Clayton County Board of Education Work Session | May 26, 2026

001And second, Love it. Okay, so there it is. water. What's up, Doc? You doing all right? Doing well. How are you? >> That's good. I can't complain about nothing. >> Yes, I did. >> Yeah. Thank you for that. >> Hold on. Yep. Thank you. Thank you. One, two, three, four, and five. Good evening everyone. Once again, let's call this meeting back to order. The time now is 6:00 p.m. Would everybody please stand for the pledge of allegiance? 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. >> Thank you. It's board roll call time. District 1, Miss Jasmine Bose, >> present. >> District two, Mr. Mark Christmas is absent today. District three, Miss Jesse

002Gory, >> present. >> District four, Miss Victoria Williams. She's here, but just not in the room right now. District five, Dr. Dehaney. >> Present. >> District six, Miss Mary Baker. She's here but not in the room right now. District seven, Miss Sabrina Hill. >> Present. >> District 8, Miss Joy Telis Cooper. >> Present. >> And myself, District 9, interim superintendent, Dr. Douglas Hendricks, >> present. >> Board attorney, Mr. Clim Doyle, >> present. assistant to the interim superintendent, Miss Dawn Bl. >> And um lastly, board leaison, Miss Kim Blackwood. >> Miss Bile, do I owe you any money? >> I'm good, >> Mr. Chairman. >> Yes, ma'am. >> Are we doing any events or I thought the roll call might be where we talk about things that we had done. >> We we have a board

003update on the agenda. It states that at um the um at the um right after the recommendations for >> All right. Well, can I I'd like to take a moment of privilege. >> Well, we're going to hold on and we'll let you do that during your um your update. >> This doesn't have anything to do with me if you don't mind. What what does this have to do with just so I can make sure that we're in compliance with the agenda >> right and dur during your update we will take out time to do that >> thank you >> sir thank you so much >> ethics statement in accordance to board policy BH it is the duty of every board member to avoid both conflicts of interest and appearances of such conflicts does any board

004member have any known conflicts of interest or appearance of such conflict with respect to any matter scheduled to come before the board at this meeting or appearing on our proposed agenda. If so, please identify the conflict or appearance of conflict and refrain from participation in the matter involved. I need a motion to adopt the agenda. >> Miss Baker. >> So moved. >> Miss Hill. The motion has been made and properly um seconded. Can I get a vote for the adoption of the agenda? Okay, everyone except for Mr. Christmas. At this time, we have recommendations from the executive session. Mr. Superintendent, if you don't mind, I'll read out the motions. >> Absolutely. >> Okay. The first first um item is a motion to approve the tree trim clearing easement for Georgia Power at Point South Middle

005School as discussed in executive session. Miss Williams, >> move that we approve the tree power. Second. >> Good deal. This motion has been made and properly. Second. Can I get a vote? >> Miss Cory, you have a vote. It's unanimous minus. It's a unanimous minus Mr. Christmas and abstained by um um Dr. Haney. Next motion to approve the underground distribution construction of Georgia Power at the Perry Career Academy as discussed in executive session. Miss >> Baker. >> So moved. >> Miss Hill. >> Second. >> Motion has been made and properly seconded. Can I get a vote? >> Same result as the last one. Next, we have a motion to approve the tree trim clearing easement with Georgia Power at Smith Elementary as discussed in executive session. Miss Baker, >> so moved. >> And I'm going

006to second that. The motion has been made and properly seconded. Could I get a vote? >> Same as the other one. Next, a motion to approve the commercial sales agreement for the purchase of property at601 Mcdana Road, Hampton, Georgia for the amount of 285,000 as discussed in executive session. Miss Bose. >> So moved. >> Miss Telis Cooper. >> Second. >> Motion has been made and properly seconded. Could I get a vote? Okay, it's unanimous minus Mr. Christmas. Next, I have a motion to approve an easement with Georgia Power at Riverdale Early Learning Center for the relocation of an existing power pole and revisions of a cable route as discussed in executive session. Miss Gorey, >> I move that we approve an easement with Georgia Power at the Riverdale Early Learning Center for the relocation of

007an existing power pole and revision of a cable route. >> Dr. Haney. >> Okay. All right. >> Miss Baker. All right. The motion has been made and properly seconded. It was seconded by Miss Baker. Um, can I get a vote? Okay, everyone except for Mr. Christmas and Dr. Haney is abstaining. Next, we have a motion to approve an easement with Georgia Power to utilize existing utility poles for equipment insulation at 13200 Wolson Wolsson Road, Hampton, Georgia, as discussed in executive session. Miss BS. >> I move that we approve the easement on Woolseie Road. >> Miss Telis Cooper. >> Second. >> Motion has been made and properly seconded. Could I get a vote? Same as the last one. And last, we have a motion to approve an easement with Georgia Power for installation of a looped

008cable system and for a corrective easement at Lovejoy High School as discussed in executive session. Miss Hill, >> a motion that we accept and approve the easement at Lovejoy High School. >> Miss Williams, >> I second it. >> Motion has been made and properly seconded. Can I get a vote? All right. same as before. That concludes the um the easements discussed at executive session. Next, we have the board members update. Miss Gore, you could go ahead and start. Miss rain. We found out during graduation that was leaving us. No one truly miss So on behalf of the county board of education in recognition and appreciation of 30 years of dedication and >> [applause] [applause] >> All right. I didn't think I need the microphone. I got a teacher's voice. [applause] Oh, Lord. to the students

009and staff of Clayton County Public Schools by the Clayton County Board of Education, Mr. Benjamin Straker, Chair, Miss Mary Baker, Vice Chair, Miss Jasmine Bose, Mr. Mark Christmas, Dr. Jesse Gory, Dr. Ditris D. Haney, Miss Sabrina Hill, Miss George Ellis Cooper, Miss Victoria Williams, and Dr. Douglas Hendricks, senior interim superintendent. on May 26, 2026. We are going to miss you. I I just don't know what I'm going to do. I'm trying not to be a crybaby. I didn't cry at all at graduation. Thank you. You got to make me pray. That is for you. And uh let me just ease in here and you get a picture. So I wish I had known I would have come dressed a little bit more. >> [applause] >> All right, we have a proclamation recognizing Dr. Ralph L.

010Simpson. Is Dr. Simpson in the house? Dr. Simpson, come on down. >> [applause] >> I'm gonna pass this to the chair. >> No, you can read it. >> No, I got a cop. >> You can read it. >> Miss Bose, can you do this for me, please? Thank you. >> What an honor. Good afternoon. >> We love to see it. Whereas the Clayton County Board of Education proudly recognizes Dr. Ralph Simpson for his extraordinary dedication, visionary leadership, and unwavering commitment to the advancement of public education. And whereas Dr. Dr. Simpson has devoted more than three decades of distinguished service to the field of education, impacting the lives of countless students, educators, families, and communities throughout the entire state of Georgia. And whereas throughout his exemplary career, Dr. Simpson faithfully served as a teacher, assistant principal,

011principal, [music] area superintendent, adjunct professor, regional superintendent, and deputy superintendent. All earning widespread respect as an innovative educational leader, mentor, and advocate for student success. In witness thereof, this proclamation is presented on this 26th day of May in the year of 2026. Signed by myself, Jasmine BS in District 1 and all of my incredible colleagues. Congratulations. >> One second, Dr. Simpson. I do I do want to make a statement. um that statement and I'm put putting putting my my business out there, but um when I first got to the district, you were the individual that um taught me a lot about education. You were the person that represented an extremely strong man, you know, guiding us through in the educational field. And I have not I've I've been all over metro Atlanta and you know

012that I've been all over metro Atlanta and there's not one person that I've ran into that doesn't highly respect you and I want you to keep going and I know the only reason you're doing this is because you're going to go out there and make a million dollars. So go for it, sir. >> You want to come and say something? We go back a long way. We go back so far that we just discovered that um >> that I had I knew his his baby mama's mama, the grandmama, >> but I'm gonna Do you want to say a few words, Dr. Samson? I'm >> speechless. >> You're speechless. Well, this is why I tried to get the chairman to take take the mic. Yes. All right. >> [applause] >> All right. She just pretended. All

013right, I'll take this last one. I just asked this individual, "Is this your last board meeting?" She said, "Yes." Can I get Dr. April C. Crawford, PhD, to come on down? I'm gonna do this one because I remember when she used to work at Monday's Mill School, my son went there and uh I was saying how fine this man looked. I think he was coaching. I think that was her husband. I told her I was just looking. I wasn't trying to take him. He was a little young anyway. But anyway, the Clinton County Board of Education takes great pride in honoring Dr. April C. Crawford, PhD, upon her retirement, is celebrating a career of outstanding service and extraordinary achievements as an educator. And whereas Dr. April Crawford is a respected educational leader whose career has

014been centered on people, purpose, and all the power of connection. With more than 33 years in public education, she has dedicated her life's work to creating supportive systems that help students, families, and staff feel seen, valued, connected, and empowered to thrive. And whereas Dr. April C. Crawford has been an enthusiastic and devoted educator in Clinton County Public Schools, serving as deputy superintendent of student support services since 2023, capping a total of 33 years of service to the students and families of Clayton County. And whereas Dr. April C. Crawford began her career in 1993, working as an instructional lead teacher and a special education teacher and continuing as an assistant principal at Mundy's Mill Middle School and principal at River's Edge Elementary School, Riverdale Elementary School and Lovejoy Middle School, serving with distinction at each location.

015And I'm going to go on down to the bottom because it's a whole lot of wherees. Okay, so whereas Dr. Abrac Crawford can be proud of the tremendous impact she has had. Her legacy will continue to resonate not only within the minds of teachers, school, and district leaders across Clayton County Public Schools, but throughout Clayton County and beyond. She has enriched our school district with her service, and she is truly worthy of our esteem and appreciation. And now therefore, be it known, the Clayton County Board of Education gratefully and respectfully honors Dr. April C. Crawford, Ph.D., for her enduring service and leadership to Clayton County Public Schools and wishes her continued success and happiness throughout her retirement. Presented this 26th day of May in the year 2026 from Mr. Benjamin Straker, chair Miss Mary Baker,

016vice chair Miss Jasmine Bose, Mr. Mark Christmas, Dr. Jesse Gorie, Miss Victoria Williams, Dr. D. Haney, Miss Sabrina Hill, Miss Joy Telis Cooper, and our interim superintendent, Dr. Douglas Hendricks, Senior And you know this is tremendous sacrifice for me [laughter] elbower. Thank you so much. >> [applause] >> Is that for you? Is that it for your updates or you got more to say? >> I don't miss Bose. >> Go for it. I'll be brief tonight. Good evening, community. Um, really grateful to be with you. I think the main thing I wanted to do is take a moment to celebrate the incredible milestone we all got to witness together last week in the lives of our most prized possessions. So, if you're anything like me, graduation is one of the highlights of your school year. And

017that was true for me last week as well as we maintain our priorities and keep the main things the main things. It was beautiful to see us uh graduate so many scholars, but it was also beautiful to see it happen right here at home. I know we all Yeah, let's celebrate our new convocation center. Um, I think it's easy to get lost in the weeds of budgets and logistics, but I just want to take a moment to not only celebrate our scholars, but each one of you, because graduation is a group project, and I've never seen it done better than here at Clayton County Public Schools. So, well done to each of you and Miss Trice and her entire team. But so many of you, [applause] so many of you thanklessly put in doubledigit hour

018days back to back to back and I want you to know that you are seen and appreciated. And on behalf of District 1 and all of our scholars, thank you for all that you do. Um, we're not just manning a district, we're cultivating the next generation. And so, thank you and well done to our whole village for a job well done last week. Back to you, All right, these are my updates. As uh Miss Bose has alluded to, our graduation was just a surreal moment for me. Uh as I have here, this is my first graduation that I attended couple of days before our graduation. That's my grandson over there, Mr. Kingston Poo. He graduated from prek to kindergarten. He said that he we their theme was the red carpet and he told me to

019come red carpet ready. Next slide. Now this was the highlight for me. As I said, it was a surreal moment because when I came on the board in 2008, the first school that walked into the Georgia Dome was Riverdale High School. And it was so ironic that for our very first graduation at the arena at South Lake, the first graduation was Riverdale High School. But the most important thing for me was that I have come full circle. on this picture to the left, that's my son Isaiah Gorei, who in 2008, he graduated from Clayton County Public Schools my first year. And then there's my that's my Isaiah Jr. And then that's my granddaughter, Kennedy Noel Porterfield, who graduated from Utopian Academy for the Arts. I never thought that I would live to see my own

020grandchild graduate from a facility that was a part of a shared idea of the board of education. And it's it was just an amazing moment to see my dream come to fruition, but also to live to see my grandchild because I lost my mother when I was 23 years old and my mother never met my children. So for me to be blessed to see my grandchildren graduate, it was truly a a moment for me. So I'm just very I'm getting emotional, but it was just really a very great time. And I want to also thank Miss Trice and her team for something else that she did that where she went beyond the call of duty. you know in our arena we have suites and she was so kind as to allow the vows and the

021s families to sit in the suit and then we had a few uh diplomas that we gave forumously and those uh families were able to be there as well. Also, the board was so kind as to allow our interns to use our suite Adrien and >> Edith Edith. >> Edith, I'm sorry, I done got so emotional. I've forgotten names here. But anyway, I want to congratulate all of the class of 2026, the whole village, including us, parents, grandparents, all of those people. It's really a special time and I'm just glad to be a part of a group that was able to put that building in place and we got so many compliments all over the place. But anyway, those are my highlights. >> Miss Williams. >> Good evening everyone. Was everybody mentioned the graduation? We

022know how great and wonderful that was because everybody was allowed to see. That's the biggest part because other everything is flat, you know, and everybody had to stand up, get in the aisles this way. It's like every seat was a good seat. Everybody got to see. So, that was really nice. And what I did this month, uh, I was able to talk to the the sweethearts at Seoia. Me and Miss Hill sat on the panel and that was real nice getting to talk to the girls and listen to, you know, their journey and stuff they're going to they're going through. And me and Rain went to Olive Elementary. They had a reading contest. So, we went there and gave out goodie bags to the top three readers. And we gave out a um a reading

023pad to the top reader that was in kindergarten. And I also gave out um me and Selicia Brooks gave out tablets and trophies for the readers at Huey also in March. I think I forgot to mention that. But as always, summer break is coming up. So, everyone take time to yourself. Take that break. Take that trip. You know, whatever your first mind say, do do it. Don't listen to that second mind. The second mind going to tell you to stay home and clean up. Don't do it. Listen to the first mind. They say get in the car and drive. Just go. Just go. >> Thank you, Miss Williams. Um I shared the the um same compliments as my colleagues did where um and super shout out to Miss Trice and that team. I mean, um,

024I think I, um, came to the arena a couple of days prior to the graduations and it had to be about 6:30, 7:00 at night and Miss Trice was just rolling up. So, um, the dedication and the commitment that you and your team has towards these graduations are just incredible. So, I thank you for that. I also have to give a quick shout out to Dr. Hendris. Um, I don't usually do social media, but I just happened to be on Instagram and seeing Dr. Hendris celebrating the graduations inside of the crowd with with with families and I just think that was a sweet touch and and really brought it to what it's really about. It's it's about those those children and their families. That's their day. And um I I thank you for honoring them

025that way. Um lastly, I want to say that we have a board retreat coming up this um Saturday in which Cognia will be um doing a presentation and training. We also be going over the map data and the GM GMASS data. We also will be um um elaborating a little more on the budget. We're going to hear some some things tonight and I think we'll have further discussion um at the retreat where regarding the budget and then we also have an executive session to close out that retreat. Thank you. >> Yep. >> Okay. I don't know what uh what the o order is, so we're just going to take it. Um this is uh the journey um the turning point and um it was put on by Pace. Their dancers did it and it was

026of a child going through elementary school and the changes that came along the way and the things that they went through. It was amazing. And I will tell you what amazes me most is to see these kids at Pace and know that I get to watch them at Roberts and Stillwell for the next few years. We have amazing people and I suggest you go and I'm gonna have to start getting autographs because I'm sure in the future I'll need to prove that I I knew them. Um the other one there um is the graduation from McKenna Vento. Um we have some really special students who have a harder time than others and they still cross that line and that makes me so um proud. I I I can't even go into how proud I am.

027Um I had u Miss Telus Cooper and Miss Hill there um and others and um it again it's just it's incredible to see we don't know some of the things that our students have to go through and they still do what we ask and succeed in doing it. Um, another thing real quick, um, was, uh, Teach for the Peach and sitting in this room and watching our young people sign intent to not only finish their degrees, but to come back and teach here in Clayton County and that is an amazing thing to watch our students want to give back. And then, of course, graduation was amazing. Um, long time coming. Um, could have asked for more. We've heard about everybody, but I just want to give a shout out to all the volunteers. Um, to

028technology because takes lights and ma mics and everything else to make things happen to transportation who transported a lot of students and of course security. Um, again there you just don't understand. Miss Gory and I sitting there at the first graduation just watching those, you know, to walk in and trying to hold it together and I'm not very good at holding it together in the first place. So, um, again, thank you so very much for everyone, >> Miss Baker. Let's also commend ourselves. We had perfect attendance again this year. >> Dr. Haney. >> Well, I don't know if you all knew I was excited about graduation. I think I was the only one jumping up. But nevertheless, um I just want to commend our graduates, um the staff, parents, guardians, mentors who all played a

029part in the graduation. Again, to kudos to Miss Trice and her team. Um kudos to safety and security. I mean, they had to get us through tunnels. And I never knew the arena was that big till Officer Withers took us through 99,000 tunnels to get to safety. But nevertheless, we made it. Um, and it was just really good to see the presence of that. Um, the calm atmosphere out in the parking lot. Just being out there amongst our our community after graduations was really something. Also, I want to give a um kudos to Dr. Duncan um for TAP. >> Oh, yes. And to see that many um students um come back and you know want to be into the educational realm and to see a lot of the black males actually coming into the classrooms

030which was set a very authoritative standard not in a negative but to show that you know some things are non-traditional but at the same time there's a genuine interest in our children. So I was really pleased to see that along with as you probably saw. Okay. Yeah. Yeah. Yeah. Y'all see it up there. um our our middle school and I want to thank Dr. Prince and Dr. Goodwin. I talked about that last how they did the inaugural um middle school for all the bands, the band Jamberee and it was really good to see the parents and see the students really competitive out there doing their thing and just really having fun with that. And so I just really want to just commend the district. I saw a unity of fun. I saw a unity of

031concern as well to make sure everything was going well. I'm sure that Dr. Hendrick and his team would do the debriefing which I'm so excited to know about. Um and some of the things that we can just get better on as we were doing. Also shout out to communications. Um the pictures are really beautiful. I mean just really on point after every graduation that was um media coverage there. Also I want to give I don't know if you all noticed but um our adaptive sports you saw Xavier. You may not have known Drew. You saw Gary who walked across that stage and to know their journey. You have to know the journey of why I was jumping up so much and to see them at that graduation and took so much pride and knowing that

032they were graduates now and they were saying Dr. DIM are now a graduate and to know that they really understood the meaning of why they were walking across that stage really said something about Clayton County Public Schools and how we really taken genuine interest in all of our students regardless of their different abilities or whatever it may have been. But to see adaptive sports really representing coming across that I know that's Mark's baby along with Mr. Gonzalez but just to see that um that effort. So, I just want to give that team um who supports them um their their due recognition. So, again, also lastly, thank you, Ronic. Um you really did good. I know you were you were coming out of Batman doors and you were making sure that the arena was safe and

033secure and I just want to say thank you to that as well as to the entire team. So, thank you all. >> Right. Dr. Haney reminded me about the uh TAP graduation and Dr. Duncan and your team. Thank you so much. year after year after year, you're producing great quality teachers for our district. And I apologize for not having that written down, but thank you so much for the production of such great teachers. Um, Miss Hill. >> Yes. Good evening, everyone. Um, I'm just going to say thank you to our amazing, extraordinary staff yet again, um, for graduation, but also for uplifting literacy. Um, where literacy lives is our theme and motto here in Clayton County. And I was happy to um, have uplifting literacy again this year. And I want to say that it

034was over 400 students that were invited and a great bit of them showed up and just to see the joy in their face as they walked across the stage. So I just want to say great job to Clayton County Public Schools. The work that you do, how you show up and how you continue to pour into our children. It doesn't go unnoticed. We see you. We thank you and we appreciate all that you do. So thank you. And before I get to you, Miss Cooper, is something else I forgot. I appreciate the district um really horning in on those four E. I mean, um the community as a whole is truly embracing that concept and it was um um it was demonstrated during the graduation. Let's stick to that. Let's let's make sure that from

035kindergarten all the way to 12th grade, we're setting them up with these pathways. So, thank you for that, Miss Cooper. >> Okay, I'll make this quick because I think my colleagues have pretty much covered everything. I too want to congratulate the graduates of 2026 and to thank all of the volunteers uh from security to thank you Miss Trice, her group, individuals that just gave their um day that day to volunteer. So, thank you so much. I also had the opportunity of uh being a part of two moving on ceremonies with the good Marshall and Adamson Middle School. So that was really um exciting to see them move on to their next journey um in their education. I wanted to also give a shout out and congratulate the two recipients of the Joy Tella scholarship award.

036Um, one was Miss uh, Vi Lee from Amaro High School graduate and Miss uh, Nicole Harper, Kayla Nicole Harper from Forest Park Middle School. So, they um, received the scholarships. So, they did a very good job and those were 4.0 students. So, I know they're going to do great things. Um, I also wanted to bring up the an event we had well not here but in the cafeteria is your house in order. It was a great event that Miss Shenita Connley put on and she also partnered with Councilman Afford Dixon and myself. Um that day we were able to give resources to the community about wills, trust, life insurance. So we had a very good turnout and it was a very good event. So I want to thank her for that. And last but not

037least, I want you to stay tuned for the second annual chat and chew with our teachers of the year where I sit down and I kind of get a chance to talk to the teachers and discuss some different things. So be on the lookout for that. >> Thank you, Miss Cooper. Dr. Hendris, um can you one give your updates and then then you can lead into the updates for the district? >> Yes, sir. test. Can you hear me? >> Yes, sir. >> Mr. Chair, Madame Vice Chair, members of the board, colleagues, community, and friends. Um, I have had the pleasure of serving >> in some capacity of leadership in this school district since the year 2000 at Mar High School. Leadership at its best is about juggling competing priorities. A lot of competing priorities. Those

038of you who served as an assistant principal know sometimes the juggling between your teachers and their desires and the needs of your students. At times in HR, the juggle was between consistency and preference. In this current role, a lot of times it's the juggle between opinion and fact. The easiest but most destructive choice is what I call Santa Claus leadership. for likes. Some give for noise reduction. Others give because they feel pressure. It all leads to fragmentation, inequitable education opportunities for children, and a broken culture. For far too long, this has been the fight of our school district. Wins for a few while the masses sit in ruins waiting for us to get it right. But I must admit, in just over aund days, I've seen change. Not because of me, but because of we.

039In the last 100 days, we have strengthened literacy efforts through the CCPS where lit literacy lives initiative. We've implemented the Gordon Gillingham in all classrooms and expanded partnerships working with our partners at the Robinson Center. We've secured a major literacy funding from the United Way of Atlanta in the amount of $4.5 million. Seven high schools were recognized as AP honor schools with AP scholar recognitions increasing by more than 51%. That means more students are getting threes and fours. We've supported new college and career pathways to expand opportunities for students because every child deserves to have a dream met. We've officially launched Junior Achievement, the Delta Discovery Center of Clayton County, and expanded support for the JA Dream Accelerator to strengthen to strengthen entrepreneurship, financial literacy, and workforce readiness. We've ensured that no determinations of significant

040disproportionality, disproportionate representation, or significant discrepancies across reviewed areas took place. That was one of the people who was honored tonight, Dr. April Crawford and her team. Please give her a round of applause. Through our colleagues, we've updated universal discipline behavior matrix to support greater equity and consistency in implementing the code of conduct because we understand that fairness is the first step to a fair and appropriate education. We've established multiple cross functional teams and coherence meetings to improve districtwide alignment. You did that. We've implemented districtwide communication protocols and reinforce professional agreements to strengthen organizational coherence and accountability. We've secured and launched the arena operators in partnership with TRP now and successfully opened the arena and had the first concert. That brings us to this moment. Last week, we welcomed thousands, what you will hear is about

04153,000 of our fellow citizens into the arena at South Lake to help us watch coherence personified. children walking across the stage, carrying the sacrifices of their parents, carrying the hopes of their grandparents, carrying the vision of the team that sits before them, carrying the work of the teachers who had to toil through difficult days because teaching is not always easy. The leadership work, coherence personified, it was nothing short of amazing. To Miss Trice and all of the people who helped her, we are in debt to you because this was the most amazing graduation in my 27 years. >> [cheering] >> What I hope you hear is that anything is possible when we're together. Anything is achievable when we decide that we're going to walk together rather than walk our own path. Tonight, you will hear

042several things that we should all be proud of. We should be proud of because somebody tried. Did anybody do all perfect things today? I didn't. I tried. I fell short. Some of you know I fell short cuz you talked to me and you heard the imperfection in my voice. The imperfection in terms of the look on my face. I'm not a perfect father. I'm not a perfect husband. But my mother doesn't beat me up. She accepts me because she knows with every breath and every bit of energy I have, I attempt to make the best difference that I can. Just like all of you, one of the things that you will hear that I am most proud of in our finance department, you will hear a preliminary report that for the first time in several

043years, we will present a balanced budget that pulls no money from our fund balance. Yes, sir. >> And I only think everybody should have stood up. I think everybody should have turned car. Hasn't happened in a long time. And it happened because of what we did together. It happened because some things happened at the state that gave us some increase. But you all know what we've done. We've met. We've talked. We've made sacrifices the way families. And that brings us to this moment. In this moment, we can say that we are Angeles on Saturday. We will show the board and eventually the world who we are academically because the data that we have shows that we've been growing in every area academically. Our data young is setting in. Now, here's a question for you before

044I ask our colleagues to come up. Where do you stand? Can we be together? Can we work on behalf of children? >> Yes, sir. >> Like they are our own children. >> They are. >> Our birth children. and we see our children's face, our nephews, our cousins on the children that we have to educate. If we can and if we can walk together and if we can have academic discourse without having dislike, I promise you, we can become anything that we want to become. But it's up to every individual in this room. With that being said, I colleagues to come up and give your amazing presentations. I am so proud of you all and I'm proud to be here with you this evening. Thank you. >> Thank you. >> Okay. Good evening, board chair, madam

045vice chair, board members, interim superintendent Dr. Hendricks, guests and colleagues. It's with great pleasure to to stand before you to provide an update on graduation from last week and in the wonderful class of 2026. So, I'd like to ask everyone if you would please join me in giving a round of applause again to our 3,684 graduates from Clayton County. So, we are very proud of our graduates and as Dr. Hendricks has stated um you know this speaks to a collective effort with everyone working together to support our students um and support our families as well because it does take a village to raise a a child and we always put children first. So this this data um what happened last week is indicative of that. So we'd like to kind of share um information with

046you this evening. If you can look at the slide there and I'm sure most of you have already seen this but this represents a a collective story a story about the class of 2026. So, it it shows you some information about where our students began in terms of scholarships. Um, you can see that they we've been moving upwards in terms of our growth with scholarship monies. Um, from 20 we peaked at in 2024 with 218.7 million. We saw a little bit of a decline, but we spiked again and we've experienced 23.3% in growth in our scholarship monies earning two uh $22.5 million for the class of 2026. So, we're very pleased with that as well. Um our next you can see we're going to continue moving upward there in terms of our college acceptances. Um

047we've had 5,331 college acceptances. That's multiple acceptances for our students in the graduating class of 2026. So what this speaks to is expanded opportunities, access to information and students traveling beyond the borders of Clayton County, beyond the borders of Georgia to see other institutions of higher learning and through those opportunities and they are applying and they are being accepted. So they've gone as far as Washington DC, um Houston, Texas, and also to um out to Arizona. So we very pleased with our students and again let's congratulate them with for experiencing receiving 5,331 [applause] acceptances. So it's not merely about college acceptance for our graduates, but it's making sure that every child has a plan, every child has an opportunity. So how do we do that? We do that with our four E. Um as Dr.

048Hendrickx mentioned early and also our board chair, we want to make sure that every student graduates with a plan. So we accomplished that with 2026. So we went beyond our college acceptance and graduating and going on to college to looking at our students who are going to enter the workforce. So we're very pleased to to put our hands up to say that we have 454 students who are committed to going into work after graduating from high school. So they're going to go go straight into the field of work into their chosen profession. Um and that that doesn't mean they're going to stay there, but this is where they're going to land. And also we have 225 that are going into active duty military. That's an increase for us. So we're very proud of that as

049well and we're very thankful to CTA for our partnership with that. So we um are very pleased to have our increase in those numbers. So again, this kind of tells a story. We speak to the four E. So when you ask a student, what is your E? Then they can tell you exactly what their E is and mean that and they have a plan that supports it. So our next one, well how did we get there? You know, did did it just happen or did we have a plan to get there? Well, we had a plan to get there. As always, we have a plan for everything, right? But we did have a plan to get there. Um, and it started with advisement, looking at those readiness systems that are in place to help support

050students as they move along and as they metriculate throughout high school, knowing that it doesn't the story doesn't begin in grade 12, although there's an emphasis in grade 12. It begins a lot sooner than that going down to your elementary school and building up through middle school and then also culminating in high school. So, we're going to do that with our individual graduation plans. And that's when we're talking about the advisement. We're working with students as they chart the journey through high school or through middle school into high school because typically they come into nth grade with a plan in place. But that plan is not always static which means that it's going to change multiple times and that's how we're supporting them through the advisement process. We're also looking at um that college and

051career career advisement piece too. Not just in terms of academic completion of courses, but there's a skill set that children must possess so that when they land on a college or they land in a field of their choice where they're going to work or if they're going to start being an entrepreneur, a real estate agent, if you will, um there are certain skills they have to have to be successful. So, we look at that as well um too with our students. And then we wanted to make sure, like I said, um our schools went on a lot of college tours this year. Um, and it wasn't just again starting with high school, although they did the most, but we had elementary school students as well as our middle school students to go and set foot

052on a college campus. Why is that so important? Because that's part of experential learning where they're actually putting their little feet on a college campus and then they could aspire and dream to achieve more. Okay. Um, we're looking at our Navian platform. So, when we finish advisement in the classroom, working with our students, we want to task out an assignment. We want to loop them back around to what they've actually learned or what we've talked about. So it's just not a one-h hit wonder or one conversation if you will. We want to make sure that we repeatedly send them back into Navian into our college career and life readiness platform so that they are experiencing, they're exploring, they're looking for colleges, scholarships and looking at different occupations, learning about what it means to be an

053architect, what it means to be in cyber security, environmentalist and those things. Okay. And then also we are doing a lot of monitoring with cohort tracking. So we when we say 3,640 84 graduates, we're talking about the class of 2026, not cohort 2026, okay? Which is a little bit smaller, but we track our cohorts. We don't just track them for 2026. We're tracking those that were in 2025 as well that may be still with us and we're trying to graduate out. So all of this led to the numbers that you saw on the previous page. So we can proudly say yes, our students did receive 5,331 college acceptances. Why is that so important? That's a huge increase for us over 1,574 in years prior. Okay. And also looking at how many actually stated, I'm going

054to work when I finish and and know that that's okay. That's a part of their plan because again, we're servicing the whole child. And then looking at enlistment numbers going up, entrepreneurship, we're very h happy about that. That was an E that we added to um our four E and our um graduation pathways because we want to make sure that our budding entrepreneurs are feel supported and they're getting the information that they need to go on with their their business. So here we have our special highlights. We do have one high school um that ted $33.8 million in scholarships monies to date. So we're really proud of that. They kind of led the way with that. And then we're looking at what would we like for our board members to know? We would like for

055you to know that look, we we got two $22.5 million in scholarship monies. That's an increase for Clayton County Public Schools, and we're proud of that. It's not where we were in 2024, but we're better than we were in 2025. And so, we're on an upward trae trajectory moving forward with our children. So, we are proud of our students for that. We also tout the 20.6% and looking at those non-ol pathways. Yes, we are supporting CTE pathways and even those pathways that may move again into the field of work because every child's story does not go on to metriculate in a college setting. Some of them go into the world of work and they're very successful, do very well, right? And then looking at our Perry Career Academy, Perry Career Academy had the most entrepreneurs.

056So, we want to applaud Perry for their efforts with that. They have a framework that works at the Perry Career Academy. So, we we're so thankful um to the work that they're doing there as as well. And then last thing, you know, in terms of documenting, we want to document, document, document. So, we're documenting to make sure when they'll say, "Well, how do you know they have an individual graduation plan?" We're going to go look for it. We have to upload it, right? In Infinite Campus, we want to see the plan. We want to see the plan in action, not just on paper written, but actually see it in act action. Well, how is that done? That's done through monitoring. So, it all ties together very nicely and looking at how why we support and

057why we applaud the class of 2026 so much because they've done exceptionally well. Dr. Hendris, that concludes my presentation. I'll turn it back over to you for questions. >> That was fantastic. The >> first hand I seen up was Miss Telis Cooper. >> Dr. Dunn, thank you for that presentation. I just got a quick clarification question. I think you answered it, but I think I missed it. Um on the post-secondary readiness, the total graduates is 3,684. What is that enrollment number um inclusive of >> that number? That number that you see are are and it should be right there beside it, but it's college acceptances. So what we did, we wanted to show exactly how many the volume of acceptances the students receive. So you have some students that apply to 10 to 15 competition

058and they and we included everyone for the challenge. >> Gotcha. So it could be more than one >> more than one per child. Okay. >> And so typically we would only report out one but this year we did a little bit different. >> Okay. >> Miss Hill. >> Yes. Thank you so much Dr. Dunn for that presentation as well. I just have one question for clarification. I noticed that we're doing the one-on- ons um where for the college and career advisement. Um how are we doing that differently? because I know in the past that that's always been a challenge. Um can you tell me a little bit more about how we're meeting that goal? >> A lot of that's through time um time management in terms of how we look at the course of our

059workday um and and to meet the students where they are. So what we do is typically begin with a group setting to introduce the advisement topic, but we have to meet with them individually. Um that's a necessity because that's the only way to truly build a plan and then to monitor each child's individual plan. So it's it's kind of it's a necessity. It may be an inconvenience, but it's a significant it's an important inconvenience that we have to get beyond that. So, we work really hard to do that. >> Is that happening in ninth grade or in middle school? >> No, it happens. It begins in middle school and it goes up. So, middle school, 9th grade, 10th grade, 11th grade, 12th grade. So, it's revisited every year. >> Thank you, >> Mr. Baker. >>

060Yes. Um I I just want to say something in regards to employment. You know, some people go, "Oh, they're getting employed." I I don't know the exact number, but we had about a dozen students who are starting as firemen at almost $52,000 a year. >> That's right. >> With no with no debt, educational debt. And you know, like I said, I I'm up there with with tissues to I mean, there's some that that that have passed it, but to watch the ones receive their helmets, >> and I have to say the majority were women. >> So, um I am just so proud of that because there's not too many jobs. >> I mean, even with education that starts at $52,000. So, when you sit there and go, "Oh, well, they're just going into employment." This

061is the kind of employment they're starting out at. So, I'm proud of that. Thank you. >> Good deal. Any questions on this side? >> Go ahead. Yes. >> I I'm gonna She stole my train of thought. I just had written that down. I want to point out that there is absolutely nothing wrong with going into the employment area, right? There is nothing wrong with any of the students that are not trying to go into a four-year career, I mean four-year college, because there are so many jobs in Georgia where you can graduate uh with a certificate and make a great deal amount of money because I wanted to point out the $51,000 starting salary for firefighters. If you look at our starting salary for our teachers is 59. And that tells me that we also

062need to do some work uh as well because if you have a child that's coming out of high school making that type of money and you've gone to a four-year college and you're only making about $8,000 more than they're making, that says that we really need to do some work in education. And I I won't just put it on I won't just say us, but you know uh society as a whole. It shows what we you know we're not valuing uh some of the right professions. And thank you so much. Um let me let me get that number one more time that you said the number of graduates Dr. Dunn >> 3,684. And so this is all preliminary data. What we are doing now is actually graduating out and retaining. And so we will have

063that um eventually. We'll report back out once we have the final numbers. >> Well, that's a great number. You know, I need the number for another reason. >> But 3,684, we're proud of that number. >> Dr. I'm very proud of, you know, you and and uh Miss Trice, you know, you you had to do your your job so that we could get them. Miss Trice and her team and of course all of our educators and all of Quinton County Public Schools. What a great job we've done. Thank you. >> Dr. Dr. Dunn, I have a question regarding the entrepreneurship pathway. >> Do you all do like a survey to to see or gauge where those jobs are, those entrepreneurs? So, we do that. Um, and we actually um we had a couple of high school

064district this year kind of celebrate those different entrepreneurs like an entrepreneur fair. We had that in in a market day. So, that's is something that we're trying to um we've started to embed into um our overall focus and and attention to entrepreneurs. So, so yes. Okay. Did you did you all figure out I mean like I'm just trying to see where the highest percentage of entrepreneurs are are with that number because I know I saw a lot um throughout the graduations especially of course with Perry. >> So I was just cons, you know, I just I was just curious about that. >> It goes back it goes between it's a it's service based >> primarily. So they're either providing a service. So it's either they're um we have some that are providing food items for

065it or either they're helping host parties. They're making different things. They're knitting different quilts. They're taking pictures. So, it's it's a wide array, >> but it's it's a service. They're all service based. >> Okay. >> Thank you. >> Yeah. You're welcome. >> Yes. >> I wanted to mention you you listed some places that they've applied. I wanted to add that our intern last year started out in France. >> Is that not correct? we have uh there she's a Georgia Tech >> enrolly and I think they are actually a lot of the our students that are enrolled in tech especially I guess in the engineering pathway they seem to be sending them overseas so they're even though they're applying locally they're actually going out of the country and they do a lot of that um they

066do the study abroad so typically around their sophomore year um or either maybe their junior year they'll do a study abroad which is really good that you know further expands their awareness and opportunities. >> Any other questions? >> Seeing none, Dr. Dunn, thank you so much for that. >> Good evening, Mr. Chair, Madame Vice Chair, distinguished board members, interim superintendent Dr. Dr. Douglas Hendrick Senior and community members. I'm Erikica Johnson and I'm here to speak with you today about our summer programs. I am excited to indicate that this summer our school district is offering nine summer programs ranging for for students in preK through 12th grade. Those summer programs will focus on academics, on STEM, and the fine arts. Our largest program is the SLA program which um has over 2100 students enrolled at this

067time. Uh, it will be offered at five different elementary schools. Those schools are Anderson, Brown is Oh. Oh, I'm sorry. Thank you. My apologies. The summer learning program, summer learning academy will be offered at five different schools at Anderson, Brown, Haney, Kilpatrick, Oliver for elementary and there will be one middle school site at Jonesboro. The program is for 15 days. It is six hours per day and um the our for both elementary and middle and our high school program will be virtual. On the right hand side, you'll see our additional summer programs. We have kinder camp for our rising pre for our rising kindergarten students, credit recovery, fine arts, our magnet um assistance program, newcomers, and we're partnering with um Los Ninos. So, uh Jeannie Meyers will be having a program which will be held

068at Haney. So we'll that'll be a great opportunity for us to have approximately 86 pre preK through third grade students that will be we'll be focusing on literacy and we're also partnering with our parks and wreck at those five locations there and we'll also have extended school year. Uh we do know that some parents did not have an opportunity to register for summer school. So we will have on-site registration this Friday at two different times at all of our um all of our summer learning academy sites. Parents are able to register from 9 to 11:00 a.m. and then again from 1 to 3 pm this coming Friday. And if that time is not convenient, parents will be able to register on the first day of summer school, which is this coming Monday, June 1st, from

06910:00 to 1:00 p.m. >> Fantastic. >> And we do have teachers stand waiting in the wings if we need to hire additional teachers. So, we're we're ready to receive students that may be registering this Friday or Monday. I'll be happy to answer any questions you may have, >> Miss Bose. Good evening. Thank you for this presentation. Um, what I hope are just two short quick questions. I see the SLA and then on the other side there was a list of like other camps and you specified the duration of the SLA Academy, but I'm unclear on the duration of the other camps. Could you specify please? >> Sure. >> Are they various? >> They they all vary. >> Okay. >> They all vary. Kinder camp is a oneweek program for the students. Credit recovery runs from

070next Monday through July. The fine arts camps are approximately one week each, but they also vary. Um, Magnus Schools program is a couple of weeks. Newcomers and Los Nño are the same time frames as SLA because they're housed in the SLA sites and the parks and recck program is starts in June and goes is just for the month of June. I'm sorry. An extended school year varies as well. >> Thank you so much for that. And what I'm hearing is none of those are longer than SLA, but some are as long or shorter. Is that right? >> Credit recovery will be longer than SLA. >> Thank you so much. You're welcome. Okay. My next question is um sounds like school over the summer. So I'm wondering about our parent leaison and what happens to them

071over the summer. Do we have parent leaison in place in summermies whether it's SLA or the other items on the right? Um just curious about what we do for like family engagement when school is technically out of session but when we have are operating some learning environments. We do not have parent leaison working in any of these summer programs during the summer. Um but parents are also I mean we definitely want to engage our parents. So with the summer learning academy, we do have a virtual open house for parents where our site facilitators can communicate with parents about the programs that are be about the program that's being offered and what they can expect during the summer learning program. I failed to mention that we will also have summer interns. So we'll have several student

072interns working um the summer learning academy as well. >> Good deal. >> Exciting. Thank you. >> You're welcome. >> Yes, ma'am. Uh um do you also handle CTA? I am am I behind on the slide? Because last year, you know, I've been advocating for the students that were interested in the cosmetology program and barbering and last year we had a very successful uh program for those students. Are we not including them this year? I I I do not handle CTA and I'm not familiar with the program that you're speaking of, but is Dr. Pittz here to speak to that? Good evening um ladies and gentlemen of the board, board chair, board vice chair, member of the chairs of the uh board um Dr. Hendris um interim superintendent. Yes, we will be having our beauty and

073barbering again this summer. >> Thank you. >> You're welcome. >> Good deal. Uh Miss Cooper, >> so I just had one question. Um, how is this being advertised to other than the board meeting tonight to the parents? >> Communication was sent out through CCPS info and parents uh received the communication was also sent to the schools. So, the schools sent it out and then the CCPS information sent it out as well. >> Okay. Thank you. >> You're welcome. And it was also on our website. >> Thank you so much. >> You're welcome. >> Any other questions? Go ahead, Lisa. >> Um, yes. Uh, thank you for that presentation, Miss Johnson. I just want to know when we're talking about um summer interns um is that equivalent to summer jobs? >> Yes, these are summer jobs

074for students and they will be paid I believe it's I believe $15 an hour. >> And how do you apply for those jobs >> and that would be Pam Pitts? [laughter] >> Good evening again. Uh the students apply on the Clayton County Public Schools website via the human resource department. So they would just simply go on the Clayton County Public Schools website and they would apply through human resources. >> Thank you. >> You're welcome. >> Any other questions? Board members, go ahead. >> Uh Dr. pits. Did we put that out there on our social media platform so students or parents can pick that up? >> Yes, ma'am. We have. We've also spoken with counselors. Uh we've talked to principles. We put it out on flyers. Um so the students have the information and they have

075been applying. >> Okay. Thank you. >> Okay. I think that's it. Dr. >> I would like to make one comment about the applications. I wish that we could work with HR on those applications. Uh we we've talked about that before even when our interns applied. Uh some things really do need to be changed. >> Oh, you have you have something to All right. Thank you, ma'am. Appreciate it. Good evening, board chair, madame vice chair, board members, interim superintendent Dr. Hendris, community and colleagues. Tonight I'll be speaking about Title One to give you a brief overview of how the funds are utilized to support our students and staff in schools. On this slide here, it provides a brief overview of Title One. Title One funds are utilized to ensure that all of our students have access

076to equitable educational opportunities with priority given to students that are the most at risk as it relates to academics. Last year, our allocation was approximately around 27 million. So, we had about a $1.1 million increase for the 2526 school year. Our allocation this year was $28.36 million. So, there are several factors that in influence, excuse me, influence the allocation that we receive from the state department, from the Georgia Department of Education, as well as how we allocate our funds to our title one schools. One of those factors is enrollment. So we always look at the previous school year's enrollment from the October FTE count. So for the current school year for the 2526 year, the allocation was based on the enrollment from October 2024. So our FTE date from October of 2025 will determine our

077allocations for this upcoming school year of 2627. Another factor is poverty rates. So, how do we utilize poverty rates for title one purposes? We know all of our schools receive our students receive free meals, breakfast, and lunch under the community eligibility provision, which is C. For title purposes, we work with our nutrition department to get information about those students that are eligible for Medicaid, SNAP, and TANF. And those are the only families that count towards the poverty count for title one purposes. There are required set aides. The Georgia Department of Education has a list of set aides of course that are written in law ESSA that we have to set aside our funds for. So those funds are set aside out of title one budgets before funds are allocated to our schools. Also we look

078at salaries and benefits. Um, of course, as staff members receive additional years, if they get certifications, if they increase their degrees, just depending on those things in health care benefits, as they increase, those change the allocations that are at schools as well. And of course, our staffing needs after funds are allocated to schools, how can they utilize their funds? So, they utilize their funds according to their comprehensive school improvement plan. You may hear the acronym a lot, CIP. So based on that plan, they determine what their goals are and the priorities and that's how they set aside their funds. And so we'll go in detail on the next slide on how they utilize those funds. So how are the funds used in the schools? So schools allocate their funds in a couple of main areas.

079One is to strengthen instruction. So on the screen you see several things. they purchase supplemental instructional resources, supplies, and also personnel to support students to help remove those barriers so that we can increase our student academic outcomes. We also look to support parent and family engagement in a variety of ways. One of those ways of course are our parent leaison that is funded out of school budgets, but schools also have a 1% required set aside from the Georgia Department of Education. Those funds are set aside to support the parent resource center. So in those funds you see the resources the parent leaison give away the lending library and also any workshops that they provide and if you go in some of the parent resource centers you will also see some of our computers and printers

080that are in there that are purchased for parents to utilize and professional development. So we use this to build staff capacity. our department collaborates a lot with all of the other district departments really including teaching and learning and our professional um learning department that we have. And so this is where we pay stipens to teachers that are staying after their contracted hours during the week and on Saturdays or during the summer. So they do get paid a stipen. There are professional learning libraries at schools. They will purchase books on a variety of evidence-based instructional strategies and schools lead additional professional development during their collaborative planning sessions. We have consultants that are also utilized through district and school base. And lastly, just supplies that they need to support professional development. Now, this next section shows some

081district set aides. Some of these are required by the Georgia Department of Education and the law that we have to set aside. We don't have an option. So one that's optional is summer school. So summer school that my colleague just spoke about, Miss Johnson, we support with title one, the teacher stipens for working and transportation and the instructional resources. So we collaborate because there are some staff members that we can't fund in title and general funds are used for those. But mainly for our teachers, we provide that support and we fund their um stipen payment for work in summer school and also summer content training. So we collaborate with our teaching and learning department. Also we have new teacher orientation and different things where we pay stipens to teachers that attend professional development during the

082summer off their contract hours. We have staff of federal programs for my department is funded completely out of the title one grant. And then also our McKenna Vento program the state calls it the homeless leazison. So, but we do have a homeless leazison salary that we pay for, which is the coordinator. Their salary is funded in here and also their data clerk position will be funded in the title one grant for next school year. Foster care. So, we collaborate with our transportation department to ensure that we remove the barriers for transportation for our students that are entered into foster care. So, what does that mean? If a child is placed in foster care, sometimes it's overnight and then it be placed in another county. Our district collaborates with the district where they are residing temporarily

083to ensure that they can still attend their school of origin. So what we utilize our title one funds for is to ensure that those students get that additional instructional support at home. So we send tutors to support them virtually or face toface and also make sure they have all the instructional materials they need to be successful in school. We have group homes, we call them neglected and delinquent programs. This is another required set aside. Right now, we currently have three group homes that are in Clayton County. And for those group homes, the children attend our schools during the day. However, we provide additional instructional support them at their home. So, we send tutors out there and we also provide them resources. And lastly, we have private schools. So, currently we have about 14 private schools

084that we support because remember the funds follow the child. So, if a private school is nonprofit and they would like to collaborate with the district, what we do is that we provide tutorial services, resources, and we can train their teachers with those funds. And lastly, um our slide, this is a summary. We have about 158 title one funded positions in the district right now. Um some of them we do have more once the vacancies fill. Right now, we're in the midst of the hiring season. We have about 82 instructional coaches that support our schools. That's elementary through high school. Some schools have one coach, some have up to two or more. They support in the content areas of numeracy and literacy, science, and social studies. We have 22 pair of professionals and teachers with about

08520 pair professionals that are mainly in our elementary schools. And we have two title one teachers, one at a elementary school and one at a high school that's providing some targeted support to students. And lastly, we have 54 parent leaison currently in the district um that are in our schools. And of course, they support with bridging um learning at home and that communication with our parents and our families. And at this time, I will turn it back over to Dr. Hendris for any questions I can entertain from the board at this time. Wow, Miss Thompson, that was really good. I um am I'm embarrassed to say that after all of these years, I didn't realize that um the actual schools are the ones that make the determination on whether they want to apparently on or

086not. Am I correct? >> Um yes, for their title one funds, first of course they have the cip as I mentioned and of course they make a decision based on their positions. >> So they make the decision. >> Yes, sir. The district doesn't make that decision. >> No, sir. >> Dr. Hendricks, you don't get involved in that decision. >> No, sir. The schools know more than you. They have a plan that they write based on their needs. So, we don't make the decision. >> That's That's strange. Go ahead, Miss G. >> Go ahead. No, I wanted to you >> that's that's kind of strange. >> I want to follow up on that as well. when we know when we know that we need parental involvement and I guess this is why when we talk about

087having a balanced budget and not using money and we have all that we have money sitting but we're not using money for resources we have 54 apparently as how many we have what 79 how many schools do we have >> 67 that includes our charter schools as well >> well I think charter would be they have their own money. So, I think they may do something different, but I have an issue with that. And I don't I don't understand why we wouldn't >> even like a I don't probably I guess I'm trying to remember with elite scholars if they've ever had one. >> They did. They um they did have a position that person left. Yes, ma'am. >> But I I just think that that's some money that we could use um out of general

088funds to make it happen and that that's something that we should have. >> All right. So, okay. So, um, thank you for clearing that up. So, I'm principal Hadley in Mount Zion Primary. Um, at the beginning of the year, I go over my budget. >> Yes, sir. >> And I decide because I'm a title one school and I'm receiving title one funds. I go through my list and say, I want a parent liaison and the other positions that you were talking about. Um and she makes that determination I I guess with her committee or or something to that effect. >> Okay. >> Yes. And once they have a position at the school, >> right? >> Okay. So schools already, let's say the same example you have and the principal has an instructional coach, >> right?

089>> They have a parent leazison on, right? And so [snorts] looking at their budget, what we do throughout the year, what I do is check the salary and the benefits of that staff with their school budget because our allocations from the Georgia Department of Education are usually not given to us until the end of July or early August. And we know last year funding was delayed outside of the control of the state, the federal government. >> And so based on that, I keep a watch over the salary and benefit. So if the person increases their salary, you know, of course, we encourage them to get degrees and continue their education or with benefits, for example, benefits is going healthc care is increasing again about $1,700 and I know Miss Bivvens has shared that with everyone.

090So benefits has steadily increased over the last few years, which has really impacted a lot of the school budgets. And so once as you made that decision with your CIP and you currently have staff, we looked to see who can still fund their position based on the information I shared their poverty count. So we had some schools that based on their two years FTE had lost over 40 students >> and you know your um allocation from title is always based on that previous year's FTE count. And so they had over 40,000 which was over when I calculated over $20,000 allocation was a decrease in their allocation. So they were not able to sustain their positions with their budget. And so schools had to make a decision based on their data and their needs on what

091was the best route for them to go. >> How many schools are we talking about? >> Um this current year we had two schools with the parent less um position due to funding. they were negative that they weren't able to sustain those positions. >> My next question, >> oh well, my comment is not >> it's really I understand the funding. >> I'm saying >> I'm going to get to everybody. >> I'm saying this is where I feel like we should pick up >> Yes, ma'am. >> the money because I know some of them can't have it because that's one of the situations at Forest Park. Is that not correct? >> Yes, ma'am. >> Right. So when you you're you've had a school that's had that and you know that's a school that has needs >>

092to me that's is that's not on you because you have your formula. So that's I just want to make it clear. I think the school district then needs to step in and put some personnel over there. >> Yes ma'am. >> The the next question that I have before I turn it over to my colleagues. Yes sir. >> Um the instructional coaches. Um my question is to Dr. Hendris. You you've explained how they go about making that choice of an instructional coach. With this new grant that we got in, is there going to be additional instructional coaches, >> literacy coaches? >> We wrote in to their reading specialist. So, >> oh, so they're Okay. So, they're not instructional coaches, they're reading specialists. >> So, one doesn't have anything to do with the other. >> Right. Right.

093Okay. Thank you. Who's Who's got a question? Miss BS, I think your hand was up. >> Thank you for your presentation. >> I don't have a question as much as I have a reflection I wanted to share, which is the distinction I make when I look at our budget between enrollment and allocation. >> Yes, ma'am. I lift that because our enrollment is going down, >> but our allocations depending on which title or source of funds is going up. And I lift that because I think it's important for us to, as we like to say, backpack money, right? If money follows the children, I believe that should also be true within our subgroups. And these subgroups that have increased funding are our highest need scholars in some cases. And in some cases, the things that we're

094celebrating about our balanced budget is due to state decisions. For example, we have really benefited this year from Georgia's new attempt at a poverty supplement. That's nothing we can take credit for. That was a state decision, but that increased allocation should be dispersed equitably here >> for our highest need students. And so this is a goal I've wanted for almost 10 years, but something about per school expenditure tracking because there's going to be some schools that need help more or less than others based on their scholars. And I just wanted to lift that the connection between enrollment and um allocation is something I think we need a more nuanced look at across all subgroups. So I know this was just about title one and I really appreciate that. But I'm thinking about that for title

095two, title three, um idea and all of our federal funding. Some is going up, some is going down, but my hope is that our scholars who were in mind when that went up are the first beneficiaries. >> Yes, ma'am. Thank you. >> Yeah. >> Anybody else? >> Yeah, I have a question in regards to the funding. Um, when is it been distributed to those schools because um do you foresee delays and all that? I mean, how was that? You're saying that you watched the budget, you watched it from the federal down and everything and there was delays, but when is it distributed to those schools, the funding that that that's needed to support what you've just stated here? >> So, our grants, great question. Um, our grants are 15 months. So, the grant allocation that

096we received last August, which they still have the date of July, they go up until September the 30th. I did speak to some of my colleagues at the Georgia Department of Education. They had a meeting last week. So right now they don't anticipate any holes on federal funds. So we are told that we should get our allocations in July. I'm saying next month because June is here but in July we should get our allocations and then from there while schools are still spending you know and doing programs with their current year allocation we will start having those budget meetings with schools so they'll know their allocations for the upcoming school year. So we usually start those meetings in August and September and let them know their allocations. Okay, a follow-up question with this. The principles

097decide >> um what to spend it on their funds based on their needs or is it things they're given a choice to choose from? >> So schools the the choice is what's allowable. So they have a conversation. Schools have budgets. They have meetings with first they have to have meetings with their stakeholders. So they should be meeting with their comprehensive school improvement plan with their internal and external stakeholders. So that's their school staff and also their parents and their communities and business partners. They have to include that as people that are on their team. So they have a meeting about their needs, their plans and their goals. The first thing that comes off is personnel. That's one of the first things that they have to put aside. So, we provide them the total salary and

098benefits for all of their personnel for the upcoming school year. And the amount that's remaining is what they discuss on how they're going to allocate that those funds. For example, some schools may be like, we want to do a tutorial program after school and summer school in a transition. They will set aside funds for that. There are some schools, of course, most of our schools provide all of the students their instructional resources, you know, notebook, paper, school supplies, they put funds in there as well. And then of course we also collaborate with technology based on the needs for Chromebook carts. And so if there's a need that the school need additional carts, those funds are set aside. And some principles decide to do additional professional development, they set aside in their budget. And so based

099on they have in their CIP all of the PD they want to provide and if they're going to do it after hours, they allocate funds to pay their teacher stipens. >> Okay. You may have already mentioned this, but when does all that take place for them to meet to know what they're going to allocate those funds for? You may have already said I may have missed it. >> Yes, ma'am. So, um, we start those meetings as soon as we receive our allocations from the state. So, actually, they're actually starting the process in the spring as they are revising their CESIP for next school year. So they're looking at what they implemented, what they weren't able to do, but what their data is telling them based on the current assessments from their end of the year

100assessments with MAP, but then also as they receive all of their GMASS data. So they are making those decisions now while they're having those meetings. A lot of them are meeting with their leadership teams and those external stakeholders after our leadership symposium to really dive deep in that conversation. So then when we get our allocation, they come in and they're like, Thompson, I want to do this, this, and this. and then they're able to allocate those funds and we do that once we receive our allocation from the state then we sit down and have those meetings but we already tell them to anticipate you know about a 5 to 10% budget reduction is where you look at so they can plan accordingly okay >> so they are starting that process already informally you're welcome >>

101Miss Baker >> um I'm sorry um so what I'm hearing is that the principal and her team or his team um make that decision. Does it have to go through any approval at the central office or they have the autonomy to do that on their own? >> They have the autonomy to do that on on their own based on their CIP, their data and the information that they have received from their um stakeholders. >> Okay. Thank you. >> You're welcome. >> Miss Hill, you had a question. >> Uh yes. Thank you for this presentation. And um I don't know about y'all, but I'm excited. This is good conversation. So, I just want us um a few questions. Um are we monitoring and tracking the progress? And if so, how are we doing that with the

102funds being allocated under title one? Great question. That's actually a requirement and we are monitored on that from the Georgia Department of Education. Um so one of the things that we do I'm going give an example for software. So those schools that have instructional software like progress learning and we do check periodically the usage of the program. We also check and pull reports to see how students are performing on there. We don't want to purchase a license every year as an example if we notice that many students aren't using it. And then we have those conversations with principles throughout the year. And then they have to provide a report to us in the end about the effectiveness of it or if they may need to look to change their implementation or if there's additional training

103that's needed for their staff. So we do monitor everything for effectiveness that we look for because we have to ensure what we do is evidence-based as is stated in the law and that we're seeing some impact. And if we're not seeing impact, that's when we have conversations with school leaders as well as if we need to, we will bring in their um assistant superintendents to provide support to lead that conversation. >> Okay, that's great. Um and hopefully sometime in the future, we'll get to see some of that uh data. The other question you took me um right to it is a lot of our principles are new and I just want to know are we providing professional development and support and helping them to make these decisions because um as you indicated that it's the

104autonomy lies on the school but if you don't have the understanding and the knowledge as to how you get to that are we providing and pushing in um professional development to ensure that they are making the best decisions for their schools. >> Yes, ma'am. So, first I will share is that my team um comprises of several title one program specialists. Each specialist is assigned a group of schools. So, they are like the handson oneto-one support for that school leader, their leadership team, and whomever else they want them to meet with teachers or instructional coaches in the building. So, they provide support and walk them through everything. I also provide training to all of our principles. Um, so I'm also available to do that. And then we collaborate with the professional learning department. So we have

105principal leadership coaches that are funded in our title 2 grant that we also support in my department. So I attend the um coaching meeting like our cohort with our new um principles and assistant principles. We do training there about what is title one, how to utilize the funds, what's allowable, all the nuts and the bolts, bolts of everything. And then we also go out and provide any additional support. So we have several tiers and when we meet with principles, the principal leadership coaches are there at the table during that leadership meeting when we're at the school meeting with them and their team. So they have wraparound services across departments. >> Excellent. And last but not least, I want to know um how do you ensure that all federal dollars are spent on or before September

10630th? And in the past, have we left money on the table? Oh, we never ever ever leave money on the table. But I can tell you what I um intentionally do. So we our goal is to try to spend at least 80% of our funds every year. And so our goal of spending that 80% is to leave some as a savings account that you are allowed to have. I call it a savings account, but we're allowed to get funds back the next year. And so what we try to do is to spend at least 80% of our funds so that the remaining funds can come back that when we have a budget shortfall, we are able to still provide support to our schools. So let me give an example. This year the allocation you saw

107was 28 million. Um with the allocation out of that 28 million about $25.3 million was given to our schools at the beginning of the year that only left barely $3 million, a little bit over $3 million for us to have for summer school, summer PD. We didn't have enough money for all of that. But I knew we had left money on the table because we knew we wasn't sure what was going to happen to our federal funds this past year with the hold on funds. So, we left money on the table that we're now getting back that we're able to fund summer school 100%. We're able to pay for some professional development during the summer and we were able to also to ensure that the staff that we had this current year, we were able

108to sustain. So, what we try to do is out of that 100% we're allowed legally to keep about 80% is what we goal to spend so that we can get back at least 15 to 20% of our funds the next school year. >> Wow. Could Could that >> Okay, that's going to be another conversation because I need to sit down and follow you on that because I'm I I'm not clear. Yes. But I hear you and I thank you. >> Yes. So, anything I just want to add that when you get back those carryover, you have an additional 15 months to expend those funds. And so that's how we were able like last year to we spent over five million on Chromebook carts and different things like that. So, we were able to support our

109schools throughout the year. >> Okay. So for clarification, you're saying you have carryover funds, which means that you have the opportunity to carry funds over into the next budget cycle. >> Yes. >> Okay. And those only, you may ask where they come from. It's just that say we set aside three million for summer school, but as we notice summer school, you can't guarantee how many students are going to show up, how many teachers you have. So within that two three million, we may only spend 2.8. So then that's 200,000 that we're able to carry over. we do not lose our funds to answer your question. So in that case with the um the so-called savings account or the carryover um if there's a school that comes short of a a parent liaison could you use

110some of that money to >> No funds are great question um that's what assisted some of the schools this year to be able to keep their position for the year >> right >> but their allocation is still negative and short they were not able to sustain for the upcoming school >> because of the enrollment because of [clears throat] the enrollment and as Miss BS mentioned about the importance of ensuring the most neediest schools are receiving the funds. Title one allocations are given out based on poverty. Got >> so based on the school's poverty count that we discussed earlier, those schools receive the majority of the funds. So you can't guarantee which school will get enough funds to be able to keep that position. Gotcha. >> So I just like I couldn't go back and say

111okay school use your example Mount Zion Primary. Oh, they need to keep their position. Let me give them 20,000. >> It has to go back in rank order according to poverty. >> Gotcha. >> I I have a follow-up question. I'm sorry, Miss Cooper, because it's on my brain. If there's a drop in enrollment, wouldn't there be a enough money left over? I mean because if you're basing that on on on enrollment based on what you said that we're looking at what happened last year bas it on to what was going to happen current year and if we're losing students as what Miss Bows had brought out I'm looking at the point of wouldn't there be enough funding >> our >> not leftover because our enough >> I understand right so our allocation will be based

112on that reduction in enrollment from October >> so if October 2020 25 we had a decrease in enrollment from October 2024. >> Our allocation from the state will be based on that October 25 number that we have. Then when we provide the funds to the schools, we have to rank order the schools according to poverty. So the highest poverty schools to the lowest. And when we rank order them, we use a multiplier. So it increases their poverty count. Some of them are at 100 when technically without that multiplier that nutrition uses they may be at 68%. So they are at the highest level of poverty and then you allocate those funds based on that. So at the beginning of the year there is no surplus um of funds that you have to allocate to schools

113because you are allocating at their poverty level. And so all of our schools this year did receive an increase in their title one allocations compared to what they had in 2024. But what impacted the numbers was a bunch of things. It was the salary increases, benefits went up significantly for our classified employees. And so those are the examples of some of the school two schools that had to lose positions. This um health care went up a couple of thousand dollars and also TRS. So with them losing about 25,000, that's what caused them to be negative. >> Gotcha. >> Okay. For for you, Dr. Can I add that um it probably does sound confusing the first time you hear it where you're like, we have fewer scholars but more money for certain scholars. And what I

114would invite us all to remember is just that cost to educate our scholars are going up. So that looks like in some cases us offering a salary for a position and what used to be 10 to 15 to 20% for benefits or additional fringe elements is now looking like a quarter up to in some cases 30 to 40%. >> And then we've got transporting our scholars and we all know that the cost of transportation is rising along with gas etc. And then all the dreams that we have for our our staff >> and wanting to make sure that they receive the pay that they deserve, all of that costs money as well. But great question, just the ratio is going to change because the costs are increasing. >> Miss Williams, >> my question was about

115you said the principles meet with their internal and external uh people like the community. Yes. Yes. Decisions >> parents, that's one of the requirements of parent and family engagement under title one. They have to have input meetings with their um stakeholders. So for instance, for their parent engagement plan and their compact, they had to have input meetings with their staff. Um high schools include students, but then also sending information home to parents and their stakeholders. So on some of the schools comprehensive school improvement plans, they have some of their partners in education listed as those that have attended some of their meetings. >> So what's happen? You saying it's happening throughout the year or you talking about when they do that the email and they make us fill out the little paper to say what

116do we want to spend our money on? >> Well, um they're 1%. So they actually do it at the beginning of the year when they're setting aside their budget, but then again in the spring they should be having those input meetings. This past spring, the parent leaison should also assisted our school leaders with those input meetings as it relates to their comprehensive school improvement plan, the compact and also the parent and family engagement plan. >> Okay. And we making sure every school does this. >> What what >> making sure every school is doing this? >> Well, it's one of the requirements. So yes, this past year I know um Miss Rice team did collect documentation from the parent leaison for those input meetings and those are things that we have to have on file when

117we're monitored by the Georgia Department of Education. >> Okay. Would it be the same information they share with the school council if they have one >> with the school council? Some schools do involve and engage their school counsel that are part of their CIP team. So yes, ma'am. >> Okay. Thank you. >> You're welcome. >> Any other questions? >> Yes. Uh, I I like the conversation that we've had here and I like the fact that you pointed out that everyone is using data in order to make some decisions. >> Yes, ma'am. >> And that is also a concern that I have because we're here tonight about to talk about our budget, but we don't have data and the role of the the school board's role is very important in our budget. you know, we we

118should have data to decide if we want to approve the budget or have some input. And um I wish that the same model that you're using is the same model that could be used with the board to have input and make good financial decisions as well because we we're sitting we're we're about to have a tenative budget tonight but we don't have any data to look at >> and I really think that we need to look at that because you mentioned these Chromebooks and I can recall someone that used to complain to me all the time about the Chromebooks because now I'm wondering if you're purchasing Chromebooks and then technology is purchasing Chromebooks are we over the Chromebooks we are do we have too many that maybe you shouldn't spend money on Chromebooks or what's

119the relationship I can give the example I work very closely with the technology team um with identifying they identify schools and their needs, but then we also have to go look at the school budgets. So two of those schools that we discussed, they didn't have enough funds in their budgets to allocate for those Chrome. And so that's when technology with general funds steps in to ensure that based on those school needs that they do have the devices they need. So if they don't have the funding and titled sometimes to purchase all of the devices they need, then technology utilizes general funds to support the gap. >> Okay. I think I'm confused. So technology doesn't technology purchase Chromebooks for all students or technology doesn't doesn't purchase Chromebooks for title one schools. >> Well, they do all

120students, but it's we collaborate. So if schools have some funding in their budget, we will purchase what we can in their budget and then technology will utilize general funds and other funding sources to help in the gap to ensure that every child that needed a device that they have one. >> I think we're not understanding. I'm thinking if technology purchases Chromebooks for everyone, >> then I see that then you your money shouldn't necessarily be spent on Chromebooks unless the Chromebook is for some other type of program because it seems to me like we're doubling because I've had uh principles complain about the facts that they're that they're having to purchase >> materials when I think they probably would have needed they would probably have wanted to spend that money in another manner. Not unless it's

121just money that's because I know we have different >> Yes, ma'am. >> uh titles, you know, we have like title two, title four, you know, that etc. But that just seems like that's >> some areas we may not need to double. >> Um before before I get to you, Miss Cooper, Miss Thompson, let me see if I can understand this. Basically, what happens is the school evaluates who can get a Chromebook. When they've finished that process, if there are anybody left off without a Chromebook, that's when technology comes in and says, "We'll fill that gap." Is is that correct? >> Yes, sir. So first technology the technology team what they do is assess the need per school because we don't want schools saying I need three Chromebook carts and there's no need for the Chromebook

122carts. So technology department does go out they check devices they look at student enrollment and projection and then they will identify the needs of each of the schools and then we collaborate together to support those schools. So technology goes out. Yes, sir. >> They make that assessment and then they come to you and go, "Hey, this is how much we could spend. You you you have to you have to you know, >> where's your share of of the money?" >> Well, we collaborate. So I um definitely what you stated. So they identify the need and then I meet with them to say, "Oh, a school does is not a I'm not able to um support. I'm going to keep using Mount Zion Primary. I'm not they don't have enough funding in their budget allocated towards

123devices. So, we're not going to be able to purchase those >> and then that's when they come in to make sure they fill the gap. >> Okay. Let help me understand my question. So, if Mount Zion is a title one school and they have 500 students, >> you're telling me that you buy those 500 Chromebooks, not technology. >> Not all of them. No, ma'am. We only purchase a small amount of Chromebooks per school based on the needs of their budget. I think you're not understanding my question, but it's it's our work. >> Mr. Chair, if I could really quickly, not that I'll help everybody. Well, real quick, before Mr. Sykes gets up, um because I don't think as usual, this is the time or the place for this. I think this is a brilliant conversation

124that needs a lot of answers, but I don't think Mr. Sykes is a we're not there yet on his part of the agenda for technology, but also um or funding, but these are really brilliant questions that would be perfect in a budget committee because what's happening here is we know that things cost money and we know that we have the money, but we have a few colleagues who aren't sure and I'm always learning. We're all always learning what money can be used for what things. In some cases, there are some things we can only pay for with certain pots. And there are some things that we can pay for with multiple pots, which is what we're talking about here, which is some cost sharing elements. Again, it's going to be all based on a ratio

125after there's like first math, then the second math, and then the leftover is covered by this and that, and you're not going to help everybody understand that tonight. So it really is okay that these are great questions and another reason why we need a committee of people who are focused on this as a learning all year long not seasonally. But um I'll pass it back to you Mr. Chair. I think this is a really great time or u Dr. Hendris if you want to go to the next part of your superintendent update because I don't want to go or Miss Cooper's question. Yeah. >> Just to close it out. >> Yes ma'am. I know that you mentioned that we support 14 private schools, but I missed what you said we support them with. >> Okay.

126Thank you. Um, so the private schools, what we have to look at, we're actually in the process of doing it now for next year. And so the private schools that have Clayton County um, zoned students that live in Clayton County but attend the private schools, they show interest to us and say they want to partner with us to support those students. And so the first thing that we look at to allocate their funds is the poverty level of those students, the income. We have to verify that information. And then once we have that information, they'll receive an allocation next year that the state department tells us that each private school earns. And then we support those students. Like we have tutors that are dispersed to provide support at that school in the afternoon time because

127we do not pull them out of class at the private school. And then we also provide some virtual support and then summer school. We have some programs that are doing summer school starting next week. And then in addition to that, we provide summer learning bags for all of the students to ensure they have resources to continue the learning at home over the summer. And then we provide school supplies throughout the year. Some private schools do. We have a needs assessment. So like our schools have comprehensive school improvement plans. They have improvement plans as well. And we look at their data because they have standardized assessments. like ITBS, they give Stanford 9 a variety of assessments. We look at the data in their assessments and some of them have professional development for their teachers. So we

128do um pay for consultants to go provide training to their staff as well if necessary. >> Mr. Chair, I do want Mr. Sykes to come up and make a couple of very valid points. Okay. >> I think it will help understanding for those conversations later. >> All right. Uh good evening, Mr. chair, madame vice chair, members of the board, uh interim superintendent Dr. Hendrickx. Um as far as just to to provide some clarity, uh Dr. Gore on on some of your questions are the department or uh the division of technology does buy an aotment of Chromebooks usually per year. Um but we don't buy for all students. So we are provided a uh we we're provided multiple funding sources but Chromebooks and student devices traditionally have been bought with splot funding. um that SPLS funding

129has been reduced over the years and with that reduction of SPLAS funding uh we have you know money has been used in certain ways to take care of other classroom equipment such as interactive flat panels uh teacher devices those type of areas and so the uh the title funding that's received for Chromebooks has helped offset what we would need to buy with all of that splass money at those times. And just like U Miss Thompson said, there's a lot of times where we're just filling gaps with that money that we have. Um, and in the past it was it's really gone back to more how it was in the past. There was a point in time when we in 2020 when we bought a big huge flat rate of Chromebooks. Now, it's more of an

130annual smaller amount just trying to find those those areas to make sure that every student has what they need within the school. Plus, there are some rules around title one funded equipment and what it can be used for and what it can't. So even while there may be title one equipment in that school, we're still buying splast equipment in that school to make sure that the equipment can be the you used in compliance with that title fund money and worth that splast money. Does does that help clear things up? >> Oh, you're welcome. >> Thank you so much, Mr. Sykes. >> Thank you, sir. >> All right. Who's up next? >> Mr. Ramona Bivvens will be up next with our Yes, ma'am. Um before Miss Bivvens come up, I want to um when Miss Cooper

131was asking about the the mode of communications as of when Miss Erica came up about summer school and all that. Um I also just want to reiterate that I'm just so excited and I was so excited to see this on Highway 85 as well as on 138 to see the signage for the kindergarten registration. So, I want to give that team a a round of applause for that, for putting that out. Um, it is being recognized. And so, I had to send that over to Dr. Brian Ena and let her see that. And so, I just want to put this out real quick. Community, go ahead and please start registering your kindergarteners now. Do not wait till the last minute. Um, I know everybody's excited to get over to that Riverdale Learning Center, but I

132did want to just um piggyback on Miss Cooper. the communication does go out, but to see that big billboard on those two main streets, um, that really show a good light for CCPS and that department. So, I just wanted to put that out. >> Thank you for that, Dr. Haney. [snorts] >> Miss Bivvens. >> Okay, hold on. Let me All right. Good evening, Mr. Chair, Madame Vice Chair, members of the board, interim superintendent Dr. Hendrickx, colleagues and community. This evening I'll be presenting the well formally presenting um the tenative the inter superintendent's proposed budget for fiscal year 2027. Okay. The development of this of this budget was centered around academics and teaching and learning alongside the district's um strategic goals that are listed here. Um, these goals support the district's vision to prepare all graduates

133to have the skills to pursue and accomplish college, post-secary training, and or career opportunities in order to live and successfully compete in today's society. And can you all hear me? Because someone told me before they couldn't hear me well. So, I want to make sure everybody can hear me tonight. Okay. >> I would I would just remind you to talk slow. I hear that Dallas, Texas is coming out just a little bit. >> Yes. All right. So our priorities um we had two top priorities when we were developing this um budget process. They were prioritizing instructional support and other studentf facing activities and investing in our employees. Those were two three actually main objects objectives of this um budget. We also look for areas where we could achieve cost efficiencies which resulted in cost reductions

134realignment of staffing while at the same time attempted to maintain adequate reserves for the district and which is our fund balance. Along the way we had some budget challenges as always um with most budgets they present some challenges. One of ours is decreasing enrollment. Um I think we've heard tonight in some previous presentations that we've had decreasing enrollment over the past few years. this can have an impact on our people funding from the state. Um we have a an excellent excellent and I give kudos to them every year for our scheduling team. Even though we've had some decreases in enrollment, our QBE hasn't been impacted because they've scheduled so we can maximize our QBE earnings. So I and my team are grateful for that because that does that has helped us with the budget process.

135But one of the things we have not done with the decreased enrollment is looked at is reduce staffing at the same rate of this um decrease enrollment and that's caused some pressure on our expenditures over the past few years. We've also had increases in state health insurance um as was mentioned earlier during Miss Thompson's presentation. Um for classified is gone up significantly over the last two years. This year it's going to begin a little over $1,700 for classified and certified personnel. And TRS is increasing again this year. It's going from 21.91% to 22.32%. We also are being limited in the growth of our property assessments which impacts our tax revenue due to some state legislation that everyone is familiar with. Um also we have a cap on our millage rate um of 20 mills. Um

136next year we will be capped at the 3% of the growth in the digest. So if the digest were to grow by 5%, we would forfeit that 2% growth in the digest in revenue. So those are some of the challenges that we're facing. Um I think Miss Thompson also mentioned last year we had some uncertainty with the federal um grant funds while I'm getting they were delayed. So because of what's going on with at a federal level right now, it kind of creates some difficulty in planning for future revenue and for programs if we're not 100% sure that we're going to continue to receive those funds. And then the inflationary pressures that everyone is receiving. Miss Bose mentioned earlier the cost of educating our scholars is increasing. We have rising costs from again from benefits

137to supplies, fuel, those all continue to outpace our growth in revenues. So it increases um some pressure on our um expenditures. So these factors combined have created a challenging financial environment requiring careful planning and some prioritization for fiscal year 27. Some I mentioned budget reductions earlier. Some of the things that um have that we've done um as a district as a team under Dr. Hendrick's leadership through the recent reorg of the interim superintendent, we recognized an estimated $1 million reduction to central office personnel cost. Um, Mr. Harrington u worked with the team and reviewed all department accounts and contracts to eliminate duplicate services that resulted in an estimated $1.2 million of savings and contracted s contracted services expenditures. Also, we talked about enrollment declining over the past few years and the staffing remaining relatively the

138same. The cross functional team with my my staff um HR teaching and learning, they got together and went through all of the a lotments and looked at enrollment and we did our leveling process earlier on instead of later in the year. That resulted in about $4.5 million in savings through staff realignment and leveling. um with $1 and a half million dollars of that was through 225day employees vacancies eliminating those. And then Mr. Harrington of course went digging and found that um we were able to reduce our stipens by about 50% eliminating supplemental pay that's being paid for duties and responsibilities that are included as part of an employes regular job duties and responsibilities. Um I had a question about if it impacted athletic supplements. It does not impact athletic supplements. um the tap and then

139those that are being paid through the title program. And this slide just shows the sum um the total of the reductions that were taken. We were able to obtain an overall total reductions of $9.7 million. So when we got when we started looking at the budget, we got all the department's requests. We went through that and reduced it down. went through this the exercises that I mentioned earlier and we have landed on a budget um to present to the board. I've spoken with you all. We started I think back in March. We did a preliminary look at it. Had another look at it in April at the work session and um another small group meetings in April and small group meetings in May a couple of weeks ago and then last week during the graduation

140I sat with most of you and discussed where we were um from the prior week. So the board adopts a total budget which includes five funds. Um the general operating fund which is our day-to-day operating expenses. We have a special revenue funds which title one is part of that. That's where we account for funds that are legally restricted or committed for expenditures for specific purposes. That's a federal grant school nutrition. We have our debt service fund. This is where we account for payments of long-term debt which are our bonds where we pay the principal and interest payments in our enterprise bonds. These funds generate their own revenue through user charges. These are used to offset the operating cost. So this particular fund includes the performing arts center, athletics, and campus kids. So our total budget

141for all funds is 1.388 billion. Of that 750 million is in the general operating fund. >> Could we go back to one point? I want to make sure something's clear, right? >> Yes, sir. and you're doing a wonderful job, by the way. But I want to make sure that it is clear that a lot of work was done at getting that $9 million minus another million that we got to make sure that we could pay the operator without having an effect on the budget. So then it's 10. And so a lot of work was done by these people here in terms of getting that 9 million. So there is a reason for all of us to say that this was something that was done [snorts] collectively. Everybody had a hand in it. And I just

142want to make sure that we don't take away from the work and the sacrifices of staff, not just the staff in here, but the staff at schools as well, because we had meetings after meetings after meetings to make sure that we were trying to be as fiscally responsible as possible with our realities. So, excuse me for interrupting. >> No problem. Thank you, sir. So this slide shows our proposed um revenue um comparison as compared to last year. So property taxes we had a three um projecting a $3.9 million increase. Um but the main focus that where we see saw the largest increase is on the state funding and that's a $35 million increase and that the majority of that was in the equalization grant. We got a $22 million increase in the equalization grant and

143that is what is used for to for those districts that have a low um low wealth of poverty um not power low wealth tax base. That's what that money is for to try to give a level playing field for those students in the higher property value um districts in the state. So we have a overall increase of $21.8 8 million in our total available revenue for our general fund on the Oh, hold on. Okay. On the prop on the general fund budget. So if you look at the revenue side, you see total operating budget revenue is $744,45,000. That's our local property taxes, other local sources, state funding, and federal revenue. You add an additional 6.1 or $6.2 million. That's for our other general fund grants. Those are grants that we receive from the state that

144we have to include in our general fund. So that's how we get to a total available revenue of $750.6 $6 million in the general fund. On the expenditure side, um you will see all the functions. We have a total operating expenditures of 742 million and then we add in those state grants that we receive and transfer to some of the other funds and we end up with $750.6 million for a balanced budget. Um this budget will not use any of our fund balance um as Dr. Hendris mentioned earlier during his update. And if you recall prior to that um before we got the news that the state had increased our revenue, we did have a $21 million deficit. So, but based on this what we received from the state with the increase, we are have

145we do present a balanced um budget for you to to be approved tonight. This just shows our um proposed expenditure comparison from year-over-year from this current fiscal year. And a couple of things that I wanted to point out. If I can find my sheet again. Hold on. Oh, here it is. So, on there you'll see um there's a couple of things that I had gotten a question about. And one is the increase to maint the decrease to maintenance and operations. Where it may look like it's a decrease, it's not a decrease. The state has made a change in how we report certain expenditures this year. So our safety and sec uh school safety and security expenditures were previously reported under maintenance operations. They now have their own function and it's noted on there under school

146safety and security. You will see an increase there. So that increase is um where we took the money from maintenance and operations. And then another one it looks like there was a a significant increase to instruction where there was not you will see an increase to people's services. That is the a same scenario where the state requires us to report certain expenditures that were were some people or some school districts have considered that direct instruction have moved that to people services like guidance counselors. So those salaries can no longer be coded to instruction. They have to go to people services. We also have some other positions I believe um psychiatrist and other um support services that were initially the state allowed to be charged to instru. So when you see those um some big changes

147there you should see a corresponding increase in another function to offset that. This shows the um proposed operating budget by function. So, when we're looking at how we're spending the $742.9 million that I mentioned earlier as the general operating expenses, approximately 72% of that money is spent in areas that directly impact our students. 57% of it is allocated to direct instruction, almost 8% to people services, and a little over 6% to school administration. These are all areas that impact the students. Um the remaining funds are allocated to those areas that function in a support role with 8.1% to maintenance and operations and 5.36% going to student um transportation. And you all have heard me tell you this before, our largest expenses um goes to our human capital. 86% of that $742 million or the $750

148million for all the total general fund budget is going towards salaries and benefits of our district employees. 56% is to personnel services which is the salaries for the full-time part-time substitute um employees and 30% of it is employer benefits the health dental life insurance and the TRS ERS and Pers for the employees. The remainder funds um go for operating costs, supplies, um fuel, utilities, and um contracted services and any other operating expenses that we may have. One of the items that I mentioned earlier on that was a priority is including our um investing in our employees. This budget does include an increase for our employees at midyear. um employees will receive a mid-year step increase. For those full-time employees that are eligible to receive a step increase for those full-time employees that are not eligible

149for a step, they will receive a 1.5% increase. And those are the employees that have reached the maximum step on either the certified or classified salary schedule. And those that are paid a fixed annual salary. >> Excellent. So, how does this impact us in the future? So, we've done a projection, a five-year um look um including fiscal year 27 on how this would impact us moving forward. And this is this is based on using an assumption of a 3% increase of tax revenue, a 1% increase to our state revenue on the revenue side. On the expenditure side, we included a 1% increase for employee salaries, 2% for benefits, and 3% for other operating expenditures due to inflation. So based on these assumptions, we will begin um the end of fiscal year 27. We're projecting $130.4

150million fund balance. And however, it would decline to $115.3 million by fiscal year 2020, I'm sorry, 2031, which is about $15.1 million over a 4-year period. And as you can see on here on at the end of 28, we would have a little over $5 million deficit. In 20 um 4.3 in 20, I'm sorry, 30 it would be down to 3.3. and then $2 million in 2031. Um, we believe that this could be manageable in making reductions as we move forward. Um, one of the things I will say that this does not include that I did discuss with all board members is our military is currently at 19.6 and is um, potentially looking at increasing that back to the max of 20 mills. That would generate an additional um, $5 million in revenue that would

151help offset those deficits in future years. you know, remember we are capped next year of what we can generate in tax revenue. So, it's a strategy that we want to kind of try to put in place now to try to offset that. And Mr. Chair, that's all I have um on the board. I do have some remaining dates. We will um if the board adopts does the tenative adoption, again, it's tenative. These can change moving forward. if we need to make some changes um at the discretion of the interim superintendent, we can make those changes before bringing a final adoption to you um hopefully on June 15th. But between now and then, we do have to have two public hearings. The first will be held next Monday on June the 1st at 11:00 a.m. with

152the second one on Monday, June 15th at 5:30 p.m. and then a um a call meeting after that to adopt the final um budget. So again, that's all I have to present this evening, and I turn it back over to you um for any questions. >> Good deal. One question. Um I see that we have a $51 million um enterprise fund. Is that correct? >> Yes, sir. >> Um the arena, is that going to be considered an enterprise fund? Al is it going to go into the enterprise fund also? >> No, sir. It's not considered because we're not operating the arena. we would just get receive revenue from the arena and that when that does start coming in that would go into our general fund. >> Okay. So, so that process of hopefully beginning to

153get profit from the arena could offset some of the expenses that we >> Yes, that is correct. So, none of that >> by 2031. >> Yes, sir. That is correct. >> Gotcha. >> Um I just want to say thank you for this balance budget. um that doesn't go into our fund balance. Um I think this is the first time and you know I'm not going to be exact but I'm going to guess over 10 years that we've done that. Um even looking at those numbers um that's still barely two months sometimes not even two months um supply. This last year we had to come up with an extra $3 million to make the difference between what the governor offered. It was very generous of him, but he didn't include everybody and that was an extra

154three million that we weren't expecting. And that's why it's really important to have that fund balance. And also, um, I hate to be down Debbie Downer, but we have upcoming elections and all I hear from these people wanting to have these positions is that they want to cut property tax by 50%. And that might be good for people and I understand why everybody would love to hear that. But I have heard no plan on how they plan on um supporting education because just imagine if we had to cut our our our budget by 50%. Um what that would do to our children. So um when I hear people say, "Oh, but you have money." Yeah. But right now, I'm also uncertain of what of where we're at. So, um, again, I appreciate the hard work,

155you your team, Eugene. I I love Mr. Scrooge. Um, just keep doing what you're doing. And, um, thank you. >> Thank you for those comments and um, Mr. Scrooge. I like that. Well, for for for the future and just so that you know and and again, thank you. There's still a need for evasive action. We don't all of a sudden just start saying, "Let's spend." What we're still doing is looking at how can we prepare just for what you said. Legislation is going to take away property taxes. They're going to keep trying until they eventually do in some form of fashion, I believe. And so when we have vacancies, we're still in the process of right sizing. From 2017 up to this point, we've lost about 5,000 kids. And we still are doing some right

156sizing. We still want to be very prudent. We haven't added any new positions into the budget with the exception of one that I've already spoken to you about and we can speak about it offline if you haven't heard. And we are not bringing in new programs. We believe that less is more and we're trying to make we sure we streamline. Also, also we want to use whatever funds we can recover to invest in our employees. We did a 25-y year look at how many raises they received and how many cost of living uh uh increases they've had. Three cost of living in 25 years. Eight raises in 25 years. It goes back to a point that Dr. Gore made. You look at the firefighter, you look at the starting teacher, you look at what I

157just said and you see why it looks like that. And so we want to make uh investments into our employees as well. 10 years of what we've had, a month of finding that we're okay doesn't equate to now let's spend spend spend. We we have a greater responsibility I do believe. And so I thank you for those comments, Miss [clears throat] Baker. >> Thank you, Miss Hill. I'd just like to ask um you brought up our convocation center. When do we project to have revenue from the convocation center if we know >> as I remember I think it was not the first year. I I want to say it was like the second year. >> Yeah, the second year and a half, third year definite. >> And so we continue to work with our operator.

158We continue to get our um financials from them every 15th. Uh we called them today because we want an update on the concert. They said they're almost finished with those numbers. We expect to have that sometime this week so that we can look at that and we continue to have conversations about uh where we're going. So um we will keep the board updated on that uh throughout. >> Thank you so much for that update and also about um the reconciliation of our schools. when will we start talking about if we need to do the reconciliation on our schools? >> I assume that you are asking about the consolidation of schools. Um, am I am I right? >> Yes. >> Yeah. So, we've had some internal conversations. What we would like to do because you all

159serve different districts and I'm always transparent in conversation. You all serve different districts. um we are internal people and so as we start to think about consolidation there's some things we know we know that there are some schools in some areas that have a very low capacity like they may they may hold 700 kids but they have 300 kids or 300 or so kids and they're less than two miles apart. We know this but I think it bodess well for us all and Mr. Joseph and I have had this conversation that what we would do is get a third party just like Atlanta did and other districts have done throughout to come in and and and help us with that. It's not a huge cost first and foremost. I want to make sure everybody's clear

160on that. But it helps us not to have turf wars and it helps us to have an understanding. It helps us to have standing within our community when a third party sees the same thing we do because people will gravitate towards what's theirs. And we respect that. We understand that, but the facts will still remain that we may need to consolidate some schools. And so, we're already having the conversations. We're working out the plan. We want to bring that to the board like we have so many other things. This is not a conversation about consolidation now. Um, but it is a conversation answering a question about the need to do it soon. And we need to do it soon. uh our capacity and our number of students is off a little bit. Not like some

161of the other districts, but it's off and it will also help some of this. So, it'll be coming to you very soon. >> Miss Bivvens, the um tenative budget that you just presented. >> Yes, >> if we approve that budget this evening, it doesn't it doesn't lock it in for um um we we still can make changes. Yes, it does. and we're meeting at the retreat this Saturday and we will go deeper into this discussion about the budget. Correct. >> Yes, sir. >> So, a vote tonight doesn't lock us in to any particular items on the budget. Am I correct? >> That that is correct. It's tenative so we can have our public hearings to allow public input and again to make any changes that may need to be made between now and June 15th

162when we do our final adoption. And you will also have information uh although it's embargo but for the board you will have information about our scores. We're excited about showing them to you. Uh um so that would be Saturday as well. >> Can we over here get involved in this kind >> Go for it. >> Thank you. We I keep hearing the word we and I I I'm going applaud the finance team because you have your balanced budget. But I'm going I guess I'm going to be Debbie Downer because I'm not good. We have a balanced budget. But just the analyzation of a firefighter coming out of high school making $51,000 and we still have a starting salary of around 58 or 59,000 that we keep in place for three years does not make sense

163to me. I keep hearing the word we, but the part of we that's left out of we is us because we're not involved in the conversation and we're supposed to be involved with the conversation, not for you to come and tell us what you've decided because you said we've had meetings. You're relaying information, but nobody's asked. Well, what do you all what would you all like to to do? I have an issue with that because that's not what governance is. And we have a role in this in the budget. And of course, I've been asking and I don't know if I've gotten an answer yet about cuts. I wasn't happy with the student engagement cuts last year because when we say we had meetings, nobody apparently had a meeting with the elementary principles to ask

164them how that would affect them. there was a decision to decide that we were going to give a bonus for attendance and the same money that we ended up having to pull out we could have kept those people. So this year the you know the great debate is communities and schools and I'm still asking the question what are we doing with it? I see we're cutting it in half but we just sat here and talked about schools that have needs. I want to know who are the schools that will re who will keep communities in schools. And even sometimes when some of with some of these jobs that you have and you know that you don't have a person at another school, I don't understand why we can't say we could share those people. I'm

165I'm just the we you said I just heard you say Miss Hill ask about consolidating schools and you say you're going to get a third party but you haven't talked to this party. >> You going to get a third you going to get somebody else to say something that we probably already know ourselves and we're the people who's in the community that will have to discuss this with the community but you're getting someone else. you you don't have any input from us and then you're going to bring it back. I don't like people to bring stuff back. I mean, I like it's all right, but you know, we all have some we have expertise here as well. >> And I sit here and I think about, you know, I want to see these test results

166>> because I keep asking and I I see the improvement that we're making, but I just said I've sat here for years and >> recommended some things and people ignored me >> like I don't know what I'm doing. I've taught I have expertise. I got some of the same degrees as everybody else that's sitting in this auditions. And what I would like is for we to be inclusive in including us because we're just not little pretty faces here. We sat here and heard all of this tonight. So now we got to make a decision. Let me have something to say because I think that one of the things that we need to be working on is working on salaries because I'm looking at the 245 vacancies that we have and every year we lead the

167metro area in vacancies and if we did something with these salaries you're saying 1.5%. Is that what you said Miss Beavens? >> Yes. >> Okay. So how much does that how would everybody would get that? So >> the people that are that don't get the step then the people that don't get the step then everybody else gets it. >> So the step the individuals that are eligible for a step the step equates between two to 3% isn't that right? Between 2 to 3% on the salary schedule for those individuals that have maxed out on their um respective salary schedule whether it's the certified or classified they would get a 1 and a.5% increase to that salary that's at the top. And then for those employees that have a set annual salary, they will receive a

168one and a half%. >> Okay. So, does the superintendent get a one point? Does superintendent [clears throat] get that? >> The board determines the superintendent salary. >> Does the cabinet get that? >> Yes, ma'am. They do. >> Why? >> Because they're they're an employee that's not Hold on. They're an employee that is not on a salary schedule. They're full-time employee. >> Okay. But that's that's what I'm saying. We we're not kind of being practical. Of course, I would like everybody to get a raise, but we know the people down at the bottom that need the money at some point. You know, school districts do freeze salaries. And I don't know why we don't look at it's every time. And I'm sorry if you know you all are upset. I guess if I was sitting over

169there too, I would want the money as well. But at some point, we've got to look at the people that aren't making some money and say, "Hey, you know, we're going to freeze these because you have a good salary. Six figures, that's a good salary, especially in this economy. And that that's a lot of money there. We're not looking to me at some practical things where we just need to we make some cuts. You say you you saved a million dollars because you cut some jobs. Good. But let's look at really using some resources to help those people that have >> I'm sorry, but I must say just one piece. >> I'm gonna stop. I I just wanted to get my we in since I haven't been able to get we in we we we

170this whole time. >> We Sorry. >> Okay. [laughter] >> Thank you, >> Miss Gore. You make a valid point. And when we want to look at salaries, we do always want to look at our people who are the lowest. But I have to say this, there are people who are probably more wealthy who make less money than some people who have more money based on what it is that they have. Here's what I I would like for us to to try to come to the ability to do is to see that all of our people are probably to some degree in need. No one who works in the school system is rich. Not a person that I know and I know most of them. And I hope that we can get to the point of

171it being us and that we not be this bifurcated um situation because it it creates a situation where we're incoherent. And so I think that the Wii is is everybody and I don't I don't have to have the money. Do >> Dr. Hendricks question before I get to my last You guys are definitely going to be heard. I'm going to say one statement and then I'm going to go for you then I'll go for you for your your statement. Dr. Hendricks, I have a question for you. When you were talking about consolidation, you were talking about um um possibly contracting a third party. In regards to contracting that third party, I assume that we ultimately make the decision on whether that third part is going to be approved or not because of the finances of

172it. Am I correct? >> I don't think it would reach your threshold, but we would definitely tell you. We want to tell you everything before we >> it would follow that process, >> especially with something like that when we're looking district-wide at doing something that very much needs your approval. I think every step of it should be brought to you. >> And that that leads to my second point. And my second point is I'm assuming that this third party that that we contract with, and I'm using the word we, we contract with, I'm assuming that they would part of their their their scope is going to be working with the board to get an idea of that consolidation. Am I correct? So, our we voices will be heard. Correct. >> Yes, sir. >> All right.

173Thanks. Um, Miss Telescooper. >> Um, yes. Thank thank you for um that. Um, attorney Clim, our parliamentarian, I just would like for clarification for myself as well as um the public, can you help us to understand under OCGA-20-2-61 if in fact when we are having this discussion about the day in and day out of how our superintendent decides to do what he is doing as far as the hiring and who's doing what. What role do we have as a board? Because it looks like when I'm looking it up, it says it outlines the fundamental roles of the local school boards and superintendent in Georgia, emphasizing that boards must focus on policy and student achievement without micromanaging the superintendent. It is it also strictly limits the independent authority of individual board members outside of official meetings.

174So can you please help us to understand so we can stay on task and stay on target with our roles and what should be happening in our work session. >> Thank you for the question Hill. It's a very good question. I will not be able to give a satisfactory answer because I know that on our board we have a lot of different viewpoints about what constitutes micromanaging and um lots of examples have been given to me about condex conduct of all nine board members and examples but the productive way to look at it I think is to have the conversation I don't know what the cognia >> that's what I was going to say >> presentation is going to be but I know that is that is a chief topic that they talk about. Um,

175and I'm very curious to hear what they have to say. Um, it's a it's a statute and it was crafted for a particular reason, but there are very few boards that have a good grasp of what that should mean, but it's left to them to figure that out with the superintendent, their own superintendent, and their own board members. But when it comes to disagreement amongst board members, it's a much more difficult uh a difficult question. And I and candidly, I don't see consistent actions by all board members. >> Gotcha. I I thank you so much for that answer. I I thank you for that answer and that was truly the intention of Saturday's retreat is to bring them in the room along with yourself so that we could have that lively conversation about those roles.

176So, I think that any question regarding the um day-to-day operations, let's try to put that on hold for Saturday because we have a whole hour and a half to um address those those specific questions. Um I think you had a question. Go ahead. >> So, um a couple of things for Dr. Hendrickx and Miss Bibbons. So, [clears throat] just to kind of um reiterate some things and maybe um jog my memory, didn't we talk before about y'all were working on [snorts] a compensation review for all positions to make sure that it was equitable across the board? >> Yes. Yes, ma'am. We want to create an internal process. Right now individuals wait and they wait to see when the district is going to decide to do certain things with their salary. We your three to five

177year cycle whichever one is most cost effective for the district. Well, we bring every employee. We believe that it will help retention because we believe that people will stay around and and and wait to see if they're going to have an opportunity for a review that may lead to a raise rather than just sit in perpetuity without knowing when they'll be reviewed at all. And so it's just things that we're creating and and and thinking about. And we do plan to bring them to the board when it's time to bring them to the board. Um but it's work that we have to do internally first and you know about it because we have shared the discussion before >> right I just wanted to make uh make it clear to everybody and the public. I do

178agree that we do need to look at the salaries. They do need to make more money but I know that we've put it out there several times. So I don't want the community to be confused that you know we're not trying or they're not trying. We are. It's just the fact of um they're in the process of looking at it and reviewing it. Also, something else I wanted to kind of clear up as far as like the budget. Um all nine of us, we're responsible for being responsible and great stewards of your money. Now, some of the things that have been mentioned tonight, especially about some positions and and all, and I'll just, you know, since it was brought up as far as with the SCS's, that was a grantf funded position. And part of

179being fiscally responsible is when that money is gone, we already did an additional year at a cost out of our general fund of millions. um which kind of threw us in the red in regards to that. Um we already we diminished our savings. So we have to be fiscally responsible and sometimes that looks like making the tough decisions on different positions, programs, whatever it may be. Um vacancies, cars, that's the way it looks. But those are the tough decisions that we have been voted in to make. So we have to be fiscally responsible about that. Do we want anybody to lose their jobs? Absolutely not. Can we afford it? That's what we have to come to, you know, figure out. Can we afford it? Can we put this in the budget? I think we would

180rather still have have we lacked anything in any instructional um phase with not having those positions at all? Just a question. >> I would not say that we have lacked it was an additional service that um the the purpose that it served helped a population like ours. Uh but everybody's had to step up and I think they have. We have a lot of talented and dedicated people who work for us and they've stepped up. >> So with that being said, we have to make the tough decisions. Sometime they're not going to be the popular decisions, but what I can say for myself and I know even my other um constituents up here, we really fumble over what is best for number one our core business and that's the students. Um one other thing that I

181did want to bring up is thank you. Thank you and your department for taking on this tough task finding different funds and money uh pockets that we didn't know about. This is a hard decision that we have to make but it's a necessary decision. I know I sat up here maybe about a year and a half stopping the bleeding and continuing to make the tough decisions. The nine of us we have a tough we have tough decisions to make. Thank you for we may agree and we may disagree. However, the conversations are necessary and the decisions are necessary. So, I just want the community to know that nothing up here is taken lightly, but we are definitely going to I know I will definitely be responsible and for being fiscally responsible for your funds that

182you have entrusted us with and I will make sure that we have a healthy budget along with the other eight of us. Thank you. Two questions, Dr. Hendrickx. Number one, actually, Miss Bivvens first, then you. Um, Miss Bivvens, we're giving them a two and a half% raise. >> So, it's a step increase for those eligible and varies from 2 to 3% depending on where you are on the salary schedule. >> So, we definitely are giving a raise this year. >> Yes, sir. in this budget in this budget mid-year budget mid year of the fiscal year which will be effective January 1st of 2027 >> and that's the best we could do which >> at this time yes sir >> right but we gave that raise okay excellent question for you Dr. Hendrickx um and I

183don't know if this is my business and and and if it's not just let me know and I'll move on but one did you meet face to face with CIS? >> Yes sir I did. Did you did were they happy with the negotiation that you >> Yes, we were happy with their service. It's just that we were looking for um opportunities to, you know, minimize our expenses. Uh Mr. Brown is a very nice and talented young man. And so we had discussions about what we could spend. He made some commitments to um offsetting those costs for us like they do in other districts um next year. And with that agreement, we're agreeing to uh all lot 600,000 to that. We're in the process of finalizing anou. And so all the details can't and shouldn't be

184talked about until we ink it so that we don't because there may be things that we disagree with. There may be things that he disagrees with. What we do know is that we're going to use them. And what we do know is that >> he was pretty satisfied with your meeting. >> He was satisfied. He's a vendor. We were satisfied with what we were hearing and the product that we could possibly get and so we were respectful and and and you know very communicative and glad that we were working together. >> Thank you for that answer. >> Um >> I have a followup to that since you brought it up, Mr. Striker. >> Uh that was I I believe it was me that encouraged the superintendent >> Gotcha. >> to have a meeting with communities

185and schools. >> Gotcha. I'm glad you suggested that >> and I believe yes it was my suggestion because the plan was to cut it and therefore at now if you're about to have yourou you still should know what schools that you're going to use. Uh we this question about micromanaging and interference in day-to-day operations. I guess it amazes me that when I ask questions that must that seems to be what people think that I am doing. But if everybody would just look at their agenda, we have some strategic goals. The goals are made by this by the board in case nobody knows that. So if one of those goals is to recruit, develop and retain highly qualified and effective staff, one of the s we have a right to suggest such as increasing the salary

186because we lose so many people every year because that is one of the reasons that they move. We had a discussion years ago about increasing the salary. No one is micromanaging when you ask the question about what you're doing. It's not my job to tell them what to do. It is my job as a board member to raise questions and make suggestions so you all can pull out all of your title 20. I'm glad you're reading those things now. Uh and look them all up. >> Good deal. Let's >> But I know what it is that we're supposed to do. And we talk about being fiscally responsible. We should always, whether we cut jobs or not, when we deci when we decide that we're going to do something with a budget, we also should be

187fiscally responsible and understand the outcomes of whatever it is that we decide because last year when we decided to spend money on a bonus, we fumbled the ball. We were not fiscally responsible for that. So, please don't uh you know, I don't say anything about any questions that you all ask. Um, >> I'm I'm tired of the little, you know, I don't need the little shade. Allow me to ask questions and make comments just like you do. >> Okay. >> I don't I don't need anybody pulling out Title 20. Because if we want to talk about Title 20, let's talk about when you have jobs. That Title 20 also says you're supposed to have a job description for jobs that you create and that they're supposed to be posted and you're also supposed to interview

188for those jobs. for the benefit of the community and the staff that's here this evening. Um we still got a whole half of an agenda to go through. The time now is 8:46 p.m. Um I think quite a few of you guys have been here since 8:00 this morning. So let's let's try to like um shorten the commentary. We are going to be having a discussion about day-to-day operations on the Saturday meeting. And I think that we're going to be sitting down with um Miss Bivvens on Saturday also to continue the conversation in regards to the budget. With that said, could we move on to for um April through April 30th and we collected 500 we've collected $531.9 million of revenue. That's 72% of our budgeted revenue. And we've spent $540 million, 72 73% of

189our budgeted expenditures. Any questions on the financial report? >> Do I have any questions in regards to the financial report? Seeing none, I'm going to ask you to move forward. I'm sorry, Miss Gory. Go ahead. >> Financial report. Is that does that include your uh I'm sorry. I'm ready to I want to get to the uh purchasing. I'm sorry. I'm a little >> Okay. Next, we have the SPLAS revenue collection report. As of April 30th of 2026, um the funds that we received in April were collected in March. So, we received 6.5 or $6.6 million if you round up compared to last year. It's almost a million dollars more. It's 5.6 last year. So, um sales tax collections are going good. We're still averaging six $6 million um a month on what we projected and

190we're hitting our target. So, any questions on the SPLAS report? >> Any questions on the SPLAS report? Seeing none, I'm going to ask you to move on. >> Sure. Okay. So on a purchasing report, you have report A, which is consumable purchases made with a value of $10,000 or more. Report B are non-consumable purchases made with a value of $10,000 or more but less than $100,000. And report C are non-consumable items with a value of $100,000 or more that require board approval as detailed in the executive summary that was included with your board um packet. >> Questions in regards to the purchase report? Miss Gore goes first, Dr. Haney go second. Is there anybody else with their hand up? Okay, go for it. >> In the purchasing report regarding the Henry County contract 2023-1200-02152023. That's

191in regards to that platform that we that I thought and you all can correct me on this that we we uh were purchasing two I think it was two years ago uh that Dr. Young said it was supposed to be our for our own data collection and the research department is asking for this. Now, as I recall it, we were supposed to purchase this because it was easier to get it through them without us having to bid do a bidding and that amount was $355,000. Now I as I look back I see last year we paid $255,000 and now this year we're going to pay another $255,000. So is we're going to pay that amount of money for this platform every year and it and we we still don't have access to it. So I'm

192going to ask again, can we please have access to that? And what if the if we started out with 355 so I guess we went down a h 100,000 are we will we be paying this every year for this data >> is someone here from teaching and learning Dr. Wley, thank you. Because this is a renewal, so I I don't want to say yes. >> In fact, because that's not what you all told us. When we there there was a choice of two platforms. One of them I included uh some type of staff development with it, but we went with this one. And that wasn't I don't I don't remember your saying that that was the amount of money that we were going to pay every year. >> Good morning, board me. I mean, good

193evening. Oh, God. We didn't count everybody. I don't want to take you back. [laughter] >> Good evening board members. >> I will try my best. Miss Johnson is out of the state with a death in the family. So, I will try my best to represent her. Um, this is a yearly fee of 255,000. And the reason we um attached ourselves, if you will, to Henry County, you're correct, Dr. ategory is because it was one it was easier to um go through the contract with Henry County and we received a a little discount if you will um because we went through Henry County. And as far as you all receiving training, Miss Johnson is working on additional training for the board members so that you can we can walk you through the platform. >> But it

194is it it is annual. Yes, ma'am. To answer your question. >> All right. Thank you. But I'm I'm just thinking I've added this all up and I by now we should have had some training and we should have had access because if that was the case I we should have never gotten we should have just gotten our own platform and and I I would think that we should have the expertise to even do this on our own. I don't understand why we're doing that. But thank you for the clarification. >> You're welcome. Miss >> um after reviewing that the purchasing report um I was looking at it this is regarding student ser student support services um looking at the report why are there three different vendors for district-wide services for therapy services then why are

195There are two differentiations for the same service for two different schools, 10 different schools and then districtwide. How is itemized on the report? Is this like you have this this this same company, but you have all this? If it's districtwide, why don't you why do you have all these different agencies or vendors, so to speak? If somebody could just help me um understand that. Thank you. [snorts] Let me see exactly which one. Can you name the services again? I can't see. Forell's therapy services. Okay. So, there are vendors that we use for our um our um mental health supports. And with the mental health supports, if I'm not mistaken, is Dr. Taylor here? Um with our mental health supports, there are vendors because they can only take a certain amount of um um um patients

196or can only provide to a limited amount. So we have to spread the different vendors across that provide those services for our students. >> Okay, Dr. Crawford, I saw too, I'm just recollecting the report. There was a service just utilizing for two schools. So why is it just for two schools if you have districtwide? I just I'm trying to justify cost as well as the services. Now I get what you just said. We have to spread that out and be based on what they can all lot for. But when you have this and then you have two schools that are getting this service a cost then you have districtwide a cost then you have these number of schools a cost I was just trying to figure out wasn't the right one it wasn't the right

197service so I have to find out which one that is associated with it so let me get back with you okay >> on that if you'll give us the specific names and then I'll provide that information to Dr. Hendricks to share with you because I don't want to give you incorrect information. >> Yeah just share with the board. Thank you. Thank you. [clears throat] >> [snorts] >> Are we done with the purchasing report? >> Yes, sir. That's I'm done. That's all I have to see. >> Miss Bivvens, thank you so much. >> I think Mr. Joseph is up. >> Get out my >> real quick. Dr. Crawford, it was tea therapy services. All right. Go for it. >> Uh good evening once again. Uh you have three items for your consideration. The first being the

198SPLS uh construction update. Uh for the month of May, there was payments totaling $3.9 million. Additionally, there was one change order that was deducted in nature uh giving back to the district $231,000. Is there any questions in regards to the capital improvement report? Seeing none, I would ask you to keep moving, >> sir. [snorts] Uh the next item for consideration is the uh capital purchase report uh for purchases below $250,000 submitted to the board for information purposes. Are there any questions? >> Are there any questions in regards to the purchasing report? Seeing none, I'm going to ask you to move on. >> All right. The last item for your consideration is the Georgia DOE resolution associated with Forest Park Middle School. Once the the board takes action, we will receive $2.8 million in reimbursement from

199the Georgia DOE. >> I think we need to move quickly on that one. What do you think? >> Any other questions? No question. Thank you, Mr. Joseph. Appreciate you. >> He said 2.8 million. to do a chicken. >> That's That's pretty good. >> No, it's not. >> Good evening, Mr. Chair, Madame Vice Chair, other members of the board, interim superintendent Dr. Hendrickx, colleagues, and community members. The personnel changes report summarizes all personnel actions for the period of April 14th through May 11th, 2026. Human resources updates were submitted to the board of education for your review. I am happy to answer any questions that you have. >> Are there any questions for the human resources department? I'm looking to the right. I don't see any. I'm looking to the left. I don't see any. Um, you

200can move on. >> Thank you. >> Oh, that's it. Thank you. Next, we have the uh board matters. There are two policies that we will be talking about in regards to board matters. Um, the first one is series I, policy series I. This is the second read. We will be making we will be voting on this next Monday. Is there any discussion, questions, concerns, comments in regards to policy series? I go ahead, Miss Hill. >> Um, yes, Mr. Chair. I did send in an email. Just want to make sure that that >> Right. I we I'm in I'm in receipt of her email. Um, did everybody else receive Miss Hill's email in regards to policy series? I >> If so, please make your comments. Please re please um um make your comments and and um

201um go back and forth so that on Monday we'll be prepared to vote for the policy series I. Is there any other questions? No. Okay. Next one is the policy regulations JD-R1. Are there any discussions, comments, or questions in regards to policy regulation JDR1? I'm looking to the left. I don't see anything. I'm looking to the right. I don't see anything. We can now move on to the business agenda. What we're bringing up this evening are things that we have to vote on this evening. Um, I think I cleared it up with Miss Bivvens that the tenative approval for fiscal year 27 budget is not etched in stone, but it's a vote that's necessary for us in order to keep with the public hearing schedule. Um, is there a discussion in regards to the tenative

202approval of fisc year 27 budget? Looking to the left, I don't see anything. Looking to the right, I don't see anything. Can I get a motion for the tenative approval of fiscal year 27 budget? Miss Cooper, >> I move that we accept the tenative approval of fiscal year 27 budget. >> Miss Hill, I'm sorry. Um, Miss Baker, >> I second it. >> The motion has been made and properly seconded. Can I get a vote for the tenative approval of fisc year 27 budget? One, two, three. Okay, I got everybody except for Dr. Gory and um obviously Miss BS is not here and Miss Chris Mr. Christmas. Yes, >> are you abstaining or you voting no? >> No. >> She's voting no. All right, Madame Vice Chair, I'm looking at my agenda. Is there anything additional?

203No, >> no, the approval. All right, I need the approval. I need a motion for the approval of the proposed board meeting agenda for June 1st, 2026. Can I get a motion, Miss Baker? >> So, >> Miss Hill, >> second. >> The motion has been made and properly seconded. Could I have a vote? >> It looked like it's Miss Dr. Okay, it's unanimous minus the two absent people. Madame vice chair, are we done? The time now is 8:59. This meeting is adjourned.