Planning for the Future

School Reorganization/Consolidation
Recommendation
July 15, 2024
Presented by: Shirley D. Joseph, Superintendent
Robin Hill, Curriculum Director
Rose Raynak, Finance Director

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Table of Contents
Executive Summary ......................................................................................................................................3
Abbreviations ...............................................................................................................................................4
Recommendations........................................................................................................................................5
Overview of Critical Criteria Review ............................................................................................................ 11
Overview of Scenarios Discussed ................................................................................................................ 13
Consolidation Data ..................................................................................................................................... 18
Financial Analysis ........................................................................................................................................ 19
Overview ............................................................................................................................................................. 19
Other Considerations………………………………………………………………………………………………………………………………………… 19
2023-24 Funding Gap..........................................................................................................................................20
School Revenue and Expenditures Overview .....................................................................................................21
Anticipated Reduction in Costs per Elementary School Consolidation .............................................................. 22
Options for Addressing Shortfall ........................................................................................................................23
Other Potential Reductions………………………………………………………………………………………………………………………………. 23
Bond Sales and Interest Charges ........................................................................................................................25
Legislative Advocacy ...........................................................................................................................................26
Critical Criteria Review/Equity Analysis ....................................................................................................... 27
Engagement................................................................................................................................................ 31
Engagement Prior to Recommendation .............................................................................................................31
Feedback Prior to Recommendation ..................................................................................................................31
Feedback Following Proposal to Consolidate .....................................................................................................31
Implementation Meetings Timeline……………………………………………………………………………………………………………. 33
Continued Engagement and Transition Planning ...............................................................................................34
Planned Use of Vacant Facilities………………………………………………………………………………………………………………………… 35
Appendices ................................................................................................................................................. 00
Staffing Scenarios .................................................................................................................................................1
Expanded Curricular Programs by Grade Level/Schedules ..................................................................................4
Student Athletic Offerings ....................................................................................................................................6
Consolidation Implementation Task List with Timelines .....................................................................................7

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Executive Summary
Enrollment in Madison County School District (MCSD) has declined by students in the past ten years and is
projected to continue to decline. Declining enrollment has a deep financial impact on the District and very small
enrollment at the school level creates educational challenges such as limited resources and class configurations.
To maintain and continually improve the quality of education students receive, the District must make some
adjustments. We are addressing this issue in four key approaches:

1. Increase enrollment
2. Spend down fund balance
3. Consolidate/reorganize schools
4. Adjust expenditures

This recommendation will focus on school consolidation/reorganization.

Several community meetings and workshops have been held to provide the stakeholders an update on where the
district is financially, due to falling revenues and falling enrollments and the impact of Hurricane Idalia. Prior to
the workshops, community workshops were held at the four elementary schools under consideration for
reorganization/consolidation. In addition, an external consultant has developed an analysis of the enrollment,
staffing, and financial situation for the district. His findings support this recommendation. The consultant
conducted interviews with staff, Board members, community members, SAC chairs who represented parents,
teachers, and principals. Specific outreach was conducted with lead staff to determine the potential impact on
families with students experiencing homelessness, receiving Multilingual Learner services, preschool, and/or
special education services.

Feedback and suggestions provided by stakeholders has been vast and greatly appreciated. There is no doubt
this decision is impactful and requires thoughtful consideration. There were several themes that arose from
stakeholders that the Board will need to address. Although not exhaustive, some key themes that emerged
from various stakeholders include:

• The Process
o Planning
o Operational Cost Reductions
o Impact on Employees
o Impact on Communities
o Benefits for Students
o Benefits for Parents
o Data Analysis
o Timing
o Space Limitations
o Plans for vacant facilities

Actions taken or planned as a result of this feedback are highlighted in this report.

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Abbreviations/Acronyms
• AL: Advanced Learning
• BSI: Bureau of School Improvement
• CDA: Child Development Associate
• CDL: Community Disaster Loan
• CTE: Career and Technical Education
• ESE: Exceptional Student Education
• ELL: English Language Learner (a.k.a., MLL – Multilingual Learner)
• ESSER Fund: Elementary and Secondary School Emergency Relief Fund
• FAQ: Frequently Asked Questions
• FDEM: Florida Department of Emergency Management
• FDOE: Florida Department of Education
• FDOT: Florida Department of Transportation
• FEFP: Florida Education Finance Plan
• FEMA: Federal Emergency Management Agency
• F/R or FRL: Free/Reduced or Free or Reduced Lunch
• FTE: Full-Time Equivalent
• GES: Greenville Elementary School
• IEP: Individual Education Plan
• IRS: Internal Revenue Service
• IT: Information Technology
• LES: Lee Elementary School
• MCCS: Madison County Central School
• MCEA: Madison County Education Association
• MCHS: Madison County High School
• MCSD: Madison County School District
• MHAT: Mental Health Assistance Team
• MIS: Management Information System
• MLL: Multilingual Learners (a.k.a., ELL – English Language Learners)
• OCR: Office of Civil Rights
• OJT: On the job training
• PES: Pinetta Elementary School
• PTA: Parent/Teacher Association
• PTO: Parent/Teacher Organization
• RIF: Reduction in Force
• RLE: Required Local Effort
• SAC: School Advisory Council
• SIS: Student Information System – (a.k.a., Skyward)
• SRO: School Resource Officer
• SY: School Year
• UniSIG: Unified School Improvement Grant
• USDE: U.S. Department of Education

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Recommendations
• Consolidate any school that has less than 250 students enrolled
• the number of students needed to generate enough state funding to effectively support operations of a school

• Move all district traditional public school PreK-6 students to Madison County Central School (MCCS)

• Move all district traditional public school grade 7 and 8 students to Madison County High School (MCHS)

Logic for Recommendation

Greenville Elementary School (GES) has 94 students enrolled and has been near this enrollment level for several
years. The prediction at this date by district Student Information Systems (SIS) is that there will be 87 students
in 2024-25 School Year (SY) enrolled Per Florida Department of Education (FDOE) Facility Office, this is 41% of
total capacity. It is a persistently low-performing school that is hard to staff and has constant turnover in staff.
The funding the school generates from the state Florida Education Finance Plan (FEFP) for full-time equivalent
students (FTE) is not enough to sustain the operation of the school, its staff, its resource needs, and still operate
efficiently. There is no projection that enrollment in the school will improve in the next several years. During
community workshops at this school site, staff, and families spoke highly of their desire to keep this school open
and remain as one community, one family rather than consolidate into the MCCS.

The biggest challenge is recruiting and retaining highly qualified and certified teachers at the school. The school
is in year four of school improvement. Leadership changes have been made, to include hiring of a proven School
Turnaround Leader to effect change, and continuing support has been provided to the school through FDOE’s
office of Bureau of School Improvement (BSI). Funding, beyond normal operating expenses the district provides
to the school from state and local funding, has been added to the school budget from the district fund balance
to staff it with even more supplemental instructional, coaching, and resource employees. None of this has
resulted in any significant academic improvement for students.

The school is currently unable to offer any extracurricular opportunities in the Arts or in Sports. There are very
limited opportunities for students with disabilities to be served in a way that accommodates their special needs
at the school. There are no Career and Technical Education (CTE) opportunities to prepare students for the
middle and high school grades. If the school were to remain open, with the loss of the federal Stimulus funding
(ESSER) there would be no funding available to pay for afterschool classes or transportation, unless outside grant
funding was procured to restore these services. Education would be limited to only the required academic
courses set by the state to be offered for those grade levels. Due to FDOE transportation funding requirements,
the district does not receive funding for transporting children who live within a two-mile radius of the school.
Very few of the children who are transported to GES generate any funding to offset the costs of transportation.
There are existing bus routes in the community that run from GES to MCCS for students who need to attend
MCCS because of special needs. Buses transporting students to GES are at less than 40% capacity which does
not maximize the expenses incurred to transport students efficiently. Consolidating bus routes to travel to a
single centralized school in the County and being able to fill bus seats will improve the district’s ability to cut costs
in transportation. It is unfair to students and parents to keep their children in a situation where the chances for
recovery are limited. It is recommended that the school be closed and the children be relocated to MCCS which
is a higher performing school and will be able to offer the students and their parents more resources than are
available at GES.

After consolidation, the district office would apply for a grant to repurpose the existing school buildings at GES
to host a Bezos Academy. The Academy would focus on children from ages 2-5 with services and staff to better
prepare students for transition to kindergarten with the skills necessary to be successful in their educational

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pursuits. This would involve the district providing the space rent-free for a period of at least 10 years. Bezos
Academy will come in and rebuild/redevelop and furnish the classrooms, provide the curriculum, services,
supplies, books, arts, crafts, and field trips. The district would work with the Board attorney to develop a rent-
free lease agreement with the Academy. In exchange for rent-free space, Bezos would provide tuition-free
preschool for families up to the 40% federal poverty level. The Academy would include breakfast, lunch, snacks,
and an optional boxed dinner, Monday-Friday, year-round. The normal operational hours would be from 8:30
a.m. to 5 p.m., Monday through Thursday. The Academy would offer after-school options, social workers,
inclusion specialists, and other necessary staff to complete its menu of services. The Academy would hire the
teachers and staff. Teachers would be trained and certified in the Montessori style. The Academy would pay
the teachers’ salaries, provide health benefits, provide professional training, and offer retirement options, thus
providing another opportunity for sustained employment in the Greenville community. The Academy application
offers priority to communities with a high concentration of low-income families that have a gap between the
number of preschool age children and the full-day, year-round licensed preschool seats. This will give the district
a competitive advantage to be successful in being awarded the grant with Bezos to open the Academy at GES.
This much needed preparation, currently unfunded by FEFP, would assist the district in having more students
enter MCCS with the skills necessary to be successful in their school career.

The Academy would require the use of one wing of the GES campus. The other wing of the campus could be
repurposed for community meetings, small health-service clinics, parenting services, day care services, pastoral
services, summer school activities, mental health services, Career Source extension services, and/or be open for
rental from small local shop operators (i.e., hair salon, barber shop, deli). The gym in the building would become
a facility that the community could rent out for activities like weddings, repasts, birthdays, anniversaries, etc.
This would generate revenue for the district to offset the costs of utilities, maintenance, insurance, and liability
of the facility. The playground areas could be repurposed into a community sports area where local Little League,
scouting groups, or soccer teams would use creating safe neighborhood spaces for the children when they are
not in school. Parents could use the sports area as a place to walk and exercise in a space that is lighted and safe.
These could be things that might be implemented at a later date, depending on community input.

Pinetta Elementary School (PES) has 133 students enrolled and has had consistent falling enrollment levels for
the past several years, even after grade six was added back to the school. As of this date, SIS projections for
enrollment at PES are at 130 for 2024-25 SY, which includes 10 pre-K students who do not generate FTE. Per
FDOE Facility Office, the school is at 59% of capacity. PES has been improving academically but the improvements
are being funded due to the additional state funding through Unified School Improvement Grant (UniSIG) that
they were able to be awarded because the school was identified by FDOE as a low-performing school. UniSIG
funding will not be available in the upcoming school year and there is no revenue source available that can sustain
the current level of staffing that is beyond the staffing allocation plan for PES based on its enrollment. PES is
unable to sustain itself at its current level of enrollment with the state funding it generates from FEFP. There is
no projection that enrollment at PES would improve over the next several years. Forecasting indicates that
enrollment will further decline.

During the community meetings at this school site, staff and families spoke highly of their desire to keep this
school open and remain as one community, one family rather than consolidate into MCCS. While there is clearly
a community preference to keep the school at its current location, the forecast indicates enrollment will be
further declining in the upcoming school year thus making the school unable to support its needs based on the
enrollment funding it would generate. Staffing remains an issue at the school with creative measures and efforts
being employed to keep from combining classrooms. In 2023-24, PES incorporates the use of instructional
specialists and support staff as teachers and has teachers teaching during planning periods to help keep students
separated out by grade level. If PES were to remain open, falling enrollments would necessitate more classes
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being combined, less resource teachers would be able to be funded for the school, and no funding for
extracurricular services would be provided.

While the school is offering limited after-school music activities for the students provided by volunteers, there
are no other extracurricular offerings available to the students in the Arts or Sports. While the school is providing
basic accommodations for ESE students at this school, other intense needs have to be met by the students
attending MCCS. There are very limited opportunities for students with disabilities to be served in a way that
effectively accommodates their special needs at the school. There are no CTE opportunities to prepare students
for the middle and high school grades. If PES were to remain open, with the loss of ESSER and UniSIG funding,
there would be no funding available to pay for afterschool classes or transportation, unless outside grant funding
would be procured to provide these services. Education would be limited to only the required academic courses
set by the state to be offered for those grade levels. It is recommended that the school be closed and the children
be relocated to MCCS which will be able to offer the students and their parents more resources than are available
at PES.

FDOE transportation funding requirements do not reimburse the district for transporting children who live within
a two-mile radius of the school. Many of the children who are transported to PES do not generate any funding
to offset the costs of transportation. PES buses operate at less than 45% capacity. Consolidating bus routes to
travel to a single centralized school in the County and being able to fill bus seats will improve the district’s ability
to cut costs in transportation. There are existing bus routes already that run from PES to MCCS daily. These
routes can now be maximized to fill the buses to capacity and transport children to MCCS.

One of the barriers for Madison County to overcome in their efforts to recruit teachers comes from the fact that
there is very limited, if any, available housing for those staff members to acquire if they relocated to Madison
County to teach. New legislation gives FDOE the ability to allow repurposing of an existing under-capacity school
site to be transformed into teacher housing. The capacity of the PES campus is at 59%. Because the capacity is
below acceptable levels for the approved student stations at the school, FDOE has already targeted that campus
along with others in the district and around the state to start this new legislative incentive and help incentivize
teachers to relocate to district that have teacher shortages statewide. If the consolidation occurs, the plan could
include the option to repurpose PES and have it developed into affordable housing for teachers. It has had
conversations with FDOE Facility Office to start the process of requesting they repurpose the state-owned facility.
The district would work with FDOE, the Chamber of Commerce, local real estate investment companies, and the
local banks to repurpose the facility into affordable housing units for teachers. It is anticipated that at least 10-
12 apartments could be developed for teachers to rent at a reasonable rate for as long as they remain teaching
for MCSD. Their rental agreement would be tied to their continued employment at MCSD. This initiative is being
deployed nationwide and will provide a much-needed incentive to attract new talent into MCSD.

The gym at PES could be used for a neighborhood community center for the teacher residents of the newly
established housing project. The community center could include day care and after-school care spaces. The
community center could be rented out for events like weddings, repasts, birthdays, anniversaries, summer school
activities, and other community functions to help off-set the costs of operation of the facility. The use of the
three 20-year old portables that are at the school site and being used for classrooms and activities would no
longer be necessary. Depending on the age and condition of the portables, they would be sold and proceeds
would be used to enhance the housing project at the school.

The playground areas could be repurposed into a community sports area where local Little League, scouting
groups, or soccer teams could use creating safe neighborhood spaces for the children when they are not in
school. Parents could use the sports area as a place to walk and exercise in a space that is lighted and safe. These
could be things that might be implemented at a later date, depending on community input.
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Lee Elementary School (LES) has 170 students enrolled and has had consistently falling enrollments for the past
several years, even after grade six was added back to the school. Enrollment projections from SIS for LES are 175
for 2024-25 SY with 10 students in PK that do not generate any FTE funding. Per FDOE Facility Office, LES is at
74% of its total capacity. Over the past several years, academics have fallen but there are efforts being made to
correct the decline and maintain at least a C accountability grade, which is down from an A grade three years
prior. The school is currently overstaffed and has grade levels that are under the state class size limits. This
school is hard to staff and has constant turnover in staff positions. The school is unable to sustain itself and its
staff and operate efficiently relying just on the state funding it generates from FTE. There is no projection that
enrollment in the school would improve in the next several years. Forecasting indicates that enrollment will
further decline in the upcoming school years.

During the community meetings at this site, staff and families spoke highly of their desire to keep this school open
and remain as one community, one family rather than consolidate into MCCS. While there is clearly a community
preference to keep the school at its current location, the forecast indicates enrollment will be further declining
in the upcoming school year thus making the school unable to support its needs based on the enrollment funding
it would generate. Staffing remains an issue at the school with several grade levels under class size and the need
to use paraprofessionals as teachers to help teach students which is not ideal.

While the school is providing basic accommodations for ESE students at this school, other intense needs have to
be met by the students attending MCCS. There are no CTE opportunities to prepare students for the middle and
high school grades. If the school were to remain open there would be no funding available to pay for district
sponsored afterschool classes, unless outside grant funding was secured to provide these services. Education
would be limited to only the required courses set by the state to be offered for those grade levels.

Several of the children who are transported to LES do not generate any funding to offset the costs of
transportation because they live within 2 miles of the school. There are already existing bus routes that run from
LES to MCCS daily. The buses are operating at less than 50% capacity. Consolidating bus routes to travel to a
single school and being able to fill bus seats will improve the district’s ability to cut costs in transportation. It is
recommended that the school be closed and the children be relocated to MCCS which will be able to offer the
students and their parents more resources than are available at LES. The aging portable at LES could be sold, if
deemed saleable, and proceeds used to assist with the recommended transformation of the school campus into
the district offices and transportation fleet.

The consolidation plan is to repurpose the LES campus to house district operations and the district transportation
bus/vehicle fleet. There will be a need to build a new garage for the transportation office that will accommodate
a lift. Currently, all servicing of the district buses has to be shipped out to other vendors because the site has no
lift so the mechanics cannot safely get underneath the bus to work on transmissions or other major engine
components. The outsourcing of mechanical services is a drain on transportation revenues because the district
is forced to pay commercial costs for repairs. If the district had an adequate garage to do their own repairs, it
would attract more and better mechanics who could help reduce these costs of outsourcing and ultimately make
transportation more affordable.

The outside areas of the campus would be logged off and paved to accommodate bus parking. Any revenue
realized from the logging would be used to prepare the grounds for the paving work necessary to support the
weight of the buses. The area would be completely fenced. Paving can be done with road tax money the district
collects that can only be used for paving new sites, thus reducing district costs from general fund. There would
be costs involved with installing underground fuel tanks at the site. District staff have already contacted
engineering partners to help with obtaining information about the permitting for fuel tanks and determining

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stormwater runoff, paving, and containment areas for the buses. Due to the hurricane damages from Idalia, the
district has to replace the fuel pavilion at the central office. This replacement does not meet insurance
deductibles so the district would be responsible for the full cost of repairs/replacement of the fuel pavilion. If
the transportation office and its vehicles are moved to LES, the resources that must already be paid by the district
to repair the fuel pavilion would be used to build a fuel pavilion on the LES campus. The district owns the property
that the county library sits on and leases from the district and much of the property is unused. A memorandum
of agreement would be drawn up with the library to repurpose the area not being used by the library that belongs
to the district to become part of the area for district fleet operations. There will be a need to reroute an entrance
road around the back of the facility for transportation purposes. Community partnerships and funding from
Florida Department of Transportation (FDOT) will help facilitate the building of the entrance road.

The district still owes around $750,000 for the renovations of MCHS that was done in 2017-18. The money that
was borrowed for that loan comes from a payment the district receives from the state as royalties from the race
tracks. The district has already contracted with a funding advisor and bond attorney for Hurricane Idalia. Those
two agencies would assist the district in borrowing the maximum amount allowable by Executive Order from that
source. The funds from that borrowing would be used to prepare the grounds at LES for the transportation needs
and build the new garage. The royalty payments that come to the district annually would be used to repay that
debt. The Internal Revenue Service (IRS) also provides rebates on interest for loans using this source. Those
rebates would be used to repay interest for that debt. These revenues should offset most of the expenses for
this borrowing leaving the district with very little obligation to repay out of its general fund.

The district office on Duval Avenue would become the district warehouse and the center for Information
Technology (IT)/Management Information Systems (MIS) operations. The district currently has very limited staff
parking spots and utilizes a piece of property on the south side of the building for parking that does not belong
to the district and the owner has no intention of selling the property at the current time. Many of the buses are
parked on a piece of property on the north side of the property that is not available for purchase because it is
part of the Suwannee River Watershed. The property in LES would accommodate both the staff and district
vehicles comfortably.

The existing district office would become the office for IT/MIS to house digital hardware and servers, as well as
become a staging area for new technology that has to be configured prior to delivery to a school site. Currently,
the IT/MIS department has offices throughout many different schools in the district. By consolidating all the
IT/MIS offices into one central location at the existing district office, it will free up three (3) rooms in the Bridge
facility and three (3) large classrooms at MCCS, allowing more space for student classrooms and staff offices. The
existing Board room would become a training center for IT staff to do video conferencing for teacher training.
The capability of them staying at the central location and transmitting to the selected training places at the school
sites or at another central site in the district would eliminate IT staff from having to transport equipment and
other conferencing hardware between school sites. IT staff would also be available to help transportation staff
in planning more efficient district routing of buses from its new location at LES.

Purchasing for district schools has been placed at the school sites because there has been no large facility that
would store all the items necessary if the district were able to do bulk purchasing. Bulk purchasing would save
the district several hundred thousand dollars a year by allowing purchases to be made for large pallets of items
versus the single purchasing of a few items at a time. Having a district warehouse would allow the district to
purchase and store large quantities of products used every day so that the individual school needs would be met
in a just-in-time fashion where a single call would get the products delivered to the school the same day. A
custodial staff member who was already being cut for reduction in force (RIF) would be repurposed to oversee
delivery operations for the warehouse. The existing transportation area behind the central office would be the
staging area to receive large shipments of merchandise from Tribe, Amazon, and other vendors who are our
9
primary suppliers of maintenance products. This would eliminate the need for large delivery vehicles and semis
to be parked in front of the central office blocking traffic and causing potentially unsafe conditions for drivers
and foot traffic. As of this date, there are several rooms/offices in the central office and at MCCS and MCHS sites
being used for storage of items that must be available for homeless and migrant students. By dedicating the
central office as a warehouse, these rooms would be cleared out and the items would be moved to the newly
repurposed district warehouse freeing up more classroom space at MCCS and MCHS.

The cafeteria at the LES site could become a multipurpose room that could house the School Board’s Boardroom.
Depending on available rooms at the LES site after moving the district staff into the buildings, an area could be
dedicated to provide an office space for Board members for official use with a phone, internet, computer and
access to the main building’s copier. The cafeteria has a separate entrance so there would be no need to keep
the main buildings open during a Board meeting or community workshop. This large, but centralized location
would assist security officers in maintaining safe operations during a community meeting or workshop. The
multipurpose room could also accommodate large groups of community members for districtwide meetings, as
necessary. The media center at LES could be repurposed to become a smaller meeting area when executive
sessions and/or bargaining sessions could take place rather than tying up common space at a school site. Both
the media center and the multipurpose room could be equipped with the digital equipment necessary to offer
site-based and distance learning for teacher training sessions, giving them the opportunity to take college credit
coursework and earn credit toward renewing their teaching certificate from a common training center. The
training center could also be used to hold required annual training sessions for custodians, food service staff,
transportation, and office staff.

The Annex Building across the street from the central office could be put up for sale. The credit union would be
given the option to purchase the Annex building. Proceeds from the sale of the building would be used to offset
some costs for development at the Lee Campus.

The combined renovations and placement of district staff into the Lee community will help retain, sustain, and
improve its economic health as staff and district needs and resources are used to support the local community
and its business partners.

Other items that will need to be addressed include transportation routing and excess furniture and equipment.
Consolidation will require that transportation routes are reconfigured to be more efficient and able to transport
all students to the central consolidated sites in a timely fashion without keeping students on buses for long
periods of time. Currently, the district provides many ‘courtesy’ routes where the district is not required to
transport students who live within 2 miles of a school site and there is no reimbursement for the additional
transportation costs. With consolidation, most students in the district would live more than 2 miles of MCCS and
MCHS sites so all of those transportation costs would be eligible for reimbursement which would assist the
transportation office in becoming more self-sustaining. Routing would be improved and result in more timely
delivery of students to the schools with fewer stops. Partnerships with community partners in all the county
communities would be used to designate safe staging areas for bus pickup. Individualized transportation for
those students who require it because of approved Individual Education Plans (IEP) would still be provided as
necessary and practicable. Excess furniture and equipment would be auctioned with money returned to the
school programs.

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Overview of Critical Criteria Review
School Consolidation -- The Role of the Critical Criteria
At the beginning of the 2023-24 school year, District Leadership informed School Board Members about the
scope of the financial challenges facing the district in the following problem statement:

Student enrollment is down and projected to continue declining for the next several years. Because the
district is funded by the state on a per full-time equivalent pupil basis, any decline in student enrollment
means a decline in revenue and a loss of funds the district would have available to spend on
programming and operations.

This issue was further exacerbated by the impact of Hurricane Idalia, leaving the school district in debt
with over $5,400,000 in insurance deductibles and contractor invoices for emergency work to bring all
facilities back up to previous operating levels. Costs for permanent work have not yet been assessed.

While taxes are increasing statewide, a larger portion of the tax money collected by the school district
is being required to support education. The district plans on collecting at least 96% of the tax money
each year to offset their obligation. In 2023-24, anticipated tax revenues for education were at $4.9
million. However, at the end of the school year the district has only collected 80%. Much of this is due
to taxpayers not paying their property taxes because they had other larger priorities to take care of and
to restore their homes from hurricane damage. Per the tax assessor’s office, around $5 million in
property has been removed from the tax roll due to hurricane damage to date and much more is
accumulating. The impact of this is an additional loss of almost $1,000,000 from the budgeted district
funding for 2023-24 school operations.

To address these problems, District leaders took the following approach:

1. Understand the Problem – this included sharing information with the School Board, Staff, and
Community and beginning to share ideas for potential solutions. During this phase, data was gathered
to understand past, current, and future enrollment trends and projections. A problem statement was
developed that included the following:
a. With current funding, districts cannot continue to afford small schools and still offer a well-
rounded menu of options for students.
b. The district may be forced into taking out a Bond Issue because of damages from Hurricane
Idalia which will lead to further dramatic drains on the district revenues.
c. The district is unable to attract or retain teachers because it is one of the lowest paying
districts in the state for new teaching staff.
d. Students are not getting as much of a well-rounded education as they deserve because with
staffing cuts and educational mandates, most schools only have funding to pay for the bare
minimum of staff and resources and not much is left for extra educational classes and
activities for students.
e. With increased burdens of lost state funding, ending federal stimulus funding, falling tax
revenues, rising costs of operation, and rising costs of benefits and employment, the district
is dipping into its fund balance deeply to stay afloat. If something is not addressed soon, the
dip will be at critical levels which will cause FDOE to require corrective actions.
2. Engage Stakeholders on Potential Impacts – potential financial impacts were shared with
stakeholders for input. This was done through a variety of engagement opportunities including:
conversations with principals and community members at workshops and at Board meetings.
3. Plan and Implement with Impacted Stakeholders – once a final decision is made to consolidate, the
11
 district will move into the implementation stages of this plan in a timely fashion that includes
communication and participation with all impacted stakeholders.

The critical criteria were used to guide and inform the recommendations. District leaders examined data from
all schools and considered who would be impacted. They reviewed:

- Enrollment demographics
o Race
o Percentage of students receiving free/reduced lunch (i.e., low-income families)
o Percentage of students receiving special education services and the extent of those services
(i.e., inclusionary practice schools, etc.)
o Percentage of students receiving multi-lingual language services
o Percentage of students being transported
o Percentage of students who are home-schooled, on vouchers, and/or are in virtual programs
- Programs housed at the school such as Preschool
- Title I, Part A requirements for student performance and equitable staffing that may lead to corrective
action plans
- State requirements for academic proficiency and the impact for schools not meeting those state
levels
- Federal requirements for meeting subgroup proficiency and the impact for schools not meeting
those levels
- Proximity to other schools

Consistent with the critical criteria, careful consideration needs to be given as how to best involve stakeholders
in the design and implementation of the recommendation to consolidate.

Knowing that a financial shortfall is imminent, it was determined that a multi-pronged strategy is necessary to
ensure continued financial solvency for the district. The district identified five potential approaches to address
the financial challenges:

1. Increase enrollment
2. Look at other building options to attract more enrollment (i.e., magnet programs or schools)
3. Consolidate schools
4. Spend down the general fund balance
5. Adjust expenditures

It is not a question of whether or not to consolidate/reorganize schools, but instead which schools should be
considered, how many schools should be consolidated, and how to effectively blend different school
communities together when the time comes.

All outlying elementary schools were considered for consolidation using the following criteria:
Current and Projected Enrollment:
- Ability to maximize learning resources for students
- Ability to maximize building utilization
- Ability to sustain school operations based on generated FEFP funding
Location:
- Proximity to other schools
- Impact on transportation
- Impact on Parents
Impact on Marginalized Populations:
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 - Free and Reduced Lunch
- Race
- Multilingual Learners
Impact on Specialized Programs:
- Preschool
- Title I School Resources
- Advanced Learning
- Special Education
Other Considerations:
- Loss of Stimulus revenues
- Loss of Title I Resources
- Free Summer Lunch Program
- Stakeholder Engagement

Once the criteria were considered, the district expanded stakeholder engagement to families and communities
of three potentially impacted school communities to better understand implications of potential consolidations
and to surface any additional benefits, harms, and risks each community might face. Stakeholder input received
guided the next step of the process to create specific recommendations for consolidation that are being shared
in this document with the School Board and community.

The Board asked leadership to consider different scenarios prior to making a recommendation. Different
scenarios were discussed and evaluated for instructional and financial purposes. Some scenarios that were
brought into the discussion were considered and then dismissed as being not possible at this time because of
funding, capacity, ability to bring the idea to scale, or dependence on outside funding/approval to accomplish.

Overview of Scenarios
Different scenarios that were considered included, but were not limited to:
• Full consolidation of all three schools with no move of students from middle grades to the MCHS
o This scenario would add too many students and staff to MCCS than its capacity would allow for
with comfortable instructional classrooms and staff offices
o This was dismissed because the potential to overcrowd the facility also has the potential to
create unsafe conditions from student conflict, diminish the expected student behavior levels,
and impact the quality of learning.
• Partial consolidation of two outlying schools at the PES and moving grade 6 back to MCCS
o This was considered first because PES has a Gym and LES does not.
o PES’s total student capacity is not able to handle a combination of both PES and LES’s projected
enrollment for grades PK-5 – projected student numbers for the two schools is 250+ which
exceeds the capacity of PES, which is 226 at full capacity.
o PES’s site could not accommodate all students from the three outlying schools so GES would
still have to be consolidated at MCCS.
o A U.S. consent decree from the Office of Civil Rights (OCR) exists that governs much of the State
of Florida. The terms of that decree prohibited a similar proposal in 2018. OCR threatened to
come and do a monitoring and evaluation visit at the district to determine if this move was one
that was intended to increase segregation and if so, it would not be allowable.
o This was dismissed because of its ability to account for all the students at the outlying schools
and may tend to re-segregate schools.
• Partial consolidation of two outlying schools at LES and moving grade 6 back to MCCS
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 o LES’s site has the capacity to house both PES and LES’s projected enrollment for grades PK-5.
o When this move was compared to a full consolidation, this scenario would only reduce the
district’s obligation for operations in the 2025-26 SY by around $630,000.
o LES’s site could not accommodate all students from the three outlying schools so GES would
still have to be consolidated at MCCS.
o A U.S. consent decree from the Office of Civil Rights (OCR) exists that governs much of the State
of Florida. The terms of that decree prohibited a similar proposal in 2018. OCR threatened to
come and do a monitoring and evaluation visit at the district to determine if this move was one
that was intended to increase segregation and if so, it would not be allowable.
o This was dismissed because of its ability to account for all the students at the outlying schools
and may tend to re-segregate schools.
o This was also dismissed because it would not cause a significant enough reduction in costs to
be worth implementing the option.
• Closing GES because of its status in the turnaround process and reopening as a charter school
o The funding the district receives for charter schools is pass-through funding.
o The charter school agency gets the money for operations and all categorical funding and none of
the money stays with the district for operational costs.
o This was dismissed because it would be another drain on the fiscal resources taking over $1.5
million in pass through funding and giving it to another agency.
• Selecting one of the outlying schools and making it a district preK-3 primary center with a focus on
early learning while consolidating all students grades 4-6 at MCCS and keeping middle grades at the
MCCS school
o This option was considered because of the family connections to early learners and their wish
to keep them closer to home at that age.
o The district already has one separate PK center that it contracts with at one of the sites so
those students would not be included in the merger of the three programs.
o There were very limited total numbers of students in this age group to make it a cost worthy
venture.
o A U.S. consent decree from the Office of Civil Rights (OCR) exists that governs much of the State
of Florida. The terms of that decree prohibited a similar proposal in 2018. OCR threatened to
come and do a monitoring and evaluation visit at the district to determine if this move was one
that was intended to increase segregation and if so, it would not be allowable.
o This was dismissed because of conflicts of interest, potential segregation issues, and cost
effectiveness to maintain.
• Exploring funding to become a Magnet School with USDE was brought up by a Board member
o The magnet school development process takes over a year to plan for.
o A magnet school focus would have to be determined which takes a comprehensive needs
assessment of the community, students, parents, and business partners. It needs to link to an
identified need for the students which would translate to postsecondary readiness for continuing
education or careers.
o The magnet school application process for the USDE national competitive application does not
become available prior to Spring of 2025 with awards being made in Fall of 2025, not leaving the
district enough time to implement the necessary changes prior to school starting in 25-26.
o The funding for the USDE grant is only start up money and there is no plan for sustaining the
needs of the school once the funding expires.
o The magnet school requirements for GPA and attendance to be eligible for enrollment are high
enough that it would exclude the very students a magnet school program is supposed to include.

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 o The magnet school application is very rigorous and it would take several months to prepare an
application that could score in the top percentile of all the hundreds of applications that would
be submitted, limiting the possibility of the district being awarded the project.
o The application would make the district commit to a stringent level of reintegration that it may
not be able to accomplish with the magnet school requirements of GPA and attendance, risking
having funding taken back or greatly reduced.
o The entire school curricula would have to be infused with the determined focus for the magnet
school so each course of instruction would carry out the theme. This will take months of time to
plan and develop the necessary instructional materials.
o Teachers at this school would have to be trained to infuse an integrated theme curricula into the
daily classroom instruction.
o Teachers at this school would have to commit to team planning during off-work hours in order
to best facilitate the implementation of the new curriculum.
o Teachers at this school would have to commit to putting in extra hours for after-school and
competition/presentation and parent engagement activities.
o This was not dismissed, but the timing it takes to prepare for the transition and not knowing if
the funding will be available to effect the changes necessary to convert a regular school, its
curricula, and its staff, and students to a magnet program is not conducive to the situation at
hand that needs to immediately address the critical financial condition of the district. However,
the idea of a magnet program/focus bears merit and should be investigated at a later date.
• Possibility of adding a Magnet program to an existing outlying school to potentially attract new
enrollments
o A magnet program can already be started at any school without approval of USDE.
o To be successful, a focus has to be determined for the program which would necessitate doing
a consolidated needs assessment that incorporates student, teacher, and community needs.
It also has to be something that would interest enough students to participate in to be worth
the effort of changing curricula, training teachers, and marketing the program to the
community.
o This was put on hold for further discussion but was removed from immediate consideration
due to the timeframe necessary to make decisions now about consolidation.
• Full consolidation of all three elementary schools at MCCS and move middle grade students to MCHS
o This option presents an opportunity for students to receive a more comprehensive well-rounded
education that would include expansion of electives, CTE coursework, the Arts, and other
interest-based options for students.
o The consolidated funding to only two schools would release some pressure off the financial
requirements to keep separate facilities open, which would allow the district to invest more
resources into students rather than into infrastructure and operations.
o This option would allow the district to have certified teachers in every classroom where it is now
struggling to staff all classrooms in five different schools.
o This option would allow the district to place newer teachers with seasoned mentors at the same
school, rather than relying on one districtwide mentor leader to run from school to school and
split her time up between all the newer teachers. The district has a majority of its teachers who
are required to have a seasoned teacher mentor during their first two years (55%).
o This option would allow the consolidated schools to focus on different pathways of instruction
for individual students in smaller groups. Teachers would be assigned to a learning pod of
students that have similar needs. Those same teachers would stay with the same group of
students throughout their elementary experience at the school. There would be more time for

15
 collaborative team planning for instructional improvement of all students in the pods. The pods
will not replace a smaller school setting, but the relationships of both students and teachers from
the same pod would be expanded as teachers and students start their new journey together at
the consolidated school.
o This option would allow the investment into security measures/equipment to be fully
accomplished rather than dividing the limited safety resources between five sites.
o This option would allow the Sheriff’s office to have adequate numbers of School Resource
Officers (SROs) in the two schools and still have one SRO assigned to travel between schools as
the handler of the firearm canine dog, so that in the event of any emergency the response time
would be greatly lessened.
o Purchasing of student interventions and student supplies would be optimized allowing the
students access to more resources than they had in the smaller settings because of buying
economies of scale.
o Federal entitlement resources (i.e., Title I, Part A) could be maximized by not having to divide
them into five different sites.
o Comprehensive Exceptional Student Education (ESE) services could be provided at the two sites
easier than at five because of trained staff to work with students with special needs.
o Comprehensive nursing and mental health services could be provided at the two sites easier than
at five because of the limited trained staff to work with students. Staff are now being divided
between sites.
o Comprehensive counseling services could be coordinated between the two sites and provided to
all students making their transition from elementary to high school a seamless process. The
outlying schools do not have access to counseling services at this time due to limited funding and
staff.
o Comprehensive instructional coaching services could be provided at the two sites easier than at
five because of the limited funding to pay for such staff. Staff are now being divided between
sites to provide teacher coaching services.
o The newest iteration of technology would be in every classroom for every student, expanding
the students’ ability to be competitive in this global age.
o Middle school students transferring to MCHS would have access earlier to required graduation
courses and advanced courses that they could take and pass earlier in their high school career,
enabling them to expand their electives and/or deeper study into a course area in later years.
This would also open up the possibility for more students to be eligible to take Dual Enrollment
classes during their high school years. This would help the child transition to college at a higher
level, saving them and their parents some of the costs of college.
o Middle school students will be able to participate in Junior Varsity sports and CTE focused student
clubs earlier in their school career by being at MCHS.
o The difficult transition from middle school to high school that traditionally happens at the 9th
grade level will have already been made, making students more prepared to take on 9th grade
studies without the trauma of dealing with a huge transition to another school of learning.
o Parents would be able to have a more central location to come to for any of their students who
are in different grade levels – now if a parent has an elementary child in an outlying school, a
middle school child at MCCS, and a child at MCHS, they have three different schools to deal with
when their child needs assistance or has an issue. With consolidation of all elementary students
at one school, the parent would likely only have one school to deal with or the other side of that
thought would be if they had students at both the middle and high school level, they would have
two schools to deal with but they would be in close proximity of each other.

16
 o Parents would be better able to attend all student extracurricular activities, graduations, and
parent meetings if the schools were consolidated in one more centralized location in the county.
o This would allow the older sibling to provide oversight to the younger one while not in the
presence of the parent.
o Afterschool activities could be planned so only one set of activity buses would be necessary to
transport students home on the afterschool bus runs.
o Discussions included potentially developing a district day-care center in an open classroom at
MCCS to assist staff who need to be at work on time and cannot go home for early release days
or emergency/storm days. This would have to be started on a limited basis with infusion of
volunteers and one certified staff and assistant. The district would investigate adding a Child
Development Associate (CDA) to the slate of CTE offerings at MCHS and students from that
program could intern/do on-the-job training (OJT) in the center. The CDA teacher from MCHS
would need to work collaboratively with the day-care staff to arrange student schedules and
appropriate oversight of the OJT program. This would greatly assist young teachers who are
having difficulty locating an affordable quality day-care center in the area. It could also lead to
greater teacher recruitment and retention in the district. Infusion of this program could continue
to be explored after schools fully consolidate with anticipated starting date of 26-27 SY.
o This scenario presented the most positives for the students and parents and therefore was the
most acceptable of all scenarios.

On November 6, 2023, the Superintendent called for a Series of Town Meetings to be held to gain community
input related to the proposed recommendation for consolidation. Critical criteria were again front and center
as specific staff from the Equity, Family and Community Engagement Team, Finance, Curriculum, Human
Resources, ESE Team, Transportation, Food Service, MIS/IT, and Assessment shared their thoughts on the
recommendations.

The following questions were used to guide their listening:

• Which student and family groups (e.g., racial/ethnic, students with disabilities/ESE, ELLs/MLs, etc.)
are most impacted by the recommendations for school consolidation?
• What are the impacts on these groups?
• What strategies should there be to mitigate negative impacts?
• What are students, families, and staff experiencing?
• What resources and supports are needed to move forward?
• What intentional family, student and community engagement is needed for the recommendations to
be successful?

On January 22, 2024, the Superintendent recommended to the Board that the consolidation option be pushed
back to School Year 2025-2026, in order to give the public, staff, and community time to adjust and for the
district to make the appropriate implementation arrangements for a smooth transition, if the Board approves
consolidation.

Community feedback will continue to be heavily solicited and used to revise the implementation plans for
school consolidation/reorganization as the first stages of the plan begins. There were several commonalities
among each of the three school consolidations, particularly when considering impacts to students, families, and
educators.

17
 Consolidation Data:
Consolidate GES, PES, and LES Elementary Schools with MCCS
Move grades 7 and 8 from MCCS to MCHS

Key Considerations
• Provide an inclusive model for students districtwide who receive special education services
• Forecast enrollment for GES includes only 90 students living in the attendance area who need special
academic attention because of their low performance (required by FDOE)
• There will be enough classroom capacity at MCCS for merging of PK-6 outlying
There will be enough classroom capacity at MCHS for grades 7 and 8
Changes in Forecasted Enrollment by School (prior to and after consolidation)
Enrollment Enrollment Adjusted
1/18/23 Forecast 2024-25 Increase or Forecast
Elementary School Includes PK – as of 6- Decrease 2025- Notes
26-24 26
MCCS 803 735 -68/+127 790 From GES, PES, LES
GES 94 87 -7/-87 0 To MCCS
PES 133 130 -3/-130 0 To MCCS
LES 170 175 +5/-175 0 To MCCS
MCHS 488 499 +11/+262 761 From MCCS to MCHS– grades 7 and 8
*389 expected to move to move to MCCS from outlying schools and 262 expected to transfer out of MCCS to MCHS (grades 7 and 8) = net 127 to MCCS

Changes in Forecasted FTE by School (prior to consolidation)

Current FTE FTE Forecast Increase or Notes
5/17/24 2024-25 – Decrease
Elementary School based on 24-
25 enrollments
Does not
include PK
GES 98 85 -13
PES 125 120 -5 Repurpose school site for affordable teacher housing
LES 159 160 +1 Repurpose school site for District and Transportation
MCCS 803 728 -75 Prepare for entry of PK-6 from outlying schools and
transfer of grade 7 and 8 to MCHS
MCHS 488 488 0 Prepare for entry of grades 7-8 from MCCS

Changes in Classroom Usage by School pre and post consolidation

Forecast Forecast 2025-26 After Consolidation
Usage for Classrooms Empty # Classrooms Early
Adjusted Adjusted Empty
School 2024-25 Needed Classrooms Available Learning Portables
Enrollment Classrooms Classrooms
GES 90 8 6 6 1 0 0 0 8
LES 145 12 3 3 2 1 0 0 12
PES 115 11 1 1 1 3 0 0 11
MCCS 785 44 41 41 3 0 960 10 31
MCHS 470 21 22 22 0 4 728 12 10
portables will no longer be necessary for classroom use

18
 Financial Analysis
Overview
School districts nationwide are struggling with lower enrollment and the impact that is having on their financial
outlook. Local news media has recently covered Broward, Alachua, Liberty, Taylor, Jackson, Gadsden, Leon,
and other school districts highlighting similar issues and making decisions to close/consolidate/reconfigure
schools. Unfortunately, MCSD is not immune to these issues.

MCSD is facing an immediate $2-12 million budget short fall for the 2024-25 school year. This shortfall is the
result of:
• Steep enrollment loss – past and continuing
• End of hold harmless funding from the state and local levies – combination of categorical funds into base
allocations
• Reduction and ultimate completion of spending Federal Stimulus (ESSER) funds
• Use of over $5.4 million for emergency recovery expenses associated with Hurricane Idalia
• Falling tax revenue due to the homes damaged and property devastated in Madison County from the
Hurricane
• Rising cost of health insurance and district share of those costs
• Exponentially rising cost of property and casualty insurance
• Rising cost of workers compensation claims
• Rising cost of employee wages/benefits

From a long-term perspective, MCSD is expecting another eight (8) years of enrollment declines in its traditional
public schools. Over the next five years, as grade cohorts with about 110 students graduate, and kindergarten
cohorts of around 200 students enter the system, MCSD anticipates a loss of at least 70 students annually or
$616,000 per year (at current base allocation) in revenue each of the next 5 years. Continued drops in
enrollment can be attributed to:
• Lower birth rates
• More educational options for families including private schools
• National and State focus to prioritize charter schools and private school opportunities – diverting public tax
money from traditional public schools to fund these initiatives
• As tax values increase, the state displaces some of its funding and requires a larger part of the funding to
MCSD to be paid from required local effort (RLE) from tax revenues.
• Classrooms being taught by paraprofessionals, in the absence of certified teachers available

Other Considerations
External consultant analysis of the finances for the district over the past three years show that MCSD only
spends 70% of its available funding for staffing expenses because so much more is being required for
operations. The national average is 80%. Full consolidation would reduce the costs of operations. The money
that would not be spent on operations would be used to raise teacher and staff salaries.

19
2023-2024 Funding Gap
School district funding gaps are impacted by more than student enrollment. In addition to general
appropriations from the state, we receive income targeted for specific uses such as special education,
transportation, literacy, support of students experiencing poverty, and others. Currently, each student, if they
are eligible for all extra targeted funding, is equivalent to $8,800 in state general apportionment and local
operational tax levy dollars. We were expecting a decline of 50 students in traditional public schools for budget
purposes when comparing the 2022/23 budgeted enrollment to the 2023/24 enrollment. However, current
year enrollment is lower than forecasted enrollment for this year. The loss in state general appropriations
revenue for 70 students at $8,800 is $616,000. For the 2023 tax year (January 2023 to December 2023), we
collected $1,574 for each of the 2,400 students in all public schools including charter schools. For the 2024 tax
year, the estimated reduction for traditional public schools will be 70 – 100 students resulting in a revenue
reduction of $110,180 to $157,400. In addition to these reductions associated with student enrollment, the
district will see a drop in ESSER funding and other federal funding. Expenses will also be impacted by increases
due to previous commitments to various employee groups with respect to wages.

Following is a table with the district’s anticipated funding shortages for the 2024-25 SY:
Revenue Reductions: Calculation Amount
Loss of State Appropriation 70 students at max of $8,800 ($616,000)
Loss of Local Tax Funding*assuming that 70-100 students at $1,574 per student ($110,180 - $157,400)
district would receive at least 96% of budgeted tax
payments during each fiscal year – otherwise the
loss of local tax funding would be much greater.
Completion of ESSER funds ($5,000,000)
Loss of other direct purpose Federal Title, LAP, etc. ($1,500,000)
and State Funds
Total Revenue Reductions ($7,226,180 - $7,273,400)
Revenue Increases:
3% Inflation (est.) Would be more or less – depending on $1,500,000
legislative outcome. Will be a pass
through to calculated salary increases and
employee benefits and taxes below.
Increase for additional Counselors Based on changes made in previous $800,000
and Coaches legislative session and FDOE requirements.
Total Increase $9,573,400

Expense Increases
Salary Increases 3% estimate $1,500,000
Employee Benefits & Taxes 3% estimate $360,000
Total Expense Increases $1,860,000
Total Revenue decline and Expense ($11,433,400)
Increase

20
School Revenue and Expenditures Overview
MCSD is facing a structural funding deficit. To operate in a non-crisis mode and have money to invest in
equitable and enhanced services for students, the district needs to right-size the number of schools being
operated to current and projected enrollment and the state funding structure.

When a school district loses enrollment, funding is lost immediately as was the case this school year with actual
enrollment being much lower than the enrollment forecast from the Spring 2022. Most school district costs are
fixed over the short-term and cannot be reduced immediately. When enrollment drops, it is spread across 13
grade levels and in MCSD’s case, 5 traditional public schools which makes it difficult to reduce staffing to match
the enrollment loss immediately. There is a gap between the loss of revenue and the reduction in expenditures.
If the enrollment loss is large enough and fast enough, significant changes such as consolidating schools must
be considered to close this funding gap.

For schools with less than 400 students, this funding gap between the state and MCSD staffing is even greater.
Drops in enrollment reduce how much MCSD can collect in local levy taxes to support the operation of schools.
State law limits local tax collections to $1,574 per student. Drops in enrollment reduce how much federal
entitlement money MCSD is eligible for (i.e., Title I, Title II, Title IV, Title IV). Drops in federal entitlement grants
reduces the district’s ability to recoup indirect costs to help offset the additional workload of implementing the
grant programs. Drops in enrollment reduces how much state money is available to offset the costs of
transportation. Drops in enrollment also reduce how much federal money is available for Food Services. As
enrollment declines – we lose both state and local levy funding immediately and the gap between revenue and
expenditures continues to grow.

As of October 2022, three of MCSD’s four elementary schools had less than 175 students. If the Board
consolidates these three outlying schools, the remaining traditional elementary school would have no fewer
than 900 students.

The district anticipates this lower enrollment issue will continue moving to middle school grades in the next two
(2) years. The Board will need to discuss how to address the impact of the lower enrollment at middle school
grades after the consolidation/reorganization is completed.

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Anticipated Reduction in Costs per Elementary School Consolidation:
The overhead associated with an elementary school in MCSD is the same whether that school has fewer than
250 students or more than 500 students. The costs are associated with staff other than instructional. See the
table below for specifics:
Costs per School
Staff Number (Salary & Benefits) Total
Non-classroom Staff $75,000
Nurse .2 $15,000
Support Staff 1 $60,000
Classified Staff $230,000
Technology Specialist 0.2 $15,000
Nutrition/Food Services 0.2 $15,000
Classroom aides 3.0 $120,000
Custodians 2.0 $80,000
Utilities and phone, internet systems, trash removal (for building $65,000
being shut down –estimated based from present) *average
School Resource Officer 1 $65,000
Ground/Building Maintenance $40,000
Insurance and Safety Hardening $200,000
Total (per school – average) $675,000

The table above depicts averages for the schools under consideration. The cost for staff members includes both
salaries and benefits. Reduction in overhead costs could be used to raise teacher and staff salaries.

If renovations are required to repurpose schools that are under consideration for consolidation, the cost of
the renovations will not contribute to the funding gap because these funds come from the capital/bond funds.
By state law, the capital/bond funds cannot be used for operating expenses needed to run the district on a
day-by-day basis.

22
Options for Addressing Shortfall:
MCSD’s current fund balance is $3.7 million, including all restricted, assigned, and unassigned fund balances.
Based on Board policy, the general fund reserves/balance must be maintained at least 5% which is equivalent
to $1 million at the current fund level.

Following are some potential options, in lieu of consolidation, for addressing the revenue shortfall:

• Option A – Year 1: Cut expenditures to match revenue with no use of fund balance. In Year 2 onward,
make appropriate staff reductions to keep pace with the continuing enrollment decline. Use fund
balance for unanticipated events or expenditures.
• Option B: - Year 1: Cut expenditures and reduce fund balance by $500,000. Year 2, cut an additional
$500,000 from fund balance plus the appropriate reductions required for continuing enrollment
decline. Make additional reductions required to rebuild fund balance at a reasonable rate.
• Option C: Year 1: Reduce fund balance below the 5% policy level, cut expenditures by less than
necessary to operate at a completely equal revenue/expense ratio. Year 2: Make additional reductions
necessary to balance the budget. If reserves were reduced to zero, spending reductions of $4 million
would be required in 2025/2026 school year under current funding methods.

With respect to school consolidation options – MCSD can consolidate three (3) schools which would reduce the
amount to be cut from programs and other staff reductions by up to $2.3 million. Based on the enrollment
forecast, the 30.5 impacted educators at the outlying traditional public elementary schools, 1 principal, 8.9
other instructional staff, and 20 other non-instructional staff would be transferred other positions that are
either currently unfilled, filled with uncertified staff, and/or positions that are naturally retiring, moving to a
different location, or would be repurposed into other vacant positions. Some staff will automatically drop off
due to ending grant funding but only a few would have to be cut for reduction in force reasons.

Other Potential Reductions:

If no schools are consolidated, then the reduction in expenditures for the 2024-25 SY would need to be $2
million. The district would need to reduce educator staffing based on enrollment projections and implement
more efficient staffing for all other staff. Potential reductions under consideration would include:

• Removing after school transportation and services and all activity buses – making parents responsible for
transporting children to and from activities outside the regular school day
• Removing all courtesy transportation for students within 2-mile zone of school
• Removing outside agency use of current facilities (i.e., Boys and Girls Club)
• Removing all contractual agreements for transportation for all agencies
• Reducing paraprofessional support and other school reductions which would include instructional
specialists, counselors, interventionists, school secretaries, food service workers, and custodians.
• Reducing/removing district supports of coaching, mental health services, etc., except the bare minimum
required by state mandates
• Moving all ESE students to a central location to reduce costs and provide more complete accommodations
• Moving all PK students to a central location to reduce costs and provide more complete accommodations.
• Curtailing Operations services or resources (i.e., mowing schedule would be extended to not mow as often)
• Removing individual room digital equipment (i.e., printers, copiers, extra non-essential digital equipment)
• Removing extra non-essential classroom interventions
• Not approving field trips for students unless funds are raised outside of district money to pay for entire trip
• Longer schedules for repair, replacement of facility assets (i.e., plumbing, electrical, HVAC)
• Potential reduction in costs goal would be: Approximately $300,000 - $500,000 per school
23
 • Discontinuing programs/services that are not considered basic education and are not funded by state
• Remove 7-period day at the high school
• Cut out summer school
• Significantly reduce paraprofessional educators
• Reduce school support staff
• Reduce athletic offerings
• Eliminate courtesy pickups on transportation routes
• Close NFCD GES campus and relocate them to MCCS campus
• Eliminate transportation for NFCD

If renovations are required to repurpose schools that are under consideration for consolidation, the cost of
the renovations will not contribute to the funding gap because these funds come from the capital/bond funds.
By state law, the capital/bond funds cannot be used for operating expenses needed to run the district on a
day-by-day basis.

24
Bond Sales and Interest Charges:
Because of the impacts of Hurricane Idalia, the district has been investigating a Bond Sale. The current race
track revenue is earmarked to pay back the costs of renovation for MCHS. There is a limit of only $2.5 million
that the district can bond in race track liability and even if the district has paid off the remaining costs for MCHS,
the total available will not cover even the emergency work deductibles for Hurricane Idalia. The only legislative
option left to the district is an Anticipated Revenue Bond which can only extend for five years and must be paid
back in annual increments with interest over those five years. The current estimate of what would be needed
in bond sales is $5,000,000 which would mean that the district would have to pay back between $1.2 and $1.3
million each year to pay off the bonds which will further decrease revenues and facilitate an even faster dive
into financial emergency. The expected level of permanent work that still needs to be done to recover from
the hurricane will be in the realm of another $1.5 million to make the district whole again.

The district has been declared financially constrained by the State of Florida and National Emergency
Management Agencies. As such, the Governor’s office through the Office of Florida Department of Emergency
Management (FDEM) has determined that they are willing to provide the district with a no interest loan to help
pay off emergency hurricane cost deductibles until the district receives reimbursement from Federal Emergency
Management Agency (FEMA). After the district uses the money to pay the insurance company, projects can be
submitted to FEMA for reimbursement. As the money is approved for reimbursement (which may not equate
to what the district would be claiming) FDEM would keep that money and use it to assist in paying off the loan.
Any gap between what is expected from FEMA in reimbursement and what FDEM receives is the responsibility
of the district. The money will not relieve the financial situation of the district since it can only be used for
paying the insurance company and the recovery contractors for work already done. It cannot be used for
operating expenses or for keeping the district solvent.

The district has applied for and is eligible to receive a federal Community Disaster Loan (CDL). This is another
department within FEMA. If the Board chooses to accept the loan, a ten-year payback would be necessary at
the current market rate (around 5%). The annual payments would become another district liability. This loan
can only be used for operational purposes. The premise for this loan is based on projected revenue losses from
current state that were developed by a certified public accountant, verified by a financial advisor, and closely
scrutinized by a federal financial analysist. Per these external experts, the district will be losing almost $20
million over the next four years in revenue based on falling enrollments, the impacts of the hurricane, and the
increased costs of operations.

The district has applied for another type of FEMA grant to assist it in mitigating the potential loss of a future
disaster. This funding has not been awarded yet. If the district is eligible for this funding it would be a grant for
a specific purpose. The identified purposes for the grant include installing several transfer switches at MCCS so
that large external generators can be connected to most of the buildings at MCCS in order to operate as an
emergency shelter for community and other state residents. Another request from this funding was to replace
the existing district-owned generator at MCCS to keep the freezers and other emergency lighting on at the
school in case of a disaster. The last piece of this funding request was to connect all internal internet
infrastructure to the generators so that the school could maintain all connections to the emergency response
agencies during the time people were sheltering in place at the school. This funding has not been awarded yet
but would not help the deep financial dive predicted for MCSD because it could only be used for the projects
identified above.

Depending on Board action, the district will have to consider bonding as an option to assist with staying fiscally
solvent if consolidation is not approved.

25
Legislative Advocacy:
The district works closely with all of its representatives at the state legislature and with other districts to
advocate for changes that will support the district from a funding and student learning and support perspective.

The district has lobbyists who work on its behalf to ensure that the district is kept fully aware of bills under
consideration as well as providing the district with an opportunity to testify at public hearings. The priority
areas of advocacy for this year’s legislative body are:
• Increase Special Education Funding: Special education services should be fully funded by the state as
part of basic education. MCSD currently spends $2 million more to provide special education services
to ESE students than the funding that is received from the state and federal government. Current bills
sponsored by both the state Senate and state House would increase the annual funding for special
education by around $500,000 - if passed this would help reduce the funding deficit for EST to $1.5
million.
• Funding the Cost of Transportation: The state’s funding model for transportation services is
inadequate and does not provide enough resources to districts to cover the cost of transporting
students. The potential increase in funding in this area for current bills is less than $250,000.
Transportation is currently costing the district $900,000 more out of district funds than are generated
by the state transportation funds that are being received through the FEFP.
• Greater flexibility in the use of Capital Funds: The use of capital funds is restricted by state law and
cannot be used for day-to-day costs of operating a school district. The district is asking the state to
loosen those restrictions for the next two years using the biennium budgets currently being
developed.
.

26
Critical Criteria Review/ Equity Analysis
Under Consideration:
Consolidate GES, LES, and PES and transfer them to MCCS due to declining enrollment and increasing operational
costs. Move grade 7 and 8 students to MCHS.

Intent/Purpose of this Consideration:

To address declining enrollments and financial emergency in Madison County.

Stakeholder Engagement Opportunities:

Date/Location Vehicle (Meeting, Email, etc.) Group/Subgroup
GES State of District Meeting All stakeholders were welcomed
LES State of District Meeting All stakeholders were welcomed
PES State of District Meeting All stakeholders were welcomed
MCCS State of District Meeting All stakeholders were welcomed
Ongoing since January Meetings, Email, Web postings, flyers, All stakeholders were welcomed and
2024 community events invited to speak

Groups/Subgroups Impacted by the Recommendation:

• Students (at outlying schools)
o Current 2023-24 enrollments: 398 students in all three schools combined
o Forecast 2024-25 enrollment: 349 students
o Building capacity utilization: 41 – 74%
• Subgroups (at outlying schools)
o African American: 190 families
o Multi-language learners (MLL): 15 students
o Free/reduced lunch (FRL): 398 students
• Families – 190 families
• Educators & Staff – 44 staff

Impacts: Benefits & Risks for Each Group (developed based on stakeholder engagement and feedback):
Group: Students
Benefits
Multiple studies speak to the benefit for students of socio-economically and racially diverse schools
• Reduces racial achievement gaps
• Encourages critical thinking, problem-solving, and creativity
• Reduces racial bias, counter stereotypes, and improve relationships
• Enhances leadership opportunities
• Helps to prepare students for a global economy
From How Racially Diverse Schools and Classrooms can Benefit All Students (2016)
Increased enrollment in a school allows for greater resources and staffing that can be aligned to student
needs in the school
• School based funding is allocated by enrollment, with adjustments based on student needs
• Allows principals to make decisions on supplemental resources (i.e., intervention materials)
or staffing (i.e., additional behavior support) above the district’s standard funding allocation

27
 Allows more efficient use of funds in the system, making space to fund items beyond the basic education
requirements
• Basic education does not account for all the needs and interests of MCSD students, nor meet the
expectations of the MCSD community
• Maximizing the efficient use of funds by adjusting elementary school enrollment as noted above
allows the district to continue to fund items beyond basic education (i.e., mental health and social
emotional resources and staff, elementary specialist model, wide variety of electives at secondary,
seven-period days at MCCS and MCHS)
Some students indicated they are looking forward to meeting new friends and trying out a new
playground/sports areas.
Students are positive about the possibility of becoming eligible for sports activities
Risks
The social/emotional/mental health impact of a substantial change can be particularly impactful given its
proximity to the pandemic and the hurricane.
Students would be combined, which would result in the need for strong relationship building across the
communities.
Transportation time would increase for some students.
Mitigating Strategies
Include MHAT Counselor as part of Transition Team.
Engage in social emotional instruction with students
• Lessons related to the topic of moving, relocation, etc. in combination with trade books have been
created by the Teaching and Learning team in cooperation with the elementary MHAT. This will
address schools, classrooms, bus rides, etc.
• Elementary MHAT members, in collaboration with building counselors, engage in talking circles
to process emotions, build skill for resilience, welcoming others, etc.
Create opportunities for students at the impacted schools to meet students at the receiving school prior to
the start of the school-year based upon the input of the transition teams (i.e., grade level pen pals, joint
virtual or in person field trips, combined field day, school swag, etc.).
Provide training to receiving school staff on supporting students experiencing poverty and trauma, and
students who are multilingual learners or are new to the country

Subgroup: Exceptional Education Students

Benefits
Fewer split grade-level classes
Larger population of students to interact with in inclusion program
More flexibility and economies of scale
More opportunities for ESE students to learn from, with, and about ESE students
More training opportunities for staff to expand their knowledge of working with ESE students
More opportunities for families to make connections with both ESE students and their families
Risks
Not enough space to provide quiet areas for ESE students when needed
New staff may not be open to or receptive to professional development/training.
ESE students may have challenges adapting to a new environment, changes in routine, inexperienced staff,
and new students.

28
 Mitigating Strategies
Work with Facilities and Administration Team to design spaces that meet the needs of ESE students.
Provide paid professional development for all staff at receiving school.
Move current staff with ESE students to the extent possible (i.e., case managers and paras).
Provide additional mental health staff to support ESE students and staff through the transition and year 1.
Provide resources (i.e., training, learning opportunities) to families of the receiving school to support with
the transition.

Subgroups: Pre-School
Benefits
Having a school where working day preschool is a support for working families.
Risks
No preschool offered in local community
Mitigating Strategies
Work to help communities establish pre-K centers in their community that include all early learning and day
care. These centers would feed into the public schools and there would be open transfer between a
community center and the traditional public school pre-K grades.

Subgroups: Latino Families, MLL, Recent Immigrant, FRL

Benefits
Larger population of students to interact with at school.
Possibility of developing a dual language program for Spanish-speaking students.
Risks
Both staff and families have expressed that they have developed a strong culture of support and expertise in
supporting students The concern is that this culture of support may be decreased when students and staff
consolidate into different schools.
Potential negative perceptions about students and families from “outside the neighborhood,” causing
student distress.
Mitigating Strategies
Provide training to receiving school staff on supporting students experiencing poverty, trauma, and students
who are multilingual learners
Create opportunities for students at the impacted school to meet students at the receiving school prior to
the start of the school-year based upon the input of the transition teams (ex. grade level pen pals, joint
virtual or in person field trips, combined field day, school swag, etc.)

Group: Families
Benefits
Expanded community relationships.
Risks
Consolidation of communities may impact school culture.
For some families, greater distance from home to school can impact work and childcare schedules.
Mitigating Strategies
Regional Transition Teams, including parents, will work together to build community among sending and
receiving schools.
Strategies for welcoming and engaging students new to the school should be piloted

29
Group: Educators
Benefits
Narrows variation in class size because, as the number of students at each grade level increases, it
generates more teachers, bringing all classes closer to the class size targets.
Reduces potential for split classes or combination classes, allowing educators to focus on instruction across
content areas of only one grade level of standards.
Minimizes potential for reduction in force (RIFs) as the budget can be balanced through attrition rather than
RIFs.
Minimizes the impact on educator diversity because RIFs are determined by seniority. There is more racial
diversity among recently hired educators.
Risks
Staff will be involuntarily transferred or departmentally reassigned. This means that staff will be building
professional relationships with a new set of educators.
Fewer teachers with annual contracts will be rehired because the consolidated schools will be more resource
efficient with class sizes closer to targets.
Potential for increased commute if educators are assigned to schools further from their homes.
Sense of loss of their community when staff and students relocate to MCSD, or others that they may select
through the respective transfer process.
If there are RIFs, they will impact fewer senior staff who are more racially diverse.
Mitigating Strategies
Provide clear and timely communication once decisions are made, in alignment with requirements from the
appropriate contracts.
Regional Transition Teams, including administrators, staff, and families from all schools impacted by the
change, develop and implement plans to ensure smooth transition and blending of communities.
Provide continued training to receiving school staff on supporting students who experience poverty, trauma
and students who are new to learning English.

30
Engagement
Engagement Prior to Recommendation
Information regarding the impact of enrollment decline was shared with feedback and ideas solicited using a
variety of approaches with various stakeholders throughout this school year. These included presentations,
workshops, staff meetings, and community workshops with all stakeholders.

Feedback Prior to Recommendation

Planning for the Future – Community Feedback
At the Community Workshops, the community submitted questions and feedback either via an email to the
Superintendent, via questions in person or on paper, and via questions to the district Board or administrators.
The district collected over 50 questions from the three impacted school staff/parents and other community
stakeholders. The district collected, summarized and developed a Frequently Asked Question (FAQ) document
and posted it on the district website for public review. As more questions come in or more clarification is
needed, the document will continue to be updated.

Planning for the Future – Staff Feedback

Staff information sessions were held at central office to share information regarding the enrollment decline
and expected funding shortfalls with principals, staff, and administrators. Staff meetings were held at each of
the school with principals, teachers, and parents to gather feedback and ideas and provide that feedback to
the Board and Superintendent.

Feedback Following the Proposal to Consolidate

Feedback and suggestions provided by stakeholders has been vast and greatly appreciated. There is no doubt
this decision is difficult and impactful. It requires thoughtful consideration. There were several themes that
arose from stakeholders. Although not exhaustive, these key themes emerged from all the various
stakeholders.

• The Process
• Keep the School Community Together
• Avoid Financial Emergency
• Communication and Transparency

The Process
Questions and concerns were expressed about the consolidation process, particularly the data used and the
timing or pace of decision making.
o Data: Questions arose about data reported by the Superintendent
o Timing: Concerns were expressed about the pace of the consolidation process and questions arose
as to whether the District would either take more time, delay the decision for a year, or reduce the
number of schools to consolidate.

Keep the School Community Together

It is clear that the community schools have a strong sense of community and there is interest in keeping students
and staff together in the upcoming school year. Because of this, the Superintendent delayed the
recommendation for consolidation until the beginning of the 2024-25 SY to ensure that there would be enough
time for proper planning prior to an implementation at the beginning of the 2025-26 SY.

With consolidation, there was an expressed interest in students staying in classes with their community peer

31
group. This was particularly evident for students receiving special education services. Students, staff, and
families expressed the value of the relationships formed over the past decades and the positive impacts they
have seen resulting from years of staff training and experience. While consolidation may not keep students in
their home community school, consolidation can celebrate each school community’s history and
accomplishments at the new consolidated site at MCCS. Preparations are being made to dedicate an area at
MCSS that will house memorabilia from each school celebrating its history and accomplishments. The three
outlying schools will be part of an implementation team to determine what they would want to display about
their history or school in MCSS’s hallways. Donor funding will be provided to purchase cabinets to house any
trophies or awards each school wants to bring to MCCS. Professional framing will be provided to give all artwork
and/or hanging photographs a consistent artistic flair so that the presentation is appealing to all audiences.
MCCS’s principal, in concert with the outlying school principal will set dates/weeks where the entire school will
be invited to share in a celebration of each school’s history and accomplishments, including those at MCCS. The
same offer will be extended to students who are leaving MCCS and moving to MCHS. As the two schools grow
closer together, they will recreate their own history and accomplishments and the entire community will share
in them, the same as the entire community shares in the accomplishments of the athletic teams at MCHS now.

School Advisory Council (SAC) members from the outlying schools will be invited to be part of one larger school
advisory council at MCCS and MCHS. There has been difficulty in the past soliciting enough commitment from
the different peer groups required on the SAC councils. This will allow MCCS and MCHS the opportunity to draw
from a bigger pool of community/business/parent partners who wish to help MCSD become the number one
school district in North Florida. It is the charge of the SAC councils to help the schools implement change and
school improvement and improve the future opportunities for all students as they graduate career and college
ready. This expanded pool of those willing to participate will help the schools tremendously.

Parent Teacher Organizations/Associations (PTO/PTA) from each school will be blended into MCCS and MCHS
groups to provide the same stellar leadership as they did in their home communities. PTO/PTA groups have
been extremely instrumental in helping to raise money for special projects at all schools. By combining their
efforts, they can expand to greater heights and extend opportunities to share in the harvest of those benefits.

Chairs from both the SAC and PTO/PTA organizations will be asked to also serve as an advisory body to the
Superintendent for whole-district planning. One of the Superintendent’s goals as a result of consolidation is that
the entire instructional and residential communities of the County would be brought together to help determine
the best path for the district to meet its mission of providing

32
Timeline for Implementation Meetings*see implementation plan timeline in appendices for day-to-day preparations for moves
to new sites

Event/Meetings Date* Time* Location Purpose

tentative tentative
School Board 7-15-2024 6 p.m. District Office Recommend Consolidation
Community Committee 9-16-2024 5 p.m. MCCS – room Gather stakeholder input for implementation;
TBD appoint community members to serve with district
implementation team
Community Committee 9-17-2024 5 p.m. MCHS – room Gather stakeholder input for implementation;
TBD appoint community members to serve with district
implementation team
School Board, Community Committee 9-30-2024 5 p.m. District Office Share implementation task list and assign members
to assist district leadership in beginning the
implementation
Committee Meetings Monthly 2nd 5 p.m. MCCS – room Work on implementation plan and transitions to
Tuesday TBD meet deadlines for moving sites and students in a
each month timely fashion to start 2025-26 SY on time with as
little interruption as possible
Committee Meetings Monthly 2nd 5 p.m. MCHS- room Work on implementation plan and transitions to
Tuesday TBD meet deadlines for moving sites and students in a
each month timely fashion to start 2025-26 SY on time with as
little interruption as possible
District Leader Meetings Monthly 2nd 9 a.m. District Office Review progress on implementation plan; revise
Tuesday plan and timeline as necessary according to analysis
each month of progress toward end date; share revisions with
Board and implementation members; post updates
on website
School Board 2nd Board 6 p.m. District Office Update Board on progress of community
meeting implementation team and district leadership team
each month
Special Board Meeting 1st week 10 a.m. MCCS Gym Welcome staff back to new consolidated school site
of August
Special Board Meeting 1st week 1 p.m. MCHS Gym Welcome staff back to new consolidated school site
of August
Special Board Meeting 2nd week 9 a.m. MCCS Gym Welcome students and parents back to new
of August consolidated school site – include a community
celebration breakfast
Special Board Meeting 2nd week noon MCHS Gym Welcome students and parents back to new
of August consolidated school site – include a community
celebration luncheon

33
Continued Engagement and Transition Planning
Committees should be formed and launched to provide an opportunity for a larger community effort to design
and implement activities and necessary actions that will support a positive transition for students, staff, and
families. The committees should include stakeholders from each school within the region impacted by the
change. Below is a table that provides more detail regarding stakeholder involvement moving forward.

Community Committee School Committee All Stakeholders Regional Committee School Committees Administrator Advisory
Community members School-based All staff, families, Staff and family School-based staff Administrators from
(6) with no students members (6): students, and members from and family All schools
Members

in schools identified 1 staff and 1 family community each school in the members HR, Special
for consolidation per school members region Focus groups Ed, MLL, and AL

Provide a third-party Provide a critical Provide feedback Oversee the Assign Manage the
perspective including review and and input transition, workgroups, transition of
a critical review and suggestions from regarding the including manage students and staff.
suggestions from people in the consolidation Communication and Communication and Communicate with and
Purpose

community members not community who are plan. engagement. engagement, and engage stakeholders
personally impacted. directly impacted by solicit resources.
this decision.
Review plan, background information Hearing Dates: Continue to solicit Ongoing Ongoing
TBD membership and
community
partnerships
Dates/Notes

Meet with District leaders to discuss the plan and

format for feedback.
Meet with Board to provide feedback,
suggestions, and considerations.

34
Planned Uses of Vacant Facilities*subject to Board approval
These were already discussed earlier in the summary section – this is just a concise account for the potential
use of all of the empty buildings.

• GES – a Bezos Academy of early learning for ages 2-5

• PES – Reconfigure building(s) on site and transform into affordable teacher housing units; reconfigure
gym and cafeteria to become a consolidated community center for the housing project.
• LES – transfer district administrative staff to the site and reconfigure the site to house all district
transportation and maintenance vehicles and accommodate transportation needs for fuel and secure
storage; relocate Credit Union to LES; reconfigure site to include new Board Room/multipurpose
room, staff training center, and offices for Board members; log off site for use as transportation
parking and use proceeds for renovations.
• District Office – convert to be a central warehouse for all district bulk purchasing; provide housing for
all IT/MIS servers and equipment, as well as offices for IT techs; create IT training space for video
distance learning projects
• District Annex – sell building and use proceeds for consolidation renovations and preparations.

35
 Appendices

7/2/20 Page 1
24
Staffing Plans for 25-26
Staffing Allocation
2025-2026 Madison County Central School ( Projections 7.1.24 )
Allocation
Program Program Unit Units
Code Name FTE Factor Allocated
101 Basic Program K-3 328.78 18.00 18.27
102 Basic Program 4-8 257.30 22.00 11.70
103 Basic Program 9-12 0.00 25.00 0.00
0.00
130 Intensive English 1.68 18.00 0.19
Subtotal 587.76 Subtotal 30.15

111 K-3 Basic, with ESE Services 87.42 18.00 4.86

112 4-8 Basic, with ESE Services 98.00 22.00 4.45
113 9-12 Basic, with ESE Services 0.00 25.00 0.00
254 Support Level 4 3.00 14.50 0.21
255 Support Level 5 0.00 8.70 0.00
Subtotal 188.42 Subtotal 9.52

300 Vocational 9-12 0.00 15.00 0.00

Subtotal 0.00 Subtotal 0.00

Total 776.18 Total 39.70

Non-Classroom Units Units Teachers Count

Dean 2.00 FTE 39.70
Media 1.00 Non-Class 21.00
Guidance 1.00 Title I 6
Staffing Specialist 2.00 Total 66.7
MTSS /RTI 2.00
Support Facilitation 6.00
PE 4.00
Pre-Kindergarten (ESE) 3.00

Total 21.00

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 Staffing Allocation
2025-2026 Madison County High School ( Projections 7.1.24 )

Allocation
Program Program Unit Units
Code Name FTE Factor Allocated
101 Basic Program K-3 0.00 18.00 0.00
102 Basic Program 4-8 223.33 22.00 10.15
103 Basic Program 9-12 300.54 25.00 12.02

130 Intensive English 2.00 18.00 0.22

Subtotal 525.87 Subtotal 22.40

111 K-3 Basic, with ESE Services 0.00 18.00 0.00

112 4-8 Basic, with ESE Services 43.60 22.00 1.98
113 9-12 Basic, with ESE Services 100.82 25.00 4.03
254 Support Level 4 2.00 14.50
255 Support Level 5 8.70
Subtotal 146.42 Subtotal 6.01

300 Vocational 9-12 78.14 15.00 5.21

Subtotal 78.14 Subtotal 5.21

Total 750.43 Total 33.60

Non-Classroom Units Units Teachers Count

Dean 2.00 FTE 33.60
Support Facilitation 3.00 Non-Class 10.00
Reading Coach 1.00 Title I 4
Media 1.00 Title V 1
Guidance Counselor 1.00 Total 48.60
MTSS / Grad Coach 1.00
Staffing Specialist 1.00

Total 10.00

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Expanded Curricular Programs by Grade Level/Schedules
Student Schedules by Grade Level for 25-26 at each site

Proposed Educational Plan for MCCS

As noted on page 18 of this report, Madison County Central School’s enrollment in January of 2024 was 803 students. In this plan approximately
260 students (grades 7 & 8) would move to Madison County High School. Approximately 390 students from the outlying schools would move to
Madison County Central School. Madison County Central would have a student enrollment of approximately 860 students in grades Prek – 6.

For 2024-25, Madison County Central has decided to break the current student enrollment into smaller learning communities. These learning
communities will include students in grades K-5 and will be housed in separate buildings on the MCCS campus. Each smaller learning community
will select a theme to focus on. In addition to planning by grade levels, teachers within the learning pods will be allotted planning time together to
plan out activities and learning experiences for their small community. In the smaller learning communities, students would not only learn their
grade level teachers and become familiar with them, but they will have the opportunity to become familiar with the other teachers in the pod.

Each smaller learning community will receive enrichment from teachers who serve all of the learning communities. For example, an art teacher
will schedule specific days to serve each community weekly. The hope is in the future, as more resources become available, each small learning
community would have access to not only art, but music, science, technology, etc.

A sample 2nd grader’s schedule can be found below:

8:00 – 8:30 Pod Family Time (Taking Roll, Character ed lessons, Announcements)
8:30 – 10:00 ELA
10:00 – 10:50 Math
10:50 – 11:30 Math Intervention (Level 1 & 2) / Enrichment (Levels 3-5)
11:30 – 12:00 Lunch
12 :00 – 12:40 Social Studies
12:40 – 1:30 Science
1:30 – 2:15 PE
2:15 – 3:00 Reading Intervention (Levels 1 & 2) / Enrichment (Levels 3-5)

Progress Monitoring assessments will be given quarterly to determine which students need interventions and which students will go to
enrichment. Enrichment will include art, music, science, computers, and robotics.

6th Grade
Transition Small Community

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Sixth graders would go into their own small learning community. The focus of this learning community would be preparation for transition to
7th grade at MCHS. Students would be scheduled into a wheel class where they would participate in units that would introduce them to Madison
County High School. The following units would be included:

1. Academic Requirements for extra-curricular activities eligibility, promotion, graduation, etc.

2. An Introduction to the AVID Program
3. Digital Tools Certification
4. An Introduction to Career & Technical Education Programs at MCHS

7th Grade at MCHS

The summer before 7th grade, MCHS would invite 6th grade completes to attend a 1-week transition camp. The camp would be offered 3 times
over the course of the summer to provide the most opportunities for students to attend. Students will learn their way around the school, and get
the opportunity to establish relationships with high school staff prior to the start of school.
As much as possible, 7th and 8th graders would be scheduled on the north end of the building to minimalize interaction with 9th –
12th graders. However, due to most of the elective classes being housed on the south end of the campus, 7th and 8th graders would have to cross
paths going to those elective classes.
A typical 7th grader’s schedule would be as follows:
1st period – Math
2nd period – ELA
3rd period – PE
4th period – Science
5th period – Wheel class for CT
6th period – Social Studies
7th period – Elective (Art, Band, AVID, etc.)

A typical 8th grader’s schedule would be as follows:

1st period – ELA
2nd period – Math
3rd period – Science
4th period – PE
5th period – CT Elective
6th period – Social Studies
7th period – Elective (Art, Band, AVID, etc.)

7th and 8th graders who need academic interventions would give up one elective class for their intervention class.
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Clubs and Extra-curricular Activities Available for MCHS 7th – 12th graders

• Sports Teams (Football, Basketball, Baseball, Softball, Volleyball, Track & Field, Boys and Girls Weightlifting, Boys and Girls Tennis,
Flag Football and eSports)
• Clubs (Beta Club, National Honor Society, FFA, HOSA, FCA, FCCLA, Skills USA, High School-High Tech, Key Club
• Elective Classes (Art, Music, AVID, Journalism, and CTE classes

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 Consolidation Implementation Task List with Timelines

*NOTE: All activities and timeline dates are subject to change during the implementation period based on implementation team
recommendations. Names of staff are anticipated as those responsible based on how the district is currently staffed, but could
change during the implementation phases.

This is a DRAFT Document subject to change. It will remain a living document for the life of the implementation.

7/2/20 Page 7
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 Consolidation Master Task List (7/15/2024)
START DUE COMPLETION
Sub-Committee/Team TASK SITE/SCHOOL WHO COMMENTS
DATE DATE DATE
Collaborate with school principals regarding the Times were submitted to Supt.
Transportation DISTRICT Superintendent 04/20/25 06/30/25
arrival and departure of school buses Awating finalization.
Redraw all attendance zones and recommend to Zoning line map submitted.
Transportation DISTRICT T. Ansley 04/20/25 06/30/25
school board for approval Awaiting finalization.
Conduct a dry-run of newly created routes to Send drivers around new routes
Transportation determine efficiency and appropriateness of bus DISTRICT T. Ansley 04/20/25 06/30/25 at least three times to acclimate
routes and correct as necessary

Send drivers around new routes

Redraw transportation bus routes and publicize
Transportation DISTRICT T. Ansley 04/20/25 06/30/25 at least three times to acclimate
as needed
and correct as necessary

Complete a room by room inventory of all * Conduct classroomwalk-though

E. Santana, M. Carter, I.
Technology technology within 3 months of closure date GES 06/15/25 09/10/25 * Need classroom walk-through
Goyette, Contractor
(Include property records and room numbers) * Need labels and tape Barcode

Complete a room by room inventory of all * Conduct classroomwalk-though

E. Santana, M. Carter, I.
Technology technology within 3 months of closure date LES 06/15/25 09/10/25 * Need classroom walk-through
Goyette, Contractor
(Include property records and room numbers) * Need labels and tape Barcode

Complete a room by room inventory of all * Conduct classroomwalk-though

E. Santana, M. Carter, I.
Technology technology within 3 months of closure date PES 06/15/25 09/10/25 * Need classroom walk-through
Goyette, Contractor
(Include property records and room numbers) * Need labels and tape Barcode

Contact Digital Bell for

Rebranding and the following
Discontinue websites for closed schools; update
Technology GES I. Goyette 06/15/25 09/10/25 * MCCS: update as PreK-6
district website
* MCHS: update as 7-12
*Ensure PO reflects new changes

Contact Digital Bell for

Rebranding and the following
Discontinue websites for closed schools; update
Technology LES I. Goyette 06/15/25 09/10/25 * MCCS: update as PreK-6
district website
* MCHS: update as 7-12
*Ensure PO reflects new changes

7/2/20 Page 8
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 Consolidation Master Task List (7/15/2024)
START DUE COMPLETION
Sub-Committee/Team TASK SITE/SCHOOL WHO COMMENTS
DATE DATE DATE

Contact Digital Bell for

Rebranding and the following
Discontinue websites for closed schools; update
Technology PES I. Goyette 06/15/25 09/10/25 * MCCS: update as PreK-6
district website
* MCHS: update as 7-12
*Ensure PO reflects new changes

Contact Digital Bell for

Rebranding and the following
Discontinue websites for closed schools; update
Technology MCCS I. Goyette 06/15/25 09/10/25 * MCCS: update as PreK-6
district website
* MCHS: update as 7-12
*Ensure PO reflects new changes

Contact Digital Bell for

Rebranding and the following
Discontinue websites for closed schools; update
Technology PES I. Goyette 06/15/25 09/10/25 * MCCS: update as PreK-6
district website
* MCHS: update as 7-12
*Ensure PO reflects new changes

Contact Digital Bell for

Rebranding and the following
Discontinue websites for closed schools; update
Technology GES I. Goyette 06/15/25 09/10/25 * MCCS: update as PreK-6
district website
* MCHS: update as 7-12
*Ensure PO reflects new changes

Contact Digital Bell for

Rebranding and the following
Discontinue websites for closed schools; update
Technology MCCS I. Goyette 06/15/25 09/10/25 * MCCS: update as PreK-6
district website
* MCHS: update as 7-12
*Ensure PO reflects new changes

Contact Digital Bell for

Rebranding and the following
Discontinue websites for closed schools; update
Technology MCHS I. Goyette 06/15/25 09/10/25 * MCCS: update as PreK-6
district website
* MCHS: update as 7-12
*Ensure PO reflects new changes
Verify with MIS if any systems need network
Technology GES I. Goyette 06/15/25 09/10/25 * Verify with NEFEC
access for operation after closing schools
Verify with MIS if any systems need network
Technology LES I. Goyette 06/15/25 09/10/25 * Verify with NEFEC
access for operation after closing schools
Verify with MIS if any systems need network
Technology access for operation after closing schools PES I. Goyette 06/15/25 09/10/25 * Verify with NEFEC
Verify with MIS if any systems need network
Technology access for operation after closing schools MCCS I. Goyette 06/15/25 09/10/25 * Verify with NEFEC
Verify with MIS if any systems need network
Technology MCHS I. Goyette 06/15/25 09/10/25 * Verify with NEFEC
access for operation after closing schools

7/2/20 Page 9
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 Consolidation Master Task List (7/15/2024)
START DUE COMPLETION
Sub-Committee/Team TASK SITE/SCHOOL WHO COMMENTS
DATE DATE DATE
Send any appropriate updates to FDOE for MSID
Technology or other FDOE maintained data information DISTRICT H. Motes 06/15/25 09/10/25 * Verify with FDOE
system
* Email End of Year (EOY)
Technology Inventory Checklist
to admin
* Follow-up with admins at sites
to ensure teachers have
On the final teacher day, administrator should do
A. Brown and completed the EOY checklist and
Technology a room check and verify room technology is still MCCS 06/03/25 06/20/25
administrative team signed off prior to last day for
in place
teaching staff
* Verify Inventory Form is
completed by all classroom
teachers
* Ensure overall totals per school

* Email End of Year (EOY)

Technology Inventory Checklist
to admin
* Follow-up with admins at sites
to ensure teachers have
On the final teacher day, administrator should do
C. Brooks and completed the EOY checklist and
Technology a room check and verify room technology is still MCHS 06/03/25 06/20/25
administrative team signed off prior to last day for
in place
teaching staff
* Verify Inventory Form is
completed by all classroom
teachers
* Ensure overall totals per school

* Email End of Year (EOY)

Technology Inventory Checklist
to admin
* Follow-up with admins at sites
to ensure teachers have
On the final teacher day, administrator should do
A. Brown and completed the EOY checklist and
Technology a room check and verify room technology is still MCCS 06/03/25 06/20/25
administrative team signed off prior to last day for
in place
teaching staff
* Verify Inventory Form is
completed by all classroom
teachers
* Ensure overall totals per school

7/2/20 Page 10
24
 Consolidation Master Task List (7/15/2024)
START DUE COMPLETION
Sub-Committee/Team TASK SITE/SCHOOL WHO COMMENTS
DATE DATE DATE

* Email End of Year (EOY)

Technology Inventory Checklist
to admin
* Follow-up with admins at sites
to ensure teachers have
On the final teacher day, administrator should do
A. Brown and completed the EOY checklist and
Technology a room check and verify room technology is still MCCS 06/03/25 06/20/25
administrative team signed off prior to last day for
in place
teaching staff
* Verify Inventory Form is
completed by all classroom
teachers
* Ensure overall totals per school

* Email End of Year (EOY)

Technology Inventory Checklist
to admin
* Follow-up with admins at sites
to ensure teachers have
On the final teacher day, administrator should do
Y. Davis and administrative completed the EOY checklist and
Technology a room check and verify room technology is still PES 06/03/25 06/20/25
team signed off prior to last day for
in place
teaching staff
* Verify Inventory Form is
completed by all classroom
teachers
* Ensure overall totals per school

* Email End of Year (EOY)

Technology Inventory Checklist
to admin
* Follow-up with admins at sites
to ensure teachers have
On the final teacher day, administrator should do
C. Minor and completed the EOY checklist and
Technology a room check and verify room technology is still LES 06/03/25 06/20/25
administrative team signed off prior to last day for
in place
teaching staff
* Verify Inventory Form is
completed by all classroom
teachers
* Ensure overall totals per school

7/2/20 Page 11
24
 Consolidation Master Task List (7/15/2024)
START DUE COMPLETION
Sub-Committee/Team TASK SITE/SCHOOL WHO COMMENTS
DATE DATE DATE

* Email End of Year (EOY)

Technology Inventory Checklist
to admin
* Follow-up with admins at sites
to ensure teachers have
On the final teacher day, administrator should do
W. Selph and completed the EOY checklist and
Technology a room check and verify room technology is still GES 06/03/25 06/20/25
administrative team signed off prior to last day for
in place
teaching staff
* Verify Inventory Form is
completed by all classroom
teachers
* Ensure overall totals per school
* Presently working with the
Work with Skyward to transfer student records to
Technology DISTRICT H. Motes 07/20/25 10/20/25 vendor to prep the system for
new entities final move
Work with HR to electronically transfer staff to M. Hawkins, R. Hill, L. * Terminate staff at old school
Technology DISTRICT 06/20/25 07/30/25
new entities Irvine * Add staff to new school
* Clever
I. Goyette; R. Hill; S. * K12 Lift
Work with 3rd party vendors to ensure valid data
Technology DISTRICT Fletcher; M. Richie; T. 08/05/25 10/20/25 * Progress Monitoring
exchanges
Truesdale; H. Motes * Edgenuity
* Medicaid
T. Ansley; S. McDonald; M. * Verfiy that student addresses
Technology Work with transportation to enter new bus routes DISTRICT 07/20/25 08/08/25
Hawkins; I. Goyette and transportation are valid
* Work with schools to make sure
R. Hill; B. Siplin; H. Motes;
courses can be adopted
Technology Assist with scheduling DISTRICT guidance counselors; New 06/10/25 08/10/25
* Students have access to the
Curriculum staff student area in Skyward
* Work with schools to make sure
R. Hill; B. Siplin; H. Motes;
courses can be adopted
Technology Assist with scheduling MCHS guidance counselors; New 06/10/25 08/10/25
* Students have access to the
Curriculum staff
student area in Skyward
* Work with schools to make sure
R. Hill; B. Siplin; H. Motes;
courses can be adopted
Technology Assist with scheduling MCCS guidance counselors; New 06/10/25 08/10/25
* Students have access to the
Curriculum staff student area in Skyward
* Work with schools to make sure
R. Hill; B. Siplin; H. Motes;
courses can be adopted
Technology Assist with scheduling GES guidance counselors; New 06/10/25 08/10/25
* Students have access to the
Curriculum staff student area in Skyward
* Work with schools to make sure
R. Hill; B. Siplin; H. Motes;
courses can be adopted
Technology Assist with scheduling LES guidance counselors; New 06/10/25 08/10/25
* Students have access to the
Curriculum staff student area in Skyward

7/2/20 Page 12
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 Consolidation Master Task List (7/15/2024)
START DUE COMPLETION
Sub-Committee/Team TASK SITE/SCHOOL WHO COMMENTS
DATE DATE DATE
* Work with schools to make sure
R. Hill; B. Siplin; H. Motes;
courses can be adopted
Technology Assist with scheduling PES guidance counselors; New 06/10/25 08/10/25
* Students have access to the
Curriculum staff student area in Skyward
* IG will coordinate with HR and
Move user IDs of relocated staff to appropriate site admins;
Technology work sites and remove all personnel no longer DISTRICT I. Goyette 07/10/25 08/01/25 * IG will oversee the process for
employed in the district SJ and make sure that everyone
follows the process exactly

* Accounts will be disabled and

archived based on state
regulations
Discontinue email services for personnel no * Work with R. Hill to complete
Technology DISTRICT I. Goyette 06/10/25 07/20/25
longer employed with the district list
* This is synchronized from M.
Hawkins and will be correct as
the network accounts are edited

Notify in writing the respective communication T. Truesdale; I. Goyette; * Letter from Superintendent
Technology DISTRICT 06/10/25 07/20/25
carriers of school closings new Bd. Secretary assisted with R. Bishop

* Contact vendor if necessary

Uninstall projectors, smartboards, etc. and install I. Goyette; E. Santana; M.
Technology DISTRICT
at new site as needed Carter; M. LaDue; P. Hackle
B. Siplin; new Bd.
Secretary; J. Williams; N.
Gonzalez; R. Hill;
Technology Assist School Staff with Cum Folder Transfers DISTRICT instructional specialists;
guidance counselors; M.
Richie; staffing specialists;
ESE staff
B. Siplin; new Bd.
Secretary; J. Williams; N.
Gonzalez; R. Hill;
Technology Assist School Staff with Cum Folder Transfers MCHS instructional specialists;
guidance counselors; M.
Richie; staffing specialists;
ESE staff
06/10/25 07/20/25 * Complete Inventory change
Form
* Information to be packed in
sercure box and stored in locked
room
* Request for Guidance
06/10/25 07/20/25
Counselors to work during
summer to ensure that
registration and scheduling is
complete prior FALL 2025
* Information to be packed in
sercure box and stored in locked
room
* Request for Guidance
06/10/25 07/20/25
Counselors to work during
summer to ensure that
registration and scheduling is
complete prior FALL 2025

7/2/20 Page 13
24
 Consolidation Master Task List (7/15/2024)
START
Sub-Committee/Team TASK SITE/SCHOOL WHO
DATE
B. Siplin; New Bd.
Secretary; J. Williams; N.
Gonzalez; R. Hill;
Technology Assist School Staff with Cum Folder Transfers MCCS instructional specialists;
guidance counselors; M.
Richie; staffing specialists;
ESE staff
B. Siplin; New Bd.
Secretary; J. Williams; N.
Gonzalez; R. Hill;
Technology Assist School Staff with Cum Folder Transfers PES instructional specialists;
guidance counselors; M.
Richie; staffing specialists;
ESE staff
B. Siplin; new Bd.
secretary; J. Williams; N.
Gonzalez; R. Hill;
Technology Assist School Staff with Cum Folder Transfers GES instructional specialists;
guidance counselors; M.
Richie; staffing specialists;
ESE staff
B. Siplin; new Bd.
secretary; J. Williams; N.
Gonzalez; R. Hill;
Technology Assist School Staff with Cum Folder Transfers LES instructional specialists;
guidance counselors; M.
Richie; staffing specialists;
ESE staff
Technology Provide access and IDs for staff at new site DISTRICT I. Goyette; R. Hill; L. Irvine
I. Goyette; R. Hill: new
Technology Revamp Export programs for 3rd party vendors DISTRICT
curriculum staff
7/2/20 Page 14
24
DUE COMPLETION
COMMENTS
DATE DATE
* Information to be packed in
sercure box and stored in locked
room
* Request for Guidance
06/10/25 07/20/25
Counselors to work during
summer to ensure that
registration and scheduling is
complete prior FALL 2025
* Information to be packed in
sercure box and stored in locked
room
* Request for Guidance
06/10/25 07/20/25
Counselors to work during
summer to ensure that
registration and scheduling is
complete prior FALL 2024
* Information to be packed in
sercure box and stored in locked
room
* Request for Guidance
06/10/25 07/20/25
Counselors to work during
summer to ensure that
registration and scheduling is
complete prior FALL 2025
* Information to be packed in
sercure box and stored in locked
room
* Request for Guidance
06/10/25 07/20/25
Counselors to work during
summer to ensure that
registration and scheduling is
complete prior FALL 2025
* Get roster of new staff from
school admin
07/10/25 08/01/25
* Update access according to job
responsibilities
* Clever
* K12 Lift
07/10/25 08/01/25 * Progress Monitoring
* Edgenuity
* Medicaid
 Consolidation Master Task List (7/15/2024)
START DUE COMPLETION
Sub-Committee/Team TASK SITE/SCHOOL WHO COMMENTS
DATE DATE DATE
* Correct control codes for
affected entities
* Remove 24-25 enrollment
Prep system to electronically move students to records
Technology DISTRICT I. Goyette; R. Hill; H. Motes 06/10/25 07/20/25
new entity * Update NY entity for all affected
students
* Verify FISH and bell codes
* Add students to new entity
* Verify that any structural
changes are noted on the FISH
Work with facilities to ensure FISH information in
Technology DISTRICT T. Ginn; R. Raynak 06/10/25 07/20/25 report *
Skyward is correct and updated when necessary
Download and load a new FISH
for Survey 1
* Provide a handout of all the
documentation that the schools
Technology Create check list for FTE Audit DISTRICT R. Hill; H. Motes; R. Raynak 06/10/25 07/20/25
should retain for FTE audit
purposes
**Work with the Communications office to set up J. Williams; new Bd. * Work with community and
Technology data collection fun days - to update the current DISTRICT secretary; B. Siplin; T. 06/10/25 07/20/25 schools to update student
student data Truesdale demographic information
* Have Heather submit
Notify FLDOE of school changes (grade levels,
Technology DISTRICT H. Motes 06/10/25 07/20/25 documents for grade changes
names, etc.) with S. Joseph approval

Generate EOY reports for closing schools - those * Attendance

Technology reports that will not provide accurate info after DISTRICT H. Motes 06/10/25 07/20/25 * Discipline
EOY process completed * Student Counts

* Communicate with principals

and media specialists the plans
for merging media centers
* Work with media specialist to
sort and pack library collections
R. Hill; Media Specialists; B.
* Contact Follet/Destiny about
Technology Media Centers: Library GES Siplin; new curriculum 04/10/25 07/20/25
schools
staff
* Remove all duplicates in online
library and hard copies on
shelves; Merge collections;
Separate books and pack books
based on age appropriations

7/2/20 Page 15
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 Consolidation Master Task List (7/15/2024)
START DUE COMPLETION
Sub-Committee/Team TASK SITE/SCHOOL WHO COMMENTS
DATE DATE DATE

* Communicate with principals

and media specialists the plans
for merging media centers
* Work with media specialist to
sort and pack library collections
R. Hill; Media Specialists; B.
* Contact Follet/Destiny about
Technology Media Centers: Library PES Siplin; new curriculum 04/10/25 07/20/25
schools
staff
* Remove all duplicates in online
library and hard copies on
shelves; Merge collections;
Separate books and pack books
based on age appropriations

* Communicate with principals

and media specialists the plans
for merging media centers
* Work with media specialist to
sort and pack library collections
R. Hill; Media Specialists; B.
* Contact Follet/Destiny about
Technology Media Centers: Library LES Siplin; new curriculum 04/10/25 07/20/25
schools
staff
* Remove all duplicates in online
library and hard copies on
shelves; Merge collections;
Separate books and pack books
based on age appropriations

* Communicate with principals

and media specialists the plans
for merging media centers
* Work with media specialist to
sort and pack library collections
R. Hill; Media Specialists; B.
* Contact Follet/Destiny about
Technology Media Centers: Library MCCS Siplin; new curriculum 04/10/25 07/20/25
schools
staff
* Remove all duplicates in online
library and hard copies on
shelves; Merge collections;
Separate books and pack books
based on age appropriations

7/2/20 Page 16
24
 Consolidation Master Task List (7/15/2024)
START DUE COMPLETION
Sub-Committee/Team TASK SITE/SCHOOL WHO COMMENTS
DATE DATE DATE

* Communicate with principals

and media specialists the plans
for merging media centers
* Work with media specialist to
sort and pack library collections
R. Hill; Media Specialists; B.
* Contact Follet/Destiny about
Technology Media Centers: Library MCHS Siplin; new curriculum 04/10/25 07/20/25
schools
staff
* Remove all duplicates in online
library and hard copies on
shelves; Merge collections;
Separate books and pack books
based on age appropriations

* Label phone with school and

extension before packing
I. Goyette; E. Santana; M.
Technology Pack phones for relocation DISTRICT 06/30/25 08/10/25 * Store phones at MCCS
Carter; contracted tech
* Locate boxes for packing
phones
R. Hill; Superintendent;
Request counselors to complete and organize
Technology GES new curriculum staff; 06/10/25 07/15/25 * Make request through Robin
cumulative folders for retrieval closing schools exiting site principal
R. Hill; Superintendent;
Request counselors to complete and organize
Technology PES new curriculum staff; 06/10/25 07/15/25 * Make request through Robin
cumulative folders for retrieval closing schools exiting site principal
R. Hill; Superintendent;
Request counselors to complete and organize
Technology LES new curriculum staff; 06/10/25 07/15/25 * Make request through Robin
cumulative folders for retrieval closing schools
exiting site principal
R. Hill; Superintendent;
Request counselors to complete and organize
Technology MCCS new curriculum staff; 06/10/25 07/15/25 * Make request through Robin
cumulative folders for retrieval closing schools receiving site principal
R. Hill; Superintendent;
Request counselors to complete and organize
Technology MCHS new curriculum staff; 06/10/25 07/15/25 * Make request through Robin
cumulative folders for retrieval closing schools
receiving site principal
Deactivate all users in closing entities once move * Once schools are declared
Technology DISTRICT I. Goyette 08/10/25 09/15/25
is complete closed deactivate all users
I. Goyette; E. Santana; M. * Pack up computer labs and
Technology Computer Labs DISTRICT Carter; M. LaDue; P. 06/10/25 07/15/25 relocate to central location for
Hackle; custodians redistribution to new sites
* Complete inventory transfer
form *
I. Goyette; M. Carter; E. Coordinate with I. Goyette and all
Disconnect, relocate and install equipment, revise Santana; contractor; site techs to ensure that each room
Technology GES 06/30/25 08/10/25
property records staff; volunteers; T. checklist is complete
Truesdale * Request additional workers (ex.
work release and student
volunteers) to assist

7/2/20 Page 17
24
 Consolidation Master Task List (7/15/2024)
START DUE COMPLETION
Sub-Committee/Team TASK SITE/SCHOOL WHO COMMENTS
DATE DATE DATE
* Complete inventory transfer
form *
I. Goyette; M. Carter; E. Coordinate with I. Goyette and all
Disconnect, relocate and install equipment, revise Santana; contractor; site techs to ensure that each room
Technology PES 06/30/25 08/10/25
property records staff; volunteers; T. checklist is complete
Truesdale * Request additional workers (ex.
work release and student
volunteers) to assist
* Complete inventory transfer
form *
I. Goyette; M. Carter; E. Coordinate with I. Goyette and all
Disconnect, relocate and install equipment, revise Santana; contractor; site techs to ensure that each room
Technology GES 06/30/25 08/10/25
property records staff; volunteers; T. checklist is complete
Truesdale * Request additional workers (ex.
work release and student
volunteers) to assist
* Complete inventory transfer
form *
I. Goyette; M. Carter; E. Coordinate with I. Goyette and all
Disconnect, relocate and install equipment, revise Santana; contractor; site techs to ensure that each room
Technology LES 06/30/25 08/10/25
property records staff; volunteers; T. checklist is complete
Truesdale * Request additional workers (ex.
work release and student
volunteers) to assist
* Complete inventory transfer
form *
I. Goyette; M. Carter; E. Coordinate with I. Goyette and all
Disconnect, relocate and install equipment, revise Santana; contractor; site techs to ensure that each room
Technology MCCS 06/30/25 08/10/25
property records staff; volunteers; T. checklist is complete
Truesdale * Request additional workers (ex.
work release and student
volunteers) to assist
* Complete inventory transfer
form *
Coordinate with I. Goyette and all
I. Goyette; M. Carter; E.
Disconnect, relocate and install equipment, revise techs to ensure that each room
Technology MCHS Santana; contractor; site 06/30/25 08/10/25
property records checklist is complete
staff; volunteers
* Request additional workers (ex.
work release and student
volunteers) to assist

7/2/20 Page 18
24
 Consolidation Master Task List (7/15/2024)
START DUE COMPLETION
Sub-Committee/Team TASK SITE/SCHOOL WHO COMMENTS
DATE DATE DATE
* Work with I. Goyette, T.
Truesdale and all techs to verify
inventory
I. Goyette; M. Carter; E.
* Switches, servers, WAPs and
Identify and locate all network electronics and Santana; contractor; site
Technology DISTRICT 06/30/25 08/10/25 other equipment to be
components of schools to be closed staff; volunteers; T.
transferred to MCCS network
Truesdale
room
* Transfer Title I equipment to
MCCS or MCHS

* Work with I. Goyette, T.

I. Goyette; M. Carter; E. Truesdale and all techs to identify
Move from MCSS and Bridge rooms to District Santana; contractor; site equipment to be moved
Technology DISTRICT 08/20/25 10/10/25
warehouse staff; volunteers; T. * Switches, servers, WAPs and
Truesdale other equipment to be
transferred to district warehouse

I. Goyette; M. Carter; E.
Finalize connections at district warehouse for IT Santana; contractor; site
Technology DISTRICT
equpment, servers, and staff staff; volunteers; T.
Truesdale
I. Goyette; M. Carter; E.
Prepare existing Board room to become training Santana; contractor; site
Technology DISTRICT
center staff; volunteers; T.
Truesdale
B. Siplin; T. Truesdale; B.
Student/Staff Acclimation PARENT BALL
Thomas; J. Williams
W. Price; C. Brooks; C.
Student/Staff Acclimation Fall/Winter Sports Interest Meeting MCHS
Joseph; A. Brown
R. Hill will oversee; A.
Student/Staff Acclimation Student/Staff Acclimation Overview Meeting MCCS Brown; C. Minor; Y. Davis;
W. Selph; Superintendent
ensure that all property transfer
08/20/25 10/10/25
forms are completed and correct
ensure that all property transfer
08/20/25 10/10/25
forms are completed and correct
Transfer property and update
TBD TBD
Skyward
This is an interest meeting to gauge
the participation of student athletes
04/20/25 06/15/25 from the merging schools, and
students who are incoming 9th
graders.
This is an overview meeting to
discuss teacher and student
orientation committee tasks. The
meeting will be held in the Media
Center from 3:00-4:00 pm. Schools
06/01/25 06/10/25 will provide updates to the Student
and Staff Acclimation Team. Each
school must present to the
committee each week their
additional activities that will take
place on their campus.

7/2/20 Page 19
24
 Consolidation Master Task List (7/15/2024)
START
Sub-Committee/Team TASK SITE/SCHOOL WHO
DATE
R. Hill will oversee; C.
Student/Staff Acclimation Student/Staff Acclimation Overview Meeting MCHS
Brooks, A. Hurst
Student meet and greet (coming together of the
Student/Staff Acclimation MCCS School and district staff
merging schools)
Student meet and greet (coming together of the
Student/Staff Acclimation MCHS School and district staff
merging schools)
R. Hill; C. Brooks; new
Student/Staff Acclimation Plan student orientation for new combined school MCHS
curriculum person
R. Hill; A. Brown; new
Student/Staff Acclimation Plan student orientation for new combined school MCCS
curriculum person
J. Williams; B. Thomas; T.
Student/Staff Acclimation Unity in the Community MCCS Truesdale; B. Siplin;
Superintendent
J. Williams; B. Thomas; T.
Student/Staff Acclimation Unity in the Community MCHS Truesdale; B. Siplin;
Superintendent
R. Hill, C. Brooks, union
Student/Staff Acclimation Plan teacher orientation for new school MCHS
chair; new curriculum staff
R. Hill, C. Brooks, union
Student/Staff Acclimation Plan teacher orientation for new school MCCS
chair; new curriculum staff
7/2/20 Page 20
24
DUE COMPLETION
COMMENTS
DATE DATE
This is an overview meeting to
discuss teacher and student
orientation committee tasks. The
meeting will be held in the Media
Center from 3:00-4:00 pm. Schools
06/01/25 06/10/25 will provide updates to the Student
and Staff Acclimation Team. Each
school must present to the
committee each week their
additional activities that will take
place on their campus.
May Day Event between the
07/15/25 07/15/25 merging schools. Students in
grades K-6
May Day Event between the
07/16/25 07/16/25 merging schools. Students in
grades 7-12
Meeting held to orient combining
07/15/25 07/30/25
students to their new school
Meeting held to orient combining
07/15/25 07/30/25
students to their new school
The Student and Staff Acclimation
Team will be working in
TBD TBD conjunction with B. Thomas. Each
school will provide pamphlets or
information about their school.
The Student and Staff Acclimation
Team will be working in
TBD TBD conjunction with Travis Jones.
Each school will provide pamphlets
or information about their school.
Team building meet and greet
between merging school’s staff
06/01/25 07/15/25 members. Teachers from will be
invited to the end of the year
luncheon.
Team building meet and greet
between merging school’s staff
06/01/25 07/15/25 members. Teachers from will be
invited to the end of the year
luncheon.
 Consolidation Master Task List (7/15/2024)
START DUE COMPLETION
Sub-Committee/Team TASK SITE/SCHOOL WHO COMMENTS
DATE DATE DATE
H. Motes; R. Hill,
Superintendent, A Brown,
Determine the projected enrollment for In conjunction with staffing
Personnel/Staffing MCCS C. Minor, W. Selph, Y. 04/10/25 5/25/2025
reconfigured schools committee
Davis; new curriculum
staff
H. Motes; R. Hill,
Superintendent, A Brown,
Determine the projected enrollment for In conjunction with staffing
Personnel/Staffing MCHS C. Minor, W. Selph, Y. 04/10/25 5/25/2025
reconfigured schools committee
Davis; new curriculum
staff
Meet with HR to obtain 25-26 staffing data by Superintendent; R. Hill; L. In conjunction with staffing
Personnel/Staffing DISTRICT 03/01/25 3/10/2025
schools Irvine; R. Raynak committee

Meet with principal to determine staffing needs Superintendent, new

Personnel/Staffing MCCS 03/10/25 3/20/2025 In conjunction with staff persons
for 2025-2026 curriculum staff; R. Hill

Meet with principal to determine staffing needs Superintendent, new

Personnel/Staffing MCHS 03/10/25 3/20/2025 In conjunction with staff persons
for 2025-2026 curriculum staff; R. Hill

Superintendent; new
Meet with principals of reconfigured schools to In conjunction with staffing
Personnel/Staffing DISTRICT curriculum staff; L. Irvine; 03/10/25 4/15/2025
set up the teacher interview process R. Hill committee
Provide oversight for the reconfigured school In conjunction with staffing
Personnel/Staffing DISTRICT Superintendent, R. Hill 04/05/25 04/10/25
interview process committee
Develop staffing plans for all schools based on In conjunction with staffing
Personnel/Staffing DISTRICT Superintendent, R. Hill 03/11/25 03/15/25
projected FTE (enrollment) committee
new curriculum staff, R.
Meet with all directors regarding their staffing for
Hill, M. Richie, R. Raynak, I. In conjunction with staffing
Personnel/Staffing 25-26 and obtain staffing/funding information DISTRICT 3/15/2025 04/01/25
Wynn; T. Ansley; T. Ginn; committee
from Federal Programs and ESE
Superintendent
Notify district and school level administrators of
Personnel/Staffing DISTRICT Superintendent; R. Hill 04/20/25 5/15/2025 In conjunction with staff persons
assignment for 2025-2026.
Meet with each school principal to provide In conjunction with staffing
Personnel/Staffing staffing plan for 25-26 and to obtain feedback DISTRICT Superintendent; R. Hill 3/15/2025 03/30/25 committee
Monitor the staffing process to ascertain
In conjunction with staffing
Personnel/Staffing vacancies and assure that reconfigured schools DISTRICT Superintendent; R. Hill 4/15/2025 07/10/25
are staffed committee
Monitor the reappointment process to assure that
In conjunction with staffing
Personnel/Staffing all professional service contract teachers are DISTRICT R. Hill 3/15/2025 04/30/25
placed first committee
Meet with finance to discuss staffing and to assure M. Hawkins; R. Hill; R. In conjunction with staffing
Personnel/Staffing that staffing is coded correctly DISTRICT Raynak 4/30/2025 06/25/25 committee
Develop a list of pool teachers and administers In conjunction with staffing
Personnel/Staffing DISTRICT R. Hill 4/30/2025 06/25/25
who are affected by reconfiguration committee
Develop a list of school food service workers In conjunction with staffing
Personnel/Staffing DISTRICT R. Hill; I. Wynn 4/30/2025 06/15/25
affected by the reconfiguration committee

7/2/20 Page 21
24
 Consolidation Master Task List (7/15/2024)
START DUE COMPLETION
Sub-Committee/Team TASK SITE/SCHOOL WHO COMMENTS
DATE DATE DATE
Develop a list of custodians, clerical and In conjunction with staffing
Personnel/Staffing paraprofessionals who will be displaced DISTRICT R. Hill; T. Ginn 4/30/2025 06/15/25 committee
Make final recommendations to the
In conjunction with staffing
Personnel/Staffing Superintendent regarding personnel for the 25-26 DISTRICT R. Hill 03/30/25 06/15/25
committee
school year
Meet with Finance Department and grants Superintendent, R. Raynak,
Personnel/Staffing administrators to ascertain availability of funding DISTRICT S. Fletcher, M. Richie, R. 03/15/25 5/15/2025 In conjunction with staff persons
for staffing needs Hill,
Compare to prior year and add to
Personnel/Staffing Create a staffing plan for each school DISTRICT R. Hill, Superintendent 3/10/2025 3/15/2025
Board agenda
Compare to prior year and add to
Personnel/Staffing Create a district level staffing plan DISTRICT R. Hill, Superintendent 3/10/2025 3/15/2025 Board agenda
Make tentative school staff assignments In conjunction with principals
Personnel/Staffing DISTRICT Superintendent 4/20/2025 5/15/2025
(Teachers and Non-instructional) and staff persons
Merge school and district level staffing plan to Compare to prior year and add to
Personnel/Staffing create a district-wide staffing plan. DISTRICT R. Hill, Superintendent 4/10/2025 4/15/2025 Board agenda
Submit district-wide staffing plan to Board for Compare to prior year and add to
Personnel/Staffing DISTRICT Superintendent 04/18/25 4/25/2025
adoption. Board agenda
Superintendent; J. Plan a back to school park event
Parent/Community
Community Back to School Rally DISTRICT Williams; stakeholder 09/10/25 9/10/2025 where supplies can be provided
Engagement committee to all students
Schedule date for Clergies
Parent Services
Parent/Community Pastors; Superintendent
Meet with Clergies from Madison County DISTRICT TBD TBD (Request assistance to encourage
Engagement J. Williams
participation with the Unity in the
Community Event)
ensure communications go out in
Parent/Community Pastors; Superintendent
Host Parent Meeting MCCS TBD TBD enough time to maximize
Engagement J. Williams attendance
ensure communications go out in
Parent/Community Pastors; Superintendent
Host Parent Meeting MCHS TBD TBD enough time to maximize
Engagement J. Williams attendance
set up planning committee to
Parent/Community
Meet with Community Partners DISTRICT Superintendent TBD TBD work on community engagement
Engagement activities

C. Brooks, Superintendent,
Parent/Community Schedule open houses for families BEFORE the Cannot hold the Title I meeting on
MCHS new curriculum staff, B. 07/01/25 07/10/25
Engagement first day of school this same date
Thomas

C. Brooks, Superintendent,
Parent/Community Schedule open houses for families BEFORE the Cannot hold the Title I meeting on
MCCS new curriculum staff, B. 07/01/25 07/10/25
Engagement first day of school this same date
Thomas
Parent/Community Superintendent; new Bd. The news media will be invited to
Newspaper Publication DISTRICT 07/10/25 07/10/25
Engagement Secretary the community event.
Parent/Community R. Hill; new curriculum
Bloomz Messages (Parents and Guardians) DISTRICT as needed as needed Continuous as needed
Engagement staff; I. Goyette

7/2/20 Page 22
24
 Consolidation Master Task List (7/15/2024)
START DUE COMPLETION
Sub-Committee/Team TASK SITE/SCHOOL WHO COMMENTS
DATE DATE DATE
Clergies, committee members,
and community partners are
Parent/Community Superintendent; J.
Unity for Community Pep Rally EGHS TBD TBD planning a successful event to
Engagement Williams; B. Thomas
inform the public on the
consolidation plan
Clergies, committee members,
and community partners are
Parent/Community
Unity for Community Pep Rally JASMS J. Williams; B. Thomas TBD TBD planning a successful event to
Engagement
inform the public on the
consolidation plan
Clergies, committee members,
Parent/Community and community partners hold an
Unity for Community MCCS J. Williams; B. Thomas TBD TBD
Engagement event for the public on the
consolidation plan
Clergies, committee members,
Parent/Community and community partners hold an
Unity for Community MCHS J. Williams; B. Thomas TBD TBD
Engagement event for the public on the
consolidation plan
Schedule and notify Planning Committee of timeline to be developed by
Oversight DISTRICT Consolidation Contractor TBD TBD
Meetings consolidation contractor

Provide Planning Committee with meeting Consolidation Contractor, Will be informed at meeting and
Oversight DISTRICT TBD TBD
schedule new Bd. Secretary provided electronically

Review completed tasks, changes

Consolidation Contractor,
Oversight Prepare Consolidation Update for Board DISTRICT TBD TBD in timelines, and work yet to be
Superintendent
done
Collect, consolidate into one
document, review with
Request Monthly updates of Task List from each
Oversight DISTRICT New Bd. Secretary 03/20/25 09/20/25 consolidation contractor and
sub-committee/team
Superintendent, prepare report
for Board
Provide extended contract days to assist in Send to School Board for
Oversight DISTRICT Superintendent 05/15/25 06/10/25
packing inventory approval as needed.
These persons were designated
Designate a school level inventory contact to T. Ginn; T. Truesdale,
Inventory Control DISTRICT 04/10/25 04/30/25 by their principal to conduct
monitor inventory and packing Superintendent, custodians
inventory
Provide packing guidelines to define what can be
Maintenance and Technology will
Inventory Control packed, who is responsible, what will be move MCHS C. Brooks, A. Hurst 04/15/25 04/30/25
and what can be discarded oversee task
Should include things that a
Inventory Control Develop an EOY Checklist for schools MCHS R. Hill; T. Truesdale 03/25/25 05/10/25 person has to surrender upon
resignation or non-renewal
C. Brooks, A. Hurst, staff; T. Maintenance and Technology will
Inventory Control Inventory school items before and after closing MCHS 06/01/25 08/15/25
Truesdale oversee task
C. Brooks, A. Hurst, staff; T. T. Truesdale will verify in
Inventory Control Reconcile missing assets MCHS Truesdale 06/01/25 08/15/25 Skyward Database

7/2/20 Page 23
24
 Consolidation Master Task List (7/15/2024)
START DUE COMPLETION
Sub-Committee/Team TASK SITE/SCHOOL WHO COMMENTS
DATE DATE DATE

Cafeteria cooking equipment,

tables, chairs, and other items
Dispose of discarded equipment per school board T. Truesdale; Principals;
Inventory Control MCHS 08/10/25 08/30/25 that can be used in the future will
policy Department Heads
be stored. All other items will be
left on site to be auctioned off.

Develop a pick-up schedule for ALL discarded

Inventory Control MCHS T. Ginn, I. Goyette 09/01/25 09/15/25 auction or junk excess
equipment and materials
Maintenance, IT, Maintenance, IT, volunteers, and
Inventory Control Move furniture and equipment MCHS volunteers, contracted 06/10/25 07/30/25 Sheriff's Office prisoners will
help assist
These persons were designated
Designate a school level inventory contact to T. Ginn; T. Truesdale,
Inventory Control DISTRICT 08/01/25 08/15/25 by their principal to conduct
monitor inventory and packing Superintendent inventory
Provide packing guidelines to define what can be
Maintenance and Technology will
Inventory Control packed, who is responsible, what will be moved MCCS A. Brown and staff 04/15/25 04/30/25
and what can be discarded oversee task
Should include things that a
Inventory Control Develop an EOY Checklist for schools MCCS R. Hill 03/25/25 05/10/25 person has to surrender upon
resignation or non-renewal
Maintenance and Technology will
Inventory Control Inventory school items before and after closing MCCS A. Brown and staff 06/01/25 08/15/25
oversee task
T. Truesdale will verify in
Inventory Control Reconcile missing assets MCCS A. Brown and staff 06/01/25 08/15/25
Skyward Database

Cafeteria cooking equipment,

tables, chairs, and other items
Dispose of discarded equipment per school board T. Truesdale; Principals;
Inventory Control MCCS 08/10/25 08/30/25 that can be used in the future will
policy Department Heads
be stored. All other items will be
left on site to be auctioned off.

Develop a pick-up schedule for ALL discarded

Inventory Control MCCS T. Ginn, I. Goyette 09/01/25 09/15/25 Auction or junk excess
equipment and materials
Maintenance, IT, Maintenance, IT, volunteers, and
Inventory Control Move furniture and equipment MCCS volunteers, contracted 06/10/25 07/30/25 Sheriff's Office prisoners will
help assist
These persons were designated
Designate a school level inventory contact to T. Ginn; T. Truesdale,
Inventory Control DISTRICT 08/01/25 08/15/25 by their principal to conduct
monitor inventory and packing Superintendent inventory
Provide packing guidelines to define what can be
W. Selph and Maintenance and Technology will
Inventory Control packed, who is responsible, what will be move GES 04/15/25 04/30/25
and what can be discarded administrative team oversee task
Should include things that a
Inventory Control Develop an EOY Checklist for schools GES B. Killingsworth 03/25/25 05/10/25 person has to surrender upon
resignation or non-renewal
W. Selph and Maintenance and Technology will
Inventory Control Inventory school items before and after closing GES 06/01/25 08/15/25
administrative team oversee task

7/2/20 Page 24
24
 Consolidation Master Task List (7/15/2024)
START DUE COMPLETION
Sub-Committee/Team TASK SITE/SCHOOL WHO COMMENTS
DATE DATE DATE
W. Selph and T. Truesdale will verify in
Inventory Control Reconcile missing assets GES administrative team 06/01/25 08/15/25 Skyward Database

Cafeteria cooking equipment,

tables, chairs, and other items
Dispose of discarded equipment per school board T. Truesdale; Principals;
Inventory Control GES 08/10/25 08/30/25 that can be used in the future will
policy Department Heads
be stored. All other items will be
left on site to be auctioned off.

Develop a pick-up schedule for ALL discarded

Inventory Control GES T. Ginn, I. Goyette 09/01/25 09/15/25 auction or junk excess
equipment and materials
These persons were designated
Designate a school level inventory contact to T. Ginn; T. Truesdale,
Inventory Control DISTRICT 08/01/25 08/15/25 by their principal to conduct
monitor inventory and packing Superintendent
inventory
Provide packing guidelines to define what can be
Y. Davis and administrative Maintenance and Technology will
Inventory Control packed, who is responsible, what will be move PES 04/15/25 04/30/25
and what can be discarded team oversee task
Should include things that a
Inventory Control Develop an EOY Checklist for schools PES R. Hill 03/25/25 05/10/25 person has to surrender upon
resignation or non-renewal
Y. Davis and administrative Maintenance and Technology will
Inventory Control Inventory school items before and after closing PES team 06/01/25 08/15/25 oversee task
Y. Davis and administrative T. Truesdale will verify in
Inventory Control Reconcile missing assets PES 06/01/25 08/15/25
team Skyward Database

Cafeteria cooking equipment,

tables, chairs, and other items
Dispose of discarded equipment per school board T. Truesdale; Principals;
Inventory Control PES 08/10/25 08/30/25 that can be used in the future will
policy Department Heads
be stored. All other items will be
left on site to be auctioned off.

Develop a pick-up schedule for ALL discarded

Inventory Control PES T. Ginn, I. Goyette 09/01/25 09/15/25 auction or junk excess
equipment and materials
Maintenance, IT, Maintenance, IT, volunteers, and
Inventory Control Move furniture and equipment PES volunteers, contracted 06/10/25 07/30/25 Sheriff's Office prisoners will
help assist
These persons were designated
Designate a school level inventory contact to T. Ginn; T. Truesdale, S.
Inventory Control DISTRICT 08/01/25 08/15/25 by their principal to conduct
monitor inventory and packing Joseph inventory
Provide packing guidelines to define what can be
C. Minor and Maintenance and Technology will
Inventory Control packed, who is responsible, what will be move LES 04/15/25 04/30/25
and what can be discarded administrative team oversee task
Should include things that a
Inventory Control Develop an EOY Checklist for schools LES R. Hill 03/25/25 05/10/25 person has to surrender upon
resignation or non-renewal
C. Minor and Maintenance and Technology will
Inventory Control Inventory school items before and after closing LES 06/01/25 08/15/25
administrative team oversee task

7/2/20 Page 25
24
 Consolidation Master Task List (7/15/2024)
START DUE COMPLETION
Sub-Committee/Team TASK SITE/SCHOOL WHO COMMENTS
DATE DATE DATE
C. Minor and T. Truesdale will verify in
Inventory Control Reconcile missing assets LES administrative team 06/01/25 08/15/25 Skyward Database

Cafeteria cooking equipment,

tables, chairs, and other items
Dispose of discarded equipment per school board T. Truesdale; Principals;
Inventory Control LES 08/10/25 08/30/25 that can be used in the future will
policy Department Heads
be stored. All other items will be
left on site to be auctioned off.

Develop a pick-up schedule for ALL discarded

Inventory Control LES T. Ginn, I. Goyette 09/01/25 09/15/25 auction or junk excess
equipment and materials
Maintenance, IT, Maintenance, IT, volunteers, and
Inventory Control Move furniture and equipment LES volunteers, contracted 06/10/25 07/30/25 Sheriff's Office prisoners will
help assist
Group will consider best
practices for the Food Service
R. Hill, Superintendent, I.
Food Service Affected Employee site move recommendations DISTRICT 04/10/25 06/10/25 Group. ( For example: Seniority,
Wynn
Floaters when Managerial Staff
out, to be discussed)
ensure training is done and site is
Food Service Assign all employees DISTRICT I. Wynn 07/10/25 08/10/25
ready
ensure no software updates are
Food Service Equipment Inventory MCHS I. Wynn 07/10/25 08/10/25 needed and equipment is
operating correctly
ensure supplies are adequate for
I. Wynn, Warehouse projected enrollments and
Food Service Food Inventory MCHS manager, Food Service 07/10/25 08/10/25 warehouse vehicle is ready to roll
Manager to deliver goods in a timely
fashion
ensure all ovens and freezers are
Other Food Service Equipment – Purchased for
Food Service MCHS I. Wynn 0710/2025 08/10/25 working as necessary to support
Kitchens needs of kitchen staff
ensure no software updates are
Food Service Equipment Inventory MCCS I. Wynn 07/10/25 08/10/25 needed and equipment is
operating correctly
ensure supplies are adequate for
I. Wynn, Warehouse projected enrollments and
Food Service Food Inventory MCCS manager, Food Service 07/10/25 08/10/25 warehouse vehicle is ready to roll
Manager to deliver goods in a timely
fashion
ensure all ovens and freezers are
Other Food Service Equipment – Purchased for
Food Service MCCS I. Wynn 07/10/25 08/10/25 working as necessary to support
Kitchens
needs of kitchen staff
ensure working equipment is
Food Service Equipment Inventory GES I. Wynn 07/10/25 08/10/25
transferred to receiving schools

7/2/20 Page 26
24
 Consolidation Master Task List (7/15/2024)
START DUE COMPLETION
Sub-Committee/Team TASK SITE/SCHOOL WHO COMMENTS
DATE DATE DATE
I. Wynn, Warehouse
ensure food is transferred to
Food Service Food Inventory GES manager, Food Service 07/10/25 08/10/25
Manager receiving schools
ensure all ovens and freezers are
Other Food Service Equipment – Purchased for
Food Service GES I. Wynn 07/10/25 08/10/25 working as necessary to support
Kitchens needs of kitchen staff

ensure working equipment is

Food Service Equipment Inventory LES I. Wynn 07/10/25 08/10/25
transferred to receiving schools

I. Wynn, Warehouse
ensure food is transferred to
Food Service Food Inventory LES manager, Food Service 07/10/25 08/10/25
Manager receiving schools
ensure all ovens and freezers are
Other Food Service Equipment – Purchased for
Food Service LES I. Wynn 07/10/25 08/10/25 working as necessary to support
Kitchens needs of kitchen staff

ensure working equipment is

Food Service Equipment Inventory PES I. Wynn 07/10/25 08/10/25
transferred to receiving schools
I. Wynn, Warehouse
ensure food is transferred to
Food Service Food Inventory PES manager, Food Service 07/10/25 08/10/25
receiving schools
Manager
ensure all ovens and freezers are
Other Food Service Equipment – Purchased for
Food Service PES I. Wynn 07/10/25 08/10/25 working as necessary to support
Kitchens needs of kitchen staff
determine if new major
equipment is necessary and if
there is funding for a purchase to
Food Service Kitchen equipment evaluation MCHS I. Wynn 07/10/25 07/30/25
replace; determine if older
equipment can be moved and
used in kitchen of new school
determine if new major
equipment is necessary and if
there is funding for a purchase to
Food Service Kitchen equipment evaluation MCCS I. Wynn 07/10/25 07/30/25
replace; determine if older
equipment can be moved and
used in kitchen of new school
determine if new major
equipment is necessary and if
there is funding for a purchase to
Food Service Kitchen equipment evaluation GES I. Wynn 07/10/25 07/30/25
replace; determine if older
equipment can be moved and
used in receiving schools
determine if new major
equipment is necessary and if
there is funding for a purchase to
Food Service Kitchen equipment evaluation LES I. Wynn 07/10/25 07/30/25
replace; determine if older
equipment can be moved and
used in receiving schools

7/2/20 Page 27
24
 Consolidation Master Task List (7/15/2024)
START DUE COMPLETION
Sub-Committee/Team TASK SITE/SCHOOL WHO COMMENTS
DATE DATE DATE
determine if new major
equipment is necessary and if
there is funding for a purchase to
Food Service Kitchen equipment evaluation PES I. Wynn 07/10/25 07/30/25
replace; determine if older
equipment can be moved and
used in receiving schools
Food Service Computers – Install MCHS I. Goyette and staff 06/10/25 08/05/25 use contracted staff as needed
Food Service Computers – Install MCCS I. Goyette and staff 06/10/25 08/05/25 use contracted staff as needed
Food Service Computers – Move GES I. Goyette and staff 06/10/25 08/05/25 use contracted staff as needed
Food Service Computers – Move LES I. Goyette and staff 06/10/25 08/05/25 use contracted staff as needed
Food Service Computers – Move PES I. Goyette and staff 06/10/25 08/05/25 use contracted staff as needed
Maintenance and custodial Mark equipment to keep or
Food Service Cafeteria (in-side furniture, Tables, chairs, etc.…) MCHS 06/10/25 08/05/25
staff discard
Maintenance and custodial Mark equipment to keep or
Food Service Cafeteria (in-side furniture, Tables, chairs, etc.…) MCCS 06/10/25 08/05/25
staff discard
Maintenance and custodial Mark equipment to keep or
Food Service Cafeteria (in-side furniture, Tables, chairs, etc.…) GES 06/10/25 08/05/25
staff discard
Maintenance and custodial Mark equipment to keep or
Food Service Cafeteria (in-side furniture, Tables, chairs, etc.…) PES 06/10/25 08/05/25
staff discard
Maintenance and custodial Mark equipment to keep or
Food Service Cafeteria (in-side furniture, Tables, chairs, etc.…) LES 06/10/25 08/05/25
staff discard
Food Service Large Equipment Inventory (before and after) MCHS I. Wynn, T. Truesdale 07/10/25 07/30/25 update inventory records
Food Service Large Equipment Inventory (before and after) MCCS I. Wynn, T. Truesdale 07/10/25 07/30/25 update inventory records
Food Service Large Equipment Inventory (before and after) GES I. Wynn, T. Truesdale 07/10/25 07/30/25 update inventory records
Food Service Large Equipment Inventory (before and after) PES I. Wynn, T. Truesdale 07/10/25 07/30/25 update inventory records
Food Service Large Equipment Inventory (before and after) LES I. Wynn, T. Truesdale 07/10/25 07/30/25 update inventory records

Food Service Records to be prepared for storage at Warehouse MCHS Food service manager 07/10/25 07/30/25 identify space for storage

Food Service Records to be prepared for storage at Warehouse MCCS Food service manager 07/10/25 07/30/25 identify space for storage
set up move of records to
Food Service Records to be prepared for storage at Warehouse GES Food service manager 07/10/25 07/30/25
receiving school cafeteria
set up move of records to
Food Service Records to be prepared for storage at Warehouse LES Food service manager 07/10/25 07/30/25
receiving school cafeteria
set up move of records to
Food Service Records to be prepared for storage at Warehouse PES Food service manager 07/10/25 07/30/25
receiving school cafeteria

get site ready for influx of any

Food Service Relocate kitchen equipment we want to keep MCHS T. Ginn, staff, contractors 07/10/25 07/30/25 new equipment prior to moving
any from outlying schools

get site ready for influx of any

Food Service Relocate kitchen equipment we want to keep MCCS T. Ginn, staff, contractors 07/10/25 07/30/25 new equipment prior to moving
any from outlying schools

7/2/20 Page 28
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 Consolidation Master Task List (7/15/2024)
START DUE COMPLETION
Sub-Committee/Team TASK SITE/SCHOOL WHO COMMENTS
DATE DATE DATE
arranger for contractor help to
move heavy pieces of equipment;
Food Service Relocate kitchen equipment we want to keep GES T. Ginn, staff, contractors 07/10/25 07/30/25 determine saleability of
equipment not needed at new
facility
arranger for contractor help to
move heavy pieces of equipment;
Food Service Relocate kitchen equipment we want to keep PES T. Ginn, staff, contractors 07/10/25 07/30/25 determine saleability of
equipment not needed at new
facility
arranger for contractor help to
move heavy pieces of equipment;
Food Service Relocate kitchen equipment we want to keep LES T. Ginn, staff, contractors 07/10/25 07/30/25 determine saleability of
equipment not needed at new
facility
As soon as determined
Food Service Anticipated Student Count [affected sites] DISTRICT I. Wynn, R. Hill, H. Motes 07/20/25 08/10/25 [estimations and updates
ongoing]
arrange for inspector; arrange
Facilities Perform code compliance reviews MCHS T. Ginn, inspectors 07/10/25 07/30/25
billing with finance
arrange for inspector; arrange
Facilities Perform code compliance reviews MCCS T. Ginn, inspectors 07/10/25 07/30/25
billing with finance
Facilities Develop a detailed list of signage changes MCHS T. Ginn, R. Williams 07/10/25 07/30/25 Develop list and get quotes
Facilities Perform Sign changes MCHS T. Ginn, R. Williams 07/10/25 07/30/25 verify with safety requirements
Provide packing guideline to define what can be
Instructions for moving list sent
Facilities packed, who is responsible, what will be moved MCHS T. Ginn, staff, contractors 06/05/25 06/20/25
and what can be discarded out to schools
Facilities Collect boxes for packing and moving MCHS T. Ginn, staff 05/10/25 06/10/25 order if necessary

Create a list of available furniture

Facilities Create a furniture list MCHS T. Ginn, staff, contractors 05/10/25 06/10/25
to be moved, discarded, saved
Final deetermination after class
Facilities Create a list of items to be disposed of MCHS T. Ginn, staff, contractors 05/10/25 06/10/25
needs are met
Develop a pick-up and delivery schedule for ensure schedule is timely and
Facilities MCHS T. Ginn 05/10/25 06/10/25
equipment and materials for schools does not interrupt instruction
Facilities Relocate kitchen equipment we want to keep MCHS T. Ginn, staff, contractors 07/10/25 07/30/25 in collaboration with I. Wynn
Instructions on how to implement
Meet with faculties to discuss
Facilities MCHS T. Ginn 05/10/25 06/10/25 the moving list that went out to
packing/moving/labeling of equipment schools

ensure all equipment, badges,

Facilities Collect keys and turn over to Maintenance MCHS C. Brooks, custodians 05/30/25 06/10/25 keys, and other materials are
returned prior to final paycheck

Facilities Replace exterior and interior door locks MCHS M. LaDue 07/10/25 07/30/25 rekey outdoor facilities as well

7/2/20 Page 29
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 Consolidation Master Task List (7/15/2024)
START DUE COMPLETION
Sub-Committee/Team TASK SITE/SCHOOL WHO COMMENTS
DATE DATE DATE

arrange with contractors;

Facilities Kitchen equipment evaluation MCHS T. Ginn, staff, contractors 07/10/25 07/30/25
determine saleability of the units

arrange with contractors;

Facilities Move furniture and equipment MCHS T. Ginn, staff, contractors 07/10/25 07/30/25
determine saleability of the units

Move or sell and have new owner move portables, T. Ginn, staff, contractors, arrange with contractors;
Facilities MCHS 07/10/25 07/30/25
as determined by leadership Superintendent determine saleability of the units
Develop a pick-up schedule for ALL discarded ensure schedule is timely and
Facilities equipment and materials MCHS T. Ginn 05/10/25 06/10/25 does not interrupt instruction
Dispose of discarded equipment per school board
Facilities MCHS Maintenance, T. Truesdale 07/10/25 07/30/25 update inventory records
policy
determine needs and arrange
Facilities Install or Remodel Bathrooms, as needed MCHS T. Ginn, subcontractor 06/10/25 07/30/25
with contractors
determine needs and arrange
Facilities Plumb and wire buildings as necessary MCHS contractors 06/10/25 07/30/25 with contractors

Facilities Develop a detailed list of signage changes MCCS T. Ginn, R. Williams 07/10/25 07/30/25 ensure safety guidelines are met

Facilities Perform Sign changes MCCS T. Ginn, R. Williams 07/10/25 07/30/25 ensure safety guidelines are met
Provide packing guideline to define what can be
Instructions are on the moving
Facilities packed, who is responsible, what will be moved MCCS T. Ginn, staff, contractors 05/10/25 06/10/25
and what can be discarded list that went out to schools
Facilities Collect boxes for packing and moving MCCS T. Ginn, staff 05/10/25 06/10/25 order if necessary

Facilities Create a furniture list MCCS T. Ginn, staff, contractors 05/10/25 06/10/25 Create a list of available furniture
Final deetermination after class
Facilities Create a list of items to be disposed of MCCS T. Ginn, staff, contractors 05/10/25 06/10/25 needs are met
Develop a pick-up and delivery schedule for ensure schedule is timely and
Facilities equipment and materials for schools MCCS T. Ginn 05/10/25 06/10/25 does not interrupt instruction
Instructions for moving list sent
Facilities Relocate kitchen equipment we want to keep MCCS T. Ginn, staff, contractors 06/05/25 06/20/25
out to schools
Instructions on how to implement
Meet with faculties to discuss
Facilities MCCS T. Ginn 05/10/25 06/10/25 the moving list that went out to
packing/moving/labeling of equipment
schools
ensure all equipment, badges,
Facilities Collect keys and turn over to Maintenance MCCS A. Brown, custodians 05/30/25 06/10/25 keys, and other materials are
returned prior to final paycheck
Facilities Replace exterior and interior door locks MCCS M. LaDue 07/10/25 07/30/25 rekey outdoor facilities as well

arrange with contractors;

Facilities Kitchen equipment evaluation MCCS T. Ginn, staff, contractors 07/10/25 07/30/25
determine saleability of the units

arrange with contractors;

Facilities Move furniture and equipment MCCS T. Ginn, staff, contractors 07/10/25 07/30/25
determine saleability of the units

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 Consolidation Master Task List (7/15/2024)
START DUE COMPLETION
Sub-Committee/Team TASK SITE/SCHOOL WHO COMMENTS
DATE DATE DATE

Move or sell and have new owner move portables, T. Ginn, staff, contractors, arrange with contractors;
Facilities MCHS 07/10/25 07/30/25
as determined by leadership Superintendent determine saleability of the units
Develop a pick-up schedule for ALL discarded ensure schedule is timely and
Facilities equipment and materials MCCS T. Ginn 05/10/25 06/10/25 does not interrupt instruction
Dispose of discarded equipment per school board
Facilities MCCS Maintenance, T. Truesdale 07/10/25 07/30/25 update inventory records
policy
Install New Bathrooms, if needed for incoming determine needs and arrange
Facilities MCCS T. Ginn, subcontractor 06/10/25 07/30/25
primary grades with contractors
determine needs and arrange
Facilities Remodel Bathrooms, if needed MCCS T. Ginn, subcontractor 06/10/25 07/30/25 with contractors
determine needs and arrange
Facilities Plumb and wire buildings as necessary MCCS contractors 06/10/25 07/30/25
with contractors
Provide packing guidelines to define what can be
Instructions should be sent to
Facilities packed, who is responsible, what will be moved GES T. Ginn, staff, contractors 05/10/25 06/10/25
and what can be discarded school with moving list
Facilities Collect boxes for packing and moving GES T. Ginn, staff 05/10/25 06/10/25 order if necessary
Create a list of available furniture
Facilities Create a furniture list GES T. Ginn, staff, contractors 05/10/25 06/10/25 that can be moved
Will address after class needs are
Facilities Create a list of items to be disposed of GES T. Ginn, staff, contractors 07/30/25 08/20/25
met at receiving school
Develop a pick-up and delivery schedule for ensure schedule is timely and
Facilities equipment and materials for schools GES T. Ginn 05/10/25 06/10/25 does not interrupt instruction
Instructions for moving list sent
Facilities Relocate kitchen equipment we want to keep GES T. Ginn, staff, contractors 06/05/25 06/20/25
out to schools
Instructions on how to implement
Meet with faculties to discuss
Facilities GES T. Ginn 05/10/25 06/10/25 the moving list that went out to
packing/moving/labeling of equipment
schools
ensure all equipment, badges,
Facilities Collect keys and turn over to Maintenance GES W. Selph, custodians 05/30/25 06/10/25 keys, and other materials are
returned prior to final paycheck
Facilities Replace exterior and interior door locks GES M. LaDue 07/10/25 07/30/25 rekey outdoor facilities as well

arrange with contractors;

Facilities Kitchen equipment evaluation GES T. Ginn, staff, contractors 07/10/25 07/30/25
determine saleability of the units

arrange with contractors;

Facilities Move furniture and equipment GES T. Ginn, staff, contractors 07/10/25 07/30/25
determine saleability of the units

Move or sell and have new owner move portables, arrange with contractors;
Facilities GES T. Ginn, staff, contractors 07/10/25 07/30/25
as determined by leadership determine saleability of the units
Develop a pick-up schedule for ALL discarded ensure schedule is timely and
Facilities GES T. Ginn 05/10/25 06/10/25
equipment and materials does not interrupt instruction
Dispose of discarded equipment per school board
Facilities policy GES Maintenance, T. Truesdale 07/10/25 07/30/25 update inventory records

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 Consolidation Master Task List (7/15/2024)
START DUE COMPLETION
Sub-Committee/Team TASK SITE/SCHOOL WHO COMMENTS
DATE DATE DATE
Provide packing guideline to define what can be
Instructions should be sent to
Facilities packed, who is responsible, what will be moved PES T. Ginn, staff, contractors 05/10/25 06/10/25
and what can be discarded school with moving list
Facilities Collect boxes for packing and moving PES T. Ginn, staff 05/10/25 06/10/25 order if necessary
Create a list of available furniture
Facilities Create a furniture list PES T. Ginn, staff, contractors 05/10/25 06/10/25
that can be moved
Will address after class needs are
Facilities Create a list of items to be disposed of PES T. Ginn, staff, contractors 07/30/25 08/20/25
met at receiving school
Develop a pick-up and delivery schedule for ensure schedule is timely and
Facilities equipment and materials for schools PES T. Ginn 05/10/25 06/10/25 does not interrupt instruction
Instructions for moving list sent
Facilities Relocate kitchen equipment we want to keep PES T. Ginn, staff, contractors 06/05/25 06/20/25
out to schools
Instructions should be sent to
Meet with faculties to discuss
Facilities PES T. Ginn 05/10/25 06/10/25 schools about the moving list that
packing/moving/labeling of equipment went out to schools

ensure all equipment, badges,

Facilities Collect keys and turn over to Maintenance PES Y. Davis, custodians 05/30/25 06/10/25 keys, and other materials are
returned prior to final paycheck
Facilities Replace exterior and interior door locks PES M. LaDue 07/10/25 07/30/25 rekey outdoor facilities as well

arrange with contractors;

Facilities Kitchen equipment evaluation PES T. Ginn, staff, contractors 07/10/25 07/30/25
determine saleability of the units

arrange with contractors;

Facilities Move furniture and equipment PES T. Ginn, staff, contractors 07/10/25 07/30/25
determine saleability of the units

Move or sell and have new owner move portables, arrange with contractors;
Facilities PES T. Ginn, staff, contractors 07/10/25 07/30/25
as determined by leadership determine saleability of the units
Develop a pick-up schedule for ALL discarded ensure schedule is timely and
Facilities equipment and materials PES T. Ginn 05/10/25 06/10/25 does not interrupt instruction
Dispose of discarded equipment per school board
Facilities PES Maintenance, T. Truesdale 07/10/25 07/30/25 update inventory records
policy
Provide packing guideline to define what can be
Instructions should be sent to
Facilities packed, who is responsible, what will be moved LES T. Ginn, staff, contractors 05/10/25 06/10/25
school with moving list
and what can be discarded
Facilities Collect boxes for packing and moving LES T. Ginn, staff 05/10/25 06/10/25 order if necessary
Create a list of available furniture
Facilities Create a furniture list LES T. Ginn, staff, contractors 05/10/25 06/10/25 that can be moved
Will address after class needs are
Facilities Create a list of items to be disposed of LES T. Ginn, staff, contractors 07/30/25 08/20/25
met at receiving school
Develop a pick-up and delivery schedule for ensure schedule is timely and
Facilities LES T. Ginn 05/10/25 06/10/25
equipment and materials for schools does not interrupt instruction
Instructions for moving list sent
Facilities Relocate kitchen equipment we want to keep LES T. Ginn, staff, contractors 06/05/25 06/20/25
out to schools
Instructions should be sent to
Meet with faculties to discuss
Facilities LES T. Ginn 05/10/25 06/10/25 schools about the moving list that
packing/moving/labeling of equipment went out to schools

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 Consolidation Master Task List (7/15/2024)
START DUE COMPLETION
Sub-Committee/Team TASK SITE/SCHOOL WHO COMMENTS
DATE DATE DATE

ensure all equipment, badges,

Facilities Collect keys and turn over to Maintenance LES C. Minor, custodians 05/30/25 06/10/25 keys, and other materials are
returned prior to final paycheck
Facilities Replace exterior and interior door locks LES M. LaDue 07/10/25 07/30/25 rekey outdoor facilities as well

arrange with contractors;

Facilities Kitchen equipment evaluation LES T. Ginn, staff, contractors 07/10/25 07/30/25
determine saleability of the units

arrange with contractors;

Facilities Move furniture and equipment LES T. Ginn, staff, contractors 07/10/25 07/30/25
determine saleability of the units

Move or sell and have new owner move portables, arrange with contractors;
Facilities LES T. Ginn, staff, contractors 07/10/25 07/30/25
as determined by leadership determine saleability of the units
Develop a pick-up schedule for ALL discarded ensure schedule is timely and
Facilities equipment and materials LES T. Ginn 05/10/25 06/10/25 does not interrupt instruction
Dispose of discarded equipment per school board Instructions for moving list sent
Facilities LES Maintenance, T. Truesdale 06/05/25 06/20/25
policy out to schools
Move rooms with Homeless and Migrant move supplies in rooms at MCCS
Facilities DISTRICT N. Gonzalez; J. Williams 07/10/25 07/30/25
materaials to district warehouse to district warehouse

Plan new schedules for students by grade level

included in consolidation plan
Educational Programs with additional course offerings of electives, high DISTRICT R. Hill, A. Hurst, C. Brooks 06/30/24 07/20/24
appendices
school coursework for middle grades students
Plan new staffing plan based on new course R. Hill, A. Hurst, C. Brooks, included in consolidation plan
Educational Programs DISTRICT 06/30/24 07/20/24
offerings of electives at schools Superintendent appendices

R. Hill, A. Hurst, C. Brooks,

Plan for athletic offerings at each consolidated included in consolidation plan
Educational Programs DISTRICT W. Price, Coaches, Asst. 06/30/24 07/20/24
school and grade levels appropriate for offerings appendices
Coaches, Superintendent
R. Hill, A. Hurst, C. Brooks,
Plan for afterschool offerings at each consolidated Will be added after decision
Educational Programs DISTRICT new curriculum staff, 06/30/24 07/20/24
school and grade levels appropriate for offerings Superintendent about consolidation is made
Investigate possibility of adding CDA CTE offering
R. Hill, A. Hurst, C. Brooks,
for 25-26 at MCHS and starting a teacher day-care
Educational Programs DISTRICT new curriculum staff, 08/20/24 10/20/24 do interest survey, find staffing
at MCCS to house day-care center that will use
interns from MCHS Superintendent
Teacher collaboration between day-care center R. Hill, A. Hurst, C. Brooks, depends on decision to start
Educational Programs DISTRICT TBD TBD
and MCHS CDA students for OJT Superintendent program and staff avaialble

Determine team members, invite to meeting, team should represent all

Educational Programs DISTRICT Superintendent 09/20/24 01/20/25
brainstorming for implementation stakeholder groups
assuming contracted consultant
Organize tasks, activities, person responsible, and would be hired to facilitate
Educational Programs DISTRICT Superintendent, R. Raynak 09/20/24 01/20/25
send task list report to contracted consultant handling task list monitoring and
reporting

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 Consolidation Master Task List (7/15/2024)
START DUE COMPLETION
Sub-Committee/Team TASK SITE/SCHOOL WHO COMMENTS
DATE DATE DATE

Identify smaller sub-committees for specific

groups of activities (interventions/supplements; subcommittees should represent
Educational Programs DISTRICT Superintendent 09/20/24 01/20/25
classroom resources movement; special all stakeholder groups
needs/logistics; student records protocols)
Notify Program offices at DOE of combination of
Send under superintendent
Educational Programs and consolidation of schools and grade levels of DISTRICT H. Motes; R. Raynak 05/30/25 06/20/25
affected schools letterhead and signature

Notify Health Department of the moves so that

Educational Programs DISTRICT B. Thomas, R. Hill 09/20/24 01/20/25 arrange for space at new facility
the health clinics can prepare for consolidation
New programs not finalized yet -
Notify Federal staff about curriculum programs to
powerpoint presentation
be offered in 2025-26 so they can be added to R. Hill; new curriculum
Educational Programs DISTRICT 09/20/24 01/20/25 presented to community
Federal's community power point for EOY 24-25 staff
members with known existing
parent meetings programs

Create a smaller subcommittee (assign members)

for content support resources to review all
interventions/supplements, and make
recommendations to be forwarded to the
R. Hill; new curriculum
Superintendent for discussion with principals subcommittees should represent
Educational Programs DISTRICT staff; M. Richie; R. Raynak; 09/20/24 01/20/25
before re-investing in resources; also identify all stakeholder groups
N. Gonzalez; J. Williams
potential funding sources that would not supplant
district requirements for providing resources for
a basic education; consider CTE program
resources too.

Create a smaller subcommittee (assign members)

for developing protocols for collection, review,
transfer, and intake of student records from
sending and receiving schools, including design of R. Hill, N. Gonzalez, J.
subcommittees should represent
Educational Programs a master list of student records to be transferred, DISTRICT Williams; new curriculum 09/20/24 01/20/25
all stakeholder groups
labeling boxes correctly, ensuring that materials staff; M. Richie
in boxes indicate if they belong to ESE or EL, and
other protocols necessary to send, receive, and
ensure safety of the records

Create a smaller subcommittee (assign members)

R. Hill, M. Richie; new
for developing protocols and address how
curriculum staff; subcommittees should represent
Educational Programs classroom materials will be boxed up and moved DISTRICT 09/20/24 05/20/25
principals; media all stakeholder groups
appropriately from sending to receiving schools –
specialists; custodians
all facets of shipping and receiving.

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 Consolidation Master Task List (7/15/2024)
START DUE COMPLETION
Sub-Committee/Team TASK SITE/SCHOOL WHO COMMENTS
DATE DATE DATE

Create a smaller subcommittee (assign members)

to address how special programs and needs
should be handled in the pending moves between
R. Hill, M. Richie; N.
schools, including close collaboration with subcommittees should represent
Educational Programs DISTRICT Gonzalez; J. Williams; new 09/20/24 01/20/25
technology subcommittee and programs that all stakeholder groups
curriculum staff
occur outside the regular school day, floor plans
for schools to identify space for records, and
planning for district-based storage of records

Notify Florida Virtual, NEFEC Virtual, and

Edgenuity Virtual Schools about consolidation R. Hill, H. Motes; B. Siplin; subcommittees should represent
Educational Programs DISTRICT 09/20/24 05/20/25
changes and get direction for assignment of new curriculum person all stakeholder groups
virtual students.

Identify student records by active, older, inactive,

Guidance Staff, Registrar, records should be complete and
Educational Programs ESE, and EL and separate in preparation for MCHS 05/10/25 07/10/25
Secretary fully retained in CUM folders
shipment
Identify student records by active, older, inactive,
Guidance Staff, Registrar, records should be complete and
Educational Programs ESE, and EL and separate in preparation for MCCS 05/10/25 07/10/25
Secretary fully retained in CUM folders
shipment
Identify student records by active, older, inactive,
Guidance Staff, Registrar, records should be complete and
Educational Programs ESE, and EL and separate in preparation for GES 05/10/25 06/30/25
Secretary fully retained in CUM folders
shipment
Identify student records by active, older, inactive,
Guidance Staff, Registrar, records should be complete and
Educational Programs ESE, and EL and separate in preparation for PES 05/10/25 06/30/25
shipment Secretary fully retained in CUM folders
Identify student records by active, older, inactive,
Guidance Staff, Registrar, records should be complete and
Educational Programs ESE, and EL and separate in preparation for LES 05/10/25 06/30/25
shipment Secretary fully retained in CUM folders
Notify National NCAA Clearinghouse of
combination of high schools - send notification
H. Motes, R. Raynak; W.
email to Ec-highschool@ncaa.org; title email: work with W. Price to identify
Educational Programs DISTRICT Price; Superintendent; C. 05/30/25 06/30/25
high school review; include new grade exact scheduling of notification
Brooks
configuration changes, include board approval
date
Notify MSID of changing grade levels and school
Educational Programs closures DISTRICT H. Motes, R. Raynak 05/30/25 06/30/25 close all outlying school numbers

Meet with smaller subcommittee members and

R. Hill; new curriculum
Educational Programs develop final document to be submitted with DISTRICT 05/30/25 06/30/25 include all special programing
staff; principals; M. Richie
classroom materials recommendation
Meet with smaller subcommittee members and R. Hill, new curriculum
develop final document to be submitted for staff; principals, J.
Educational Programs DISTRICT 05/30/25 06/30/25 include all special programing
interventions/supplements recommendation, Williams; N. Gonzalez, M.
consider CTE ESOL, and ESE Richie

7/2/20 Page 35
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 Consolidation Master Task List (7/15/2024)
START DUE COMPLETION
Sub-Committee/Team TASK SITE/SCHOOL WHO COMMENTS
DATE DATE DATE

Develop a checklist to be used by teachers prior

to their departure at End-of-Year (EOY), ensuring ensure return of items prior to
Educational Programs that all inventory is also accounted for, keys DISTRICT R. Hill; I. Goyette; T. Ginn 04/20/25 05/15/25 release of last paycheck in fiscal
recovered, and exit interviews are done; include year
protocols for closing classrooms
Ensure that prior to the EOY release for school
ensure return of items prior to
personnel all rooms, cabinets and storage closets
Educational Programs MCHS C. Brooks 05/15/25 06/01/25 release of last paycheck in fiscal
are checked to ensure all materials have been
packed and labeled properly year
Ensure that prior to the EOY release for school
ensure return of items prior to
personnel all rooms, cabinets and storage closets
Educational Programs MCCS A. Brown 05/15/25 06/01/25 release of last paycheck in fiscal
are checked to ensure all materials have been
packed and labeled properly year
Ensure that prior to the EOY release for school
ensure return of items prior to
personnel all rooms, cabinets and storage closets
Educational Programs GES W. Selph 05/15/25 06/01/25 release of last paycheck in fiscal
are checked to ensure all materials have been
packed and labeled properly year
Ensure that prior to the EOY release for school
ensure return of items prior to
personnel all rooms, cabinets and storage closets
Educational Programs LES C. Minor 05/15/25 06/01/25 release of last paycheck in fiscal
are checked to ensure all materials have been
packed and labeled properly year
Ensure that prior to the EOY release for school
ensure return of items prior to
personnel all rooms, cabinets and storage closets
Educational Programs PES Y. Davis 05/15/25 06/01/25 release of last paycheck in fiscal
are checked to ensure all materials have been
packed and labeled properly year
Receive textbooks from outlying, unpack and
develop inventory packing list, by grade levels order any other supplies as
C. Brooks; administrative
Educational Programs and subject areas and transfer as needed protect MCHS 06/10/25 07/10/25 necessary as soon as full
team; teachers; custodians
Teacher Editions for next teacher; sort inactive inventory has been completed
textbooks
Receive textbooks from outlying, unpack and
develop inventory packing list, by grade levels order any other supplies as
A. Brown administrative
Educational Programs and subject areas and transfer as needed protect MCCS 06/10/25 07/10/25 necessary as soon as full
team; teachers; custodians
Teacher Editions for next teacher; sort inactive inventory has been completed
textbooks
Pack textbooks, develop inventory packing list, by
grade levels and subject areas and transfer as
W. Selph administrative use packing protocols for labeling
Educational Programs needed – give consumables to children to take GES 05/20/25 06/01/25
team; teachers; custodians established by T. Ginn
home for summer; protect Teacher Editions for
next teacher; sort inactive textbooks

Pack textbooks, develop inventory packing list, by

grade levels and subject areas and transfer as
Y. Davis administrative use packing protocols for labeling
Educational Programs needed – give consumables to children to take PES 05/20/25 06/01/25
team; teachers; custodians established by T. Ginn
home for summer; protect Teacher Editions for
next teacher; sort inactive textbooks

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 Consolidation Master Task List (7/15/2024)
START DUE COMPLETION
Sub-Committee/Team TASK SITE/SCHOOL WHO COMMENTS
DATE DATE DATE

Pack textbooks, develop inventory packing list, by

grade levels and subject areas and transfer as
C. Minor administrative use packing protocols for labeling
Educational Programs needed – give consumables to children to take LES 05/20/25 06/01/25
team; teachers; custodians established by T. Ginn
home for summer; protect Teacher Editions for
next teacher; sort inactive textbooks

include information on all survey

Educational Programs Notify MIS at DOE about transition of data DISTRICT H. Motes, 06/10/25 07/10/25 data necessary to be updated;
including contact information
Letter should be sent with details
Notify Accreditation Team of pending closure and R. Hill, R. Raynak,
Educational Programs DISTRICT 09/20/24 01/20/25 certified mail; notify Board of
consolidation of sites and grade level changes Superintendent letter
Meet with smaller subcommittee members and
be consistent with record
Educational Programs develop final document to be submitted for DISTRICT R. Hill, R. Raynak 05/20/25 06/01/25
record protocol recommendation protocols for all schools
Develop labels that are standardized for box R. Bishop, J. Williams, B.
Educational Programs shipments DISTRICT Siplin 04/15/25 05/15/25 send labels to all schools
Develop templates for transfer of educational B. Siplin; new curriculum
Educational Programs materials DISTRICT staff; M. Richie 04/15/25 05/15/25 send template to all schools
if current district offices becomes
Identify an area at the district to store inactive the district warehouse - identify
Educational Programs DISTRICT T. Ginn, R. Hill 04/15/25 05/15/25
folders space at that facility for record
storage
ensure that any last minute
Review of existing program inventory of core
R. Hill; new curriculum ordering is prepared to receive
Educational Programs resources and supplements to make DISTRICT 03/20/25 04/30/25
staff; Superintendent missing resources in time for
recommendations start of new year
ensure that any last minute
Recommendations of program resources based on R. Hill; new curriculum ordering is prepared to receive
Educational Programs DISTRICT 03/20/25 04/30/25
return on investment (ROI) to Superintendent staff; M. Richie; N. Gonzalez missing resources in time for
start of new year
Identify an area at each school and/or individual
ensure area is readied for influx
Educational Programs classrooms to store materials received from MCHS T. Ginn, local custodian 05/10/25 05/30/25
sending schools of materials

Identify student records by active, older, inactive, ensure CUM folders are complete
Educational Programs ESE, and EL and separate in preparation for MCHS Guidance Staff 05/10/25 05/30/25 with all information, including
shipment withdrawal of students

Receiving school prepares an accurate master list

Principal ensure all MIS/Skyward records
Educational Programs of all students in the school by grade level to be MCHS 05/30/25 06/15/25
received at the school. Guidance and data agree with list
identify students with
exceptionalities; identify active
Receiving school prepares for student records
Educational Programs MCHS Guidance Staff 06/10/25 07/30/25 CUM folders versus inactive;
and ensures their delivery.
alphabetize records by grade
level

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 Consolidation Master Task List (7/15/2024)
START DUE COMPLETION
Sub-Committee/Team TASK SITE/SCHOOL WHO COMMENTS
DATE DATE DATE
Identify an area at each school and/or individual
ensure area is readied for influx
Educational Programs classrooms to store materials received from MCCS T. Ginn, local custodian 05/10/25 05/30/25
sending schools of materials

Identify student records by active, older, inactive, ensure CUM folders are complete
Educational Programs ESE, and EL and separate in preparation for MCCS Guidance Staff 05/10/25 05/30/25 with all information, including
shipment withdrawal of students

Receiving school prepares an accurate master list

Principal ensure all MIS/Skyward records
Educational Programs of all students in the school by grade level to be MCCS 05/30/25 06/15/25
received at the school. Guidance and data agree with list
identify students with
exceptionalities; identify active
Receiving school prepares for student records
Educational Programs MCCS Guidance Staff 06/10/25 07/30/25 CUM folders versus inactive;
and ensures their delivery.
alphabetize records by grade
level

Identify student records by active, older, inactive, ensure CUM folders are complete
Educational Programs ESE, and EL and separate in preparation for GES administrative team 05/10/25 05/30/25 with all information, including
shipment withdrawal of students

Sending school prepares an accurate master list of

Principal ensure all MIS/Skyward records
Educational Programs all students in the school by grade level to be sent GES 05/30/25 06/15/25
to the receiving schools. administrative team and data agree with list
Sending school prepares records for shipment,
(appropriately labeled and complete); and
develops a packing list for each box of records
being shipped to receiving schools, properly ensure all MIS/Skyward records
Educational Programs GES administrative team 05/30/25 06/15/25
labeled for delivery. – be sure to identify students and data agree with list
with exceptionalities; identify active CUM folders
versus inactive; alphabetize records by grade
level

Identify student records by active, older, inactive, ensure CUM folders are complete
Educational Programs ESE, and EL and separate in preparation for PES administrative team 05/10/25 05/30/25 with all information, including
shipment withdrawal of students

Sending school prepares an accurate master list of

principal; administrative ensure all MIS/Skyward records
Educational Programs all students in the school by grade level to be sent PES 05/30/25 06/15/25
to the receiving schools. team and data agree with list

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 Consolidation Master Task List (7/15/2024)
START DUE COMPLETION
Sub-Committee/Team TASK SITE/SCHOOL WHO COMMENTS
DATE DATE DATE
Sending school prepares records for shipment,
(appropriately labeled and complete); and
develops a packing list for each box of records
being shipped to receiving schools, properly ensure all MIS/Skyward records
Educational Programs PES administrative team 05/30/25 06/15/25
labeled for delivery. – be sure to identify students and data agree with list
with exceptionalities; identify active CUM folders
versus inactive; alphabetize records by grade
level

Identify student records by active, older, inactive, ensure CUM folders are complete
Educational Programs ESE, and EL and separate in preparation for LES administrative team 05/10/25 05/30/25 with all information, including
shipment withdrawal of students

Sending school prepares an accurate master list of

principal; administrative ensure all MIS/Skyward records
Educational Programs all students in the school by grade level to be sent GES 05/30/25 06/15/25
to the receiving schools. team and data agree with list
Sending school prepares records for shipment,
(appropriately labeled and complete); and
develops a packing list for each box of records
being shipped to receiving schools, properly ensure all MIS/Skyward records
Educational Programs LES administrative team 05/30/25 06/15/25
labeled for delivery. – be sure to identify students and data agree with list
with exceptionalities; identify active CUM folders
versus inactive; alphabetize records by grade
level
Inventory classroom libraries and media center
Educational Programs by grade level; prepare for receiving shipments MCHS media specialists 05/30/25 06/15/25 prepare area for new shipments
from schools

Inventory science lab equipment/supplies and

Educational Programs MCHS science teachers 05/30/25 06/15/25 prepare area for new shipments
prepare for any inventory from sending schools
Inventory PE, Art, and Music equipment, and
Educational Programs prepare for influx of inventory from sending MCHS PE, Art, Music teachers 05/30/25 06/15/25 prepare area for new shipments
schools
Pack and developing packing slips for PE, Art, and
Educational Programs Music equipment that is being transferred and not MCHS PE, Art, Music teachers 05/30/25 06/15/25 prepare area for new shipments
needed for sale or disposal
Inventory classroom libraries and media center
Educational Programs by grade level; prepare for receiving shipments MCCS media specialists 05/30/25 06/15/25 prepare area for new shipments
from schools

Inventory science lab equipment/supplies and

Educational Programs MCCS science teachers 05/30/25 06/15/25 prepare area for new shipments
prepare for any inventory from sending schools
Inventory PE, Art, and Music equipment, and
Educational Programs prepare for influx of inventory from sending MCCS PE, Art, Music teachers 05/30/25 06/15/25 prepare area for new shipments
schools
Pack and developing packing slips for PE, Art, and
Educational Programs Music equipment that is being transferred and not MCCS PE, Art, Music teachers 05/30/25 06/15/25 prepare area for new shipments
needed for sale or disposal

7/2/20 Page 39
24
 Consolidation Master Task List (7/15/2024)
START DUE COMPLETION
Sub-Committee/Team TASK SITE/SCHOOL WHO COMMENTS
DATE DATE DATE
Box up classroom libraries and media center by
ensure packaging is labeled
Educational Programs grade level; prepare for shipment to receiving GES media specialists 05/30/25 06/15/25
schools correctly
Prepare and box up science lab ensure packaging is labeled
Educational Programs equipment/supplies for shipment GES science teachers 05/30/25 06/15/25 correctly
Inventory PE, Art, and Music equipment, including ensure packaging is labeled
Educational Programs GES PE, Art, Music teachers 05/30/25 06/15/25
paperwork to transfer inventory correctly
Pack and developing packing slips for PE, Art, and
ensure packaging is labeled
Educational Programs Music equipment that is being transferred to GES PE, Art, Music teachers 05/30/25 06/15/25
correctly
receiving school
Box up classroom libraries and media center by
ensure packaging is labeled
Educational Programs grade level; prepare for shipment to receiving PES media specialists 05/30/25 06/15/25
schools correctly
Prepare and box up science lab ensure packaging is labeled
Educational Programs equipment/supplies for shipment PES science teachers 05/30/25 06/15/25 correctly
Inventory PE, Art, and Music equipment, including ensure packaging is labeled
Educational Programs PES PE, Art, Music teachers 05/30/25 06/15/25
paperwork to transfer inventory correctly
Pack and developing packing slips for PE, Art, and
ensure packaging is labeled
Educational Programs Music equipment that is being transferred to PES PE, Art, Music teachers 05/30/25 06/15/25
correctly
receiving school
Box up classroom libraries and media center by
ensure packaging is labeled
Educational Programs grade level; prepare for shipment to receiving LES media specialists 05/30/25 06/15/25
schools correctly
Prepare and box up science lab ensure packaging is labeled
Educational Programs LES science teachers 05/30/25 06/15/25
equipment/supplies for shipment correctly
Inventory PE, Art, and Music equipment, including ensure packaging is labeled
Educational Programs LES PE, Art, Music teachers 05/30/25 06/15/25
paperwork to transfer inventory correctly
Pack and developing packing slips for PE, Art, and
ensure packaging is labeled
Educational Programs Music equipment that is being transferred to LES PE, Art, Music teachers 05/30/25 06/15/25
receiving school correctly
Will send staff to assist in boxing up records and
ensure all records are compliant
Educational Programs materials for ESE students and ensuring they are DISTRICT M. Richie 05/30/25 06/15/25
with ESE requirements
marked correctly for transport
follow state guidelines; inform
Board; get Board approval on
Educational Programs Textbook Adoption Plans DISTRICT R. Hill 03/20/25 05/20/25
adoption; check for resources to
assist with full adoption
Coordinate with technology committee to identify
identify resources needed and
Educational Programs what media center resources need to be moved DISTRICT I. Goyette and staff 04/10/25 06/10/25
and where they will be stored spaces to store
Coordinate with technology committee to identify
what resources are necessary to be staged and identify resources needed and
Educational Programs DISTRICT I. Goyette and R. Hill 04/10/25 06/10/25
collected for movement of instructional spaces to store
technology
Coordinate with technology committee to move
Educational Programs instructional equipment at each school DISTRICT I. Goyette, T. Ginn 05/10/25 07/10/25 ensure site is ready to receive
Superintendent to meet with principals to discuss
Educational Programs resource recommendations DISTRICT Superintendent 04/10/25 05/10/25 gather input from principals

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 Consolidation Master Task List (7/15/2024)
START DUE COMPLETION
Sub-Committee/Team TASK SITE/SCHOOL WHO COMMENTS
DATE DATE DATE
Receiving school receives and records all
Guidance, Assistant
Educational Programs shipments of records received from sending MCHS 06/10/25 07/20/25 inventory contents
schools Principals
Receiving school reconciles records against list of
Guidance, Assistant reconcile contents; contact
Educational Programs student records sent from sending school and MCHS 06/10/25 07/20/25
submits list to central office Principals sending school if missing records
Data entry updated in Skyward for receiving Guidance, Data clerk, verify Skyward agrees with
Educational Programs school; Assistant Principal verifies data entry MCHS Assistant Principals 06/10/25 07/20/25 records
Receiving school receives and records all
Guidance, Assistant
Educational Programs shipments of records received from sending MCCS 06/10/25 07/20/25 inventory contents
schools Principals
Receiving school reconciles records against list of
Guidance, Assistant reconcile contents; contact
Educational Programs student records sent from sending school and MCCS 06/10/25 07/20/25
submits list to central office Principals sending school if missing records
Data entry updated in Skyward for receiving Guidance, Data Clerk, verify Skyward agrees with
Educational Programs MCCS 06/10/25 07/20/25
school; Assistant Principal verifies data entry Assistant Principals records

Intake textbooks and develop dissemination plan Assistant Principal; Media identify shortage areas and get
Educational Programs MCHS 07/10/25 07/30/25
for internal staff at receiving school Center; Lead Teachers orders as soon as possible
Receiving school records receipt of PE, Art, and
inventory contents and reconcile;
Music equipment, including inventory transfers PE/Art/Music teacher
Educational Programs MCHS 06/10/25 07/20/25 do inventory transfer forms to
and assignment of room numbers to received Office Staff
inventory identify new location

Intake textbooks and develop dissemination plan Assistant Principal; Media identify shortage areas and get
Educational Programs MCCS 07/10/25 07/30/25
for internal staff at receiving school Center; Lead Teachers orders as soon as possible
Receiving school records receipt of PE, Art, and
inventory contents and reconcile;
Music equipment, including inventory transfers PE/Art/Music teacher
Educational Programs MCCS 06/10/25 07/20/25 do inventory transfer forms to
and assignment of room numbers to received Office Staff
inventory identify new location
assure that all EL materials are boxed, packed
ensure sending labels are to the
Educational Programs correctly, transported, and received in the correct ESOL N. Gonzalez 06/02/25 07/15/25
programs at the receiving schools correct school
work with technology department to ensure that
the migrant/ELL technology is delivered back to coordinate with technology to
Educational Programs ESOL N.Gonzalez, I. Goyette 06/02/25 07/15/25
the Migrant/EL program for use during the next move
school year
PreK will box up their own classrooms and
M. Richie, M. Ellis, ESE coordinate with maintenance to
Educational Programs materials; will need to move all materials and DISTRICT 06/02/25 07/15/25
furniture with students specialists move
Develop an overall plan for organizing older
R. Hill; new curriculum
Educational Programs records and a potential long-term plan for DISTRICT 09/20/24 01/20/25 keep Board abreast of planning
archiving documents electronically staff; Superintendent

Update team regularly, set meetings necessary,

Superintendent should update
Educational Programs facilitate getting tasks done on time, and organize DISTRICT Superintendent ongoing ongoing
Board regularly
all team reports for monitoring by consultant

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 Consolidation Master Task List (7/15/2024)
START DUE COMPLETION
Sub-Committee/Team TASK SITE/SCHOOL WHO COMMENTS
DATE DATE DATE
Involve teachers in the disbursement of PE, ART,
Educational Programs and Music equipment MCCS Lead Teachers 07/10/25 07/20/25 divide equitably
Involve teachers in the disbursement of PE, ART,
Educational Programs and Music equipment MCHS Lead Teachers 07/10/25 07/20/25 divide equitably
Coordinate/collaborate with, among, and
between all consolidation sub-committees –
Educational Programs DISTRICT All ongoing ongoing be transparent
sharing thoughts and ideas verbally, by email, and
by sharing documents
Notify Edgenuity about reconfiguration changes
and get direction for rolling MCHS and MCCS for make any necessary changes with
Educational Programs DISTRICT R. Hill 07/10/25 07/20/25
Edgenuity Content and for how the roll will company
impact the program
Add “consolidation information” link on district new Bd. secretary; I. ensure public is able to access;
Communications DISTRICT 09/20/24 01/20/25
website (contingent upon approval) Goyette update information regularly
Find out about District ad space in newspapers, arrange payment with finance;
Communications etc. DISTRICT new Bd. Secretary 09/20/24 ongoing arrange for ongoing updates
Develop written communication for district, new Bd. secretary, R. Hill,
Communications DISTRICT 09/20/24 11/10/24 present to Board before release
parents, students, etc. Superintendent
Develop a communication plan to inform the
Communications DISTRICT R. Hill, Superintendent 09/20/24 11/10/24 get input from Board
public of progress in consolidating schools
Work with all subcommittees with
Communications DISTRICT Superintendent 09/20/24 ongoing keep Board informed
communication needs
handle any reports to be
Budgeting Phase I Close-out DISTRICT Superintendent, R. Raynak 06/22/24 07/22/24
published and/or invoicing

Budgeting Internal Account Review/ Transfer process MCHS T. Truesdale, bookkeeper 06/10/25 08/10/25 ensure all records are reconciled

Budgeting Internal Account Review/ Transfer process MCCS T. Truesdale, bookkeeper 06/10/25 08/10/25 ensure all records are reconciled

Budgeting Internal Account Review/ Transfer process GES T. Truesdale, bookkeeper 06/10/25 08/10/25 ensure all records are reconciled

Budgeting Internal Account Review/ Close-Out process GES T. Truesdale, bookkeeper 06/10/25 08/10/25 ensure all records are reconciled

Budgeting Internal Account Review/ Transfer process PES T. Truesdale, bookkeeper 06/10/25 08/10/25 ensure all records are reconciled

Budgeting Internal Account Review/ Close-Out process PES T. Truesdale, bookkeeper 06/10/25 08/10/25 ensure all records are reconciled

Budgeting Internal Account Review/ Transfer process LES T. Truesdale, bookkeeper 06/10/25 08/10/25 ensure all records are reconciled

Budgeting Internal Account Review/ Close-Out process LES T. Truesdale, bookkeeper 06/10/25 08/10/25 ensure all records are reconciled
Internal Account Review/ Transfer process in
Budgeting DISTRICT T. Truesdale, S. Fletcher 06/10/25 08/10/25 ensure all records are reconciled
Accounting records

ensure DOE Facilities are in the

Meet with DOE Facilities Office to repurpose T. Ginn, R. Raynak, planning process and can help
Construction DISTRICT 8/20/2024 11/20/2024
PES to affordable housing Superintendent facilitate appropriate state level
approvals for facility

7/2/20 Page 42
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 Consolidation Master Task List (7/15/2024)
START DUE COMPLETION
Sub-Committee/Team TASK SITE/SCHOOL WHO COMMENTS
DATE DATE DATE

Start conversation with Engineers, Architects,

Superintendent, Board, funding would be from
Chamber, City Planners, Zoning Board, and
Community Partners, City community partners; district
Construction local Real Estate partners to put actions in DISTRICT 8/20/2024 TBD
partners; Board attorney; would develop 30 year lease on
place to renovate facility into apartments for
Financial Advisors property with developer
affordable housing for teachers

Get building plans approved by all appropriate Work with engineers and city
Construction DISTRICT All appropriate parties TBD TBD
stakeholders officials
Arrange any district
Contractors and
Construction Start construction PES TBD TBD involvement necessary to assist
developer
in development

Prepare Lease and leasing arrangements to ensure that apartments are

Construction include only Madison teachers with lease DISTRICT Board Attorney TBD TBD kept reserved for MSCD
ending if they no longer teach in MCSD teachers

anticipated grand opening

Construction Grand Opening PES All stakeholder TBD TBD
would be by 26-27 SY if possible

Recruitment of new teachers with offer of dependent on grand opening

Construction DISTRICT R. Hill 3/20/2026 8/20/2026
affordable housing date

plan to move district in phase I

Work with engineeers to develop site plan in T. Ginn, Board Attorney,
and develop property for
Renovations phases for renovation of LES site to become DISTRICT Engineers, 8/20/2024 TBD
transportation driveway, fuel
district office and transportation office Superintendent
stations, garage development

staff transfer would be

Engineers,
Renovations start renovations per design for phase I DISTRICT 9/20/2025 TBD scheduled for winter break -
Superintendent, T. Ginn
capital outlay for funding
include space for a Board
start renovations of cafeteria to be Board
Renovations DISTRICT T. Ginn, Contractors 9/20/2025 TBD member office - capital outlay
Room/multipurpose room
for funding
Renovations Plan for moves with district staff DISTRICT Superintendent 4/20/2025 5/30/2025 include all stakeholders
Prepare furniture, equipment, and records for
Renovations DISTRICT district staff 8/20/2025 10/2/2025 label appropriately
move
transfer property and update
Renovations Prepare inventory transfer forms DISTRICT T. Truesdale 5/20/2025 6/10/2025
Skyward
do before finance shutdown of
Renovations Purchase any boxes necessary for move DISTRICT T. Truesdale 3/20/2025 4/30/2025
PO process

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 Consolidation Master Task List (7/15/2024)
START DUE COMPLETION
Sub-Committee/Team TASK SITE/SCHOOL WHO COMMENTS
DATE DATE DATE
Prepare for installation at new facility of
staff transfer would be
Renovations phones, technology, furniture, and other DISTRICT district staff 8/20/2025 10/2/2025
scheduled for winter break
equipment
Superintendent, Bd. proceeds to be used for
Renovations Start the process for sale of Annex DISTRICT 10/2/2025 TBD
Attorney, Board renovations
sell off logs and get stump
grinders in - capital outlay
Renovations Begin logging off of necessary grounds LES T.Ginn, Contractors 10/20/2025 TBD
funding used to start
renovations
adjust current lease to include
Begin renegotiating lease with Library to
Board Attorney, Library, district use of the vacant
Renovations include where fencing and new access road LES 10/20/2025 12/20/2025
Board, Superintendent property unused by library; get
would be placed
Board approval
arrange for paved access
Renovations Begin building new road for bus access LES T. Ginn, Contractors 10/20/2025 TBD behind school for buses and
vehicles

chose appropriate ground cover

Renovations Prepare logged off site for gravel or paving LES T. Ginn, Contractors 10/20/2025 TBD
to support weight of buses

ensure that logged off area has

Prepare any necessary storm runoff
Renovations LES T. Ginn, Engineers 10/20/2025 TBD proper drainage after trees are
infrastructure
removed

ensure fence is secure enough

to safely secure vehicles;
Renovations Fence bus/vehicle parking and fueling area LES T. Ginn, Contractors 10/20/2025 TBD
ensure gates have limited
access by designated staff only
Work with permitting agencies to place fuel ensure fuel tanks meet all
Renovations LES T. Ginn, Engineers 10/20/2025 TBD
tanks on site required laws

Renovations Begin construction of fuel tank placement LES T. Ginn, Contractors 10/20/2025 TBD follow all safety and health laws
funding from hurricane damage
Renovations Build new fuel pavilion LES T. Ginn, Contractors 10/20/2025 TBD reimbursements would rebuild
this pavilion
Begin construction of transportation garage T. Ginn, T. Ansley, ensure height for buses to be
Renovations LES 10/20/2025 TBD
with lift Contractors placed on lift for work
move would be contingent on
Start planning for move of transportation staff
Renovations DISTRICT T. Ginn, Superintendent TBD TBD completion of facilities
and vehicles to new site
necessary for their work

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 Consolidation Master Task List (7/15/2024)
START DUE COMPLETION
Sub-Committee/Team TASK SITE/SCHOOL WHO COMMENTS
DATE DATE DATE

Prepare equipment, infrastructure, vehicles for ensure that staff necessary to

Renovations DISTRICT T. Ginn, I. Goyette, staff TBD TBD
move assist in move are available
T. Ansley,
adjust routes in routing
Renovations Adjust bus routes to reflect new starting point DISTRICT Superintendent, I TBD TBD
software
Goyette
Apply to Bezos for Bezos Academy to redesign
R. Raynak, R. Hill, contact agency and get details;
Application Process GES for age 2-5 Montesorri style early learning DISTRICT 8/20/2024 10/20/2024
Superintendent follow presecribed formats
center
If accepted by Bezos, develop lease according depends on award of project to
Application Process DISTRICT Board Attorney TBD TBD
to the terms of development district
R. Raynak, new Board
Start Community Notifications about project as soon as award is determined,
Application Process DISTRICT secretary, TBD TBD
and expected date of opening operations notify Board then public
Superintendent
all costs of operation of the
Application Process Open new facility for early learning DISTRICT Bezos TBD TBD center are responsibility of
agency

start a comprehensive needs

Investigate possibility of Magnet School or
Application Process DISTRICT R. Raynak 8/20/2024 12/20/2024 analysis to determine potential
Magnet Program grant
need areas

R. Raynak to monitor deadlines

R. Raynak, A. Brown, R.
Application process for Magnet Program OR and announcements, will notify
Application Process DISTRICT Hill, new curriculum staff, 3/10/2025 5/10/2025
planning for magnet program at MCCS Board upon receiving any
Superintendent
information
R. Raynak, A. Brown, R.
Other tasks will be added, dependent on
Application Process DISTRICT Hill, new curriculum staff, 5/20/2025 7/30/2025 TBD after decisions are made
magnet program or school decision
Superintendent

45