These cuts have already cut an ESE specialist at my school that has 9 current cases and her position will terminate at the end of the year. Cuts should come from staff that do not work with kids. This is not what the board directed.

I oppose the proposed organizational chart and the process by which it was shared to the public. The documents were posted far too late, depriving the public of an opportunity to participate in a meaningful manner. The organizational chart fails to follow the the Board's direction and relies on an undisclosed $40 million dollar "staffing allocation adjustment." I don't believe this organizational chart is in the best interest of BCPS students. I would prefer for the Board to reject this proposal, direct specific reductions in central office administrative staff, direct staff to add salaries to each box on the org chart, and direct staff to bring back the org chart to a second workshop where it can be meaningfully discussed by both the Board and public.
- Reduce Work Calendars for certain directors positions
- Maintain class sizes in accordance to state statute
- Reduce overall salaries above pay band D
Eliminate Chief of Staff position and add those duties to Dep Supt
Remove layer of admin

The stated commitment to protecting classrooms and student-facing services is critical and reflects the Board’s clear direction.

However, the proposed Organizational Chart appears to deviate from that direction. While the Board called for reductions within administrative functions, this proposal relies in part on broader staffing adjustments that extend beyond central office operations. This creates concern that the intent to protect student-facing positions is not being fully upheld in practice.

To better align with the Board’s directive, I encourage a stronger focus on operational-level cost-saving strategies, including:

Deeper consolidation and restructuring within central office departments
Elimination of duplicative administrative functions across divisions
Expanded review and reduction of vendor contracts, consulting services, and discretionary operational spending
Temporary hiring freezes or reassignments within non-instructional administrative roles
Increased efficiency measures within communications, data systems, and internal operations

Focusing reductions at the operational level ensures that financial goals are met without compromising the classroom experience or essential supports for students.

I respectfully ask the Board to ensure that the final plan reflects its original directive and demonstrates clear alignment between stated priorities and implementation.

I am an ESE Counselor with 10 years of service with BCPS. As a Licensed Mental Health Counselor in Broward County Schools, my work has focused on supporting some of the most vulnerable students—those with disabilities, trauma histories, and significant emotional and behavioral needs. This is not extra support; it is essential to whether these students can function in the classroom and access their education.

For my students, counseling is written into their IEP as a related service. Under IDEA, this is not optional—it is required. Students are legally entitled to receive these services in order to access a Free Appropriate Public Education (FAPE). When services are reduced or not delivered as written, it directly impacts student progress and places the district at risk of noncompliance.

With these positions eliminated, I do not see how the district can realistically meet these obligations. Remaining counselors will be expected to take on significantly larger caseloads, making it impossible to provide services with fidelity, meet service minutes, or maintain quality care. This directly impacts students and their legal rights.

The decision to eliminate ESE Counseling positions is not just concerning; it is harmful. These are students who already struggle to regulate emotions, manage frustration, and stay engaged in learning. Without consistent support, we are going to see more shutdowns, more behavior issues, and less academic progress. These are not hypothetical concerns; this is what we already see when students don’t have the support they need.

I’m also deeply concerned about the impact on the counselors who remain. The increased workload and responsibility will make it extremely difficult to stay in compliance with IEPs while also maintaining any reasonable standard of care. Over time, this will lead to burnout, and ultimately, even less stability for students.

I am asking that you reconsider these eliminations and put the needs of our most vulnerable students at the forefront of your decision-making.

Members of the School Board,
I am writing to express my concern regarding the proposed reduction of school social workers in our district. The decision to reduce the number of school social workers will have a negative impact for students, families, and the overall school environment. School social workers play a vital role in our schools. Students academic success depends on other needs that students present. School social workers address social, emotional, behavioral and familial challenges that interfere with learning. Social workers support students that are dealing with mental health concerns, lack of resources, family instability, etc. School social workers advocate for our students and their needs. School social workers provide counseling, crisis intervention, mental health support, a listening ear, a helping hand, and the list goes on. School social workers go above and beyond for students and families. Social workers serve a crucial link between schools and families, as well as community.
The needs of our students and families are rising, especially in the economy we currently live in. Reducing these supports would lead to a decline in students needs being met and their academic success.
I respectfully ask that you reconsider this decision and think about the short-term and long-term negative impact this decision will have on students, families, and the overall school environment.
Thank you for your attention to this matter and consideration.

The proposed org chart does not conform to the Board’s explicit prior direction. The Board should reject this proposed org chart, direct specific changes, and bring it back to a second workshop. Despite inconvenience, the Board should not permit this proposal to serve as the starting point for its discussion.

Slide 10 of the “Board Presentation” confirms that staff’s plan is to put the budget crisis on the backs of students. This proposed organization chart will save only 27 million dollars while 40 million dollars is going to be saved by “staffing allocation adjustments.” This information was added on Friday April 17, depriving the Board and community of being able to digest the full breadth of the proposal.

Regarding the actual org chart, I specifically oppose the reduction in social workers, guidance counselors, and ESE staff. This is the support system that holds up our students and catches them when they fall. Student need continues to demand maximum efforts from existing guidance counselors and social workers. The ESE department is already struggling to provide legally required student services and supports. Cutting these staff that serve in these capacities cannot possibly be considered in a budget that is supposed to align to serving the students of Broward County. I support collapsing multiple levels of supervision and management. The current proposal makes a superficial effort at doing so. More must be done.

Furthermore, there must be accountability for flouting the Board’s direction and authority. Insubordination to the Board’s directives has grown increasingly bold—culminating in this proposed organizational chart. Such actions waste valuable Board time and degrade the Board’s ability to make the best and most informed decisions. Numerous staff actions that conflict the Board direction have also generated headlines and negative discussions about BCPS, further contributing to the loss of community trust and ultimately student enrollment. Many scandals, including this proposal, could have been avoided had the Board’s direction been appropriately followed.

My name is Dr. Trudy Jermanovich.
After perusing multiple social media sites, it’s clear that the Superintendent has not followed the direction of the Board to cut from the top of the Org Chart in this year’s downsizing effort. The Board was unanimous in the belief that people who provide services which are vital to students should not be touched in this reorganization. There are some eliminations on the upper level of the chart, but they barely touch those that receive over $100,000. and who do not DIRECTLY work with STUDENTS.

I would have made it explicit that in order for the public to regain confidence in this Board, no one who receives over $100,000 and who does not work with directly with students on a daily basis should be exempt from possibly having their job eliminated. It also caught my attention that the word “delimited” was used in the Executive Summary instead of the word “eliminated.” You don’t “delimit” a person’s job, you ELIMINATE it when you fire them. The social workers and counselors work directly with thousands of students every year. It is difficult to fill those positions and they are critical to each school they serve. I saw many stories about their job being eliminated and how they had felt that their job was secure since it was even mentioned in a category of the upcoming Referendum which voters must approve in November.

I will be sending you an email which contains poignant comments from social workers, counselors, music teachers and others who’s jobs directly affect students and yet are being “delimited.” Let’s go with some straight talk. The Superintendent did eliminate many school based positions, which I define as those who work directly with students on a daily basis.

Let’s have the Superintendent go back and change his cuts to what the Board directed - Do NOT eliminate those jobs which are critical to a school and are working directly with students on a daily basis.

To members of the school board, I am writing in response to the recent reduction of school social worker positions in our district. This decision poses serious concern for our students. School social workers are essential to the overall being of our students. Eliminating these positions will directly harm students, families and our school community. This role is critical to assist students who are facing mental health challenges, crisis support, improving attendance, and assessing emotional and behavioral needs. This is a time when student needs are increasing, not decreasing. Eliminating school social workers sends the wrong message about our priorities.

As a social worker with over 20 years in the field, 11 of those years as a school social worker, I can attest to the fact that our role covers so much more than what is outlined as our tasks and responsibilities. Without these positions, other staff will be forced to take on responsibilities they are not trained or equipped to handle, ultimately reducing the quality of student support. Most importantly, vulnerable students may fall through the cracks, leading to long-term academics, social and emotional consequences.

I respectfully ask that decision makers to reconsider these eliminations and prioritize the support systems that our students depend on every day.

Thank you for your time and consideration.

I am a mother of two children, soon to be three, enrolled in BCPS. I am writing to express my strong opposition to the proposed organizational chart. I understand that we are facing a budget crisis, and I recognize that not every decision will be universally supported. However, decisions that directly affect students’ instruction, mental health, and safety are where many of us draw the line.
There are several serious concerns, beginning with the apparent lack of meaningful reductions among top-heavy, high-paying administrative positions. Instead, the proposal suggests cutting many student-facing roles, despite repeated discussions urging the opposite. Additionally, the plan references approximately $40 million in savings from unspecified staffing allocation changes. This raises significant concern that individual schools may face reductions in essential positions, specials, and scheduling. This directly impacts students’ daily experiences.
From a solution-oriented perspective, I urge the district to prioritize reductions at the top administrative level and to reevaluate spending on Educational Technology. A substantial amount of funding is directed toward programs that lack strong support from peer-reviewed, unbiased research, particularly for younger students. This is valuable instructional time being replaced with screen time, something many families are actively working to limit at home.
We should be investing in what is proven to work: credentialed, human educators. Until this is addressed more aggressively, alongside concerns about testing and overall resource allocation, I believe enrollment will continue to decline. Many families, including my own, are increasingly weighing alternative options. While we want to continue supporting BCPS and its mission to provide equitable education for all children, there comes a point where we must prioritize the needs of our own.
Thank you for your time and consideration and all that you do for our children.

I acknowledge that the district is facing a significant financial shortfall, making challenging budgetary decisions necessary. As a school social worker with over 30 years of experience, I wish to address the proposed reduction of social work and counseling staff. Reduced staffing limits our capacity for proactive prevention, forcing us into reactive responses that undermine both school safety and classroom functionality. Fewer staff providing services across more school sites should not be viewed as a strategic realignment, but rather as diminishing a crucial safety net. I ask that you find ways to resolve budget issues without compromising the emotional health of students, which is essential for successful learning. Addressing financial concerns should not come at the expense of our students’ well-being.

Members of the School Board,
I am writing to address the recent reduction of School Social Worker positions within our district. These decisions are deeply concerning, particularly considering prior assurances that positions involving direct student contact would be preserved. This raises a significant concern that School Board members may not fully understand the specific role and critical importance of School Social Workers within our schools.
School Social Workers play a critical and irreplaceable role in supporting students’ academic success, mental health, and overall well-being. For many students, especially those facing economic hardship, trauma, or instability, the School Social Worker is the one consistent adult ensuring their needs are seen and addressed.
Currently, many school social workers have 2- 3 schools and have caseloads of at least 3000 students. On a day-to-day basis we are their beacon of hope. When students are not comfortable speaking with administrators or school counselors, students come to us. When teachers are unable to contact families, we do. When students miss significant days of school, school social workers are identifying the reasons. When a mother is scared to send her youngest child to school because her oldest was arrested by ICE, we offer that reassurance and support. When children are homeless or sleeping in their cars, we are figuring out ways and collaborating with stakeholders to get them food and shelter.
Eliminating these positions does not remove the needs—they grow. In fact, instead of cutting positions, the school board should be adding school social workers. Without adequate support, we risk increased absenteeism, behavioral challenges, and unmet mental health needs, all of which directly impact student achievement and school safety.
I respectfully urge the Board to reconsider these cuts and to prioritize the restoration and protection of School Social Worker positions. Our students deserve access to the support systems that allow them not just to attend school, but to thrive in it.
Thank you for your time and consideration.

My name is Diana Avila Jaramillo and I am a school social worker assigned to two BCPS schools. My role also includes providing bilingual support to other schools on an as-needed basis. I am one of 16 school social workers whose roles are being eliminated to address budget challenges. It has been stated that these decisions are driven by declining student enrollment. However, we, school social workers, work tirelessly to keep students IN SCHOOL. This includes conducting home visits to locate students, identifying barriers, and collaborating with families, schools, and community partners to remove those barriers. I have located children whose parents were keeping home for various reasons, provided social services, parent education, and ensured those students returned to school. To date, I have 320 referrals and provided 2,224 interventions addressing attendance, academics, behavior, emotional/mental health support, psychosocial assessments, family challenges, health concerns, substance use, and access to services including food, uniforms, and school supplies. I read the summary presented to the board, and I don’t believe that it fully reflects the depth and scope of what SSWs do. Board Member Thompson, you may not recall our time together, but before I became a social worker, I served as a clerical support specialist for the School Social Work program. I had the privilege of working with so many dedicated SSWs such as yourself which inspired me to pursue this profession. Every student deserves to be heard, advocated for & reminded that their story truly matters. The district promotes mental health initiatives, such as “Trusted Adult Week,” encouraging students to identify a trusted adult on campus yet those very adults are now being removed. It seems contradictory to champion mental health initiatives while simultaneously reducing staff who provide direct services to students, ultimately stretching resources thinner. I’m writing not only to advocate for my position, but also to express my concerns as a parent of a BCPS student. Please remember that students do not schedule their crises. Each day brings new challenges & removing staff who provide direct support will have a real and lasting impact on our students.

I am writing to express my deep concern regarding the recent loss of our ESE Counselor position. As a school secretary, I have the unique opportunity to observe the daily rhythm of our school and the many ways staff members support our students. I can say without hesitation that the presence of our ESE counselor has made a meaningful and measurable difference in the lives of the students we serve.
Every day, I witness students coming into the office overwhelmed, anxious, or in need of guidance. Our ESE counselor has consistently been a steady, compassionate presence for these children, offering support, helping them regulate their emotions, and guiding them back to a place where they can learn and succeed. Many of our students rely on this support not just occasionally, but regularly.
Without this role, I am genuinely concerned about the impact on our school environment. Students who are struggling emotionally or behaviorally may not receive the timely intervention they need. This can lead to increased disruptions in the classroom, added strain on teachers and staff, and most importantly, unmet needs for vulnerable children.
Beyond crisis support, the ESE counselor plays a vital role in prevention, building relationships, teaching coping skills, and creating a sense of safety and trust within the school. These are not easily replaced services, nor are they luxuries; they are essential to a healthy and functioning educational environment.
I respectfully urge you to reconsider the decision to eliminate this position or to explore any possible avenues to restore it. The well-being and success of our students depend on having the right supports in place, and the absence of this role will undoubtedly be felt by students, staff, and families alike.
Thank you for your time and consideration. I truly hope you will take into account the significant impact this decision has on our school community.

My name is Carla. I am a mother of four children in Broward County Public Schools.
First things first, every conversation about our children should not begin and end with money. We never needed money to educate. Generations before us learned without the internet, without technology, without million dollar budgets and they turned out just fine. That is proof that where there is will, there is a way. What made the difference then was not resources. It was heart. It was intent. It was people who genuinely cared. That is what this district is missing today and no budget line can fix it.
This district spent money on a $2.6 million office space that was never used, a bus tracking app that had to be rebuilt because it did not work — while my child spent 3 hours every day getting home from a school less than 2 miles away — and layers of administration that cannot be justified while classrooms go without. Before this board talks about what it cannot afford, it needs to account for what it already spent. Excuses are not a budget strategy. Accountability is where rebuilding starts.
It is 2026. There is no reason a child in the 6th largest school district in America should go hungry, lose their social worker, or attend a school with no music program. Food recovery programs exist. Community partnerships exist. Models that turn cost into contribution exist in districts smaller than ours.
We are cutting social workers while mental health needs are rising. We are eliminating arts programs while research shows they improve outcomes. We are losing experienced educators because we will not pay them what they are worth.
Streamline the top. Reinvest in the bottom. Partner with corporations, nonprofits, and community organizations that want to help.
Leadership is not protecting a broken structure. Leadership is building a better one. I am a parent who is paying attention and willing to contribute. I am asking this board to meet us there.

I am writing to express my deep concern as both an educator and a parent regarding the proposed cuts to essential support staff positions, including counselors, behavior specialists, and social workers.

These individuals are not supplemental—they are critical to the success and well-being of our students, families, and teachers. They provide direct support to students navigating academic, behavioral, and social-emotional challenges, while also serving as a vital resource for teachers who rely on their expertise to effectively meet diverse student needs.

Reducing these positions will have a significant ripple effect. Teachers and school staff, who are already managing demanding workloads, will be expected to absorb additional responsibilities that extend beyond their primary roles. This shift not only increases stress and burnout among educators, but also diminishes the level of support our students deserve.

I also urge the Board to carefully evaluate resource allocation across the district. It is difficult to understand why positions that have a direct, daily impact on students and schools are being considered for cuts, while district-level roles—many of which command significantly higher salaries—do not appear to be part of the same conversation. When positions that earn two to three times as much are preserved, while those working directly with students are reduced, it raises serious concerns about priorities and equity in decision-making.

Our students deserve a system that supports them holistically, and our teachers deserve the backing of a strong, well-resourced support team. I respectfully ask that you reconsider these proposed cuts and prioritize maintaining the staff who have the most direct and meaningful impact on student success.

As a mom of a child with autism in elementary school, I am deeply concerned about the proposed cuts to ESE staff. These aren’t just positions on a spreadsheet—they are the people who help my child learn, communicate, regulate emotions, and feel safe in a school environment that can otherwise be overwhelming.
My child relies on specialized support from trained professionals who understand their needs. Without these staff members, students like mine risk falling behind academically, socially, and emotionally. These services are not optional—they are essential for giving children with disabilities access to a fair and appropriate education.
Cutting ESE staff may save money in the short term, but it comes at a significant cost to our most vulnerable students and their families. I urge the Broward Board of Education to reconsider these cuts and prioritize the support systems that help children like mine succeed.
Every child deserves the chance to reach their full potential—and that starts with maintaining the staff who make that possible.

As a mother of a student with complex medical needs, I am appalled that the district would consider "streamlining" positions that provide the literal lifeline for our most vulnerable students.

My daughter’s life changed instantly when she developed Transverse Myelitis, a rare neurological condition. This is her first year in the Broward County school system, and her ability to even enter a classroom is entirely dependent on the specialized support staff currently in place. She operates under a legally mandated Individualized Education Program (IEP) that necessitates constant nursing procedures, specialized physical handling, and consistent therapeutic intervention.

When the Board discusses "position reductions" or "academic alignment," you are talking about the very people who ensure my daughter stays alive and safe during the school day. My daughter’s IEP is not a suggestion; it is a federal mandate under the Individuals with Disabilities Education Act (IDEA). By reducing staff—whether they are ESE support, itinerant therapists, or school-based health providers—you are effectively creating a "constructive expulsion" for students like my daughter.

If these cuts proceed and the necessary staff is no longer available to fulfill the nursing and therapy requirements of her IEP, I will be unable to send her to school. This would be a direct violation of her right to a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE). The district has a legal and moral obligation to provide the services required for her to access her education. You cannot balance a budget on the backs of children who cannot advocate for themselves.

The proposed 26/27 Organizational Chart appears to prioritize administrative restructuring over site-based student safety. I urge the Board to carve out absolute protections for all ESE-related positions, nursing staff, and therapy providers. Any reduction in these areas is an admission that the district is willing to gamble with student safety and ignore federal law. Please reject these cuts and ensure that every child, regardless of medical complexity, remains welcome in our schools.

I am writing as an educator in the district to express concern about the proposed reductions to school counselors and social workers.
Student mental health needs are increasing, and these professionals play a vital role in supporting students, families, and teachers. Their support allows teachers to focus on instruction while ensuring students receive the care they need.
Without them, instructional time is often reduced as teachers respond to needs that require specialized support.
I respectfully ask the board to consider how these cuts will impact both student well being and academic success, and how the district plans to continue meeting these growing needs.

After reviewing the proposed 2026-2027 organizational chart for Broward County Public Schools, one reality becomes impossible to ignore. The system is not just growing. It is swelling at the top while the classroom, where everything actually matters, is expected to carry more and more with less.

There is a level of waste that cannot be overlooked. Layers continue to be added, roles continue to multiply, and complexity continues to increase, yet the actual work that impacts students has not changed. In many cases, the people closest to students are still the ones doing the heavy lifting, while the structure above them expands in ways that are difficult to justify.

At some point, we have to ask a very direct question. Are we investing in outcomes, or are we maintaining a system that protects itself?

Every student in this district deserves a high quality teacher. That is not optional. That is the single most important factor in student success. Not another layer. Not another title. A teacher.

And here is the truth that should guide every decision we make. The best teachers do not stay where they are undervalued. They do not come to systems that cannot compete. If we want the strongest educators in our classrooms, we have to pay them competitively and treat their role as the most critical investment we make.

Right now, our spending does not reflect that priority. We are investing upward instead of inward. We are funding structure instead of strengthening instruction.

No system can justify being top heavy while classrooms are under supported. No system can expect excellence from students without first investing in the people who teach them.

This is not complicated. Streamline the structure. Eliminate what does not directly impact students. Reallocate those resources where they matter most.

Cut the excess at the top and invest in teachers.

That is not just a financial decision. It is a moral one. And it is the only path that leads to real, measurable change for students across this district.

​I am writing to you as a dedicated educator with 24 years of experience in the "trenches" of SBBC . I write this not only as an employee but as a parent of a BCPS student and a witness to the steady decline of the infrastructure and support systems upon which our children depend.

​While frontline positions face uncertainty, the district’s highest-paid chief executives remain untouched by proposed cuts. This stands in stark contrast to the daily reality of our classrooms, where teachers are consistently asked to "do more with less" while being denied a sustainable cost-of-living increase.
​
​While administrative overhead remains protected, our learning environments are suffering from critical neglect:
​Infrastructure in Disrepair: Educators and students are navigating pervasive facilities that are falling into literal disrepair.

​The Technology Gap: Classrooms are operating without modern, reliable technology, hindering our ability to prepare students.

​Unsustainable Workloads: The elimination of essential student-facing positions has led to ballooning class sizes and a "quality-of-life" crisis for the staff who remain.
​
​There is a disheartening disparity in how accountability is applied within this district. Teachers face intense scrutiny for minor clerical oversights—such as a missing character on a posted Learning Standard—yet the executives responsible for significant financial shortcomings continue to receive high-tier compensation. Offering teachers a 0.5% increase while maintaining a top-heavy administration is not just a policy failure; it is a moral one.
​Eliminating Bureaucracy, Empowering Schools
​The decision to cut instructional staff while preserving Director and Executive Director roles—positions that focus on monitoring rather than direct student interaction—is a primary driver of the exodus from our district. BCPS has hired highly qualified principals and assistant principals; these leaders do not require layers of bureaucracy to effectively manage their schools.
​
Families will return to Broward County Public Schools when they see well-maintained facilities, modern technology, and supported, energized teachers.
​I urge the Board to reconsider these budget priorities.