating them? Because there are >> Because not all banks offer P-Card services or great P-Card services. So, that's the issue that we came in with 5 years ago. So, when we went out for bid 5 years ago, um the bank that we were with was just kind of starting up their P-Card, right? So, it wasn't strong. Whereas, some other banks that submitted it had very strong long-standing P-Card services. >> Okay. >> So, that's why 5 years ago it ended up

168that we went JP Morgan for the P-Card versus the banking services for our current bank that we have now. >> Okay. >> This year, when it was evaluated, I can I I can talk about my score. I can't talk about anybody else's. But, when I looked at the the evaluation for the banking, it was based on just those criteria, the interest earnings, the service, the representative, all the different criteria you see. And then when you look at the P-Card um um cri- criteria, we only had three banks bid. One is a very large bank. Two are not national banks, I do not believe. So, the criteria from my lens of what they could offer in services and rebate far exceeded others. Just talking about that criteria. >> Yeah. So, you're saying sometimes you go you

169marry it and sometimes you don't. So, I do think it would be advantageous >> never married. They're two separate They're two separate contracts. They're two separate >> Right, but you're saying you selected them together this time. >> No. They're two separate bids. This time it just happened to be that each bid went to the same bank. They are not married together anyway. >> full circle. Why do we not evaluate them on the transaction fees similar in how we rate the banking in terms of the interest earned? Like or is that somewhere is that in the scope >> The four quality assurances. >> When you look at the RFP submitted, all of the fees are included in there along with the interest potential. It's all in there. So, when you look at the for the banking,

170when you look at the fees and the interest, what you're looking for is the net interest potential. I want to I want to reiterate that is one criteria. >> Right. But, I'm looking at your your overall scoring summary, okay? And I don't see where that scoring would have been taken out of their proposal and reflected in that score. Otherwise, what is the measurement of scope of work services quality of services? What are the required elements to get a 5 4 3 2 1? If if not, well, how much are they charging us in transaction fees? Like how is that not part of the rubric? >> of the earnings potential. >> Okay, so where's the earnings potential here? In the rebate >> for P-cards? >> Yes. >> Okay. So, the rebate offer is the benefits we're

171going to get minus the transaction costs. >> I I would have to look at the RFP, but the earnings potential that is analyzed I I don't remember how it was set up for P-card, but the earnings potential >> Mhm. >> I can speak for myself >> Mhm. >> is the net inter- the net earnings we would get less the fees. We don't get charged for fees through for on any statement. It's just the charges that we get on P-cards. >> Okay. Well, that's in this JP Morgan Chase. It's stating that you're going to get 2.54% for transaction costs. You know how now they pay something What page are you >> Yeah, let me go to it. >> Um page uh eight on the in the PDF summary. Uh bullet point number one, managed ECR of

1722.27% offset service fees and a managed interest rate of 2.17% on excess balances, which we don't carry excess balances, so it should be Are those ECR 2.27% are those transactional cost fees? >> Are you looking at the proposal? >> I'm looking at the the thing that's attached. Yeah, page >> There's two attachments, right? >> It's No, it's directly above your your weighted summary on page eight. >> It's called uh response document report. >> And it's in the message to Flagler County Schools. >> Which PDF number is it at the top in the bar there? It says >> Eight. Eight of 206. >> Eight of 206? I didn't see any numbers on that. >> Correct. Page eight towards the bottom. >> Okay, now I see it. >> First bullet. So, you could see how that made

173me think, oh, we're getting charged transaction fees. And so, why would we not compare and it was weird how do we see JP Morgan's? Um I guess it's because it's the one you selected, but we're not seeing the other the other options that were there. >> They're all posted um on where we post all of our bids. >> Okay. >> Which is >> Yes. >> Yeah. So, when we when we bring these um to the board, what's presented is the winner, if you will, based on the committee. >> Right. So, but you could see how I went, "Oh, there's a rubric they're evaluating it." is where's the reflection? So, I don't have to go to Right, or anybody, or how did you guys analyze it? Or am I misinterpreting what this ECR transaction fee is?

174>> I don't believe you're misinterpreting it, but I think it's hard to take that one sentence and and summarize the 400 pages of each proposal that was submitted. >> Right. >> So, in the proposals, there were very detailed charts. JP Morgan, for one, specifically was the one that compared what we currently are charged, what we currently get on interest, for for both bids, and what they would recommend. So, it was very like when if you were to dig down into this, theirs was crystal clear, from my perspective, of what we are currently seeing versus what we could be seeing. >> Okay. >> Could you Could you send the link just to to Ms. Reddy for the other bids so she can give She can give the comparison? I mean, cuz that that's basically what you're

175looking for, right? Is just that you see the comparison. >> sense to me that we have subjective elements on this rubric, quality of services, experience, like on based on what? Well, quality, I'd want to know, well, how am I How much am I going to be charged, or how much am I going to earn? If it's in the rebate, is that rebate taking into account this 2.2 7%? I can go back and look at the comparative rebates, but she's saying it wasn't necessarily a hard and fast number. It's their interpretation of the value of the rebate." >> Which is a one to five Likert scale. >> So the the >> I understand your point. What's difficult is we we have a committee for a for a a reason. Everyone's going to interpret each criteria separately.

176>> Mhm. >> So that's why we have a committee and not just one person or two people doing it. What I may favor as scope of services might not be what Angie favors as scope of services. It all depends. I mean, we had payroll on the committee, we had P-Card on the committee, and then finance leads on the committee. >> are the right, so that that means there's hard criteria and soft criteria. Hard criteria are how much am I charging and how much am I getting earned, which should be a raw number comparative in the rubric. The other is soft. How how well is you know, how fast do they answer my question in their online form, right? Or >> of service, which is very very critical for these two bids. >> your rubric doesn't

177define what a five, four, three, two, one is, so it's to your point, subjective to the individual holder. But what the is not subjective are those hard elements of what is the interest rate I'm earning, what are the transaction fees I'm being charged, right? That's what I'm uh was recommending when we started. Why is that not in the evaluation rubric that determines the weighted score upon which you're selecting your vendor? >> I don't have an answer for that. You said the criteria >> trying to summarize. >> It's okay. I'm just That's the way they do it. I understand it. I'm not I'm not >> coming down to the to the percentage of the money. It could be one one a person on the committee says, "Well, I value the fact that they have a robust

178customer service. >> very clearly. But you all the all the committee take all that into consideration. There's not a line item for cost in in your evaluation. >> It's the earnings. >> Yeah. >> Potential. Right. >> Okay. Well, here's here's what I'd suggest. We have This is this going to be voted on on the 19th? Okay. >> If we get the contract >> What I would say is is Mr. Review the the the committee's results and if you have after reviewing that, if you see something different, we can we can bring it up at the 1:00 p.m. Um >> Yeah, I was trying to understand the rubric so that I would understand their scoring system, right? And that's where this went >> Well, I'm just saying if there's an objection to the recommendation of staff,

179bring that back because right now this it's it's either we go with J.P. Morgan or we don't and we send them back to the drawing board. >> Every but every RFP is driven by a committee that like I said will not always interpret everything the same way. That's why we have varied people on there. >> understand that. But I what I don't understand and it you know, I this is not against you. I'm not going to stop this, you know, decision from the What I'm saying is when I'm sitting here where I'm on the line for making the right and wrong fiscal decision and what's best for our constituents' money is I want to know not the soft evaluation criteria, but the hard criteria of the numbers, right? What is that rebate based upon, right?

180>> It's based upon spend. >> So that's what but then how head-to-head if you guys don't want to change your evaluation rubric, we're not going to change it now and redo this process, I can at a later time bring up I think we should take a look at or recommend that in your processes you change your evaluation rubric to clearly reflect >> Is there any information related to this that we can bring back to you related to the question that you have? >> I will tell you Mrs. Roddy just for clarification and I do understand your your points. The real fees come into the banking contract. That is where your fee to death right? Like if we're going to if I'm going to be concerned about fees, it's in that banking contract because that's where

181you get charged for every deposit, every check you write, every time you do a wire online. I mean for me and what I've seen, the fee concern is not with the P-card. >> That's the one that keeps you up at night. Okay. >> It's the banking one because if you were to look at our monthly analysis statements and look at the pages of fees that we get charged every day, it is it is insane. So if if that if that helps, that's the fee that really is a concern for the banking. >> Okay. Thank you. >> If I may, the RFP document itself has more information on the scoring rubric which is available on OpenGov. I'd be happy to provide it if you'd like. The proposals from other banks are not publicly available on OpenGov

182but I'd be happy to send them to the board if you'd like to directly compare all of the proposals. >> No, my job isn't to question your decision. My job is to ensure we have proper evaluated tools and that's what I'm questioning. >> I believe the RFP document could help clear up some of those questions and I did misspoke earlier when I said the interest rate was included in quality of service scope of service. It's actually included in a offer. Um there's a more detailed description in the RFP document. >> Thank you so much. And I just had just a few questions. And I know we'll have the contract hopefully within 48 hours, but are you aware of what this contract term length would be for this specific one? >> It's 5 years. >> 5

183years. Is that just normal for >> Okay. And then is there a reason that other than, you know, your rubric that you went through, not staying locally to smaller bank compared to a much larger entity? So, like anything specific? >> I can't speak on behalf of the other committee members. JP Morgan has several local branches in neighboring counties and in our county just as our current bank does. I I do believe that um from my my opinion, a larger bank has a lot more to offer on certain levels and certain areas. Um it's pros and cons of both. >> Thank you. >> By the school board's definition, um they are technically a local vendor cuz they do have a physical presence here, not just a PO box and full-time employees. Um local preference was not

184afforded on this particular um RFP because it was advised that when paying interest paying with federal funds, we're not allowed to um use geographical preference. >> Okay. >> Um it it was advised by the general counsel of the district to not include that specifically for this one. >> But to to Peter's point, all three that that submitted would be considered local. >> Yes. >> Thanks to all. Thank you, Mr. Chairman. >> All right. Wave 19.01, That will be for the 6:00 p.m. >> Yep. And you can read it the language on it the board just has to select someone to be that individual. >> Do we have anybody for public comment? >> No one has applied. >> All right. Um and board member request and I think we have to discuss that date. >> Well,

185I think it's going They have to not the board. Yeah, not the board. Just those um two board members that are on that committee. >> Okay. Any requests? >> So, I So, our budget is adopted in July and I don't know if this is feasible, but some type of request of like bringing to the board, you know, a market can compensation analysis for all employee. Um So, we're not having to pick and choose departments and I know every all of them are um uh Okay. So, yeah. So, just something like that if we Is that feasible to do before the budget in July or like a >> So, just one item though, if are you directing them to go to a a consultant, which would be tens of thousands of dollars, or are you asking

186them to do research on open sources? >> It Whatever they feel is best to that would work. I mean, I if >> Well, I'm not I mean, I would not prefer to spend $20,000. >> But, I just don't We asked us so we're not picking and choosing departments, basically. >> We brought that forward a request to do a salary study. That was not the will of the board. What was the will of the board is that we begin working on that internally. So, that we have the the capacity. In doing that, it takes time for us to do that. So, we will absolutely bring forward um you know, next steps for it, but it is is nothing that will be done for all employees by this budget by the time you adopt this budget. Now,

187the majority of your employees will have been addressed already because those individuals, the majority of your employees are part of a bargaining unit. And so, the majority of your employees will be addressed by then. It is uh those professional administrator positions that are not a part of the bargaining unit, and we will do our very best to bring you a recommendation for changes when we would normally bring our salary schedules for to you for approval. Thank you. >> Yes. Any other requests? Okay, let's move on to closing comments. >> So, Fast test, start test ending this week. All the kids have been doing great. Um I wanted to point out we talked about ESOL a little bit today, and I met a family who their son from Ecuador went through ESOL that these grants come

188from, you know, people like Ms. York working really, really hard to get, and that parent was so excited for her son, um his English. So, I just the things that we're doing behind the scenes, I do appreciate it. I know it's a lot of work, and you know, the conversations that we have to go through and then behind the scenes, but I saw it this past weekend, ESOL student from Ecuador doing amazing. And um I think really just the end of the year, lots of events are going on, lots of promotions, graduations, SAC meetings ending up, booster clubs, PTOs, all the organizations, clubs, sports, honor society. So, everyone just, you know, enjoy it while it last, and thank you everyone for all the hard work today and this morning. >> Uh I want to thank

189Mr. Walker, Dr. Halliday, Mr. Reeves, Dr. O'Brien for meeting with me where we extensively went through some of the challenges of the VPK and para programs, as well as the amazing work that they've done this year to support our paras, and the progression of the training that's being provided. Their long-term strategy view I think is on point, and we work together where I advocated for some additional items that I think will benefit all of those paras in those positions, whether they're VPK or not, so that's great. I also want to thank Mr. Evan Evans, Dr. O'Brien, Ms. Moore uh for entertaining my request to visit Seminole County schools and their programs specific to their magnet schools and their verticals of career and technical education that they have within each one of their high schools. Uh

190their superintendent, their assistant superintendent of CTE, as well as one of their school school board members joined us, and we had a full day. We learned a lot. It was definitely resourceful in helping us shape our vision where we'd like to take the CTE programs. Um essentially diploma pup plus, and ensure that we have a very clear vertical, meaning a progression within a particular skill area, as well as some ideas in order to engage with our partners for funding and partnerships to help develop develop that talent pipeline. So, that was very rewarding and I I know that taking a whole day away from our Flagler activities was a challenge for the team, but I was very appreciative and I think we came away with a lot learned. Thank you. >> I just wanted to to

191thank the board and staff today. We've had a a long day. A lot of people may or may not know we do other meetings outside of this here and we did executive session today and we've got more of that during bargaining and it's it's a a lot of work and I we had some great conversation today and uh move things along. So, that's that's uh wonderful and um I just want to um also just say happy Mother's Day cuz it was Sunday. I just want to say happy Mother's Day to you to the to the mothers on the board, Superintendent Moore, and all those um mothers of our our wonderful scholars as well. We're grateful for all you do and uh this is an exciting time of the year. We're as uh Mr. Miller said,

192we're headed to the promotions and the graduations and and this is our main event. This is what why we do what we do. So, I'm very excited. It's one of my favorite times of the year and um have a wonderful evening. >> I'll just echo all that and thank you to our district staff for your time and we'll see you guys tomorrow. >> It is a great time of year and so many great things to get accomplished over the next few days and um I just too want to say thank you to our our students, our staff, and our community for all that they do to to support us here at Flagler schools. And we hope you guys all have a good night. Okay, go ahead, Mr. Freeman. >> 168 >> Happy 168th day of

193school.