School Board Workshop - Jun 24, 2025

001thank you. once the board room has reached a seating capacity a stend's will be directed to a designated overflow area. Upon activation of the fire alarm system, please exit the room nays orderly fashion until department that has jurisdiction has deemed room safe to return. MS. Bulman will now lead us to the school to lead us in the "pledge of allegiance". thank you, chair. It's my our prief to recognize our wonderful principal palacio of west hollywood elementary and the student council will be leading the "pledge of allegiance". Thank you. please stand for the mr eng. I pledge allegiance to the flag of the united states of america and to the republic for which it stands, one nation under GOD indivisible with liberty and justice for all. please be seated. thank you, as we prepare to begin

002this school board workshop, we're reminded as a-rated school district we'll continue to continue educating all students for their fullest potential. Our theme this year is one -- our first item for discussion is quarterly joint school board and advisory committee school discussion. We'll open with presenting representatives with an opportunity to provide brief five-minute remarks for the board's consideration followed by board's discussion. We look forward to listen to ideas on how we can improve our students. We're going to start with MS. Mohorn from facilities task force. good morning, kimberly, facilities ask force chair. First of all, I would like to start off with maximo. Maximo, I was able to meet with the ppo director chief MR. Doreset and he showed us how maximo, the work orders and how they're inputed and talked about the training on how

003every one is being trained for maximo, but my question and the next phase is the digital dispatchment to the technician that's has not been implemented and we just wanted to know when will that part be implemented? The work has been implemented, principals are trained, most of them not all of them principal and custodian is trained and inputed into the system however the technicians do not have the capabilities of getting the work orders unless it's on paper. So we wanted to know when that second phase will be implemented? When will that be introduced to, the committee and the board about what is the plan. For the upcoming years, if you're going to implement this, reestablishing schools, the name of it, we need a plan ticket to do that. It's important that we have na plan, that

004we can see where we're going. With B.C. Ps. The other thing that I want to talk about, it's important that you know we're e volunteers and ououtitime vevery impoanantoto us. W were susuppose be up here at 9:00 with 16 items, I think that was kind of stretched as far as time is concerned. And we have to make sure that we understand, I think that at 9:00 o'clock, the meeting should have been stopped and we could have gone into our committee meetings so we can go about our day because it's important to know, you guys to know that, you guys are getting paid and we're volunteered. I would appreciate if you would take that into consideration, I understand you have a business to run. However, I have one too. So I just wanted to say that,

005thank you. thank you, I think we're able to answer some of our questions right now. So the first question because about maximo and one digital dispatchment would be available so if we can address that question, I think we have an answer. we're very excited to be working with our partners with ppo and I.B.M. On the maximo project and one is to resolve the issue that was brought up. Up until recently there was a lot of paper involved. Well, the new reimplementation is going to involve actual entry directly from the field. Including in the scope of the project is using mobile devices, configuring those so the technicians can interact with work orders there. Because, up until now, it's been used to track work orders but there was novice ability into the assets themselves that would provide

006the predict I -- productive analytics, or this air handler has been serviced x number of times and this is the expenditure against these costs and provide some ideas as to what can be done in the future. To give you specific dates, we've completed the initial discovery process. The first phase is to do what is called the lift and shift which is to move the system to the latest version that ibm just put out and that has to happen I believe by SEPTEMBER. Then, there are phases to initial all of the different functions, I would need you to provide you actual date because we have to look up a plan of the functionality that you just described asset management and interfaces with fsp, et cetera. thank you, MS. Al ha bev. -- alhadeff. to the superintendent,

007this is extremely important that we have those actual dates. This that board clearly understand and the task force understands when we're going to implement this for the next school year. This is been going far too long and I appreciate your leadership to move this work forward. But we need to have this executed, and implemented as quickly as possible. so can we have a follow-up with the dates that were given so we can follow along. yes, MADAM Chair. thank you. And then the second question, was the language range facilities plan, if MR. Sullivan, can you address that? MS. Paul, can you address that, please? we're in the process you'll have a briefing today of the process followed, that's the first phase. Second part it is, looking at getting a master planner, the fca committee or not

008the fca but the long-range planning committee, the superintendent and I are working on constructing that committee that will work with the master planner, redefining is also a part of the future of the district. So we're moving forward. thank you so much. I'm sorry, I skipped the item, we'll go to you next. that's okay, MADAM Chair. First of all, bob mayorson, I'm the chair of the audit committee, thank you for having us. I have really not a lot to say today our last audit committee that we had we did not have a quorum but we did move forward with implementing the audit committee. That's something that we would like to move forward as quickly as possible to put out an rfp and get the meeting started and make the selection because that should have been done

009already and there were some issues from a legal perspective with continuing with the auditing firm that we have so. Again, we have to put out a new rfp and go with that. and MR. Rodes, we have a date for that, don't we? yes, there is a couple of things to report right now. There is an AUGUST 7th date that is set up for the selection committee to convene to start working on the terms of the rfp. As well as, we have been in communication with the ag's office and are trying to work through the possibility of a one-year waiver for to do direct negotiation with a firm to provide these services since the other contract has become until further notice, not useable. I also received some information this morning that there are some other counties

010that are continuing to use that contract. I had a brief conversation with MS. Batista and she is going to look into this to help us get this done sooner and more efficiently. thank you, DR. Zeman. I would like to learn more about what happened to the contract and what happened to audit commit eye role in defining standards for a government contract to go out forbid. okay, so pursuant to florida statute 218.3.9. There is a requirement that audit committee be involved in the selection of external auditing firm. They put together a group, a subgroup of the audit committee along with the school board chair. They work through the guidance that comes with that statute to put together that rfp and hire whoever is the best firm that meets the requirement. The other part of the question

011is simply that, this is, this contract was affirmed that we use them for three years of the contract then one extension year. And during that final part period of time first extension year there was a buy out merger where parts of the assets were purchased by another company but because the primary company is still in existence and is in the contract. The new contract that purchased those assets, could not be assigned to the contract. That's what we've been trying to work through for the last 8 months, to get that straightened out. We've worked with pws and with the legal department and we've had analysis after analysis trying to save this as best we can, and right now we have to take that possible action. I'm curious what role does the procurement play in the award

012of the contract for our external vendor? they take the recommendation that come out of the evaluation in the rfp. But in this situation because there was a change of companies and a change of ownership of these assets, they would play a part in determining whether or not they would be qualified to assign the contract in concert with the legal review and that's where the whole thing is. and to the chair and the audit committee, how do you select people to participate in the construction for external vendors to bid on? we ask our audit committee if anybody is interested. dot same members then sit on evaluation panel for those to get the award? we have, are we three or five? three minimum and the board chair. right. no, we're five. You've got to have the odd

013number. no, I think you're correct, I was thinking about the fact that we had one that couldn't make it. But the idea is yes, they are responsible for putting together the rfp and ultimately evaluating and making the final selection. and that's on statute. DR. Zeman, this is the statute that tells exactly the responsibilities of the audit and the audit selection committee. I've read that, I'm just trying to make it public for people to understand that in florida audit committees have really really critical role to play. One of them includes constructing contract and to provide those, I think that evaluation goes to follow through the contract. I think the selection is, ranking no fewer of three firms to, if you were fewer than three firms respond to the rfp, the committee shall recommend the -- auditor

014selection committee MAY also serve other audit as deemed bit entities governing body. great, chair, I appreciate the detail. I just want to point out that our audit committee writes the requirements for vendors to bid on and evaluate and puts those that are highest rank and then they turn that over to the procurement department. I'm curious in that vain, what is the best path. Now we found this complication that means we have to get new ones. You didn't have quorum at the last meeting? the quorum is not part of the selection committee. terrific. How fast can we get this done? AUGUST 7th is the first meeting, whatever the rfp process how long it takes to receive bids and once the bids come in, we evaluate and rank them as quickly as that process is, we can

015have it, I don't know what the district's timeline, is it 30 days, 60 days. I'm just one member of this board but in my mind, waiting is a pretty big gap. It's five people, it would be great if the five people can get together for this. Do you need to work as an audit committee. we're different entity, completely different entity. I'm just one member but I would recommend not waiting for five or six weeks. whatever the schedule is with the rest of the members, I'm available and ready to go today. okay, any other board memebers have questions? Okay, we'll go to essential area advisory. good morning and greetings from central reg yonl. I'm the acting vice chair for the I will be the chair for the 25-26 school year. The 2024-2025, our speakers included various

016district departments providing information on safety and security and iep, 504 plans, resiliency health. We're looking forward to the new school year however we're concerned with the policy and how this will affect it will have. Our goal for the new school year is to increase parent involvement which will directly aid in increasing our scholarship efficiency. One of the ways we seek to do that is to increase our staff attendance especially at the elementary level. What would encourage or make it easier for them to attend our meetings. We also have a survey out where we're still collecting our responses and the parents just to determine how we can get more bodies. Next we also want to ensure that no additional school lose their title 1 funding. There were some schools that lost their funding so we wanted

017could encourage as many parents possible to complete that free examine reduced lunch applications. One of the major things that we're going to be watching in the central region is feedback in the early center and how MLKs enrollment and other transitional updates from that one particular school such as problematic program, I believe it will be replaced by some technology based magnet program potentially something with VRs and AIs, so we're looking forward to see how that works there. And we also want to look at some of that data and feedback just to see how and when if other schools are repurposed and redefininged how those ideas are working. That's pretty much it for the central region. Thank you for your time today. thank you so much, and congratulations on being elected chair. Next up north area advisory.

018good morning, chair hixon board memebers and staff, I'm cynthia dominic I'm the outgoing chair of north area advisory and the chair elect for district advisory for the upcoming year. Our last meeting was on MAY 15th, and a lot of our conversation over the last several months centered on the budget. Parents are really interested in how we're spending money how we're being fiscally responsibility with the funding provided especially as it I mpacts us at the school board level. There has been numerous cuts in administrative positions, custodial staff and many parents are outraged because they're losing their specials. They are also frustrating with the class sizes we have class size that's are at 25-28, 30 in third grade and it just makes teaching very very difficult especially when you have to do small groups. And provide students

019with a level of specialization that is required for them to achieve academically. You know, in one of our discussions in bijt, we found out that during the summer a lot of high schoolers take florida virtual courses. And the when principals come back they find out that they're at a deficit because parents don't know that by taking virtual, it's impacting the school budget. So we have opportunities for us to educate parents and public about how their students can accelerate so it does not negatively impact the schools. Speaking of acceleration there is great concern for the funding cuts and acceleration, we know that the state made some changes and they're providing that funding and however at the different level there needs to be some clarifications regarding what the district is taking. I believe in previous years, they

020took ten percent but this coming year, they will be taking 20 percent as well as the roll over in acceleration funding. So that could be clarified, we could appreciate it. We also have concerns about facilities and playgrounds. Or they don't have functional media censors. And one of the solution that we thought about, there are districts that utilize libraries on wheels and it would be great if broward schools could look into a partnership with broward county where they can provide library on wheels so our children can have access on books to enhance their literacy skills. We had some discussions around surveys. We're not sure what all surveys are being administered at schools but parents are concerned that they're not always being asked for consent for certain surveys. I know we had reached out to the equity

021climate department and at the time, the answer was we're not really sure about all the survey that's are being provided to stud ens. There are some districted on the websites, some require an opt out but you won't know that you'll opt out. We also provided some recommendations for school health services and that was to ask the district to review the agency contract to align their requirement with the two years that broward schools requires to make sure that we have nurse that's competent in a stand alone providing care to our children. And obviously, like central area we're concncned ababt titltl1.1. , e the e messages ining out and we appreciate that, but one of the things that we talked about is putting faces in position to see title 1 funding. So ensuring that parents know that,

022this funding is, supports this position or these resources, so that they know how important it is to do those applications, and also putting the federal poverty levels right there so you can know that if you can make 90 but if you have a family of six, you MAY qualify for reduced lurj. -- lunch. And parents feel strongly that we can be a collaborative force because there is no better recommendation than word of mouth. Thank you. thank you. there are a couple of questions, I'm hoping staff will be able to answer here quickly. So, to MR. Sullivan, the question about class size can someone address whether we're sitting with third grade classes of 28 or higher. we should not be because we would be pen alized by the state because that's about the class size requirement.

023okay, but it was mentioned here that it was. we'll do a follow-up if any classes in elementary exceeded the class size requirement. okay, then, they also brought up about florida virtual and students taking those classes and it impacting the school. we can do a psa in our social media. I don't think that's the problem, the problem is, they're taking advantage and when school starts because kids have the credit, now you lose a teacher because the school no longer needs to have students in that class. So how do we, maybe that's a follow-up? Or something they're bringing to the attention of staff that seems to be a problem, how do we do a better job at looking at what those option right side for acceleration and not having an impact? I think that's what you were

024saying? noted. can somebody answer the question about acceleration. we're still analyzing the budget just passed last week, so they didn't reduce the funding per se, but they're changing the mechanisms how they use them. MS. Johnson, do you have anything to add? the question was specifically what is the percentage that district is going to keep from before they send the money? It was 10 percent, it was now mentioned it's now going to be 20, is that accurate? yes, it is. okay, and is there some rational behind that? I think that's the 20 percent accounts for what the district costs to support those programs. okay. Do we have any schools that don't have any media centers? not to my knowledge, chair. that was concerning when they mentioned that their concern that don't have media centers. If MS.

025Dominique, can you explain that better? Is there concern that there is not enough books in the media center, that's not how to came out. of course every school has a media center space but often times as they go through renovation, the books are packed up and not accessible. The compromise is providing students access to books. okay wh, media centers are closed? or they don't have a media specialist. okay, thank you for clarifying that. the consent for student surveys, do we keep track as a district on what surveys are being provided to students? we should, I know it's in statute that parents need to view this survey and then consent to the you survey. MS. Holingsworth do you have anything to add? I was going to call on DR. Washington who is at the podium. Speaker:

026good morning. There are several survey that's are administered during the customer survey. Any that would qualify under the parental right parents have the right to opt their child out. Instead of a passive opt out. As far as the comprehensive list, not all the surveys come out, so I don't have a comprehensive list of all of those but we can get something together in a follow-up and let you know, whether it's a opt out or opt in. and how, regardless of how that whether it's opt in or opt out, how do we make parents aware that students are being asked to participate in a survey? As they mentioned, how do you know to opt in or out if you don't know that the survey is coming forward? again, not all the surveys come out of student

027services so I can only speak to those that do. There is one, for example that the florida substance a baou, florida youth specific survey that is commissioned by the state, there is an opt out for the selected schools and the selected classes within the school that a notice goes home to parents. It is a passive opt out so they get a form that if they return, their child is opted out. Opt in, they would get a letter that comes home that they would have to sign and return for their child to participate in that survey. As far as the surs that are administered in other departments, I cannot speak to how parents are notified of those. so I would like to make a suggestion, maybe it would make sense for schools on their website to

028maybe weekly have a here's a list of surveys going out you just as a note notification, to view on larger scale. What it is that their students are being asked. we'll take a look at that process, MADAM Chair. okay. And the last thing is title 11 funding, I think that was a great suggestion that was made because we know we want, and actually it was my question for the the essential area, how do we encourage, I think it's a bigger question across the district not just in specific areas, so, actually like the suggestion that you made, making sure that each school knows title one funding, this is why you have this activity, this is why you have that and the requirements are in terms of being eligible because I think people, you don't know what

029you don't know and you just make the assumptions that you're not eligible for it. You never know, so you should always fill it out. So maybe as a district, we can make that suggestion, so that it people understand what they would lose if they were not able to get the title one funding due to free examine reduced lunch. I don't think they understand the connection. we'll try to make that happen and right now we're having a campaign for the free and reduced lunch. thanks. MS. Alhadeff. I just want to circle back to libraries that are undergoing renovations. If not, I mean, seems like we can make that happen, rather quickly. through the chair, yes, we'll check with the county to see if that's what that are reliability on wheels. what does the county have to

030do? the libraries? no, I'm speaking about, I think what was said is there is our libraries at our schools are under renovations and how are we providing books for our students so the recommendation is to have books on a cart for library on khaoelz to be able to give -- wheels to give our kids access. through the county. it's books on wheels. is that what you were speaking about? I don't believe it exist here in broward county however that would be an opportunity for partnership to partner with the district to create something and if they have a library on wheels, that it's not widely known, then, if it exist, create that partnership. so we'll check with the county to see what they have and what they can do. great, so great if we can get

031the partnership but we can get them books. yeah. actually, agree if the books are in a box, you can just put the box on something that allows, or in another room or something, that would still give them access to the books, thank you. anybody else? all right, great, we will move on to ese. thank you, good morning, jackie, I just want to echo the points made about scheduling, I get that you got a lot of items and it's important to spend time on them but it was an unrealistic that you can knock out 16 agenda items in 30 minutes, she will not mention but I will, it's cynthia's child's birthday and it's a little despairing for having our time disrespected like that. So kudos to cynthia. We will as usual, gather feedback from the parent

032bodies, always good to bring forward feedback and see if it can be used to for the process of next year. I know there was a lot of good reception that there was good day for esy to have a meet and greet and get kids familiar with where they're going to be. Thank you. I did hear some feedback about class sizes though, and I'm alluding to it, babysitting, with -- sounded [Indiscernible] And parents concerned that at the end of the school year, when folks were hearing about budget cuts mean for their kids specials, the following year. Beloved members of staff. The messages has been all over the place. It's all out there, tumbling around on east base on facebook pages. And clarity from school to what is happening, reassurance or admissions if people are having those

033cut, it's important to step into that information. I rather feel like it's groundhog day so maybe those who couldn't be at the table to listen to tuesday, MAY have heard this before, I know it's a separate item but it's disappointment in delaying and delaying, and it's going to be a -- I want to mention that it's been over a year since I sent you all this report on focus, I know eyes roll anytime I mention focus. But any opinion that focus was rolled out for ese case management was a success has been misinformed. I have constantly throughout the year asked for our recommendation for a gap analysis and a time line to be delivered upon. And it's not only not happening, not happening, but I just can't even get communication on it. And then to

034be asked, for what concerns, where we kept bringing forward concerns is problematic. I would love for that to be proper engagement and dialogue on focus and what its impact have been for ese. We still have a number of recommend apesings outstanding about this when I spoke to the board meeting last week to deliver our usually monthly report they were on nursing and on the ampm recommendation. I did want it on record that we are sounding an alarm bell on what is going on with -- [Indiscernible] Taken away from students. Who use nursing services or have a nurse they take with them provide notification when there is a change with their child. Doctors orders and so on. They were really important recommendations, again we just still don't know what is happening to that recommendation. I've been

035trying now for 12 weeks to get a copy of the bus train and curriculum, I've been come to conclusion that it doesn't. And we're going to be working over the summer on resource fair, we were left out of the ese's department, a manual for parents to find their way around the system. And I would like to make a shout out to DR. Lozano, to tell them about the no back rule and leads to a lot of problems. This is the first year that I did not hear a single complaint and I know he worked hard to make that work, so thank you. excellent. Thank you so much. Next up is parent -- I'm sorry, MS. Raoubeter? -- raoubeter. Rupert. when you ask staff or ask the superintendent via staff, would that it also apply for

036MS. Lucekem? yes, I think some of them have been answered in some way. I brought up everything that has not been asked. If I had answers, I would not be wasting my time and yours. okay, so the first question is focus. DR. Hepburn, can you give us an update on where we are with the gap analysis? we sent the board a gap analysis, it has to be about four or six months ago. That is already completed and sent to the board, the team constantly, supports implementation, they've already done a survey with school staff just to, understand their experiences with focus not just, not just sis model but also the ese, as they initial the next phase of focus for this upcoming school year. what I heard the next question was about nursing. So nursing, there

037was a bunch of different recommendations together. One was asking about a survey, that's what I jotted down, a survey to the parents about their interactions on nursing. But there was also, which I believe I got an answer as a school board member but if DR. Hepburn, you can explain the nursing and medicaid, right? Medicaid, medicare? Can you reiterate that, please? yes, for all the answers, you get, we don't. So things like a gap analysis, no we have not had one. We had to -- that identified a few issues. That has not been gap analysis. i've begged for all kinds of things. So I often say, if you go away, come back to us with the answers you get, we don't get those answers and times those answers do not reflect the reality of what is

038happening on the ground and the parent and community experience of it. So I'm dismayed to see things being brushed off that we're spending our things bringing up. Because we have not got our answers. Anybody who tells, is not familiar with the end users experience. I'm surprised there is been a survey because I once suggested it and I was going to bring up [Indiscernible] And he was going to help me with its direction. So if there is been one, we have not seen one either. Thank you. thank you, DR. Hepburn. Did the survey go out? yes. The survey went out to all school staff, teachers, and above to measure their expepeencece of ththstafaff cocontinue upupdate their practices and support. as I've asked questions, they don't have the same complaints that they had at the beginning. Can

039you share that information. I can't give specifics because I don't have it in front of me. The survey was given a few months ago, and for the most part, there is a lot of satisfaction with the software and there was a lot of recommendations about some strategies or practices we can update to ensure that the user experience is better moving forward. okay, can you send us a follow-up. I'll make a note of that right now. chair, can we talk about that. sure. this board decided to go with focus, these nine people, MR. Cervera, the person sitting in his chair made the decision. The focus that it's immaterial mriment withed fidelity is important. Comparing it to legacy software that we no longer have, I don't view as overly important. So a response between gap analysis, that

040is going to be helpful moving forward. If it's a comparison gap analysis to what we chose, I would not find that information as going forward what we have and what we need, the needs changeover time, the student population changeover time and we are dedicated to making sure that focus does the best job that we can. It's not as important as knowing our needs because they change our time and what they're doing now. That's complicated. We have a lot of new people looking in the space and we should always mind the gap between what we promise people and what is being provided and we should also recognize that it takes time to get everything up to speed. If that's the gap analysis, it makes sense. And I think that's superintendent answer is that we continue to

041do survey. okay, thank you. Okay. Anybody else? Back to the nursing question. Can you rephrase the first question about the nursing and the changes based on medicaid, I think. I didn't maybe you have an answer that students were having their nurses taken away from them, because of cuts, then you're ahead of the information curve. So wick read you but it would not be a good use of the time, but read you, the recommendation that we made. But we did not get answers as to what happened and even since the APRIL the first, training that was rolled out because it was acknowledged that there have been MISS Steps and that was just oblique reference to staff having acted wrongfully. The MISS Steps, on the parent end are still repeating. And I think it needed to be

042taken really seriously and for there to be dialogue. There needs to be follow-up so we can expand, here's what is having and here's what it's not and here's what it is, I think what happens is you get answers and it all goes into a void. There is still an issue that parents there is still an issue in resent weeks still of, wordings put in IEPs, the parents were not aware of the implications, it was worded by staff inside to put in, there is a whole bunch of concerns about that. I've got the mic, I forgot one thing which is to introduce behind me, ana, our new vice chair, yay, we finally have one and what happens with ese, I'm still the chair, take me or leave me, there is nobody to do it, and at

043least where if you have MAY be interested in learning the ropes, you can give time for that to happen. But to nursing a whole of bunch of things, just talk to us, when we email things and ask things over and over and over, talk to us, reply, give us a resolution, that I think where we're skill not closing the circle. and I'll ask the superintendent, but I will say that some of them, the issues are specific to specific students, so the answer goes to the parent. It would not necessarily come back to you, so that I mean. yes, I talk to the parents and I know when they've had a sponsor haven't. that's where I believe we were in some of this, that's why I said what I said. So in the nursing, can you

044overall address? so, you hit it the hammer on the nail, that some of the cases are specific to paneser and students and those cases have been dealt with. As I also mentioned before, it's important for us to understand just like any part of our organization if there is any gaps, any areas for improvement and we've had some and we've been working with joe demaggio in assisting us, how we utilize our nurses across the district. thank you, MS. Alhadeff. ye, I have a question with the superintendent in regards to focus. Are we reaching out to our principal to survey them in regards to how focus went? Any suggestions for improvements? all school staff were involved in the survey. I can provide the follow-up through MR. Davis's team about survey team and also next steps. But we

045sent the survey to all staff. thank you. so the next question I heard was about am, pm, if you could, I'm pretty sure we addressed this a number of times. I'm sorry, would you like me to clarify the point I'm making and the point I'm not. I keep hearing it was answered. I'm here bringing up things that were not answered. We asked give us the financial rational, explain why 13 out of 15 programs were closed leaving only 3 in the district, that was not equitable that lead to lock on effects. It's not, you're given an answer. I'm hearing things blown up. A gap analysis, do a gap analysis on what you have and what you need. I hear you DR. Zeman, legacy, but it was a darn good system and we lost the functionality. It's

046an analysis between what we need and what we still don't have and nobody is working on. And if there is been a survey, was there one for parents? The parent portal is a hotness, anybody here will tell you, it's unuseable. We have not had any survey at all. we've had no come back, saying, we heard you, here's the gap analysis that we gave to the board members, here's what we're doing. I feel things are being blown off but there shouldn't be. We're at different places. What was the question? the am pm? we wanted that justification for the financial analysis of what the potential and the need might be out there for students to still have a such program if it was given attention and resourcing and parents had even aware of it and children could

047still have been funneled into it. I think it's not an answer we're going to get here, it's a question and recommendation we made that needed some proper diving into and I think that's what is not happening with our recommendations. thank you. And I know that you made a number of those recommendations, but sitting as a board if nobody moves that forward to the superintendent, it MAY, it's an answer without answering it, that the board just didn't decide that that was something that they wanted staff to be spending time on. So I hear what you're saying, but I guess that's what I'm looking at, we either, they discussed because somebody wanted it to move forward or it didn't get discussed and in that instance, it means that as a board we decided to direct the superintendent

048to do something so that in itself is an answer. it's not a answer, it's a discussion among you but it's not an answer to your community and stakeholders, why don't you want to do a survey of your nursing staff? Why don't you want to give answers about what we're asking and why iep meeting be corrupted in that way. You're not closing the circle beinger among you, maybe you're fine with the answers. We're not getting the answers and we're not getting that closure. okay. I hear what you're saying, I'm just trying to help you figure out how to reconcile that. The last question I heard is the ese bus training. DR. Hepburn is there an ese attendant training manual? MS. Paul? I'll ask her to weigh in on that. we do provide training for our ese

049attendants, as far as annual manual, I'll have to get back to you. so if there is no manual, how would you know what the training is? again, I would have to do a foum on that. okay, great. Can we have a follow-up on that? Can you tell uts, what are the cuts happening at the school level? We had the discussion that we didn't want the budget cuts to hit the schools, we wanted it to be at the administrative level but we also understand if there is less number of students in a school they'll have less funding which then means less specials because yes, you answered most of the question, we're projected to lose over 8,000 students which equates to 80 plus million dollars. So as you stated, if the school does not have the students,

050they're not going to get the funding for the students. At the 11th day want, we make arrangements, if the students, they get that funding so we can make adjustments and move teachers around. Some of our smallest schools have to make a difficult decisions which we in turn have to make difficult decisions when it comes to redefining because we know our small populated schools have the largest impact when it comes to specials and things like that. MAY be housed in a regional office, so we're mitigating to make sure we don't decline service to see students or opportunities to kids. I know there is going to be angst but the it's the place we find ourselves when we're impacted with over 75 million dollars cuts due to projected 8,000 student decline in enrollment. and chair. Whenever you're

051done. yes. chair, this is a much bigger debate. We have the same facility footprint. So what happens is you have a fewer schools students, as a board we decided to keep all of those schools open. We have closed very very few schools in the past 23 years. And what we found is the cost is up to 15,000 per students. While they're getting fewer services, what size schools they want to run so you can get equity in schools and all the specials back without having to do heroic things. This board has not chosen to take that path yet. But at some point, we're going to have to stair at that stuff and say, is this really what broward county needs, or do we need schools with greater services all being delivered. We have not done that

052yet. But I hope we do and continue to think about it as we move forward. All of these things are tied together. When you argue about media specialist, specials and not having specials. I find it insane that some of our elementary schools have one special. I think that's elementary school. I think elementary school comes three specials. But that's what we have. And the cost is up to 16,000 not the 9,000 we get on average for schools, in our total funding equation. This is a big heavy issue and we have to figure out as a board kind of what broward county wants. Or do we want to do something different where we can put more money into education. thank you, MS. Bulman? thank you, chair. In terms of the specials being cut, are there any loopholes

053that would allow us to still provide those that the school level? I agree with, DR. Zeman and honestly, I think we're doing a huge disservice to our kids by not having this. It's an equity issue that some have getting specials and some are not, we're not doing a good job. I would love to see a solution so that everybody is getting their three specials, gym, art and music. You're biases overtime because of location or people live where they live, that's their school so they should have the same experience that everybody else has. Would I like to see how we do that. I think we spend a lot of money on a lot of stuff that we can cut. absolutely. And that's where most of the savings that we talk about in the spring, that's what

054we're trying to do, not replacing like for like when it comes to attrition, not renewing contracts. To make sure that services and quality of experience our students can continue to have but also compensating our employees also that's also a point for millions of folks that work for us. are we going to have a sort of a plan? we're working on everything within our current capabilities this summer, we're examining everything as we work with the budget so see where we are. I know a lot of our schools, were, you know, in a moment of trying to really understanding the impact of upcoming budget because we had to hold some things back because of uncertainity. so we're working through that right now and seeing how, the services look for our students and our schools. I mean, I

055just hope that we're focusing on a holistic approach. we are. tests scores are fantastic but that is not making a whole person to get out and work. we are, and to talk about the future, there is a lot of things that we have to do about the future, transportation costs, $500 per kid to almost 20,000 per kid because of our it's situated. All of that will be wrapped up into redesigning and build a better district. thz, MS. Alhadeff. for our schools that are severely under capacity, those numbers are close to being accurate. Give or take a couple of hundred bucks but it's very accurate. For schools that severely under enrolled we maintain the building rather than educating the kids, they're not drawing enough fte to have those holistic experiences at a school that is at

056capacity. not to knit pick, but n u u fine severely under enrolled. that could be 50 percent below. and when we're at 16,000 per student. Cost for electricity, maintenance. The entire gamut of operating the schools from but thes to bolts to turning the lights on to turning the water on all the way to somebody get thering and teaching our kids. and for the public understanding, the, the state is going to give us 9,100 next year? do you have the accurate number? it's around 9,050 per student. any specific requirements. I was waiting for to you finish. statutory physical education is required elective that is required. so when you say it's required, that means that it's required to have a physical education teacher? Or just required to go play on the playground? so they have to be

057certified but every elementary school teach cer certified in education. They all have that. so would it be accurate to say that they're going to have 30 minutes per day. yes, that's accurate. The concern about specials that you're probably hearing from MS. Lucekem is more about the music, the art those types of specials, not the physical education. I also heard physical education. it would be accurate that all of our students will have. thank you. MAY I, just for clarification, the teacher, na incorporated physical education, you know, certification on there it's included, it's not that they're certified, that is usually what is being seen in our secondary sites that they would have that as a specific additional specification or their own. so to, to piggy back on that, so if they don't have a certified pe teacher

058MS. Alhadeff is asking, so if they did 30 minutes of day of physical activity, legally that would fill the requirement? correct, yes. but I think what has MS. Alhadeff is asking, do they go to a pe teacher, I just want to make sure that I'm answering that question. That they don't go to a certified pe place, to do pe teacher but they do legally meet the requirement because a teacher, just like all of us are certified in reading, all teachers have to get that teacher certification, does not mean I'm a reading teacher, just means that I have a certification, I just want to clarify that, because somebody is going to come back and say, it's not a special everywhere but by law they have to have 30 minutes of activity with a teacher that is

059certified which would be their teacher taking them out for recess. correct. Recess is different. not recess. and recess is 20 minutes separately. but they're not necessarily going and learning how to play, MS. Alhadeff was a pe teacher. So I know what she is thinking? right. So what I'm saying is that, why if they're certified in pe, they should be required to do 30 minutes of a lesson, not it shouldn't just be checking the box that they played in a playground or ran around. so we need to make that happen. agree. I'm pretty sure there is lessons at the elementary level. that's correct. at that time that the teachers follow. Recess is free unstructure play. okay, so, to sum it up, next school year there will be 30 minutes of instructional lesson pe class given the

060curriculum for physical education for our elementary students? correct. thank you. any other board memebers on any of these items? MS. Bulman. I just want to make sure how important that we're getting our pe, as our culture gets away from doing anything physical. Various knowledge of games, I think it's invaluable as you move through the world that you should be able to throw a ball and catch a ball and do a couple of these things we're failing our kids if they don't have the basics. So I really like to prioritize this, the same with art, you should be able to use various media and be introduced to that as a child to do things that I feel our kids are not getting basic those skills and as you go through the world, and music. So, I

061just can't stress enough how important it is that we get all of these elements for our kids to be getting this and that it needs to be, applied to all the kids. So thank you. thank you. and I'll give a shout out to troy and dylan, they're a team of two that write all the ca rick -- curriculum. It's part of the wellness committee. Okay. We'll move on to parent community involvement task force. thank you. You know, when I was reflecting last night on what I would talk about today, I was thinking, I would gave you report two weeks ago and I would not have anything to say but after listening to this conversation, I want to talk about how important it is to involve our parents in our community and how that involves customer

062service and we've had these conversations before in our initial report, we went again to every public charter school, and traditional school and we found a significant difference on how people were greeted. So as you're approaching losing students, I would ask you not to just think about fa -- facilities and that is going to be volving your parents. I already said this, we're doing a nonprofit forum on AUGUST 6th. We have tremendous support for public education but we don't always reach out and utilize that support, we don't solicit that. So as I'm listening to your sponsz, I have a question, where our surveys posted? Is there one consistent place where you can go and see survey responses? All the surveys we've talked about, I don't know even know how many there are? no, I don't think

063we have a common place, we do have a new website that will be launching later this summer. thank you, that would be a, I think would answer some of the questions that we've heard up here today, and it wouldn't be did you get back to us, it would be I went and I looked and I saw the responses. I think that's common sense if you're going to put the effort into doing it, that you're going to get responses. Again, we're going to be doing our empowering parents conference in the fall. And when, we've talked about this before, but when parents want to know, where they should send their child so school, they really are not coming and asking you, they're turning and asking their parents and community, so it's important that they have the continuing

064communication with you about what is happening in public education. I think MS. Bulman's comment about the specials is important. How are you communicating that and how are you asking what they can do to help you? So I want to just, highlight one thing that we're working on, that we're excited about and I know we have not gotten to your report I'll jump in and say, that we're expanding our how to become parent student universities and how we can utilize what communication methods there are to really, make sure that we're communicating effectively with all the students within our community. they are the important part of the community. So that MAY be youtube, that MAY be taking a short segment of what we've done and make iting something that can be done with them. But I cannot

065stress as I sit here and listen to this, thank you so much for opening the lines of communication by having quarterly meetings by doing what you did MS. Hixon but we need to make sure that that communication is successful and consistent and exclusive and I would all of that goes to your customer service, I think I spoken long enough. But, I hope that I hope that we realize how important because we're going to be getting to it in a few minutes, how important it is to make sure that your community is vital part of every conversation. Thank you. thank you so much. DR. Zeman. can you tell us more, about your AUGUST 6th event, are you hosting that event and who do you intend to attend? yes, we host we send the invitation to nonprofit,

066this is typically an event that is always full, we hold it in this room. We have conversations, I will tell you from our group, it's something that they love, you feel good that there is positive energy in our community. And from nonprofit's view, at one point they wanted us to do to monthly, which is more than we can do. We host it because we're the parent community involvement task force. Staff does always support us, the superintendent will always come speak at the beginning, the board chair will always come speak. But most of the entire 90-minute session, it's the community talking. From our task force, it is very productive. And there is a lot that they can do. And we gather information about what are the barriers to them being able to do more for our

067district than they're currently doing. Because there are barriers, yes. I don't know if I answered your question but we'll send out invitation. one I would like to attend but it will be the last week before school and I'll be out of town. I'm curious about the venue, if you have overflow, can we have a better place so that more attend. we could do that. I'm just overwhelmingly persuaded by your argument about parents and community, I do not want to have meetings because we simply picked the wrong venue. So if you can work on that. and yeah, we'll talk about that. I'm not helpful in that regard, but I know this guy howard and he's got buildings all over broward county, and I have his cell phone, mary, and I'll pass it. I would encourage that

068conversation to happen because it would really be important and partly because I want more air time to explain what it is. These meetings are incredibly important and wing over parents is the way to improve pde, how you win them over, that's the thing to think about, you're right that is the group that influencing decisions. I get asked more as a parent of three kids in school, they want to know why are you sending lilly, they talk to me as a parent not as a school board member which your point. I want to speak about something that we did as a community and DR. Zeman came to several of us, he knew we had something we wanted to talk about and we organized the meeting and we had over 100 people come. We were worried and

069we also had MS. Leonardi there, and I thank you for speaking. The answers are in our community. We are happy to help however we can. I mentioned the nonprofit forum but we have others. Sometimes when you let people talk and you give them answers and you respond to them, guess what? It makes a big difference, thank you. thank you, anybody else? okay, and we'll finish up with the human relations committee. thank you, chair. Good morning, school board staff, nancy frye, human relations committee, I know we want to move on to the next agenda item, so I'll keep my comments brief. I wanted to talk about the discussion about surveys, we have not had a meeting since my last question so this is something that I'm bringing as a parent since I have the microphone for

070a moment. The number of surveys that we see coming through and parents not being able to identify what survey is which. All the surveys and parents don't know which is which and I assume the same for the same students. I know we've had trouble either by means of surveys to send the qr code and I would love to see us streamline if that's all possible as a recommendation for myself. Having hearing now that the surveys are not central where they're coming from or going to, that I think left hand is not talking to right hand and we're missing out on how to effectively have our surveys towards our students and families. I recommend that we streamline or we have one, so parents don't know if they've taken that survey already. Other than that, just look

071forward to seeing our student feedback. I want to make sure that they're affective on how they're being communicated and how they're accessible. And with that, I'll leave my report there, thank you. thank you, DR. Hepburn. I don't know if you were sitting here when you brought up the survey, it was brought up in a different discussion. Can you incorporate what MS. Frye had to say when you bring us back the survey information? yes, I'm making a follow-up for myself as a district, I don't think we send out a lot of surveys, this MAY be a school base. So I'm writing a follow-up for myself and cabinet to do a discovery on what surveys are we sending? How often and how many? And, work with our schools to find out what surveys they're sending to their

072parents and maybe there are some times where those servers are coincide and you're doing double the work and doing multiple work. A lot. There is going to be some discovery to figure out the amount and frequency so we can understand the current state of surveys and do a better job. and identifying the surveys with more unique names MAY help too, because I don't know if I'm getting the same one. thanks for the feedback, we'll definitely dive into that. and the other part of the discussion we had was like each individual school being able to somehow alert paneser in the month or week what surveys are going out because they don't know whether to opt in or opt out if they're not aware, the discussion of parental consent came up as well. So there is two

073parts to that for surveys. Okay, anybody else have any other questions for our committee members? Thank you. Yes, ma'am. one thing that I forgot to bring up it was spoken from the podium but I didn't ask question, the question is about the counsel of great city school recommendations and are we going to use those recommendations or are we just going to ignore those recommendations? DR. Hepburn? we'll review them, I think what I heard was they were from 2019, we'll review and see how applicable they are to our current state that was six years ago, so we'll see ifif they're still applicable. anybyby else? Yeyes, 'am? ireregards ththe susueyey, enen we do the back to school enrollment forms, there is an opt out for the media and also an opt out for the live skills and

074wellness, it would be nice if we can centralize the opt out or opt in forms in that location as opposed to have some on the district website. DR. Hepburn. we'll talk off line too, we've got a whole lot of information that we need to start the school year. I hear the same thing from my wife also, I feel your pain. thank you all so much for your patience. I do apologize for the delay and thank you so much for what you all do. Okay, we need to take a brief two-minute recess and then we will move on to the superintendent advisory committee structure recommendations. welcome back to the school board meeting. The next item is superintendent advisory committee structure recommendations. i'll turn it over to DR. Hepburn. thank you, I would like to give a

075round of applause to staff, for their hard work. Special thanks to chair dominique and also vice chair brooke, MS. Goal, I know you've been part of an essential part of this process. To get us where we are today. So the energy, the time, the time, the time, I know you've had countless meetings is definitely and sincerely appreciated. That said, I'm going to turn it over to the task forced to present the work thus far. thank you, so much. My name is cynthia dominique chair of the task force. I have with me, brooke boardy as well as erin goal, our vice chair and recording secretary. I recognize that, we are so far behind on time, and we sincerely want to be able to present this item in a man thaer is succinct but it would be

076a disservice to the amount of work that we've done, the amount of input that we've received from committee members, the public, liason to rush through this without giving tt consideration that it truly deserves. Today's my is son's birthday, happy birthday noah, so more than anyone I'm eager to get out of here to celebrate him. So we share that sentiment. But this task force, you know was comprised of the nine-board appointees and for the most part many of our members attended, religiously, we've provided the landing page for our task force on one of the slides, it is a great resource and an item that can be referenced. Clicker. No? Okay, there we go. So this task force was created on MARCH 4th and we were provided with the 60-timeline, members felt this was not enough time

077to cover the scope of work, because we wanted do a good job and considerate of all the factors and provide a recommendation that was not based on on opinion but facts and findings. We've had numerous timeline changes. We were, we've had numerous delays throughout the task force. However we were asked to provide policy recommendations on 1070, and those should have been presented at the MAY 6th board workshop however we were not placed on the agenda, that's why today you're getting all of it in one shot. We finalized for recommendation and JUNE 8th final provided a report to the superintendent on JUNE 6th, we metaphor 21 meetings and over 78 plus hours just in meetings that does not the time that members spent hundreds of hours reviewing thousands of pages of policy, consent and everything under

078the sun so we can provide a very thoughtful and informed recommendation. We had numerous challenges and a lot of challenges that we face were similar to what advisories have previously brought to your attention. Obviously we have the timeline changes and the fluctuations but also challenges in defining what the policy was and that's why the MAY 6th workshop we asked how do we define effectiveness, if this is what we measure committees by, it needs to be clearly defined. We also had some challenges in getting requested documents in a timely manner, not because our liason did not request them but because they were not available or made available to him. The diversity of our task force members, their back grounds and different perspective that they lent to discussion. We also made an effort to discussion, we gave

079time to speak during our meetings. What we didn't want to happen is for the public to feel like their input was being undermined and not being considered by the superintendent so we did give ample opportunities for public input. And we want to really thank our liason, armando because, he was, he was extremely patient, he was kind, diligent and had a great attitude. And went out of his way to support him and epitomized what a liason, should do to allow to do the work that we're doing, we would not have been as successful if it was not for his support and dedication and work ago long side of us. So thank you, armando, you can clap for that. [Applause] As I said, we, our methodology we spoke to those who appointed, we reviewed workshop meetings to

080see what the board how the board felt about the current structures. We reviewed the district calendar, policies bylaw, we had over 73 committee members respond to the you survey that we sent out and over 70 stakeholders engaged in our meetings. Many documents are provided to you in supplemental materials including our minutes. The next slide contains a list of all the committees that either currently exist, or mentioned in policy are required. However you'll note that there are some committees that are, mentioned in policy or that are required by policy but don't actually exist or they're not functioning. One example is communication committee which is required by policy 1164 but that is not in existence and we have a few committees that will be sunseting such as the over set', I know they're not classified as a

081committee, we don't know how consistent they are in terms of meeting and functionality. can I interrupt for a sec. I want to be the careful with the words. The commit other -- committee is not going to sunset. Our advisory is going to make recommendations. we're not sunseting the commit other, the bond oversight committee is set to sunset, yeah. That's not within our scope. And then we have the student advisor, it's not really committee but we value their input. If you look at the next slide, if total there is about 42 committees, whether they exist or not, whether they're functioning or not. 8 of the 32 are parent facing committees. We were tasked to look at 13 that exist by school board policy and out of that 13, five of them are parent facing committee. When

082you look at this scope, there is a lot of inter connectedness, because many of the committees that exist are representation on another commit or or that committee has a seat on one that review. So as you look at the structures, consider the impact of the inter connectedness of each of these committees. As we go through the rest of the report, it's broken down into those four parts which you saw, I will hand it over to erin to go over our findings. thank you, cynthia, I know that we want to get through this presentation quickly but we want to make sure that we don't MISS Any of the key misses. As cynthia described, we uncovered and identified powerful and meaningful insides and trends that were critical to our deliberations and recommendation process and we feel should

083be part of the conversation as the board and staff consider next steps going forward. So that's what we're starting with these key findings because they set the foundation and content for our recommendations in this report. I want to start with something that I know we all know but it's very important to say and have the component of this conversation. The commitment of volunteers that are serving is incredible and this group is dedicated and passionate and committed to supporting students, families, schools and broader districts through their work I want that to be central tenant. The next is that the contributions from these committees, really add tremendous value to the district. And if a lot of these functions weren't happening through committee work, it would have to be transferred to different staff. So we had a lot

084of conversations about how a lot of committee recommend really represents costs sifg savings and we want to make sure that we don't lose sight on that. Something we talked a lot about and a conversation here today, is that, when parents are involved in their kid's education, individual kids do better and when districts have robust community involvement system wide, all kids do better. We're operating under that, but these committees have really really powerful mechanisms for that engagement. And we don't want to lose that. In a district the size of broward, it's hard to ensure that your decisions reflect the every day experiences of students and families. But these committees are really important way to make sure that your decisions in fact with connected to every day experiences. something else that came out in our task force

085and part of the conversation, here this morning and has been, is broward like so many districts are grappling with declining enrollment. And it's sited repeatedly that when parents feel like they can haha voice e in dedecisi-making,g, it's a rereas they choose schools and when they feel they don't, they go elsewhere. So it's critical we're thinking about how these decisions MAY affect other initiative sxz goals. I want that to be sort on the table. This next category cynthia covered a little bit, but we had to get down to how we define effectiveness. And the reality is it can be done with tracking motions, we understand those are pieces of it. But when we went back to the bylaws and policies of our committees, we have a diversity of committee but they have different functions, some are

086for advocacy, some are for parent support and a lot of those functions, the value of those can't be easily documented on paper. Right, when a committee identifies a naseant issue because it becomes a whole system's issues and works with staff to resolve that, that is huge value but often doesn't get noticed. Just creating spaces for parents to connect with another, not able to track quaunt unt qualitative. That was a really really important piece of the findings. we'll go to the next slide. Sorry. Oops, we identified some pieces of communications where there are definitely some areas in both opportunities to use to collaborate and plan on implementation role out or brainstorming challenges confronting, the districts, right, our committee bring perspective, far beyond what staff can. Bringing in parent voices will only strengthen those plans and policies.

087So please, there is eagerness for committees to be partners in those things. And then the other is, we need to use district communication channels to be informing parents about our committees. There are a lot of people who would love to be participating, they don't know about the committees. So using the district channels to say, we have these committees, here are openings. This last, are the last bucket that I'm going to focus on is the structure and support. And really though, this holds a lot of pieces for some of the most critical recommendations from the task force. The first one is, at our very first meeting, we said we need committee bylaws and the reality that was really hard to do and it shouldn't have been. And the problem is is not that the committee had

088not passed by the bylaw, bow they had gone through the process and they're waiting for board approval, some for years. There is a need to strengthen and streamline that process to help with effectiveness. The next set of things that I'm going to end on, there is huge variation on how committees are supported, resourced and trained. And this includes liasons, there isn't be one common set of training manuals or policy o templates and there is a huge hung tore have collaborative training with chairs and liasons to have structure support like teams and websites and things committees just need to function. And, and clarity around the rules of liasons and chairs. With that, I tried to get through a lot quickly, I'm going to hand it back over to cynthia who is going to talk through how

089these correspond to some of our recommendations. so we wanted ensure that we were not arbitrarily trying to get rid of some committees while still holding opportunity for stakeholders engagement. One of the things that we recognize whatever committee currently exist need to be utilized to their full capacity. For example, if you have a committee that is required to review technology making sure that their getting contracts, RFPs to fulfill their purpose. The other thing is, the feedback provide, let's address the elephant in the room. We know that the relationship between committees and the board or the district MAY sometimes feel contentious but we don't want to get lost in all of that is the feedback that ads value that lends itself to growth and strengthening services and achieving excellence for students. So because certain groups are more

090advocacy in nature, parents are coming when there are problems, that's what propels a lot of parents to get involved, they have an issue and they want to find solution. A lot of times you're hearing the issues and it sounds redundant. Whenever the feedback is uncomfortable, we en surge you to take it with a grain of salt to protell our district forward. Brooke? thank you, by way of background policy 1070, the policy was last revised in just four years ago. At the time that this task force was found we were asked not to just to review committee structure but policy 1070, we did so and the task force went section by section to create this recommendations. On slide 14, you will see a summary of some of the topics that we covered which have been discussed

091lately with the board. As well officer election membership and due process. And I see we're on a greater time constraint than expected today but I would like to walk you through the matrix which was attached to the agenda and I will identify some. when we bring, if you can stop the clock for them. When we 1070 back we will have you come and go through the recommendations. But today we would like to go through the options and talk about the structure, but we definitely want your feedback. We're just not going to talk about 1070 today in general, and that policy is coming back to us so we would like to ask you to hold on to that and you'll be at the table again and if we can go to what your recommendations are for

092the structure. I think it's useful to identify that they we were suppose to present this on MAY 6th, I planned my family's trip to present this and I should be on the road today inside of here. I would be curious whether policy 1070 will come back as a workshop. and you can give us overview, I think time wise it would make sense today when we're going to do it all over again. I can walk tlut slides, if the slide show can be put back up please, starting on slide 15. Yeah. I'm going to skip tlut non substantive items. Sorry, I do have to adjust on the spot. I would say one of our, biggest recommendations in changes would come in article 7 which is to create an advisory appointee interest list, some municipalities do this

093in order to create a pool of interested volunteers. We think this will ease the board members which have to make many appointment and we hope that it will diversify participation that is laid out in the matrix. I hope you can look through because we did take time to describe specific language. One of the other substantiative changes that we suggest is a due process procedure for the removal of volunteers, this was voted back in APRIL to suggest the general process and on MAY 28th, we voted for specific language that we included for you. We identified law as a issue. And when laws that you vote on them within three months of submission. We also included an article 10 a new process for committee recommendations, it was identified by committee chairs members and liasons, we heard this

094from the board that recommendation right side not coming forward in an affective manner and we hope that creating a new process would create accountability and responsiveness to the recommendations. One other suggestion comes in our article 12 which is, which already states that committee chairs shall meet with the superintendent once a year. We hope that this meeting can happen in SEPTEMBER and JANUARY, so we can bet align the work to the initiative of the districts as well to promote proactive responsiveness. There are a lot more recommendations, we worked on specific language on a lot of them. And we had a couple of recommendations when we had general ideas that we wanted to flag an issue. That concludes policy 1070 for today. we'll put on for five minutes. Because we still need to get to recommendations. five

095more minutes. again, we were under the impression that we were presenting 1070 and structure so forgive us if we're not. It's not what you envisioned. As we move to the committee structure -- . hold on one second. so for me, I would like to hear all of us the 1070 and structure. Can we go around and get consensus. again, the point is we're going to be bringing it to workshop which we'll hear it all over again. So that's why I was trying to be time efficient. if it's helpful, AUGUST 12 is when we have this item slated for a workshop. okay. So is there, how to phrase this. Is there objection to hearing all of the recommendations because it was given to us in any way, any objection to going through all the recommendations for

0961070? I have objections to that. Yes. just to clarify. All three of these ladies will be given an opportunity to present at the workshop. okay. can I just ask a question. I guess, my one, these people have put in a lot of time to, you know, bring these recommendations to us. So I don't feel comfortable rushing their presentation because we are behind schedule. But my other, I guess concern is, like they were under the impression that they were giving this whole presentation, i'm wondering how that communication happened. I don't want to be disrespectful of the time, if they knew they were not going to be doing the 1070, they would have adjusted. it it's helpful, our conversation with cynthia when we were driving, I believe it was 30 minutes for their presentation, I believe we're

097at 20 minutes. we're not really reducing it. But it was 30 minutes that we allotted. we're just trying to allow us to have discussion because, and I appreciate all the work they did, but we were sent this early and able to look it over so I would hope we have questions, I'm not trying to rush the whole item just want to get time to be able to ask the questions that we have. They don't need to read us the matrix when they sent it to us, prior to coming. I was not recommending. I can speak for myself. can I finish. she just called out me name. Respectfully, they came here to present, and we're now creating a modified. I don't think it's respectful the amount of time and hours that they put into this. go

098ahead. thank you. They've continually referenced that they're short on time, I think maybe I needed some clarity on the time agreed on. But the communication, they seem to be impression that they're presenting on 1070, it's in the presentation. I hope that in the future, that everybody is in the same page on what is being presented, that's all. DR. Hepburn, can you maybe identify what was the ask of the committee in general? Was it about structure of committees or 1070 or both? I think we all have different visions of what that was? as I can recall it was both during that meeting. As far as what is suppose to be presented today, our discussion while our discussion is to present for 30 minutes and then allow the rest of the time for discussion. am I allowed

099to comment? Sorry. so we have MR. Cervera. thank you. I'm on the same team with MS. Alhadeff over there. It was difficult to prepare for this, as it was. But it's very important to be respectful of their time and for one board member, I will not be in AUGUST, I don't know about these three ladies, if they knew the AUGUST dating and maybe they pushed off their vacation to AUGUST time. Honestly, it doesn't really feel like a very friendly conversation when a, we delayed it by 90 minutes. Then we didn't really rush the other parts of it and then we came to this, and without even honestly talking to the board to see if there was consensus of tell them to go and do this, I find very disappointing and I don't want to be

100part of that. I would like to make a consensus call to see who wants to listen to it now and if we have consensus of the board to do the conversation as it was, really described to them in the beginning when and the during where they did all of their work is important for me. So, yeah. MR. Cervera. thank you, MADAM Chair. MAY I inquire of presenters, in light of what you heard, do you riber to go on or wait until AUGUST? guys, I can make this real quick, it's not complicated. But if I can go through the items, that would be wonderful. I don't know what AUGUST holds, additionally we requested more than an hour given the length that we would be discussed, we all knew that this would be done in an hour.

101We were given 30 minutes to speak. It's uncomfortable to be late but to have the beeping while we're trying to present, we're volunteers, I just don't understand what is going on. DR. Zeman. I think the superintendent and the chair had a clear conversation about a presentation, and I would love this for a long time, but if that was the expectation, why can't they speak to the for 30 minutes and we talk for 30, we still have a significant amount of time reserved to do the policy work which MAY be very well be a derivative of the decisions after we get your advise and make the decisions about the board structure that also influence what has to go on in the policy. So, why can't we just respect that the chair and the superintendent who agreed

102to this for 30 minutes, is that fair? yeah, we're almost. I'm asking a question, just a second. we can do whatever you all would like. I'm asking a specific question. When the superintendent said 30 minutes, yes, but. we were clear about you know, the amount of time to dedicate to this. And beyond we can do whatever you, we serve at the will of the board, but I'm going to tell you how I feel. And this is me speaking, not as a task force chair but, as a volunteer who serves in the military on the weekend, I'm part of the pt a, the school advisory forum I don't do this because I have a desire to be seen or to be in leadership sitions, I do thth because I I believe in browowd d schools becacause

103wawa to see ou didistrict sueeeed. I'm choosing to put my four kids in broward schools, so I have a vested interest to make sure we are successful. And the time that we take away from our kids, our spouses, we met two times a day in some instances, we had a 14-hour meeting on one day. Why? Because we were given a deadline and although we were given extension, we were told that this item needed to be submitted by JUNE 6th all of it. We worked day and night to be table to do that. And to come here, and have this happen, is absolutely disrespectful! And the message that it sends to the public and to the community, is that the board, the district, does not care! Is that there is a lack of respect for the

104time and energy and effort that we put in and the things that we do willingly, willingly, not for affirmation, but to make sure our district is thriving, for our kids! They might be your students but they're our kids. This is their future! We're absolutely invested, and I know sometimes the way we say things MAY not sound pretty but I promise you, I promise you, we were here to collaborate, we're here to work with you. But we cannot come into these spaces, we cannot have conversations, and come to agreements and then just, our time become completely disregarded. It does not make people want to volunteer. If I'm ever asked to serve on a task force again, the answer will likely be no! If I should even continue at an advisory capacity, I don't know. It's, we

105can do whatever you like. We can do whatever you'd like. We understand the time constraints, but we hear you all. We know what you want, do we think that we have an opportunity to have better structures, absolutely? And that's as we went through this process, we're like guys, we have an opportunity and people who came in their with minds made up, changed. right. People were like, just who were ready to just let's meet and put something together. No they stayed until the end. Because they truly believed in what we were doing. And it's not just me, it's not just the three of us up here, it's not just the task force members, it's every single volunteer that serves at a school forum a pta, it's all of us, we toil. We toil because we believe

106in the district! We believe in the people that we elected to do right. By our kids. And we stand here committed, yes, we provide accountability and accountability does not always feel comfortable. But there has to be mutual respect. There has to be. We have to operate from a place where we're not suspecting the worse of people but holding on to the hope that every one who walks in through these doors and decides to serve our calls you or emails you, really just wants the best for their kids and the district. We have to operate from a place of respect and just hope. And give people the benefit of the doubt and your volunteers the benefit of the doubt. okay, I apologize, did not mean to come across that way and we do appreciate your time

107tremendously. My understanding was we were talking only about the committee. So we will continue, let's just take a minute for everybody to watch their breath. when we come back, we will allow you to finish your presentation as you prepared it and we'll go from there. MS. Hixon. Can I say one thing about why we didn't jump into the structure and it will take a moment. We were getting messy and committed to doing it right, what we found is very little of the issues identified were the about the number of committees. And we did toil, toil is the right word but it was so much about the structure around it and that 1070 serves as a foundation for the ways committee operate. That's why the report goes the way it does and has so much before

108the structure recommendations because you can't really think about the number and structure without understanding this very big context and changing the number and structure is nt going to do that much. We really struggled with it but it was through a lot of deliberations and debate and conversation and input that that's why we got there. So I apologize, it was not what was expected but it was how our work, the result of authentic research. and we appreciate all of those many many many hours, so let us take a brief recess and we will come back to the report in its entirety and move on from there. MADAM Chair. we're in recess. (Meeting in recess). thank you, welcome back to the school board workshop. we will continue with our second item which is the superintendent's task force

109on committee recommendations. MADAM Chair? yes, DR. Holness? I would just like to [Inaudible] Task force members and also I know that we are going to allow the task force to continue. Do we intend to provide a timeframe for that or are we just -- so they can work within a certain timeframe to complete the presentation? yes, I think they're almost done. So, they -- we'll not turn the timer on, we'll let them finish. okay, got it, thank you. Ladies? thank you, chair. And thank you again for the opportunity to be able to present this information. As aaron stated, we felt very wrongly a -- strongly that a lot of the recommendations would enhance the current processes and additionally it doesn't matter how many committees you have or how pu you have f the processes are

110broken, you will still have broken committees. And with that, I'll let brook continue to finish. so, I'm going back to policy 1070, I will be brief as I go through. We did make many change that is were not substantive in nature but were corrections or organizational and I will not go over those. So, if you do look tat matrix we provided in the left most column is currently most poly1070, in the current column, we have the task force discussions which sometimes did not result in a vote but we did want to communicate those discussions for the board to review because perhaps there are ie ems that you want to bring in relation to that. In the right most kol you will see the language we voted on and the first item I would like to

111bring your attention to is on page of the agenda, this is article 3f2 and article 4a4. And these are related to bylaws and committee policy and the review policy -- and the review time period for those. The current time review period is two years, we recommend it change to five years consistent with the superintendent's proposal from back in MARCH. The next recommendation is on page 23, this is the advisory appointee list that I already identified and the full language is there in the right most column for your review. On page 24, in article 7bt task force voted to reduce the number of committees a board member can appoint a particular individual to from two committees to one with the hope to diversify committee representation and ease the attendance burden of individual volunteers, so as to

112support quorum. On page 28 of the matrix, you will see the full due process language that we voted on unanimously on MAY 28th. We saw this concern repeated through public, through e-mail surveys and conversations with task force members and the public, we saw this. On page 30 of the matrix, this is article 8c, and this is again related to bylaws and as previously stated, we recommend that the board bring for a vote any bylaw -- bring for a vote within three months any bylaw that's submitted for approval. Some bylaws have been held up for years, many have been held up for months and it just affects the -- yes, DR. Zeman? people would like to be able to either see the table you're going through or to see the slides but so there would be

113come concordance between those two, would you like to read from the table or the slides? I recommend putting up the slides, this would be on slide 16 right now. thank you so much, brook, I'm sorry, I just wanted to hear you but I kept trying to find it on the table and it wasn't coming up. yes so, the matrix is attached to the agenda, that's just so you have the specific language but not all it fit within the powerpoint. but -- we're on page 30 of the matrix. slide 18, DR. Zeman. if you can reference the page number of the present threshing's up before us, we can follow along with you. . Inger sure. We are now on slide 18 and this is regarding article 10 which is the committee recommendations process. slide 17. okay,

114so we recommended a new process for recommendations to come to the board. The full lang wamg is in the right most column but regarding the current policy, committee chair and is liaisons overwhelmingly expressed that the 1070 process is inadequate, the task force spent considerable time forming recommendations aimed at comprehensive and prancebacker transparency. We provided that full process, there are other ways we can do this, this is what the task force voted on and we think it would be an improvement upon the current process. On p pe 38 ththtrtr,, I'm m looking at article 11 which is right there, yes. 113, this pertains to term limit, we recommend retaining the current term limits in the language in policy 1070 as is. The task force gathered significant and overwhelming feedback and support for not shortening the term

115limits, we feel that we need an ability to grow leadership and to plan for succession on the committees. Our last recommendation is article 12 and this is again regarding the superintendent and appropriate cabinet level department heads meet witching the chair of committees in SEPTEMBER and JANUARY to better align goals from the district to committees and for committees to be able to raise issues up to staff. There are more recommendations. I know this will come back for a workshop at the end of summer and will be -- we'll be available then to answer any questions, thank you. Er we're on slide 20 now, in addition to the 1070 recommendation, we also had recommendations regarding the membership, the meeting structure because we felt that a lot of those changes MAY also alleviate some of the inefficiency or

116ineffectiveness that might be perceived. And in addition, what we heard from some committees were they were having meetings that were informational in nature but they weren't necessarily conducting business, so we'll provide recommendations for that later on. So, we provided three options, we were asked for at least two, in the first option, again, these are the committees that we were tasked to review and what -- the task force unanimously approved retaining the current committees but with the refinements and processes we've outlined in 1070 and the other recommendations otherwise. We strongly believe that it's not the number of committees that you have but the processes, the procedures must be fixed. So, this is option 1. And that was approved unanimously. Some of the pros to option 1 is it would be less disruptive in nature, obviously you

117wouldn't have to necessarily make any policy changes unless you adopted some of the changes to membership and meeting frequency and it allows us to maintain some of the specialized focus of many of our grouses.Ps -- groups. As we focus on future redefining, having our stakeholder engagement platforms with the opportunity to make changes going forward, this would just allow for more of that stability. And this also allows for the fewest meetings of the three proposed options. Some cons is that it MAY not fully address our needs. What we found is we discussed the issues, there probably is a need for more committees than what we have now to be able to fully address the needs that exist and not necessarily having to create task forces and work fwraoups -- grouses and all of these things periodically,

118you would have the grouses existing to meet the challenges we ao e identified. Some other cons are that in the current structure, the committees MAY not have the appropriate liaison and we've also highlighted some additional recommendations if you all adopted option 1. The next one is option 2a, this one had the least support and one of the main reasons you'll see that this district advisory council area are listed underneath there and then we've grouped had beeninger rc transportation and wellness with student supports and although we were not tasked to review wellness, this particular committee would be a modification of what currently exists but would focus on the mental health aspect, the culture within our schools and broaden the scope of a wellness committee. We've also included transportation here in this option because transportation affects so

119much of what we do in this district, more than a third of our students utilize district transportation and it impacts on whether they are able to dwet to school on time, ooh eat breakfast, get those services they're required to get. And under the academic and is curriculum umbrella, we have multilingual, innovative, career and technical education programs and magnet. We felt that having a group to be able to look at these programs as we move on to the next piece of redefining where you have a group that's actively having the conversations and looking at all of these programs holistically, we would be able to better strategize in where they're located, how they're functioning, what supports they immediate and that would help us in the future. Under community commune un, communications and marketing, we believe we have

120a strong opportunity, we're getting the information coming in but we also need the information coming out, going out, so by having this group here, giving feedback and input and how we market our district, how we communicate that information out, it will also help us in future phases of redefining and just us thriving as a district. And the way we've organized it under these umbrellas allows for better alignment to the see suite, what we found is that when committees don't have the appropriate liaison, sometimes they have difficulty in getting documents that they request or getting speakers that they are requesting to provide information at meetings. In this option, the groups would retain the individuality and they would be able to report at school board meetings but there's much better alignment here. Okay. And these are some

121of the pros and cons for option 2a. One of the major cons is that we didn't want to reduce the visibility of groups that represent disadvantaged populations, specifically ese and esol which is why this option was the least favored. And in option 2b, what we've done here is we've pulled out ese and esol so they have more of a presence. What we found when we heard from esol was they have over 300 parents who attend their meetings and they often felt unsafe in other spaces because in this esol space, they had the language support that they needed, they had other parents who were sharing similar struggles and could identify with them. And that's something we really wouldn't want to lose. And then you'll see the rest of the model is pretty much the same. Again,

122I want to highlight the transportation, wellness and innovative in magnet programs. And the pro, cons and recommendations are similar to option 2a except that in this option, we retain the visibility that we want for some of the more vulnerable and disadvantaged representation. That's the structures. Along with these structural reck m dashing, we do have recommendations on memberships, meetings and my colleagues will go over that. thank you, cynthia, so as we've said in a few different ways, in addition to kind of strengthening the structures around the committees, we also identified some committees that could benefit from internal structural changes in terms of the composition of their membership and in particular, excuse me, we identified four that are exceptionally large and we heard from them that in particular, they struggle with issues of quorum and other --

123when a group gets so, so big, 60 and 70 members, just effective and efficient functioning can be a challenge. So, we have slides that have 4-2 of the facility, we passed recommendation for what a membership composition could look like, this was just an example of trying to reduce those members to a more reasonable number. We strongly advocate for all four of these committees identified that the board collaborate and empower the committees themselves to determine what composition would be the right with one for them with the goal of reducing. So, we did that. So, we did with diversity, I will just comment, we heard -- we got input from the past chair, MS. Pierre grant, several times and talked with her about if she thought that going from three appointments to two appointments per board member

124would work. What's really important about diversity to remember is that that committee does a lot of site visits which requires capacity to do that and also produces a rather comprehensive report, so going anywhere lower than those two the appointments, there was concern that there wouldn't be the capacity to do those. The two others that we have recommendations to change membership and reduce is for dac and for the technology advisory committee and one really important thing to note, dac has already started that process in bylaws that they themselves have approved but haven't been approved by the board but they've already kind of embarked on that, so I'm going turn it over to braoek who's going to talk through some changes to meeting and reporting recommendations. thank you, aaron, in addition to reviewing the committee membership, we

125have recommendations regarding meeting and reporting changes. One recommendation we have is that not all committees need to conduct monthly in-person meetings with quorum to be effective. We suggest that committees be enabled to have virtual informational meetings as their objectives -- as would serve their objectives and purpose and we also believe that they should be able have monthly, bimonthly or quarterly meetings as their business requires. We also want to enable committees to utilize existing platforms. This would be for example parent university or existing lunch and learns so that the committees can collaborate together and expand their reach to parents. Another suggest we have is that the superintendent resume monthly meetings with dac steering, this is something that was done successfully in the past and we believe it would better align the goals and work of the

126committees to the district. Additionally with respect to reporting, we recommend that chairs establish regular communication with appropriate cabinet level staff, again, this is about aligning the goals of the district with the work of the committees, how can we help you, what do you guys want to tell us, can we identify any issues for identify any issues foryou. Right now there's monthly reporting committee, they don't feel they have to be here every mother. I know you're sensitive to siem f a committee doesn't have an update to you, it would be nice for them not to have to come downtown to give a report. With respect to the 2a and 2b options, the task force area advisory council and is any committee placed under the umbrella of another committee within those two options should be able to

127provide report tos the board, it's listed on the city website t task force losing visibility if they were to be placarded under the umbrella of another one, we still want to keep those committees listed so that parent and is stakeholders know there's a place for them to go if they want to advocate. We also recommend that committee chairs should have an annual meeting with the superintendent and that was contained in our policy 1070 recommendation. This brings us to the training recommendations portion which I will turn over to cynthia. this is where we have a huge opportunity, what we heard from many leeiaisons, they didn't feel adequately prepared for their role in serve thing committee. We also heard they didn't know thousand put together an agenda or run a meeting or how to give a report

128o the board. We believe if we can create standardized education for liaisons and standardized education for committee members, it would help the process overall. What we suggested was for liaisons, you have some amazing ones here in the district already and they're doing their job phenomenally. The task force can work with them or you get these expert liaisons who are doing their job well to work with committee chairs or committees to develop training for liaisons, to develop training for committees that is standardized across the board. There has to be a clarification of their responsibilities, some liaisons believe there are some thing that is are their responsibility and some believe there are things that are not their responsibilities so there has to be consistency in what is expected of them. They should be provided with all of

129the required documents, for example, at the inception, they should have access to the bylaws, they should have access to policy 1070, the policy that governs the committees so that whomever is participating knows what they are bound by and what the expectations are of them. And any training that is provided should be recorded, there should be an agenda and minutes provided. We had difficulty getting any content of what was provided from the liaison training this year because it wasn't recorded and there weren't any minutes. So, we can't tell you what that looks like. And the other recommendation that we have for liaisons is that there should be consistency in how -- in their compensation and when I say compensation, I don't necessarily mean money but if there's going to be a flexing in time, what we

130heard was that there's a lack of consistency, so liaisons are expect today fulfill their regular duties in addition to their support of a committee. And that would be in line with policy 4300.1. We also recommended surveys to liaisons annually to identify areas for improvement and, again, we recommend training for committee chair and is members, specifically for the executive boards so that they can function effectively and by policy, be provided with these documents that we've listed here and there MAY be more. Again, we were pressed for time, these are some of the things we had had discussions about so we added them here for you all. In addition, brook mentioned the acknowledgment form. I will say that that acknowledgment form should be reviewed and it should be updated. It goes over what's expected of committee members

131so that would be an opportunity to clearly delineate the expectations at that time. And also creating a system in which chairs are easily able to verify whether training has been completed, whether it be ethics training or committee training. Again, we strongly believe that the 1070 and some of these other recommendations will lend itself to a process that functions more effectively regardless of how many committees we have and we just thank you for this opportunity to serve the district and the students of broward schools. thank you. we'll answer questions at this time. thank you very much for your presented and all the time that you've taken, not just to do the report but to gather all the information and all the meetings that you've had. Now we will go to public comment and the first person

132we have is natalie lynch-walsh. I think she left. Mercedez cortez. good afternoon, thank you so much, my name is mercedez core dez, this will be brief, I come on bemaf of the florida debate initiative a recurring theme I hear today was the community involvement, the communication, broward count I is such an amazing district in what they do and the one piece that we like to offer is that we stand representing opportunities for our broward students and it becomes very tough for us to have that communication piece and so we'd like to go ahead and just introduce ourselves to the committees and hopefully we can continue coming and making a great opportunity to come here. Some of the committees you offered were the e zal and ell programs, we offered -- that's mostly communication and is

133processes, when you spoke about that it resonated because there are so many chains of command, where do we go with this. We paid for 16 students to go to an all paid expense summer camp, we would like to triple that number, that goes back to the process of information, who can we go to and where can we go to. We propose to enhance broward county programs to the until exceptional programs you have, speech and debate. We do offer team stipends, coach stipends, we'd like to be a part of that process to see who do we communicate, where do we go and where is the line and chain of command to know we're here to offer support, financial and program-wise that otherwise other students don't know and parents done know and sometimes they ask me, could

134yo you ever go and speak or be part of somewhere where they will know that you exist and that's why I stand here today. I yield my time to the chair and I thank you so much for this opportunity and all of your hard work. This is tough. thank you. Can you just -- we know your name,, at ganization are you representing? Florida a debateteinitiativeve it was igiginal fofoundebyby two phenomenal educator -- educate torx tearara, we are -- we represent the south region and all I've done is grass roots effective this year, broward has an exceptional debate program in its district, what we're offering is outside of that programs, like to service pro camps websinger paid at hollywood beach resort for broward teachers to be trained on this, a thank you to them as well,

135so florida debate initiative, sorry, that was a long answer. thank you, next public speaker is jesse lescom. ese vice chair has minutes to go before she has to go out the door, she's been here for hours, can I swap places with her, anna, she signed up too. sure. thank you. MADAM Chair, board members, I want to speak specifically to -- yes, the advisory board as a member of the ese advisory board and a member before of the council. I feel like it's the most essential resource some ese parents have to connect with different parents that have the same experience of what the best practices are and what best services are available. It's the first line of defense you have in terms of being educated on how to handle an iep or how to handle an

136issue within your school and in many occasions, I've seen parents go and solve their issues just because of the existence of the ese advisory board because they were getting stone stone walled at their own schools and at the district level, so ese advisory board has been crucial to improving practices, protecting some of the most vulnerable students and making sure that policies are crafted with ese students in mind. I see it as a lifeline, I know that my fellow members see it as a lifeline and advisories in general are essential to the can actability -- accountability and ese happens to be one of those where people show up when they have a problem, when they're angry, a lot of the times, you don't want to hear what's being said but it is a very constructive forum

137and absolutely essential for the parents of the children that we're representing. Thank you. thank you, and thanks for coming today. ms. Lescom? thank you for the swap. So, I'm here to say a big hard fat neon lit no to option 2a, not to be obstructive but because that would be the worst things that you could to to ese advisory who already spokes for an already marginalized advisory and struggles for voices to be heard. In the terminology of the report stating that this is a recommendation, 2atese advisory could now be put under another committee, I'm horrified, not withstanding the enormously wonderful, hard, diligent, sensitive work that most of the task force members did, the ladies at the table here and the others who contributed so well and engaged. I'm grateful for it, but this task force

138did not reflect, sorry, the community that it represents. It was created in a vacuum of none of you know who the other were going to put on it, we had two members from one task force, from one body along the 11 members and no members of other big bodies whose voice needed to be reflected in some cases, the current task force was reason avenged by the board without genuine recognition of or engage wment the very advisories it seeks to assess. We do not oppose improvement, there is little to nothing in this report that we haven't been saying for years, I'm thrilled they have compounded our voice and calling for it and brought some fresh ideas too. We do oppose being sidelined, while solutions are devised about us and not with us. Our advisory, ese, is

139not just a monthly meeting, it is a daily effort to lift voices, fix issue and is foster accountability and any configuration of the ese advisory or any councils should begin with deep listening, not rushing the task force and giving them deadlines and pulling the rug from under them, not reform just striking through a few advisories and shoving them under umbrellas to make them look less. There's been deep offense about if you can't get [Inaudible], there must be a bad leader and other comments on the staff report that came under the name of the superintendent's report proposing changes to advisories that made us seem like a financial burden, a time burden. Please know that our finances and our time takes a huge hit to do what we do and I applaud the task force, we want

140to work with you to make improvements and use this as an opportunity to do so. Thank you. thank you. Next is mary ferdic. thank you, I think that our speakers did a great job. I just want to emphasize a few things that they said. I've been involved in many advisories for a very long time, unwilling we focused in on this material and reading every policy at the same time and pulling minutes of meetings and many of the other things that we did, I really had no idea when I listened to you in MARCH that talking about the number of committees that what we would find would be the number -- that really it's so much of how those committees are structured and what's happening that needs to be fixed. So, I know cynthia said this

141and I want to reiterate that our group was very confident with the first option which leave it is the committees in tact but with a lot of recommendations for how to make those committees more effective starting with the fact that some are just too big and looking at the fact that they have to achieve a certain number for quorum which is not currently happening even within some of those meetings, there's so much in this report, a lot of thought was given to it. I do want to say that in the option 2a and b things, there is not a single advisory that we're recommending go away, we're simply recommending that they be kind of aligned in discussion groups and that by nature is going to involve more meetings. One of the first things we did

142was print off the calendar for the year of meetings and what you find in there, not surprisingly in a district with over 200 thousand students, that you're going to have a lot of committees. One of the things I liked best about being on this committee was bet getting exposure to grouses that I MAY not heard much aboutfinger aoem going to single out multiling juan wall, the work that they do, they're a very valuable committee and I see more committees like that that are focused on a single subject but are appealing toing the parents of that group and are going to help us draw parents into our school system because we give them a forum. So, I just -- I can't cover everything in three minutes, they did a wonderful job but I would encourage you

143not to create a system that's going to add meetings and involve tons of policy changes just because you think you might have fewer on paper groups but you end up having more and if you look at many of the bylaws of these groups, you will see they already have subcommittees and other thing that is are functioning, so calling something a subcommittee doesn't end meetings either. I think you have a good structure if you would follow some of these other recommendations, I think you would see a change and what's happening at your meetings, thank you. thank you so much. Next is erin goul. I yield my time. Er cynthia dominique? the only thing I would say, so much is happening at the area levels and in previous reports at workshops, the areas haven't been able provide

144a report and it's very hard to represent 75 plus schools in each area and do that with just dac in five minutes, so, we definitely support elevating the areas to be able to provide reports to the board. thank you. Brook? I'll just say thank you for the opportunity to serve, two of the best things that came out of this is how much I learned about our district. I took it as a learning opportunity despite all the work and the other best thing that came out of it were the individuals that I worked with, the dedication is off the charts and I look forward to serving the district further and working with these amazing individuals. Thank you. thank you so much. Next is nancy fry. hello again, good afternoon, nancy fry, task force member, really quick,

145I wanted to touch on one thing from option 2a that speaks to a broader concept that was coming up during our task force meetings and it's about being more imaginative with what we're looking at and not necessarily stick witching the status quo even in a new structure, specifically it was discussed and we had a debate back and forth about the visibility of our disadvantaged groups, e se and esol, the reason we came up with the 2a and the 2b was there was a difference of opinion on which would constitute more visibility, having them a as a stand alone committee or having them underneath dac, there was one mind that if they're under dac, they would be hidden from view more, there was another view that they're falling through the cracks right now from what they've

146expressed and having them under an umbrella of a larger group would help uplift their voice with additional support. We're not trying to put anyone under or mask anyone or hide anyone, there was just two minds, what would be the best way to elevate those voice and is that just spoke to the larger concept of just because something is a certain way now doesn't mean it has to continue that way and one of the concerns that had been raised in that specific example with 2a versus 2b is that there was a concern they won't be on the district website because they would be under dac and currently committees under dac aren't showing up on the district website. Obviously that does not have to stay the same and I just encourage some creativity when we're looking at

147these different options and any other changes that might come about to remember that there's other changes that can be made to support our committees and make sure they're getting tre sources they need inside whatever structure comes about and not to just stick with things because that's the way they've always been. Thank you. thank you so much, next is trudy jermanovich. That's a first. As I often do, I want to make sure you read the written comments and say that some people had difficulty signing in, so that needs some work. I also want to commend the task force on an amazing fete, they created a body of work which should be used as a guyed of future changes. By the board plaining the meetings on becon, I learned much about committee struck klur and on the

148school board and we know what should be available to the public. I believe that committee chairpersons should be given the needed equipment to submit a good video of their meetings so that more people could view all of the committee meetings on their own schedule, just an observation. Although the task force was given multiple scenarios, I wholeheartedly think you should keep the one you've already got. Don't change something that isn't perfect but it's working. Also I want you to -- I do not believe you should replace the committee chairpersons every two years, learning to run the committee takes so much time x the four year limit with the extra two third vote to possibly retain an officer past the point should remain the same. That said, I want to propose one more committee, in about 1980,

149this district had two different committees for technology, one was mainly for infrastructure which is what we have now, the other was composed of teachers and school based administrators who were using the newly emerging technology at the time. I believe that this cannot occur with the way it's structured now. Teachers can't come to these, it's hard to get a tda, it's hard to get a substitute, so you need to set up something that's more like a friendly get together of the teachers with the parents on what's happening with technology and you can -- any school based administrator should be included in that. But I don't believe districts should be included in that. I think you need to go from the bottom up in this case and you need to say, okay, these are our ideas for

150how ai should be used, these are ideas of how we use textbooks and so on, so just an idea, so one more committee. I strongly believe that the board should allow the task force to continue their work so they can flush out the training manuals and other issues they have identified. The task force has done an amazing job but there's still more work to do. Thank you. thank you, we had one other public speaker that was kim mulhorn but she is not here anymore. That klaounds public speaking. We'll go to board discussion, DR. Zeman? thank you, chair so, much. I love this puzzle. These are not word ls, these are big hairy puzzles about how do you take the energy that's created under broward county's many residents, many of whom would like school tos get

151better, would like to be in schools, with schools here doing things and how do you take all that energy that exists in broward county and funnel it in an effective and efficient way toward improving our school district. We had a lot of dreams we've discussed with the superintendent here about raising copious amounts of money, and very little gets donated it to broward county, we've had conversations about how do you vector volunteer ins a way that allow for an army of volunteers to be working in our schools and we've watched covid and horrific violent events in our county erect very, very large walls, both physically and otherwise that prevent people coming and visiting our schools, separating them from our communities and we have to deal with that, right. But the work that's being done here is

152really kind of within a system of systems because we have a whole bunch of other groups that provide community and parent input. We have the pta's and the sacs, we have the parent community involvement task force and what we have in this big hairy problem is how do we create or recreate or modify a system so that the most passionate, most engaged people who want to serve on an advisory committee can give this board their greatest advice. It's important how many committees we have. It really is. It's important to make process improvements, the idea for example about having a sign-up for people that want to serve, brilliant idea, but I would agree wholeheartedly that the number of committees doesn't produce success. You can have three and be wildly successful and you can have 17 and

153wildly successful. I have a couple of quick questions for you. Did the task force chair, dominique, consider aligning advisory councils with the 8 cabinet members who work for the superintendent, just briefly, I don't want my colleagues here to cut my knees off in the back room, but briefly, did they do it and was it supported or not ?Frjts we strongly considered it, we had conversations with the superintendent about it but he felt it wouldn't be something that he could support. terrific. And did the task force distinguish between advisory committees and task forces? yes and no, task forces are temporary, meant to work on tefp rare problems and our view was that these standing committees would be there to really fill the gap of ongoing problems and that's potentially why we flt there needed to be

154a few more to broaden the scope of some so that we wouldn't have to keep creating more. There would already be a space for them. last question to you, chair of the task force, not chair of the school board, did your task force consider an annual meeting with each advisory council or task force with the school board to set goals and agenda for the advisory council or advisory committee or task force for say a 12 month window? we did. and did they support it or not? it was supported and it's in here. We might have glossed over it. I just note there's a lot of conversations about liaisons and staff and getting things and I didn't hear anything about coming here and staining, hey I'm the chair of advisory committee 7, and what are you

155guys perplexed about, what would you liking to learn about. MS. Alhadeff, what would you like some advice on in greene green technology, that conversation at the beginning of the year could improve the cooperation, both in selecting things in and also selecting things out that we don't want advice on. We're solid on what we're doing in this area, what we're not solid on, we need to learn more about it. Let me finish up real quick. I'm impressed with reduction in size for these committees. I cannot believe when we look at the e evidence we haha commtees withth 63 anand membmbers,ininamazonththere's a a two pizza rule, colleagues, do you know what it is? I know with all your reading about business matters that you know this, 7 people or less on any work. If you can't feed

156them with two pizzas, it's too big. Think about that, just think about that. Even on something like a diversity committee, 19 sounds like a lot, can you imagine people going through and trying to see a school, even that's a lot. 63 is a lot, 75 is way too many, but if amazon won't let people have a meeting with more than 7 people in their invitations, we have to just think a little bit about how we do it. Lastly, the people that did not come to your task force are also important. I've mentioned this several times and do not take this personally, it's not about anybody that's in this room. I have people that I have gone to and saids, look how smart you are in this feel, can you come and work on my task

157force and they have said no. I have nominated people to committees that I called back and I said I thought we were friends, so I believe we need to change things. I love the work that's been done and it informs how we're going to build this ecosystem, I believe we have to change things baiz ear not okayed need iez -- organized in that a way that all of that energy is being put into schools. How many committees, how many process changes, how many rules, I get the rules, they're all fine. With's interesting -- what's interest tog me is who are the most committed people, how do we get a ul of these peel and energies foe focused on the same thing wes ear working on. Why are people confused about advisory councils or committees? I

158think they're called advisory committees, right, isn't their job, MS. Gold, to give device? That is the central convening authority for all of these boards. If there's some confusion of why we have this, look at the name, the name is to give this board advice, talking about where we would want advice would be helpful, making the meetings exciting, making the size fine. I love if idea -- the idea about technology. We have people who beam into school board meetings, why can't you have the technology that you need to pull this stuff together. Thank you for volunteering, thank you for the hard work, there's a lot of great information in this. I'm going the lean towards the amazon model, I think 7 is a lot, not in terms of the number of committees but in terp of

159membership, we have to get to a smaller number of people on some of these very, very populated committees and we need to focus on how do we get great advice from the community that wants to spend all their time doing it and I don't ever want to go to somebody again in broward count they's brilliant in mental health and say can you come and serve on our mental health advisory committee and they go and watch a mental health advisory committee, I picked one that doesn't exist by the way, and they're saying, are you kidding, I'm there for the kids, how do we get that energy moved into the same direction so we get to a better place and I'm looking forward to more conversations about that. What taoes next step in this so we're aware?

160DR. Hepburn? well, we're waiting on feedback or consensus from the board about the next step about what the committee make-up would be, the 1070 policy will come AUGUST 12th, you're here? yes, sir. I'll turn it over to MR. Sullivan? john is always here. I will make a suggestion, so chair, one is out there, I think we need to absorb this. There's a lot in the printed material, there's nor the presentation x the passion in the presentation, I would like to come back to a workshop one more time and talk about it. I don't think we can do the policy on AUGUST 12th because things that we decide about the advisory, structure and the policies and practice, all the things you recommended need to be codified many the policy. If we put the policy before we've

161made decisions about the advisory boards, we'll have to bring it back again, so I would recommend we have another full school board discussion of where we want to go with advisory committees and maybe that's AUGUST 12, when possible, bring that to the next school board meeting for decisions and then bring back policy 1070. When I read 1070, there's too much in there that would need to be changed around based on the decisions that we make around advisory committees. thank you, MS. Thompson? thank you, chair. Thank you to the task force for all your hard work. I really love the idea of the database for volunteers because I think it is extremely difficult to find people especially on my side of the world that can drive to acw or other locations. I also want to just

162address the virtual meeting and get some input from our general counsel. The reason that we can't have virtual meetings is because you guys have to follow the same state statutes that florida does, so is there any way around that, MS. Batista? MADAM Chair, thank you. So, yes. I mean, there is no way around that, so the answer to that is no. However, I know many committees do have virtual meetings which are more fact finding processes as opposed to where they're making decisions and they're able to do that. thank you. -- go ahead. if I MAY, and that's exactly what this task fordid, we met virtually when we weren't conducting business and just reviewing documents and mulling over ideas. Additionally that was the reason for one of our recommendations was to utilize some of the existing

163platforms that we already have. What we found was that gifted said that many of their meetings were informational, they were providing information to parents, they weren't conducting business, so as opposed to having people drive to this location, sign in, try to make quorum, we have parent university, that platform should be available to all the committees where they can say, we'd like to have this information session on this particular topic. And that would certainly ease the burden of volunteers and parents driving all around. Additionally in terms of allowing people to know that these committees exist, we had a recommendation to parent -- we parent link everything, parent link the committees that exist at the beginning aof the year and throughout the year and say, hey, parents, we need you, here are opportunity bs where you can

164serve broward schools. yes, I think that would be helpful. As far as the structure, I am still in favor -- I would probably of the modelers you suggested lean more towards 2b. I hear that you guys think it's mainly a communication issue, however, I think for us to get the best information, for us to make good decisions from this, I just feel like a reduction would help streamline that information but I know there's been a lot of back and forth and I'm open to keeping it as it is depending on what my colleagues say as well, but there's still issues and I feel like it's not just the board is not taking the information which I feel like some of the feedback has been, well, the board's not listening or the board's not doing that,

165not just from this presentation, in general. And just because -- and I want to say one more thing and then I'll yield my time because we're past, just because we don't pick up an item doesn't mean it's not important, we representative around 200 thousand residents, our chair and our other at large person represents the county, so we're all trying to get as much positive work done as possible so I wanted to reiterate and I didn't speak during the other part is just because something doesn't get taken up doesn't mean it's not important, it just might not be in our focal range for that time or maybe it needs to be hashed out with the community as well and I also want to say just because we don't necessarily talk with committees doesn't mean we're not

166talking to the community. I'm a strong advocate where there's a lot of washes we can get information, we can get feedback and especially again from someone who's the southwest opposite side of this, I have my own little focus groups that I talk to and so just because the board is trying to reduce or trying to restructure doesn't mean everyone's voices aren't important or the community's voices aren't important, we just might be seeking other avenues to do that, but I'm interested to see what my colleagues want. I want to thank you guys again for changing your vacations and keeping up with our schedules as well and I just really appreciate every single one of you, thank you. thank you, can I respond to MS. Thompson, chair? sure. we absolutely agree with you and just because the

167board doesn't pick something up doesn't mean it's not important because oftentimes what we found is not everything is coming to the board because there are problems or possibilities that exist that committees talk to staff members and it's resolved, so, and that's why we think it's so important to not just the effectiveness of a committee based on what comes before the board, we truly have amazing staff working in the district and sometimes it's just a conversation. We've made numerous improvements just with conversations with staff. thank you. Just as a quick note to my colleagues, the superintendent would like a little direction. So, it's been suggested that we don't give options for -- what committee structure options that we want until AUGUST 12. We could give him the suggestions now and then have the AUGUST 12th workshop

168the way it is or we could wait and give him the options then. So, we kind of need to have a consensus as we go around and talk, whether you're ready to tell him which structure you appreciate or would like him to pursue now or would you rather wait and have more dialogue on the 12th? , so when it's your turn to talk, if you can weigh in on those things. MS. Hall -- alhadeff? thank you. So, the way I understood this was -- first, thank you to the committee and especially thank you to district 4, danielle hoffman, shout-out, I greatly appreciate your service on this committee and everybody's hard work in the plethora of hours you put into this. It's amazing, great recommendations. So, this is the superintendent's committee, so the way that I

169understood it, the board's going give feedback on the options today and then the superintendent's going the take all the recommendations and then bring back to the board to vote on the recommendations and options and create the policy with these recommendations. So, my first comment is in regards to option number 1, on page 7, there was certain committees that were inactive. So, my question is in regards to option number 1, are those inactive committees represented in option number or they're pulled out? great question. So, that was a struggle for us as well because we have all of these other committees that exist as you see on slide 7, but we were tasked with reviewing the 13 mentioned. So, any of our options really focused on the 13 mentioned but what we felt strongly about was we

170really should be reviewing all of the committees that exist because, for example, if we're creating -- let's say there's an academic committee, we have a four thousand policy that meets with representative committees, we have the wellness committee, all of these other committees that exist that when we look at the 13 in a vacuum, it doesn't allow us to see where we can potentially consolidate more of them and be more effective in some ways or potentially create something that would encompass other areas or issues that we'd like to address. okay, so on page 7, we have our committees that are legally required, so we have to keep them. And then the 13 that you are tasked with, so I guess my ask for the superintendent is then will you be working with the committee to vet

171out these other groups and to see like regardless of what option the board chooses, where these other committees would potentially -- if they're inactive, maybe you're going to decide that they're done with, or maybe they're not, so how's that going to work? DR. Hepburn? yeah, first if I can get MS. Batista to weigh in on the committees that are legally required because my understanding is there's only really one. MS. Batista? well, I mean -- as far as district, I know maybe there's some school specific hicks but thick -- things but district. from a district level, it would be the auditor selection committee is the one committee that it's not a standing committee but is a committee that is necessary when you're choosing -- it's there. then for the other part of the question that MS.

172Alhadeff just answered, we will review the inactive, there are only committees and advisories that I am familiar with are on the org chart that I'm familiar with since I started here. The other ones, I have never seen on our planning calendar, have any meetings or anything like that, if they've been inactive for quite some time, I don't see the purpose of bringing them back. It seems like they probably served the purpose in the past, it's not adequate currently or in the future and then we'll look at it like that and see if there's a clear purpose for them right now. If not, we'll continue to keep them inactive and figure out how to sunset. on page 7, there's 7 of them in the green boxes and inactive. the superintendent asked fe for district wide. but

173they're legally required? yes, that would be like the district advisory, there's district advisory committees that are required by law to exist and then the ones that are listed on page 7. so, the ones in green on page 7 are legally required to committees? that is correct. in the green boxes? yes, in light green. [Inaudible] okay, thank you. My other comment is on the delays in board approval of bylaw that is are hindering timely action eliminating committee effectiveness so, how do we make this come to the board faster because this shouldn't be happening? DR. Hepburn we agree, the issue we have is that staff has asked some committees that have not turned in bylaws to turn in their bylaws over time and those bylaws have still not been submitted. So, I don't know if we alleviate

174that, if that's something we put in policy, but we've asked that question before this whole process and MR. Hull or MR. Sullivan can be specific if there is any specific details they want to add, but that's been the concern from the team I'm aware of that they've asked for bylaws repeatedly over time and some of those bylaws, some have been turned in but some have not and I think those are the ones that have probably not come to the board because they haven't been received by the committee for staff. if they haven't turned in their bylaws, how are they able to function? that is an excellent question? okay. so, I think committees that haven't turned in bylaws that have been requested to turn in bylaws that are still functioning are still functioning based on past

175practice. I think the committee -- ki f can I comment? yes. we did a search of the school board website to look at past meetings to see if with f we can pool bylaws, if they were presented to the school board and were approved when we search the agendas and past minutes, then we should be able to locate those documents and we were not able to do that, so if district staff is having difficulty finding those things, then it's going to be even more so for volunteers who don't necessarily have access. Additionally, the bylaws that we're speaking of are revisions. There was a bylaws template that was approved when the policy 1.7 work group did their work and one of the questions we had as a task force was if the committee revises their bylaws

176and it conforms to the template, is there a need for it to come to the board for approval or could it automatically be approved. And that was a question we had asked for legal but it wasn't answered. msmsbastst so, the only requirement to have the bylaws approved are through the policy right now, the existing policy that the district has. The only thing that I would say about not having the bylaws approved is that hypothetically then if they're not approved by the board, you could follow the template but change the scope or some section of the bylaws and then completely change a committee. okay. So, would the policy 1070 be able to speak to this as far as you have to have bylaws tat start of the year to be able to then to have your

177meetings? it does, yes. it does now? yes. so, then if it does now and there's committees without bylaws, they would not be able to have their meetings? MS. Batista? the policy requires every committee to have a bylaw and for the bylaws to be approved by the board so they should not be functioning without bylaws. . Inger so, can the board get a list of committees that do not have approved bylaws? yes, I think MR. Hill has that readily available because we've been requesting that probably for the past two years. okay. can we just clarify something. There absolutely are committees that have submitted their bylaws that haven't had them approved and in the audience right here, there are a couple more than a year, I can't speak for all of the committees but there are definitely

178several that have gone through the process of updating and submitting but they haven't been revised and one other thing to note, our recommendation in 1070 is to synchronize the bylaw revision process so that all committees are doing it at the same time and doing it every five years instead of two. We've made recommendations that speak to exactly streamlining this particular issue. okay, also in that follow-up, if you can give us a list of the committees that already submitted their bylaws which have not been approved by the board. Why are students that are on committees, their vote doesn't count? that's a good question. The few committees that do have student representation is diversity and again we had this discussion as a task force, we want their vote to count, I don't know if it's to maintain

179impartiality or to protect the students. I really don't know why, but -- and maybe the student advisors can o point on how -- opine on how they feel about that. If they're making the time to attend, they should be able to count their vote but we also don't want there to be any retaliation potentially against students if they vote on something that maybe is opposite of what their school or leadership might -- I think their vote should count. Is there a legal reason, MS. Batista, why their vote can't count? MS. Batista? I mean, they're minors, so normally has would be an impediment to a vote. maybe, maybe not. If they're 18, can they vote? yes. okay, so DR. Hepburn, if you can look into that piece of it because I think their vote should count

180if they're legally able to vote 18 or older. okay. my colleagues mentioned it, I like the application portal idea for board appointees to go on to committees, that was an excellent idea. And my -- and just one other comment, I think a lot of these things just falls down to communication, whether it's communicating to board members, to the superintendent, to staff and then fi other thought is when we're having this and trying to get volunteers in the community engaged and involved, do these committees have a social media presence like facebook or instagram? so, some of them do. I know north area ese advisory, they have one, we have created one in the last three years and we get teachers that engage on the platform, parents that engage on the platform, we're always mindful of members

181who serve on the committee to not engage in conversations that might come before the committee but it certainly has been a great tool to disseminate information to the public, we also use the livestream our meetings for those that can't come in. Some don't have the bandwidth to do that or they have ages where there isn't consistency in being able to access the account. I don't know if the district has appetite to create those spaces but those committees might want to maintain them ined mrint but certainly I do think it's a great tool because how we engage from one generation to the next is very different. I think na's a great tool for social media for us to be using and if you can communicate what those handles are so we can follow them and be

182more engaged of understanding of what you're doing within your meetings. . Inger so, so, we had a conversation with the it department a couple of years back when they had the discussions about the committee web pages and we asked them would you be able to link to or put a committee's social meet -- media link on there and the answer was no, so I'm not sure that stop that from happening. DR. Hepburn? so, great insight on that, MS. Alhadeff with the social media handles. I would -- if they don't have one, but if they do have one as an extension of the board, our staff need to have the information for those social media handles. Chairs and vice chairs would transition over time and that handle needs to stay with the districtfinger so we could

183talk off-line with those who already have that. If I can go backwards for the student vote. I just want to make sure I caught the follow-up correctly, are we talking about all students or students who are 18 and over. we were told they have to be 18 or older for their vote to count. I wanted to make sure. if that's legal, if that's a requirement. I mean, potentially that's the reason that their vote does not count. I would suspect it's because of their minority of age. can we have -- landyn? good morning, good afternoon, the student advisor has appointed three committee ts, the district advisory, there's an at large spot and a spot for each area. The students also sit on the area and there's two student that is are in technology and I believe

184three or four stint student that is are on diversity. Diversity is the only committee where students do not vote. I want to just throw into the dha ftion the majority of students serving on committees are not 18 because that would only be really our students who are in the second semester of their senior year and not even all students in the second sm ers of their senior year are 18, so I want to add that to the conversation and I'm sure we can do some follow-up, those are the -- diversity is the only committee where the students sit and do not have a vote. and the other committees do vote? yes, the students that are on the district and the area advisories vote and on tech ne vote. There's a student that sits on the

185wellness committee that has a vote. if we can work that out, I think everyone should be able to vote regardless of their age and it seems they're voting on some committees and not on others so we need to be consistent. and we go through a very nor row process of poim, there's limited spot and is we do interview widths each student beer they're appointed to make sure they oar the right fit for the committee. sure, thank you. So, again, I appreciate everything you have done, this is great work and my pick is for option number 1, thank you. thank you, MS. Leonardi? thank you, I also want to thank the task force, I think what really stuck out to me was the number of unique people that you got involved in this process. I think

186that was really wonderful, so thank you, and I want to acknowledge the important work once again that our committees do. You know, they do a lot of constituent services that our offices would do, they bring forward important work and motions for this board to consider, so, I'm glad we can move forward and trying to amplify and make more efficient what our committees do. I wanted to touch briefly just on some things that have come up. With the bylaws, there seems to be again some confusion about why bylaws haven't come to the board for approval so I would just say that I think this could maybe be resolved quickly if we just reach out to the committees, ask if they need bylaws to be approved, if they do, like, just close that communication gap. So, I

187don't think there needs to be all sorts of follow-ups, I think just check with the committees, do you have bylaw that is are waiting to get approved, if so, bring them to the board, if not, cool. Then I would like to get some clarity from legal on the student appointments. I agree that students should be able to have a vote on the committees that they're sitting on regardless of their age. So, and I guess I'm wondering, like, I have appointed students to committees before, I didn't know there was an age 18 requirement, so that needs to be more clear if that is the case, if we could get follow-up on that, I would really like a definitive answer, not just like speculation. In terms of the recommendations, I do support option 1. I think that

188-- and I will be asking some things of the committees as well, so, but I do want to go through some of the asks of the district, so, using district channels to get people involved in the advisories, having some sort of bank of people that board members can choose from, I support. In terms of technology support, e-mail addresses for chairs, website, teams access, that makes sense to me. Training for liaisons and on-boarding for committee members, having some sort of manual. I would also -- you know, I know a lot of our chiefs are good about this, meeting with our committees, but maybe having a regular cadence of quarterly or biannual meeting where a chief goes to a respective committee that applies to them. I would ask that -- I think it would be very important

189that the committees go back and review their bylaws for adjusting membership to under 30. Reviewing the meeting cadence, like I support the idea of maybe every committee doesn't have to meet every month, maybe they would like to have a virtual informational meeting. And I think what might also be helpful is to go through some like advocacy best practices with your members. So, you know, what kinds of things are effective in communicating with the board or with staff and with the superintendent. And maybe amplifying those tactics. And I'll leave it at that. I think generally I support the recommendations that were brought forward and I look forward to the committees going back and doing some reflection on adjusting their membership and the meeting cadence. Thank you. thank you. MRS. Bulman? can I make a comment. regarding

190reducing the number of members, there are committees in which that won't necessarily be possible, specifically the area advisories because they have a school voiz ri forum chair representative from every single school, so those committees would retain their large membership because they're meant to bring information from the schools to the areas and then funnel up, but we certainly agree with you and we also a as a task force agree with the quarterly meetings, that's something we discussed as well with the chiefs and committees. MS. Batista? so, there is no legal requirement that a committee member be 18 and over and there is no legal requirement that they have to be 18 to vote in a committee. I speculated that the reason they were not voting was because perhaps of the majority of age because I did

191not know what other reason there could be for someone not to vote that is in a committee of the school board. I believe and it would be ben -- beneficial to talk with the diversity chair and past chair, I believe there was something with the specific subject matter that would be voted on was the reason why diversity specifically didn't have student voting members. So, just as -- but there was a reason there. We just aren't aware of exactly the specifics. thank you. MRS. Bulman? thank you, chair. Thank you, everybody. I really -- first of all, I want to know who actually made the presentation? we all did. because I was so impressed by the way this was put together and how logical it was and easy to read. So, congratulations on that. we offer powerpoint

192training courses in the future. I always give that to my kids, I don't know thousand do it so I'm always impressed by these things. You guys did an amazing job with the presentation and breaking it down so we could pretty easily see what you've been working on, so I really appreciate that. And, you know, like my colleagues, I'm really impressed by the dedication, the time you've all put into it, the enthusiasm, your commitment to our students and to the district, it only works when we're all working together and I think that's really showing in this exercise that we're all partaking in, and the recommendations, I really appreciate, particularly like my colleagues have said, i think that the application portal is a great idea. We all are tasked with appointing people and it's difficult sometimes to

193identify someone who has that expertise that's willing to show up. There's a lot of different criteria there that you don't necessarily know especially when you get thrown in originally and you're not sure what everyone's supposed to be doing, so I think that will make it easier for each of us to do what we're supposed to do and have people that want to be there, so I appreciate that. And also tos that end, the technology, you know, like the website and having a way to communicate, having been on the staff for many years and looking at the 1995 website they have and I'm trying to figure out when there is a meeting, we could upgrade that for communication purposes and I appreciate that as well. I don't -- in terms of the bylaws, and I know

194we have a model bylaw policy. I would just go to the pta model bylaws. They really dumb it down. I would have to look at it again, but when you limit things to like choice a and choice b or there's a maximum number of years or a maximum number of people and you just fill in three blanks and sign it, that would probably make everyone's life a lot easier and then we MAY not have to approve the bylaws, we could just file them because if they conform -- I'm thinking that might be an easier process if we have the form that the board agrees on and then we go from there, so you can just fill it out. Everyone doesn't need to be working a long time on their corporate structure. And then just --

195I think the original purpose of the task force and even bringing this item was to figure out how we can kind of bridge that gap and really work together so that you guys are out there in your areas of expertise with other parents, with other community members and then have the ability to come back and advise us and I really hope that in doing this exercise that we can have -- that we can bridge that gap and have that communication and a positive communication because I know you guys are working really hard, you're volunteering your time. I know the staff is working really hard. A lot of times when we're at meetings here for ten hours, they're at an event after, when I'm feeling sorry for myself, they're all there too. We're all working as

196hard as we can to do this, so I hope we can all moving forward appreciate what each person is trying to contribute and know that none of this is being done with mal intent or the xlaoun kaition can improve, we are relying on dwrou advise us for these particular purposes. And so -- and that being said, even though it's circular, I would also think that I also like option 1. I didn't come here putting baby in a corner, so I think option 1 speaks to that. I appreciate compartmentalizing things and streamlining things, I don't think that's a bad option for 2b websinger eve gotten a lot of great work out of some of the other committees that stand alone, so frfr yoyo presentation d yoururwork,, that s convininceme becacause didn'tcome totoisis thinking atat that's how

197was going to see it, so I appreciate that. So, anyway, that's my opinion and thank you very much. thank you. MRS. Rupert? unknown participant is now exiting. I'm not me. Hi. Thank you, MADAM Chair. We english teachers call this foreshadowing, I'm going to start by saying that because I wrote this way before I came to the meeting and it will make sense when I say what I wrote yesterday. Committees amplify community voice and foster connection with our students, families and communities. We need to utilize the voices as partnerships, we don't have to talk to our committees, it should be a natural relationship where we are sharing best practices, ideas, opportunities for improvement and it shouldn't be an adversarial relationship, so pretty funny that we have a meeting today which I think turned itself around and

198I'm very sorry for that whole process there, but sometimes doing business in the sunshine is not so attractive but I believe in having that voice. One of the things I was really surprised about to look at the powerpoint and to go through the policy was that there were so many internal committees that, you know, weren't mentioned, so, and the fact that you were directed to have -- look at 13, I think that was the number, so that was definitely not my intent so I guess I didn't make myself very clear. I thought it was a clearinghouse and then it was going to be funneled by the group, not limited and then, you know, to be [Inaudible] At the end. I think this process needs to be continued. I've often said that our parents, esspshlly our

199active parents and our active committees, they're a right fit for talking about repurposing our schools, a new policy. Those are natural conversations that are -- could be adversarial at times but if you've got that communication and that relationship going already, everything flows easier. So, when it comes down to my comments, I was very impressed that your recommend days were to invest in training, that makes absolute sense. Improver communication and transparency, and one thing that I thought was interesting and I think I'm reading page 14 under general recommendations, the third bullet point which is utilize committees to their full functional capacity and I mentioned that you're instrumental in gathering and distributing that information but also other committees can provide that productive input but what I thought was interesting was that we as a board get annoyed

200at times when we're not given the answers that we've asked for repeatedly and we hear ya because we have the same situation. So, that definitely needs to be xlaoun kate better -- communicated better and to be streamlined because for me, I can't do my job as a school board member without community involvement because I don't sit for anything in my house or -- I actually represent my street, of course, but it's not exactly -- let me rephrase that. We need to actually, you know, work together and to make sure that things are helpful and if we're not there in the community and we're not listening to each other, we might MISS A whole lot of other things and plus the fact that happy parents, happy students, happy community, happy school, more enrollment, better communication, better

201grades, you know, it's a whole thing that we're working for, so I think sometimes it's coming back to that is extremely important to know, that if you have that in your heart, you know, that helps moving the process forward and I do appreciate my colleagues shrining that same opinion about how important voice is and how very important that you guys were and I believe still are. I would like to see this continued. You guys will continue through the fall, I believe, if not, then I recommend that, and also when it comes down to which one, it was hands-down group 1 for me. And I don't think I need to explain myself why on that, it just fits better from my standpoint with the community and voice, and our students first, thank you. thank you. DR.

202Holness, are you on the line? yes, I am, thank you, MADAM Chair, can everyone hear me? yes. so, I agree with the suggestion for a training manual for the liaisons as well as on-board training for new members. I am very grateful to see that the committee task force has made wonderful recommendations so I would support training for the members as well as the liaison. I do have a couple of questions for DR. Hepburn. When I looked at option 2b, some of these committees are sort of being suggested to be on the specific committees when condensing the number of committees, so I wanted to find out from the superintendent, waez look at option 2b, the suggestions and recommendations made here for some committees to be under one umbrella, for example, the infrastructure, [Inaudible] And green mitt'

203and there are other suggestions here. I would like to get the superintendent's input on this. If he feels that these subcommittees should be recommended to be -- would fit well under the suggested umbrella committee that's in 2b. DR. Hepburn? yes, thank you for the question, DR. Holness. Honestly, any option laid out here, the staff can readily work with the groups to assist us in the priorities and initiatives we have for the district as we move forward. So, just to be transparent, we're just waiting on board consensus and recommendation to how we move forward and we will adjust our work in collaboration with whatever structure is decided as we move forward with the priorities and initiatives we have for the district. okay, so I know MS. Lescom had [Inaudible] As far as the importance of the

204ese committee being independent and being on its own and I think absent 2b would accommodate that as well as the esol committee and there's other committees like academics and curriculum, multilingual and gifted with programs under, so this seems to be a structure that it appeases that it would work, so I don't know if there's any objection or [Inaudible] That I'm missing as to any concerns with option 2b but option 2b seems to have certain committees like ese and district advisory council as well as diversity that requires its own independence because of the magnitude of concerns and work that's needed but there are other committees such as academics and curriculum that seems to be able to absorb some of the subcommittees that are mentioned here, option 2b, so I wanted to see if there's anyone that

205would want to weigh in on that or any of the committee chairs that are here that would want to elaborate as to why creating subcommittees under these umbrella committees would not be a good option in terms of option 2b. DR. Hepburn? well, I I think f think DR. Holness is singing for any feed fr k from any members of the task force committee. if you look at it, it list it is cons of 2b, on your discussions, for example, let's look at the academics and curriculum. There was an openness to multilingual and gifted to combine with a particular group and if they were combined, they felt this option would be the best because oftentimes what those parents are looking for online with the structure that we have here. One of the cons is that --

206I know multilingual brought this to their group, they felt if there was a consolidation, parents wouldn't want to sit through a general meeting where they had to listen to all these things that they weren't really concerned about, but certainly dual language is an innovative program but those are just some of the cons that were listed by the committee members. and can I just -- yes. Er can I just clarify, as we were envisioning them here, these aren't subcommittees per se and I know that sounds like it's just semantics but we were envisioning these committees would be in tact committees but it was more for alignment and alignment with what DR. Zeman mentioned earlier and MS. Leonardi about making sure that there were regular meetings with the chiefs that were relevant for those committees, etc., but

207they would still be allowed to report at board meetings, they would still elect their executive boards. We were imagining these as in tact committees underneath these more umbrella based committees. okay, so to clarify that, the umbrella based committees would be independent committees of its own and then also the in tact committees that are under these umbrella committees would be meeting separately with their own meetings and reporting independently? yes, I'm sorry. okay. So, I think my concern is I think one of the reasons among many reasons that we're looking at the committee is to see how we can reduce the number of committees and to look at committees that MAY be absorbed by others and also to look at committees that MAY no longer be needed. I'm not sure and I do appreciate option 1. I'm

208not sure if you could address that concern. I was hoping that we would have an option that would show a reduction in the number of committees on a significant level and whereby the district can still be functional under key committees like ese and diversity and dac would still be in tact so option 2b was appealing to me because my assumption was the committees that are below the umbrella committee would be absorbed by those committees and it would be one reporting entity but I guess that's not the case. So, I'm not prepared to suggest an option but I do -- would prefer to suggest a guide that the superintendent look at mrit tees -- committees that could be absorbed in the item that's presented in the future, also committees that MAY no longer be needed that

209we would sunset. So, that would be my current -- I'm not sure if any of these options address it necessarily. can I respond? You know, we had all of these discussions, DR. Holness. For example, even with green, we considered having a representative that was green oriented on facilities as well as green oriented on technology and that would ensure that whenever conversations about facilities or technology were occurring, you would have someone that is environmentally and climate focused, but what we heard overwhelmingly was from watching board meetings was there was this appetite to focus on this green initiative and that was the reason why we opted to sort of maintain it separately. There's an education piece of green, we considered, well, that could potentially go into the academics and curriculum umbrella where they could ensure that educational

210piece was occurring but this was th was a culmination of what we were hearing from board meetings, what the community was saying, what the committees were staining and trying to find a balanced option. I understand. So, I will then say I do like option 2b and I would also like for further discussion to take place or further consideration by the superintendent, by the communities to see if any of these suggested committees under the umbrella committee could be absorbed by the um brel will committee -- umbrella committee but option 2b would be the choice that I prefer. thank you, MR. Cervera, what we're looking for is a selection of an option or as DR. Zeman had suggested, that there's not enough information to make an option today, that you would like to have a second workshop,

211so that's kind of the answer we're looking for. thank you, MADAM Chair. Before I share the requested answer, I do want to acknowledge you for your presentation today, your time and your effort as members and I know that a lot of time went into this, a lot of volunteer time as we're reminded, sorry, you are going to late for your vacation. Hopefully you'll be able to catch up with the family in a couple of hours and enjoy some time off. MADAM Chair, at this point, I would like some more information and I would request a second workshop on this. I'm not prepared to issue an opinion on any of the options that have been presented thus far. thank you. So, that leaves me. Thank you again very much for all of the time and effort

212and all of the recommendations, they are clearly very well thought out with a lot of information on there and we appreciate that you were tasked with something and you were given a timeframe and you did it within the timeframe. So, I personally prefer option 1 and I would like to just say something about -- I appreciate all of the recommendations. I agree with all of them. One is interesting and I have seen it in all of the options where it says districts should provide relevant committees with departments annual goals to ensure alignment and I think that's important because sometimes district committees go off on their own tangents and I think if we could be focused on what are the topics that the district's looking for input on, that could maybe also guide those discussions a

213little better so I think that's a great way to be able to do that. I do also agree that everyone doesn't have to meet every mother. I'm sure when you went through that, every committee doesn't meet every month, there's some that meet every couple of mothers, -- months, so the cadence should be up to every committee and the work they're doing, maybe the department they're attached to and maybe what they're looking at, maybe sometimes they need to meet more and sometimes less. And so I appreciate all of the recommendations, the training for the chairs, the training for the liaisons, the fact that there should be one place where all of the district committee information is, so it's not so di., it's like fort knox trying to find information on our website, I know we're getting

214a new website so that will be easement I do take a little offense to the idea that the board is holding up bylaws and I know it didn't come across that way, all of us were like what the heck, we approve just about everything that comes before us, so I know there's a disconnect here on are there bylaws, are there not bylaws so I look forward to solidifying that, shaking it out and being able to mover forward because the board does get accused a lot of things like we're taking a long time but honestly, I think probably 95% of our ie steps pass ewe nan nows -- ewe -- unanimously would no discussion. It's not the board holding up those bylaws getting passed, they haven't for some reason, the ones that haven't come to us.

215I also appreciate the suggestion of reducing some of the membership because as you've mentioned, 60 people, there's nine of o us to get us to agree on things is sometimes difficult so you need what you need to get the work done but you want to be efficient, so I appreciate that you looked at that and gave some suggestions in areas where we can do a better job. So, thank you again for all of this, I look forward as we cocoinue on how w we n n ma 7070better for everybody d d make our committee structures function in a way that works for the board and also for the community because we are in a partnership. We appreciate all the time and effort and we want to just build on the partnership that we have, you

216know, so we appreciate all of that. So, looking at what everybody has said, it seems to me the majority would not like a second workshop, the majority has picked an option, so superintendent, do you have what you need from us to move forward? if we can be specific on that option that was chosen. the majority of the board selected option 1. thank you, chair. alright. Thank you again. DR. Zeman, I'm sorry. that's alright. go ahead. I understand the accounting today was more for option 1. One of the things we did not discuss and I wish we had been able to come back and talk about this again, all of this in view of the superintendent's recommendations which we've completely blown past today. The superintendent had his own set of recommendations with its own set of

217pros and cons, it could have been merged with tenure and training and process, if we talked about this again, we could have talked about even following disney world's example, you'll know disney doesn't add a theme park ride without taking one away. And there's real value in having a finite number of committees to staff and to pay attention to and to provide meetings for and staff liaisons and the like and I think that the third thing we didn't talk about today which is critically important is that there's a great need for advice for some new task forces or new committees. I would argue that powered by ai is the classic case. We would love advice for how we become powered by ai, we committed to it, we have a world class cuo, -- cio, we have

218a gifted staff here in broward county but it would be great to learn about what that means. I think we need help on mental health buzz we don't have an advisory committee on mental health. If I were to pick ten, if I picked the superintendent's recommendations which I believe is better than options 1, 2a or 2b, I would have sought to have a fixed number of advisory committees like ten and any year if the committee wanted to say no, now we need one powered by ai or mental health or government efficiency, it would be amazing to have outside people combining and look at the way we spend money and say why do you spend so much on this when you can do it a better way. We would have been kind of perambulating what --

219practicing what I believe to be good money, so to my understanding, chair, what we are directing the superintendent to bring back is an action related to adoption of option 1? yes, that's my understanding, the recommendation related to item 1. chair, by my koun, chair -- count, chair of the task force televising's about 40 things you recommended from training the liaisons to coming to talk to the board every year, chair, do you think the superintendent has enough direction on which of those 40 recommendations that came to the task force that he's going to put in his item that he's going to bring to this school board. Chair hixon, sorry. I think from -- I think the superintendent will have to speak for himself but just based on the discussion that we had here, everybody kind of

220spoke to recommendations that they appreciated, that they agreed with, so my hope is that the superintendent was listening or will go back and listen again to hear which one of those -- the recommendations that we as a board all agreed should be coming back. with all u -- due respect, I believe fast is slow and slow is fast sometimes sp we're going way too fast. The superintendent has no clue what to bring back to us at the next school board meeting, he's going to put one together and make guesses of two or three of us talking about the 40 different items and he's going to wing it if we we do this fast. If we can go to a workshop and come up with a system that works, we would be doing the right thing

221for this advisory committee structure. It's a big, hairy thing and it's got loath lots of facets to it. We have not gotten consensus from the board about anything other than options 1, we didn't consider the superintendent's proposal, then we had options 1, 2a, 2b from this task force, the advisory council task force and then there's roughly 40 different things that came from the task force for which we have no consensus, so I think we just extended this out where we're going to get an action and then adam and I are going to fight about the 7th thing, MS. Alhadeff and MS. Leonardi will talk about the 12th thing, that's good, that's how we get it right but there's no system proposal in what the task force does and there's no consensus from us that was

222solicited about the 40 things. So, if we go fast, I think we're going to go real slow and spend six hours debating what the superintendent has brought because we have not debated this to the detail that would allow him to bring it into action. I agree with DR. Zeman?See -- DR. Zeman? Part. My understanding here is we are choosing an option that we want to pursue, not that it's all wrapped up in a bow and we awe awl agree to all the issues. There is a detail here that's important for us to understand which is the cost and the time with like the recommendations for staff involvement, for liaisons, for training. We have to look at that and see what's really feasible before we commit to what we're going to do with that component, so

223I think another workshop would be appropriate. I just don't know that we need to have another workshop to discuss what option we want. I think we need another workshop to work out the details and look at what the task force has presented to us. Er and DR. Hepburn, that is the plan, yes, on AUGUST 12, that workshop would be 1070 along with those other pieces? that would be specific for 1070 and the components of that policy. From -- as far as the option that we will -- unknown participant is now exiting. so, as far as the option we would bring back, the option based on con sense -- consensus from the board, all o the logistical things to have a better functioning and collaborative process for advisory committees with the board and with staff, those

224are components we're already discussing to create updates because we have to. Things haven't been updated in a very long time, so certainly we can have a discussion about those moving forward but we're kind of already moving forward anyway in some of these aspects as we bring on a new website, district website online, making sure we have the right pages, making sure we're on-boarding directly, this is already conversations this board has had in the past. This spring. We've listened wholeheartedly to that and started to put some things in motion on how we're going to execute some of those things. can I make a suggestion. On the 12th before we get to 1070, can can we have an update of what you ao e done and then a discussion of what other pieces of the recommendation, so

225it's a compromise, we would still have a workshop to look at the recommendations that we're not having a deeper dive into today and then have the 070 -- 1070 right after that. Er option 1 is really status quo. The other recommendations are really procedurally, manual, those are real operations so the superintendent will produce a procedural manual, you don't have to change much in option 1. that's how I read option 1, it looks very much status quo. I agree, an action on that is not required. I disagree that the decisions that this task force has come up with are operational, these are our advisor and is they're asking the school board, do we want to do any of these 40 things. It isn't operations running a school or running a transportation network, this is our operations,

226this is how the school board can sc an advisory council system that givers us the advice that we need. So, I think there's some action that has to happen after this for us to say yes or no to all these ideas that they came up with. if the board wants to vote on a procedural manual for advisories, we can present that. can we do that along with 1070 on the 12th? we'll try, it's six weeks. MS. Bulman? while we are keeping the committee names the same, I think there's khaipg that is are being suggested that would potentially change the character on how we're operating and how the -- the purpose of this is so that the board is getting appropriate advice from our communities, so to slap a policy manual on it and call it

227a day I think is -- doesn't really speak to what the work that's been done here. And again, I think they're asking for things that are reasonable. We have to determine whether or not it's reasonable that we can provide it. I think there's got to be other discussions about how we can streamline this because I would love to come to a meeting and have a pleasant discourse in our board meeting where it doesn't feel so adversarial and that we're working together to move the district forward, so I think that if we can take anything out of this exercise, it would be that and there's a lot of work we still need to do on that. chair? DR. Hepburn? we can bring something back for a workshop. as MR. Sullivan said, six weeks, we'll try. unknown

228participant is now -- I completely understand what MS. Bulman and what MR. Zeman are talking about, there's operational logistical things that need to happen, access and how you can efficiently do the work for your advisory, but there's also rules of engagement, right, and I think that's what we're talking aboutfinger what are the rules of engagement, what are the initiatives, what's going to drive the discussion. Those are the components that you are talking about that you want to have a more robust discussion about. thank you, MS. Dominique, we're going to end with you. I guess what I would love from board members is what was missing, right, what were you anticipating that you didn't see? We do have that task force e-mail if you're able to e-mail that. Is there a committee you would have liked

229to see created that you didn't see here? You know, because I do believe we have opportunities and we've proven we're going to do the work, right. We want to do the work, we want to do it right. We want to create a system and mechanisms by which we have stakeholder engagement that are successful and are efficient. So, you know, we did get that extension to meeting into the fall. Some of the items mentioned here, we absolutely can continue to work on to refine and additionally, I can always meet with the superintendent to be able to provide additional information on anything he requires to finalize a recommendation if any -- and, you know, we serve the board, we are the superintendent's task force so we serve the -- we're at the will of the superintendent but

230we're working on committees that serve the board. So, we certainly want to hear from you all, if there's anything that you found that was lacking or you would want to see, so that we can continue to do that work. okay, thank you so much. And that concludes this item. So, we are going to move to the next item which is the facility condition assessments and space utilization study. I think we need a brief -- yeah, two minutes -- two minute recess for staff to move on. (Meeting in recess). thank you, welcome back to the school board workshop. we will have a presentation by staff for facilities condition assessment and space utilization study. thank you, malled -- MADAM Chair, I'll turn it over to staff to proceed with the presentation. good afternoon, sonia coley, office of

231capital programs websinger have with with us today our vendor bureau veritas to present the facility assessment overview and where we are. very good, thank you for having us,jeff, senior vice-PRESIDENT Within the asset management division of bureau veritas, so with that, we'll get right into the couple of slides that we have. Bureau veritas, they are a global entity, 85 thousand people, right. The people that you're dealing with which is a much smaller, much more focused group within the asset management division of bureau veritas, so we make up about 300 people of those 85 thousand people globally within bureau veritas. Next slide, the next thing I want to say is we have experience doing this, you know, the rf.P was put out, we were selected. Broward county is the sixth largest school district in the country, right.

232We have chicago public schools, we've worked with new york schools, los angeles unified california schools. Those are school districts that are about the same size as broward county public schools. We also pulled from things like state of maryland which was well over 100 million square feet of schools, over 1600 schools, so we have the experience of large school districts and thank you for the opportunity to provide facility condition assessment. With that, I'll introduce DR. Bill champion who is the program manager for the facility condition assessment. good afternoon, my name is bill, I would like the walk you through the process that we followed to deliver the facility conditioioassessssnt wiwi spe e utilizatation and bacacay y asset inventory. So, our process started with a presurvey, we went through a phase where we collected existing data. We

233asked building engineers, people that were working in the schools what they had, what they were experiencing throughout the year, what the conditions were, what capital projects were completed, what was coming up and expected. We pulled the administrators with the occupancy, post occupancy online survey, we requested additional documentation on prior reports that were completed and we worked through a process of logistics and scheduling. We all got badged and our 50 assessors moved through the field appropriately. We conducted a pilot study on DECEMBER 16th of william dandy middle school, we used that to validate the form and content of the work and we put that out amongst the team for review and prao ul. In the assessment phase, we moved through with engineers, architects, building professionals and collected data, so as noted in the board meeting, this

234is condition assessment and it is asset inventory, we're setting up a list of assets for all the buildings and their systems. And we move through, collected the data, we made repair, replace recommendations and we were provided cost estimates for all the corrective actions we experienced. In the phase we are in now, that's the deliverable phase, we are moving through and delivering reports on each of the assessments, we're providing data as rolled up for each building at every school, we're clinging the schools campuses because there are several buildings at each schools, we're performing a task of our portfolio, our prioritization and delivering fci, facility condition index scores on each of the buildings. Beyond that, we are helping to stand up the maximal integration and put thing the assets we found and collected, make, model and serial

235number in the database. This is a slide showing our data floor, I don't spend a lot of time on it, we have gathered data from you and uploaded it on to our data collection platform for field collection and verification, we provided assessment condition, make, mod dem, serial number, remaining useful lives and then we're pushing that data back into your system, delivering capital reports, and we've got a database where we're housing ao a repository of all the existing data. In order for us to get out to the field and capture the massive amount of data into such a short time, we deployed our data collection platform. It allows us to comprehensively move through the field and capture data in a format, we're moving through the school and is being prompted, each assessor is making sure they

236capture each of the building systems, structural, facade, roof, they have to capture them all, they are prompted with data, basically feedback to make sure everything is captured thoroughly and we have all fields collected. they're also armed with a condition guide book, here is one for roofing, you can see the level of detail, the remaining useful life, the rul is captured for each option we identify and observe, this allows each engineer, architect to remain consistent with their findings and this exists for each one of the assets in the field. At the asset detail level, you can see that here's where we capture not only condition, good, fair, poor, excellent, failed but we have plan types, things that are failing in pro ms performance, sbekt, things that are inaccessible issue, performance or modernization requirement, that's listed here

237and again for each piece of equipment, we're capturing make, model, serial number for the maximal database and again it's remaining useful life. There are a few other data points we collected as part of our analysis, they're the functional deficiencies, there's some educational add quas -- adequacy items that were collected, we updated the fish item and is preparing maintenance schedules, optional schedules to be provided as needed, our energy audit and is cad services but again a lot of data there, as we mover forward with other work that's been captured by your team, by the roof analysis, by blue fin or by the structural analysis by wje, those are incorporated into our findings. So, where we are in terms of status right now, we have finished our assessment phase, we've been to all schools, all campuses, all

238draft data was submitted as of JUNE 15 and submitted with the team, the team is going through data now, reporting and we're wrapping up that phase sometime the 1st of AUGUST. For the deliverables we're showing here and working on in this phase, our sample report, you can see a sample of the report, there's a report for every campus in this report, it's an overview fci tables, facility condition index tables, and basically systematic conditions for each, we're taking those reports, we're rolling them up into a final list portfolio view and here you can see just by school, the needs year over year for the next 20 years. In the individual building level, you can see the assets pretty small here but for each one of those line items, you will find the conditions in the school,

239whether it be windows, exterior doors, roofs, boilers, chillers, there's a line item for each of them and there's a cost estimate and the remaining useful life, when we think you will need to invest capital in those ie -- items. These are the costs for the individual assets. We've gone through the schools and bar coded more than 41 thousand items, this is part of your asset inventory. You can see here this is a rooftop exhaust fan and it's got your bcps bar code on it, it allows you to click, highlight, scan that item, it will take you to it in the max mo database. We have geolocated more than 18 thousand assets, you will see the playgrounds, the exterior assets, there are benches, fields, pole lighting. We're storing this data right now in our database so

240that helps us provide the team with cuts, slices and dices of the actual assessment data. If someone is asking to see all the roofs we've done or need o do in the next five years websinger go to this database and this is how we manage the data. In each of the reports, we've got key findings and what's important on this page is we're showing you the priority score, so for all the items that we've captured, we identify, we classify them for those engineers, architects here, we use unar format, so there's heating or cooling, it's a little bit more important than the finishes, if it's something due earlier on, we raise the priority of that as opposed to something that's on life cycle renewal. For each one of the buildings, we have an fciu a facility

241condition index chart that talks about the individual health of that building compare today the others so we're showing the fci table which is the need of that building which is over the replacement cost of that building, we have an analysis of all the needs of buildings and schools by system and their dollar amount and is when they need to be addressed. And in conclusion, you know, we've got a massive amount of data, it's -- with the team, the data is in, we're refining the data, we completed the assessment of all the buildings, incorporated other find, other key data sources and we're reviewing the reports for all the schools. Thank you. thank you so much for that presentation. Are there any public comments on this item? no comments. thank you, MRS. Alhadeff? thank you. This is

242very exciting. My first question is on page in regards to the roofs. i see in the corner there, to me it looks blurry, but I see there is different layers of the roof and when you're assessing, are you pulling up and looking at these different layers or just usualbacker visually looking tat top with a drone or something? it's a visual assessment on our behalf, however the district has gone a step further and has employed their own roofing contractor who is doipg some of that and we're incorporating those findings. okay, so DR. Hepburn, I'm just concerned because when we did this assessment years ago, we made the mistake at not looking at these different layers, I don't want to make the same mistakes we did in the past, so what are we doing to make sure

243we're going through those layers to make sure it's being properly assessed. ? great question. DR. Hepburn? MS. Paul? I'm in the back and so that's a great question and the reason it's a great question is because we have learned from the past mistakes and that's why we have a separate company that's going in and looking at the different layers and that information of blue fin which is the name of the company has been collecting over time is going into their report. So, they're doing a visual, they're looking at it but we have that extra layer where blue fin is going in and actually doing some of that peeling back the layers and looking at those things. wonderful, well, I appreciate because it's so important that we learn from the past and we don't repeat mistakes

244moving forward. And then my next question is -- and then I believe are we integrating once we get these reports, they'll going to be integrated in the bcps max imo? yes, and I believe the previous presentation highlighted that point that all of the information that they're collecting is -- can be put into max mo, that's one of the reasons it was so critical to get an improved o version of maximo, so it will be put in maximo, to answer your question. great, and I want to make sure that we are using maximo with fidelity and are using all of the different components of maximo and if DR. Hepburn, there is a piece of maximo that we should be using but we don't have that piece of maximo, proactively let board know about that, I don't

245want to hear a year from now, we can't do this because we didn't have that as a piece needed for maximo. absolutely, that's our intent to make sure we use every component of it with fidelity, as with any software or any software we found that hasn't been used to it full potential, either sunset or use it to its full potential. if I MAY add to that, DR. Hepburn, one of the reasons when I first got here, maximo was kind of in limbo. That's one of the reasons we moved and pushed so hard to work with our technology department to make sure this relaunch of maximo and upgraded version happened successfully and so that -- this will guide the district for many years to come, that's why it's so important we do it the right way.

246thank you. Then the life safety and security when you give this report out, is that going to be redacted? DR. Hepburn? MS. Paul? so, we'll look at the different levels and what's necessary, certain things obviously we would not want to put out but if it's something like if we want to have increased fencing or something like that which we do as a routine basis, that would probably be listed in the report, but anything that's overly sensitive, of course we would not put that out. okay, great. Then in regards to the facilities condition assessments, are you going to prioritize by a level of, I don't know, high, medium, low, point system, how does that work? we use a point system, it's a four point system, it's called our priority score. The first point, the first factor

247in it is the unar format code, so hvac, heeling/cooling equipment is higher priority than finishes unless there's a life safety item. It's also a factor of the building, if it is a classroom instruction building, it gets a higher priority than the shed. Things that are due or needed earlier get a higher priority than things that are later and then things that are immediate and not grandfathered get a higher priority than those in the general life cycle renewal. okay, so, 4 points is the highest number of points you can get. 100 points. okay, when you come back with the report, if you can clearly explain the point system because the pointers are going to be really important for the board. When we are going into the redefining conversations, this is going to be a very important

248report that we're going to go back and reflect on when we're making these decisions. understood. based on the values and the points. understood. and then I thought that was great with the tagging of assets. I think that it is sad that -- I mean, we've never done this before, it's -- I think the value of tagging the assets too is that it givers you abing says to the warranty information and tha efrg's associated with that, so, I'm sorry? [Inaudible] I just saw your hand. But, yeah, so, that, you know, gives us that historical information we need and, yeah, we do have inventory, but not like this. yeah. this takes it to a whole other level. it's great, tags the assets and then the warranty information and then being in compliance with the warranty, like air

249conditioners with the filters, if we're not changing the filters x amount of time per year, we're going to invalidate our warranty so it's a chain reaction so I think that's wonderful that we're finally tagging our assets. Thank you. thank you. MR. Rhodes? yeah, I apologize for interrupting. She kind of answered my question, I wanted to make sure I was clear on -- so, when you're tagging the assets, somebody scans that, they would be able to know for example, this isn't just an air handler or chiller, this is an air handler or chiller that's under warranty tha,'s what I wanted to clarify and she answered that before I got to ask the question. that's exactly right, scanning that points the record in the maximo database, they will be able to pull up all the item, make,

250model, serial number, what it is, one of the things that comes in the future, it's exactly as you mentioned,.Bh you scan that item, it will say in six month, I have to change the filter, in three months, I have to lubricate, 7 years old, I should think about replacing it at some point, so there will be preventative maintenance data, it does help in planning your work and being more proactive rather than reactive. excellent, thank you. DR. Zeman? thank you so much. If this was a meeting with different decorum, MS. Paul, i would give you a big high five. I prefer a hug, but okay. after this item, I'm coming. This is a big deal, for those of you that were o on the board, there are people disinvited from this board for whatever reason, the

251cited reason is they weren't paying attention to what was going on in one of the most critical pieces of education which is are you really refreshing and understanding the refresh of your facilities. They didn't have these data. Some of the data they gathered for roofs was provided by principal and is custodial staff who would walk up to the roof and looked at it and says, yeah, need to be repaired. Not qualified to do it and the board tried to save money by not hiring engineers to do what you just did. MS. Paul came and said by end of next JUNE, you'll have an fca, and we got one by the end of JUNE. That is exciting when you contrast not too long ago with what is happening today, it is night and day and I

252want to point out I'm always excited about data so I'll get a little excited about fca anyway, just in terms of the functioning of this board and the ability to take care of our facilities, this is incredible. I want to follow on from what MS. Alhadeff said though, the point system you use for priority, is it specific, would it be the same these were commercial buildings instead of school buildings? so, it would be different only in what I used as the second factor, so the school, the type of property that would be in the second factor. The things that the life of the assets, we follow life, they're pretty much the same, just based on where you are, you're going the use ac a little bit more than let's say in the north, but those

253things are the same, the live ares the same but the property type is handled in the second variable which is the type of building, it's a school building and you probably want your school esspshlly when you're providing instruction to be higher or a bigger priority by itself than the shed or the storage spaces. and how about a building for example that isn't being g used right nofor struction, I have veve builildings on mymympmpus bubu I'm only7070% full, so e e of these is not being used for instruction, would those assets be prioritized lower? that's a good question. we would rank those the same. The fact that you're not using them, you know, yeah, the fact that you're not -- we're using them for their design purpose, we're not saying based on your enrollment, you will

254never need those buildings and saying don't worry about them, we're telling you that this is a classroom building, it was designed as a classroom build, here are the things you need to do to make them a functioning classroom building again. to MS. Alhadeff's point, it's like you go to a and you're buying wine and you look the a t the points ton little neck and it says this is a good wine, it's I need those points, we're going to use those point from the fca when someone says I need this building at this school replaced now, we're going to look at the point and is say, is it above 90% or is it a life safety issue which we always do regardless of the priority, so these scores are going to be incredibly important to

255the extent our staff can help us understand the priority number plus things like but it's a billing with ear not using or something else, ca sta ldi designation, there's a whole bunch of things that is can go in about making decisions about this. I like the cost estimate in every line item, is that the cost estimate of the purchase rice prao is or the repair price or the current value? it is the labor installation and cost of -- material, labor and equipment for that one item. so, if I look at your first one and it has a city hall electrical vault, 50 kilo volts, it says 31.8, and 98 points priority, 100 is highest priority, is that highest priority for utility or to be replaced? to be preplaced, it's the highest priority you have at

256that billing. this is an old piece of equipment, it's like please replace me now? yes. Er the rough cost is 31, 800 tha,'s all in? that's just for the replacement of that item. tell us something we are dying to know, in 2014, MS. Rupert was the on the person I think was on the board, she was told that we had -- I'm afraid of being fact checked here, I think it was 3 billion dollars backlogged, got one right, so what's the total of ours? I can't tell you that. I waited a year, man. I would love to come in here and tell you that this is what you're looking at right now. So first thing, the first issue and I guess we're all -- we've done our homework and we've studied and we've all heard

257what went wrong before, so, we gave a cost just to replace that one item. That is not the project cost, that doesn't include collateral damage, that does include redesign of that piece of equipment, so that comes later, that will be on top of the number that we provide. it does not include project management? Jts that's right. it doesn't include risk management. it does not include the soft cost? S and also the unit of the project. You say if we're going to new river middle school to repair that, we MAY as well do these other 7 things all at once, it's better and cheaper. Have you identified the safety hazards or the area of concerns? safety hazards we would report on in 48 hour, you wouldn't see them in the report, we would address them before

258it even got there. When we ear talking about the life safety issues, they're things like fences, additional cameras, lighting, removing obstacles to get on the roof, those kind of things. So, not too many life safety items. You know, we have some places where we're looking at things like sprinklers but no life safety items keeping school closed or presenting any immediate danger. can you tell me what company you work for? bureau veritas? who do you work for? bureau veritas? you came through for us, you said it would take 12 months and you got it done for us, this is rare. we saw the board meeting and we knew it was important to you. you had to mobile size and get the people here and get all the securities and get this done. Projects are always bigger

259than they are from the get-go. I know our staff has been leading this effort really well so far, sonia and MS. Paul and everybody on the team. I wish someone would hit the calculate button and tell us what -- for the things you did look at because you looked at every building in the county, right? yes. Er so, at some point, you looked at repairs, you didn't look at value, so you can't tell us how much value we have at 239 campuses but if someone summed up all these cost estimates, you could tell us today how much it would cost to pick the part, absent soft cost and absent units? yes. but it would be a baseline cost to replace the cost that is need to be replaced? baseline for individual, yeah. and can you

260put a time stamp on those things so you can say it's billion dollars now and this stuff needs to be done over the next fiver years, can we get to that point? yes we caner would have it year by year, we would have year 2025 through 2040 and of course there are things that are longer life cycle so they're in the data base. MS. Alhadeff some people were removed from this board for some things related to this. This board's also gone to the community and asked for bond after bond and this community has yet to say no to community schools for a bond, this allows us to go to them and say in in county, her's some specific engineering data about how much we need to get our schools back to where we want them

261for our children and for our staff. So, this is not just helpful at avoiding problems, it's also going to help us go out and communicate how much we need to get our facilities to where we think they should be, so thank you again. thank you. MRS. Rupert? thank you. Great work, I'm excited. thank you. but I do have a question. It's on page 18. When you talked about campuses, but buildings, but what about campuses. So, like did we look at fields and parks that are attached to our school as well? Because those are also ppo type issues I believe. I don't know who would answer. I'm sorry, MRS. Paul, you wanted to say something. yes. So, we looked at our property you know, our fields, the things that are broward county schools, we looked at

262that. The other thing I wanted to point out is that we had them for three years, so our contract I believe stbacker and I keep reminding them is that it's for three years and so with that, you know, we are aiz said before learning from the past and trying to make sure that we establish this foundation so every five years, we go and we do a refresh of this, so that our information is continuously updated. That's one protocol I would like to set up. And then also the reality is that when we add up all the numbers and throw in inflation and all of that, that it's going to be a staggering number, so this is not a one bond and done thing, this is something that especially a district this size, we would have

263to plan for over the next 20 years, right. But this is absolutely an opportunity to do a reset and to make sure that we build that foundation to establish that protocol going forward. And then even with all of the data that we're going to collect and the facility condition index that kind of tells us if we need the replace a school or does it make sense to put money in a school because of the cost of repair, there are decisions that the board is going to have to make, you know, so we'll have all this data. The number will be big and it will be in terms of what do we prioritize, you know, redefining definitely is a major factor in making those choices. But I think this is a great foundation. I think the

264fact that we are taking the time we need to do it the right way and I think the fak that -- fact that we have a very engaged partner with bureau veritas and they've been with us every step of the way, so, I think it's a good start and this is not the only presentation you're going to get. So, throughout this whole process, up to and leading to the next bond, you'll know where we are. thank you. and I'm also very happy that we'll be -- the life safety issues, generators, etc., etc., so all those things that make it a safe working place as well as a safe school for our students and the community, so thank you so much. thank you. thank you, I guess I'll end with a quick question and first of

265all, thank you, this is all very important. We've been waiting anxiously for this information. I was a little disappointed not in the work that you had but that it wasn't what we are looking for in terms of the list of schools and the prioritization and all of that, and so my question really is when can we expect that part of this? DR. Hepburn? staff? MS. Paul? so, one of the thins -- things we're doing is making sure, number one, and I think it was the slide that talked about the process, so we have information but we're still providing or getting inputs into that information, so, I would say I think 1 AUGUST is the date that's listed in the slide but, you know, one of the things I want to make sure we do is

266that we don't rush the process, that we do it with fidelity. But 1 AUGUST is our target date to have most of this wrapped up. the other part that I want to emphasize too is that we have bureau veritas for three years so we're going to continue to work with them to make sure if there are any gaps or anything, we're able to recognize those and fill them but I think ashley had something to say too. thank you, ashley carpenter with atkins realice, while the report ares starting to be finalized and the -- hopefully the data comes out of asset calc which is bureau veritas' system will be filed around AUGUST, there's that second layer that DR. Zeman was talking about of taking those costs that are in their system which are more -- if

267somebody from ppo was to go out and fix the thing, not if we're putting out a project that has to be designed and managed and constructed by a general contractor with their markups and all of those things in a project, so that component, my team is working on and it's big as MRS. Paul mentioned, so there is a lot that goes into that and I don't want to -- while we MAY baiblbacker be able to say rough order of magnitude how much that's going to be, I don't think we're going to have the detailed estimates supporting those numbers. Well, we definitely won't have them in AUGUST, that's going to take some months after that to be able to have full, final data. another factor that we absolutely have to look at in terms of a

268program, a bond lasting normally five to six years is you have to factor in inflation, and so that's one ofp the things that I asked ashley and the team to go back and look over the course of whenever the decision is made to go out for the next bond, what does the market look like for over the next fiver -- five years because your money can be eaten up very quickly. You saw this with the 2024 bond that took ten year, so we need to make sure that we have adequate resources built into the plan so we can deliver on the promises we make to the community. and I appreciate that but that's a bigger scale of bond. I think what a lot of us were looking for on the condition assessment was moving forward

269with our redefining and we're going to start talking about that in JULY, when we were having a conversation when we were talking about budget today w ear going to have to consolidate some schools and we need that data behind what you're finding out and what schools does it make sense if there's three in the area and they're all underenrolled, how do we pick which one we're going to be xwining and -- combining tla and some of that will be based on the facilities assessment so that's the information I'm hoping to see for it sooner. We want to be able to have our redefining conversation which is going to start in JULY, so I'm just wondering how that all is going to fit in because I don't want to get to JULY and start having the

270conversation about redefining and keep saying, well, it's coming, it's coming because it feels like we've been saying that for a little bit of time now. I know DR. Hepburn has the answer to this because he's said it to me and we've had numerous conversations about it. We're working with redefining and strategy and innovation as well as the future master planner to look at those schools that MAY be affected by consolidation, let's just say consolidation, so we'll have the data for those schools, we'll move those to the top of the priority to make sure we have that data so the board can make those kind of decisions. So, and I think I've said that in the past, we'll move those as a priority to make sure that we work with bureau veritas to have that information.

271and just to add, just like MS. Paul said, they're working closely with innovation and the data hasn't changed since we've talked to the board about redefining in the first phase, those same clusters of schools that are the same, clusters of schools of concern that continuously are underenrolled, so it's not discovery of new schools within our district that are underenrolled, that data has pretty much stayed the same for those same clusters of schools so it makes it an easier process where we're not chasing around trying to figure out what schools. We already know what clusters of those schools are. Er in JULY when we start to have that conversation, those schools that are in the clusters you're going the bring to us will have some of the facility assessment information? we'll have that in early AUGUST,

272we're going to go over those clusters of schools of concern, so over time in early fall, then we can have more conversations about, hey, here's what we need to consider for consolidation, the amount of dollars that has to be dedicated for deferred maintenance to renovate or upkeep this school outweighs keeping it open. okay. Thank you. MRS. Alhadeff? thank you. So, I just want to make the point, I know we want to move forward and this information is extremely important, however, I just don't want it to be rushed. Whatever that cadence is and the tomb you need to do it properly and thoroughly, you need to take that time and we'll wait until we get that information, those reports. My question is in regards to -- and I don't know if you can analyze this situation

273but we had the rickards middle school roof collapse, that was an unforeseen thing, when you're doing this assessment, do you analyze the walls, the roof to be able to determine or give some type of analyzing that this is a situation that could occur? DR. Hepburn? you can go ahead. yeah, the assessment of course is limited, it's a visual assessment but we do analyze structure, the facade doors, building, windows, hvac, electrical, mechanical, plumbing, so really taking the building apart and looking at its component pieces. Structural of course is always difficult because we have to access those places where we can evaluate, see, view the structure. We look for water infiltration, any structural degradation, any possibility of settlement in any aof those place and is when we're looking at structures specifically, age becomes a factor. That's probably

274the biggest building system component that we're like, wem, you know, we can't see what's inside or basically in the sub structure but age is absolutely a bigger factor in those cases. so, just -- so, you are looking at the structure? yes, we are ear looking at the structure but we're using more data points when looking at the structure because we're not taking structure apart and doing any testing, it's a visual assessment. so, if I MAY, it's as if you can't see behind the walls but there are certain indications if a structure is failing, whether it's cracks or data points where you can look at certain things that will give you an indication that the structure is failing. so, they'll identify that in -- yes, that is a major part of it. it has a remaining

275useful life and we have it for every structural foentbacker component. got it. and to add to that, we do have another vendor, wje who's also doing sessment on about 50 hohos whicwill be incorporatatedininto the fca. atat 50 schools are you speaking about? I can get the list for you. is it based on the age of the school? I'm not sure what the factors are but I can get you that information. okay. Thank you. DR. Zeman? I want a quick point, chair, the connection of this to repurposing is so important. To have current, accurate data so we can look in a cluster of schools and be informed by that. It's not just the schools though that are potentially being repurposed or closed, it's the ones where the students would go as well, so it's -- if

276somebody talks about closing 11 schools in one year, it's 35 or 40 schools that are potentially gaining population or needing an extra building in order to swell the capacity that they have over time and so there's a little bit more than if DR. Hepburn's team is down selecting from 20 to 11, there's 20 candidates na have been around for a long time and selecting 11 to bring to us televising's still 30 or that have to be looked at that are gaining students and those decisions are really important for us because that's a top three in terms of long term cost of educating the students. Is there a rickards middle school that's about to collapse or more likely to close that one than the school we built 12 years ago because the one before it clapped

277so I look forward to having the best possible data on that as well. Frj thank you for the presentation and all the hard work. Er we're looking forward to the next presentation, so thank you so much for your time today. Next item is the draft policy 4900 audio and video recording of self-contained ese classrooms. We're going to take a one minute -- they're just walking in and then we're going to start, so don't go far. (Meeting in brief recess). thank you, welcome back to the school board workshop. We are now discussing the draft policy 4900 audio and video recording of self-contained ese classrooms and we are going to go straight to board questions. We appreciate the presentation that you had and the policy that's before us and all the work that you did. So, --

278yes, first we're going to go to public comment. MS. L escum. there's three board members here. they're here, we don't need quorum, we're just trying to mover -- move along. can I just wait for them, this is important and they're out. they can hear you. this is important. I know. I shouldn't be rushed off because -- go ahead, most of them are here. jackie lescom. Thank you, so, this is a situation of the proposed policy 4900. I'm a little concerned about time today with all the extra things that have been added in or heaped, the impacts we have, that those will have and the things that need to be flagged and the wording that was heaped -- changed again. I have a list that I want to go through but I don't know how we're

279going to go through it. I came despite my many [Inaudible] Many of you will know over many weeks for collaboration and dialogue. Those requests were met with silence and division and a lack of urgence -- you urgency and a wall of secrecy. This was possibly discussed on JUNE 5th at a work group meeting. I did ask to see it at that meeting. We were told it wasn't part of that meeting and it was put up for about two anyone nuts, -- minutes so there's not been feedback. On JUNE 4th, board chair, MRS. Hixon told me I met with the team yesterday and they assured me that we will be able to have the available cameras, that's the 300 existing cameras from the pilot program that expired last year. And for the first day of school

280in the policy is approved on JULY 22, this was in response to my repeated concerns that this is too late a timeline, JUNE 24th workshop and JULY 22 meeting that does not seem to have been a clear understanding that it's not just a question of passing policy, there is a ton of work to be done on the outreach communication, on the communications and the protocols procedures, the implementation manual, the slight training, tvs on JUNE 5th at a work group meeting that we were told by the it manager when I asked would was on that team, were you part of that team, was it voices in that making that assurance that this would be implemented by first day of school. She told us in my professional opinion given the timeline, no, we wouldn't be ready for

281the first day of school, I'm just going to be transparent. This is why I have been agitated for a studentbacker sooner timeline. I would like to make these suggestions, there's a ton of them, we need recognition going forward ese advisory needs to be included meaning, we are all advisory, three minutes at the mic. Here, I can't go through those changes but they're critical, there are critical areas of this draft that need addressing and the board needs to find a way, please, to make space for our voice at the table too. Thank you. thank you, next up is anna cordigo. she's not here, there was a number of folks that were going to be here with me, I'm all alone, that's why I have oyster all our feedback all in one because of the delay. [Inaudible].

282I don't believe that's an item today. We're not to that yet. Did you sign up to speak? yes, ma'am. when we get to the item, we're on item I think it's 5. thank you for coming. my pleasure. thank you, so we'll go to board discussion. I have a number of things, so actually I don't normally start but I'm going to start today. So, this has been something that I know it's important to all of us but I did ask for this to come initially. I think we have an opportunity to be a becon in the state, we had a pilot that was successful and it sunsetted, so we discussed it as a board to continue it and then it kind of got put to the shelf because we were waiting if a state statute was

283going to be passed that would better direct what we were doing and it didn't, so we're coming back to our policy. I have a couple of suggestions and questions, so in the policy that's here and the question is to the general counsel and she's not going to be surprised that I'm asking this, one of the issues is that the general counsel is -- has determined that we have to have parents opt in because it's no longer a pilot that is state statute, so the parent bill of rights applies which applies everywhere but when you look at the title sh in the parent bill of rights, so under item I, it says the right to consent or writing before the state or any of its political subdivisions makes a video or voice recording of his or

284her minor child unless recordings is made during or as part of a court proceeding or is made as part of the a forensic interview in a criminal or in children and families investigation or is to be use solely for the following purposes, one is a safety demonstration, the second one is a purpose related to a legitimate academic or extra curricular actinviter, three is classroom instruction, four is security or surveillance of buildings or grounds and five is a photo identification. So, I would like to ask MS. Batista because in her judgment, this doesn't serve as a security but to me, to the superintendent and other people, the classroom cameras do act as security just like cameras we have on the buses, cameras we have in the hallways, so I don't know why the parent bill of

285rights would keep us from being able to put a camera in a classroom if every single parent didn't opt in, so MS. Batista, could you explain why you are -- that's your interpretation of this law? I'll be happy to and I also have susan hoffsteder from my office if she wants to add anything, so the surveillance recordings that as I read it in the statute that you just read from are about protecting the facility on general safetyfinger they are not considered education records unless they're part -- they're used for discipline. The special education classroom recordings are about protecting students' rights and their wellbeing and is something not contemplated by that statute. You know, it's something different than what is listed there. I don't know if susan has anything else to add? yes, assistant general counsel,

286susan hoffsteder, yes, I think the statutory you just raid cocktails with 17 which exempts the requirement for parents to have to consent for recording because there's a safety and security plan exemption for recording of buildings for security purposes. So, the statutory language you read from, build advising grounds cocktails with chapter 119 but we're trying to do is record children in a specific classroom and parental rights requires us to get written consent from a parent if we wish to do that. I appreciate that. I did try to get some answers because the intent of what the law is makes it pretty clear they don't -- we're not -- we would need consent to record if we were doing marketing or if we were putting something on facebook but this is solely about the safety and security

287of a student and we were weren't required to follow that when we were unhinging the pilot, so I did ask MR. Meyeroson who's our executive director of broward lemg slaying to see if he could get information on this and he reached out to those who wrote the original pilot program and asked because it had sunsetted, if it was -- if we would have to fall under another statute and the answer from ces sanchez, the policy chief for house of represent I reverses says you are correct, the pilot program has sunsetted, should broward schools choose to continue the pilot program, there is nothing in law that would prohibit them from doing so, there would be no statute a tha allows rather tlan the school board's policy on the program is what would apply for administering of

288the program. I know that's not a lawyer, it is the policy maker who wrote those policies and I don't think the intent is to make putting the cameras in a classroom for the safety and protection of students who can't speak for themselves, I still think that falsest under security or at the very list a purpose regulated to regular bar classroom instruction which is also something that's listed where you wouldn't need to have parental consent. So, I just want to throw that out there that I know we have legal counsel giving us some advice on here but as a school board member, I think we're making this harder than it needs to be and I would suggest that we don't have in number one where it says of the students and is klass classrooms that have

289provided written consent for video and audio reporting, I don't think they need to opt many in, I -- opt in, I think it's an opt out. I wanted to clarify, we, the district, through this policy is not continuing the statutory pilot prasz that was in place. This is different. yes. so, if the response from MR. Sanchez and whoever else was you can continue the pilot program and you don't need certain things, that's -- that i would -- I would be concerned as to the -- whatever question was asked of him that gave rise to that response. Additionally, I very strongly believe that the parental bill of righters does -- rights does apply to this statute, it apply tos what the district is trying to do and there potentially could be liability if you do not

290consent or get the consent of the parents and the child is recorded and the parent then comes after the district because they did not give their permission for that recording to exist. so, I have one more question and then I have another suggestion about changing something on here. So, we have cameras on the buses and they run and if there's a disciplinary action, a parent can ask to see the video. Does that require parents to opt in for the cameras that are on the bus? And how does it make this different? Because we're going to be putting cameras in all the classrooms that are self-contained? so, that would be, again, the bus cameras are there for surveillance and to protect the facility, the bus itself, and for general safety. again, I find that different from

291a special education classroom recording and audio recording as well. Because for the classroom, it's both. does the bus not have audio and visual? I have never seen any one of them that has audio. do you know? I'm not sure. I know in the past districts that had audio and also video, cameras on the bus. Is MS. Paul back there? I can't see. I have to turn around to see who's back there. I'm sorry, so, I think we're in the process of doing a pilot program to put cameras to start the process of putting cameras on all of our buses. Right now we have as I recall some cameras but it's not throughout the fleet. and the question is are they just video or audio and video? I believe just video. thank you. And so I

292would just go back and say -- and we can -- I would be interested to hear my colleagues but I don't think cameras on a bus is any different than a camera in a classroom and I just think we're making it too difficult to do the right thing here and if there's someone who wants to opt out for sure, they can -- we can have that but again you can't opt out of cameras in the hallway, you can't opt out from cameras on the school bus. I'm not sure why we don't look at this as a safety concern because that's really the whole purpose of it being here. yes, to address your specific concern about the bus, there has been case law on that and it's been determined by case law that the video on

293buses are part of our security plan, so it has has been brought within that. what would we are so do to have the same thing for videos in the classroom? we would have to change the law. so, okay. I would love to hear my colleagues on this but I have one more thing I want to -- in section 5, it says within 7 school days after receiving a request, the school MAY -- I think that should say shall as MRS. Alhadeff has said before, words matter. I don't know if this is goininthe chchgingngwhatat you'u' ing tosasa MS. Paul waed correctct soththg.G. Have visu and audio on some buses but it's not on every bus. okay, thank you. I wanted to correct that. so, in section 5 y wr it says MAY, I think it should

294say shall, and also where it says the last line that's underlined, policy if an incident, I think it should say if an alleged incident occurred. where is that, chair? page 2, section 5, within days after receiving a request to review a video recording, the school instead of MAY, I'm saying it should be shall, allow the following individuals to view a video recording made under this policy if an alleged incident -- good catch. thank you, because ut says alleged beyond there, and I think -- I don't think it should be up to the principal to decide if an incident happened. If a student comes home and they have a bruise and the parent calls and says, johnny came home a bruise, I'm not sure how it got there, I want to see the classroom video so

295I can determine it. It MAY be that he bumped into the chair and that's how he got the bruise. It MAY be that another student, they had an incident with it, for a principal to say, well, we didn't see anybody touching johnny so there's no incident. I don't think that that's the intent or the spirit of what I am looking for in this video policy. It is a parent has a concern, give a quick thing, corey came home with bruises on his arm and he speaks, le's very chatty, but as soon as I asked him why he had bruises on his arm, he said I don't know. So, I'm thinking what the heck happened, like, someone had to be in his face to get the bruises. So, I immediately thought something happened at school. So,

296I called his school and I said, corey has these bruises, I don't understand where he got them. And they went and did a little investigation and it turns out that corey was mean to the really big kid because he wasn't paining attention to the teacher and he wrestled with him and the kid graphed his arm and shook him. So, even verbal students who don't want to get themselves in trouble with their parents because they did something wrong won't answer it, and so had there been a video there where I said, you know, corey came home with bruises, I would like the see what happened, then we could have seen that. That was something that was a scuffle between two students, I mean scuffle is not the right word, they were having a disagreement. for a

297principal to say the teacher didn't touch him and there was no incident, that doesn't resolve the problem, so I would like to take that piece out of it which means number 5 would go away completely because if a parent asked to view a video, we would view that segment and we wouldn't need to have any kind of appeals because we would allow them to do it and if I'm not mistaken, MS. Ba taste the -- batista, in the pilot program, we did have some decision that came down that said we were not following the spirit o the pilot program by limiting by who could view the vid yes, am I correct in that? I would like to defer to MS. Hof steadier. yes, there was a complaint filed, it would be our best interest to

298just allow the parents to watch upon request. and I agree with that, so that would mean we didn't need number 5 at all and where it said, so we wouldn't half, no review shall occur in number three a parental review of the incident MAY include 30 minutes before and after the incident, period so, I would suggest getting rid of section number 5 and those are my comments. And I am glad to see this come forward and I appreciate all the hard work everybody has put into doing it. chair, can you help us understand what you're recommending on 5? Did you want part of it taken out or the whole thing? you wouldn't need an appeal process because every parent asked to view a video would be granted the ability. isn't that what it f it

299says? I'm sorry so, v5, then number 5 down. the arabic number 5, not the roman numeral 5? I'm sorry, yes. no, I just wanted to make sure we're clear so, the persian number 5 on page 2 and do you need c, d and e below that? right, so, yes, those could still stay because that's specific to who can view the video other than the parents. Er thank you. thank you, MR. Cervera? thank you, MADAM Chair. First and foremost, I think it's important to realize that this statute has in fact lapsed and of course I'm talking about 1003.574, the pilot of these video cameras in public schools in classrooms and I think it's important for the public to ubs, the district, the county is opting to continue with these cameras which by the way I'm in

300favor of and I think it's important to recognize that other counties, perhaps every other county, I don't want to speak for the entire state, doesn't have these or has no obligation to it, broward county is stepping up and implementing this program, so I do think it is important that we are somewhat of trail blazers with this and the idea of us keeping it. I do agree with MS. Batista, I think the parental bill of rights does apply here and I would follow her instruction on getting the required opt-in versus opt-out. I don't think this falls under the same category as the bus cameras and incidentally I think there's been some federal case law if I'm not mistaken from the middle district discussing the privacy issues with the bus cameras and what that falls into, so

301I do believe we are bound by the -- sit 1014.4 of the parental rights when seeking the permission slips from the parents. I also, chair, I would like to piggyback on what you were saying in regards to whether an incident occurred. When I was going through this and the notes I was taking to share with the group today, my concern was the overall -- i think one of the overall purposes of this is to show transparency, what's going on in the classroom. We don't want situations where we're going through all these lengths and expenses because we have to pay to maintain and put up these cameras, right, to claim that look how transparent we are, we want all of our parents to see what's going on in the classroom and little johnny comes home with

302a black eye and the parent starts asking some questions and somebody at the group -- school review it is video and then says we can't get a hold of the tape. If that's too much of a drastic measure from the board, I would suggest coming up with something or some mechanism in which the parents can be involved in determining whether or not that was an indensebacker dent, whether it be through -- I almost hate to say this, through a committee of outside parents who maybe are tasked with looking at things outside of the principal but certainly they need to be involved in making that determination. I'm not comfortable with just having the principal of the school looking at it and we love our principals but I'm not comfortable for one person having looked at and

303deciding there's not an incident, and then the parents are good luck with the appeals process, for the sake of transparency, we should follow what the chair's recommending and remover those subsections all together or find some way to allow the parents to be involved in the process and determining whether or not there was an incident. That being said, I do have just some basic questions on this, through the chair, who's responsible for housing the dvr boxes t digital video recorders where all this video is being stored? DR. Hepburn? that would be us, the district, we would have to house that on our servers. I hate that I have to turn around. MR. Davis is here, he can explain how we would save that information. trey davis, chief information officer. Yeah, I'm going to defer to manny

304because I know he's waiting to discuss this but it's not tapes, you know, so it's on the server and archived so I'm going the let you take over, manny, on that. thank you for that, MR. Davis. Yes, we don't use physical tapes anymore but we have servers at each of the schools na are storing this information. The way the information is generally stored is there is a retention period where that information is just kept for a certain amount of time and of course the longer the retention period t more storage that you need, more powerful servers. Once a video is isolated, it can be extracted from that server and placed or tagged in a safe location, so then it can be retained for however long it needs to be retained unless there's an active incident

305or issue. Yes, it's all digital storage, all within our environment, we are using a system, I believe the servers are vigilant servers, I can confirm that. my dpequestion is more pointed. I think the term is dvr, is that physically housed at each school which has these cameras or is there a centralized location where the dvr is housed? I believe that the individual servers are housed tat school site where is the cameras are located, however the video, once an incident is identified can be transferred and mover today a centralized location. do we know how it has been done in the past? tla's very similar or exactly how we currently handle surveillance type videos. okay, so -- because, again, I'm not the smartest individual when it comes to technology, so I know in my house with my

306home security system, right, I have a box that sits on my entertainment center and it records continuously for like six days all of the activity in and around my property right. And I can go in on that box and watch it or burn it on to a memory stick. I know that because the security people tell me that you don't need to do that, if you choose not to, you can have adt monitor your video and is have everything recorded on their sites without having a physical box at your house. So I'm trying to figure out, is the digital video recorder physically housed at the school or is somewhere in a district office? I think the analogy brought up is pretty astute, these boxes are at the school, however, when an incident is recorded because

307you did mention that retention period, so let's say 30 days, that video's being recorded in the 30 days are continuous, and then the oldest recording is burned out and then a new space is made for the in one if nothing was tagged. once something is tagged, then that video can be retained and moved to a cloud location or another server where it can be centralized and kept for a much longer period of time, but you are correct, those boxes are housed at school sites. the reason I ask that, it's my understanding if the data is stored in the cloud or in the centralized location, any individual of the school lacks the ability to go on and physically delete anything or even if they did, it would be still recorded at the centralized location, is that

308how our electronics is set up is done in our schools? well, any access to the video systems would all be based on authentication or based on security access, they would be immaterial whether the video is stored on a local box or a cloud box. If the individual has the security credentials, they could go into either one, similar to in your situation at your house, if you happen to have an account that can log into the cloud server where your videos are recorded, you could theoretically go in and do something there. so, I just want to -- just 100% be clear on this, going back to my condo, right, if I delete the back porch portion of the have I -- video, it's gone, presumably nobody's going to know it will be done. If I pay

309for a service with adt, they will house a service, if I subscribe to their service, I can still call them and they can recover that data. What I want to make sure here if some footage is accidentally or hopefully not purposely, accidentally deleted at a school, is it also at some ohbacker other centralized location that a parent can go to or a district official can go to and retrieve it or fit's just stored at the school or removed or lost, are we out of luck? it's just stored at the school, you do ask an interesting question that I can follow up on. I believe there's auditing controls where if someone were to go into a server at the school and delete something, it is logged and tracked but that I'm going to confirm to make

310sure that's how our systems are currently set up. If that's okay, I'll take that as a follow-up. I can jump in there as well and know one thing we're talking about here is permissions in regards to off-site storage and archiving as well, it's not like a consumer grade device where let's say you own that device and go in and delete the video because you want to save some pacespace, the reality is here you have shall span of control, you think of permissions, so let's say an administrator says something shouldn't have happened, I want to delete that, you can't do that, that's not how it works. It's not configure hated way, we have more internal control in that. At the same time, we look at redundancy from the stand po in if that video is available

311locally, for processing purposes, it's not unxlon to accelerate the prodressing of it but the archive is for evidentiary purposes is critical, so I think the permissions and archiving aspects and the span of control and the role based access is really critical to know that we have that in place, in other words, someone bho MAY be fill dk filmed doing something inappropriate, there's an easy fix, I'm going to go nr and delete the video. the technical term I should have used is backing up the videos, backed up somewhere. Thank you, thank you, MADAM Chair. Er thank you, DR. Zeman? thanks, chair, I want to point out there's some wonderful changes that aren't always substantive in this document from the chair of our ese and I would ask our chair to think of these, these are cleanup

312issues and it's good to get editorial device, I appreciate you doing that, chair of the committee, not of the board. I have two conditions that I would like the board the think a little bit about and the first one I'll just make without objection, that this ought to be cleaned up in our legislative package for this year. I don't trust bob meyersonn as a lawyer, I don't trust the guy who wrote the poll osier I trust our lawyer because she's our lawyer, if she tells me and I get immunity, counselor, for any liability for doing something that your lawyer says is not right, I'm fine with going one year with that, I would like us to include the language, this is basic safety and security for the kids we really need to protect and so

313if we e can condition this by the time it comes to the board with adding the right language that came out of the pie pilot into a regular statute, I think that would be a wise move and I can't imagine the legislature not putting that in a report or the appropriate bill in getting it through. Second conditioning is I really would like -- something else that I forgot. This is my senior moment. I'll come back to it, I have a second condition, I just forgot what it is. okay, while you're pondering that. MS. Thompson? thank you, chair. I would also like to follow the advice given by our general counsel about parental consent. I think that's quite a pickle of a bill and I would really like us to follow what it's saying us to

314do and therefore I also would like to go back to it being by request and not automatically in every single classroom because I feel like there are going to be parents that don't want this. I think we also need to consider what happens in our classrooms when one parent says they don't want it but three of the parents say they do. What our procedure is. I would also like to -- once this policy is approved, see a communications plan so parents do understand that, one, they have to consent to it and at any point they are able to remove their consent from it and what that means for everyone else in that classroom so that parents in that classroom don't think it's a broward county decision that the camera was turned off, consent was pulled

315from our students so therefore we cannot continue to to have this camera operational or functional, whatever the word is. I would like it to go back to a request. I also -- I'm not in favor of the committee parental review, I don't think it's fair for a group of parents to be reviviing another r ild's video and it's nonolelel. ,, that O.O. Hohowever, I do agree with MS. Hixon's suggestion that parents should be able to request and it not being determined only by the principal. And then also what is -- is there a cost associated for saving the video 30 days versus 90 days? DR. Hepburn? yes, there is an associated cost. I think the board response for that was just sent today. I don't know if MR. Davis has that specific number on top

316of their head. I will search for it and we can move on and I'll search for it and give you that cost because I saw the e-mail go through today. okay, so my understanding of storage, specifically cloud storage which I think I might have a little bit more on, MR. Cervera, I think it's significant cost to store data especially an audio-visual for every single school, the 300 plus cameras we have. I personally do not see the rationale for it to be 90 days if our security's footage is 30 days. That seems fine with me. However, I do know when I talked to staff there has been incidents of suspected abuse that was reported 33 days I think you guys said, so maybe -- whatever that word is, it's been a long meeting, guys, not a

317consensus, something like days instead of 90 days depending -- compromise, thank you, depending on that cost because again it is at least my understanding of cloud storage a pretty substantial difference to pay for 30 days worth of storage versus 90 days. So, my preference would be 30 but I would be okay with 60. And those are my comments, thank you. thank you, before we go on, ms. Rupert is next. We're coming to the 8 hour time stop for today, so I would need consensus to be able to continue the meeting. So, is there anyone who is not okay with continuing the meeting? not okay. and how long were you proposing? I definitely would like to get to the item for which we have a public speaker who is coming and talk about it, I don't

318want to disrespect them. we were thinking 6:30. I can't do 6:30. [Inaudible] I know, it's 4:40. So, my thought is that at the very least, 6:00, because we did all think we were staining here until 5:45 based on the agenda. Okay. Are we -- do we have a majority of people that say yes? I think we have the majority as yes. Okay, we'll extend to at least 6:00. Okay. and also, chair. We have those numbers. these are numberers what it would cost assume weing ear going to have a total of 1300 cameras, that's basically one camera for each ese con stained classroom, for a 32 retention, it would be 12 million. for 60 day retention, same number of cameras, it will be 2 million 227 thousand 823 dollars, for 90 day retention, it would be

3192 million 426 thousand and 13 dollars and you are exactly correct, MS. Thompson, it is the result of additional storage that would have to be installed on the servers to be able to handle the additional load. can you repeat the numbers again. 30 is 2 million 27 thousand 951. 630 -- 60 day would be 2 million 227 thousand 823. 90 day would be 2 million 426 thousand and 13. so, 200 thousand. about, yes. chair, has our board approved the purchase of 1300 cameras? DR. Hepburn? no. okay. MS. Rupert? thank you. I'll be succinct, I support all the items that debbie hixon said, so I'm good to add. MRS. Alhadeff? yes, so, first I would like to understand the total financial impact of just doing this. I understand this is the policy but, you know, we

320were just given some information based on 30, 60, 90 days. We have to do it in a school year, so that would be important to have. What is the cost of the cameras, and I think it's important for the board to understand all of this information before even approving this policy. yes, we currently have 300 cameras already available that were used for the pilot. If every self-contained classroom were to have a request and everybody consented to using or consented to having the cameras used in those classrooms, roughly about a thousand more cameras. I don't know if you have the costs for the additional one thousand cameras? yes, I mean, I can break those down t numbers that I provided and included the cost of the cameras, the cost of the associated additional servers, storage and

321installation. So, those are all inclusive in those numbers and if we need fewer cameras, I can adjust -- we have a spreadsheet we designed we can adjust and give you those numbers of what it would be for fewer cameras can you give me the total cost for the school year. so, the first number and this is a question for you, just to confirm, the first number you gave would be the cost anl -- annually for a school year, all 1300 classrooms equipped for a camera for 30 days of server space, and that cost was? 2 million 27 thousand. I don't believe it's an annual cost though, that is just the cost of purchasing the additional cameras and servers, installing them, once the servers are installed, what I did not account is let's say maintenance costs

322that might accrue, if something breaks or something needs to be replaced. I mean, you can go to down the level of utilities as to what it cost tos run the power, these are one-time costs for setting up the cameras. The existing cameras that we have, the 300, they are currently equipped with the servers that are connected to them to be able to do 30, 60 or 90 day retention without purchasing any additional servers or storage. so, beyond just a hypothetical, if all self-contained classrooms were to get a request for all of those classrooms, it would be a one-time cost of roughly 2 million dollars and then after that first year, the only cost would be if something breaks or some maintenance of a server? correct. okay, so it's 2 million dollars for the school year,

323I'm just getting hung up on this 30, 60, 90 day thing yu keep saying. I'm trying to help clarify, and you can correct me if I'm wrong, so to add additional space for 60 to 90 days or roughly 200 thousand dollars for the first year, after that we won't have a recurring cost for that additional space for the server. MS. Alhadeff, it's about storage, so could they store a video for 30 days, could they store it for 60 or could they store it for 09, -- it iss the size of the server it is not every 30 days, that's once you buy it, it's like your air conditioner at home, can it cool down three rooms or 6 rooms, you're going to buy a bigger air conditioningbacker conditioner in the beginning and it's going work

324how it's supposed to until you need to repair it. okay, so so, the extra cameras that we need are how much? the cost that I mentioned and let's assume -- it's everything, it's basically a thousand cameras and the installation and the server costs all rolled up. if I can chime in quickly too because I want to make sure everyone's clear, the 1.9 million you MAY have remembered from a previous presentation that represented the cost of the additional cameras, the number that you're hearing here is the updated quote from that period, there's been an increase in cost of those cameras but the cost he gave you includes the camera as well as the fixed storage amount and the servers to accommodate. so, it's 2 million dollars for everything for the year? correct. okay. so, in regards

325to MS. Batista's interpretation with the parental consent, one of the options that the board has is to ask the florida attorney general's office for a legal opinion on that. So I'm just throwing that out there to the board if they want to do that. And then my next question I guess, the answer is yes but if like let's say there's ten kids in the class and one parent doesn't opt in, then no camera, correct? that's correct. okay. Thank you. our job as student advisor is to voice opinion of our broward county student and is that's including our ese student, I want to reiterate that I did speak to [Inaudible] Specialist and she kind of opened my eyes on the fak that there are a lot of things that goes on in our ese classes that

326actually like takes a toll on our ese students when they get home, behavior wise, academic wise, as a whole, so I do highly ask the board to support in the fact that we do need these cameras inside of these classrooms because there's a lot of things that goes on that we don't know, so I really am very adamant about that, so please support. thank you. MRS. Leonardi? I just wanted to say I support the proposals that you brought forward, chair hixon. thank you. MRS. Bulman? just a quick question. The policy references alleged incident. Is there any definition for that? I'm just wondering, you know, like just -- I don't want to narrow anybody's access to check in on what happened to their child but at the same time, I wouldn't want to open it up

327for abuse, you know, like does there have to be some kind of an injury, some kind of emotional distress demonstrated, a klaint by the kid, I don't know the answer to that, I'm weighing the balance of the people asking. Er it's section 8a. 8a is about limiting access to a parent or student. there's two 8's, if you notice, there's a roman numeral 8, the second 8. You didn't catch that one, jackie. I know. Are you okay with it? I mean, yeah, right, I understand -- I guess I understand what the alleged incident is. I guess there's no -- you don't have to present anything further, you just complain of an incident, so with no evidence. that's why we're saying alleged incident because they have a concern, they contact the principal and if we get rid

328of the principal deciding if it's an incident or not, then when a parent calls, they can view the video. okay. thank you. I'm sorry. is there a limit to how many times a parent can request to watch a video, so if a parent doesn't like the teaching style or something, could they come every single day and request to watch the entire day? it would have to be an incident. if they say there's been a behavioral change in their child, if they came home acting different. I would have to look at the -- I think that's what MS. Bulman might have been maybe getting towards or not, but that's kind of like at what point -- or is there a point that we would say you watched a video every day for two weeks and nothing's

329happening. DR. Hepburn? MS. Hollingsworth? good afternoon, saemone hollingsworth, that was never in the original pilot, there was not a limit or an amount that a parent could request. so, I'll finish off. I appreciate MRS. Alhadeff, that you asked about the attorney general because I did ask that, there's also a committee now for the board of education that's specifically about the parents rights bill and I did ask if we could ask them, the answer I got is we often don't get an answer and most tof time x they refer back to what your general counsel has decided. So, I -- you know, I fwen have concerns as you mentioned there that we're making this harder. Whatever it is that my colleagues agree with, I just think that it should be an opt-out as opposed to an

330opt-in. We can ask that, if the board agrees to do that, we can ask MS. Batista, just keep in mind that we would like this policy to be implemented soon and there's a good chance we won't get an answer back. So, MRS. Bulman? I like the idea of making it a legislative priority to make an exception. Er I think sometimes in the law, you don't like the answer because people didn't think three steps ahead on how this is going to aversely affect different thing bus it doesn't mean it doesn't apply right now the way it's currently written. So, I think that's where we'd have to focus unless we wanted to do like -- I don't know, never mind, I'm not going to go there, mitoses too much work. that's fine, MS. Alhadeff. on a different

331point, in regards to these cameras, are these cameras different from our vigilant cameras? I naoment the camera expert. yes, these were specifically chosen for the ese pilot. I believe it's because they record both audio and video, I can come back with a follow-up with the exact differences. my comment is in regards to if we are able to have law enforcement in an emergency situation to be able to have access to pull up these cameras like they do our other cameras and only in an emergency situation, you know, it could be helpful in a medical emergency or something worse. we will have to follow up on the capabilities of the cameras to be able to do that. okay. And I think DR. See -- zeman mentioned it, we did get some suggestions which are cleaning up

332and a big one that I think is important is that we say audio-visual recordings as opposed to video recordings because just as we heard, that's already -- it doesn't say it throughout the policy, so I think it needs to say -- in number two, it says a video camera, it should be consistent because we had this discussion about school buses, if there's audio and visual, it should be clear throughout the policy that it is an audio-visual camera that's being put in the classrooms. Superintendent and staff, do you have everything that you need to move forward to bring this back to pus? we are going to remove section 5, 5, in regards to the appeals process, obviously we're going to clean up the 2's and the 2-8's, thank you, I just got this because I didn't

333get it, I'm addressing what the board -- we'll take this back and work with legal so there's no substantial changes other than sommer roars to clean up and bring it back on the 22nd for a vote? correct. since saemone did mention it, none of this would constitute a substantial change to initiate rule making again that we can make these changes and bring it to the JULY 22? grammatical? yes, that's correct. just making sure. thank you so much, thank you again for all your time and effort and we're looking forward -- we have to move on. I'm sorry, I don't wish to be rude, there were a couple of really important points. Er we have to move on, thank you. The next item is the rule development policies and human resources handbook, I will turn it

334over to staff for a very brief -- [Inaudible]. Er we don't need what? Good, no recess. Thank goodness. and they're ready to answer questions. Er and we are -- yeah websinger ear not sdsh we're not going to -- they're t ininto gigi a a prentation,, anany pupublicmmenent ononhuman rules and -- any questions? No? You did a good job, thank you. The nester item is capital budget workshop, so I will again turn it over to staff for a brief presentation. [Inaudible] okay, two minutes. (Meeting in a brief recess). welcome back to the school board workshop. The next item is the capital budget workshop. I will now turn it over to staff for a very brief presentation. chair, can I just offer maybe very brief, is probably too quick, this is several billion dollars of total money

335that we're spending and I wouldn't want the public to think we glossed over this just because of the interest in time. my point -- the presentation part is brief so we can have a more robust discussion. So, take your time. I'm turning it over to the capital budget staff. good afternoon, MADAM Chair and MR. Superintendent, I will go quickly through these slides. The first -- the second slide, I don't see it up there, it's safe, you can go to slide 2. This is basically our revenue and appropriations which we've updated. And you can see the difference, the comparison in the box below shows the comparison between what's in our adopted plan and what the adjustments that were made. Slide 3 essentially shows our appropriations, this was the plan that was adopted in SEPTEMBER, that's been

336adjusted for the next year. It includes all the items that were approved in that plan with adjustments throughout the year, things like raises or adjustments in our debt service because we approved a refinancing or whatever has been approved, we made adjustments to that. So, this is really our adjusted appropriations. The next slide, 4, this is to help describe what is in the plan and it shows you that things like security items such as video surveillance equipment, intercoms and athletics with new turf fields, baseball netting and athletic courts, it includes computer refresh, transportation funds with bus and is -- bus and is white fleet replacement, and custodial equipment replacement is also funded and there's funding for maintenance to sustain the levels of maintenance over the past few years is already included in that plan that's shown

337on slide 3. And then the column on the right, it says required funding are things that are not included. So, of course we don't have funding for the outer years of pmor and also any additional construction projects on top of what's already been approved. We didn't have funding in there for the redefining schools that were approved for the next grade levels. So, that's something that we were looking at. Also we knew there was a shortfall for replacement of music equipment. So, we knew there was some things we needed to look at. We met with district staff to review these needs and recommendations. But the next slide, on slide provides really what the difference between the updated revenues and the updated appropriations shows and also to make sure our capital reserves meet an appropriate level and

338some of that's defined in our policy. And the remaining dollars at the very bottom line are funds that are available for any new appropriations. Slide 6, this slide I wanted to show, shows the potential for financing. That even though that's not included as far as our cops financing isn't included in here, the last time we did a cops was in 2022 and that included stranahan, markham and branch ely and some districtwide projects, so as you can see, our debt doses off in 2030, so there is a potential for financing for future references. Slide 7, this provides sort of an overview and we'll get into more details of the requested -- the projects that are being recommended in this plan and it shows the available funding from the previous slides when compared to the requests and

339an additional transfer to the general fund of 10 million dollars on top of what we already transferred this year. so, the remaining lines below show sort of where we're at right now and this isn't a balanced plan right now, we still have to go through year end, there are still refinements in our revenues because we still get our JULY estimates for the property appraisers so there could be some adjustments there. We felt this was pretty close and that we could work on and get some feedback from the board as to what's being recommended in the appendix and further on in this presentation. So, if you go to the next slide is another overview of some of the things that are being requested. So, you can see each area that we met with had recommendations and

340the details of those recommendations are provided in the appendix. Those are details in the appendix. And that's basically it, I would like the board to have an opportunity to ask some questions. okay, thank you, MS. Leonardi. thank you, thank you for the presentation. And first, I have to say this is the first year where I've seen the defp really align with the needs I hear about where I see when I do school visits. So kudos to staff, that includes surface management, at elementary, painting at vsy, and painting at westwood heights. I want to thank staff, I send these emails and I don't always know that they're read or heard but it's clear that they are, so thank you. I had a few questions about a few other schools though, on page 20 of the dfp

341appendix revised, it says, the way I'm reading it is that sunrise middle school is scheduled for painting in summer of 2027-28, is that correct? DR. Hepburn? I'm pulling up and squinting to see the document right now. yes, that's correct. that's correct. yeah, so I guess my concern is I requested a follow-up on a few schools scheduled for painting back in FEBRUARY. And that follow-up said that it would be scheduled for this fall. I'm wondering why this keeps getting pushed back? DR. Hepburn? MS. Paul? Or, MR. Shim. that, that would be something that I would need to look into the history of it, quite honestly. This is this is attempt to establish a paint program that many many of you have asked for. To help with the beautification so I can look into that and look

342for the rational for putting it in the particular group. it's disappointing to see, I'm looking at the follow-up from FEBRUARY 5th and it says, it was it says, is delayed and redirected to other schools who had their roofs complete asked had older paints and sunrise, we can schedule this for a follow-up of 2025. if I MAY, one of the things that and I've talked to MR. Doreset about this, if we're doing a roofing job, we don't, we should not be paint the exterior 9 building until the roofing is done. So I need to see what the cadence is of the school to see if it was, oversight on our part. thank you. And just to that point, again, it was suppose to take place, in 2020, last year, so now it's going to get delayed

343again to 2027-28, I hope it doesn't but it's disappointing to hear that if that is in fact the case. And I don't know why na changed from FEBRUARY to today and I encourage my colleagues to look at sunrise middle school, this is a need for it to be painted. I'm not saying to paint it before any roofing work is complete or anything like that, I'm not asking us to do anything that does not make sense. But I'm asking to do what we committed to doing. So for north side elementary, I emailed and talked a lot about the playground plan funding for that playground is needed. So the playground has been slated for 2027-28 according to a follow-up that we got but it's not on the defp so I'm wondering why that is? DR. Hepburn? MS.

344Paul? can you repeat the school too, MS. Leonardi. north side elementary. oh maury can answer that, you've got your hand up. appendix a is only new funding which is on top of what is already in the 5-year plan. And north side elementary, is already funded for a replacement in the five-year current five-year capital plan. got it, thank you. And then I just wanted to flag some other issues, at oakland park elementary, there is an elevator in building 13 that I don't know if it needs to be replaced but there is a continuing issue with that elevator and with steven foster elementary and some of our other schools obviously, actually I will speak about that off line, thank you. That's it for me. thank you, next is DR. Zeman. chair, I want to point everybody to

345one slide with three points to make. Slide number 5, chair how much do we have in our capital fund bank account today? MR. Shim? are you specifically talking about our reserve or carry over? in our capital fund account? overall in our carry-over I think it's approximately, the last time we brought an amendment, I think you said it was around 700 million dollars and that includes, funding for projects that are on going as well as our reserves. I totally understand that. Help me understand then if when we as a board approve a list of things and in general the things take longer to finish and get invoice and come back. Why do we set a capital reserve of 15 million dollars. If we allocate it right now we can't do that, it's a workshop but at

346the end of the we approve the defp plan, we know we're not going to execute that next year. We don't do that, it takes multiple-years, in some cases six or seven or eight years to kind of get done. My understanding on the reserves, on the operating side is that things happen. Fde is left, prices go different, fpnl goes through the roof. Six dollars a gallon, you need that because there are shocks to it. This account executes slower than other times. And just so my colleagues are aware, fund design and then they fund a immediate phase so they layout the money in the year that the work is going to be done. But we have this big preserve that prevents us from doing more. And like the superintendent we recognize that when people full up to

347the buildings like sunny middle school or the front looks like it should be the back, it's a strange situation we have at bra word county schools that we don't like playing the ont t buildidis that pepeleleactual wa to go in the e and that's just a general feeling that I have about our schools. And then we say no, we're going to take 50 million. On top of not spending the money in which we appropriated it, we know this is going to take time. So, help us, please, understand why the capital reserve exist when we know the money is going to go slowly and if you don't mind, can you give us some advise on whether you think we ought to shift and allocate in phases so we line up our execution more for when we're

348going to do work. MR. Shim. thank you, that is a very good question. And I think by enlarge, the carry over has sort of scued by a lot of bond projects and because, the bond projects took longer to execute, and they have been funded, the carry over does include a large portion that is already committed in contracts and things like that. And so those are on going projects that are in the carry-over and this year we'll see a large reduction in that carry-over, I was just looking at the dollars and preliminary numbers, it's below 500 million dollars now. So you can look at a dollar as we spend down the commitment that we've made. As far as the, the reserve, again, the beginning of this year, we had a much, when I say the beginning,

349I mean when we adopted the five-year plan, the current five-year plan, we had a larger reserve and before that, our reserve was a lot larger. And that's because we were exposed at a risk. They came at a much higher amount than we anticipated. The amount of our reserve currently, I believe is reasonable for the amount of risk we're exposed to in projects like that in the future. So we don't have to take balances from projects that are on going. It's reasonable amount to put that amount in reserve to preserve the stability of the program. would you gives your thoughts on phased funding? yes, I should have answered that. Yes. In the past, we have sxibl in the future, it is something that we should do. When we anticipate a design that take a year we

350should allocate the funding for the design and then execute and then allocate the funding for the construction in a year we plan, at least not spend it but at least engage in the contract that way the funds are set aside for the contract to be executed. Capital projects do take longer. So we do always do expect to carry over for in capital than general fund. can you help my colleagues understand and me, what has to happen so that our capital bank account goes from 700 million to $500 million, $200 million reduction in the amount of money we have because? we are spending down project balances. we're finishing projects. correct. and because we are finishing projects we have to pay for them. So the great news, and this is new, we start today burn through $200

351million a year of fun issued projects and in the years we've been in the 50 to 60 million dollars. $200 million is great, we still have $500 million though. to me the risk profile is very very conservative to hold back 50 million dollars and I look forward to think about phased projects because it helps us with cost estimating, if we do the planning for one year, they know whether we can reuse the models and all the things that have a factor. I don't know want to repeat what we did at choral glades, where we wish something would cost 20 million and we know it wasn't and it's at the 24-34 million dollars had we planned that, I think we would have been been all right. The second is, I don't know how the will of

352the board is reflected, MS. Leonardi made a good point about the things that matter. But when I look at a brief like this, my reaction is great somebody decided what the priorities should be but I think that's our job. So, where does the school board come in in slide 8? Because to my point, other than MS. Leonardi advocating for the things that we must have done, it must go through some mill for this list to come together. I don't think school board members are in that, on slide 8? MR. Shim. yes, thank you. We are aware that there is a facility continue assessment that is occurring that will engage the board in a process of prioritizing and identifying projects. In this exercise, we basically, didn't have the benefit of that information. So, we engaged the

353departments to provide items that we didn't think would conflict with the facilities condition assessment and we're providing to you what is there. This is not a balanced plan and we're asking the board for their input into this to help to balance the plan and provide us with any information as far as what your priorities are so we can take that back and formulate a plan. there is a couple of parties, I understand it would be great to do 25 million, is that per year or five years? The 25 million? You have 25 million here for few more support, 24 million. yes, that's per year. so in the we have 25 million that is already in there? yes, that's correct. okay, so that's something we should problem think hard about. District wide roofing, 15 million, that's

354not going to get much done but it's great to move forward. Replacement, we voted that in the past, is that correct? yes, that's correct. and northeast, that's a must-do because we didn't get it right and we can't operate a building without it. My concern is we're about to go on a big discussion on repurposing and there MAY be some brilliant ideas that cost 20 million dollars to rebuild something on the receiving end. And right now, this defp ties our hands-on all the available funds, if I'm not correct. We had 76 million left over in year one and you have 96 million dollars worth of new requirement, so we're in the whole going to school bus drivers out of the capital fund by something in the past. And then after that, in years where we're not

355focused, there is a little bit of money left over. But I am concerned that the school board's priorities are not reflected on this. The school board needs to get through, understanding the project lumping of requirement, needs to understand kind of repurposing is going to look like and then needs to make sure that what we're doing throughout this plan is a reflection of what we believe to be priorities. Not one school at a time, it's great to know what the school needs but in terms of some of the big muscle movement things and I'm worried that the plan does not reflect that. The other thing, I wanted to point out on slide 5, where is the money that you, that this effort generated that will help us win back students? DR. Hepburn? MR. Shim, and if

356you can be specific. my point is this board wants to either not lose anymore students or gain students we're doing everything we can to be the best schools in florida so that people come here. Part of that is a capital effort to improve something about our facilities, right? There is certainly got to be some facilities that parents want and are we anything to fulfill the will of the board to win back students? you can go ahead MR. Shim, but I'm assuming that you're talking beautifications, facades. I don't know what they all want, but I know they want stuff and I know that when I drive up to our average school, it does not say come on up and take a tour. yes, there is a effort for this plan to provide beautification in pp o,

357there is additional things and additional funding asks for exterior paint anding other beautification projects that are being recommended in here and I think; you know, it's difficult to talk about, you know, things that are developing in, in the facility condition assessment and redefining effort until we get to the specifics of what those recommendations are and the will of the board. I made an effort in here to highlight, that there is potential financing available. And that is additional resources that could be utilized in engaging the ging of sort of a landing strip of additional needs. The last time we utilized that vehicle was to finance a few large projects. So if that comes up, we have that ability to do that. This represents the drop in the bucket in the true need of the district. So

358when you talk about beautification, of our schools, this is our attempt to come up with a paint program and those kinds of things that have been a concern of the board. But the true data that we're going to get, will help us guide us better, this is a representation of how we've done it in the past. But going forward, there will be those prioritizations. They exist in this and that safety and security issues trump everything. So there is money in there for safety and security. But, but to be transparent, we need so many things that is not going to be reflective on the defp. The fact that we don't have the money to do the true things that we need to do replacing more roofs than we are, 15 million dollars is a drop in

359the bucket of what the true needs are of the district. So when you speak to representation fort board and board members, we take all f that in as part of it. But, the reality and where we are right now, is the limitations on funding restricts us from doing the many things that we need to do in this district. And it's a result of having a bond program that ran over ten years. So this is a reflection of our best estimate. But when we get that information, it will drill down more into the absolute needs of the district. I appreciate that. And I'll point out three other opportunities we have, one 50 sml a risk adjusted reserve, we might choose to go lower than that. Two if we purpose some schools and sell them or if

360we decide to sell some land, that's a capital asset, the third big one and I'll tell you what L.A. unified district, they're floating a 12 billion dollars bond. We just floated a point 8 bond in 2014. Less than one billion. And L.A. Said we have 12 billion dollars worth of need but the first number out the gate was 12. And one of the things that this points out to me and I cannot wait for the fca to hit the big calculate button is what is the met needs? We contribute more to the wealth and well being of broward county than any other institution. And they've been very generous with us in the past I hope they are again in the future. I just don't want, MR. Cervera to read the board and reads that he's

361responsible for writing the budget and you've got no wiggle room to do anything. That can't be the way that is. And there is still room for us to make decisions about things that are critical but what appears to be, in year one, there is going to be a 20 million dollars deficit because the staff found 86 million dollars with 76 million dollars of resource. I just don't want that to be kind of literal understanding that MR. Cervera and everybody else takes away. I think there is still wiggle room to do it correct. Thank you so much. MR. Cervera? thank you, MADAM Chair and DR. Zeman for that, I was not aware of what was going on in los angeles with that bond, so i appreciate that. I just one point or maybe one question. I'm

362looking at slide 9 on 11, are going to spend three million dollars on vape detectors? DR. Hepburn? yes, we've been piloting and about two, or three schools? And it's been priority for the board in the past. It's, I think, the saying vape protection, protectors is the capability of these that keep our schools safer beyond just safer. let me ask the obvious, a traditional smoke detector will not detect the student vaping? no. other than detecting the student what is others? I'll let MR. Lozano expand on that but it's a lot of capability that I've learned. again, ernie lozano, pretty soon they're going to stop calling it vaping detection because that is just one thing. They monitor if a student is in a restroom, an alert. So if ernie is in the restroom for 20 minutes, it

363will set by an alert set by device. If all of a sudden 20 students gravitate into that bathroom it will send an alert. You can program the device to pick up certain words. So certain words that MAY constitute two students are ready to engage in a fight. It would send an alert. So there are many opportunities moving forward with technology, with these devices. I can tell you the 1.3 million that we have added in this line, covers some schools. and it's not necessarily the device but it's all the wiring to connect to the servers and make that an integrated piece of equipment which will easily spend the 1.3 million. and MR. Lozano, is that money coming from the law enforcement that we won? MS. Batista can you expand to that. the jewel settlement, is what

364MS. Hixon is referring to. this is part of our capital funding. well I mean, all the money, it went to the reserve. yes, correct. It's all in the same boat. if you can elaborate because MR. Cervera was not here. sxifs not here either, but just like other school districts participated in a class lawsuit against jewels for producing vapes that entice kids to use them, different flavors and packaging and the school district won that class action lawsuit and just like other districts received roughly about 5 million dollars, I would say for 14 million for the use for vape detectors and educating students and the like. we won and settled for 14 million. Okay. So perhaps, the title here is misleading. What I'm hearing here this sounds like a security system which I'm 100 percent in favor.

365Buzz when it said vape detechtion, I thought that's a glorified smoke detector but thank you for. Clarification. MS. Thompson. so I will keep my comments brief, I think I can point out schools that need help. I want to dive down into how you eqequitably chchose e e school inyears thatthth'r're goinin get their projects completed. Each one of us that represents a district can come in, and I think silver palms floods every time I try to get my kids but they're not slated to get any services until 27-28, how do we make sure because I don't, and on one aspect, I don't think it's our job as board members to advocate only for our school district. I think we need to advocate for the good of every district. What is that thought process that goes in

366to making sure that we're choosing a time line that is equitable throughout the school district. DR. Hepburn? yes, MR. Shim or MS. Paul. so one of the thing that they looked at was when the school was last painted. But let me clear, this is not going to be equitable because we need paint across the district. And so this this is as I said before, this is our attempt to establish a protocol for making sure that we paint our schools over a certain period of time. But the reality is, that this is as I said earlier, not to be a fateless but a drop in the bucket in terms of what our true needs are. this is MS. Johnson, I would like to add to this. First of all this is not a very comprehensive plan.

367We know that funding and that's why we got this assessment plan that we're going to be looking at a district as a whole and it's going to impact enrollment, what that is going to do, it's going to be a comprehensive facility plan and also, capacity the facilities that we need to close. We're moving towards that direction, how we can go on to funding and part of our comprehensive. So this is the first step, this is a plan but this is a plan it is subject to change. Based on prioritization and safety issues, we'll bring it back if we have to change the priority. Capital project change it's just as fluid as our budget. I just want everybody to know that, we're going to be working and updating and when that is updated, we're going to

368come back before the board and tell you when the updates and prioritizations, dealing with the ppo system as well as our financial piece. thank you, I appreciate that. And then my only other comment is kcw is being slated to get floor replaced this coming year. And my preference is that our projects are going into our schools first, our floor is fine. So unless there is like, safety issue we're about to fall through the floor of kcw that should be the last to do and our school should be prioritized. That's it. thank you, MS. Bulman. thank you, chair. Tz -- thank you, MS. Johnson, you answered my first question. Just to keep it brief, one thing to go back to the detection system, the plumbing cost from people trying to flush vapes far exceeds 1.3 million

369to fix, that alone is the worth investment. And I just wanted to thank everybody for putting bazon elementary on this list. When I saw it I was excited the first time when I went into the school, the principal and where the staff is housed, is so awful, and you would have no idea the beautiful behind it. It does not do justice to what is happening. The principal williams is a very very laid back pleasant person but I will be happy to visit her in her new office when this is done. Thank you. MS. Alhadeff. thank you. So on these documents, I think it's important to have some type of asterisks where this is information subject to change. Because parents, principals they're looking at this and looking at the dates and they're getting excited for whatever

370changes is possibly going to happen so I think it's really important that we are transparent about that, if it's subject to change. Things that I wrote down, was painting and playgrounds. I didn't see playgrounds anywhere, did I MISS It? just general. general, not specific. and as MR. Shim mentioned before, the previous five-year plan has already budgeted, whatever however we're going -- yeah, renovation and replacement of playgrounds. okay, and then MS. Thompson, i was thinking the same thing you were thinking, I wrote down kcw garage page 13, it says something about equipment, what equipment are they speaking about? Four million dollars for equipment? DR. Hepburn? All of us are going to the page. in the 26-27 school year. Ppo request, the last one. So I think we've had some structural issues there also and if it's

371talking about quirjts I think it's talking about the fans or exhaust fans that are in there. go ahead MR. Shim, I know we've had some issues, I don't know the terms specifically, folks. there are some issues with the fans in the garage. I believe it's been given a paint ens issue, that's really what I've been told. across from transportation. okay, so twin lakes, they're getting, again esthetic what are they getting for 54,000. They're getting painting on the exterior. Again, it's not a good look. I get t they needed to get painted buzz our schools need to be painted. Bump them to 2030, you know, we need to have our schools to be sooner than later. we'll make the adjustments, especially the tsae. and then page 39 in records to, the grounds beautification. Make that more

372of a priority. And then in regard, on page 45, the intercom project. I was surprised to see that there is no funding in 25-26, no funding in 26-27, no funding in 27-28, why are we waiting for 28-29 to put any funding there? so we currently have budgeted funding for those three years. Again as we build a five-year plan, we wanted make sure that we started securing fund anding putting funding on those lines for the last two years of this plan. Because we know that there is a need replacing it intercoms is an expensive process that involves a lot, so we want to make sure that we're start to go allocate the funding for years four and five. why did we leave them blank? there is already money there. so then my question would be, all

373right, well if there is other places too, so blanks means that there is money there? It should be more detailed, that's all. It's also go perception, people reading this document could not read our minds. I read this and I didn't understand it. would you like a follow-up with all those numbers added it? sure, that would be nice. But I'm just saying, that it's important to communicate clearly in regards to when we say we're going to put money somewhere then the money should be communicated a lot clearer on this document. That's all I have, thanks. thank you, and I'll finish this out, I sent a lot of questions so I'm not going ask all of them but if you'll do a follow-up but there is a come I would like to ask out loued. On page

374449, there are 20 schools that had issues about drainage, which speaks to the flooding vulnerability that we passed. And it says that specifically, ne need to be addressed because of flooding that could damage the buildings. So and then, also on page 7, there are 14 additional schools that needed surface management system repairs, again due to flooding. So those 34 schools, it's spread out overtime. I'm wondering if there is a true watering issue and if it floods $500,000 can put them out of the school while repairs would need to be done, why aren't all of them being addressed in the next school year? You know the rip the band-aid approach that we have on other things, I think that this would be very important. So is it, possible to -- to push all the those into

375next fiscal year? MS. Paul? that would be something that we would have to look at and see if we have the capacity to do all of those in that time period. and if not, since they all have the same issue, is there, like how do you prioritize who goes where? As MS. Leonardi said a number of times, the thousand year, flood happens yearly now. So we, if, if these schools are in danger of having buildings, damaged and need to have repaired above $500,000, I think that that would be under an emergency or urgent situation. so you're going to get back to us. We'll move on on page 10 of 49, performance contracting. Again, we've passed the sustainability as you read through the dfp it looks like we're doing already doing a lot of things that

376were brought up in that. I appreciate that, but my question is, I thought we were work width company that replaced the lighting and lighting efficiency at no cost to us and then they took the portion of the savings as payment. I'm not sure why we're spending each for four years if we're partnered with the company and there are other companies that have asked about participating. So you can get back to me on all of these answers, and that's one of them but I wanted to ask that out loud. All right. We're done with that item. So thank you so very much, we look forward to seeing the dfp again. thank you for the feedback, we'll bring the tentative back with the feedback on JULY 22. great, thank you. The #sing limited del gabesinger I think

377we're going to go straight to questions. She left. So you know, we think she was in the wrong place, because this is not about recycling, they wanted to be in the county. is just want to make sure that somebody that spent all day here. we tried to explain it. while they're seth up, I can explain about the lighting thing. The contract is for us to pay for the lighting and they give us rebates back as our electricity goes down. So we still pay for it. okay, there is another company that does it. yes, they have different way to see structure that. okay. okay, so board discussion on item this came up earlier with the special school board meeting. Board memebers, anybody have any questions? MR. Cervera? thank you, MADAM Chair. My understanding of this proposed

378policy is that it's delegating or shifting authority to various individuals from the district to execute certain types of contracts. Is there niz financial limitations on that authority? What I mean is if a certain level of authority is delegated, does that individual or individuals have the authority to sign a 10,000 dollar contract and a 10 million dollars contract? Is there any guard rails in place? DR. Hepburn? there would be in guard rails. And welcome. good evening, pete ashlond director of process improvement. The specific amounts vary by section, when I say section I'm talking about type of contract. It depends on how much detail you'd be looking for, but, there is not that much information over and above what is already in the proposed policy as far as where those thresholds are. The one most comprehensive is

379really around the first type of contract which is around goods and services and it specifics different threshold values depending on the type of contract $500,000 being a major one. But, we could go more specifically if you're interested. Oh and, thank you, and just to clarify, when it comes to the delegation, it's primarily to the superintendent. As opposed to other folks farther down with the exception of what is currently 3800, which has language in it, pertaining down to the I believe the chief operations officer as well as the director of procurement. can you direct me to the portion of the policy that gives the monetary guard rails? absolutely. Bear with me one second. Section e, and that is 3 of 7 page, purchase. You can see the fourth line, you can see below $500,000 and amendments

380such contracts. Then, about 6 lines from the bottom you'll see, any pre-determined being granted contract authority excess of 20,000 shall be notified of the by the superintendent of that person's obligations as a reporting individual. are there any other pro -- provisions that have guidelines or are we bound by 1-e? yeah, I think just about all of them are bound by that, I'm sorry, there is one, sorry. Thank you. If you look at section, sorry it has to do with section I, grant agreements. The threshold has to do with matching funds. You'll see, about 6 lines from the bottom superintendent authorize to commit matching funds. So this is where the district issued a grant but the district has to match funds for that grant. thank you. any other board member? DR. Zeman? we would be giving

381the superintendent the authority to renew what seems like virtually all contracts? So that if we have a three-year contract, that we've approved and we approve the first year and funding for the first year for the next four years, the superintendent can approve a contract as long as it's been within the yearly contract spend authority? For what we have administered in the first year? Or, help me understand maybe f, because does that require us, if you could peter, I'm going to give an example of three-year contract and the board approves the contract for one-year and the funding for one year would the superintendent be able to renew the second year if we had not approved the funding for the second year? so, there is nuances there. Part of that depends on where, well, first, we've been

382informed by the office of general counsel that there are constraints around any type of automatic renewals, it relates to the superintendent authority. I believe that we need to, support, the the renewals would need to be, it would need to be addressed as far as the spend authority immediate. In the memo, right now what we currently do, is separate spend authority as a distinct item from contract approval, right so to your question, you said if the funds were not approved. Part of what we're proposing in this workshop is that that be lifted, meaning, the board approves contract, so yes. I believe the answer to your question is yes, but that is predicated upon the board collective approving the idea of removing the spend authority piece. Meaning you vote on a contract with associated amount, you don't

383have a separate amount that says up to x dollar amount and more. to the general counsel, why do we only approve contracts one year at a time? MS. Batista? is MR. Mcnoel on the line? yes, deputy deputy counsel. More often than not, our contracts that are approved are for generally a three-year initial term and generally there are two one-year renewal options after that and there is also another half year option. It's usually, an additional short extension of renewal that we can approve in order to get a new rfp or I tv on the street. But not normally a one-year contract. I'm with you, but to my knowledge, from what I've experienced in a three-year contract, we only approved the first year, is that typically what we do? not my understanding, the original contract term is

384a full generally a full three-year term. Bear in mind that most all of our contracts has a termination for convenience clause. So let's say the approve approved the contract at three-year initial term and yet, we decide for whatever reason, we don't have to, we don't have to have it but the board decides it wants to terminate the contract even though there is a couple of years left on it, it can have an item on the board agenda to terminate for convenience and you would not have to be obliged for any of the remaining portion of the three-year term. terrific, I guess I should get to the point, I'm not a big fan of f. It is the board's requirement to approve all contracts and approve all spending as part of our authority. And to give

385the superintendent the ability to with seemingly very little restrictions to approve renewal is a little bit too abridged for me. I love the paragraph e above, but I need to know the designee that can grant the contracts in excess of 20,000. DR. Hepburn? go ahead, peter. thank you. So I believe, it's either going to be the superintendent or somebody the superintendent designates. and does so ahead of time is my understanding. robert Mcnoland. I concur, that is the intent there, the superintendent has the authority and he or she MAY delegate that authority to other members of school district administration. Part of what I have had on my mind over the years is is there ought to be something where if I'm the administrator I have been told that this authority has been delegated and that the

386superintendent delegated contract authority to me, purchase authority under. How high is my ceiling for spending? For example, they MAY give a authority. But a school principal will also be delegated authority and I presume that would be a lower spend cap so. If I were the administration and just being, concerned about my own career. If I were being told go forth and designee or delegate to execute a contractor make a purchase, I want to know there is something in my folder that says, under policy such and such up to the amount of x, so I know if I take that action, I won't be subject to discipline. this is a workshop so we're suppose to share our views on things. Would I have the superintendent to have a half a million dollars worth of authority to

387buy those critical things as described here. And I'm not in favor of anybody other than the superintendent these are rare events, I think they need to talk to the superintendent in executing that contract. I like that as a board member, I do not like f at all, I don't like renewing contracts. Maybe there is a better way to do it in school board meetings so it goes through consent faster and something like that. But I don't think I would be in favor of passing that authority on to anybody else. thank you, and we're approaching 6:00 o'clock so I would like to ask if we can continue at 6:30, we have one more rule making, we can skip the legislative piece and do that at another time. But we advertised these twos rule making, so we

388can get into that. We're going to extend to 6:30 unless somebody, too many people say no. the policy says that we have to vote. what is our policy say about extending our policy meeting. it says consensus for workshops. thank you, all right. how many up down or to go? Most people? So the majority is yes, so we'll go. If you have to leave, feel free. MS. Bulman. okay. Thank you. I'm looking kind of at the note part versus the actual policy. So, I guess, when I'm reading this, the first thing that comes to mind is, we're del gaigt authority that we have right now. So we always have to be careful about that, I understand in the interest of doing business that makes it easier but there is checks and balances for a reason and

389I don't think that we should be dismiss I have of that. -- des dismissive. There is consequences that goes beyond this day if we decide to do this. So just to go through this very qui, I share smft same concerns, we've given the $500,000 spending authority to the superintendent previously, so that he, you know, so we can move things along. I don't necessarily agree with des ignating anybody else. The same with the existing contracts, what happened this morning is a good example when we're looking at extensions and things are getting thrown in front of us and you have to look at it. You know, it helps, this is not our money. If we're running a giant corporation and making the money ourselves, we're particularly responsible for the taxpayer money so I think that, it's important

390that we're being as careful as we can with it. The, the long term rentals and release of real property, no love that one. The short-term lease, I don't have a problem with. And then, those are my comments, thank you. thank you, MS. Alhadeff. I concur with MS. Bulman. go ahead. I concur. and I have a quick question, so I'll say something similar about the bylaws, they take a little bit of offense because some of the idea is that it taokz too long to get to the board and it's not that the board is not voting on it, we pretty much vote yes to all of this. I think it's a process coming to us, so I'd also like in context of this, so you know, ask general counsel with the contracts, to look at what

391that process is, and why some of the things take as long as they do to come to us, so maybe we'll have a different discussion about time frames and contracts and what we're looking for and outcomes in that area. But some of these things, if I'm not mistaken either general counselor, DR. Hepburn, already exist in other policies, is that correct? bob Mcnoland, that's correct for a few of them. There are some other ones however that are not embedded in current policies. We tried to put at least reference that any other areas of delegated in gear sort of a one-stop shop to at least find that they're all listed here. There are some that, that are I think a little less challenging in terms of the board delegating its authority. For example, sub letter m as

392in m, n as in nancy, those are two type of charter school agreement that I've never seen a board member ask a question about a charter school premium services agreement. That's where we end up being vendor providing services to a charter school then and there are about 100 of those. Charter school articulation agreement, that's between two charter schools, and how let's say, their students and middle school will articulate to a school charter school. The statute says, those are articulation agreements have to be approved by the board but the board really doesn't have any say, we can't sum down on one. There are some areas such as the charter ones where there is not a spend or anything like that that the board, could, part of the project here was, areas where administrative department are looking

393at things that are having to run through for board approval that are clogging up the board agenda when the board doesn't really ever ask questions about it. So as a board member seeing the ones where you have, now, a little bit, little or no pain. And then there are a few where you have, greater discomfort. What the board choose, the board's authority to see the be the contracting party by statute. And the board can delegate that authority and how much the board is willing to delegate its authority to the administration is purely a fault for the administration. There MAY be some of these elements that the board is more comfortable than others. And I think that's, part of why we have this for you to look at and identify some of the theories. Thank you.

394thank you, I appreciate that and I'll go back to the idea, it isn't, the process is still going through legal before the superintendent can determine whether he wants to do it or not. So the issue isn't, you're not really saving anytime because, coming to us we just approved them. So DR. Zeman has mentioned before, maybe some of them come to us as consent items and whatever we have to look at to look at policy to change how we define consent and non consent. But DR. Hepburn, on renewal contracts we have two board memebers some that agreed, you already have in policy which is policy 3800 the ability to renew existing contracts. What is the limit in that policy? there is no limit on here but if it's already in policy, I want to be clear,

395to my colleagues, he has the ability to do this in another policy. If it's consistent. our question is, what is the number? What can he approve existing contracts up to what amount right now? Under that policy? so that the, go ahead. delegates to the superintendent authority to make purchases of commodity of services up to $500,000. so it's the same as c? it is. The idea, as I recall in replicating that, I don't think it was really trying to break any new ground here. that's fine, I just wanted to make a point because a couple of people didn't like that piece but it's already in policy. And I'll just end with, I think I agree with MS. Bulman on all of them. but I do think donation sxz gifts and awards participation contracts, for events all

396of those things, I would think that the superintendent should be able to have the authority to do those contracts so that they don't, the issue again though it has to go through legal and that's where it's spends a lot of time. Any other board memebers? Yes. just a clarify for f. In f it says the contract MAY be procurement and warehousing services. I don't see that in 3800. If anybody knows that at the top of their head, if that's, no it doesn't. it's to be. thank you so much. We're going to skip arorod d a littttle t and go toto the e xtxt item, school board policy 5090, code of student conduct. We can go right to questions MR. Cervera. Okay, board member on school board policy 5090, student conduct. MR. Cervera. thank you. I'm

397going to try to talk quickly in notice of the time. Roman numeral 5, section c subsection 2, in regards to cell phone requires that the phones be shut off. I guess this question to MS. Batista is this contrary to bill which was signed by the govern a couple of months ago? MS. Batista? 1105 is the bill that was just passed. it was signed into law, it's a quote bans the use from bell to bell from elementary but the operative language it bands the use where as this provision requires that the phones be shut off or turned into airplane mode which is effectively the same thing so. My question is this contrary to the house bill which only says you can't use the phone but it does not have to be in the off position. And

398to cut through the chase, GOD forbid that there is an emergency and a student needs to call a parent or GOD forbid law enforcement, and the phone is off, that is still going to take two to three minutes. So is this version of the policy more restrictive than the current law? MS. Batista? so you can say so. It is more restrictive if you look at turning off the phone as more restrictive. It's not in conflict with the law in the sense that the district can choose pursuant to other provisions of the law to take action that is not prohibited by general law. That's a choice that the board would have to take. can our policies be more restrictive than state statue? yes. section 21 of the slide. The way I read this is headphones and

399air pods and things of that nature, are not to be used, they're effectively bared from the classroom. My question is what if the students needs those for educational purposes, he has a text to speech as part of his iep, do we need carve outs for this head phone ban? MS. Batista. MS. Ausbetter. that would be in the iep accommodation plan so we would already make those changes. so this policy would not affect the ability for that child to use headphones? correct. looking at the discipline matrix that is on the latter portion of the presentation, I was looking specifically at the elementary school kids and grades 3 to 5 and the punishments that are being proposed within this disciplinary matrix. And I came across a couple of areas that I had questions about. Specifically, if you're

400an elementary school between 3rd and 5th grade and you get into a physical fight with one of our students I think it's defined as a fight medium, if you engage in a fight medium, you'll be suspended for one to two days. If you engage in bullying, you're suspended for 10 days. Incidentally, that ten-day penalty is also if you engage in a sexual assault or rape, the penalty is only ten days. Are these suspensions parameters, proportion ate and why the disparity between getting a physical fight and bullying is between the one and ten day suspension time frame? DR. Hepburn? DR. Washington. good evening, jodie washington. So for the fights of the consequences that are reflected were result of the work that we did with the discipline committee last school year, nothing that's changed there from this

401year's matrix. That is the same as it relates to bullying. The conversation that was had with the discipline committee is that for favor to meet the definition of bullying it has to be repeated overtime. There has to be an imbalance 6 power and it has to be purposeful. So the conversation that was had was a student who is intentionally, harming somebody else repeatedly, should not get multiple opportunities to do that before their assigned to behavior and intervention program. Anytime you see a ten-day suspension you'll see a recommendation for expulsion or recommendation to attend a behavior intervention program. Ten days is a longest that we suspend a student from their regular school before we assign them to another program. So I think, just differentiating between the fighting and the bullying. The fight is a one-time occurrence,

402you get your punishment. Bullying is rooted deep I'm intentionally out to hurt you multiple times. That wautz -- was the rational that we worked on. thank you for that and lastly before I yield the rest of my time, if a student engages in sexual battery defined as rape and this is on page 89 at 131, the punishment is only ten days. I don't see in that subsection a recommendation for expulsion, if, the district's policy that the max suspension that we can have for ten days, if that's what the rules are, that's what the rules are but there is a rape that is committed in one of our schools by one of their students, there is got to be a harsh penalty than a ten-day suspension. ?O. If you look at sexual battery, rape each one

403that I look at it says recommendation for behavior program mandatory, has removal, it's equivalent to an expulsion but it does not go through the formal expulsion proceedings. But they're assigned away from their home school to an intervention program until they meet criteria. So if they enter as a nineth grader and they never meet the criteria to exit, they will meet their career there. If they engage they can work their way out within one calendar year. If they don't, it's that remainer and then return. So recommendation in many instances is a more restrictive assignment because we are truly trying to modifies behavior. so in your opinion, that is the harshest that we we can levee for the hare much movement. yes, and these are reported to law enforcement and often times, the students is in secure

404detention and they don't return to our schools. When we do have students that have been arrested for a felony level, they're actually, they're education option in most cases unless there is restriction you know, accommodations that we have to meet with their iep they're offered online school rather than a brick-and-mortar school. thank you. MS. Leonardi. I want to follow that train of thought and maybe it has to do with how we're communicating about this. But say there was sexual assault or sexual battery rape that took place on one of our campuses. Is it guaranteed that we sent them to a behavior intervention program? It says mandatory, I'm assuming yes. so the mandatory recommendation for behavior intervention program is submitted by the school. There are very few exceptions that a student would not be sent if it's

405found to be a manifestation, I don't want to say 100 percent absolute, but 99.9 percent of the time, yes they would. okay and in the scenario that you talked about it would be possible for that student to return to the school, correct? yes, but, we also have a system set up for any, any infractions that have victimization of violent type incidents batteries, like simple battery, sexual battery, once they finish their time we do bring them before a committee to consider whether they should return to the school where the offense occured or where there MAY be a victim. There is a statute that requires us to requires us to protect victims. And if there is a victim still remaining, we assign the student to another traditional school away from the victim. that was going to be

406my question what happens to the victim on campus if the student returns. So you're saying if they perpetrated the aktsz would not be returning? unless there is other kind of circumstances where the parents have said no, everything is resolved and we're fine. We air on the side of protect the victim in those circumstances. okay, is there a way then, like, again like a regular person reading this, it says sexual battery rape, out of school suspension, is there any way that we can lean this up to make it more clear that is not, that like, we're not just suspending somebody for ten days for raping somebody? yes. I'm open to any suggestions to make it more clear. We really try to put the plain language in the discipline instead of having all the letters that look

407like some kind of crazy morris code. So we try to put the plain language. The behavior intervention program is outlined in the policy to describe what it is so, I think it's just a mat per of how, how verbose we want discipline to be. I'm not thinking more verbose I'm thinking about the top. got it. we can do that . for things like sexual assault and sexual battery, because even when you just look at it, the punishment for robbery. probably putting the most intention I have intervention consequence first and going down to a lesser, so it looks, it shows exactly what is happening with the student and where what is happening. I understand what you're saying. right and on the other side of that, I don't want to then, you guys are the professionals, I

408wouldn't want the impact of that to be then, to be like, for a minor offense the kid is suspended. it needs to fit the incident make it more individualized so that it matches, we got it. thank you. I want to go to page 20 and 21. Of the red line document. I just want to dive into the cell phone policy a little bit more, not the policy but the, the guidelines. So I want to, so some clarity, is our policy and our code of conduct allowed to be more stringent han -- than the state law? MS. Batista. yes. okay. Thank you. So on page 20 on section c2, I noticed there was a change that says, we're not allowing elementary and middle school students to use cell phones, let me back up. We're allowing school

409students to use cell phones at the discretion of the teacher. I didn't see that same provision for middle school and elementary. Is that because of what the state law says? yes. I would hope that we communicate that out to especially our middle school teachers. Again, debbie and I both use cahoot in the classroom. I think that that distinction needs to be clear to our middle schools. On section c3 of page 20, it says each school principal shall designate location where student can use their wireless device. Can somebody explain what that looks like, like why is that in there? That was going to be my next. so it's in there because it's in state statute. So what that is going to look like we'll have to collaborate with our school base administered where they designate a

410space putting on my former school administrator hat I will designate the front office because it's not intended to be used in a classroom. So it will look different. ?Fm somebody suggested to me last year, and I was like that sounds look a smoking room in the airport. What I fear is going to happen is like, there is going to be a classroom of kids like that are on their phones like during lunch or you know what I mean, help me feel more comfortable with that, because I don't feel comfortable. Does that have to be in there because of state statute. those words are exactly in it. I will differ to legal council as to whether or not it has to be in there. But what it looks like, again it's going to be collaboration with

411the school administrators to determine what is most appropriate on their school campuses. Obviously we're going to have the conversation of what is the intention and how do we define this to be at broward. It's not to be the smoking room or hang out room, it's to have hey, practice changed something changed and I can't for any reason use a school phone. But that will be the conversation with school administrators, it's not free time. okay. And that needs to be in there because it's in the state statute can I get clarity from legal? it does say, every shall. okay, I would hope operationally that we do, indicate that this is not just like a, let's set up a classroom, I get the idea that you know, they're in the front office, yeah, if you need to

412let your parent know that practice changed or something. And then, in on page 21 of the red line document. I thought that we had also had some restrictions on hear phones and ear buds during passing in the hallways. Am I missing? Is that in the policy. it's defined as the end bell to the beginning bell. It does cover bell to bell. got it. i didn't, okay. Cause, I guess what confuses me a little bit is this is due to school safety concerns, headphones and other accessories are prohibited during instructional time, can we just. so this isn't a change from last year, look at c2, c2 says at the very last sentence on c2 says instructional time from beginning bell until the end of the school day. okay. so that's why it's written in there, if

413there is, a different way to write it that brings more clarity, we're happy to make that change. and then my last, I have two last points. But, I echo MR. Cervera concern about I see that we have the piece about infection for people can iep accommodation, should be allowed to use their communication device. I wonder if we need to add in including headphones or ear buds or do you not see that as necessary. I don't see that as necessary that could be acaccoododed oror imimplemend d wiwith a 504 or iep plan, those are federal statutes, I don't see there being any. why do we need section 4 then? that's what our state statute says. okay. And I will just, I'll leave it there, thank you. okay, so we're at 36 seconds and we have two

414people left to speak. I'll be quick. MS. Alhadeff. thank you, my question for the general counsel, do we define instructional time in the way state defines instructional time? MS. Batista. would you like to answer that? So the answer is no, we don't. But go ahead. I'm going to ask jodie. the state does not define instructional time. We as, last year if you remember, instructional time was defined by the school board. And so that, definition didn't change. So, I don't know, they don't define it, so. good. that's my point. I think that we should change B.C. Ps definition of instructional time. Why? Because kids are using their cell phones during lunch time. We cannot we're not going to be able to stop them from doing tha. We cannot discipline them in one school and not in

415another. You know, so I think by us changing our definition of instructional time, can allow students to use their cell phone during lunch time. Because it's happening, it's happening, we can say oh, it can't happen but it's happening. We were not, we're not stopping it from happening, it is happening. So, I just don't, I just, I agree with obviously, it's a state law now, not during educational time. And their kids are using their cell phone. i would lovelandon to continue. I do have consensus to continue the meeting. how much time? 7. stht last critical item? can we just go until we finish. yes. thank you, chair. but I'll just jump in MS. Alhadeff, we had a very robust conversation about just that last year and there was only a couple of time that lunch time

416should not be included. I appreciate that bringing that but we would have to consensus to ask staff to change that. Do people agree? No, I know. let's talk about it. yes, so DR. Zeman is your point to that or can you wait until we finish? both, I have several points to bring up. But happy to hear about MS. Alhadeff's recommendation. and based on a new state statute, you can only make that for high school not for middle or elementary. okay, MS. Leonardi. I do not agree with that. And I will say this, we have lots of rules and policies that not every one follows 100 percent. So we have an attendance policy, we have tardy policy, students show up late to school, students skip school, that does not mean that we should get rid of

417those rules and policies. This board gave direction, they need to figure out how to carry it out. We have gone over the benefits of not using cell phones during school day, but I don't think that, just because, people are break the rules, we get rid of the rules. I have been to schools where kids are walking around with ear buds in, that does not mean that we're not using the conversation. I've been to schools where they're work hard to not use cell phones and I'm not saying that it should take precedence over real safety concerns but staff needs to figure out how to make it work. Again, I don't think we get rid of rules because people break the rules. Changing time just for high school so I follow state statute. I had another point

418but I don't, I don't remember it at this point. ? . Thank thank you, I've been clear from day one, that I don't agree with lunch time. I don't think that our staff has band with to be able to monitor that plus I, we wouldn't ask adults to do that. There is no adults that can't keep keeping at the phone. Keep looking at phone. I didn't agree with lunch I knew that when we made it it would not be followed. I've been clear from the beginning. So I would not be opposed to changing that, MS. Rupert. I agree with MS. Leonardi. Some of the middle schools that I visited and I did say, middle schools, they were actually having relationships there were conversations, there was, not quiet there was engagement. And I have not seen

419that in a while in a lunch room. So I'm holding for what our policy is. DR. Zeman. I'm 1,000 percent in favor of current policy. To do anything else would be irresponsible. The evidence of these devices is huge. So you know, it does not make sense to do this, you know, if you walk into a lot of high schools and look at the things that they're wearing, do you think they're following the dress code? I don't think so, but I do love the dress code. I think this board has to always set policy based on what is right. Not whether or not the superintendent staff can fully enforce it. What is know to be true, where there is no air bud use and transit time and at middle schools, there are kids talk to go

420each other, they're connections being made, fewer fights, halfway through the year, we're down to 17, I don't know what the number is at the end of the year. But fau is giving, we got to wait and see what those results are. But I just, can I don't understand the lodge ekt because it's not enforced therefore we're suppose to do it. We're suppose to do it right and 7 hours a day of not using your phone makes you a better person and allows you to be better after school, improves your mental health, reduces hostilities and fight. If you don't have a phone, you can't video tape the fight. You cannot post-it. So the cell phone insites more violence and we need to stop that. What I don't understand about this policy. I have other comments later,

421thanks chair. MS. Bulman do you want to weigh in? everybody is gone. To change the definition of instructional time. I'm torn on this one, to be honest. I would like to can we ask DR. Hepburn. yes. well not, to the issue of enforcement, so you've named a few things here that we really could improve upon dress code, tardiness, I guess the question is where our priorities lie in terms of what we want to focus on, we could have a ton of policies and not enforce any of them. And, right now, if we're really not enforcing the lunch room cell phone ban, you know, are we seeing an improvement overall by not having them in the classrooms and then having them available at lunch if that's the current state of affairs. so, yes, I think there

422is varied levels of enforcement. Every level there is an attempt, I think execution varies but I know DR. Fulton and regional task has a task force of principals that have been working for a full year to do something different that has not been done in a very long time. So they're working with their colleagues to implement different strategies and the reluctance is to not suspend their works through this. We don't want kids sitting at home. We're trying to do it in a different way than incentivize students to reconnect and provide other means. So that's the difference between us and other school districts. Other school districts put cell phones in the pouch and they're not available to students. I know our reluctance, that's difficult for parents to understand, to gain access to kids when there is

423an emergency situation and you have school districts that have suspended their way through this and the kids are sitting at home and missing instructional time. That's not the avenue the principals want to take. We have signs on the road about mile per hour to go on the road. For the most part, the majority go the sleep limit, me, I calculate 12, if any officers are listening, but everybody is not speeding. And other campuses, do I see a kid in a corner on a cell phone, yes, but they're doing where an administrator does not have their eyes on them. They're take iting the advantage to find gaps to do that, which means they know the rule and they're following the rule and the administrator is present and enforcing the rule. I think there is a difference,

424when you, where we just don't have kids not following the rules wholeheartedly and openly. I think there is benefits to the policy. I think we're getting bert in implementing the policy. Those that are living this every day. so I guess I asked my question and I appreciate that, you can put a fake phone in a pouch and lock up your fake phone and that's not harmful. they're going to find a way. The ones that want a way will find a way. I guess another question would be, if you break the cell phone policy instead of being a suspension could it be a loss of privilege to have your cell phone on campus? I guess is there a lot of disruption, if you gave people lunch and they're following it the rest of the time, does

425that disturb how it's being disbursed? Does that put a greater burden on administration. That's one thing, and the other thing is you want to get your cell phone on the classroom. Okay you're not getting it back. for the lunch thing, number one, hearing MS. Raoumeter talk about going to the school and kids conversing at lunch. That disappears, so you lose that, immediately. I think the opportunity not to post. Kids are going to be kids, they're going to be mistakes, there is going to be an argument in the cafeteria but you're not scaling that out and posting that where everybody can see it and causing a major disruption or perception that is not real for that school or kid that was involved. So there is a lot of things that I see, that's just my experience

426as principal too, cell phones have been an issue. a blessing and curse. I'm trying to evolve on this, as you know, I would say that I'm generally on the ban of cell phones but I also speak to go our stud it enters and other people, trying to stay open minded in terms of what the reality of life is right now versus the idealistic of where I imagined of my child. It's not the reality. So is there some kind of, reasonable compromise that we could make? I think the compromise is already embedded in this. Where they have adults on campus can give permission for students to use their cell phones. They do have that opportunity to give permission to use their cell phones in the classroom or maybe, something large going on in the cafeteria where

427they want kids to engage in a survey right then and there. That's a state law. okay, I see landyn, shaking his head. first of all I hate being the difficult one especially at 6:45 but this is something important to student and I want to spend some time on it. I would argue that the compromise is allowing the student to have the phone at lunch and I'll share that for a few reasons. We are implementing right now this school year, I would argue very successfully a cell phone during class time. So the time you're sitting in front of your teacher, not instructional time. I think we're doing that effectively and we've seen the results. I think when students don't have that device with them during class time and then if we had a policy that allows

428them to have them at lunch, they would know that's my 30 minutes that I have it for day and when I go back to class I'm not going have it anymore. So I'm going to plan it during that 30 minutes. Rather than right now, well maybe, this teacher is enforcing it, I know I can really use it at lunch where if we put more structure where it's really implemented we're not having this all day and during lunch we're going to have it, I think that would be affected. I would ask the que, I ask the question in a, maybe philosophical way, why lunch? What are we gaining from students not having it during lunch. And I hate to disagree with the superintendent because I agree with him 99.9 percent of the time. But I don't

429think that's true. I think that our students engage, I think that our students talk to each other with our without a cell phone and that's something that I've experienced and there is data like DR. Washington says, there is data on both sides to proof whafrt point is. But I just, I don't think that we have this problem that is maybe, viewed and hear of. We have students sitting on their cell phones not engaging with the rest of the world. And I will tell you what happened this year for the schools that has implemented. For the students that don't have friends, for the students that struggle with the rest their peers and I said this in NOVEMBER, I said it when this came back in FEBRUARY and I'll say it again today and when the initial

430policy went in place. What are we doing to help those students get engaged? Because if that's our goal to get for students talk to go one another, then we need to put resources into allowing them to say, this student over here, MR. Sullivan and MS. Rupert, you should be friends. Putting in those processes, but if they had didn't have a cell phone, that would happen. So, I believe that we need to stay firm on class time obviously that's the statute and during class transition, many students would agree that students should not be like walking through the hallway, but I'm very concerned with the opportunity that we've lost by students not having their devices at lunch. And if we revert to a policy where students have it at lunch, we would see benefits. MS. Thompson. and

431I agree with everything landyn said we were suppose to have a survey of students thoughts, what happened to that? DR. Hepburn? I have it in front of me. okay. there is a lot of data but I'll read the points, the high points from students, this is students only during lunch time what extete do you agree withhehepopocycy 68 perct t of mimiddle school disagree and 84 percent of high school students strongly disagree, when asked, what their concerns were for this policy, the majority was not able to communicate with family and losing access to technology for school work. Third being safety. And then, for satisfaction overall implementation, 49 percent said that they're very dissatisfied in high school, 51 very dissatisfied in middle school. so I would just like to point out that our students, I think are

432very engaged with each other. Whether you have even myself, I grew up having a conversation with my phone on any hand, that's just what happens. I also want to say that our students are over whelmed and we heard that, so taking away their phone where they can inwind and look at instagram and puppies, it MAY be banned at schools, but their they can text their friends memes is not destriment alto -- detrimental to all students. And there are studies that are good and bad, so you can pick and choose whatever you want to proof your point. But state has said one thing and we can I would like to align our policy to that and I would like to give our high school students, the freedom of their 30 minutes whether they're not structured by

433an adult and they can do what they want within legal parameters. I'm done. I just want to make a point and MR. Cervera I don't know if you want to weigh in, and not again to throw the superintendent under the bus, but we were at the same school walking through the lunch room and we saw completely different things, even though we were looking at the same thing, 'cause we walked out and DR. Fulton were like, look at that one and at that one and DR. Fulton was like there were no kids on their phone. And I was what were you looking at? he didn't have his glasses on. people see what they want to see and it's not say that one principal is trying to enforce it more than the other. I think it's just

434difficult in lunch time, they kids, they were engaging even though they had some phones, some were charge anding some doing a variety of things but we probably will never agree on this debate but we have to come to a consensus at some point. So every one except for MR. Cervera so we'll let you do that. You did weigh in. I did not. I did exactly to do. we're still on the motion of changing the instructional time. holly cow, what a wordy group we are. at some point, you're going to have to believe me, go ahead. yes. thank you, MADAM Chair. is the inquiry that being pressed upon us is whether or not to a law students in just high school to use cell phones during lunch time? Okay. MS. Batista house bill 1105, is this

435silent on what we're proposing it? 1105, yes, it's silent. okay. I think I would be okay with the cell phone during lunch time to comply with current policy or statute while not in lunch time. The, issue of what is it called, airplane mode, to me, airplane mode and I'm not sure if it's the same thing, having the phone being off as opposed to being airplane mode. If there is a requirement airplane should be equated to being off because every time I switch it to airplane mode I cannot figure out how to get it back on for five minutes. I'm not a tech guy. I cannot be more clear about how ignorant to technology. But in the case of an emergency if we have to switch the phone off, it's easier to take it off off

436airplane than to hold it and turn it on. I think I'm okay during lunch from what I heard, all other periods should be off and/or airplane mode. okay, thank you, DR. Zeman. thank you, and you know, for people that want to check on, you know the most comprehensive researcher, anything read by jonathan height. And if you vote here next week to do just what you want to do, make sure you read jonathan one time because cell phones are causing mental health decline. It's not correlated anymore, it's causing. So what we did, we made a bold move last year, hired fau to do the research and tell us what happened, we already have mid-year results and before we even hear from fau, we're going to runaway and give in on something that actually helps. Few other

437things to keep in mind, it's very important to teach people positive technology use, we don't do that now and we should. It's important to fund positive programs, we know from rebecca that if students are engaged, they do mentally and socially and academics but we, kind of fooled around a little bit with programs but I think we failed an operation. We're also in the middle of a lawsuit against social media companies. So MR. Cervera if you vote for kel phone in lunch time how do you act suing cell phone companies and then you give them cell phone. Tem help me understand that next week. The next thing we're trying to win our students. It gives them an environment that is good for their academic and mental health. Has uniforms and strict enforcement of the rules that

438they have. Why can't we do those things? What is wrong with public education that we can't give parents what they are dying for. Read the books, read the article, come back and vote next week irresponsibly. Call anybody that you know that is an expert in the field or read any article or book by jonathan height. Cell phone use causes mental health problems in this country. Why are we giving away a policy that actually works. Before we get the evidence back, is there any time between getting the fau report on this policy and changing this policy or do we have to change the policy before we get the report? DR. Hepburn? go ahead, DR. Washington, I know when we're bringing this back for the vote I assume JULY board meeting. yes. timeout, it depends what the

439board decides, if the board decides to change it substantially which lunch time, I believe would constitute substantially, so you're looking at JULY 29 and then day after the first day of school. MS. Batista. you don't have to dot rule making, you just have to advertise it for 28 days and then it comes back for a vote. we can do a special, I don't think there is 28 days between now and the 22nd, I have to count. There is actually. Exactly 28 days. is it the 28th or the 29th day? it's the 29th, because you could advertise tomorrow. no, we would advertise today. there you go. impressive, since the paper is already out. I asked a different question, I asked whether or not we need to make this decision before we get the report from the

440team that we hired to give us the results of this policy. DR. Hepburn? I don't think we need to wait on that, fau gave us a de brief of their findings, I don't know if they're finished with the report. I'm wondering if DR. Washington can share of the findings, she didn't give us the critical information she did. all right. Wow, the quote I gave a year ago, came back to haunt me. No the report is ready, it's in the routing process, so we're talking about it and hopefully it will be rerouted to you all tomorrow. can I ask for some highlights that you read. sure, I'll be happy to share them. So do you want me to go to the findings research questions. the findings, what happened when we imposed of cell phone use during

441the day? all right, some call qualitative responses, a quote from a teacher definitely improvement across the board you can see it in the students. You see tt energy level talk to go each other, another, policy support there is a reduction in fights, bathroom recordings and reduced hall day reductions from security staff. Notice the kids socialize a little bit more. You don't see too many kids with dwiesz up to their face paying attention. Positive on school culture and social behavior, increase socialization, a quote from a counselor contributes to them having a better skills. Students would sit on their lunch room and on th r phone. Now they have to speak to each other. The phone has taken away a lot of their associate skills. Students participating more way more than in the past, again, policy changes

442in school culture, there were mixed feelings from students. Here are some quotes from students that were part of a student focus group. Students said I don't think it will benefit because we live in a world where technology is advancing and everything in the world is now being done by technology. Aod student said kind of supports the policy, half and half. I will tell you the district, thank you because if they didn't put the policy in place, my grades would be horrible. Another student said, support it meaning the policy because we're able to be more on track to graduate. Finding number two, there were some issues with implementation. Implementation was abrupt and little stakeholder input. There is a bunch of parent comments here, even some comments from security staff, do you want me to continue to

443read some of the qualitative. The next is inconsistencies and implementation. Finding number three is engagement and device incomesinger. -- incomesinger. -- incorporation. Some engagement and social cyber bullying. Student concerns from student that rely on regular -- that speaks to what landyn was just saying. 3, quote from a counselor, she does not seen much of a difference when it comes to mental referral but benefit to health and depression although we don't see it right now, a big impact we'll see it later on. Teacher said, no cyber bullying this year. That will give you inside that was a major issue, it was constant having to settle dispute and one said we need to social size of having a connection. There was no impaircal to student achievement. So they did look at a academic achievement and there was

444no, significant finding that taking that the cell phone policy impact a student achievement. They looked at pm22 because we didn't have pm3 results by the time they did the study. Let's see. Teacher stated that there is less fights in the year. Decrease in student disruption sxz student interactions despite that when comparing the referral numbers over the course of the three-year from 2023, 2024 to 2024-25 there was not a significant correlation. Finding number 4 balancing and device usage. Teaching students the appropriate way to incorporate technology, students don't always comply and still hide their foinz. some bring multiple devices to school. Some inconsistency and the needs to use cell phone around class. Safety and communication, and in that, there was parents primarily voicing concern of not being able to get in touch with their child in an

445event of emergency. Those were the findings, recommendation that you want? Yes or no? yes. the people we hired. (Inaudible) let me finish my thoughts. And MS. Thompson there were some quotes, the piece that they didn't pickup which is important, the last year we picked up 4,000 more students. Was that because of the cell phone ban by it self? No? Was it related to it, that's for you to decide. I wish we had asked the 32 high school principals how much they thought, it would increase health. That would have been a pretty interesting thing as well. And I hope we get that pretty soon. I trust their onsite evaluations of that. But enlarge, we tried something and it lead to positive outcomes. And I can't wait to read more about it. But I want to continue

446to do everything that leads to academic success, trying to arrest the growth in mental health problems. I want people to come back to broward county. but to do that we try to things that are bold and where they succeed do them again, to do otherwise is to say, wow we tried something and it worked but we're going to stop now. And I just don't understand that. I don't understand how an organization could do that. Would I ask our superintendent to enforce the policy. I would say that we gave you a year to try to do it your way. We've had committees and what we're getting is inconsistent enforcement. I would rather have this policy and real enforcement and continue what the law requires us to do in middle school. Which we're not allowed to have

447teachers use it during the day, is that correct, superintendent? I believe that's what was said but MS. Batista. that's correct. middle school are not allowed to use it. so another quick point, why do we allow them to bring it then? All they're going to do it bring it? If they're an loud to use it, why are we allowed to bring it. There is just things that we can do to make this policy better, read the research, understand what impacts cell phones have had on the brains of these young brain growing people. I don't ask my kids whether they want to each vegetable at dinner time. And I enforce, I hope they like them. But they are going to eat them. Tltstswhat allows them toto gw up toto be healtlthy adtsts we dot t need to

448bail just beususe some kids don't like it. I get that. It's the thing that makes them feel good. For every issue with people that have issue, there is another issue with cyber bullying. Overwhelmingly, it is clear that cell phones are causing mental health problems in our american youth not broward county youth. And what we tried has had positive results. I hope we're not irresponsible and go back. thank you. I'll finish this up to say, I think we all agree that the cell phone policy instructional time has been beneficial to our students. We just, some of us believe they should have their half hour at lunch time. So staff, did you from the conversation, get a majority of -- I didn't see four to four. we're not. so we're just, I don't know how to do

449this. I guess anybody objects. those that object to allowing cell phones at lunch time, who objects? super strongly. I strongly object. so there is three. four. are we giving consensus on how to direct staff? yes. Which by the way is not next week. I hope it's not next week, we need a couple of weeks off. I'll have this conversation again. Okay, does that answer your question? no. I'm not sure what MS. Bulman's vote is. It's like a four-four. Or consensus. consensus is a general majority that is what we've done up to now and we're going to continue to do that. right but we cannot vote. if you just counted to three, we voted, folks. Come on. If you want to three, we voted. they're coming back with consensus to fix or keep it the same.

450MS. Batista, can the board, when we bring this back with the current language with the board vote to make that change, when we bring it back. yes. that's the way to dw. -- go. we'll have this discussion all over again. and that gives board memebers to do your own research. and can we get distributed about this policy. I would like to read that. it will come to you, hopefully tomorrow. And there was a longitude if we can send that to the board, that followed 4,000 students from the age of 9 and 16, and I will not speak about the results but I think that will also. that's incorporated. that is a separate study a longitude study. can we have that as well. I'll send that to the board. two things and we'll finish up, I

451know we're passionate about different things but we need to be cognizant of how we speak and when we're raising our voice. So we want to make sure that we're keeping decorium and it sounded like we were being yelled at a little bit today. Is hope that we try to do that better, next time. And we're not going to get to the legislative -- . hold on a sec, chair. If you want to have a conversation with that. I was elected to this chair. I have a very strong opinion about this something, I'm sharing it with passion which is how I want to convey my points. I in no way insulted anybody. I'm con voying that I believe very strongly. We've had far some behavior on this board, in the past that got no verbal reprimand

452from anybody and I don't expect one today. It's something that I care about deeply and it will affect a lot of kids. But I need to have the authority to do my job in the way that I see fit. you did call somebody out personally, so we'll just leave it at that. MR. Sullivan is not going to have time to give his legislative update. So he's going to kaup each of us independently and go over what those are and what the questions you MAY have. So he's point to go discuss them when we bring the redefining back to the board. so, at this time, do any of my colleagues have anything to bring to the board or student successes to share? MR. Cervera. congratulations to the district 6 on winning their second championship. go panthers.

453go panthers great, the school board of this florida has been completed. Seeing no other obligations, i