6.18.2025
REVISED DRAFT
DeKalb County
School District
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Operations & Information and Instructional Technology Divisions
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Comprehensive Assessment
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Assessment of the current state of the two Divisions
Conducted September 2024 - June 2025
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Final Report Prepared by:
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Center for Effective School Operations
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theceso.com
June 2025
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Table of Contents
Section I: Introduction to Project 4
Section II: Summary & Key Findings 9
Section III: Operations Division Assessment 16
- Finance/Operations & E-SPLOST Funding 17
- Department of Facilities 27
- Department of School Nutrition Services 32
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- Department of Transportation & Fleet Services 42
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- Recruitment & Retention Strategies 54
Section IV: Information & Instructional Technology Division Assessment 61
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Section V: Appendix t6 81
● Exhibit A: Comprehensive Assessment Project Team Members
● Exhibit B: Glossary of Terms & Acronyms
● Exhibit C: Finance & Operations Departments Interview Teams
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● Exhibit D: Department of Facilities Interview Team
● Exhibit E: Department of School Nutrition Services Interview Team
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● Exhibit F: Department of Transportation & Fleet Services Interview Team
● Exhibit G: Division of Information and Instructional Technology Interview Team
● Exhibit H: Finance & Operations Departments - Documents & Resources
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● Exhibit I: DCSD Division of Operations: Vacant Positions (11.19.2024)
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● Exhibit J: 7-Region Map (2021-22 school year)
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Section I
Introduction to Project
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Introduction to Project
DeKalb County School District (DCSD) is a public school system in metropolitan Atlanta, Georgia.
Situated in the fourth-largest county in the state, DCSD is renowned for its cultural diversity and
serves approximately 93,000 students, spanning from pre-kindergarten through 12th grade. With
139 schools and centers, it educates the third-largest student population in Georgia. Additionally,
DCSD is the second-largest employer in DeKalb County, with approximately 14,000 staff
members.
In early 2024, Superintendent Dr. Devon Q. Horton presented a five-year Strategic Plan to District
staff and community stakeholders that set an extraordinary course for improved student success
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and achievement in DeKalb County School District. The Strategic Plan guides the District’s work to
ensure that every administrator, teacher and staff member is clear about, and aligned with, its
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core mission and priorities. At its core, the Strategic Plan commits to building and maintaining
supportive structures that foster high-quality academic programs and increased achievement
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results.
Shortly after launching the robust Strategic Plan, the District contracted with the Center for
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Effective School Operations (CESO) to conduct comprehensive assessments of the District’s
Operations Division and the Information and Instructional Technology Division. CESO is a
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full-service advisory and management firm that provides expertise and supplemental support for
public sector entities nationwide. Its robust network of established practitioners performs
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services individually and across the operational areas of Finance, Facilities, Human Resources,
Technology, Transportation, Nutrition Services, Leadership and Communications.
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CESO was tasked with assessing the current state of two large divisions and providing
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recommendations to strengthen their alignment with the DeKalb County School District’s
Strategic Plan, as well as the priorities set by the Superintendent and the DCSD Board of
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Education. The identified priorities align with the MIRACLES Framework, an evidence-based
strategy for enhancing educational quality. This framework empowers District and school
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administrators to adjust policies, practices, and expectations, ultimately leading to improvements
in both academic and operational effectiveness.
Specifically, CESO focused their work for this project on the outcomes laid out in “Goal Area 6” of
the Strategic Plan. The category of Organizational Excellence includes the following key priorities:
● Provide clean, safe, and efficient school facilities for all students.
● Deliver safe and efficient transportation services to all students.
● Deliver efficient school nutrition services and healthy meals to all students.
● Improve and maintain a secure, accessible, and equitable digital learning environment for
all students.
● Ensure excellent financial management of district resources.
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Note: CESO’s assessment of the Operations and Information and Instructional Technology Divisions
was focused on the current state of the organization and functions of specific areas, not on the
individuals or their positions within the District.
CESO began its work with DCSD in September 2024 and presented its comprehensive
assessment of the two large divisions to District leadership in June 2025.
Blended Divisional Team
After collaborating with DCSD leadership, CESO assembled its team to conduct the Operations
Division and Information and Instructional Technology Division assessments. CESO used a
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blended divisional team approach to conduct its work. Team members have all worked with
school districts of various sizes in the areas of Technology, Finance, Facilities, School Nutrition
Services, Transportation, and Human Resources (HR). A list of CESO and DCSD Project Team
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members can be found in Exhibit A of the Appendix.
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DCSD’s Request for Proposal (RFP No. 24-594 dated 07.16.2024) requested the following:
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● Comprehensive review of the Operations Division including, but not limited to, the following
departments: Planning/E-SPLOST Programming, Facilities, Design and Construction,
Transportation, Fleet Services, Business Services, and School Nutrition.
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● Comprehensive review of the Information and Instructional Technology Division including,
but not limited to, the following departments: Information and Innovation, IT Business
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Operations, Enterprise App & Data Services, Information and Network Security, IT Support
Services, Physical Security, and Data Center & Cloud Services.
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Although the District's RFP focused on the Operations and Technology Services Divisions,
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individual department assessments revealed recurring HR-related themes such as staffing
shortages and challenges in hiring, retention, and recruitment. Consequently, a Recruitment &
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Retention Strategies section has been included as a resource offering relevant HR
recommendations. It is important to understand that this section is not intended as a formal
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assessment of the HR Department itself.
Similarly, CESO was not tasked with conducting a comprehensive assessment of the Finance
Division. However, CESO conducted an in-depth review encompassing functions related to
E-SPLOST (Education-Special Purpose Local Option Sales Tax), staffing, policies and practices,
budget, and reporting. The Finance/Operations & E-SPLOST Funding section of this document
shares these findings but it is not intended as a formal assessment of the Finance Division.
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Approach to Work
CESO approached the DCSD comprehensive assessment project in three phases. While the
phases of the work during the eight-month project overlap, multiple meetings took place with the
Superintendent and the Director of Internal Audit and Compliance to clarify expectations and
timelines.
1) Project Kickoff and Data Gathering
All CESO assessments begin with a baseline understanding of the system’s structure and
responsiveness to the District's policy requirements and strategic objectives. To do this, CESO
carefully reviewed the District’s organizational structure and governance as well as leadership and
management processes across District departments.
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CESO assembled its team to conduct the Operations Division and Information and Instructional
Technology Division assessments. Next, CESO team members met with DCSD leadership to
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outline their work approach and to ensure that the project was fully defined and understood by all
key participants.
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Team leaders met in-person or virtually with DCSD leaders. These meetings helped establish
strong working relationships between CESO and DCSD-selected teams and to clarify
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expectations, timelines and personnel involvement.
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CESO collaborated with the DCSD administration to collect and examine various sources of
information. These included policies, regulations, procedures, organizational and reporting
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structures, contracts, decision-making frameworks, budgets, strategic and operational plans,
facility plans, financial records, and training and professional development resources. This
analysis provided a robust preliminary understanding of the system and its performance.
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2) Observations and Interviews
Team members visited DCSD to conduct onsite observations and in-person interviews of selected
DCSD department staff and other key stakeholders and focus groups. Online interviews were also
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used for follow up and to gain deeper insight and understanding to complete the assessment.
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3) Assessment and Comparison
CESO assessed DeKalb County School District's (DCSD) personnel management, operations, and
technology across the two divisions. The project team compiled data from observations and
interviews to evaluate effectiveness and efficiency. This assessment considered DCSD's strategic
goals and operational context, while also benchmarking against best practices observed in school
districts nationally.
In June 2025, CESO concluded its work with a presentation to the Superintendent and members
of the DCSD Board of Education, outlining the final summary and recommendations.
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Final Report & Recommendations
The Summary & Key Findings presents a tailored, thorough report from the in-depth assessments
of the current state of the Operations and Information and Instructional Technology Divisions.
The individual assessments for each of the two Divisions include detailed explanations of the
methodology used, current realities, results and key findings, and a comprehensive plan for action
within the Division or Department.
CESO’s final recommended actions for each Division and Department are categorized and
prioritized in the format of: Do Now, Do Soon, and Do Later. Final recommendations focus on
aligning both divisions with the DCSD Strategic Plan, building organizational capacity, enhancing
facility and digital infrastructure, identifying necessary upgrades, and benchmarking against
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industry standards and best practices.
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Section II
Summary & Key Findings
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Summary & Key Findings
Introduction & Scope of Work
The Center for Effective School Operations (CESO) began its work in September 2024 and
presented a comprehensive assessment of the current state of the DCSD Operations and
Information and Instructional Technology Divisions to District leadership in June 2025.
DCSD’s Request for Proposal (RFP No. 24-594 dated 07.16.2024) requested the following:
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● Comprehensive review of the Operations Division including, but not limited to, the following
departments: Planning/SPLOST Programming, Facilities, Design and Construction,
Transportation, Fleet Services, Business Services, and School Nutrition.
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● Comprehensive review of the Information and Instructional Technology Division including,
but not limited to, the following departments: Information and Innovation, IT Business
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Operations, Enterprise App & Data Services, Information and Network Security, IT Support
Services, Physical Security, and Data Center & Cloud Services.
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Final recommendations focus on aligning both divisions with the DCSD Strategic Plan, building
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organizational capacity, enhancing facility and digital infrastructure, identifying necessary
upgrades, and benchmarking against industry standards and best practices.
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CESO discovered that DCSD staff are enthusiastic about the District's direction under the
Superintendent's leadership and are focused on student success. They are open to change and
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see it as a chance to have a positive impact, and expressed a willingness to maintain the District's
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positive momentum. Staff members were open to sharing their opinions on both the District's
successes and its challenges. Overall, during the eight-month assessment period, the CESO
Project Team experienced positive engagement with District leaders and staff across all levels of
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the organization.
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Despite this welcoming reception, recurring challenges emerged for CESO staff as they
commenced their collaboration with DCSD in the areas of communication, proactive planning,
and consistent follow-through. While details in this report address these challenges in terms of
internal operations, the challenges experienced by CESO suggest similar challenges in these
areas related to the District’s engagement with external entities. Improvements throughout and
across divisions in communication, proactive planning, and consistent follow-through would
benefit all divisions and departments within the District. These three key areas are not only crucial
for fostering better alignment between various divisions but also play a significant role in
optimizing operational efficiency across the organization. Addressing these interconnected areas
presents a significant opportunity for DCSD to enhance its internal operations and achieve greater
organizational effectiveness.
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Operations Division
Areas of Excellence & Areas for Improvement
The assessments identified multiple areas of strengths for individual departments in the
Operations Division. This extensive work also identified areas that need further focus and
enhancement. These Areas of Excellence and Areas for Improvement are summarized below. More
details can be found in each individual department’s assessment found in this report.
Finance/Operations & E-SPLOST Funding
Areas of Excellence:
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● Strong community support for E-SPLOST funding.
● The strong collaboration between Finance and Operations has improved E-SPLOST fund
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monitoring.
● Key improvements include faster vendor payments, monthly account reconciliation, and
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consistent communication.
● Budgeting, procurement, and vendor services systems are functioning well, supported by
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ongoing staff training.
● The Annual Budget Report enhances transparency and alignment with the Strategic Plan.
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Areas for Improvement:
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● Current quote and approval requirements cause procurement delays, which slow down
small repairs and lead to higher costs and additional maintenance challenges.
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● MUNIS approval system requires quicker updates when staff changes occur to avoid
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delays in purchase orders and payments.
● Vendor payment timeliness is improving, but consistent adherence to the 30-day payment
goal is needed.
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● The District audit must be completed by December 31st to meet State requirements and to
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support better planning.
● The Finance team should be involved in all E-SPLOST and construction contingency
decisions.
● The District does not engage in any long-range financial planning aside from a five-year
facility plan, which is a requirement for E-SPLOST.
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Department of Facilities
Areas of Excellence:
● Custodial operations now benefit from standardized training, uniform cleaning protocols,
and coordinated scheduling.
● Invoice payments are significantly improved, with a goal of processing all within 30 days.
● A new construction management firm provides centralized accountability for projects.
● The District has responded proactively to E-SPLOST audit findings.
● Positive staff morale is attributed to teambuilding and new hires.
● Partnership with Grainger improves custodial supply efficiency.
● Annual approval of the Capital Improvement Plan (CIP) list will allow for more agile
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planning.
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Areas for Improvement:
● Current procurement approval levels should be changed as follows: DCSD Chiefs can
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approve up to $50,000, the Superintendent can approve up to $250,000, and anything
exceeding $250,000 will require Board approval.
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● The E-SPLOST Advisory Committee should be disbanded due to redundancy and low
participation.
● Hiring practices need improvement to address staff shortages and support retention.
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● Program Procedures Manual (PPM) should be updated to reflect current project execution
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standards.
● The existing warehouse is outdated; consider multiple sites with a shared inventory
system.
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● A vehicle replacement plan is needed for aging fleet vehicles.
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● Warehouse Management System (WMS) is inefficient and overly reliant on software
developers. It needs replacement or a major upgrade.
● The current purchase order process for recurring purchases involves excessive approval
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layers and needs simplification.
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● The contract approval process is too long, sometimes taking up to three months from
RFP to project start.
Department of School Nutrition Services
Areas of Excellence:
● Staff demonstrate genuine care for students and maintain positive interactions.
● Effective collaboration between school staff and administration.
● High emphasis on food safety, sanitation, and student satisfaction.
● Leadership focuses on creating an innovative and essential food program.
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Areas for Improvement:
● A comprehensive equipment inventory and replacement plan needs to be developed.
● School Nutrition and Facilities should collaborate on prioritization and maintenance
protocols.
● Integrating alarm systems into equipment management will improve adherence to health
and safety standards.
● The current organizational leadership structure within the Department is insufficient to
adequately support the extensive number of school sites, staff, programs, and school
communities.
● Hiring practices need improvement to address staff shortages and support retention.
● Priority must be given to initiatives that will enhance the Department’s finances.
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● The School Nutrition Services Department lacks a strong brand identity.
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Department of Transportation & Fleet Services
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Areas of Excellence: t6
● Safely transports 61,721 students daily despite staffing and resource challenges.
● Transitioning toward sustainable transportation with planned addition of 50 new electric
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buses to the fleet.
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Areas for Improvement:
● The current vehicle fleet was accumulated through ad hoc purchases, not a planned
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replacement strategy. Implementing five- and ten-year fleet plans would improve
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efficiency.
● Hiring practices need improvement to address staff shortages and support retention.
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● RTA Fleet Management software should be fully implemented and integrated into all
aspects of the fleet management organization.
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● Current routing software presents three primary areas needing improvement:
○ Edulog routing software and its map have not been updated in over 15 years.
○ Manual data entry is inefficient and prone to human error.
○ An outdated geographic map is being used for routing purposes.
● The range of school bell times creates logistical issues for transportation, particularly
when scheduling morning and afternoon routes.
● Staffing and organizational structure has two key areas for improvement:
○ The Fleet Services Director lacks the official authority to inform fleet purchasing
decisions.
○ Staffing structure and job descriptions lack a formal analyst role.
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Information & Instructional Technology Division
Areas of Excellence & Areas for Improvement
The assessments identified multiple areas of strengths for individual departments in the
Information & Instructional Technology Division. This extensive work also identified areas that
need further focus and enhancement. These Areas of Excellence and Areas for Improvement are
summarized below. More details can be found in the detailed Division assessment found in this
report.
Areas of Excellence:
● Project Management: Established processes for intake, prioritization, and implementation;
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strong alignment with District priorities through collaboration.
● Student Information System: Skilled management supports implementation, migration,
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and data integration across learning systems.
● Instructional Technology: Ignite supports professional development with strong backing
for teachers and leaders.
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● Asset Management: Effective device lifecycle management; Chromebook loss rates below
5%, outperforming typical 6–12% rates.
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● Data Center & Cloud Services: Proactive cleanup and future-oriented planning.
● Physical Security: Regular updates on security projects are shared with the School Board.
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● Call Center/Help Desk: Serves as a centralized support hub for all technical issues.
● Purchasing: Full compliance with purchasing guidelines and policies.
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Areas for Improvement:
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Technology Planning & Budget:
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● Identify all areas for multi-year budgeting to align with current use, as well as planned or
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potential growth.
● Adding the required network services capacity in older buildings will take additional
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planning and have significant budget implications.
● Long-term budgeting should account for network switch and wireless access point
upgrades on a staggered eight-year timeframe.
● Comprehensive budget planning is needed to foresee funding obstacles to maintaining
existing technology programs and incorporating potential new initiatives.
Cybersecurity:
● Develop protocol for labeling and classifying cybersecurity documents. This should reflect
the standard practice of Policy, Procedures, Standards, and Guidelines.
● Existing security policies should be reviewed regularly; and that review cycle should be
documented within the procedure (e.g. last reviewed/updated).
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● Cybersecurity requires sustained attention and support from the District's highest levels of
leadership.
● Many expected security practices are already in place but have not yet been formalized
into a documented cybersecurity program through security policy, procedure, guideline,
and standards documentation.
● Leadership requires clear and concise communication regarding cybersecurity initiatives
to make informed decisions.
Data Classification & Data Loss Prevention:
● DCSD is in the early stages of implementing comprehensive Data Loss Prevention (DLP)
policies.
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● The District must continue to secure the essential tools required to detect and alert the
District of potential data leaks.
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Opportunities for Ongoing Support
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CESO is a full-service advisory and management firm that provides expertise and supplemental
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support for school districts of all sizes nationwide. Its robust network of established practitioners
performs services individually and across the operational areas of Finance, Facilities, Human
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Resources, Technology, Transportation, Nutrition Services, Leadership, and Communications.
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As the District begins to implement the plan of action items outlined in this comprehensive
assessment, CESO is equipped to provide additional support in several key areas:
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● CESO Nutrition Services has experience in helping school districts with strategic identity
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and brand planning. CESO can support and partner with DCSD and the Department of
School Nutrition Services in the development and planning of a strategic brand.
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● CESO’s Communications department can help facilitate the development and
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implementation of a comprehensive internal communications strategy to enhance
alignment and collaboration throughout the District.
● CESO Transportation can assist with a technology and data audit of the bus routes. The
District intends to implement new routing software, which depends on accurate current
data for system updates. However, CESO's assessment indicates that the existing data is
unreliable.
● DCSD Fleet Services requires a detailed fleet replacement strategy. CESO Transportation
can provide an analysis incorporating 5- and 10-year projections for fleet planning to
justify future vehicle acquisitions.
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● Although the District recently completed an HR audit, CESO offers a comprehensive HR
Operations Assessment that may help address some of the recurring HR-related themes
outlined in this comprehensive report, such as staffing shortages and challenges in hiring,
retention, and recruitment.
● CESO’s HR department could partner with DCSD to conduct a new classification and
compensation study focused on developing a classification system that aligns with the
District’s current and future organizational needs. This study will define and structure job roles
to align with the district's priorities, goals, and talent strategy. The framework will promote
consistent titles, career paths, and flexible compensation.
● CESO’s Finance department can help facilitate the development and implementation of a
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comprehensive multi-year financial plan for all funds revenue and expenditures resulting in
the ability to forecast and plan for potential changes in enrollment, State funding,
employee contracts and other costs.
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● CESO’s Finance department can help facilitate a review of the purchase order process
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after a suitable period of time utilizing the procurement approval levels recommended in
this report.
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● CESO’s Technology department can assist in the creation and/or review of technology
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security policies aligned to meet NIST and CIS standards.
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● CESO’s Technology department can help with comprehensive technology planning, goal
setting, and multi-year benchmark alignment.
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Section III
Operations Division
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Assessment
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Finance/Operations & E-SPLOST Funding
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Department of Facilities
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Department of School Nutrition Services
Department of Transportation & Fleet Services
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Recruitment & Retention Strategies
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Finance/Operations & E-SPLOST Funding
Introduction & Scope of Work
The effective financial stewardship of district resources is essential to achieving organizational
success. CESO recognizes the critical role of school finances in the success of both the
Operations and Technology Services Divisions. Therefore, CESO’s scope of work for this project
included an in-depth review of E-SPLOST, financial data, processes, and procedures, interviews
with key stakeholders, the Strategic Plan, and MIRACLE tenets. This section shares these findings
but it is not intended as a formal audit or comprehensive assessment of the DCSD Finance Division.
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E-SPLOST Funding
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E-SPLOST stands for Education-Special Purpose Local Option Sales Tax. The E-SPLOST program in
Georgia funds capital projects for school systems such as: new facilities, renovations, technology,
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security, buses, debt reduction, land, equipment, and library materials. We have included detailed
information about E-SPLOST in this report due to the significant impact this funding has on
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multiple DCSD divisions and departments.
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● E-SPLOST is a 1-cent sales tax, which the State of Georgia allows counties to collect to
fund specific improvement projects.
● E-SPLOST must be approved by voters every five years in a general referendum in order to
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be enacted and last for a maximum of 72 months (6 years).
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● E-SPLOST funds cannot be used for day-to-day operating expenses, such as staff salaries.
● Everyone who shops, dines, or receives services in the school district and county
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contributes to the fund, including visitors.
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Historically, there has been strong community support for E-SPLOST funding. Voters in the
District have voted to initiate and continue the E-SPLOST funding program since the late 1990s.
In DeKalb County, an extra one penny sales tax is collected on all purchases. Merchants then
report their total sales and sales tax collected to the Georgia Department of Revenue monthly and
deposit the collected sales tax. These funds are disbursed by the Georgia Department of Revenue
to the DCSD.
DeKalb County School District (DCSD) utilizes the E-SPLOST program to finance District
enhancements. Projects supported by E-SPLOST are competitively bid and awarded to the most
qualified vendor following approval from the DeKalb County Board of Education. In a referendum
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on November 2, 2021, over 80% of DeKalb County voters approved the 2022-2027 E-SPLOST VI,
which is projected to generate around $700 million in sales tax revenue by its conclusion in 2027.
E-SPLOST funds have been allocated to various capital projects, such as constructing new
educational facilities, renovating existing schools, upgrading classroom technology, and replacing
the school bus fleet.
Approach to Work
Information Gathering & Analysis
A kick-off meeting with Finance and Operations team members was held before the assessment
began. During this phase, CESO requested, collected and examined various documents and data,
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including policies, regulations, procedures, organizational and reporting structures, contracts,
budgets, strategic and operational plans, financial documentation, training materials, and
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decision-making processes. Receiving this data before individual meetings and on-site tours
provided the review team with baseline knowledge of DCSD operations and was valuable to the
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process.
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The majority of the requested data had been received as of the date of this report. However,
several challenges arose. Due to a major change in the finance management system, historical
finance data was received in separate files for each fiscal year, making the review of multi-year
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financial data for various departments difficult. The audits for the fiscal years ending June 30,
2023, and 2024 were also unavailable at the start of the review; the FY23 audit was not received
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until March 2025. Additionally, the construction/E-SPLOST Program Procedures Manual (PPM)
could not be reviewed, as it is currently being updated by the District’s newly hired construction
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program management firm and DCSD staff.
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The project scope encompassed a review of financial processes and procedures related to
purchasing, accounts payable, general accounting, budgeting, and communication. The aim was
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to identify areas of excellence and those that could benefit from improvements in efficiency or
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effectiveness. Financial data analysis to determine the District's current or future financial position
was not included in the project scope.
E-SPLOST information was gathered under the areas of Purchasing and Accounts Payable,
General Accounting, Reporting and Compliance, Project Management, and Communication. The
goal was to review processes and procedures and identify areas of excellence, challenges, and
inefficiencies. E-SPLOST projects were not audited as part of this assessment.
Observations & Interviews
To gain a complete, accurate, and thorough understanding of the DCSD Finance and Operations
departments, CESO assigned experienced consultants and K-12 professionals to conduct onsite
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observations and interviews with DCSD staff. This approach expanded and contextualized the
initial understanding gained from the data and document review.
After receiving the available data, the CESO assessment team conducted on-site and virtual
interviews over a two-month time period from December 2024 through February 2025. The
interviews consisted of group sessions to identify overarching themes and individual discussions
to gather additional details and perspectives. A complete list of CESO and DCSD team members
who participated in the Finance/Operations and E-SPLOST interviews can be found in Exhibit C of
the Appendix.
Assessment & Comparison
Primarily, CESO evaluated effectiveness and efficiency against DCSD's unique strategic direction
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and operational realities by assessing financial management practices, operational practices, and
the technical capabilities of each. This was accomplished by analyzing data, information,
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observations, and interview results. Additionally, a comparison was made to best practices
identified through years of work with other school districts and educational agencies.
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CESO developed recommended next actions for the District within the Finance and E-SPLOST
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areas by using responses from group and individual interviews, process documentation provided
by DCSD, and in specific areas, by comparing to other school districts. The accuracy and
completeness of the results documented in this report depend on the quality of the source data.
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We are confident that the results of our review will provide DCSD with valuable insights into the
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areas of excellence and challenges in the areas of Finance and E-SPLOST. The results of our
analysis and supporting documentation are presented in the remainder of this review.
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Current Reality
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Organization & Staffing
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● The Chief Financial Officer and Deputy Chief Financial Officer lead the Division of Finance.
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Five directors oversee the areas of Budget, Accounting, Vendor Services and Payables,
Payroll, and Risk Management. Some staff members have worked in Finance for several
years, despite turnover within the department. Finance bookkeepers are located on site at
each school and they report to the school Principal rather than the Division of Finance team.
● The Chief Operating Officer and Deputy Chief Operations Officer lead the Division of
Operations. The Division also includes a department overseen by the Director of
Planning/E-SPLOST Programming, which is responsible for E-SPLOST finance.
● The DCSD Finance Division has multiple positions that collaborate with the E-SPLOST
Finance team. These roles include the Manager II Capital Projects Outlay position and five
Accounts Payable Clerks. Each of the five Accounts Payable Clerks is aligned with a specific
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E-SPLOST finance staff member, and they each manage the same alphabetical range of
vendors. Additionally, there are separate procurement teams for construction (capital and
E-SPLOST) and non-construction.
● A new construction program management firm, HPM, was recently selected by DCSD to
manage all capital projects, including E-SPLOST projects. In partnership with the Finance and
Operations Departments, HPM will oversee vendor selection, execution of contracted
services, and construction quality. They will revise and update the Program Procedures
Manual (PPM), provide training, and ensure continuous control checks. Internal staff will
work alongside the Construction Manager.
Policies & Practice: Vendor Services and Accounts Payable
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The Vendor Services and Payables Department is responsible for acquiring and paying for the
District's goods and services. This includes vendor management, payment options, invoice
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management, group discounts, and payment processing and reconciliation. The District has a
handbook that outlines processes and procedures for all vendor services, including procurement
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and purchasing, P-cards, travel, vendor registration, and accounts payable. Staff are offered the
opportunity to attend multiple training and update sessions throughout the year.
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● DCSD utilizes MUNIS for their purchasing process. The online system allows for electronic
requisition input from various sites. The approval process for requisitions involves multiple
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levels, varying based on the specific purchase and department. If an approver is unavailable,
a higher-level approver can step in. The District uses blanket purchase orders for recurring
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purchases and Equal Level for a Market Place, allowing staff to compare vendor pricing and
make informed purchasing decisions.
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● Bid/quote thresholds are defined by Board Policy DJE: Purchasing. Purchases or contracts
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estimated between $5,000 and $99,999.99 require at least two written quotations. Those
estimated at $100,000 or more necessitate a written competitive sealed bid process in
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accordance with board policy and GA Code § 50-5-67.
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● Board Policy DJE-R(1): Purchasing guides DCSD staff P-card use. Purchases are restricted
and defined by the Board Policy. P-cards have a $5,000 daily and $20,000 monthly limit.
● The timely payment of vendor invoices is contingent upon the site or department marking
the product or service as received in the MUNIS system. This approval allows the accounts
payable team to process the invoice. Similar to requisitions, the approval process for
initiating payment varies based on the department. Construction-related invoices require
additional approvals from the construction program management firm and District staff to
verify work completion.
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The Operations Division’s Business Services Department has reorganized its staff to
coordinate with accounts payable clerks in the Finance Division for vendor assignment and
invoice processing. Most invoices for Operations are received at a designated email address
to facilitate direct management of the process. This process includes routing invoices to the
approving facilities manager for authorization. Once physically approved with a signature on
the invoice, the analyst records the items in MUNIS on the purchase order.
The Accounts Payable Department issues checks weekly, while employee expense
reimbursements are processed electronically via the payroll system.
Policies & Practice: Budget and Reporting
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The Budget and Reporting function is managed by the District’s finance office. This includes
finance systems, account management, audit preparation, and reporting processes. Report
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completion and the submission process are evaluated by this category, as every district is
required to complete and submit reports to demonstrate compliance with state and federal laws.
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● The Director of Budget oversees the annual budget process for the majority of General Fund
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expenditures. The Allotment Department handles staffing budgets, while the Chief of Finance
manages revenue budgets.
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○ The Budget Team facilitates approximately 50 work sessions over three months to
support departmental budget planning.
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○ Finance and Operations collaborate monthly to reconcile E-SPLOST accounts, monitor
the budget, and project E-SPLOST initiatives.
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○ The E-SPLOST team provides revenue and expenditure budgets to the Director of
Budget based on revenue collected during a given period.
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○ E-SPLOST projects are initially budgeted in broad categories, with certain key projects
highlighted. Upon School Board approval, these projects are assigned separate budget
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line items, enhancing budget precision.
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○ Unused E-SPLOST funds at the fiscal year's end are carried over to the next year and
remain allocated to the project, whether positive or negative.
○ In the event of a negative balance at the fiscal year’s end, the Finance team
collaborates with the E-SPLOST team to implement necessary adjustments.
● Historically, the Georgia Department of Audits and Accounts has conducted audits for DCSD.
The exception was the FY23 audit, which was conducted by a private firm. Although the
Georgia Code GA 36-81-7 requires completion of the audit within 180 days after fiscal year
end (December 31st), DCSD has historically completed the audit after this deadline. However,
an extension can be applied for.
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● Updates on construction projects are provided by DCSD staff and the construction program
management firm to the DCSD construction project team, the E-SPLOST Advisory
committee, and the Superintendent's Steering Committee.
Finances
DCSD benefits from a robust E-SPLOST program fueled by substantial sales tax revenues within
the county. The Operations team budgets for these E-SPLOST sales tax revenues, and the Finance
team collects them. These funds are maintained in a separate bank account and require a
five-year plan for E-SPLOST funding.
While E-SPLOST II, III, and IV have been reconciled, reconciliation for E-SPLOST V projects is still
ongoing. DCSD staff report that E-SPLOST VI tracking is progressing well in the new MUNIS
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finance system. Project overages can be financed through capital funds, interest income from
E-SPLOST investments, or Georgia State Financing and Investment Commission (GSFIC)
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Revenue, which is capital outlay funding from the state made available to school districts for
eligible renovations and new construction. The Operations team oversees the management of
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project contingency funds.
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Operational Performance
The strong collaboration between Finance and Operations has improved the process of
monitoring this important funding. Budgeting, procurement, and vendor services systems are
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functioning well, supported by ongoing staff training. Key improvements include faster vendor
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payments, monthly account reconciliation, and consistent communication.
Use of Technology
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The new MUNIS system has been well-received by Finance and Operations staff, who are
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undergoing continuous training to optimize its use. Despite being in the learning phase, staff are
finding innovative ways to streamline their workflow. Notable examples include using project
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codes for E-SPLOST project tracking and implementing Position Control for precise staff
budgeting. Additionally, staff leverage MUNIS-compatible technology, such as the vendor
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marketplace, to secure optimal pricing for supplies.
Key Findings
The CESO scope of work for this project included a review of financial data, processes, and
procedures, interviews with key stakeholders, the strategic plan, and MIRACLE tenets. Interviews
with DCSD staff revealed an overall student focus and excitement about the direction of the
District under the Superintendent's leadership. Staff expressed a willingness to maintain a
positive trajectory and shared thoughts on successes and challenges. The alignment of current
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finance and operations goals with the Strategic Plan is evident, with staff indicating
accomplishments in moving the District forward.
DCSD demonstrates several commendable practices that bolster finance and operations within
the District, as highlighted below in the Areas of Excellence. However, opportunities exist to further
enhance the efficiency and effectiveness of the District's finance and operations. These
opportunities, outlined in the Areas for Improvement, primarily concern process documentation
and communication. They are prioritized into Do Now, Do Soon, and Do Later categories in the
Plan for Action section of this document. The implementation timeline for these areas of
improvement will depend on the District's decisions.
Areas of Excellence
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● DCSD staff are enthusiastic about the new MUNIS ERP (Enterprise Resource Planning)
system, which replaced the old Cross Point system. Although the transition took several
years, it is proceeding smoothly and generating efficiencies in procurement, budget,
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position control/staffing budget, project management, financial reporting, and other areas.
DCSD staff leverage MUNIS and partnering technologies to enhance invoicing,
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procurement, and customer service.
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● Both the Finance and Operations departments have a mix of new and existing staff,
despite significant turnover throughout the district. Staff members feel positive about the
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direction and leadership, viewing changes as opportunities for improvement. They also
express a growing trust in leadership and emphasize the importance of working together
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to support curriculum, instruction, and student success.
● The partnership between the Finance and Operations departments has led to critical
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improvements in E-SPLOST monitoring. These improvements include: aligning positions in
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each department to expedite vendor payments, monthly reconciliation of E-SPLOST
accounts, and consistent communication of E-SPLOST updates.
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● The overall feedback for the systems of budgeting, procurement, and vendor services is
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positive. Staff members regularly attend training sessions to stay up-to-date on processes
and procedures. These training sessions include topics like P-card communication, online
finance, bookkeeping, and budget updates.
● The District’s Annual Budget Report enhances transparency and accountability by
demonstrating how actions directly align with the strategic plan.
● The E-SPLOST program has historically received strong community support for funding.
● The Student Assignment Process (SAP) is a recurring and comprehensive planning
process that uses extensive data analysis to realign programs, boundaries, and buildings
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within the District every five years. This process will help position all DCSD students to
Enroll, Employ, Engage in Entrepreneurship and Enlist in the military upon graduation.
● Improved oversight and management of all construction projects, including E-SPLOST, will
be achieved by transitioning to a new construction program manager who will collaborate
with the District.
Areas for Improvement
● The current DCSD policy mandates that two written quotes be obtained for projects
costing between $5,000 and $99,999.99. Additionally, projects exceeding $100,000 require
board approval, regardless of whether they are capital or non-capital projects. These
stipulations regarding written quotes and purchasing approval create delays in completing
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small repairs and construction improvements. This results in escalated costs and
exacerbated maintenance problems. Expediting the approval and completion of minor
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repairs would facilitate the upkeep of a safe and clean environment for students.
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● Finance and Operations staff should collaborate with Technology and Human Resource
Departments to ensure prompt updates to the MUNIS approval system when staff
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changes occur. This will maintain timely purchase order and vendor payment approvals,
keeping the requisition approval process efficient.
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● Although vendor payments are being made in a more timely manner, continued efforts
should be made to ensure all vendors are paid within 30 days.
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● The audit should be completed by December 31st, in accordance with Georgia Code GA
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36-81-7. Although the statute allows for an extension, doing so negatively impacts future
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planning due to the lack of up-to-date financial records. Additionally, delaying the audit
delays the district's ability to take corrective action on any findings.
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● To enhance project progression and customer service, the Finance and Operations
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departments should elevate their communication by scheduling regular full team
meetings, despite the challenge of being located in separate buildings. This will ensure
both teams have the latest information. The Finance team should be included in all
E-SPLOST and construction contingency discussions.
● The new construction program management firm will revise and update the E-SPLOST
Program Procedures Manual (PPM). This PPM should include increased involvement from
District staff, specifically the Division of Finance. The new PPM should be carefully
reviewed to ensure that all changes to the PPM are communicated clearly to both
construction and district staff.
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● The CESO staff discovered that the District does not engage in any long-range financial
planning aside from a five-year facility plan, which is a requirement for E-SPLOST. This
was determined through interviews and data requests.
● Overlap of reporting to committees with some similar functions such as the E-SPLOST
Advisory Committee and the Steering Committee result in staff reporting to multiple
committees and duplicating work.
Plan For Action
Do Now
1. The CESO team examined the competitive selection and procurement approval policies of
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five districts and suggested the following changes to the existing policies. Policies from
other districts are included in the Appendix H of this document.
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● The current DCSD competitive selection process for capital and non-capital projects
/1
should be modified to require at least two written quotations for purchases or
contracts estimated to cost between $25,000 and $99,999.99. A written competitive
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sealed bid process, as per board policy and state statute, will be required for
purchases or contracts with a total estimated cost of $100,000 or more. DCSD staff
will need to plan accordingly to meet the requirements for quotes and bids and, when
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appropriate, collaborate with the construction program management team to
incorporate these requirements into the construction calendar and draw down
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schedule.
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● The current purchase order system's multiple approval levels, even for small
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purchases, results in unnecessary delays and inefficient use of the Superintendent's
time. This process should be reviewed and streamlined.
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● The current procurement approval levels should be changed as follows: DCSD Chiefs
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can approve up to $50,000, the Superintendent can approve up to $250,000, and
anything exceeding $250,000 will require Board approval. These revised approval
levels include the following requirements:
○ The competitive selection policies mentioned above must be followed.
○ The expenditure must be included in the Board-approved budget as per Board
Policy DJ: Expenditure of Funds.
○ Additionally, the expenditure is subject to review by the DCSD legal team.
● After a suitable period following the implementation of updated procurement
approval levels, the purchase order process should be reviewed to assess the impact
of these new purchasing levels on its overall efficiency.
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2. To ensure prompt payment to vendors, improve the process of purchasers receiving
invoices in MUNIS and approve expenditures/project completion for vendor services.
Additionally, DCSD should increase the use of blanket purchase orders for E-SPLOST and
capital improvement projects to expedite vendor payments.
3. The District should strive to complete its audit by December 31st, in accordance with
Georgia Code GA 36-81-7 and the DCSD MIRACLE Tenet Sound Fiscal Stewardship.
Completing the audit by the State Statute deadline would provide staff and the community
with more timely historical information and allow the District to respond to any necessary
corrections more quickly.
Do Soon
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1. The Finance team should have some oversight/involvement with individual site-based
Finance bookkeepers.
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2. E-SPLOST funding, which is subject to voter approval every five years, is used to partially
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fund some departments, including Technology. Long-term financial planning should be
considered to ensure consistent service, as shifts in voter priorities could impact program
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continuity.
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Do Later
1. Develop a multi-year financial plan that can forecast and accommodate changes in
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enrollment, State funding, employee contracts, and other costs by tracking all funds
revenue and expenditures.
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2. Review existing committees to identify any overlaps. Consider phasing out the E-SPLOST
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Advisory Committee and integrating its responsibilities into the District Steering
Committee.
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Department of Facilities
Introduction & Background
As part of its comprehensive Operations Division Assessment, CESO engaged with a group of
nine Facilities Department staff members through a combination of virtual and in-person
meetings. See Exhibit D in the Appendix for a list of staff who participated in interviews. In addition,
CESO conducted site visits to the DCSD warehouse, Dunwoody Elementary, Dunwoody High
School, and the District's Operations Building to gain a comprehensive understanding of the
25
Facilities Department’s daily functions. This assessment was focused specifically on operational
practices and processes, and did not include an evaluation of the physical facilities themselves.
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Approach to Work
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During the initial phase of assessment, CESO collected and reviewed various documents and data
t6
pertaining to the Facilities Department. These included policies, regulations, procedures,
organizational and reporting structures, contracts, budgets, strategic and operational plans,
financial documentation, training materials, and decision-making processes. This data, which was
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received before individual meetings and on-site tours, gave the review team valuable baseline
knowledge of DCSD operations.
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To gain a complete, accurate, and thorough understanding of the Facilities Department, CESO
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conducted onsite observations and interviews with DCSD Team Members and staff. The results
and supporting documentation from this comprehensive review process will provide valuable
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insights into the successes and challenges of the Facilities Department.
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Key Findings
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Areas of Excellence
● The partnership with DCSD’s custodial supply company, Grainger, has proven valuable,
efficiently leveraging the State contract and Grainger's extensive parts inventory. The
ability to directly access Grainger’s vast inventory at the DCSD facility has created a very
effective and efficient model.
● The vendor payment process has shown significant improvement over the past two years
and is on track to pay all invoices within 30 days. The Director of Business Services
reported that the percentage of invoices paid within the net 30 policy increased from 13%
in February 2023 to 80% in January 2025.
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● The positive direction of the Department is reflected in the upbeat attitude of the staff.
This is likely due to the recent teambuilding efforts and newly hired staff within the
Department, which have been viewed favorably.
● The process for recurring purchases has been simplified with the expanded use of blanket
purchase orders.
● The District has been proactive in its response to the E-SPLOST Audit findings and sees
this as an opportunity to improve.
● Construction program management services were recently awarded to HPM Construction
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Management through an RFP process. HPM will bring a single point of accountability for
E-SPLOST and other funded projects. This is a positive step forward and will result in more
8/
consistent reporting and project management.
● Previously, school principals managed individual building custodians. Now, as part of the
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District's Operations Division, the Custodial Department benefits from standardized
training and district-wide, consistent cleaning protocols. Building-use schedules can now
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be synchronized with custodial staffing to guarantee proper facility upkeep.
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● Presenting an annual Capital Improvement Plan (CIP) project list for Board approval,
instead of a five-year bundle, enables staff to be more agile in planning and addressing the
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needs of DCSD's aging buildings.
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Areas for Improvement
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● The current DCSD policy mandates that two written quotes be obtained for projects
costing between $5,000 and $99,999.99. Additionally, projects exceeding $100,000 require
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Board approval, regardless of whether they are capital or non-capital projects. These
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current low levels of spending authority for DCSD leaders and the Superintendent slows
down payments for small invoices and creates tension with vendors who often charge
more due to delayed payment.
● The E-SPLOST Advisory Committee no longer serves a productive role, has become
redundant, and it was stated this committee does not follow its own bylaws. The
committee also lacks enough members at their meetings to establish a quorum.
● At the time of this assessment, the District reported 129 vacant positions within its
Operations Department out of their allotted 340 positions. The high number of open
positions makes it challenging to achieve goals due to a lack of staff to handle even basic
tasks. The current hiring process has been described by staff as "painful" and needs to be
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addressed to fill these critical vacancies as quickly as possible. A list of vacant Facilities
Department positions (dated 11.19.2024) can be found on Exhibit I.
● The District is missing an independent review of all construction projects which would
help ensure that the District is receiving a quality and easy to maintain product.
● The Program Procedures Manual (PPM), which contains the internal standards for the
Project Management Team and establishes the processes and procedures for project
execution, needs to be updated. The new construction program management firm will
revise and update the E-SPLOST PPM which should be carefully reviewed to ensure that
all changes to the PPM are communicated clearly to both construction and District staff.
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● The current warehouse facility is outdated and inadequate for the needs and size of the
District.
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● Efficiency can be improved and staff will feel more comfortable working in different
locations if products and processes are standardized as much as possible.
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Standardization also facilitates construction and remodeling projects in areas such as
paint colors, lighting, furniture, signage, door hardware, vehicles and building key systems.
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● The District's support vehicle fleet has an average age of 10 years, and 64 vehicles are
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over 20 years old. The Facilities Department uses most of these older vehicles daily.
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● The current Standard Operating Procedure (SOP) used in onboarding new employees is
outdated and should be updated.
d
● The Department currently receives low response rates on employee surveys. Additionally,
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at least one employee expressed concerns about retaliation for providing honest
feedback.
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● The lack of necessary tools has been cited as a barrier to job performance, and current
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budget restrictions have necessitated assembling equipment from various sources.
● The current resistance to change within the Department hinders progress and impedes
the implementation of new initiatives. This resistance is amplified by the vocal opposition
of those who prefer to maintain the status quo, thereby drowning out the voices of those
who are open to change and evolution. To facilitate progress, it is imperative to foster
improved communication and collaboration surrounding upcoming changes.
● The current Warehouse Management System (WMS) is not user-friendly and requires
excessive software developer support, resulting in slow and expensive processes.
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● The current purchase order system's multiple approval levels, even for small purchases,
results in unnecessary delays and inefficient use of the Superintendent's time.
● Goals created at various levels within the Facilities Department are not aligned with the
MIRACLE goals. District office direction and alignment on how to set goals that align to
the main MIRACLE goals are needed, as is an overall review of goals and how they are
used.
● The contract approval process is currently lengthy and cumbersome, taking up to three
months from the initial RFP to project commencement. This is attributed to the large
amount of time it takes between Board approvals, contract negotiations, and contract
signing, causing unnecessary project delays.
25
Plan for Action
8/
Do Now
/1
1. The current procurement approval levels should be changed as follows: DCSD Chiefs can
approve up to $50,000, the Superintendent can approve up to $250,000, and anything
t6
exceeding $250,000 will require Board approval.
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2. The E-SPLOST Advisory Committee should be eliminated. It no longer serves a productive
role, has become redundant, and lacks enough members at their meetings to establish a
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quorum.
3. The Department is having difficulty meeting its objectives due to a high number of unfilled
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positions, especially for Custodians. The Recruitment & Retention Strategies section of this
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report includes a list of recommended steps that the District should take to address the
issues of staffing shortages and challenges in hiring, retention, and recruitment within the
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Custodial Department.
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4. DCSD should hire an independent third-party commissioning firm to oversee the
installation of all energy management equipment and test all energy management points.
This firm would report to the construction team and ensure accountability from the
installers.
5. The current warehouse management system should be replaced. It is not user-friendly
and requires excessive developer support, resulting in slow and costly processes.
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Do Soon
1. Review and streamline the current purchase order system.
2. The contract approval process should be reviewed. Currently, it takes up to three months
to move a project from the initial RFP to the start date, causing inefficiencies and delays in
the project’s timeline.
Do Later
1. The PPM needs to be updated to ensure that future projects run by the District follow
industry standards and align with the expectations of the newly hired construction
program management firm. The new PPM should be carefully reviewed to ensure that all
25
changes to the PPM are communicated clearly to both construction and District staff.
2. It is recommended that the District explore establishing multiple warehouse locations
8/
connected by a shared inventory system. The current warehouse facility is old and
inadequate for the needs of a large school district.
/1
3. A comprehensive assessment of the current fleet of department vehicles is
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recommended to determine their age, mileage, condition, maintenance history, and
suitability for their assigned tasks. Based on this assessment, a detailed vehicle
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replacement plan should be developed.
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4. Creating an updated SOP manual will improve onboarding of new employees, clarify role
expectations, and ensure consistency and efficiency across the district.
d
5. Employee feedback and data collection methods should be reevaluated due to low
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response rates on employee surveys.
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6. Given budget constraints, it may be beneficial to assess the equipment and resources
required to effectively perform job duties. The lack of necessary tools has been cited as a
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barrier to job performance.
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Department of School Nutrition Services
Introduction
To gain a comprehensive understanding of the challenges faced by the School Nutrition Services
Department (School Nutrition), CESO employed a multi-faceted approach to gather information.
This included interviews with a wide range of staff, from leadership and central office teams to
regional supervisors, kitchen staff, and building administrators. A list of interview participants can
be found in Exhibit E of the Appendix.
Additionally, CESO observed meal services at multiple school buildings, engaging in informal
25
conversations with students and gathering data through internal requests and public platforms.
Key areas of focus included equipment and facilities, staffing, revenue opportunities, efficiency
8/
improvements, and the overall student experience, encompassing customer service and food and
beverage quality.
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Current Reality •
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Organization and Staffing
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The Department is led by the Executive Director of School Nutrition Services. An Assistant
Director supports this work, along with a team of Regional Compliance Supervisors.
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● At the time of the assessment, several critical vacancies were identified within the
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Department. A list of vacant School Nutrition Services Department positions (dated
11.19.2024) can be found on Exhibit I.
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○ DCSD is divided into seven regions and the Department has a Regional Supervisor
assigned to each region. One of the seven Regional Supervisor positions is
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currently vacant, but the Training Supervisor is stepping in to assist in the region.
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○ The School Nutrition Finance Team has four members, but is currently missing
their payroll clerk.
○ The Free & Reduced Administrative and Product Purchasing Teams have two
vacancies each, leaving them with two and six members, respectively.
○ The Technology Team, which is vital for operational efficiency, has only two of its
four positions filled.
○ Supervisors from the School Nutrition district office reported spending significant
time completing the duties of vacant positions.
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● Previously overseen by the Finance department, School Nutrition now falls under the
Operations Division. School Nutrition leadership believes that the support they received
from the Finance department was more relevant to their needs than the support they
currently receive from the Operations Division.
● The District does not have satellite kitchen sites or any central kitchens. A central
warehouse, secured through a bidding process, stores commodity items to support
kitchen operations. School Nutrition operates 125 school kitchens, each preparing meals
and competitive foods on-site.
● Principals at each school are responsible for the hiring, performance evaluation, and
discipline of School Nutrition Managers and Food Service Assistants. While the
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Department conducts training and follow-up for these employees, it has no role in hiring or
evaluating staff performance and must work through the building principal to administer
8/
any disciplinary action.
Policies & Practice
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● The Department is monitored by several governing bodies. The State and Federal
agencies oversee policies and procedures, which are managed by the Department’s
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central office staff. Additionally, the local health department is responsible for monitoring
sanitation and safety compliance.
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At the time of the assessment, the District’s School Nutrition leadership was preparing for
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an administrative review by the State of Georgia to be completed in Spring of 2025. During
the review, officials examine areas such as menu and nutritional compliance,
procurement, meal counting and claiming, issuance of educational benefits, and allowable
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expenditures. The findings from the review will provide leadership with guidance for future
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improvements.
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● District Standard Operating Procedures (SOPs) regarding safety and sanitation are
routinely referred to and followed by School Nutrition site level staff. Site managers are
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diligent at record keeping and logging while receiving, storing, and during meal production,
and their collective health department scores are reflective of this.
● SOPs for menus, recipes, production, and presentation are inconsistently followed due to
several factors. These factors include limited product availability and individual site
manager decisions, leading to a lack of adherence to published menus. Additionally, there
is inconsistency in product preparation and presentation across different school sites. For
instance, the method of serving fruit varies, with some sites using disposable cups or
bags and others using bulk containers with communal serving utensils.
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Furthermore, the process for providing alternative menu options differs, with some sites
allowing students to self-select and others requiring verbal requests from staff. These
discrepancies are attributed to differences in serving area design and equipment, as well
as varying building-level norms that have developed due to a lack of strongly emphasized
standard operating procedures.
● Communication barriers exist within, and outside of, the School Nutrition Department.
Specifically:
○ All communication must be directed through the Executive Director.
○ The Department's webpage lacks direct email links for staff.
○ CESO experienced difficulties arranging data collection and site visits.
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Finances
● The School Nutrition Department has a year-end balance that meets the three-month
8/
operating budget requirement. However, the current budget lacks sufficient allocation for
new equipment or upgrades to serving areas.
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○ Of the 124 schools under the Department’s purview, 104 operate under the
Community Eligibility Provision (CEP), allowing all students to receive meals at no
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charge.
○ To maximize federal reimbursement under CEP, schools must maintain an
Identified Student Percentage (ISP) of 62.5% or higher. Currently, some DCSD
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schools operate CEP below this threshold. The Department leader did not provide
a clear method for determining which schools should operate under CEP.
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○ Additionally, potential revenue is lost due to the absence of a la carte options in
many schools and low breakfast and lunch participation in some, particularly in
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northern regions of the District.
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Operational Performance
● The Department successfully provides nutritious meals to students, aligning with federal
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guidelines and promoting academic achievement. However, when compared to other
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high-performing School Nutrition programs, DCSD's program shows varying degrees of
success depending on the specific key area assessed such as: food quality, menu
innovation and relevance, student participation and Department financial outcomes.
● There is significant potential for growth within the School Nutrition Department.
Enhancing menu options and quality will increase participation, thereby improving the
School Nutrition Fund. Expanding non-program sales opportunities will also have a
positive effect on the Fund. This improved financial stability would allow for self-funded
upgrades to kitchen equipment, functional meal spaces, and the program's overall brand.
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Use of Technology
● PrimeroEdge, a comprehensive school nutrition software program developed by Cybersoft
Technologies, is utilized by the School Nutrition Department to streamline its operations.
PrimeroEdge is used for various functions, including point of sale, menu planning, nutrient
analysis, production records, online menus, site food and paper orders, inventory, and
Application for Educational Benefits processing. The District’s student information system,
Infinite Campus, has established imports and exports with PrimeroEdge to exchange
necessary student information and Application for Educational Benefits status.
● The Department utilizes the District’s finance system, MUNIS, to enter information for
accounts payable.
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● Families receive nutritional information and school menus via e-newsletters and website
content. Social media is currently not being used to disseminate school nutrition
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information or to engage stakeholders.
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Key Findings t6
Areas of Excellence
● Customer service is a key component of successful school nutrition programs. DCSD
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staff excel in this area. Site level observations revealed staff's genuine care and concern
for students and their meal experience. Positive and caring interactions with students
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illustrated staff's commitment to building meaningful relationships. For instance, an
elementary student eagerly shared his math test success with the cashier, whose
enthusiastic response filled the student with pride. Addressing many students by name,
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staff exchanged pleasantries, creating a positive and welcoming meal environment.
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● School Nutrition staff have built positive relationships with students. Staff has also
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effectively collaborated with building level staff and administrators. There was evidence of
strong communication and support among the various student support stakeholder
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groups.
● Department leadership and staff prioritize food safety and sanitation, evident in their pride
in high health inspection scores. This emphasis was observed during a districtwide
manager meeting, where School Nutrition leadership acknowledged and commended
schools with exceptionally high scores.
● The Department’s Kitchen Managers and staff prioritize student satisfaction; their
success is measured by student excitement about meals and time spent in cafeterias.
Leaders share a goal to create an innovative food program that is essential to every
student's day.
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Areas for Improvement
● Equipment inventory and replacement plan:
○ The School Nutrition program needs to develop a comprehensive inventory and
replacement plan for all equipment. This will allow for proactive planning and
budgeting for equipment repairs and replacements by systematically tracking the
condition and lifespan of the equipment and outlining a funding source for
outdated or non-functional equipment.
○ To avoid disruptions and delays, the School Nutrition and Facilities Departments
must work together to establish protocols for prioritizing equipment replacement
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and maintenance based on both operational needs and equipment condition. This
collaboration will ensure timely repairs and replacements and improve
interdepartmental communication.
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○ The three-year plan presents an opportunity to evaluate dishroom and dish
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machine use and implement more sustainable practices, including the use of
energy-efficient dish machines, thereby aligning the nutrition program with the
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District's long-term environmental goals. Optimization of dishwashing processes
could also reduce water and energy consumption.
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○ The sites visited by CESO were using dishrooms for storage and/or prep space,
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and staff indicated a lack of personnel to operate the dishrooms. Consequently, all
dishes were being washed in three-compartment sinks. Additional training is
needed to illustrate how dish machines would improve overall efficiency.
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○ To further enhance food safety and prevent costly waste due to spoilage, we
recommend evaluating and implementing alarm systems for walk-in coolers and
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freezers. These systems provide real-time alerts if temperatures deviate from safe
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ranges, allowing for immediate action to be taken. Integrating these alarm
systems into existing equipment management protocols would strengthen
adherence to health and safety standards.
○ Improvements in equipment inventory management, funding allocation,
interdepartmental collaboration, sustainability efforts, and the addition of
monitoring systems for refrigeration would greatly enhance the efficiency, safety,
and sustainability of the School Nutrition program.
● Human Resources: The current organizational leadership structure for the School
Nutrition Department does not allow for adequate support for the number of school sites,
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staff, programs, and school communities.
○ The Executive Director of School Nutrition is inundated with site-level employee
issues, leaving little time for program growth initiatives, planning, and strategizing.
The Assistant Director of School Nutrition is covering for currently vacant central
office roles. With 8 of 30 central office positions vacant, the remaining staff and
Department leadership are overburdened.
○ We propose restructuring the top-level leadership to include more
Director/Assistant Director positions. This would allow for strategic change,
growth, and innovation. Additionally, we recommend developing a plan to provide
enhanced training for central office staff.
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○ Low staff morale, likely caused by feeling undervalued, contributes to turnover and
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hiring challenges. This is reinforced by a lack of public recognition for their work,
unlike other departments. Public recognition is crucial for job satisfaction, and
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District leadership should acknowledge staff contributions.
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● Financial Growth: School nutrition programs have the potential to be fully self-sufficient,
covering all expenses including kitchen equipment repair and replacement. To achieve
this, The District’s School Nutrition Services Department needs to prioritize initiatives that
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will enhance its financial situation.
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○ Staffing Models at Building Site: The industry standard Meals Per Labor Hour
(MPLH) calculation, which shows kitchen operation efficiency, can be used to
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assess nutrition program staffing models. In 2021, a comparison study of
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similar-sized districts showed the DCSD School Nutrition program with the lowest
calculation of 16.1. The study included a plan to increase this MPLH by
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"right-sizing" the Department. A recent analysis by CESO Nutrition Consultants
found the MPLH had increased to 16.3. Considering production and enrollment,
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the Department’s average MPLH should be between 19 and 20, which aligns with
recommendations from the Institute of Child Nutrition.
○ Increase Revenues: The District should prioritize revenue generation by increasing
meal participation and a la carte sales. Additionally, the District must support
School Nutrition by eliminating competitive food sales within the District.
Department leadership has indicated that a 10% increase in meal participation
over three years is a top priority. An assessment of labor costs, kitchen
efficiencies, and the development and adherence to standard operating
procedures will help meet this goal.
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○ Student Participation: Participation in the meal program varies widely across the
District. The average districtwide participation rate for breakfast was 30.6% and
57% for lunch (August 2024 - January 2025). Because the vast majority of
students have access to both meal offerings at no charge through the community
eligibility provision, there is a significant opportunity for an increase in participation
which will greatly increase MPLH and revenue.
A targeted approach to increasing student participation in Regions 1 and 2 of the
District should be taken to reveal the core reasons why students are not choosing
to eat school meals. At Dunwoody High School, breakfast participation is 7% and
lunch participation is 18%. At Lakeside High School, breakfast participation is 6%
and lunch participation is 28%. Regardless of the relatively low percentage of
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students who qualify for educational benefits at these schools, only half of the
students who qualify are choosing to eat school lunch.
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The School Nutrition Department can increase student participation and surpass
the three-year goal of 10% through strategies including: revamping menus with
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more current and trendy menu offerings, applying more modern servery layout
styles in the secondary schools, and initiating re-branding and marketing
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techniques.
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○ A la Carte Items: Currently, the variety of choices and availability of a la carte items
vary based on input from site kitchen managers and building principals. This
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should be standardized by expanding availability through age-appropriate product
selection, systems, and communication with families.
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○ Vending Machines & Other Meal Offerings: The vending machines located in
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secondary school common areas contain items that violate USDA smart snack
regulations. These vending machines should be removed. Students should not
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have access to meal delivery services and food trucks during the school day.
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● Branding & Innovation: School nutrition services can generate revenue and should, at a
minimum, operate without needing general fund support. The Department’s success relies
on active participation from students and families, making a business-oriented approach
crucial. Currently, DCSD’s School Nutrition Department lacks a strong brand identity which
is a key element of any business. Apart from staff uniforms, there are no distinguishing
elements in cafeteria spaces to establish the Department's identity within the school
community.
○ Enhance the visual appeal and student experience in cafeterias by adding signage
or graphics to highlight offerings. Secondary school serving lines could benefit
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from a modernized food court or retail-style approach, offering diverse menus at
each station to promote choice and appeal to older students.
○ Parents who are unable to be at school every day to see meal offerings rely on
virtual methods to stay informed about what their children are eating. Currently,
DCSD School Nutrition lacks social media accounts to share information or
images of meals. This creates a disconnect between parents and the school's
food offerings, causing parents to rely on potentially outdated information from
their children or their own school experiences.
○ Continue to develop the Department’s emerging “culinary culture” characterized by
expanded menus catering to the District’s diverse community.
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Plan for Action
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Do Now
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1. Urban School Food Alliance membership - DCSD was previously a member of The Urban
School Food Alliance, a group providing expertise, knowledge, and resources to school
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nutrition departments. The membership, costing roughly $20,000 annually, was not
renewed due to budget cuts in the School Nutrition Department. As an Urban School Food
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Alliance member, DCSD could gain valuable insights into regulations, revenue generation
strategies, efficiency improvements, and collaborative projects with similar districts
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nationwide. It is recommended that DCSD rejoin the alliance due to the value it provides.
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2. Nutrition Services Strategic Identity and Brand Planning - To enhance alignment with the
District's Strategic Plan, the District Communications Department or a third-party vendor
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should be engaged to update the mission, vision, and Department strategic plan. This
comprehensive plan should encompass School Nutrition's logo and branding, core food
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philosophy, and community engagement and social media strategy. Implementing the
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plan will significantly impact the image and offerings of the District’s School Nutrition
Services and will guide their program moving forward. This is a substantial task and will
require considerable time; therefore, it is recommended to initiate the process now, while
acknowledging that the full impact will not be immediate.
3. Human Resources - CESO’s indepth review of the District’s School Nutrition Services
Department revealed several themes related to staffing shortages and challenges in hiring,
retention and recruitment. The following items are considered actions that DCSD can
implement now to address these challenges. For further information, please refer to the
Recruitment & Retention Strategies section of this report.
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a. Leadership Structure - Current leadership structure lacks the capacity for program
growth. Restructuring to include a Director and two additional Assistant Director
positions will provide the time and resources needed to support these efforts.
b. Staff pay schedules - Collaborate with the Finance Department to provide
school-year staff the option of a 10-month pay schedule in addition to the current
12-month schedule. For part-time staff, an annualized salary schedule can reduce
the perceived value of their paychecks. Staff may need immediate access to their
earnings and may seek other employment if annualization is mandatory.
c. Frontline Aesop - The Department should leverage Aesop to manage substitutes
and daily vacancies. Aesop would streamline the process of finding replacements
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for absent staff, which is currently done manually by site managers and regional
supervisors calling substitutes from a phone list. Using Aesop would save time
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and more efficiently notify substitutes of open positions.
d. Culture - To foster a positive and productive environment, the Department should
/1
establish clear cultural norms, processes, and expectations that ensure staff
members feel seen, heard, and valued. This includes recognizing their work,
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contributions to the district, and the skills, talents, and ideas they offer. District
leadership should regularly and publicly acknowledge the significant contributions
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that School Nutrition staff make to students' lives at all levels of the school district.
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e. Candidate Pool Refresh: Launch recruitment campaigns specifically tailored to the
food services sector, with targeted messaging and community outreach to build a
sustainable pipeline of interested candidates.
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f. Retention Strategy Development: The Department should implement a long-term
retention plan that includes professional development, recognition efforts, and
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career growth pathways for employees.
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Do Soon
1. Building staff hiring and supervision - To create a smoother and more consistent
experience for candidates, the hiring of building managers and staff should be
transitioned from building administration to Regional Supervisors. This will ensure that the
same department and leadership team are responsible for selecting, training, evaluating,
and coaching all candidates.
2. Right-sizing building staff - Develop a collaborative plan with human resources to
reallocate labor and increase meals per labor hour from 16.3 to 18.0. This plan should
include a process for eliminating positions through attrition and reassigning staff to
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alternative buildings. Implement the MPLH tracking system through PrimeroEdge, the
School Nutritions operations software, to monitor progress.
3. Equipment Replacement Plan - Conduct a comprehensive inventory of all District
equipment. Establish a replacement cycle and estimated replacement date for each type
of production equipment, based on the manufacturer's suggested life cycle. At the same
time, standardize replacement models for each building level to improve efficiency in
training, production, and menu execution.
Do Later
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1. Standard Operating Procedures - The School Nutrition Department needs to develop
updated and comprehensive SOPs to align with its new strategic identity, brand, vision,
and direction. These SOPs should encompass all aspects of operations, including food
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safety, sanitation, production, and presentation. Once finalized, the SOPs should be
implemented and all School Nutrition staff should undergo training to ensure
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understanding and adherence to the new procedures.
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2. Catering Programs - Develop an internal catering program within the School Nutrition
Department that District departments can utilize, fostering collaboration and positive
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image for School Nutrition services across the district. This initiative will also create an
alternative revenue stream, although profitability is secondary to the primary goal of
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promoting goodwill and internal marketing.
3. Supper Programs - Administer surveys and conduct participation studies of parents to
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determine which schools should implement the supper program. Secondary schools with
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established after-school programs will likely have higher supper participation rates.
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Department of Transportation & Fleet Services
Introduction
The CESO Transportation team met with several key members of the DCSD Transportation &
Fleet Services Department. The purpose of these meetings was to collect data, to ask clarifying
questions related to the data, and to allow for the stakeholders to provide a summary of their day
to day job functions, their observations on operational challenges, and ability to share their
perspectives. These meetings included all leadership (Executive Director and Director level),
several Lead Mechanics, Mechanic Supervisors, Financial personnel responsible for
transportation finances, Transportation Safety Supervisors, and Transportation Routers and
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Schedulers. The meetings were conducted both remotely as well as onsite. A list of interview
participants can be found in Exhibit F in the Appendix.
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The DCSD transportation program provides a vital service to families, safely transporting nearly
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62,000 students daily. This substantial operation covers tens of thousands of miles and bus stops
each day, spanning the entire county and ensuring students have access to education. The
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District's fleet consists of 1,467 vehicles. A significant portion, 983 vehicles, is dedicated to
student transportation, while the remaining 484 vehicles support other District operations, such
as facility maintenance.
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Current Reality
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The Department of Transportation & Fleet Services is part of the DCSD Operations Division and
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consists of two departments. Fleet Services maintains all DCS fleet vehicles, including school
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buses and support vehicles ranging from personal sedans to pickup trucks and heavy equipment.
Transportation Services is responsible for hiring, training, managing, and administering all bus
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routes and daily pupil transportation operations.
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Three key factors have brought the two departments to a critical juncture:
● First, there has been insufficient strategic investment in vehicle replacement based on
metrics such as age, mileage, or usage duration.
● Second, maintaining adequate staffing levels has been an ongoing challenge.
● Finally, recent turnover in key leadership positions has created an opportunity for a new
direction.
Current leadership is motivated to implement improvements and to ensure a sustainable future
for all transportation services throughout the District. The analysis and recommendations in this
Transportation & Fleet Services Department assessment aim to support these endeavors.
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Organization & Staffing
The Transportation and Fleet Services Departments are each overseen by a separate Director.
The two Directors report to the Executive Director of Transportation & Fleet Services who reports
to the Deputy Chief of Operations. The administrative and office functions for these departments
are carried out by staff situated at different locations.
Both the Transportation and Fleet Services Departments are severely understaffed, currently
operating at roughly 60% of their necessary personnel levels. This includes a deficit of
approximately 100 bus drivers, and over 20 mechanics. A list of vacant Transportation & Fleet
Department positions (dated 11.19.2024) can be found on Exhibit I.
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CESO's discussions with staff consistently revealed that the significant staffing shortage within
these Departments has a substantial impact on the overall work environment. This issue was a
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frequent point of discussion during interviews and meetings. The Recruitment & Retention
Strategies section of this report includes a list of recommended steps that the District should take
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to address the issues of staffing shortages and challenges in hiring, retention, and recruitment
within the Transportation & Fleet Services Department.
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Policies & Practices
School Board policies and standard operating procedures guide the work of the two departments.
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Continuous review and updates to the Standard Operating Manuals are essential to align with
changes in policy and procedures.
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● Transportation Eligibility: Georgia mandates that its public school districts provide
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transportation for regular education students residing beyond 1.5 miles from their
assigned schools. However, school boards have the discretion to offer transportation to
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students living within the 1.5 mile radius with any associated costs borne by the district.
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School Board Policy requires that DCSD provides transportation for the following students:
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○ Elementary school students who live at least 1 mile from their assigned school and
within the school's attendance zone.
○ Students who live at least 1.5 miles from their assigned middle or high school and
within the school's attendance zone.
○ Students mandated by federal or state law to receive transportation; or
○ Students who are enrolled in a school choice program (per the eligibility standards set
forth in the “Transportation Requirements” section of the latest “School Choice
Programs Catalog.”)
● Bus Stop Locations: The DCSD School Board has the authority to regulate bus stop
locations within the District, per GaDOE (Georgia Department of Education) requirements.
Bus stop locations for student transportation are determined using the following criteria:
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○ Stops are placed on or outside of the walk path: 1.5 mile walk path for middle and high
school, 1 mile walk path for elementary schools.
○ Bus Stops are located at intersections.
○ Bus stops are not located in areas where students would be required to cross a road
that has a posted speed limit of 45 mph or higher.
○ Stops should not be placed closer than one-tenth of a mile from another stop.
○ Bus stops are placed in an area that does not require a student to cross a multi-lane
road.
○ Maximum walk-to-stop distance is a quarter-mile for elementary students and
four-tenths of a mile for middle and high school students.
○ Bus stops should not be located in areas that would require students to cross railroad
tracks.
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● Routing practices: The Transportation Department covers 257 square miles using 581
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route buses to transport around 61,721 students each day. The buses complete 2,979
individual route segments daily to achieve this.
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To manage such a large and complex geographic area, the DCSD transportation system is
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divided into seven geographic regions. Currently, each of the seven regions contains one
high school, one middle school, and several elementary schools. However, the existing
seven-region model is based on a seven-region map created for the 2021-2022 school
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year and does not yet align with the updated 2024-25 Areas and Clusters configuration.
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View the current 7-Region Map in Exhibit J of the Appendix.
Each of the current seven regions create and maintain routes independently for their own
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region. To accomplish this work, each individual region has a routing supervisor, an
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assistant supervisor, and routing technicians. The Department’s Routing Supervisor
oversees routing operations for the entire District and assists in the McKinney-Vento staff
driver program.
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While the regional routing system allows routers to specialize and gain expertise in their
assigned areas, it is crucial to ensure that routing teams do not become isolated working
within their individual regions. Routing teams must remain adaptable and capable of
supporting other regions when workloads exceed capacity. To monitor and identify when
staff and resources need to be adjusted between regions, CESO recommends developing
key performance indicators.
Staff attrition among District routing operations has made it necessary to consolidate the
two special education routing teams into the seven region teams, eliminating the special
ed only teams. This consolidation has negatively impacted employee morale and the
Department's ability to implement timely changes or additions to programs.
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The routing team has been facing challenges meeting transportation deadlines. When the
Students of Advance Research program (S.O.A.R.) began offering DCSD transportation
services in January 2025. Routers had been required to work over the holidays and during
the winter break to help meet scheduling and routing deadlines.
● Route Characteristics: The District's bus route data was analyzed by CESO to determine
route characteristics and key performance indicators. This information was used to
assess the efficiency and effectiveness of the DCSD transportation system. The average
route duration is 29.4 minutes in length, and the average route had 40 students assigned
to ride. These characteristics suggest that there is additional time available to create
longer routes as the time in between Tiers is 45 or 55 minutes depending on the Tier.
Additionally, as bus capacities for students seated two-per-bench are approximately 50
25
students per bus (slight variation across the fleet), an average of 34 students per bus
suggests that more students could be assigned to bus routes to better utilize available
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seating.
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● Three-Tier System Structure: The District organizes student busing schedules using a
3-Tier system. See Figure A below. The success of a 3-Tiered system depends on the time
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separation between the tiers and efficient route design. To optimize both capacity and
time, each run should be allocated enough time to accommodate the maximum number
of students and to complete the run.
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The length of the school day and where the schools are placed on the tiers also affect the
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ability to utilize bus routes fully.
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○ Schools with the shortest days (6 hours 30 minutes) are on Tier 1.
○ Schools with a 7-hour day are on Tier 2.
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○ This allows an extra 30 minutes between Tiers 1 and 2 and another 5 minutes in
Tier 3.
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○ The additional time built into the 3-tier system allows extra time between tiers for
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the afternoon runs.
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The constraint between Tiers 1 and 2 is most critical in the morning, when there are only
25 minutes of pickup time. To overcome this constraint and to maximize efficiency, buses
need to drop off at the Tier 1 schools up to 30 minutes before the morning bell time. The
critical constraint can be illustrated in Figure B and Figure C below.
Figure B - Morning Fleet Deployment - 2024-25 school year
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Figure C - Afternoon Fleet Deployment - 2024-25 school year
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A 3-Tier transportation system has a theoretical maximum of six daily routes (three in the
morning and three in the afternoon) for home-to-school service. To maximize bus
efficiency, each bus should be used for as many unique routes as possible, thereby
increasing the number of students transported per bus.
DCSD has an average daily run per bus of 5.12 and an average planned number of
students per run of 39.95, as seen in Figure D below. These numbers indicate an efficient
use of bell times in the routing, especially since the data includes all routes and programs.
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Finances
Bus driver salaries and benefits consume almost the entire Transportation budget, highlighting
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their essential contribution to student transportation.
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● Transportation Budget
○ Total: $39,420,355
○ Bus Drivers' Payroll & Benefits: $39,249,355 (99.5%)
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○ Supplies & Technology Subscriptions: $171,000 (0.5%)
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Fleet Services spending focuses primarily on maintaining operational readiness and fuel for the
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district's vehicles, while also investing in fleet renewal and non-maintenance needs.
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● Fleet Services Budget
○ Total: $35,517,495
○ Fleet Maintenance (Labor, Parts, Supplies): $17,859,419 (50.2%)
○ Fuel Costs: $10,000,000 (28.2%)
○ Other Expenses: $7,658,076 (21.6%)
○ Includes $4,500,000 for non-operational costs such as replacing non-school bus
vehicles
The Transportation and Fleet Services Department’s current budgeting methods do not allow for
standard financial analyses that are commonly used in K-12 transportation. Integrating
accounting functions for specific school transportation operations would enable improved cost
assessment and better-informed decisions for operational improvements.
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For example, transportation accounting functions could be divided into the following areas:
● To and from school
● Athletics
● Field trips
● Summer school
Additionally, separate accounting functions could be established within the support fleet by
department, by location, or by vehicle application (e.g. facilities maintenance, delivery services,
and personal use vehicles).
The Fleet Services budget currently encompasses expenses for both the school bus fleet and the
support vehicle fleet. Industry best practices recommend that these budgets be distinct.
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Operational Performance
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The District's fleet consists of 1,467 vehicles. A significant portion, 983 vehicles, is dedicated to
student transportation, while the remaining 484 vehicles support other District operations, such
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as facility maintenance. t6
● VEU Measurement Values: Based on standard Vehicle Equivalent Unit (VEU) measurement
values, the estimated total VEU for the DCSD fleet is a value of 4,409, with 3,441 VEU for
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the District’s school bus fleet and 968 VEU for the District’s support vehicle fleet.
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Industry benchmarks for VEU ratios include the following:
-130 VEUs / Technician: DCSD requires 34 Technicians to support its current fleet
- National Average Cost/VEU = $1,900: DCSD cost per VEU = $4,050
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● Fleet Maintenance Costs: The District is spending almost twice the national average on
fleet maintenance. These metrics are cause for concern. The age of the fleet, lack of
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internal controls for parts and supplies, and the absence of technician performance
measurement may be contributing factors. There may also be a need to re-bid or seek
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competitive pricing from vendors for staffing technicians and for supplying parts. The
parts contract alone is $6,500,000, which translates to $1,474 per VEU, leaving only $426
per VEU for labor and supplies. Parts are only one of the measured values to benchmark
fleet expenditures.
● Technician Staffing: The VEU analysis recommended a staffing level of 34 technicians,
however, the organizational chart shows 43 technicians. During interviews conducted by
CESO, supervisors and managers reported that only 60% of approved positions were filled.
They also stated that additional technicians were being provided by an outside agency as
temporary contract staff.
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Overview of Current Fleet
● Age of the Fleet: The age of the current fleet is 11 years on average, while the school bus
fleet averages 12 years. The national average age of school bus fleets is nine years old.
Warmer climates tend to have older vehicles, while colder climates, which are harsher on
vehicles, have newer ones. Figure E below shows the range of vehicle ages that are found
within the DCSD fleet.
Figure E - Quantity of Fleet at Age Value - DCSD 2024-25 school year
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● Odometer Readings/Mileage: The DCSD school bus fleet has an average odometer reading
of 139,872 miles, while the overall fleet average is slightly lower at 121,063 miles. A
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common industry practice is to retire school buses after they exceed 150,000 miles, and
almost certainly after 200,000 miles. Currently, approximately 20 percent of the school
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bus fleet, consisting of 202 buses, have odometer readings over 200,000 miles.
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Staffing Challenges
● The Transportation & Fleet Services Department is currently understaffed, operating with
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approximately 60% of their target staffing levels. This translates to roughly 18 vacant
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mechanic positions and over 200 open bus driver positions. To manage the shortage,
Fleet Services employs temporary contract staff to support fleet maintenance.
Transportation has consolidated and reduced routes, while supervisors and drivers cover
additional routes or split shifts daily to address the staffing gaps.
● The hiring process and communication with candidates were identified by Fleet Services
and Transportation employees as challenges in filling vacant positions. Additionally, the
duration of the hiring process was cited as a contributing factor. The Atlanta metropolitan
area is a transportation and logistics hub, and therefore CDL bus drivers and experienced
mechanics are in high demand. District staff reported that job applicants often accept
other positions before DCSD can extend an offer.
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Use of Technology
The RTA Fleet Management software program, used by the Fleet Services Division, has the
capacity to record a wide range of information. This includes data on fleet and asset
characteristics, parts and inventory, work orders, purchase orders, employee time and payroll.
Additionally, the software can perform analytical functions related to this data, such as measuring
average repair times, employee performance, and vehicle performance.
● CESO understands that the RTA Fleet Management software has not been fully
implemented or utilized. The software is primarily being used by NAPA Auto Parts
contractors to track parts purchasing and allocation. However, the system lacks internal
controls and processes.
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● The District currently uses Edulog N/T, an outdated routing program with a parent portal
app, to create and maintain bus routes. While the system generally meets most routing
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requirements, it needs constant map updates to accommodate the District's growth.
Additionally, it has limitations in editing incorrectly imported data and creating additional
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routing scenarios.
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● New GIS maps are updated in Edulog twice a year. The routing system needs to be
updated more frequently to accommodate the district's expanding growth areas. Bus
stops and driver directions cannot be established, and students in new areas cannot be
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fully routed without the roads being accurately reflected on the map.
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● The Edulog routing system's nightly import of student data from Infinite Campus is
efficient, eliminating manual entry and updates. However, mismatches between Infinite
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Campus and Edulog's GIS data prevent student location and proper routing. This
necessitates time-consuming collaboration with staff to rectify Infinite Campus data. This
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issue currently affects over 2,000 student records.
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● Routing technicians currently hand-enter student data from Infinite Campus Special
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Education documents into Edulog. CESO recommends investigating whether this data
could be included in the nightly import to eliminate this redundant step.
● The routing team would benefit greatly from the routing system's ability to create multiple
scenarios, allowing routers to route different configurations, including new and temporary
ones. CESO has identified this need within the District routing system.
● Routing staff require additional training. The current training for new routing staff, which is
conducted by existing routers, is effective for teaching software use. However, it can lead
to knowledge silos within the district and cause staff to miss software updates or new
features. These knowledge silos can create inefficiencies in routing and job performance.
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Key Findings
Areas of Excellence
● The DCSD Transportation program provides a vital service to families, safely transporting
61,721 students daily despite limited resources and a challenging labor market. This
substantial operation covers tens of thousands of miles and bus stops each day, spanning
the entire county and ensuring students have access to education.
● The transportation fleet is preparing to welcome 50 electric school buses, marking a
significant shift towards alternative fuel vehicles. However, this transition will present
various challenges. The initial year of operation can be considered a pilot program, as
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there will likely be a learning curve with aspects such as charging, route planning, and
maintenance. For instance, it will be important to understand what happens if a charge is
8/
incomplete, which routes are most suitable for electric vehicles, how repairs differ from
traditional engines, and how charging can be managed at external locations.
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Areas for Improvement
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● The existing fleet was not acquired as part of a fleet replacement plan, but rather through
a series of unplanned purchases. Implementing a five- and ten-year plan would increase
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efficiency.
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● The current staffing structure has two key areas for improvement:
○ Currently, there is no formal process for fleet replacement planning and the
required supporting analytics to implement and maintain such a plan. While the
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Transportation Services Director is responsible for purchases, the Fleet Services
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Director lacks the official authority to inform fleet purchasing decisions.
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○ In fleet management, and in other functions such as routing, the current staffing
structure and job descriptions lack a formal analyst role. As the transportation
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industry becomes increasingly data-driven, analytical skills are growing in
importance. It is recommended that the Fleet Services organization chart add one
analyst position, and the Transportation Services organization chart add two
positions: one for mapping and geographic information systems, and one for
routing and operational analysis.
● Staffing levels within the Transportation Departments can likely be improved by
collaborating with Human Resources to expedite the hiring process.
● The fleet management software, RTA, is not being fully utilized due to a lack of resources
and training. Although RTA has the capacity to manage various functions within the fleet
management organization, including work orders, purchase orders, technician
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performance, and parts inventory, these functions are not currently being formally
managed through other systems. To improve this, RTA software should be fully
implemented and integrated into all aspects of the fleet management organization.
● The District's current routing software presents three primary areas needing improvement:
○ The District is currently seeking proposals for an updated routing program, as the
Edulog routing software and its map, which is used to build bus routes, have not
been updated in over 15 years. The map must be updated manually because
current systems do not integrate with the District and County GIS files.
○ The current process of manual data entry by school staff, teachers, and
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educational aides into the transportation system is inefficient and prone to human
error. This creates a significant workload for transportation staff, especially before
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the school year begins. Automating data transfer between the student information
system and the routing software would streamline operations and reduce staff
workload.
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○ The existing seven-geographic region model currently used for routing is based on
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a map created for the 2021-2022 school year and does not yet align with the
updated 2024-25 Areas and Clusters configuration. Subsequently, routing team
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staffing levels should be adjusted to align with these revised geographic regions.
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● The current range of school bell times, from 6 hours and 30 minutes to 7 hours and 5
minutes, creates logistical issues for transportation, particularly when scheduling morning
and afternoon routes. The same time windows in the morning do not align with the
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afternoon, leading to inefficiencies. Additionally, the demand for busing is significantly
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higher for the first and second tier bell times compared to the third tier. By shifting more
schools to a later start and end time, and into the third tier, transportation resources can
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be reduced.
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Plan for Action
Do Now
1. Develop a strategy for all Fleet Services staff, including technicians and supervisors, to
begin utilizing the RTA software again.
2. Complete the RFP process, and select a routing software vendor that offers enhanced
integration with the GPS and mapping systems (universal GIS files) already in use by other
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District departments.
3. Develop a five- and 10-year fleet replacement plan considering the following factors:
vehicle age, mileage, hours of use, technician time spent on maintenance, total financial
input, desired make and model, desired fuel type, and desired quantity of each vehicle type
in the fleet.
4. The existing seven-geographic region model currently used for routing is based on a map
created for the 2021-2022 school year and does not yet align with the updated 2024-25
Areas and Clusters configuration. This should be updated on a regular basis (every year if
possible).
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Do Soon
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1. Implement a data transfer between the student information system and the routing
software to eliminate the paper "transportation change" paperwork.
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2. Create dedicated analyst positions in both Fleet Services and Transportation to establish
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a staffing structure that supports analytical functions.
3. Develop a comprehensive fleet management plan for electric vehicles, encompassing:
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● Charging/Fueling: Strategies for ensuring consistent and accessible
charging/fueling options for the fleet.
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● Charging Infrastructure Ownership: Clear delineation of responsibility for
maintaining and repairing charging infrastructure.
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● Technician Training: Implementation of training programs to equip technicians with
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the skills to repair and maintain electric vehicles.
● Driver Training: Development of training programs to instruct drivers on the proper
operation of electric vehicles.
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Do Later
1. Consider bell time changes that would balance all transportation demand equally across
each of the three tiers. A balanced tiering approach can reduce transportation resources
and thus operational cost.
2. The current transportation fleet services facility is no longer able to meet the needs of the
District. Due to the District's size, future plans should include both updates to the existing
fleet maintenance facility and construction of formal structures to replace the secondary
repair facilities throughout DeKalb County.
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Recruitment & Retention Strategies
Although the District's RFP focused on the Operations and Technology Services Divisions,
individual department assessments revealed recurring HR-related themes such as staffing
shortages and challenges in hiring, retention, and recruitment. To gain a deeper understanding of
these challenges, CESO conducted three interviews with DCSD Human Resources staff.
Consequently, this Recruitment & Retention Strategies section has been included as a resource
offering relevant HR insights and recommendations. It is important to understand that this section
is not intended as a formal audit or assessment of the District’s HR Department.
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Comprehensive Talent Acquisition Approach
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A significant number of unfilled positions were reported across these two divisions. To explore
potential solutions, CESO met with two leaders of Recruitment at DCSD in March 2025 to review
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the District’s recruitment and retention strategies.
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DCSD employs a strategic and multifaceted approach to talent acquisition, leveraging community
and university partnerships to enhance recruitment efforts. The District’s key strategies include:
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● Community Engagement – Partnerships with organizations such as the Ethiopian and
Latino communities and local groups to attract diverse talent.
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● University Collaborations – Partnerships with Georgia State University and other
institutions to create talent pipelines.
● “Grow Your Own” Programs – Initiatives such as the "Ignite Teacher Residency" and "Para
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to Teacher" programs to cultivate internal talent.
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● Targeted Student Recruitment – Programs like “Hire to Hire” and “Aspire,” which focus on
high school students for roles in operations and teaching.
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● Specialized Job Fairs – Regular participation in and sponsorship of job fairs, including
those focused on operations and public safety.
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● Digital Recruitment Efforts – Use of social media and online job boards, including
Frontline (the District’s applicant tracking system), LinkedIn, and Indeed.
● Dedicated Talent Acquisition Team – A team of approximately 27 Human Resources
employees, including 8 Talent Acquisition (TA) Managers, who support specific areas
within the District.
● Data-Driven Strategy – Active tracking and evaluation of recruitment efforts, including the
return on investment of career and college fairs.
● Re-Engagement & Feedback Systems – The District reconnects with past applicants who
may still be interested in employment. Hiring managers provide feedback on why
candidates were not selected, and Human Resources follows up to suggest other suitable
positions.
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● Expanding Talent Pools – The District recruits from non-traditional talent sources, such as
the VA hospital’s compensated work therapy program, recognizing transferable skills for
roles like custodians.
● Emphasizing Work-Life Balance – The District highlights job quality, including predictable
work hours, no weekend or holiday work, and, for some roles, no summer work.
● Addressing Barriers to Employment – Exit surveys revealed commute challenges as a key
reason for employee departures. The District partnered with a third-party company to
assist staff with housing and transportation.
Compensation Study Findings & Challenges
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To further determine if staff retention and recruitment issues were stemming from compensation,
DCSD completed a comprehensive compensation study in January 2024 after a year-long review
of all positions. Findings from the compensation study related to the areas that CESO assessed
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included:
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● All positions were reviewed, confirming market competitiveness.
● Bus driver and custodian pay was found to be competitive, but dissatisfaction persists.
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● Student nutrition roles were adjusted to higher pay grades.
● Some employees received retention bonuses ($1,000-$2,000) based on start dates.
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● Workforce stability issues persist, particularly for bus drivers and custodians.
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In March 2025, CESO met with a member of the District’s Total Rewards team to gain a deeper
understanding of the results and the steps taken to address them.
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Future Considerations:
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● While the Chief and Deputy Chief of Total Rewards are open to another compensation
study, their priority is stabilizing the workforce.
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● The District seeks a clearer classification and reclassification structure to ensure
consistency and transparency.
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Hiring Practices & Processes
In March 2025, CESO met with two DCSD Human Resources team members to better understand
their hiring process and practices, and identify hiring and onboarding challenges. The District uses
Frontline to facilitate its hiring process, which includes various approval steps, screenings, and
onboarding measures to ensure compliance, efficiency, and support for hiring managers.
Job Requisition & Posting: School-based positions are created in Frontline and require approval
before posting. Non-school positions use a central office form with attached job descriptions and
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also require approval. Positions are posted after ensuring required forms are submitted, a step
hiring managers cannot bypass.
Application Process: Candidates apply easily through Frontline, which requires minimal fields and
has no mandatory questions.
Candidate Screening & Interview Process: As of September 2024, Talent Acquisition Managers
provide 5-20 qualified candidates to hiring authorities, who conduct interviews and submit
recommendations via Frontline or email. Additional candidates require Talent Acquisition
Manager approval.
Hiring Manager Training: Hiring managers were trained on the updated hiring process in
September and December 2024. These sessions were recorded and PowerPoint materials were
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provided.
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Reference & Background Checks: Reference checks and conducted by hiring managers but are
not required. Candidates are responsible for the cost of a background check which is handled by
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the Public Safety Department.
Offer & Onboarding: Hiring involves a verbal offer from the hiring manager, followed by a formal
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offer letter from the Talent Acquisition Manager. Standardized orientation covers compensation,
benefits, and leave for all new employees. New teachers attend a 2-3 day summer New Teacher
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Orientation. Building/division-level orientation occurs throughout the year as needed.
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Job-Specific Training: Bus drivers will shadow experienced drivers for one week. New teachers
will be paired with mentors and receive support through networking sessions.
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Filling Vacancies: Human Resources is improving the hiring process to quickly select qualified
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candidates, requiring same-day contact for recommended hires. The aim is to complete the entire
process, including fingerprinting, within 14 days, contingent on candidate responsiveness.
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Factors Contributing to Delays in Hiring:
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● Prioritization of Staffing Needs by Leaders: One significant factor is that some leaders are
not making staffing a consistent priority. For example, positions are often posted but left
inactive for extended periods, sometimes for up to 365 days, because leaders have found
ways to work around the staffing need rather than addressing it directly.
● Reactive vs. Proactive Hiring Practices: Hiring managers tend to be reactive rather than
proactive when it comes to their staffing needs. This results in delays as positions are only
filled when the situation becomes urgent, rather than planning ahead with staffing
forecasts.
● Lack of Consistent Communication and Planning: Regular bi-weekly meetings with TAMS
(Talent Acquisition Management System) to address timelines, staffing needs, and
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forecasting would be an effective solution for improving hiring goals. Unfortunately, this
practice is not consistently being upheld.
School Nutrition Services-Specific Challenges & Solutions:
● Candidate Pool and Retention Plan: School Nutrition Services is in need of a refreshed pool
of interested candidates, as well as a comprehensive retention plan to ensure long-term
staffing stability.
● Proactive Training Program: Human Resources is currently working with the Executive
Director of School Nutrition Services to implement a two-week paid summer training
program for new hires in School Nutrition Services. This program will help train and
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properly onboard new staff to ensure they feel supported and prepared in their roles. Since
the food industry is highly competitive, this initiative aims to improve retention and make
DCSD more attractive to potential candidates.
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HR Recommendations
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● Continue the multifaceted approach to talent acquisition, leveraging community and
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university partnerships to enhance recruitment efforts. DCSD excels in removing barriers
for candidates who often fill hard-to-fill positions. Maintain these efforts and ensure hiring
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managers are informed and aligned with this approach.
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● To enhance the hiring process and improve new hire retention, all hiring managers should
receive annual training. This training should encompass their specific roles and
responsibilities, compliance requirements, effective candidate selection techniques, and
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strategies for fostering a positive onboarding experience. Consistent training will lead to a
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more efficient and effective hiring process, and a positive onboarding experience will
increase retention rates, as the first few months are crucial in an employee's decision to
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stay.
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● Develop a Hiring Manager Guide with clear instructions, key timelines, FAQs, interview and
selection best practices, and HR contact information to assist hiring managers throughout
the hiring process. Update the guide regularly to align with policy changes and process
improvements.
● HR should establish and maintain consistent communication with hiring managers
regarding the status of their job postings, especially those that are hard to fill and remain
open for a long time. This includes regular updates on the posting's approval and
recruitment process, the number of applicants, and any proactive recruitment efforts.
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● To enhance the recruitment process for hard-to-fill positions, a Job Posting Status Update
System should be implemented. This system would provide hiring managers with regular
reports or dashboard access, allowing them to track the progress of open positions. In
addition, Human Resources should proactively offer recommendations for alternative
recruitment strategies, such as targeted outreach or job fair participation, to attract a
larger pool of qualified candidates.
● Enhanced collaboration between Human Resources and hiring teams can be achieved by
fostering open communication and transparency. This allows hiring managers to better
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plan their interview and selection process, reducing frustration and streamlining the hiring
process.
8/
● In order to boost morale, increase engagement, and improve retention, implement a
/1
targeted staff recognition program tailored for positions with high turnover, such as bus
drivers, custodians, student nutrition, and other operational roles. Key components of the
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staff recognition program could include:
○ Regular Acknowledgement: Hold monthly or quarterly recognition events where
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staff in high-turnover roles are publicly acknowledged for their hard work and
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contributions. This could be in the form of "Employee of the Month" awards or
informal recognition during team meetings.
○ Peer-to-Peer Recognition: Create a platform or system where staff members can
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recognize their colleagues for outstanding performance, with a focus on
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appreciation for roles that are critical but often go unnoticed.
○ Milestone Celebrations: Celebrate work anniversaries and milestones, such as
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completing a certain number of years of service, to show long-term employees
they are valued. Offering small non-monetary rewards or extra time off can be
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meaningful for these employees.
○ Retention Bonuses: In addition to formal recognition, consider providing retention
bonuses or incentive programs tied to employee tenure, especially for those in
roles with persistent turnover.
○ Personalized Recognition: Recognize individual accomplishments or
improvements, such as positive customer feedback or exemplary performance in
a challenging situation, to ensure staff feel seen and appreciated for their unique
contributions.
● To avoid last-minute hiring decisions, leadership should shift from reactive hiring practices
to strategic workforce planning by regularly assessing current and future staffing needs.
Incorporate forecasting discussions into leadership meetings and develop staffing plans
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that align with anticipated vacancies and programmatic changes.
● Prioritize and reinstate bi-weekly meetings between hiring managers and HR using the
Talent Acquisition Management System (TAMS). To ensure alignment and accountability,
leadership should consistently attend and follow through on these meetings, which should
focus on hiring timelines, open position review, and forecasting.
● To address the unique challenges in School Nutrition Services, CESO recommends the
following targeted actions:
○ Candidate Pool Refresh: Launch recruitment campaigns specifically tailored to the
food services sector, with targeted messaging and community outreach to build a
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sustainable pipeline of interested candidates.
○ Retention Strategy Development: Collaborate with the Executive Director of School
8/
Nutrition Services to finalize and implement a long-term retention plan that
includes professional development, recognition efforts, and career growth
pathways for employees.
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Section IV
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Information & Instructional
Technology Division Assessment
8/
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Division of Information and Instructional Technology
Executive Summary
This assessment provides an overview of the current state of the Information and Instructional
Technology Division (Technology Services Division) within the DeKalb County School District (DCSD).
It identifies strengths, weaknesses, and opportunities for growth, aiming to provide the
Superintendent with an understanding of the Division operations and systemic recommendations.
The Technology Services Division encompasses the information and instructional technology
25
functions of the District and demonstrates a cohesive culture with high expectations and shared
values. The leadership team is professional, identifies strengths and weaknesses, and aligns its work
8/
with district goals. The Division is well-aligned with supporting the District’s MIRACLE goals and is a
valuable asset, particularly in the face of growing cyber threats.
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Identified areas for improvement primarily involve complex projects requiring long-term planning and
t6
investment. These include developing multi-year budgeting for technology infrastructure, enhancing
cybersecurity measures, implementing data classification and loss prevention strategies, and
formalizing policies and standard operating procedures.
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Overall, the DCSD Technology Services Division operates with maturity and dedication, supporting the
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District's mission and strategic goals.
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Introduction and Background
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The District has recently hired new leadership in three key technology services positions: Chief
Information Officer, Manager of Data Center & Cloud Services, and Director of Information & Network
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Security. Several of the other technology leadership positions were hired within the last 2-4 years.
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Whether a department veteran, or on the list of recent hires, the Division presents a cohesive culture
of high expectations, respect for the institution, and shared values that support their work together.
Division staff were observed to hold each other in high regard and made numerous positive
comments about their new Chief Information Officer. The level of cohesion and trust feels
uncommon and should be viewed as a significant asset to the District.
Throughout the assessment, department leaders were quick to identify their own division strengths
and weaknesses, priority areas for improvement, and an understanding of how their division was
aligned to the larger department and district goals. It should be expected that the technology
leadership team would largely view this report as an accurate reflection of their current reality. As
might be expected, given the team’s high level of professionalism, there were no observed
“blind-spots.” The team knows, and embraces, their role within the larger system.
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The DCSD Technology Services Division is well aligned to support the District’s MIRACLE goals
for Technology. The Superintendent should be aware of the value of this District asset. As cyber
threats grow and K-12 systems work to build system defenses, DCSD has a team that is doing the
right work. It should be noted that due to the maturity of operations, identified areas for
improvement are not “low hanging fruit.” In general, these are more expensive projects that will
take years to mature.
Approach to Work
The assessment encompasses the current state of the DCSD Technology Services Division, key
discoveries, and an action plan. The results highlight areas where the Division excels, areas that
25
need improvement, and recommendations for the District's future.
8/
The assessment is based on interviews with Technology Services Division department managers,
and notes were taken to document key information, challenges, and successes. The information
/1
gathered during the interviews was then validated through a combination of school site visits,
document reviews, and follow-up conversations. The CESO team also held regular meetings to
share information, confirm findings, and align expectations. A list of participants in various
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interviews can be found in Exhibit G of the Appendix.
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Information Gathering & Analysis
For this assessment, documentation was requested and received to support the evaluation of
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department priorities in alignment with District goals. Documents analyzed, including the District’s
Strategic Plan, Technology Plan, E-SPLOST documentation (i.e., Priorities, 2022-2025 Technology
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Plan, Goals and Miracles for Technology). The assessment process also involved examining the
District's website and the data accessible on it.
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Observations & Interviews
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Interviews were conducted with managers across the Division including Network Operations,
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Information Security, Physical Security, Asset Management, Instructional Technology, Project
Management, and others. Follow-up interviews were conducted as needed. Individual department
managers provided backup documents which included budgets, organizational charts,
procedures, and protocols. Site visits were conducted at eight schools, encompassing
elementary, middle, and high schools, where interviews were held with teachers, students,
principals, and support staff. Additionally, department managers supplied supporting
documentation, such as budgets, organizational charts, procedures, and protocols.
Through this process, the departments were assessed in order to identify initiative priorities,
alignment of those priorities, and the ground effect of the department's initiatives. The goal was
to evaluate whether the experiences of staff and students reflect the intentions and actions of
District technology leadership.
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Assessment & Comparison
This assessment establishes goal markers by analyzing guiding documents and leadership
expectations to evaluate the department's vertical alignment with the Division's organizational
expectations. The primary sources for this analysis include: The Strategic Plan 2024-2029,
Portrait of a Graduate, MIRACLES Goals, the outgoing 2025 Technology Plan, and current
technology needs in physical security and cybersecurity. The assessment also takes into account
the initiatives and their outcomes within the broader context of both District and CESO national
experiences.
Current Reality
25
Organization and Staffing
The organizational chart and staffing structure for the Technology Services Division is well
8/
structured with clear role definitions; including the identification of current vacancies. The team
values the structure in place, understands how to work within that structure, and takes an active
/1
role in its ongoing development. This leadership team also demonstrated value and respect for
the organization, their role within the organization, and their peers. The team holds a very high
t6
level of commitment to the families, classrooms, and schools they serve. This commitment is
pervasive within the culture of the Division and can be observed through the team’s dedication to
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the District’s mission and their strategic approach to delivering high quality services in all areas of
need.
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Responsibilities within the leadership team are described below:
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● Project Management Office (PMO): The Manager is responsible for the leadership and
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oversight of over 30 current projects, ranging from large construction projects to specific
network upgrades. Project management follows the PMI (Project Management Institute)
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model with clear deliverables. This position requires extensive coordination of District
staff both in and out of the Technology Services Division.
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● Information & Technology Security: The Director started working at DCSD recently and is
evaluating the current state of security. He is using the most recent audit data to create a
strategic plan and direction.
● Instructional Technology: The Manager is responsible for ensuring successful educational
technology implementations by providing professional development and support. Staff
collaborate with principals and instructional leads to understand initiative goals and then
assist staff in achieving those goals. This role is essential for expanding educational
technology programs within the District. The Instructional Technology team consists of 9
specialists, 2 liaisons, and the Manager III.
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● Student Information: The Manager supports the student information systems and
instructional technology teams. This position oversees all state reporting and records
management; including master scheduling, transcripts, and systems integration. This role
is responsible for managing the backend of all educational technology enabled software
systems.
● Asset Management & End User Computing: The Manager is responsible for the oversight
of the District’s entire computer fleet; including laptops, chromebooks, macbooks, and
ipads. The department utilizes Mobile Device Management (MDM) tools to support fleet
management tasks like deploying devices and/or patches. The workstation images are
utilizing a secure configuration that includes best practices. Recent system migrations
have been completed or are in process to support the continued management of all
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systems.
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● Data Center & Cloud Services: The Manager is responsible for overseeing all servers and
services, both on-premise and cloud-hosted. The primary focus is on evaluating the
Return on Investment (ROI) and Total Cost of Ownership (TCO) for these systems. Based
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on these financial assessments, the Manager leads efforts to modernize existing systems,
enhance security by implementing industry best practices, and manage legacy systems.
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Although this work is often behind the scenes, it is critical to the organization's daily
operations.
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● Network Services: The Manager oversees all network and Internet operations, including
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wireless access, point-to-point fiber optics between facilities, wired network systems, core
routing, firewalls, and network level security. The Department follows best practices for
network design and is creating the Center for Internet Security version 8 (CIS) aligned
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Standard Operating Procedures (SOPs). Additionally, it utilizes notification services for
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network vulnerability alerts and has deployed a system for managing, backing up, and
patching its 2300+ network switches and other deployed network equipment.
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● Information & Innovation: While there is no standard for technology innovation in K-12
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environments, a department dedicated to information and innovation has the potential to
significantly advance technology integration. This type of initiative can foster the
development of the District’s Portrait of a Graduate priority areas (Reflective & Resilient
Learners, Globally Engaged Citizen, Creative & Dynamic Learner, Effective Collaborator,
Effective Communicator) in addition to creating authentic engagement and new avenues
for personalization. Furthermore, it can connect District initiatives around student
outcomes with post-secondary opportunities.
The Executive Director of Information and Innovation leads the Department which has
engaged with business associates to develop a program that aligns District pedagogy and
standards achievement expectations with their Portrait of a Graduate work. The work of
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this Department provides unique value to the organization that can only be achieved when
built upon the foundation of stable and mature operations established by the other
Technology Services departments.
● Enterprise Telecommunications: The Telecommunications Department is responsible for
managing the District's communications infrastructure, which encompasses cell phones,
office phones, voicemail, mobile device management (MDM), Session Initiation Protocol
(SIP) lines, and other hardware components. This equipment is essential for emergency
response and is managed in compliance with e911 requirements. The Department also
utilizes services like FirstNet (AT&T) call prioritization to enhance communication
capabilities. Current SOPs for onboarding and offboarding are in place, but the
Department has recognized the need for a clear policy on cell phone allocation and a
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subsequent audit of current assignments to align with that policy.
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● Physical Security: The Manager is responsible for enhancing physical security by
overseeing security cameras, door access, motion detection, and intrusion prevention. The
department aims to standardize procedures to ensure consistency across the District.
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● Technical Support Services: The Manager oversees the entire lifecycle of all technology,
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from procurement and deployment to repair and end-of-life replacement. This includes
defining device specifications, forecasting replacement counts and costs, and managing
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inventory. The Department also manages the one-to-one student Chromebook program
and maintains a significantly lower than expected loss and damage rate for student
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devices.
The Technical Support Services Department provides classroom-level support with an
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optimal technician staff-to-student ratio of approximately 1500:1. Interviews with
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technicians, building staff, and students reveal that support operations are well-executed
due to a shared sense of community and duty of care for all learners. This fundamental
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support is essential for the District’s Information and Innovation initiatives.
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● Business & Operations: The Manager is responsible for overseeing e-stores, special
projects, vendor management, and purchasing policies and procedures for technology.
The Manager ensures alignment with Finance expectations, oversees E-SPLOST
initiatives, and manages departmental budgets. This position is critical to the
management and oversight of $43M+ in staffing costs and technology expenses.
● Applications & Data Services: The Executive Director oversees all processes for account
creation and user rights management. Additionally this department oversees all data
services and data governance practices. Following the recent success in migrating the
ERP system, the work is now focused on developing robust data classifications and data
loss prevention strategies.
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● IT Support Services: The Director oversees the management of the ticket system to
guarantee precise data tracking and accountability, ensuring high standards of technology
support are accessible across the district. The Department also manages all repairs,
promoting a fully functional technology environment throughout the DeKalb County
school system.
Policies and Practice
The Division currently depends on the established and stable practices of long-term experienced
staff rather than on formal policies and documented SOPs. Although some policies and practices
are in place, and necessary SOPs have been identified, there is a need for further development in
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these areas. An area of significant focus for this work in K-12 organizations is cybersecurity. The
team recognizes the importance of this work, particularly in cybersecurity, and has incorporated it
into their strategic planning and Miracle goals.
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● Project Management Office (PMO): The Project Management department prioritizes
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projects based on the Chief Information Officer’s input, using a project request process
within Incident IQ and adhering to well-documented standard operating procedures.
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● Information & Technology Security: Cybersecurity is a developing area in K-12 and DCSD
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recently hired a cybersecurity expert to review, recommend and implement an effective
program. Some security policies and procedures exist, and many others need to be
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created. The Director is very aware of their Division’s current reality and has a plan in place
to significantly elevate the District cybersecurity operations.
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● Instructional Technology: The Department partners with principals to create individualized
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Digital Roadmaps for each of the 138 locations, detailing technology integration goals and
methods. This involves aligning district-wide technology objectives with the specific needs
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of each school by bringing together key personnel from both levels. The effectiveness of
this alignment is demonstrated by the consistent technology application seen across the
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District during visits with principals, staff, and students. The District has successfully
established a balance between standardized technology use and support and the unique
requirements of individual sites.
● Student Information: The Instruction and Innovation Department supports and operates
the Student Information System management. Application, use, and development are
managed to align with the District's instructional needs and vision.
● Asset Management & End User Computing: The Division employs standard operating
procedures for asset management, including RFP processes for procurement. It also has
a plan for obsolescence and replacement of aging devices, such as tablets, laptops, and
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desktops. The Division adheres to the organization's device replacement policy, and user
experience confirms the effectiveness of the Division's programs.
● Data Center & Cloud Services: Cloud services are operating within expected security and
reliability parameters. Governance documentation is being established, but policy for this
area should focus on guidelines and standards for secure cloud and data center service
implementation. Broader cybersecurity governance will be addressed under Information &
Technology Security.
The Division follows best practices for implementing new, secure cloud services and uses
validated secure server images. Disaster Recovery & Business Continuity planning, a
strategic MIRACLES goal, is a pending project that may be more complex than leadership
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anticipates. While basic plans can be developed quickly, mature plans require years of
dedicated effort. Utilizing third-party consultants could accelerate the initial phase.
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Successful implementation will require sustained leadership attention.
● Network Services: The Network Services Department appears to be successfully
/1
implementing, securing, developing, and maintaining network infrastructure resources
overall. Senior-level interviews and site-level conversations confirm that the network
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infrastructure is robust and reliable, with only a few isolated mentions of recent wireless
instability. The Department would benefit from additional guidelines and standards.
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The Network Services team understands the importance of their role in supporting 100K
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users reliably; they have designed and delivered internet, network, WAN, and wireless
systems that meet the operational requirements of DCSD. The size and complexity of the
organization leave little room for error, but the team has excelled in addressing this priority
d
through quality system design and redundancy measures. Their success is evident in their
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ability to support large-scale events, such as the simultaneous administration of
standardized tests to all students, which is a key benchmark of their effectiveness.
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The recent wireless upgrade will likely bring improvements in overall reliability and the
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ability to quickly diagnose and resolve future issues. This is due to the modern technology
and its associated support tools. The Aruba system is considered one of the best
solutions for high-density K-12 operations. The District should expect continuing
challenges due to older buildings as the department addresses older closets, electricity
demands, and pending switched network equipment replacements.
● Information & Innovation: The Information and Innovation Department should work
closely with the Curriculum and Instruction Department to ensure that technology
systems support academic goals. While this area isn't directly governed by policy, its
practices influence District outcomes. Strong trust-based relationships with the
Curriculum and Instruction Department and school-site staff are essential. The positive
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correlations and high satisfaction reported at visited locations indicate that these
relationships should serve as a model for policy and practice development across other
Technology Services departments. Key areas impacted include online gradebooks,
assessment tools, data analytics, Chromebook program operations, and technology
curriculum support.
The District's investment in innovative practices is evident in its technology fair and
specialized technology innovation classes. Notably, Library Media Centers (LMC)
partnerships are strong and support both standard and innovative technology solutions.
Middle school technology programs emphasize innovation, critical thinking,
problem-solving, and real-world technology applications. The connection between
technology, curriculum, and the shared goal of improving student outcomes is pervasive.
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● Enterprise Telecommunications: The District has made progress in modernizing its phone
8/
system with the move to VoIP (Voiceover Internet Protocol) and SIP. However, the absence
of a formal written policy for mobile device management is an area that requires further
development and formalization through documented policies and standard operating
/1
procedures. The budget for the cell phone program should be reevaluated and a clear
policy for device allocation should be established.
t6
● Physical Security: The Physical Security Refresh for Door Access Control, Intrusion Alarms,
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and Security Cameras is a significant project for DCSD. This includes the upgrade of over
7,000 cameras, hundreds of door card access and building alarm systems. The Physical
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Security Department is looking into ways to meet the needs of individual systems while
also taking advantage of any potential benefits that may arise by integrating these
systems.
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● Technical Support Services: The current technology support procedures are effective and
well-understood by staff and students. This success is attributed to site-based technical
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support staff who are committed to providing excellent support, as well as several other
factors including: designated Chromebook Liaisons and Media Center Professionals, the
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integration of technology initiatives with the Curriculum & Instruction Department, and a
software environment designed to provide easy access to digital learning resources.
● Business & Operations: Fiscal responsibility is one of the District’s primary principles. The
Department follows purchasing guidelines, including requirements for quotes, contracts,
and legal review.
● Applications & Data Services: The Applications and Data Services team supports the
onboarding and ongoing support of all District data systems. This work funnels requests
for new software through the app development team for review. This review identifies
integration, security, and privacy concerns prior to software adoption and implementation.
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The team is currently looking into the development of a similar review process for
technology hardware, though this review process would look at cost, compatibility,
security, and integration. The Department uses an ‘e-store’ to provide the organization with
easy access to approved and vetted applications following industry best practices.
● IT Support Services: The IT Support Services Department has a clear structure for
handling technical issues.
○ The process begins with the Call Center, which serves as the initial point of contact
for all technology-related inquiries from staff, students, and the public.
○ IT Technicians (ITTs), located in schools and administrative buildings, provide
on-site initial assessments and troubleshooting before escalating to higher levels
of support.
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○ Desktop support handles second and third-level support for issues like printers
and other technical problems not related to networking.
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○ Specialized teams address more complex issues such as network operations and
application support.
○ A ticketing system tracks all issues, ensuring a consistent and formal approach to
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support throughout the organization.
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Feedback from site visits and interviews confirms that users understand and are satisfied
with the process for requesting and receiving technology support. Positive user perception
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of technology support is influenced by several factors, including:
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○ Standardized help ticket system to ensure accountability;
○ Hardware and software standards that align with user expectations;
○ Adequate staffing levels to maintain sufficient coverage; and
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○ Comprehensive training program that encompasses both technical and learning
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system usage for teachers and staff.
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Finances
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Technology financing is unique within K-12 school systems. Challenges typically stem from the
historical transition from capital expenditures to operating expenditures, the yearly fluctuations in
large capital purchase requirements, and the current dependence on secondary funding sources
to fulfill budgetary needs.
● In general, technology departments create large numbers of purchase orders, require
receiving and inventory procedures, and must anticipate annual repair costs for a wide
variety of equipment that didn’t exist 10-20 years ago. Many systems have been assigned
to technology departments over the years, increasing their responsibilities for items
including radios, security cameras, HVAC (Heating, Ventilation and Air Conditioning)
control, and electronic door access.
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● The CIO and the Manager III of Business and Operations are developing their system for
managing the Division’s finances. While this can be a difficult task for a new technology
leader, the Business and Operations Manager's experience and previous work has made
the transition much easier. A technology leader who collaborates closely with the Finance
office is essential given the $40M technology funding obligation.
● DCSD is receiving funding through E-SPLOST, State Revenues, and Federal Revenues via
reimbursements. It’s important to note that Federal eRate funding is not guaranteed and
comes after expenses have been committed. Currently, the validity of eRate’s funding
source is being debated in the Supreme Court of the United States on the basis of USAC
(Universal Service Administration Company) defined fees being an unconstitutional tax.
These uncertainties could impact future planning.
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● Given the scope of technology projects and application processes required to secure the
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needed funding, there is an additional planning and communication component that
Division leadership need to consider. The Superintendent and Chief Finance Officer need
to understand the annual scope of project funding requests, sources, and impact; as
/1
unexpected changes to these funding streams would have a significant impact on
expected department operations.
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● Internally, the Technology Services Division understands its financial obligations and
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responsibilities well. The coordination of department leadership around finances is
apparent in every department, notably project management, device management and
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inventory, server services, networking services, instructional technology, and physical
security. The District should expect additional costs due to potential increases in tariffs on
devices (laptops/desktops/Chromebooks) and the evaluation of power requirements for
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network closets in older buildings that are expanding services.
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● The Technology Services Division effectively manages its extensive inventory of
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depreciable equipment, which includes devices, printers/copiers, network equipment,
server equipment, security cameras, and various other electronic components. The
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department maintains auditable database records for all technology inventory,
encompassing ordering, receiving, inventory tagging/recording, monitoring deployed
assets, and tracking moves, adds, and changes.
● The Manager III of Business and Operations has established stringent purchasing
protocols to ensure responsible management of technology funds and assets. These
protocols encompass controls on spending thresholds, segregation of purchasing duties,
standardized forms and processes, and meticulous tracking mechanisms. They further
mandate that all Division departments submit their budget requirements, which are then
consolidated into a master spreadsheet for the CIO's review. This oversight enables the
CIO to preemptively identify budgetary concerns or redundancies during the planning
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phase, and to monitor departmental adherence to budget allocations throughout the fiscal
year.
Operational Performance
Technology operations is the process of purchasing, deploying, supporting or maintaining, and
end-of-life destruction or replacement of all district technology. Basically, the process
encompasses how users are supplied with a new laptop, receive technical assistance throughout
the laptop's lifespan, and eventually get a replacement when necessary. Operational Performance
involves the processes supported through the help ticket system; where users can request and
receive the support they need.
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Successful department operations is a test of technology systems, department communications,
cultural expectations of the organization, and the human relationships that exist. Where one
organization might see technology support as the process of repairing broken equipment, another
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might see it as helping people with their technology issues. The difference in philosophical
approach has a broad impact on how building staff in a K-12 institution view their relationship
/1
with the Technology Services Division. DeKalb County School District (DCSD) has cultivated
strong, positive relationships between its technology services departments, district and school
t6
administrations, and even individual classrooms. This collaborative approach highlights a
successful model for technology support delivery.
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Walking through the halls of DCSD schools, it is obvious that students are being taught
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responsible use of technology devices as modeled by building staff. The tenet of Respect is held
throughout the hallways and can be observed casually or through initiated conversations with
students and faculty. Field technicians are professional, efficient, and knowledgeable. Building
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staff view the Technology Services Division positively and feel supported. The cultural
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components of respect, high expectations, and compassion were highly consistent throughout all
visited buildings and not unique to technology related staff. Field technicians view themselves as
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educators with important and significant responsibilities to the students and staff they serve.
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Use of Technology
The Technology Services Division’s utilization of technology tools showcases the high levels of
expertise and experience within the District. The selection and implementation of these tools are
noteworthy and deserve recognition.
● Project Management: Incident IQ is used to manage support and project requests. The
extensive list of projects makes accountability and tracking essential. Incident IQ allows
for the monitoring of timelines, benchmarks, costs, and current status for each project.
● Student Information Systems & Instructional Technology: The District utilizes Infinite
Campus for student information, Canvas as their learning management system, and Clever
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for application rostering. These core systems are well-supported and effectively meet the
District's needs.
● Instructional Technology: The District utilizes numerous tools managed through rostering
applications and accessible to both staff and students.
● Asset Management: Devices are tracked with Frontline Asset Management.
● Data Center & Cloud Services: Microsoft Office 365 and Azure AD are managed by the
server. This is widely regarded as a safe and reliable server model.
● Network Operations: Manages network infrastructure, including routers, switches, and
firewalls.
● Physical Security: The Lenel system is being implemented for physical security, using
software to unlock doors.
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Key Findings
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Areas of Excellence
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Project Management: The Technology Services Division exhibits established processes for
project intake, prioritization, and implementation. The CIO and the Division departments
t6
collaborate closely to ensure that planning priorities are aligned with District requirements.
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Student Information System: DCSD has a strong student information system manager capable of
implementing, migrating, and enabling data integration across learning systems. Reliability of the
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student information system (Infinite Campus) and its two-way integration with the learning
management system (Canvas) is foundational to the operation of all District operations.
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The critical and intricate nature of essential operational processes is often overlooked by
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organizations that underestimate their breadth and potential consequences. These procedures,
which include attendance, grading, transcript reporting, discipline tracking, enrollment, scheduling,
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state and federal reporting, and data flow management for all learning platforms, are fundamental
to the effective functioning of any school district. They also involve managing student and parent
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accounts and the integrated management of student-related business systems that support
crucial services like school nutrition, school payments, and transportation.
To ensure the smooth execution of these procedures, it is necessary to employ data flow
automations, scheduled and coordinated operations, manual data synchronization and validation,
and communication and coordination efforts across all district schools throughout the year.
Instructional Technology: Professional development is fostered through Ignite. Teachers and
leaders are provided with unwavering support.
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Asset Management: The District effectively manages a large number of devices through their
acquisition, deployment, and lifecycle. The District’s methods for managing the Chromebook
program should be highly valued as it successfully preserves the program through loss rates
below 5% (typical loss rates are 6-12%).
Two key strategies that support this outcome are the on-site Chromebook Coordinator stipend
positions that perform required inventory assessments and the summer exchange process. This
enables the District to demonstrate strong fiscal management responsibilities by safeguarding an
expensive and effective program (one-to-one Chromebook assignments). Additionally, site visits
revealed that all buildings consistently demonstrated clear expectations and common language
regarding appropriate device use and care.
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Data Center & Cloud Services: The District displays a proactive approach to cleaning up the
environment and planning for the future.
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Physical Security: Regular updates on security projects are shared with the School Board.
/1
Call Center/Help Desk: The Call Center serves as a single point of contact for all technical issues.
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Purchasing: The Technology Services Division strictly adheres to all purchasing guidelines and
policies.
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Areas for Improvement
Technology Planning & Budget:
d
● Identify all areas for multi-year budgeting to align with current use and planned or
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potential growth. When doing so, consider the following areas: staff and student devices,
classroom displays, building digital signage, wireless network, wired network, network
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appliances (firewall, dhcp/dns, vpn, etc), environment monitoring, door controllers, server
systems, primary and secondary UPS systems, generators, primary/secondary data
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center fire suppression, network video surveillance servers, surveillance cameras,
district-owned metro area fiber-optics, and any foreseeable wiring projects related to new
construction or the planned replacement of obsolete building data wiring (Cat5 or below).
● DCSD is a large district with aging buildings that have been retro-fitted to support
technology needs. As such, network closets, server rooms, MPOE (Minimum Point of
Entry) locations, and other technology service locations are often shared and may co-host
janitorial sinks and other equipment, or may be used as small offices.
Over the years, the power requirements for building switch equipment has increased
substantially due to the adoption of Power over Ethernet (PoE) standards. While the
original PoE standard provided up to 15 watts of power per switched port, PoE+ can
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consume 30 watts, PoE++ can consume 60 watts, and some standards expanded up to
90watts. This power is used for wireless access points, office phones, security cameras,
PA system components, timeclock stations, wall clocks, environmental and equipment
monitoring devices, and more. Some newer buildings are now using PoE based lighting
solutions. The increase in power demand in affected network closets has been, and
continues to be, significant. A typical stack of network switches in 1995 might have
consumed a total of 650 watts of electricity; in 2025 that same stack would be estimated
at closer to 3000-5000 watts requiring multiple dedicated electrical circuits.
Additionally, since electricity converts to heat with 100% efficiency, that increased power
draw contributes up to 15,000 BTUs of heat to the room, which is similar to a backyard
propane smoker. Removing this heat to prevent damage to the equipment would then also
25
require 15,000 BTU air conditioner, adding another 1500 watts of power demand and
potentially require the installation of new ventilation ducting. That is all to highlight that
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adding the required service capacity in older buildings may take additional planning and
have significant budget implications beyond simply purchasing additional network
switches. Interviews confirmed that this is a growing area of concern as more network
/1
service closets are operating on the cusp of available power and existing ambient cooling
capacity.
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● The Senior Manager of Network Operations is aware of the above power requirements.
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Additionally, a Cable Management Plan has been developed that proactively identifies
cabling standards and needs within the District. These needs should be considered in the
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budget process as they align with expected system upgrades in the identified buildings.
The Technology Services Division prioritizes operating on reliable, secure, licensed and
d
●
supported network equipment. This equipment typically has a supported life of
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approximately eight years; and long term budgeting should account for network switch
and wireless access point upgrades on a staggered eight-year timeframe.
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Classroom displays (Projector or Large Screen Display) are difficult to judge as they are
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●
typically specified to run for 20,000 hours (10-20 years) but only accommodate a five-year
warranty. This newer technology is still developing with a reasonable life-cycle expectation
of 10-12 years for budgeting purposes. Depending on the budget replacement cycle
adopted for displays, the maintenance of this program will cost approximately $1M per
year.
● For other equipment, it is recommended that budget projections are included when the
expense is identified (e.g. when the Mitel phone system end-of-life date is announced).
● The Operations III Manager exhibits a strong understanding of the Technology Services
Division budgetary requirements, maintains meticulous records, and has established
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sufficient protocols for procurement that align with State regulations and competitive
bidding mandates. In addition to current requirements, this comprehensive budget
planning is needed to foresee funding obstacles to maintaining existing technology
programs and incorporating potential new initiatives. This may be thought of as a
simplified technology version of the Long Range Comprehensive Facilities Plan.
Cybersecurity:
● Develop protocol for labeling and classifying cybersecurity documents. This should reflect
the standard practice of Policy, Procedures, Standards, and Guidelines. Staff responsible
for specific cybersecurity roles have already begun this work in the areas of department
policy and procedures. Given the evolving NIST (National Institute of Standards and
Technology) 2.0 standards and the escalating security threats, this work needs sustained
25
attention and support from the District's highest levels of leadership.
● Existing Security Policies address the primary areas of: Logical Access Policy, Password
8/
Policy, IT Training & Awareness Plan, Acceptable Use Policy, Risk Assessment, and
Remote Access Policy. Additionally, the Department has developed a Business Continuity
/1
Plan and Incident Response Plan. These documents originated in 2021 and should be
reviewed regularly; and that review cycle should be documented within the procedure (e.g.,
t6
reviewed 01/01/2025 or updated 01/01/2025.) Currently, the documents are missing this
information so it isn’t evident that they have ever been reviewed or updated. In light of the
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NIST 2.0 release, now would be an appropriate time for a thorough review.
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● Areas for continued improvement include developing the following policies or standards:
Data & Media Management, Encryption Standards, Secure Configuration Management,
Vulnerability Management, Audit Log Management, Penetration Testing, Network
d
Infrastructure Management. CESO can provide sample language for these policies.
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● A model for organizing a formalized governance document standard may look as follows:
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○ Board Policy - Cybersecurity: The Board directs the Superintendent, or their
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designee, to ensure the security of the district information and technology
systems. This Board-level policy should establish the School Board’s expectation
of the Superintendent and District staff to create and maintain secure systems
through a cybersecurity program.
○ Administrative Regulation - Cybersecurity: The Superintendent directs the Chief
Information Officer or Technology Services Division to:
■ operate a cybersecurity program utilizing the NIST or CIS framework in
order to address assessed risks to the organization.
■ partner with other agencies that support secure school operations (i.e.
CISA, GaDOE Focus, GTA, etc).
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■ conduct an annual cybersecurity audit, and to report the results of the audit
to the Superintendent.
○ Internal Security Policies: Policies that address all NIST or CIS governance
standards, including: Data management, media management, data and media
sanitation, secure device configurations, encryption standards, malware defense,
vulnerability monitoring, patch management, audit log management, penetration
testing, cybersecurity auditing, account & credential management, network
infrastructure management, cybersecurity awareness training, backup and
recovery, incident response planning, and business continuity planning.
○ Procedures: Procedure formalization is organization dependent. DCSD schools
have a number of procedures already. Procedural documentation is recommended
when it is useful to the ongoing practice, and/or there is a need to coordinate with
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parties outside of the technology department (e.g. HR/IT coordinating account
creations/lockouts/etc).
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○ Standards & Guidelines: Standards and guidelines are most helpful in defining any
scope or criteria that needs to be explained to the organization including
authentication assurance levels, system risk tier definitions, service level
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agreements, etc. t6
● DCSD already employs senior technology staff who possess extensive expertise and a
strong desire to advance these initiatives. These programs, which may affect user
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experience or systems development, require consistent attention and develop gradually.
The objective is to establish regular, monitored, continuous improvement with intentional
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feedback loops that communicate and document the cybersecurity program's growing
maturity. Many expected security practices, such as vulnerability detection and patch
management, are already in place but have not yet been formalized into a documented
d
cybersecurity program through security policy, procedure, guideline, and standards
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documentation.
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● Leadership requires clear and concise communication regarding cybersecurity initiatives
to make informed decisions. Using a solution such as SecurityStudio may help with this
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communication. Also, finding the right cybersecurity audit firm can also be helpful. When
interviewing firms, ensure they understand the intended audience of their reports and how
these reports will contribute to the district's cybersecurity program over the next 3-5 years.
Data Classification & Data Loss Prevention:
● DCSD recognizes that Data Loss Prevention (DLP) is a critical need. While initial steps are
being taken with assessments and roadmap development, the District is still in the early
stages of implementing comprehensive DLP policies. There is an understanding of the
importance of DLP for data security and compliance, as well as the challenges involved in
its implementation across a large educational institution within the technology leadership
staff. This concern is largely held by the Director of Information and Network Security and
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the Executive Director for Apps and Data Services. The team recognizes that DLP is a
shared responsibility.
● The District is in the early stages of their DLP journey and has begun mapping out data
systems and data classification tools. The Department is currently working on its initial
assessment and aims to build a greater understanding of the District's current reality.
● Lack of Formalized Policies: While basic data sharing policies exist (like automatic
expiration after 60 days), the Executive Director of Apps and Data Services acknowledged
that they are in need of having automatic policies in place that apply to data classification
labels to help effectively manage data. He expressed eagerness to reach this point.
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● Interviews revealed that the District requires updated DLP tools to detect and alert for
potential data leaks. Staff expressed interest in evaluating tools that could quarantine and
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freeze suspicious activity. While the team has identified potential tools, they have not yet
formalized a plan or funding request.
/1
● DLP initiatives are inherently complex as they span multiple technology systems (network
drive, cloud drive, email, etc). They also require extensive user training, monitoring, and
t6
follow-up support. In terms of implementation success, the primary factor here will likely
be related to how training and procedures successfully change the human behaviors
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required to perform routine classification on their files and email.
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● While the network security team would likely handle incident response in case of a data
breach, it was noted that DLP and incident response are closely tied. Tools deployed to
support DLP would also help with investigating incidents.
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Plan For Action
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Do Now
Information & Technology Security:
1. Ensure that Board policy, administrative regulations, and security policies are all aligned by
reviewing and updating current cybersecurity documentation.
2. Review existing practices to begin formalizing department procedures (SOPs).
3. Begin evaluating building network closets in order to identify future cost barriers for
pending upgrades that are expected within the next five years.
Cybersecurity:
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1. Evaluate potential System Information Event Monitoring (SIEM) solutions and costs for
inclusion in the Technology Plan.
2. Before launching internal phishing campaigns as part of KnowB4 training, ensure that
District leadership comprehends the scope and purpose of the initiative. Determine and
carry out the required steps to implement these campaigns.
3. Develop a plan and timeline for obsoleting older Windows 7/8 machines.
Enterprise Telecommunications:
1. Create a clear policy on cell phone allocations and audit current cell phone assignments to
align with the new policy.
Data Classification & Data Loss Prevention:
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1. Continue the initial assessment to build a greater understanding of the District's current
8/
data systems and potential classification tools (Google/Microsoft Tools).
Policies and Practice (General):
/1
1. Initiate a technology planning process that aligns with the District’s strategic plan. Ideally
t6
this plan will address multi-year costs related to standard operations, cybersecurity
development, and technology support aligned to MIRACLES.
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2. Review the existing Business Continuity Plan and Incident Response Plan (originated in
2021) and document the review cycle.
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Communication with Superintendent (Cybersecurity):
d
1. Develop a strategy to provide the Superintendent with clear and concise updates on the
progress of cybersecurity initiatives.
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Do Soon
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Information & Technology Security:
1. Begin creating additional cybersecurity policies or standards, including: Data & Media
Management, Encryption Standards, Secure Configuration Management, Vulnerability
Management, Audit Log Management, Penetration Testing, Network Infrastructure
Management.
2. Thoroughly review existing security policies in light of the NIST 2.0 release.
Data Center & Cloud Services:
1. Continue establishing governance documents for cloud and data center services.
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2. Focus policy development on guidelines and standards for implementing secure cloud
and data center services (secure server images, protocol configurations, and services
on/off).
Technology Planning & Budget:
1. Begin the process of identifying all areas that require multi-year budgeting. These areas
may include student and staff devices, network infrastructure, classroom displays,
security systems, and servers.
2. Integrate the Senior Manager of Network Operations' Cable Management Plan into the
budget process.
Cybersecurity:
25
1. Adopt and begin implementing a SIEM system. Primary target for SIEM monitoring is IdP
8/
(Azure) authentications and other primary systems (Finance/HR ERP, Student Information,
Microsoft & Google environments.)
/1
2. Implement monthly internal phishing campaigns as they are most effective when it’s
normalized, routine, and focuses on positive reinforcement.
3. Establish a timeline and strategy for phasing out outdated Windows 7/8 devices.
t6
Data Classification & Data Loss Prevention:
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1. Further evaluate tools available in the market for DLP to identify potential data leaks and
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enable alert configuration.
2. Begin exploring funding requests for necessary DLP tools.
3. Develop leadership knowledge around what DLP is, what data classification practices
d
might look like, and a timeline for implementing changes.
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Physical Security:
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1. Continue to develop SOPs for physical security systems to establish consistent practices
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throughout the District.
Do Later
Date Center & Cloud Services:
1. Move forward with the Disaster Recovery & Business Continuity planning project (RFP and
consultant engagement recommended). This work has already been identified as needed
and can move forward sooner as budget and team capacity exists to implement.
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Technology Planning & Budget:
1. Develop budget projections for equipment replacements based on identified lifecycles
(e.g., network switches, wireless access points on an eight-year staggered timeframe,
classroom displays on a 10-12 year cycle).
Cybersecurity:
1. Fully formalize the documented cybersecurity program through the creation and
implementation of security policies, procedures, guidelines, and standards.
2. Engage with potential cybersecurity audit firms, ensuring they understand the report
audience and how their reports can contribute to the long-term development of the
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cybersecurity program (3-5 year horizon).
3. Ensure that the District leadership team has a basic understanding of the cybersecurity
8/
program.
/1
Data Classification & Data Loss Prevention:
1. Implement automatic policies for data classification labels to effectively manage data.
t6
2. Deploy and configure chosen DLP tools across relevant technology systems (network
drives, cloud drives, email, etc.).
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3. Develop and implement comprehensive user training on data classification and DLP
procedures.
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4. Establish monitoring and follow-up support processes for the implemented DLP
initiatives.
5. Formalize the integration between DLP tools and the incident response process.
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Section V
Appendix
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8/
Exhibit A: Comprehensive Assessment Project Team Members
Exhibit B: Glossary of Terms & Acronyms
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Exhibit C: Finance & Operations Departments Interview Teams
Exhibit D: Department of Facilities Interview Team
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Exhibit E: Department of School Nutrition Services Interview Team
Exhibit F: Department of Transportation & Fleet Services Interview Team
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Exhibit G: Division of Information and Instructional Technology Interview Team
Exhibit H: Finance & Operations Departments - Documents & Resource
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Exhibit I: DCSD Division of Operations: Vacant Positions (11.19.2024)
Exhibit J: DCSD 7-Region Map (2021-22 School Year)
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Exhibit A: Project Team Members
DeKalb County School District
Operations & Information and Instructional Technology Divisions
Comprehensive Assessment
Team Members
(November 2024 - May 2025)
_________________________________________________________________________________
Center for Effective School Operations (CESO) Project Team:
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DeeDee Kahring, Senior Strategy Consultant & DCSD Project Manager
Dr. Bob McDowell, Sr. VP of Leadership & Organizational Health & DCSD Project Executive
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Mike Archer, Director of Transportation Consulting
Margo Bauck, Finance Strategist
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Rich Enga, Transportation Account Representative
Kim Franta, Nutrition Services Consultant
Eric Hamilton, Facilities Consultant
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John Perry, Sr. Technology Consultant
Tom Platt, Senior Advisor
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Sara Riegel, HR/Employee Experience Consultant
Michelle Sagedahl, Nutrition Services Consultant
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DeKalb County School District Leadership Team:
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Dr. Devon Horton, Superintendent
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Elijah Palmer, Chief of Staff
Joel Thibodeaux, Director Internal Audit & Compliance & Project Manager
Keith Ball, Executive Director of Capital Improvements and Facilities
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Dr. Kermit Belcher, Deputy Chief Technical Officer
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Gwen Brame, Manager III, Business and Operations
Antwyn Brown, Deputy Chief Operations Officer
Dr. Kyia Clark, Executive Director Information and Innovation
Tasha Davis Mills, Chief Human Resources Officer
Erick Hofstetter, Chief Operations Officer
Glenn Melendez, Executive Director Enterprise App & Depp Services
Emma Oakley, Director IT Support Services
Byron Schueneman, Chief Financial Officer
Raymond Stanley, Executive Director of Transportation and Fleet Operations
Natalie Terrell, Manager III, Project Management Office
Dr. Connie Walker, Executive Director of School Nutrition Services
Center for Effective School Operations
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Exhibit B: Glossary of Terms & Acronyms
● DCSD - DeKalb County School District (the District)
● CESO - Center for Effective School Operations
● CEP - Community Eligibility Provision: allows eligible students to receive meals at no charge
● CIP - Capital Improvement Plan - annual project list that addresses needs of …..
● CIS - Center for Internet Security
● DLP - Data Loss Protection
● E-SPLOST - Education-Special Purpose Local Option Sales Tax. The E-SPLOST program in Georgia funds
capital projects for school systems such as: new facilities, Renovations, technology, security, buses, debt
reduction, land, equipment, and library materials.
● GaDOE - Georgia Department of Education
● GIS - Geographic Information System used in the Transportation Department to determine efficient and safe
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bus routes.
● GPS - Global Positioning System
● HR - Human Resources
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● MDM - Mobile Device Management
● MIRACLE goals - The MIRACLES Framework is an acronym for an evidence-based approach to education
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quality improvement that enables districts to improve their academic and operational performance and
ultimately transform their student outcomes. -
● MPLH - Meals Per Labor Hour
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● MPOE - Minimum Point of Entry
● MUNIS - an integrated Enterprise Resource Planning (ERP) solution used by public sector organizations,
including school districts, for managing finance, human resources, and other operational processes.
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● PMI - Project Management Institute
● PMO - Project Management Office
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● PO - Purchase Order
● PoE - Power over Ethernet
● PPM - Program Procedures Manual
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● PrimeroEdge- school nutrition software that streamlines operations
● RFP - Request for Proposal
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● ROI - Return on Investment
● RTA Software - Ron Turley Associates fleet management software
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● SAP - Student Assignment Process: planning process that uses extensive data analysis to realign programs
and building boundaries every five years
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● SIEM - System Information Event Monitoring
● SIP - Session Initiation Protocol
● SOP - Standard Operating Procedures
● TA- Talent Acquisition
● TAMS - Talent Acquisition Management System
● TCO - Total Cost of Ownership
● VEU - Vehicle Equivalent Unit measurement
● WMS - Warehouse Management System
Center for Effective School Operations
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Exhibit C: Finance & Operations Departments Interview Teams
CESO Finance and Operations:
● DeeDee Kahring, Senior Strategy Consultant & DCSD Project Manager
● Margo Bauck, Finance Strategist
● Eric Hamilton, Facilities Consultant
DCSD Finance:
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● Byron Schueneman, Chief Financial Officer
● Lauren Scott, Deputy Chief Financial Officer
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● Carla Smith, Executive Director of Vendor Services and Payables
● Regina Frazier-Thomas, Director of Budget
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● Jonathan Lance McConkey, Comptroller
● Eric Cannady, AP Manager III
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● Weyman “Fred” Christopher, Procurement Manager II
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DCSD – E-SPLOST:
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● Erick Hofstetter, Chief Operating Officer
● Antwyn Brown, Deputy Chief Operations Office
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● Keith Ball, Executive Director Capital Improvements and Maintenance
● Hans Williams, Director of Planning/SPLOST Programming
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● Janice Pence, Manager II Capital Projects Outlay
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Exhibit D: Department of Facilities Interview Team
CESO Finance and Operations:
● DeeDee Kahring, Senior Strategy Consultant & DCSD Project Manager
● Margo Bauck, Finance Strategist
● Eric Hamilton, Facilities Consultant
DCSD – E-SPLOST and Operations:
● Erick Hofstetter, Chief Operating Officer
● Antwyn Brown, Deputy Chief Operations Office
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● Keith Ball, Executive Director Capital Improvements and Maintenance
● Bobby Montcrief, Director of Facility Services
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● Keith Singleton, Director of Business Services
● Hans Williams, Director of Planning/SPLOST Programming
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● Shante Lemon, Senior Project Manager
● Kalvin Thorton, Supply Chain Manager
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● Kea Arthur, Office Specialist to Mr. Hofstetter
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Exhibit E: Department of School Nutrition Services Interview Team
CESO Nutrition Services:
● DeeDee Kahring, Senior Strategy Consultant & DCSD Project Manager
● Kim Franta, Nutrition Services Consultant
● Michelle Sagedahl, Nutrition Services Consultant
DCSD –School Nutrition Services Department:
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● Dr. Connie Walker, Executive Director of School Nutrition Services
● Janet Stone, Assistant Director of School Nutrition Services
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● Earlvon Corbin, Business Manager III
● Charlene George, Technology and Special Projects Manager
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● Jacqueline Bailey, Training Supervisor
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● Tahira Davis, Compliance Supervisor
● Tia Gore, Compliance Supervisor
● Tammy Harkness, Compliance Supervisor
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● Twona Price, Compliance Supervisor
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● Krystal Rice, Compliance Supervisor
● Angela Jones, Data Accounting Technician
● Shayna Bishop, Principal, R E McNair Elementary School
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● Shawnt'a Franklin, Assistant Principal, Martin Luther King Jr. High School
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● Sandra Carr, Manager, Huntley Hills Elementary School
● Lynette Kendrick, Manager, R E McNair Elementary School
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● Cynthia Maldon, Manager, Tucker Middle School
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● Sonya Nelson, Counselor, Huntley Hills Elementary School
● Administrator, Tucker Middle School
Center for Effective School Operations
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Exhibit F: Department of Transportation & Fleet Services Interview Team
CESO Transportation:
● DeeDee Kahring, Senior Strategy Consultant & DCSD Project Manager
● Mike Archer, Director of Transportation Consulting
DCSD Department of Transportation & Fleet Services:
● Raymond Stanley, Executive Director, Transportation & Fleet Services
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● Bernando Brown, Director of Transportation
● Chardra Carter, Assistant Director of Fleet Services
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● Kelvin Curtiss, Fleet Operations Manager
● Alex Riley, Manager of Transportation
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● Samuel Butler III, Interim Fleet Operations Supervisor
● Carol Collier, Supervisor of Routing
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● Natalie Knowles, Supervisor of Safety & Training
● Joseph Nichols, Fleet Operations Supervisor
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● Cynette Payne, Computer & Database Specialist
● Carmen Walker, Finance Specialist
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● RaymondGriffin, Lead Mechanic
● Maurice Masutier, Lead Mechanic
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Exhibit G: Information and Instructional Technology Interview Team
CESO Technology Operations:
● DeeDee Kahring, Senior Strategy Consultant & DCSD Project Manager
● John Perry, Senior Technology Consultant
DCSD – Technology Operations Division:
● Kermit Belcher, Chief Information Officer
● Glenn Melendez, Executive Director of Applications and Data Governance
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● Kaia Clark, Executive Director for Information and Innovation
● Eric Logan, Director of Information and Network Security
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● Emma Oakley, Director of Technical & Support Services
● Gwen Bream, Manager III of IT Business Operations
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● Cedric Brown, Manager III of Network Services
● Perry Hendris, Manager III of Physical Security
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● Yolanda Lowry, Manager III Technology Asset Manager
● Jeff Miller, Manager III Asset and End User Computing
● Jamal Northington, Manager III Data Center & Cloud Services
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● Troy Palmer, Manager III of Student Information
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● Herman Parker, Manager III of Technical Support Services
● Joseph Swing, Manager III of Enterprise Telecommunications
● Natalie Terrell, Manager III of the Project Management Office and Team
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● Terry Webb, Manager III of Instructional Technology
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Exhibit H: Finance & Operations Departments - Documents & Resources
The following documents are included as PDFs in Exhibit H:
● DCSD Policies Related to Finance & Operations
○ Board Policy DJE: Purchasing
○ Board Policy DJE-R(1): Purchasing
○ Board Policy DJ: Expenditure of Funds
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● Purchasing/Procurement Policies & Procedures from Comparable Districts
○ Clayton County Schools Purchasing Policy
○ Cobb County Schools Purchasing Policy
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○ Cobb County Schools Purchasing Procedures (p. 1-20)
○ Forsyth County Schools Purchasing Policy
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○ Fulton County Schools Purchasing Policy
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○ Gwinnett County Schools Purchasing Policy
○ Gwinnett County Schools Purchasing Procedures
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Board Policy Manual
DeKalb County School District
Board Policy DJE: Purchasing Status: ADOPTED
Original Adopted Date: 01/12/2004 | Last Revised Date: 10/18/2021 | Last Reviewed Date: 10/18/2021
Purchasing
The DeKalb County Board of Education (“Board”) is committed to the establishment of policies for sound fiscal
management of the DeKalb County School District (“District”) in the area of procurement.
I. BOARD GOVERNANCE
Authority to commit or spend District funds for the purchase of goods and services is vested in the Board of
Education and is to be administered and managed by the Superintendent and staff in accordance with the
policies, rules and regulations of the Board, the District, the Board-approved budget, the State Board of
Education, and in compliance with federal and state laws.
District funds shall not be committed or spent unless there is an approved budget item and available funds in
the appropriate account. All purchases for which there are not budgeted funds require the prior approval of
the Board. Deficit spending is not permitted.
Staff members involved in the purchasing and procurement processes shall comply with all applicable federal,
state and local laws, as well as the policies, rules, and regulations of the DeKalb County Board of Education,
the State Board of Education and the Georgia Professional Standards Commission as applicable.
The Finance Division through the Purchasing Department shall be responsible for the day-to-day management
of procurement and shall produce and issue purchase orders for both capital and non-capital projects. The
Finance and Operations Divisions shall work cooperatively to facilitate the District’s purchasing and
procurement processes.
II. DEFINITIONS
A. As used in this policy, the term “capital project(s)” means:
1. The building, designing, altering, repairing, improving, replacing, retrofitting or demolishing of
any public school structure, educational or administrative facility in the DeKalb County School
District;
2. The acquisition of school sites, buildings, or other fixed assets, whether by purchase or lease
purchase; or
3. The initial equipping and furnishing of educational facilities included under a capital contract.
The term “capital project(s)” does not include the routine operation, repair, or maintenance of existing
structures, buildings, fixed assets, or real property.
B. The term “professional services” means services that require:
1. A degree in a particular professional field;
2. A license from a state oversight board or similar authority; or
3. The exercise of specialized skill, knowledge, creativity, or technical abilities.
Professional services may also include services rendered by an individual licensed under Title 43 of the
Official Code of Georgia who is in good standing and that individual is performing that service.
Examples of professional services include: accountants, actuaries, appraisers, architects, attorneys,
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brokerage firms, business consultants, educational consultants, engineers, financial advisors, land
surveyors, landscape architects, mental health professionals, occupational therapists, physical therapists,
physicians, program managers, psychologists, public relations professionals, recruiters, researchers, real
estate appraisers, real estate brokers, speech-language pathologists, software engineers, translators, web
designers, and members of state-regulated professions.
Professional services typically are better suited to a qualitative or subjective method of assessment,
rather than a rigidly quantitative or objective method of assessment.
C. The term “Superintendent” means the Superintendent of the District, including the Superintendent’s
authorized designees.
III. COMPETITIVE SELECTION
Competition among those seeking to do business with the District helps ensure that the District receives the
best price for the goods and services it needs. The Superintendent shall adopt regulations consistent with this
policy, further detailing the competitive selection of vendors.
The Board reserves the right to reject any or all bids or proposals submitted in response to any solicitation and
to cancel and/or re-solicit any solicitation. The Board also reserves the right but shall not be obligated to waive
technicalities and informalities for all bids or proposals submitted in response to any solicitation.
A. Competitive Selection Process
1. Dissemination of Solicitation; Advertisement – Solicitations for services or goods shall be
advertised in the official legal organ of the county, on the District’s procurement services
website, the Georgia Procurement Registry and notification sent to a list of prospective
vendors. Any other methods of advertisement including other appropriate websites
identified as likely to result in additional competition may be used in addition to required
advertisements, at the discretion of the Superintendent.
2. Receipt of Responses – Solicitation responses must be submitted in a sealed envelope or
package and mailed/delivered to the address shown on the solicitation document.
3. Response Opening - Solicitation responses shall be opened publicly in the manner and on
the date and at the time and place designated in the solicitation.
4. Response Evaluation – Competitive solicitations shall be evaluated based on the
requirements set forth in the solicitation.
5. Proprietary Information - Information submitted by a respondent that is specifically
marked “proprietary” shall not be disclosed by the District to other persons without prior
written notification to the respondent. The District shall comply with any applicable law
regarding disclosure, including the Georgia Open Records Act, O.C.G.A. §50-18-70, et seq.
In the event the District receives less than three (3) responses, a market analysis should be performed.
However, there may be rare circumstances in which a market analysis is not feasible. In such instances, timely
notification to all Board members is required in advance of the item being presented for Board approval.
B. Competitive Selection of Vendors for Capital Projects
1. Purchases or contracts with a total estimated cost of $5,000.00 or less shall be made at
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the discretion of the District.
2. Purchases or contracts with a total estimated cost of $5,000.01 to $99,999.99 shall be
made on the basis of at least two written quotations and selected based on objective criteria
of performance and ability to execute.
3. Purchases or contracts with a total estimated cost of $100,000.00 or more shall be
awarded through a written competitive sealed bid process to the lowest responsible,
responsive bidder or through a competitive request for proposal process where the offer
deemed to be most advantageous to the District may be selected. The decision whether or
not to use a competitive sealed bid or a competitive request for proposal shall be made by
the Superintendent or the Superintendent’s authorized designee, based on sound business
judgment and the best interest of the District. Bid requests, requests for proposals or
purchases must not be divided into smaller units in order to circumvent the competitive
selection requirements.
4. Contracts for professional services, as defined above, shall be awarded in the manner
best suited to allow a full assessment of professional abilities and other relevant criteria,
while also ensuring an open and fair selection process that engenders public
confidence. Competitive bidding seldom will be the best method for selecting professional
services.
5. Proof of appropriate insurance shall be required for all bids or proposals on capital
projects with a total estimated cost of $100,000.00 or more, and may be required for bids or
proposals with a total estimated cost of less than $100,000.00 at the discretion of the
Superintendent or the Superintendent’s authorized designee. Payment, performance, and bid
bonds in the amount of 5% of the bid or proposal shall be required for all capital contracts of
$100,000.00 or more, and may be required for bids or proposals with a total estimated cost
of less than $100,000.00 at the discretion of the Superintendent or the Superintendent’s
authorized designee.
6. Bidders on capital projects of $50,000.00 or more are required to provide a list of
subcontractors whose contracts will exceed five percent of the general contract. At the
discretion of the Superintendent or the Superintendent’s authorized designee, such
subcontractor list may also be required from bidders on capital projects of less than
$50,000.00 and where subcontractor contracts will not exceed five percent of the general
contract. Bid requests must not be divided into smaller units in order to circumvent the
competitive selection requirements.
7. To the extent applicable, all capital project solicitations shall meet the requirements of
Chapter 91 of Title 36 of the Georgia Code, the Georgia Department of Education Rules and
Regulations applicable to capital projects, and any other applicable state and federal law.
8. Prior to issuing a request for proposal on a capital project, the Superintendent or the
Superintendent’s authorized designee shall obtain a letter from legal counsel stating that the
proposal has been reviewed and meets the criteria required by O.C.G.A. §§ 36-91-20 and
36-91-21.
C. Competitive Selection of Vendors for Non-Capital Projects
1. Purchases or contracts with a total estimated cost of $5,000.00 or less shall be made at
the discretion of the District.
2. Purchases or contracts with a total estimated cost of $5,000.01 to $99,999.99 shall be
made on the basis of at least two written quotations and selected based on objective criteria
of performance and ability to execute.
3. Purchases or contracts with a total estimated cost of $100,000.00 or more shall be
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awarded through a written competitive sealed bid process to the lowest responsible,
responsive bidder, or through a competitive request for proposal process where the offer
deemed to be the most advantageous to the District may be selected. The decision whether
to use a competitive sealed bid or a competitive request for proposal shall be made by the
Superintendent or the Superintendent’s authorized designee, based on sound business
judgment and the best interest of the District. Purchases shall not be divided in into smaller
units or lesser amounts in order to circumvent the competitive selection requirements.
4. Contracts for professional services, as defined above, shall be awarded in the manner
best suited to allow a full assessment of professional abilities and other relevant criteria,
while also ensuring an open and fair selection process that engenders public
confidence. Competitive bidding seldom will be the best method for selecting professional
services.
D. Exceptions to Competitive Selection
1. All exceptions to competitive selection must be properly documented in the project
and/or contract file in a manner prescribed by the Superintendent or the Superintendent’s
authorized designee.
2. These exceptions allow staff to select vendors without employing the competitive
selection methods described above. Unless otherwise stated, however, approval at the
appropriate level of authority is still required.
3. Use of the competitive selection measures described above is not required when:
a. Emergency Purchases. The purchase or contract is necessitated by an emergency,
defined as any situation that threatens to jeopardize the health, welfare or safety of
students, staff, the District or the public or the loss of an essential District service,
including but not limited to interruption of the instructional program. Such emergency
purchases shall be made with as much competition as is practicable under the
circumstances. Emergency purchases of $25,000.00 or more require prior approval by
the Superintendent or the Superintendent’s authorized designee and timely
notification to all Board members. Not later than the Board’s next regular meeting
following the emergency purchase, any contract or purchase awarded in an emergency
situation shall be ratified by the Board and the Board shall receive a written report
describing the nature of the emergency, a listing of goods and services procured under
the contract or purchase, the selection process for the provider, the name of the
provider and the amount of the purchase, all of which shall be described in the Board
minutes.
b. Sole Source. The required goods or services can only be obtained from one source in
the marketplace. Such goods or services will usually be of a unique nature and have
performance characteristics that can only be obtained from that source. Written
documentation of such determination, in a manner prescribed by the Superintendent
or the Superintendent’s authorized designee, shall be maintained in the project
and/or contract files. For capital improvement projects, specified equipment and
materials of a proprietary nature will be identified and submitted to the State DOE
Receiving State Capital Outlay Funds 160-5-4-.16(a)(8).
c. Single Source. The required goods or services can only be obtained from one source
among others in a competitive marketplace for a substantial reason such as
compatibility or standardization provided a reasonably diligent search has been made
for other vendors or other appropriate information has been obtained to determine a
vendor’s single source status. Written documentation of such determination, in a
manner prescribed by the Superintendent or the Superintendent’s authorized
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designee, shall be maintained in the project and/or contract files. For capital
improvement projects, specified equipment and materials of a proprietary nature will
be identified and submitted to the State DOE Receiving State Capital Outlay Funds
160-5-4-.16(a)(8).
d. The purchase is made through contracts formally solicited and obtained by the
State of Georgia, or any other political subdivision of the State of Georgia, the federal
government, or some other governmental agency. The Purchasing Department shall
be authorized to make purchases through inter-governmental and educational
cooperatives, alliances and consortiums to achieve cost savings and administrative
efficiencies based on economies of scale.
e. The expenditure is for personal employment services rendered by full-time or part-
time employees who are under the control of the Board and are paid wages for their
service. Employment of personnel is handled by the Department of Human Capital
Management.
f. The expenditure is for special education services or other student services required
by state or federal law.
g. The purchase is for instructional materials or programs selected in accordance with
Board Policy IFA or selected by qualified professional personnel, based on sound
pedagogical judgment and the best interest of the District, and acting at the direction
of the Superintendent or the Superintendent’s authorized designee. The types of
instructional materials and programs covered by this exception include:
(1) Instructional programs and textbooks;
(2) Supplemental materials needed for instruction in the school such as films,
slides, videotapes, CDs, DVDs, educational kits, posters, displays, games,
computer software, software licenses, subscriptions, newspapers, periodicals,
library books, reference materials, or other instructional material purchased from
the publisher, distributor, or agent.
(3) Test, test preparation, and test scoring services of a standardized
examination purchased from the publisher or licensed agent;
(4) Membership in various educational or related organizations, agencies or
services providing direct benefits to the District;
(5) Instructional material listed in the K-12 Curriculum Supplemental Materials
Catalog;
(6) Professional training programs for staff, the selection of which is left to the
professional judgment of the administrator responsible for the professional
development of the personnel attending or participating; and
(7) Mandated testing, instructional programs, and instructional materials
approved by the Georgia Department of Education (GaDOE). A copy of the
GaDOE approval shall be submitted with the request to purchase these
materials\items.
h. The purchase is a continuation of an existing purchase agreement, bid, request for
proposal, time and material contract, rental, lease, or purchase order duly authorized
by the Board or its agent.
i. The expenditure is for maintenance services from the original vendor or an
authorized agent of the original vendor and these services cannot be competitively
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bid.
j. The expenditure is for additional orders of like equipment, materials, supplies,
services, rentals, or leases previously approved, provided the additional order is at the
same or a lower price, or the original contract included an automatic price adjustment
based on the Consumer Price Index or the Producer Price Index for commodities or
services.
k. The contract is for services to be provided by a government agency.
l. The expenditure is for Workers Compensation and Risk Management insurance
claims made under existing legal policy or contract requirements.
IV. REQUIRED LEVELS OF APPROVAL
The appropriate level of approval is required for all contracts and purchases, including those that fit within an
exception to the competitive selection measures. All contracts and purchases for capital and non-capital
projects require approval at the following levels before obligating the District:
A. Independent Contractor Agreements
1. Independent contractor agreements with a total cost of $49,999.99 or less require the prior
approval of the Superintendent or the Superintendent’s authorized designee, with the
exception of certain local school purchases as set forth in Policy DJEG or other exceptions
set forth explicitly in Board Policy of Administrative Regulations.
2. Independent contractor agreements with a total cost of $50,000.00 or more require Board
approval based on the recommendation of the Superintendent.
B. Levels of Approval for Capital Projects
1. Purchases and contracts with a total cost of $99,999.99 or less require the prior approval of
the Superintendent or the Superintendent’s authorized designee, with the exception of certain
local school purchases as set forth in Policy DJEG or other exceptions set forth explicitly in Board
Policy or Administrative Regulations.
2. Purchases and contracts with a total cost of $100,000.00 or more require Board approval
based on the recommendation of the Superintendent.
C. Levels of Approval for Non-Capital Projects
1. Purchases and contracts, excluding independent contractor agreements, with a total cost of
$99,999.99 or less require the prior approval of the Superintendent or the Superintendent’s
authorized designee, with the exception of certain local school purchases as set forth in Policy
DJEG or other exceptions set forth explicitly in Board Policy or Administrative Regulations.
2. Purchases and contracts, excluding independent contractor agreements, with a total cost of
$100,000.00 or more require Board approval based on the recommendation of the
Superintendent.
D. Additional Provisions
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1. When a vendor has separate contracts or purchases with the District, Board notification via the
vendor spend report is required when the total of all contracts and purchases with that vendor
would exceed $100,000.00 in any fiscal year.
2. Contracts that are renewed or increased pursuant to change order, contract amendment, or
revised purchase order require approval at the appropriate level based on the new contract total.
3. Purchases shall not be divided into smaller units or lesser amounts in order to circumvent the
required level of approval.
4. All purchases and contracts under $100,000.00 shall be reported to the Board monthly for
information only, reflecting vendor, goods or services purchased, amount of purchase, and the
name(s) of staff member(s) who signed/provided the approval.
5. The following types of purchases are strictly prohibited:
a. Goods or services not directly related to job responsibilities or other official District
business (i.e., personal purchases);
b. Alcoholic beverages or products; and
c. Tobacco products.
E. Special Education and other Legally Mandated Student Services
Expenditures for student services that are required by state or federal law will not require the use of
competitive selection measures or the prior approval of the Board, provided there are budgeted funds
available and the expenditures are included in the report of expenditures sent to the Board monthly for
information only.
F. Local School Purchases
Local schools are authorized to purchase goods and services subject to monetary limits and other restrictions
imposed by this Board Policy DJE and Board Policy DJEG and the Superintendent.
V. PROVISIONS APPLICABLE TO ALL CONTRACTS AND PURCHASES
A. Equal Opportunity
All vendors and contractors shall have an equal opportunity to participate in the District’s purchasing and
procurement processes without regard to race, color, sex, age, religion, disability national origin, ethnicity,
veteran status, sexual orientation, gender identity or expression, genetic information or any other status or
basis protected by applicable laws.
All vendors and contractors doing business with the District shall provide all persons with equal opportunity
without regard to race, color, sex, age, religion, disability, national origin, ethnicity, veteran status, sexual
orientation, gender identity or expression, genetic information or any other status or basis protected by
applicable laws.
All procurements shall be awarded with the goal of upholding inclusive practices in the District's competitive
solicitation process. The Superintendent is authorized to develop administrative regulations necessary to carry
out the goals of inclusive and diverse practices among District vendors.
B. Purchasing Card
A purchasing card system shall be administered by the Purchasing Department and Purchasing Manager or
designee. The system shall allow purchases to be made by persons outside of the Purchasing Department who
have been approved to use the purchasing card. Specific limits as to dollar amounts per purchase, dollar
amount per month and types of products or services to be purchased shall be followed as outlined in the
Purchasing Card Guidelines and other policies and procedures of the District’s Purchasing Card Program.
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Purchasing cards may be issued to elected or appointed members of the Board of Education, department
heads, executive level staff, or school/division heads. The card shall be used solely for the purpose of
purchasing items and services that are directly related to the duties of the DeKalb County Board of Education
and the DeKalb County School District, in accordance with Regulation DJE-R(1) and in accordance with the
policies and procedures of the District’s Purchasing Card Program.
Prior to the use of the purchasing card, the authorized user shall sign and accept an agreement with DeKalb
County School District that they will use such cards only in accordance with the policies and procedures of the
DeKalb County School District and applicable guidelines. There shall be a per transaction limit of $5,000.00 on
the purchasing cards.
The following types of purchases are strictly prohibited:
1. Personal purchases or cash withdrawals.
2. Cash advances.
3. Transactions beyond the daily expenditure limit as determined by the Purchasing Department
and the monthly expenditure limit of $20,000.00.
4. “Multiple swipes” to enable a single purchase over $5,000.00 or to evade the per-transaction
limit of $5,000.00. Multiple swipes are defined as multiple purchases made by the same
cardholder, on the same day, from the same vendor, to enable a single purchase. The invoice total
must correspond to the transaction amount total for each vendor.
5. Equipment purchases exceeding $999.99. The purchasing card cannot be used to purchase
electronic tablets, computer hardware, smart watches smart phones, or similar equipment.
6. Sales tax. The DeKalb County Board of Education’s tax-exempt number is printed on the front
of each purchasing card. In the event sales tax is charged in error, a reimbursement check must be
submitted immediately by the cardholder.
7. Gift cards, stored value cards, calling cards and similar products.
8. Furniture purchases.
9. Food or gratuity purchase, with the exception of purchases set forth in Regulation DJE-R-(1).
10. Data plans, software, or applications for non-District issued devices.
11. No professional services.
The Purchasing Manager or designee shall periodically, but not less than annually, conduct audits of the
purchasing card program to ensure that purchases made are related to the duties of the DeKalb County Board
of Education and the DeKalb County School District.
Misuse of a purchasing card constitutes a serious breach of the public trust. Cardholders, program users, or
others who knowingly, or through willful neglect, fail to comply with the purchasing card program may be
subjected to suspension or termination of account privileges or other disciplinary action, up to and including
termination of employment and other civil or criminal penalties to the fullest extent of the law.
C. Requests for Information
Requests for information may be issued by the Purchasing Department to acquire information from market
participants before soliciting bids or proposals. Contracts shall not be awarded based on Requests for
Information. Requests for Information, however, may become the basis for subsequent Request for Proposals.
8
D. Requests for Qualifications
Requests for Qualifications may be issued by the Purchasing Department as needed to establish a pool of
qualified suppliers of goods and services.
E. Multi-Year Contracts
Multi-year contracts with vendors are permissible, provided they comply with O.C.G.A. § 20-2-506 and any
other applicable state and federal laws as well as Board policies and any restrictions imposed by the
Superintendent. Any renewal or extension of a multi-year agreement must have the approval of the Board if
the cost of the renewal or extension will be $100,000.00 or more.
F. Purchasing Ethics
All employees shall purchase and procure goods and services and maintain vendor/supplier relationships in an
ethical manner and shall act as responsible stewards of public funds. Employees shall not use any information
gained in the performance of their duties to advance their own or any other person’s financial or private
interests. The Superintendent provides the expectations listed below with the full knowledge that the good
judgment of each employee is essential, and that no list of rules or guidelines can provide direction for all
circumstances that arise. Employees who have questions about a potential ethical concern, or any employee
who observes or has reason to believe that Board policy has been violated or that unlawful conduct has
occurred or is occurring in connection with the procurement of goods or services for the District, must report
the situation or concern to the immediate supervisor, the Chief Financial Officer, the Chief Legal Officer
and/or the Superintendent. Employees who violate procurement ethics expectations shall be subject to
disciplinary action, up to and including termination, and may be subject to civil and criminal penalties as
applicable, to the fullest extent of the law.
Expectations of employees involved in the purchasing and procurement processes are as follows:
1. District employees shall not solicit or knowingly accept any gift, gratuity, loan, special discount,
entertainment, transportation, lodging, meals, favor, promise of future employment, or any
economic opportunity, except those of value less than $100.00 from any individual, entity,
vendor or supplier that is interested directly or indirectly in business dealings or is doing business
with the District, except in the following situations:
Meetings/cnferences where goods or services are conveyed to all attendees and in
the best interest of the District, as determined by the Superintendent.;
Gods that are divisible among employees or otherwise shared in the office
environment;
Gifts, per ccurrence, that are naturally divisible may be accepted on behalf of the
District but must be shared with, made available to, or presented to co-workers
and/or the entire department. Examples f such gifts are as follows: flowers,
food/gift baskets, art, advertising items, and instructional products.
2. Employees may not change the weightings or criteria after receiving bids or proposals unless
legitimate, new information has been discovered, documented appropriately, and approved by
the Purchasing Manager or designee.
3. Employees may not release records that contain cost estimates and/or pending, rejected, or
deferred bids or proposals until the final award of the contract is made, or the project is
terminated or abandoned. If such records are requested and subject to release, such release shall
be done in accordance with the Georgia Open Records Act.
4. If an employee, the employee’s relative, or a friend owns, manages, or sells for a vendor/supplier,
the employee must recuse him/herself from decisions involving that vendor/supplier and should
not access related information unavailable to competing vendors/suppliers.
5. If an employee has additional employment outside of the District, it must not conflict with, or
appear to conflict with the interests of the District.
If an employee of the District is interested in doing business with the District as a vendor, the business dealing
in which the employee is or seeks to become a vendor is allowable if the related vendor work being performed
by such employee is outside of the employee’s normal working hours and outside of the employee’s area or
9
department of work related to their employment with the District. Further, such business dealing must also be
disclosed in writing to the Chief Human Capital Management Officer, the Purchasing Department and their
immediate supervisor no more than 10 business days after the commencement of such employment.
The District seeks to ensure the effective and efficient operation of the school district by doing business
exclusively with companies and individuals who are ethical, honest, and responsible. All vendors and
contractors seeking to do business with the District must disclose to the District, at the time of bid or proposal
and ongoing thereafter as requested by the Superintendent, all employees of the vendor who are employed by
the District. Vendor contracts will be terminated if the vendor, subcontractors, or vendor subsidiaries are
involved in unethical behavior with any District employee. The Board may exclude any individual or company
from contracting with the District for a period of no more than three years, who is disqualified pursuant to this
policy or who appears on any suspended, excluded or debarment list issued by an agency of the federal, state
or local government. Failure to make any such disclosures shall result in sanctions as determined by the
Superintendent up to and including prohibiting the vendor or contractor from doing business with the District,
and in accordance with applicable law.
Violation of purchasing ethics constitutes a serious breach of the public trust and may result in termination of
employment and\or referral to law enforcement authorities.
G. Unauthorized Purchases
Employees shall be prohibited from purchasing equipment, material, supplies, services, rentals or leases in any
form not prescribed herein. Any purchase contrary to the procedures set forth and/or referenced herein shall
be null and void and the Board shall not be bound thereby.
H. Disqualification of Bidders or Vendors
A bidder or vendor may be disqualified from the award of a specific contract or from bidding on future
contracts with the District if it is determined that the bidder or vendor, including the owners, officers,
principals, or other individuals having a controlling interest in the business entity, has committed one or more
of the following violations:
1. Has been convicted, at any time under any state or federal status, of embezzlement, theft,
forgery, bribery, falsification or destruction of records, receiving stolen property, antitrust or any
other offenses indicating a lack of business integrity or business honesty which currently and
directly affects its responsibility as a vendor with the District.
2. Has been debarred or disqualified from bidding on or making proposals to any federal, state, or
local governmental entity or agency.
3. Has willfully failed to perform, without good cause, in accordance with the terms and
conditions of one or more contracts, or has a recent record of such conduct, with the District.
4. Has willfully violated the protocol or the terms and conditions of a formal solicitation while it is
still in process.
5. Has a recent, documented record of unsatisfactory performance on one or more contracts with
the District or some other business entity.
6. Has submitted any false certification, bond, license, insurance information, or any other
required contract documentation to the District.
7. Has failed to cooperate with a District investigation.
8. Has committed any other action of a serious or compelling nature that may adversely impact
the operation or reputation of the District.
With the exception of a willful violation, of the terms and conditions of a formal solicitation while it is still in
10
process, written rationale and justification from the Superintendent or the Superintendent’s authorized
designee, shall be required before any bidder or vendor may be disqualified under this policy and/or the
implementing regulations. The Board authorizes the Superintendent to adopt and issue administrative
regulations consistent with this Policy further detailing the disqualification process.
I. Withdrawal of Bids
1. If, after bids are opened, the low bidder claims an appreciable error in the preparation of the
bid and can support such claim with evidence satisfactory to the administrator responsible for the
contracting department in collaboration with the Purchasing Department, the low bidder shall be
permitted to withdraw the bid.
2. The District may convene a panel to review the bid before determining whether the low bidder
made an appreciable error in the preparation of the bid as claimed. Costs incurred in connection
with the review shall be borne by the bidder seeking to withdraw.
3. Action on the remaining bids shall be considered as though the withdrawn bid had not been
received.
4. If the project is re-bid, the vendor who withdrew his bid shall not be permitted to submit a new
bid on the project.
VI. INSURANCE
When an insurance contract is to be purchased or renewed, specifications shall be prepared and presented to
the Board for approval. The approval specifications shall be used to obtain quotes or bids for the necessary
insurance.
VII. IMPLEMENTING REGULATIONS
The Superintendent shall adopt administrative regulations for the day-to-day implementation of this policy.
Regulations applicable to capital projects shall be consistent with Chapter 91 of Title 36 of the Georgia Code
and any other applicable law.
11
Board Policy Manual
DeKalb County School District
Regulation DJE-R(1): Purchasing Status: ADOPTED
Original Adopted Date: 03/21/2012 | Last Revised Date: 10/07/2019 | Last Reviewed Date: 10/07/2019
Pursuant to Board of Education Policy DJE, the Superintendent or designee is authorized to adopt procedures for the
issuance and use of Purchasing Cards by DeKalb County School District employees and DeKalb County Board of
Education members. Because local school boards are not governed by the State of Georgia purchasing department
guidelines, the Superintendent of the DeKalb County School District has hereby adopted applicable purchasing
department guidelines, per the State of Georgia and applicable federal travel and purchasing guidelines, per the U.S.
General Services Administration.
A. Purchasing Card Restrictions
1. The Purchasing Card may only be used for instructional/office supplies and equipment, and staff travel
expenditures. Special approval by the Finance
Division or the Purchasing Department is required for the following types of purchases within the
approved spending limits:
a. Goods intended for DCSD official work related use which are non-instructional utilizing budgeted
funds.
b. Declared emergencies and natural disaster purchases in cases involving the welfare of the general
public or extreme weather conditions.
2. All purchases must be within the assigned spending limits unless prior, written approval is received to
exceed these limits. All Purchasing Card users have a single transaction and daily limit of $5,000.00.
The maximum monthly charge limit is $20,000.00.
Purchasing cards shall be subject to the following restrictions and prohibitions:
1. No personal purchases or cash withdrawals.
2. No cash advances.
3. No transactions beyond the daily limit as determined by the Purchasing Department and the monthly
expenditure limit of $20,000.00 monthly.
4. No “multiple swipes” to enable a single purchase over $5,000.00. Multiple swipes are defined as multiple
purchases by the same cardholder, on the same day, from the same vendor to enable a single purchase.
The invoice total must correspond to the transaction amount total for each vendor.
5. No equipment purchases exceeding $999.99 are allowed using the Purchasing Card. The P-Card cannot
be used to purchase electronic tablets or computer hardware.
6. No sales tax is to be charged. (The DeKalb County Board of Education tax exempt number is printed on
the front of each PCard. In the event sales tax is charged in error, a reimbursement check must be
submitted immediately by the card holder).
7. No gift card purchases.
8. No furniture purchases.
9. No food or gratuity purchases, with the exception of purchases set forth in Section B, below.
10. Data plans, software, or applications for non-District issued devices.
11. No professional services.
1
B. Board Members/ Staff Purchasing Card Use
1. As an exception to the above regulations and restrictions, DeKalb County School District Board
Members/ Staff may utilize purchasing cards for lodging, food and travel incidentals, during travel related
to school district business as deemed necessary by the Finance Division and/or the Purchasing
Department. If the Superintendent disapproves of incidental expenses, or per diem meal overages, the
staff member shall be notified and required to reimburse the school district for the unapproved items.
2. The U. S. General Services Administration (GSA) per diem rates shall serve as a guide adopted by the
Superintendent for non-executive DCSD personnel regarding transportation and lodging Per Diem Rates.
Meal allowances are set forth in Section 4 below. To ensure compliance with Federal travel guidelines,
per the U.S. General Services Administration, please find below GSA’s website address for lodging and
Privately Owned Vehicle rates. Current Per Diem (Daily) Lodging Rates for travel outside of the Atlanta
Metropolitan area and outside of the State of Georgia are located at http://www.gsa.gov. Rates for
Privately Owned Vehicle (POV) Mileage.
Reimbursement are also located on the U.S. General Services Administration website located at
http://www.gsa.gov.
Board Members/Executive Staff are authorized with the following daily allowance:
1. Breakfast $15.00
2. Lunch $20.00
3. Dinner $40.00
4. Incidentals $10.00
C. Using Purchasing Cards for Travel
The Superintendent may also authorize the Finance Division to establish issuance and use procedures and
make necessary contractual arrangements with a financial institution to provide Travel Cards, in advance, to
Non-Executive school district personnel who are authorized to travel on behalf of DCSD.
D. Unauthorized Purchases
It shall be prohibited for any employee to purchase or contract to purchase any goods or services, or to make
any contract within the provision of this regulation without authorization of the Finance Division or the
Purchasing Department. If any purchase is made contrary to this policy, neither the Board of Education, nor
the Superintendent, shall be bound thereby.
Purchase card holders making inappropriate and/or unauthorized purchases shall be subject to suspension and
termination of account privileges or other disciplinary action, up to and including termination of employment
and other civil or criminal penalties to the fullest extent of the law.
E. Purchasing Ethics
All funds held by the DeKalb County Board of Education and its local schools, regardless of the source, are held
in public trust. Purchasing card holders will approach all purchasing and procurement decisions as responsible
stewards of public funds and shall not engage in unethical behavior or compromising practices in relationships,
actions and communications with present or potential suppliers. Further, purchasing card holders shall avoid
the intent and appearance of unethical behavior or compromising practices in the use of the Purchasing Card.
F. Delinquent Purchasing Card Statements and Disciplinary Actions
Delinquent Purchasing Card reconciliations, as well as outstanding discrepancies involving improper use or
questionable expenditures using state or federal funds will result in the suspension or revocation of Purchasing
Card privileges, as follows:
2
1. The first violation of this regulation will result in the immediate suspension of Purchasing Card privileges
for 30 days.
2. The second violation of this regulation will result in the immediate suspension of Purchasing Card
privileges for 60 days.
3. The third violation of this regulation will result in charging privileges being revoked indefinitely, and
employee(s) shall be subject to discipline up to and including termination.
3
Board Policy Manual
DeKalb County School District
Board Policy DJ: Expenditure of Funds Status: ADOPTED
Original Adopted Date: 09/11/2000 | Last Reviewed Date: 09/11/2000
FUNDS
MISSION: To ensure proper accounting procedures for all DeKalb County School System funds.
The Superintendent and the Chair of the DeKalb County Board of Education shall have authority to file applications,
requisitions, and requests for funds which are authorized for use in financing the DeKalb County School System and
those included in the budget adopted by the DeKalb County Board of Education.
1
DISTRICT ADMINISTRATIVE RULE
DJEE-R Local School Fiscal Management
8/10/16 GSBA Reference: DJEE (Local Puchasing)
RATIONALE/OBJECTIVE:
The Cobb County School District (District) has established financial procedures for the purpose of
providing a high degree of accountability for District funds and other assets in compliance with
Board of Education (Board) Policy DI (Accounting and Reporting) and Policy CEB (Superintendent
Duties).
RULE:
Management of School Funds and Other Assets
School principals are responsible for the management of all funds and other assets involving
school activity, including but not limited to the authorization of all purchases and payments and
the management of inventory and equipment. Management of school funds and other assets
requires strict compliance with the Local School Accounting Standard Operating Procedures
Manual, Property Control User’s Guide, Board Policy, District Administrative Rules, Georgia and
federal law.
Adopted: 2/14/73
Reviewed: 7/74
Revised: 7/28/83; 8/8/84; 2/25/93; 03/27/97; 04/22/99
Reclassified an Administrative Rule: 9/1/04
Revised: 1/13/10
Revised and Re-coded: 6/28/12 (previously coded as Administrative Rule DIF)
Revised: 8/10/16
Page 1 of 1
PROCUREMENT SERVICES DEPARTMENT
PURCHASING REGULATIONS
Cobb County School District
TABLE OF CONTENTS
I. Procurement Term Definitions Page 1
Definitions of procurement terms used in these regulations.
II. Purchasing Regulations Page 6
These regulations establish directions, methods, and procedures for the purchase of
goods and services. Authority to purchase is vested in the Superintendent who
designates the Director of Procurement Services as the Chief Procurement Officer for
the Cobb County School District (CCSD) and makes the regulations applicable to all CCSD
acquisitions.
III. Purchasing Authority Page 7
The Procurement Services Department is the central element for the purchase of goods
and services.
IV. Sustainable Procurement Page 8
The Cobb County School District is committed to best practices in sustainable
procurement.
V. Responsibilities Page 10
Basic responsibilities of individuals and entities concerning the purchase of goods and
services including The Board of Education, the Superintendent, Senior Executive
Director of Business Services, the Director of Procurement Services, and other
administrators of the CCSD as well as all school/department personnel.
VI. Purchasing Administrative Lead Time (PALT) Page 14
Three priorities for the Procurement Services Department include routine, urgent, and
emergency. The time frame for planning purchasing procedures is established in this
section.
Cobb County School District
TABLE OF CONTENTS
VII. Procurement and Award Methods Page 15
Methods and procedures for processing purchase requisitions.
VIII. Competitive Solicitation Process Page 21
Full and open competition guidelines are promoted in the procurement process.
IX. Contract Administration Page 34
The contract administration system ensures that vendors’ performance is in accordance
with solicitation terms, conditions, and specifications.
X. Unauthorized Purchases Page 40
Addresses purchases made without regard to proper procedures.
XI. Formal Protest of an Award or Decision to Award Page 42
Procedures to protest an award or decision to award.
XII. Suspension and Disqualification Page 44
Conditions under which persons, firms, or corporations may be prohibited from doing
business with the CCSD.
XIII. Code of Ethics Page 46
Describes the code of ethics adopted by the CCSD.
Cobb County School District
SECTION I
PROCUREMENT TERM DEFINITIONS
The following are definitions of procurement terms used in these regulations:
A. Appeal – Within the context of the Cobb County School District (CCSD) procurement
practices, an appeal process is used in two instances: (1) To request review of a protest
decision issued by the Director of Procurement Services, or (2) To request review of a
decision to suspend or disqualify a vendor from doing business with CCSD for a specified
time.
B. Award date – The date on which the written Award Letter is dated.
C. Best Value - A procurement method that emphasizes value over price. An assessment
of the return that can be achieved over the useful life of the item, e.g., the best
combination of quality, service, time, and price.
D. Bid – The response by a vendor to an Invitation for Bid (IFB).
E. Bidder – A vendor who submits a response to an Invitation for Bid (IFB).
F. Board Approval Date – The date that the Board of Education votes on an award
recommendation.
G. Bonfire Interactive Portal – Bidding/contract management software program used by
CCSD.
H. Competition – The process by which all responsible bidders/offerors are allowed to
compete.
I. Competition Thresholds – Defined expenditure levels, which establish the bounds for
the use of certain procurement methods.
J. Competitive Range – The group of proposals, as determined during the evaluation
process for competitive negotiation, includes only those offerors considered to have a
reasonable chance of being selected for award and who are therefore chosen for
additional discussions and negotiations. Proposals not in the competitive range are
given no further consideration.
K. Construction Projects – Includes any improvements to existing CCSD property, whether
new construction, modification, alteration or renovation, either interior or exterior. All
improvements to District property must comply with appropriate CCSD Board Policy and
Rev 6-2024 Page 1 of 47
Cobb County School District
SECTION I
PROCUREMENT TERM DEFINITIONS
Administrative Rules. Applicable Federal/State/Local codes, laws, guidelines, and
regulations will apply.
L. Contract Administration – Management of an awarded solicitation including but not
limited to:
1. Monitoring vendor(s) for adherence to contract requirements (including price and
performance);
2. Periodic meetings with the vendor(s) and end-user department;
3. Distributing and summarizing vendor performance surveys; and
4. Maintaining a file of correspondence after award.
M. Disqualification – Action was taken by CCSD to prohibit vendors from doing business
with CCSD for a period of time of at least one (1) year, not to exceed a three-year (3)
maximum.
N. Environmentally Preferable Products and Services – Have a less negative effect on
human health and the environment than competing products or services that serve the
same purpose. Factors that may be considered include raw materials acquisition,
production, manufacturing, packaging, distribution, reuse, operation, maintenance,
disposal, and/or fair trade standards.
O. Environmental Purchasing - CCSD is committed to environmental stewardship and seeks
the purchase of environmentally preferable products and services whenever they
perform satisfactorily and are available at a reasonably competitive price.
P. Georgia Procurement Registry (GPR) – This is a free web-based advertising system for
publicizing government contract opportunities.
Q. Invitation for Bid (IFB) – The solicitation document used by CCSD to solicit offers for the
supply of goods and/or services in a sealed bid process.
R. Mandatory/Minimum Requirements – May apply to Request for Proposals (RFP),
Invitation for Bids (IFB), and Request for Quotes (RFQ) and are conditions set out in the
specifications/statement of work that must be met without alteration. Not meeting
mandatory requirements may be grounds for disqualification.
Rev 6-2024 Page 2 of 47
Cobb County School District
SECTION I
PROCUREMENT TERM DEFINITIONS
S. Offer – A response to a solicitation document, inclusive of a bid in response to an
Invitation for Bid, a proposal in response to a Request for Proposal, or a quote in
response to a Request for Quote.
T. Offeror – A vendor who returns a proposal in response to a Request for Proposal
solicitation before the date and time set for its receipt.
U. Order Splitting – Dividing a purchase into separate transactions, or the purchase of
related items/services via separate transactions to circumvent CCSD Board Policy
and/or Purchasing Regulations. This is an example of an Unauthorized Purchase and is
expressly prohibited.
V. Proposal – The response by a vendor to a Request for Proposal solicitation.
W. Request for Information (RFI) – The informal solicitation document whereby vendors
are asked to present information on particular goods or services. Information provided
may include best practices, industry standards, technology issues, etc. CCSD may or may
not choose to award and purchase from the information provided.
X. Protest – A written objection by a participating party to a solicitation or a proposed
award or award of a contract, to receive a remedial result.
Y. Request for Proposal (RFP) – The solicitation document used in the competitive
proposal process, whereby vendors are asked to submit offers for goods and/or services
in a designated format, which allows for the consideration of predetermined factors in
addition to price, in the evaluation, negotiation and award process. Provides for the
negotiation of all terms, including price before contract award. The solicitation may or
may not include a provision for the negotiation of Best and Final Offers (BAFO).
Z. Request for Qualifications (RFQu) – A document issued by procurement staff to obtain
statements of the qualifications from potential vendors. Can be used to gauge potential
competition in the marketplace and/or identify qualified vendors, before issuing a
solicitation.
AA. Request for Quote (RFQ) – The solicitation document used by CCSD to solicit offers for
the supply of goods and/or services. Solicitation of a price quote should be completed
by an authorized CCSD staff person. A Request for Quote may be used when a purchase
Rev 6-2024 Page 3 of 47
Cobb County School District
SECTION I
PROCUREMENT TERM DEFINITIONS
is less than $100,000 or is urgent enough to warrant bypassing the IFB/RFP process.
Evaluation and recommendation for award are based on the response that best meets
price, quality, delivery, service, past performance, and reliability.
BB. Response Due Date and Time – The deadline for a vendor to submit a response to a
solicitation document; specified in a solicitation document.
CC. Responsible – Term used to describe a vendor who is determined by Procurement
Services to have:
1. The ability, capacity, and skill to provide the goods/service required;
2. The capability to provide the goods/service promptly, or within the time specified,
without delay or interference;
3. The character, integrity, reputation, judgment, experience, and efficiency
necessary to conduct business in good order;
4. Provided satisfactory performance on previous contracts, if any;
5. Previously and presently complied/s with the laws and policies relating to the
goods/services required;
6. Sufficient financial resources and ability to perform the service;
7. The ability to provide goods or services for the particular use required; and,
8. Not provided any conditions in the bid/proposal that would have the response
submission considered non-qualified and therefore non-responsive.
DD. Responsive – Term used to describe a vendor who has submitted a response to a
solicitation that conforms in all material respects to the requirements outlined in the
solicitation.
EE. Simplified Acquisition Threshold for Purchases Utilizing Federal Funds – The CCSD
defines the Simplified Acquisition Threshold (SAT) for purchases utilizing Federal Funds
to be $250,000.
FF. Solicitation Document – A term used to describe an Invitation for Bid, Request for
Proposal, Request for Information, or Request for Quote document.
Rev 6-2024 Page 4 of 47
Cobb County School District
SECTION I
PROCUREMENT TERM DEFINITIONS
GG. Subject Matter Expert/Consultant – Person with extensive skill and/or knowledge in a
particular area of expertise that uniquely qualifies him or her to perform some
specialized service.
HH. Suspension – Action was taken by CCSD to prohibit a vendor from doing business with
CCSD for a period not to exceed one (1) year while corrective action is being taken.
II. Sustainable Procurement - A purchasing and investment process that integrates
economic, environmental, and social impacts and principles into procurement
processes and decisions.
JJ. Vendor – A vendor includes, but is not limited to, any corporation, partnership,
association, sole proprietorship, or other business entity as well as the owner(s),
principal(s), or other individual(s) having a controlling interest in the business entity that
performs services, or sells goods required by a contract. An entity submitting a response
to an IFB, RFP, or RFQ. Bidder/Offeror/Vendor/Supplier/Contractor may be used
interchangeably.
KK. Waste Prevention – Any action undertaken by an individual or organization to eliminate
or reduce the amount or toxicity of materials before they enter the waste stream. This
action is intended to conserve resources, promote efficiency, and reduce pollution.
LL. Working days – Means all days except Saturdays, Sundays, and all CCSD holidays. In
calculating the time, the first day shall not be counted but the last day shall be counted.
Rev 6-2024 Page 5 of 47
Cobb County School District
SECTION II
PURCHASING REGULATIONS
The purchase of goods and services required by the various departments or schools that
derive support wholly or in part from Cobb County School District (CCSD) shall be in
accordance with the purchasing regulations as presented herein. These regulations shall
apply to all acquisitions involving the expenditure of CCSD funds or funds provided from other
sources (federal, state, local, grants, etc.) for the use by CCSD.
Guidelines
The school system must buy supplies and services from the business community to operate.
The Cobb County Board of Education (Board) will appropriate funds that will be used by the
Superintendent through his agent, the Director of Procurement Services, to procure the
required goods and services. The guidelines in which the purchasing function shall operate,
including funds from all sources, are as follows:
Authority to obligate Board funds to an agency outside the school system is vested solely in
the Superintendent who shall designate the Director of Procurement Services as the
Purchasing Agent and Chief Procurement Officer for CCSD.
The Director of Procurement Services, under the direction of the Senior Executive Director,
Business Services, shall have the authority to purchase materials, supplies, equipment,
construction, and other services.
Purchases shall be made only after the Board has appropriated funds. All purchasing activities
on behalf of CCSD will be in accordance with these regulations and the laws of the State of
Georgia. If a conflict exists between these regulations and applicable federal/state/local laws,
grants, or other governing regulations, then the higher-level governing law/regulation that
imposes additional requirements or regulations shall control.
Rev 6-2024 Page 6 of 47
Cobb County School District
SECTION III
PURCHASING AUTHORITY
Procurement Services has the authority and responsibility to purchase only authorized
supplies and services.
Central Purchasing
Purchases shall be made by the local schools/departments and approved by Procurement
Services under the authority granted to the Director of Procurement Services. Procurement
Services shall not approve the purchase of goods or services without a properly executed and
approved document with approved funds.
Rev 6-2024 Page 7 of 47
Cobb County School District
SECTION IV
SUSTAINABLE PROCUREMENT
CCSD is committed to sustainable procurement and understands procurement decisions have
a social, economic, and environmental impact. We are committed to awarding contracts in
a responsible, sustainable manner by following the best practices/priorities listed below.
Best Practices/Priorities:
1. Waste prevention by recycling, reducing use, and reusing materials.
2. Purchase products that minimize environmental impacts, toxins, pollution, and
hazards to workers and the community.
3. Act with fiscal responsibility by balancing price, performance, and environmental
considerations.
4. Review specifications to eliminate barriers to recycled content products when
feasible. Encourage the use of recycled materials and environmentally preferable
products and services when they perform satisfactorily and are available at
reasonably competitive pricing.
5. Encourage the specification of environmentally preferable products that include
recycled content, are durable and long-lasting, conserve energy and water, are
responsibly sourced, and minimize exposure to toxins.
6. Recycling Programs include single-stream waste recycling and responsible disposal of
surplus electronics and equipment in accordance with current United States
Environmental Protection Agency (EPA) regulations.
7. Develop and maintain information about environmentally preferable products and
recycled products purchased by CCSD, as well as purchases that include recycling
programs for consumable materials waste.
8. Surplus items are disposed of responsibly in compliance with applicable EPA
regulations.
9. Utilize extended warranties to prolong the life of the equipment.
10. Achieve value for money and more efficient use of public resources.
Rev 6-2024 Page 8 of 47
Cobb County School District
SECTION IV
SUSTAINABLE PROCUREMENT
11. Demonstrate social and environmental responsibility through the purchase of
sustainable products and services.
12. Support and encourage innovation by demonstrating a preference for more
sustainable products and services.
13. Encourage the industry to develop the capacity to operate in a clean, green company.
14. Support vendors who are socially responsible and adopt ethical practices listed in our
vendor code of ethics.
15. Ensure compliance with relevant regulatory requirements.
16. Maintain transparency in all solicitation processes.
Rev 6-2024 Page 9 of 47
Cobb County School District
SECTION V
RESPONSIBILITIES
The basic responsibilities of entities and individuals involved in the procurement process are
described herein.
Responsibilities
A. The Board shall:
1. Provide policy for the purchasing system;
2. Appropriate funds from which purchases for goods and services are
executed;
3. Approve or disapprove recommendations of the Superintendent, Senior
Executive Director, Business Services, and/or the Director of Procurement
Services;
4. Provide general oversight over the purchasing system.
B. The Superintendent shall:
1. Develop and recommend to the Board policies to ensure efficient and
economical purchasing in support of CCSD operations;
2. Supervise the Director of Procurement Services through the Senior
Executive Director, Business Services;
3. Accept authority to purchase given by the Board and delegate day-to-day
authority to the Director of Procurement Services;
4. Exercise authority for purchases not delegated to the Director or other
designees.
C. The Senior Executive Director, Business Services shall:
1. Directly supervise the Director of Procurement Services;
2. Provide direction to solving specific problems affecting the purchase of
goods and services.
D. The Director of Procurement Services shall:
1. Serve as Purchasing Agent and Chief Procurement Officer for the Board;
2. Supervise the day-to-day activities of Procurement Services;
3. Contract for the purchase or acquisition of supplies, materials, equipment,
construction, and services, as may be required and funded;
Rev 6-2024 Page 10 of 47
Cobb County School District
SECTION V
RESPONSIBILITIES
4. Ensure all contract actions comply with applicable local, state, and federal
laws and regulations, as well as Board policies and procedures;
5. Procure quality goods and services to meet the needs of CCSD at pricing
that provides the best value;
6. Consider environmentally preferable procurement initiatives when
possible and beneficial to CCSD;
7. Promote efforts to assure all business enterprises have an equal
opportunity to participate and share in the purchasing activity of CCSD;
8. Modify/approve specifications and ensure full and open competition is
achieved on all purchases within parameters outlined in these and other
CCSD regulations;
9. Provide direction and guidance for the operation of Purchasing
Management;
10. Ensure training on CCSD purchasing policies and regulations of key District
staff responsible for the purchasing function at various levels;
11. Maintain a standard purchasing nomenclature for purchased items;
12. Take advantage of economies of scale by buying in quantity when
advantageous to CCSD;
13. Take advantage of all tax exemptions;
14. Determine the appropriate purchasing method for each purchasing
action;
15. Establish and maintain a purchasing system of quality and integrity;
16. Review threshold amounts and recommend necessary changes;
17. Audit purchases from requisitions, procurement cards, and other CCSD
contracts for compliance with all applicable laws, policies, and procedures.
18. Establish necessary rules for the operation of Procurement Services and
the implementation of CCSD Policy and Regulations;
19. Settle and resolve protests dealing with purchasing actions;
Rev 6-2024 Page 11 of 47
Cobb County School District
SECTION V
RESPONSIBILITIES
20. Competitively solicit, whenever possible, with Cobb County or other
governmental entities to maximize savings for taxpayers when it is in the
best interest of both parties to do so;
21. Compare competitively sought pricing to statewide contracts and/or other
governmental cooperative contracts/discounts (e.g., OMNIA Partners,
National Association of State Procurement Officials (NASPO), Sourcewell,
and others) available to determine the best value for the CCSD.
Procurement may recommend the use of state contracts or other available
governmental cooperative contracts/discounts when the contract offers
the best value to the CCSD.
E. The Customers (departments and schools receiving support from Procurement
Services) shall:
1. Provide timely and adequate identification of a requirement, funding, and
authorization to procure;
2. Review/approve solicitations/specifications/quantities;
3. Participate as requested by the Director of Procurement Services in pre-
bid/proposal conferences;
4. Participate in the review of solicitation responses;
5. Participate or provide third-party subject matter expert(s) to participate in
the evaluation of RFP responses;
6. Responsible for ensuring key District staff members (e.g., bookkeepers)
who are involved in the procurement process participate in training
provided by Procurement Services on CCSD purchasing policies and
regulations;
7. Provide for any other assistance in the procurement process as may
reasonably be requested by the Director of Procurement Services;
8. Enter and approve purchase orders.
9. Provide accurate and timely process of procurement card documentation
to Financial Services.
Rev 6-2024 Page 12 of 47
Cobb County School District
SECTION VI
PURCHASING ADMINISTRATIVE LEAD TIME (PALT)
Priorities are established herewith to be used in processing purchasing actions and time
frames for processing various purchasing actions that Customers may use for planning
purposes.
Applicability: This section applies to all purchasing actions by Procurement Services.
A. Priorities:
Three (3) priorities will be used for processing purchasing actions in Procurement Services
as follows:
1. Routine - Purchase requirements are received by Procurement Services and assigned
for action generally in keeping with the chronological order of receipt, and processed
in accordance with the Purchasing Administrative Lead Time detailed in Section VI,
Section B.
2. Urgent - The Customer, whose circumstances may not be deemed so severe as to
require emergency action but are of such a nature as to require more than routine
processing, may ask the Director of Procurement Services to assign an urgent priority.
The designation of “urgent” will cause the requirement to be acted upon by
Procurement Services over any routine requirements that may be at hand. “Same
day” or “next day” action by Procurement Services will not circumvent other
purchasing procedures required by law, Board policy, or this regulation; an urgent
priority assigned by the Director of Procurement Services simply moves the
requirement to the head of the line in Procurement Services.
3. Emergency - The Customer whose circumstances may be deemed so severe as to
require emergency actions may ask Procurement Services to assign an emergency
priority. Emergencies shall include, but not be restricted to, the purchase of items
necessary to the health, well-being, or safety of persons and/or situations. The
designation of “emergency” will cause the requirement to be acted upon by
Procurement Services over any routine or urgent requirement at hand. These
requirements shall receive “same day” action, if possible, and may circumvent other
Rev 6-2024 Page 13 of 47
Cobb County School District
SECTION VI
PURCHASING ADMINISTRATIVE LEAD TIME (PALT)
purchasing procedures required by Board policy to the extent permitted thereby
and/or by other applicable laws.
B. Purchasing Administrative Lead Time (PALT):
Definition –PALT is the time taken to process a purchasing action within Procurement
Services from the point when acceptable specifications, ready for release, are presented
to Procurement Services to the point that recommendation for award is made. PALT does
not include the time required to research and develop the specifications for solicitation,
the time taken for administrative approvals of purchase requisitions nor the time it will
take for the successful vendor to provide the supplies or services.
Time Frames for PALT –Workload within Procurement Services and the nature of the
solicitation will serve to increase or decrease PALT to some extent. PALT may be longer
for solicitations that require extensive preparation and/or Board approval and/or legal
review. In addition, PALT will be adjusted accordingly when mandated by requirements
related to funding sources or applicable laws, etc. (e.g. construction projects, eRate). The
table below lists the typical range for PALT for each solicitation type:
PURCHASING ADMINISTRATIVE LEAD TIME (PALT)
Solicitation Type Days
Request for Quote 15—25
Invitation for Bid 35 – 60
Request for Proposal 45 – 180
Rev 6-2024 Page 14 of 47
Cobb County School District
Section VII
PROCUREMENT AND AWARD METHODS
A. COMPETITIVE SOLICITATION METHODS
Except for purchases made following other provisions of this regulation, all purchases
or contracts to purchase goods or services with District funding shall be based on
competitive quotations, bids, or proposals as follows:
1. Purchases less than $10,000 and not already on an existing contract may be
accomplished without multiple quotes. Purchaser should use their best judgment
when making the purchase.
2. Purchases from $10,000 to $99,999.99 and not already on an existing contract
may require pricing to be secured by Procurement Services. Customers should
use the Request for Solicitation form available on the Procurement Services
SharePoint site and submit it as instructed on the form. Pricing may be secured
via written quote, email, phone, internet, or through the Bonfire Interactive
portal.
3. Purchases of $100,000 or more and not already on an existing contract require
Procurement to issue a formal IFB or RFP. Board approval is required for the award
of IFBs/RFPs greater than $200,000 except for those products/services included
on the Board Pre-Approved List of Expenditures. Check with Procurement Services
regarding assistance with the solicitation process and the need for Board approval.
All information to be included in a Board Agenda Item must be received in
Procurement Services a minimum of two (2) days before agenda items are due to
the Superintendent’s office.
4. Purchases using Federal Funds and citing a CCSD Exception to Full and Open
Competition Item(s)/Service(s):
a. Purchases under $10,000 not already on an existing contract purchaser
should use their best judgment.
b. Purchases $10,000-$250,000 – Cite the appropriate exception to full and
open competition. Price quotations must be obtained from at least two
(2) qualified sources and uploaded into Munis or kept at the
school/department.
c. Purchases at the Simplified Acquisition Threshold $250,000 or more
require a formal solicitation to be completed by Procurement Services.
Rev 6-2024 Page 15 of 47
Cobb County School District
Section VII
PROCUREMENT AND AWARD METHODS
5. The Director of Procurement Services will determine the most applicable method
for a solicitation. Once Procurement Services has implemented the competitive
solicitation process, the selected method of the solicitation will not be changed.
To obtain the most favorable price and to ensure a reliable source of supply, the
Director of Procurement Services is authorized to include an escalation and/or de-
escalation clause in the solicitation conditions.
B. EXCEPTIONS TO FULL AND OPEN COMPETITION FOR NON-FEDERAL, NON-GRANT
FUNDS
Procurement Services recognizes that there are circumstances where full and open
competition is not in the District’s best interest. If the requesting Customer is utilizing
grant funds or other special funds, it is their responsibility to verify that the funds do
not require a competitive solicitation before citing one of the exceptions. The
following situations can necessitate exceptions to full and open competition through
competitive solicitation:
1. Sole/Single Source Purchase - When supplies or services are readily available from
one responsible source. Use of this authority may be appropriate in situations
such as the following, (the examples are not intended to be all-inclusive and do
not constitute authority in and of themselves):
a. When there is a reasonable basis to conclude that the minimum needs can
best be satisfied by unique supplies or services readily available from one
source with unique capabilities.
b. The existence of limited rights in data, patent rights, copyrights, or secret
processes; the control of basic raw material; or similar circumstances make
the supplies and services available from one source.
c. When purchasing utility service(s) (gas, electric power, etc.),
circumstances may dictate that only one vendor can furnish the service.
d. When the Superintendent or designee (e.g., head of the department
making the purchase) has determined in accordance with a program for
standardization, continuity of operations, cost, or labor savings that are in
the best interest of CCSD to limit purchases to specified products/services.
Rev 6-2024 Page 16 of 47
Cobb County School District
Section VII
PROCUREMENT AND AWARD METHODS
e. When purchasing over the designated threshold, Customers must use the
“Sole/Single Source Justification” form, available on the Procurement
Services SharePoint website to submit the following information:
1. Explain why this is the only product or service that can meet the
need of the purchasing agency.
2. Explain why this vendor is the only practical available source from
which to obtain this product or service.
3. Describe what efforts were made to negotiate to get the best price,
delivery, warranty, and payment terms for the CCSD. Procurement
Services reserves the right to negotiate further with the vendor for
discounts, the best value, etc.
4. Include any documentation from the manufacturer or publisher to
support the “Sole/Single Source” status.
2. Emergency Requirement - Emergency Requirement can be cited when the need
for supplies or services is of such unusual and compelling urgency that the school
or the school system would be seriously injured unless it is permitted to limit the
number of sources from which to solicit bids or proposals. Use of this authority
applies in those situations where delay in award would result in serious injury,
financial or other, to CCSD. The Director of Procurement Services shall approve
the use of this exception, upon recommendation by the division administrator of
the user department. It is the Customer’s responsibility to gain the appropriate
approval.
3. Academic Prerogative –Academic Prerogative can be cited when contracted
services or academic materials, such as books, posters, displays, games,
educational software, or art materials are needed for compatibility/continuity
with existing curriculum programs or to meet state/federal requirements.
Academic materials can be selected from a source (such as a catalog) at the
discretion of a teaching professional in the performance of teaching duties.
Contracted staff development/professional learning services, including training
and consultative services, can be selected from a source identified as providing
the expertise and availability on the particular topic at the discretion of the school
principal or appropriate department or division head. Additionally, contracted
Rev 6-2024 Page 17 of 47
Cobb County School District
Section VII
PROCUREMENT AND AWARD METHODS
services for guest performers and other performing arts experts to provide
performances, workshops, and/or other instructional services can be selected
from a source identified as providing the expertise and availability on the
particular topic at the discretion of the teaching professional. No special authority
is necessary unless the Director of Procurement Services challenges a purchasing
action as an abuse of this exception. The Chief Academic Officer, along with the
Senior Executive Director of Business Services, shall be the determining authority
for such a challenge.
4. School Safety Operations / Police Department: (Do not use if the purchase is
using Grant/Federal Funds) Products and services related to safety and security
can be selected at the discretion of a safety/security professional. No special
authority is necessary unless the Director of Procurement Services challenges a
purchasing action as an abuse of this exception. The Chief Technology &
Operations Officer, along with the Senior Executive Director of Business Services,
shall be the determining authorities for such a challenge.
5. Venues, Products, Events and Services for Student and Staff Activities - The
selection of venues, products, events and services for some student
activities/products, including but not limited to, field trips, homecoming, prom,
and graduation activities does not lend itself to the competitive procurement
processes utilized by the District. Schools are encouraged to follow the guidelines
listed below regarding these types of activities/products/services:
a. Funds collected from students and other sources for these activities shall
be expended for the project including school-related incident expenses
incurred by teachers and other school personnel.
b. All quotations should be made in writing and must meet all school-
identified requirements.
c. Schools shall enter into an agreement with the vendor which will specify,
but not necessarily be limited to, the following:
1. Price
2. Time of Delivery/Event
3. Service and Warranty Requirements
Rev 6-2024 Page 18 of 47
Cobb County School District
Section VII
PROCUREMENT AND AWARD METHODS
4. District-approved accounting practices will be followed in the
expenditure of these funds.
Venues, products, events and services for staff activities including, but not limited
to, meetings, speakers, luncheons, and hospitality events are excluded from the
competitive process as well.
No special authority is necessary unless the Director of Procurement Services
challenges a purchasing action as an abuse of this exception. The Deputy
Superintendent, along with the Senior Executive Director of Business Services shall
be the determining authorities for such a challenge.
6. Professional Services - Contracted professional services including but not limited
to architectural, engineering, consultative or advisory services can be selected
from a source identified as providing the expertise and availability on the
particular topic at the discretion of the applicable Department Head. The
Department Head will negotiate fees in compliance with state law when
applicable. For fees for services not governed by state law, the Department Head
will utilize industry standards and market conditions in negotiating fees. No special
authority is necessary unless the Director of Procurement Services challenges a
purchasing action as an abuse of this exception. The Deputy Superintendent, along
with the Senior Executive Director of Business Services, shall be the determining
authorities for such a challenge.
7. Charter Bus Services –Charter bus services are procured in some cases for off-site
student events such as, but not limited to, field trips, athletic, music, academic, or
other events and competitions. Student safety is the primary concern in such
instances. Therefore, charter bus services are excluded from the formal
competitive solicitation process. CCSD Risk Management will maintain a list of
carriers that have been pre-approved for liability purposes.
C. EXCEPTIONS TO FULL AND OPEN COMPETITION FOR FEDERAL FUNDS
1. Federal Awarding Agency Approval –The Federal awarding agency or pass-through
entity expressly authorizes noncompetitive proposals in response to a written
request from the non-federal entity.
Rev 6-2024 Page 19 of 47
Cobb County School District
Section VII
PROCUREMENT AND AWARD METHODS
2. Inadequate Competition –After solicitation of a number of sources, competition is
determined inadequate.
3. Small Purchase/Academic Prerogative for Purchases $10,000 - $250,000 –Price
quotation must be obtained from at least two (2) qualified sources. Small
Purchase/Academic Prerogative can be cited when contracted services or
academic materials, such as books, posters, displays, games, educational
software, or art materials are needed for compatibility/continuity with existing
curriculum programs or to meet state/federal requirements. Academic materials
can be selected from a source at the discretion of a teaching professional in the
performance of teaching duties. Contracted staff development/professional
learning services, including training and consultative services, can be selected
from a source identified as providing the expertise and availability on the
particular topic at the discretion of the school principal or appropriate department
or division head. Additionally, contracted services for guest performers and other
performing arts experts to provide performances, workshops, and/or other
instructional services can be selected from a source identified as providing the
expertise and availability on the particular topic at the discretion of the teaching
professional. No special authority is necessary unless the Director of Procurement
Services challenges a purchasing action as an abuse of this exception. The Chief
Academic Officer, along with the Senior Executive Director of Business Services,
shall be the determining authorities for such a challenge.
The appropriate exception must be cited on the Requisition/Purchase Order, FS 213
Performance Contract/Munis Contract, Request for Check, or any other payment
method.
Rev 6-2024 Page 20 of 47
Exhibit I: DCSD Division of Operations: Vacant Positions
CESO's discussions with DCSD consistently revealed that the significant staffing shortage within the
Operations Division has an impact on the overall work environment. This issue was a frequent point
of discussion during interviews and meetings.
At the time of this assessment, the Operations Division shared a list of positions that were vacant
within the Division. The list, dated 11/19/2024, is included on the following four pages.
Center for Effective School Operations
Page 141
EXHIBIT I
DCSD Operations Division: Vacant Positions - 11/19/2024
# of Alotted # of Positions # of Remaining
Facility Maintenance
Positions Filled Vacancies
Supervisor III, Skilled Trade 10 7 3
Painter, Lead Facilities 2 1 1
Painter 17 11 6
Plumber 16 9 7
Attendant, Pest Control 3 2 1
Carpenter 17 15 2
Electrician 15 13 2
Worker, General Maintenance 20 15 5
Manager I, Kitchen Equipment 1 0 1
Manager I, Evening Shift 1 0 1
Manager I, Business Operation 1 0 1
Worker, Small Equipment Repair 2 0 2
Generator Technician 2 1 1
Roofer 6 4 2
Technician II, Audio/Visual 7 4 3
Technician II, Mechanical Ctrl 5 2 3
Clerk III, Purchasing Card 752 2 0 2
HVAC Mechanic/Technician 26 22 4
Custodian, 12 M - Train Crew 5 2 3
Kitchen Equipment Mechanic 5 2 3
Facility Manager III* 2 0 2
Facility Manager I* 2 0 2
HVAC Manager III* 1 0 1
HVAC Manager II* 1 0 1
HVAC Supervisor* 3 0 3
Custodial Manager III* 1 0 1
Custodial Manager I* 1 0 1
Skilled Trade Supervisor* 1 0 1
Call Center Manager I* 1 0 1
# of Alotted # of Positions # of Remaining
Business Services
Positions Filled Vacancies
Logistic Technician 8 7 1
Accounting Analyst III 1 0 1
Printer/Binder 4 3 1
Business Manager I 1 0 1
Regional Transportation Specialist 6 5 1
Project Specialist 3 2 1
Delivery Driver 14 12 2
# of Alotted # of Positions # of Remaining
School Nutrition
Positions Filled Vacancies
Area Compliance Supervisor 1 0 1
Claims Revenue Specialist 1 0 1
Purchasing Technician 1 0 1
Records & Accountability Clerk 1 0 1
Skilled Trade Supervisor 1 0 1
Technology Specialist 1 0 1
Marketing & Menu Specialist 1 0 1
Manager Training Wellness &
Sustainability 1 0 1
# of Alotted # of Positions # of Remaining
Fleet
Positions Filled Vacancies
Fleet Data Clerk 1 0 1
Fleet Shop Ops Manager 1 2 1 1
Fleet Shop Supervisor II 3 2 1
Service Advisor 4 3 1
Lead Bus Technician 6 2 4
Bus Technician 46 23 23
Body Technician 2 0 2
Mechanic Helper 4 1 3
Transportation # of Alotted # of Positions # of Remaining
Positions Filled Vacancies
Routing Technician 10 7 3
Customer Service Representation 2 1 1
Assistant Transportation
Supervisor 12 8 4
Transportation Supervisor 21 20 1
Dispatch Clerk 6 4 2
Totals (as of 11-19-24) 340 211 129
*New Positions
Exhibit J: DCSD 7-Region Map (2021-22 School Year)
Center for Effective School Operations
Page 146