School Board Workshop - May 12, 2026

001Welcome to today's school board workshop. This workshop of the School board of Broward County, Florida, is now called to order to ensure a safe and productive environment. Please note the clearly marked emergency exits do not block exit doors, and all attendees must be seated except for media. Once the room reaches capacity, attendees will be directed to the overflow area. If the fire alarm sounds, exit the room calmly. Continue outside the building and remain there until authorities give clearance to return. Thank you for your cooperation. It is now my pleasure to introduce MR. Cervera School to lead us in the Pledge of Allegiance to the flag. Please stand. Good morning. Greetings, superintendent. Hepburn, school board members and honored guests. We are the fifth grade Nova News crew from Nova Eisenhower Elementary School in Davie. We are

002proud to be leading you in the Pledge of Allegiance today. Please stand. 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. You MAY be seated. Thank you for your attention. We hope you all have an awesome day. Bye. We will. That is the best way to start. The day. Board member Holness has requested two moments of silence. DR. Holness. Thank you, MADAM Chair. At this time, I would like to request a moment of silence in honor of MISTER Sherwin Brown, a proud graduate of Broward County Public Schools, a dedicated coach at Dillard High School for 20 years and a cherished member of the Lauderhill Paul Turner Elementary community. MR. Brown's legacy of mentorship,

003service and compassion touched countless lives. Please join us in reflecting on his life, his service, and the lasting impact he leaves on our schools and community. Thank you. Please join me in a moment of silence in remembrance of MISTER Andre Samuel, a beloved educator at Oriole Elementary School. During his time at oriole, his kindness, passion for teaching and genuine care for scholars made a lasting impact on the entire school community. MISTER Samuel inspired students to believe in themselves and uplifted everyone around him. He will be deeply missed, and the impact he made will forever remain in the hearts of the Oriole Elementary community. Thank you, MADAM Chair. Thank you DR. Holness. As we begin, we reaffirm our strategic plan goal 100% proficiency for all students, guided by our vision. Educating today's students to succeed in

004tomorrow's world. As an a rated school district, we remain committed to sustaining this achievement while empowering empowering every student to reach their highest potential. Our theme this year is believe, empower, Achieve one Broward. We will soon hear from our registered public speakers. We ask that decorum be maintained and civility and respect be shown during public comment. Our General Counsel will assist the chair in maintaining decorum during this period. We also want to remind our public speakers of the rules and expectations regarding the agenda. Public comment portion of the of the workshop, as well as board policy attorney Dupree Bruno, please explain the rules of public comment. Good morning and thank you, MADAM Chair. Public comment is governed by School Board Policy 1020 and is intended to provide input on the board's duties, decisions and the

005overall operation of the school district. The school board is viewpoint neutral during public comment per school board policy, 1020 speakers must state their name, city of residence and whether they are lobbyists before beginning their remarks. All remarks must be directed to the board as a whole, and the board will not respond to, to or engage with speakers during public comment, and no action will be taken unless the item is on the agenda. A visible timer will be used and the microphone MAY be turned off when your time expires. For public comment, speakers must limit their comments to matters related to school board business and for agenda items must remain relevant to the specific item. Comments MAY not address matters that are pending in litigation. Quasi judicial proceedings, active investigations or administrative hearings, solicitation and lobbying

006activities must comply with applicablechool board popocies. Abusive lgugue defineas p pfafatyty threatening namame calling is prohibited. In addition, clapping, hissing and booing, shouting, yelling or other disruptions from the audience are not allowed. Speakers who fail to follow proper decorum in the chambers will be ruled out of order by the board chair. Failure to comply MAY result in the microphone being turned off or recess being called after a warning. The chair MAY also direct removal from the meeting or the building by law enforcement or the Sergeant at arms. MADAM Chair. Thank you, Attorney Dupree. Bruno, the board wants to hear from you, and we appreciate your cooperation in maintaining a respectful, orderly and productive meeting environment. We will now proceed with the agenda. Today's workshop will operate in accordance with School Board Policy 1020, and the

007board will review the items as advertised and presented by the superintendent. Our first item is Redefining Schools update. I now turn it over to staff for a brief presentation. Good morning, MADAM Chair and board and public. I will now turn it over to Doctor Wanza and her amazing team. Thank you. Good morning. Thank you, Doctor Hepburn. I am Valerie Wanza, the Chief Strategy and Innovation Officer. I will allow the rest of my team to introduce themselves and then I will get us started. Good morning. Willie Wood, director of performance Management. Good morning. Dante Collins, the director of the Charter schools Management Support Department. Joe Beck, director of demographics and enrollment planning. Good morning. Cassandra Freid, director of magnet and innovative programs. So we certainly say good morning, obviously, to our school board members, our general

008counsel, chief auditor, the student advisors to cabinet, colleagues, to colleagues all across the organization, as well as the public who's here in the chambers as well as watching us virtually. Today's conversation. If beacon can pull up the as they're pulling up the presentation, we would be remiss if we did not begin by saying, while we are the voice piece today, today's conversation is really a representation of every single facet of the organization coming together to ensure that this work occurs. So it's every division, it's every department. Some are here. It's our regional offices, academics, student services, physical and operations, capital programs, Broward schools, police, it, food service, transportation. It is everyone. We have been spending time from once the board voted in JANUARY up until last week, Thursday working on this work and we will

009continue to work on the work. So I will get us started with our conversation today. So as we told the board when we came in MARCH, on MARCH 24th, that we would come back in MAY to provide an update not only on the work that we are doing, but also to really talk about some of the programmatic concepts that will be introduced for next school year, and also to take some time, if you will, to do a little bit of planning for next year's redefining process. So that is, you know, why we're here today and really what we want to have come out of the conversation is feedback from the board, not only on the implementation update and the programmatic offerings, but really some some sense of guidance and direction on the process for next

010school year as well. So as we go through the conversation, we've organized the presentation in six broad themes. Obviously, we're going to recap the action that the board took in JANUARY. We will go through the implementation, the update on the progress with implementation. Talk about the programmatic innovations planning for next school year. Look at the next three workshops that we do want to come to the board to have the conversation around redefining, if you will, and then next steps. And obviously, the guidance that we're seeking from the board. So just as a recap, in JANUARY, when the board established the school boundaries and attendance areas for next school year, the next couple slides actually just recap the actions of the board. So these are the schools that were consolidated. And there's a team that is

011working on, on this specific body of work. And we're going to go through their work in a minute. The next slide talks about the feeder pattern alignment. And that's really that really involves one middle school. So Walter c young middle obviously will be there's that piece that attends Silver Palms Elementary School, which was the only elementary school west of 75 that had to come east of 75 to go to middle school. So that's that feeder pattern cleanup where those students will now move to Silver Trail Middle School, as opposed to Walter c, and then the high school piece that corresponds with that is the students in that feeder pattern who were bounded to Charles w Flanagan High School, will now go to West Broward High School. And then, as a result of what we did

012with the school model redesign with Hallandale High School, there is the. The West Park community will now have a boundary phase back to Miramar High School from Hallandale High. And then the great reconfiguration. Just as a recap, Thurgood Marshall. The board voted to expand the grades of that school instead of up actually expand the offering down. So instead of being a k to five school, the school will grow to become a birth to grade five school and then plantation middle and Plantation High will become one school on the campus of Plantation High School in a 6-12 model. And the board did vote to reconfigure, if you will, Hallandale High School from a traditional five day a week all magnet school to a four day school week modeled appropriately for that community after the Pompano Beach

013High School model. So those are the formal actions that the board took on JANUARY 21st, when the school boundaries and attendance areas were established. Since we came to the board on MARCH 24th, we have had a full scale project implementation going on, and that's been managed by our Strategic Initiative Management department. There has been, as I said, collaboration with our school leaders. So every other Thursday we actually meet with the principals virtually to discuss their needs, progress that's taken place, get their feedback, and then discuss next steps for the next two weeks. So we that that has been ongoing and it will continue. And then on the opposite week that we do not meet with principals, we as the district team actually meet here in this room to make the strategic decisions and planning to

014ensure that schools are ready when the students or the teachers return, and then the students in AUGUST. And then, of course, we look at data across. We we called out these four. But really, we look at data across the entire organization to inform our decision making. So we'll start to give an update on the progress of the workgroup. So the School Consolidations workgroup consists of the the schools that were these five schools that were consolidated. I'll talk about the plantation middle plantation high in another slide. But the the work stream really aligns across every single division of the school district. So that that group is really focused on ensuring that when the students arrive at their new school, that it truly feels like home. So they're working across human resources, they're working across academics, programing

015operations to ensure that there's a seamless transition from their former school into their new school, and they integrate into one family. And so some of their highlights, as I said, cross-functional offices working together on the work, their staffing, coordination, obviously transportation and environmental health and safety play a huge role in this, even making sure things, while some people MAY think it's simple, it is complex, ensuring that the property and inventory is integrated appropriately, even making sure with our finance team that the internal accounts in the school, how are they closed out? How are they transferred over? So every key operational milestone, as well as what will the academic programing and course offering look like once the students move into their new school? So that's the progress for this group. And then the feeder pattern alignment

016is pretty much the same. They're ensuring that as the students move into their new school, that it is a seamless transition for students and for families. There isn't too much staff realignment here. There MAY be some when we talk about the Hallandale High School model, but in terms of the Walter c Young to Silver Trail and the Flanagan to West Broward, there isn't much staff movement there, but there is the processes to ensure that the families are connected and that they have a seamless transition. And so, again, you see a lot of planning, coordination and alignment of resources, efforts and support for the k eight and the 612 offering the next grade in school. We know that this is where we received a lot of feedback, particularly in the k eight space, because it was

017different for our schools that were operating historically as a k-5 school, adding sixth grade. Next year, they're going to add seventh grade. And the group has worked on some modifications around a staggered dismissal to address some of the concerns that we heard there. Also ensuring that the the instructional minutes, the bell times that all schools are similar in those hours. So that conversation has happened. And when we when the board gets to questions about that, we can explain that in greater detail. But the. But the entire concern about the staggered dismissal has been addressed. And then they are planning, obviously, for our k eight to add grade seven. And then our 6 to 12 at Pines will add the 10th grade. And so they they are making the appropriate academic programmatic as well as any

018type of facility needs that need to be addressed. So they're the highlights. They're the, the big thing. And I know this is a special area for Doctor Hepburn because he taught science. But the the big thing is ensuring that the delivery of the science instruction is planned. And it's coordinated because that the seventh and eighth graders, eighth grade will come next year, the following year, rather, but ensuring that those curricular pieces are in place for that integration and transition, as well as anything on the facility side to ensure that those classrooms are ready for the science experience. The early learning expansion is going well at Thurgood Marshall, and so they are planning and coordinating efforts not only with the program but also the facilities. And I do know that as it shows here on the

019slide, that they do have planned visits, including obviously, Broward child care licensing has to take place, as well as looking at the playground construction and making sure that the campus is ready for that birth through age 4 or 5, existence on the campus. And then I believe this is the last one as it relates to school model redesign. So so there are two things in play in this work group. So first you have Hallandale High School, which is really changing its its school week, its programmatic design, and they're doing a lot of work between academics, c and magnet and innovative programs, facilities. P o have spent a lot of time at the school, ensuring that the campus is ready and that they are 100% laid out for the new programmatic design, as well as the

020course offerings. And then with Plantation High School expanding its grades, going from a traditional 912 to a 612. And they they really want to take this as an opportunity to do something unique and something special. So we know that the City of Plantation is very much interested in partnering with the district in this space to offer a public safety pathway for students, and we are excited about that. But in in the next slide, you will see that we are working with all types of, again, departments, the city in in the city of Hallandale, as well as the local businesses around Hallandale High School, obviously the City of Plantation and opportunities that will will be underway to expand that public safety footprint. But Plantation High School also wants to truly look at offering a a dedicated

021dual enrollment pathway that will position them to offer students either that career and technical pathway or that collegiate track through dual enrollment. So that and we kind of coined this working with them. So they really want to position themselves to be the dual enrollment hub that is in the heart of Broward County. So the next two slides, and we thank MISS Wyshynski and her team for this provides the board and the public an overview of the hazardous walking review that was done. There are two more that still have to take place, and that's around the Plantation high school area. So you have the overview there of hazardous walking. And the next slide talks gives us the board and the public. Just a summary on where we are with crossing guards. And as I said, MISS

022Wyshynski and her team have really worked diligently along with Doctor Clowers and her team and student transportation. So as questions come, they are here in case questions come in this space. The board did see this when we had the Transportation Updates workshop. So this is the transportation impact right now. Tentative. We know that the board did approve in the Hallandale High School item when that item was approved, roughly 800,000 to at or about 1.2 million as the transportation impact for that item. And obviously, as we explained to the board when we came with the transportation update, the the largest difference, aside from what you saw in the board items in JANUARY, is the Olson middle time change, because right now they start at about 7:00 in the morning. And that is really having a placing

023an undue hardship, not only on staffing the school, but students getting to school. So looking at moving that time to about that 8 or 830 tier, don't quote me, but it's somewhere in there. And that's the the big cost difference there that you'll see. And so when we look collectively at the work we've done across the work streams, and this does not include transportation, this is the financial impact about the largest would be in the area of capital and the improvements that need to be done. That has to happen there. In the appendix, you will find the actual breakdown for what's in existing budgets at 645,000. What is the actual ask of the general fund that would be needed, which is 218,000. And then the capital, which you see is at 2.84 million. But the

024the breakdown for all of this is in the appendix for each one of these slides. And if I can't answer the question, the appropriate staff person can speak to individual questions that the superintendent or board members MAY have as it relates to the financial impact. So now we'll move to programmatic innovations. And I know that that many people are waiting to see. So what it's going to be some of the new things that we are doing programmatically, this group actually consists of representation from magnet, from CTAs, from innovative learning, applied learning, the regional offices. And they have been doing some some work in this area. So we'll start to break down. I won't read what's on the screen, but what you will see is the overview of the new and enhanced programs between magnet, between

025CTAs. I do want to advise the board that we know that there was a conversation around extending International Baccalaureate to Fairway Elementary School, and we we know that the program is currently in existence at ac Perry k-8. What we wanted to do was give the school at least a year to get up and running, have conversations with the school community about offering the International Baccalaureate program in the primary years, potentially at fairway, but we just didn't want to throw it on them while they're trying to open and get settled. And but that is still, you can see program under consideration as well as we know that Bear Middle School offers the Montessori for middle grades, and their original elementary feeder was Doctor Martin Luther King Junior Elementary School. But when that school transitioned back to

026more of a pure or traditional k-5 focus, we know that there are still some interests, perhaps in that elementary Montessori piece at the elementary level. So we are in conversation with Horizon Elementary, which is just next door to Bear Middle school, to look at the possibility of a of a seamless k-8 pathway so that there's the Montessori offering in the western part of the county, what what is not on the slide. And it certainly is not an omission, but we do need to advise the board and the public that the three d program that the district has currently. That's doing well at at MacArthur High School and Charles w Flanagan High School, they're getting ready to graduate their first cohort of students. And that's going to be this coming at the end of the week.

027It's about 80 students. And so that program will expand into South Plantation High School and Deerfield Beach High School. And we have some handouts. I know that MISS Solarolo is here and she's probably going to speak. And we're that's something that's going to be added as well for next school year. And one of the most intriguing, in addition to all of that, is really looking at an opportunity to redefine the Nova Innovation Zone for the. The long timers here, we know that when the Nova concept was first birthed here in the county back in the 60s, I was not born. It was I was born in 1970. We we we know that. Well, yoyo know, sinceeoplee l liktoto say,hohorere milnnialslsi wawas rnrn in 10.0. I'm not a millennial. Proud of it. We. The concept with

028the Ford Foundation, it was really about research, about innovation, about cutting edge practices and. And over time, you know, when the when the funding was no longer there. And then then we did as a district have an Annenberg grant that did fund some some opportunities in the middle to late 90s, early 2000, we had opportunities there. But the the one thing that we know about Nova is that it has never lost its mystique. It has never lost its. Its claim to being the Harvard of the South, if you will. I know there are some Novogratz in the room, so I'm trying to give them their props, but. But we really want to look at rebranding that school back to its original purpose, around innovation, around cutting edge research, around work that can then be moved

029to scale across the organization. So the next 3 or 4 slides kind of walk us through that. There is a task force, it's about to be launched, and Doctor Cohn will come to the mic when it's time and provide more, more voice to this at the appropriate time. But there Nova has the the uniqueness of it is a contiguous k-12 boundary on the same acreage. And that's what makes it unique that the the two elementary schools, the middle school, the high school, that entire k-12 focus, contiguous boundary all on the same acreage. So the the intent here is to design, again, as I said, and implement a nationally recognized, scalable k-12 model that really integrates immersive technology workforce pathways, look at having some true industry partnerships, but more importantly, continuous teacher innovation in a future

030ready system. So, so when you look at where Nova is situated, it is there in the middle. And it's the college hub where we have Broward College, we have fau, we have nsu. We know that even the University of Florida has a footprint there. MISS Hixon will have to do something about that. But, but it really provides us with an opportunity to look at the university partnerships, the industry partnerships, and really capitalize on some student internships right there in that university footprint. And I obviously cannot even see that far. But read all of the potential business partnerships that we have in this space to really bring this to life. So we are excited about about let me go back one, we are excited about the opportunity to really reimagine the Nova Innovation Zone. And then

031obviously, academic priorities. That is our core business and the work that's being done there. We're excited. The the academics division, in partnership with student Services and partnership with the regional offices, with Strategy and Innovation, really working on what makes us unique, what makes us special, what makes us proud to be Broward County Public Schools. So some ongoing work in the redefining space. Obviously, we are still working with our partners in student services under Esq around special programs at the elementary level. And, and what I mean by that is we know that every high school and every middle school has a secondary specialized, varying Exceptionalities we call it's v e program. Every middle school and every high school has that. We know that elementary sometimes have clusters of different special programs. And we know that parents

032really want to be as close to their neighborhood school as possible, if not in that school. So looking at opportunities to have special programs at the elementary level closer to students home Boundary School, obviously dual language programs, we we really want to look at an innovation zone or regions approach to doing that, as well as gifted pathways. We are excited that we are implementing the Space Florida Academy program here in the school district next year. So that's going to be exciting. We're also looking at a potential grant with the Office of Naval Research and the opportunities that that MAY present itself. The next bullet is, is something that we really want to capitalize on here in the district. We we are not a market vendor, if you will, for students and families that have stepped

033up accounts and, and we are really looking at an opportunity to either designate some schools, some regions or some pathways where, where we actually can accept payment to offer courses, to offer subjects, to offer a myriad of services for parents who take advantage of the step Up for students voucher program. And then obviously, we are working to look at new magnets, new innovation. And as I said, we're excited about the 3d program, which that will expand into South Plantation in Deerfield Beach. And I know that MISS Solarolo is going to talk more about that when she goes to the mic. So that that's the first two parts of the presentation. The last part of the presentation really talks about, as we ramp up for next year, while we are rounding out our planning and ensuring

034that the decisions that and the actions that the board took on JANUARY 21st are successfully launched. We are also planning for the work for next school year because we know that, you know, redefining isn't done per se, but we we did provide in the appendix section, you will see the document. You will see it's an attachment rather you'll see the document from Thought Exchange that kind of summarizes the thoughts of the community throughout the redefining process from this school year. And what the community told us is we obviously listed the top six themes there rigorous academic programs. They want to make certain that there's continuity for our students with special needs. Obviously, safety remains at the forefront. But but the one thing that they did say was they want us to communicate early and clearly,

035whatever it is we are doing, maintain community wherever possible and obviously fully supported schools and fully supported, meaning the resources for the schools to operate effectively and efficiently. So gone through this process the last two school years, we we do be through continuous through continuous improvement to look at doing things maybe a little bit differently this Last year we had 13 community meetings. We want to come to the board in JULY with a potential of schools for us to look at and really streamline that conversation. Instead of going to 13 different meetings to really do it in a more regionalized approach where we would have a North region section session, a central region, and then a south, obviously, we will always be transparent. As you all know, we have the website that will launch on

036JULY 1st once we get direction from the board today, we make sure all the presentations are there. We will do a one pager update after today. But what what we believe is, is if we streamline some of the meetings and some of the, the processes that we will really respect the community's time, but more importantly, be very clear about whatever timelines we have and what process we will undertake. So we obviously, throughout the summer will continue to collect data based at most definitely on enrollment trends, facility conditions. Look at our definitely our continuity across programing, definitely our operations. And more importantly, we will continue to collect community input. So through the community input process, just some of the things that we know, we know that Underutilization of schools is no longer isolated to one particular

037area of the county. We do see it district wide, and it is something that we must address district wide. We know that program success is what keeps students wanting to choose the best, choose bcps. And we know that when we delay any type of redefining strategies that we do it, it does frustrate. And it, it, you know, it causes some, some tension in the community. We know that funding obviously is at the forefront. But but more importantly, we need to have stability not only for our staff, but for our families and the community at large. So the, the data, obviously, as you know, tell us that obviously our facilities, we have some concerns that we must address. But I think what parents want us to know is that they want to know as early as

038they can, whatever it is we are doing, so that they as families can plan. And then obviously, the more we right size, we know that we have to safeguard for academic excellence, for access to programing and opportunity. And basically anywhere we can maintain some type of community identity. So this work, obviously, as we've said, is not unique to Broward County. What we did list for the board and for the public is some of the districts across our state that are experiencing the same school closure processes that we are will not read to you. But obviously, you see the the largest number is our neighbors to the south down in Miami Dade County. They vote next month, but they are looking at the potential of nine school closures. We. So far with last year and this

039year, we. We have done seven. So as we talk about the work for next year, we know right now in policy 8010, policy 8010 says that one of any. One of these criteria is what gets us school identified for either repurposing, consolidation or closing. So it's any one of these three criteria is what gets a school identified. And that is, as I said in current currently in policy 8010 in school board policy. So this is some of the things that we're looking at. We're also working with so that it's not just this team in isolation. The regional offices are a part of the conversation. Ppo, capital programs, capital budget, academics. We are all a part of the conversation as we look at any one of these three factors that can bring a school up for

040consideration. The board has, over the last two years, has asked us, as we look at, you know, what potential shifts MAY occur that you want staff to be very mindful of these six factors. So that's something that we would, you know, ask, is this still relevant today, that these are the six factors that you want us to be very mindful of as we look at schools for consideration for next year's process. And then I'll spend a little bit of time here, because this is where this is the School Boundary Advisory Committee. And if you ask Valerie Wanza, if she were to give the board a recommendation, which one would she ask the board to give some consideration to? She will tell you option one and she will tell you option one, because it it truly

041takes out the emotion. It takes out. Listen, no one wants their school to close. So last year we had upwards of how many people were in the room. We had 60 people on the committee, six, six, zero people on the committee. And that's option two. That is the option that we used the last two years. What I will say is option one gives each board member the opportunity to appoint someone, the superintendent would appoint someone. And I would say that the only deviation I would have is that depending on how many board appointed committees, the board then identifies to have representatives. Well, and when I say board identified committee. So in the last two years, the board wanted representation from the area advisory committees. The District Advisory Committee, Esq Advisory Diversity Committee, and I would

042say the only deviation from that, and I'm not opposed to that at all. But I would say depending on the number of appointees between the board appointees and the board appointed committees, the superintendent would get two to ensure the number is odd. So if the number of board appointed. Appointees as well as committee representation, if that if that number evens out to be the compilation of the two is 14, then the superintendent would get one to break the tie. But if that number you know, if if it comes that we need a tiebreaker, then my recommendation would be the superintendent would get two appointees just to make sure that we keep the number odd so that we would always have a tiebreaker. But I would just say that, you know, my my strong recommendation would

043be to look at option one, because option two then provides whatever the number of schools are and not that the number matters, but but what it comes down to is everyone is going to come and they're going to tell you why their school should not be touched. So just something to think about. Think about as the board deliberates over this ask. So the next two slides, we wanted to give the board an update on the surplus properties and what I want to call the board's attention to on slide number 38, I want to call the board's attention to the elementary a one site, because some conversation is going to be appropriate when it relates to this one site. As we know, the board did direct the superintendent to enter into direct negotiations with Broward Health

044over this property, and then staff began that work. And there is, as we put here, there is a stalemate right now over the space for Eagles Haven. And so we. Staff is going to need some direction from the board in order to move this forward and at the appropriate time, the superintendent and I also he heard me. MR. Russo walked in. But but we wanted to put this here so that at the appropriate time, some conversation is had here so that staff and legal know how to then go back and continue the conversation. At the end of the day, it is a $14 million negotiation. That is currently experiencing some tension. So that that's the put my glasses back on so I could see that's the real call out that we wanted to have here

045today, so that we need the board to spend some time there. And then the second page tells the rest of the other three properties. Then that's there for the board and the public. And so this is our proposed timeline for redefining, as we close out this year and start to prepare for next school year. You see, we are here today in like a planning phase, if you will. And then we would really come back to the board on JULY 1st to to kick it off and then work very earnestly to have the board do a final vote in DECEMBER so that when families go home for winter break, the decisions are made. We can align it with the school choice window and we get a clean break at the winter break, start all the work

046in preparation and then go from there. So that's our tentative timeline that we are looking at. Obviously, we will hear from the board on that, and we want to come back to the board on JUNE 16th first for an update on the North Fork and Seagull site proposals, I. I do believe that we are at a place where we probably no longer have a proposal for Seagull, but we will definitely update the board on those two sites. It is our. Goal to come up at the JUNE 16th workshop, then come back to the board on JULY 21st and actually kick off redefining for the 2627 school year, and then come back to the board in SEPTEMBER for just an update. So those that's the next series of workshops that we have tentatively planned to come

047before the board, obviously, to provide updates and, and, and to receive feedback and direction on the work. So our request today is obviously, are we continuing for next year? Look at the timeline as well as the, the community engagement model, if you will. And when we say the community engagement model, we're talking about shifting from the 13 varied meetings down to more of a a regional proach to the c conrsationsns, as wll a thehe s Schllououndary Advisory Committee composition. What's the data that you want us to look at? And then the obviously, what we told you, the six criteria is what the board gave us in the previous two years. Are those still the six criteria? And then, you know, we'll just close with the thought that's there and I'll give voice to it. Redefining

048our schools maintains the district's obligation to our community by acting responsibly on today's reality while planning for the future. This is how we protect excellence and garner the trust of our community. And I don't know how I did on time, but Doctor Hepburn. I'll turn it back over to you, MADAM Chair. We're ready for any questions. We have one registered. Public speaker, Laurie. Yeah. Good morning everyone. Laurie Solarolo, PRESIDENT And ceo of Junior Achievement of South Florida. Thanks for the opportunity this morning, doctor Wanza and I have been working on this. I'm not sure how much each of you know about the 3d high school model. I know we've chatted about it as I come to see you individually, but I thought this would be a great time to really help you get the full

049picture and everybody to hear the same thing. So just quickly, I want to give you a little bit of the history. This was started in Atlanta by a superintendent who came to my counterpart and said, how do we fix high school education? 3de, which is three dimensional education was the result. And that's where the model came from. There are currently 58 high schools, three high schools around the country. J a is one of only 15 areas out of 100 that is delivering the 3d model. Orange County in Florida, Palm Beach County and Hillsborough and Pinellas County are the other three districts that are offering it in Florida. They are fully invested not only in growing their schools. Orange County is going to 19 high schools. Hillsborough is going to 30, I think Hillsborough and Pinellas

05030 high schools, and they are investing big time in this model. So what is the model? What makes it different for high school? We hear constantly, and I kno I hear it from our student advisors, from our students high school. They're scared. They don't know where they're going. They don't feel ready. All of those things that we hear, and those are common things in the teenage years, right? What this model does is it is a school within a school. So what happens is it is based on just like in Harvard and Yale and those places. It's based on case challenge pedagogy. The difference between this and project based learning is project based learning happens in one classroom with 3de. It happens in every classroom. So j a puts a staff member on in your schools.

051Right now we're at Flanagan and MacArthur, and they are there working with the principal, the three d cohort of teachers and that cohort of students, which typically is about 100 to 150 students for each school, for each grade level. And so that person is working with them to make sure that we're implementing the case models. J usa does all the work. We find the partners, we build out the case challenges. We work with the teacher to make sure they're implementing it. It is focused on competencies. So that's really what each of those case challenges is built on. I think I mentioned everything there. What are we seeing as far as outcome metrics, attendance and chronic absenteeism, extreme decreases across the country in chronic absenteeism, Ela proficiency growth and learning gains, huge increases in that area

052and high school graduation and post-secondary, huge increases there compared to our regular population. Do you want me to stop? Thank you. So much. I'm sure if anyone has any questions, we can reach out any other registered public speakers. No other speakers. All right, MISS Hixon. Thank you. And thank you for the very comprehensive presentation. There is a lot and a lot of great things going on in Broward County public schools. So I have a couple of questions. First, I noticed in the in the presentation that there was no real conversation or anything about the Hope schools. And I hate to bring up things that are not fun to talk about, but if I'm not if I'm not wrong, William Dandy Kip is going to be going into William Dandy. So can you just tell us

053a little bit about what's happening with the school of Hope and William Dandy? Sure. So I will let MISS Collins talk about process and then I'll talk about location. All right. Good morning again. Donte Collins, the director of the Charter Schools Management Support Department. Kip and family did submit a notice of intent and a performance based agreement. The Superintendents Charter Review Committee did review the notice of intent. And, of course, the office of the General Counsel did review the performance based agreement. We did identify some errors and omissions that needed to be made, and we did correspond with them. The performance based agreement was reviewed, like I shared by the the office of the General Counsel. And now once we complete our final review of the notice of Intent, the performance based agreement will be

054prepared to share with the organization, and it will be presented at a future meeting, which we haven't finalized just yet. And so the the location agreement is not finalized yet. They did meet with Superintendent MR. Sullivan, myself, and they they are very much interested in co-locating on the campus of William Dandy Middle School. It would not begin until the 2728 school year, so it would not be for next school year. It would be for the 2728 school year. So once the agreement right, the performance agreement, all of that is approved by the board, then we'll work on the co-location agreement so that. But they are very much interested in Co-locating on the campus of William Dandy Middle School. Okay. Thank you for that. You're welcome. So I, I know there was a big push and

055then there was some changes in legislation, so I'm just not sure where all of that sits. Are you going to explain that to us in the legislative update? Legislatively, there hasn't been any change. There's been changes to the rules out of the Department of how we can charge for certain things. But the onus and requirement to go ahead and move forward statutorily still exist. Okay. Thank you for that update. Someone brought it up and I was like, I was very confused. The next thing is the Broward Health property on page 38, if you could, you had made an allusion to to some kind of stalemate. Can you explain what the concern is? And you know, what we can do to help move it along? Yes. So I have MR. Bueso here and he will speak

056to it. The, the the concern really is over the, the, the motion that was made and passed by the board to allocate space for Eagles Haven free of charge. So that's where the tension is right now. And I'll let MR. Acarbosio go in greater detail. Good. Good morning. Board members. Kriss Akabusi, director of facility planning and real estate. As you know, the board gave us direction in DECEMBER of. Last year to pretty much not the direct negotiation. But Broward Health came to the table in DECEMBER of last year. The property is being offered for 13,000,009, $37,500. But then they made an offer of $40 million. And then the space because that motion, there was a three part motion. The superintendent was directed to negotiate with Broward Health and to ensure that the minimum asking price

057starts at the minimum at $13,900,500. Right. The second part of the motion was to enable the creation of office space free of charge for Eagle Haven. And then the third was the opportunity for scholarships. Right. So the agreement we've been working on is those three parts, the space right now, free of rent, the value from what Broward Health is saying is $1.2 million approximately for five years. That's the value. So I'll say the exact number 1,000,002 4233778. That's the value for the rent for five years. So that's fine. But the second part of the motion, which again is the creation of space and the free of charge is the 1.2. But the creation of space, as you know, when you build or when you rent, somebody has to build out the space. So we've been

058negotiating this agreement and it's become a sticking point. Specifically, as you know, the school board is the tenant. Eagles Haven is the sub tenant right now. To my knowledge, the school board doesn't have any legal agreement with Eagles Haven. So in my thinking, Eagles Haven will have to when we do the sublease, if we get to that point, then the delineation of the obligations to the school board to the minimum equates that 1.2 MAY need to be talked about. But then in the beginning it says right now in the agreement that the tenant shall be solely responsible for building out the space. So you're looking at 6500 square foot. My understanding is the cost per square foot ranges from maybe 65, $75 per square foot to maybe $300,000. So you're looking at almost half 1

059million to 1.9 million. I don't know if the school board wants to do that, to take another obligation to build out a space which is even more than the value of the rent. So we're stuck, right? So we've been trying to dance around language because do you provide a box? Do you provide a rectangle? How do you customize the space? And that's the build out. So we've been stuck there. So I don't know. That's the main sticking point. We have some other minor stuff going on. For example, we are saying that the 1.2 million that space have to be provided within five years. Eagles Haven has I mean, I'm sorry, Broward Health hasn't even told us what the square footage of the building they're going to be building. We don't know when they're going to

060build it. So we say within five years, if you don't build a building, you're going to give us a promissory note when we close. And then that promissory note, we can cash it in. If you don't give us the space within five years. So those are some nuances. But the key thing right now is that language, which we think is so much money, and I don't know if the school board wants to have in this agreement, we're going to be committing that the school board is going to respond to build out space. And then when you put on the number, it's such a high number. So that's the main sticking point right now. Okay. Thank you. Thank you for that. Because the, the discussions that I personally had with MR. Strum was that they, they

061were happy to take care of this, that it was not going to cost the school district any money. And they were really interested in being able to be that sole bitter and that this was something they were willing to take on. So the idea that now could possibly cost us over $3 million, if you add up all of the things that you just mentioned, was never part of the conversation until right now. So thank you for, for filling us in on that. You know, I guess we'll have a conversation to see what that looks like. But I, I'm disappointed not in us in the way that it's rolled out, because that was not the way that it was presented originally. So thank you for that follow up. So my other question on page 38 is

062the the first, the elementary school, the d one site I, we keep getting an email from someone who wants to bid on it. And I know that the superintendent has mentioned that, you know, it has they want to they're they're under bidding. So can you just tell us a little bit about that property? There's contaminated soil. Right. So what what's happening with that so that we're able to put it on the market. So I, I know MR. Goldstein has been the one sending emails and I keep saying to him, staff is doing comprehensive due diligence, right? We have to do what we have to do to comply with state law. The site, once the agreement was terminated in 2022, the county stated to us in writing, as the owner, we have to pretty much address

063the environmental contamination. So we've been we retained an outside company, Tarragon Inc and Tarragon Inc has been doing a lot of assessment and using. We've been using grant money, state grant money to pretty much do those work. We've come a long way right now. We are at the stage. They're going to be doing some minimal remediation in the identified area. So that's where we are. Right. And potentially that's going to be done by next month, you know, in terms of starting that process. So we've been following staff, communicate with Broward County Committee with the Department of Environmental Protection, the state level. And once those processes are done, we have to then submit plans to them right before then. They will allow us to go out. So that's where we are. So I keep responding to

064MR. Goldstein, because he's the one who sent the email that we are doing our due diligence. So the goal potentially, I'll say maybe by late summer we MAY be able to put it on the market, but we must follow those processes to be able to put on the market. Okay, great. Thank you very much for that. Doctor Wanza you mentioned about Seagull. Can you can you say again, because I thought we were working with the city to. So the city did initially come and they had a proposal and they were very much interested. I do know that they went out and they did a tour at the of they walked the facility, but they have been in conversation with some of their constituents that and I'm, I have didn't check my email last night or

065this morning, but as of yesterday, it wasn't there. But I'm told that I'm going to get a communication that they're probably no longer interested in pursuing that partnership with the district on that property. So that is why I said the potential that we do that we no longer have a proposal for Seagull is very likely because that was the only one that we received. And but we will certainly update the board just as we did, you know, going forward, when people withdrew proposals from Norfolk. Okay. So if that's the case, are we going to be doing something actively to try to find we don't want the property to just sit. So the property definitely wouldn't sit. I don't know if I want to jump in, but it definitely. It wouldn't sit. We would have to

066go through the typical surplus process that we've done with the city, possibly. And then and then the board's will, if we if it's a sale, if it's a lease. So we'll work with MR. Russo and his team to figure out what's the difference. If there's a difference in the process for leasing or in or surplus for sale. Some of us MAY have recommendations. Yes. Okay. Okay. I just wondering, and can you update us on the Sistrunk rising proposal? So that's going to come on the 16th of JUNE that that's we really want to bring that there with all the data that the board asked for, what would a potential lease look like? Some conversations that we've had with the the submitters right around just some of the areas. So so that's going to come on

067the 16th of JUNE. Oh. On JUNE 16th is when we're looking to have that conversation with the board. Great. Thank you. Can you tell us how many applications you have we have for Thurgood Marshall so far for the. So I'm looking at MISS Hodge. I don't even know that we have applications yet. I mean, if you want to. Okay. It's said in there that we were accepting applications. Good morning. Assistant superintendent for school transformation. Currently at this time I would have to follow up. So I'll do a follow up with the board about the number of applications I think it would. MISS Bailey. Thank you. Plantation High School. Very excited to hear about the dual enrollment part, but I, I know the students that are there. There's an ib program and there MAY not be

068a lot of students, but is the idea to continue without ib program at plantation, or would it move to a true just dual enrollment? So we had that conversation, I think in DECEMBER when we came to the board, we're going to allow the seniors to finish. And then the the dual I'm sorry, the International Baccalaureate program will be offered either at Deerfield Beach in the north, Miramar in the south, and then they have the feeders across the elementaries and the middles and those respective feeder patterns. But the, the International Baccalaureate, that that's where it will be offered. But we will allow the seniors, those rising seniors, they had about 3 or 4, maybe five seniors at most to go ahead and finish at plantation so they can graduate from their high school. Okay, great. Thank

069you. Olsen, that can you explain to us why the time change causes such a high cost? Because we're moving there tear, and we're putting them on one of the most popular tiers, right? So currently they're on a tear kind of like unto themselves starting at 7:00 in the morning. Now that you put them in the mix with the elementaries, the middles that start at that time, we have to add some busses, okay. And no problem. It's my new world. Yes. So page 47. All of the capital funding that's requested, is that going to come to us in the defp whereas. MR. Shim but it should. Yes. Okay. Thank you. On page 20. Sorry. They're not. No proroem. Ge 22 where itt talksbout the I I c can proroamam a a Stranahan. I'm jtt asking because

070I actually was at the beginning of I can when we had it many years ago, did we renew that grant or is because I thought that funding ended. Yes, the funding ended for I can just this past year. So how. Because it says I can in there. How does that relate to. I can if we don't have funding anymore. So there isn't funding specifically for that program. But in the budget guidelines, they do have funding for magnet programs. And so the idea is to always be able to sustain your program once the grant runs out. Like right now we have the Aces program for one more year. And the school did get a lot of resources, a lot of opportunity to build out their program. And so although you do get funding, once it does

071run, run out, the idea is to be able to sustain your program as you've gotten professional development and built out the program over the years. No, I get that, but I don't. Stranahan wasn't a marine. They weren't part of a marine. I can, if I'm not mistaken, they had a different. Piece, right? They had different academies. And so one of the academies that's going to be built out in conjunction with the State Department. And so cts is assisting with that funding as well. Gotcha. I'm just unsure that it should be connected to. I can, I guess, is my point, because it's not really being funded. It wasn't an original I can the program ran out. I don't know that I would attach I can to a program that's being that's new. I just my own

072personal thoughts there. Feedback received. Yeah. Page 28. When we're going through all of the different pathways and I think this is all great redefining strategies. I just have a question because we did have actually someone that came and spoke yesterday and then sent us an email. Is there any plans for doing a music art kind of pathway? In other words, I know we have great programs in middle school and high school. Then the elementaries are contingent on how many specials they have. So is there within our redefining strategies, a space where we could also do that pathway for art and music. So that that's the purpose of the the last bullet. So we are looking at potentially in the north and in the south, the opportunity to do like a pathway in an innovation zone,

073right? Where, where we would ensure that there are some types. So I'll take performing arts. Right. Well, and I want to be very clear that these are not magnets and they're not coming with transportation. But we would look at an innovation zone and work with elementary learning as well as. The second. Well hold on. No, but so right. So today it's applied learning, but it's going to be called something else next year. But all of those programs, right. So so let's say it's music and art. Look at making sure that there's a foundation and a base across the 4 or 5 elementary schools in that innovation zone that would feed up to a solid pathway in the middle school, and then a solid pathway in the high school. Perfect. Great. And I think that would

074be true also, like for the dual language and all of those things that we've had this discussion on. Question about the autism school I know we were in can in talks with the South Florida Autism school. And I think that kind of fell off. So where are we in providing some kind of autism program specific like school for our Esq students? So what I will say is the, the South Florida Autism Charter, they did submit an application and they subsequently withdrew it. They have not submitted a new application. If they submit one, it will be processed. You know, according to what is our normal district processes and timelines for reviewing charter applications. But right now we do not have one to date from them. But if it's something that we wanted to now look in,

075in one of our schools, right, that we are redefining and find a pathway and an opportunity there, I believe I don't want to speak for MISS Hollingsworth and MISS Eagan, but I believe that that is something that we could successfully do as a district program, if that's something that we wanted to entertain and begin. So, Doctor Hepburn, I don't want to speak for people, but I. Yeah, I know MISS Hollingsworth is back there. We kind of touched on this subject before too, where we already had quasi. Schools of autism within our schools, but just, you know, haven't been marketing or advertising those well, so that the community knows what we actually do and how those programs function in those schools. But I'll turn it over to you, MISS Hollingsworth, so you can provide some additional

076detail. Good morning. Simone Hollingsworth Chief Student services Officer And yes, Doctor Hepburn, I know we presented that I think back in the fall, if I'm not mistaken. And certainly knowing that we have, I believe, about 80 some autism programs at our elementary schools and continuing to grow those so that we're getting our students back into their home schools as well, but also really increasing that marketing so that families are well aware of that. That has a kind of a school within a school approach. But certainly we are open for whatever we decide. Well, thank you, I, I for one, and we can take a, I guess, can a vote or not a vote, but see how everyone else feels. Would like to explore the idea of our own. We are losing a lot of students

077that are going to Dade County for this specialized school, because they have a vision of what that looks like, right? They have the Baldwin and they want to continue that on. So I would personally like to see us explore that. MISS Dixon, just to clarify, you want us to. I just want to make sure I capture that correctly. So you want to us to explore explore district run charter? Yes. For for autism. And and also, I don't know if you touched on this, MISS Hollingsworth, but also remember we did surveys and all of that information too. So I think the prudent next step for us is to give the board a briefing of all the all the data we've collected through surveys, all the all the things that are going on in the district. And

078then that's the first next step. And then we can start exploring other opportunities to see if, if it's a wise investment versus how many potential students MAY take advantage. Of it. Well. Sounds great. And MAY I just get clarification? A district option is different than a district charter. So I think the general counsel needs to weigh in on if we're going to go a charter route or just a district. We can do a district managed district. Okay. I'm sorry MISS. And after I believe also knowing that when we do that looking and I know we did do the survey data, but also knowing how we right now do transportation, especially for our students with disabilities, they are eligible for close to safest transportation. So if that's something that we're going to explore as a district

079run individual asd program, we might need to put in, you know, transportation is on the family because if not, then we're back to a district wide transportation zone. Yeah. And I mean, I've mentioned this a number of times about doing a district charter. We've we've explored it. Yeah. That's what she's. Miami, I don't. Know, can we I mean, we have a new general counsel. Let's get them. I'd like some clarity. Yeah. So so this is something that we probably need to explore a little bit, because there are times when you can have an agreement with the charter school. So there's some there are some options out there. Having just solely a district run charter is one thing. Having an agreement with an established charter organization is something else. I don't know what where this will

080lead to, but if we want to explore it, I would like my office to have an opportunity to vet all areas. Okay. I would appreciate that because we've been having this discussion for a while, and I don't necessarily want to do an agreement with the charter because then they get the money for the students. If we do a district charter, we get the money for the students. So we've talked about exploring it. I just would like to explore it so and have it come back. Whether what that looks like. If my colleagues agree. A couple more questions. Tech schools in the northwest area, do we have plans on doing a tech school in the north northwestern part of the district? So I don't know if we're going to put a school unto itself or look

081at opportunities. Southwestern, southwestern. So so right now, southwest, the, the, what we're looking at right now is potentially Palm Cove Elementary School transitioning that into a branch campus, if you will, of shared in technical college. Okay. And when would we, when do you think that might come to fruition? So as soon as we end this school year and then the building, you know, is now ready to be transitioned, then they would, I don't know if they would start classes in the fall or if they would wait until the spring, but obviously, we would have to allow for the building to be vacated. And then the workforce team would have to work their magic as just like they did with Arthur Ashe. Okay. So that that was something that will come back to us. Okay. On

082the plans for moving forward. Where does the master planner fall into this and the facilities conditions assessment? So the we have been working with the team in, as I said, capital programs, physical plant operations, and bringing all of that data so that it's just not this group sitting in a room. We actually meet with all of that data. The superintendent can talk specifically about the master planner, but until that person or that process is fully online, we are making certain that we bring the facilities, the capital budget, everybody in a room so that if whatever schools we contemplate for next school year, it's based on a multiplicity of data sets that point us to this is, you know, the set of schools that MAY be considered for consolidation, repurposing things of that nature. And this

083is another set of schools that that the board MAY MAY decide. You know what, it's probably time for us to rebuild maybe these schools and have some different pathways to think about. But the superintendent can talk about the master plan or piece. Yep. So that solicitation to be out on the streets shortly, once the procurement team is done crafting everything from our past capital program meeting that we had workshop. And so the master planner, along with the capital program team, along with the long range planning and steering committee, you know, we predict that there's going to be some solid recommendations brought back to the board. It is a component right now of the work with redefining, which will, you know, one of the largest portions of the variables of concern is always going to be

084student enrollment. But how does the age, the conditions of the facility also play into that? So it'll be very strategic of the recommendations of the schools that come forward, just to make sure we're not creating, creating some issues where the master planner MAY say, hey, you guys have closed this school consolidated, but this school is so old and needs tens of millions of dollars in renovations. All right, so we're going to be very strategic about what we bring forward for this upcoming school year. So when the master planner comes on the the recommendations are going to be much more, I predict, just from the billions of dollars of deferred maintenance that we have across the whole entire district. Okay. And, and the facilities that we spend a lot of money on the facilities condition assessment.

085So that also folds into all of this now. Okay, two more things I want to say. Thank you so much for the Nova piece. You know, I've been pushing that and really happy to see that it's moving forward. There's, I think, going to be some fantastic business partners. There are people very excited about the ai, not just because we're using ai, but how we can train our students to be workers in an ai world. Right. And so I really appreciate that. You know, we spent some time looking at the Alpha School, and I have to tell you was very unimpressed and thought we should model it behind that until I actually sat on the, the, the presentation and realized that we could do so much more. And I really appreciate the, the three d part

086because it reminds me of the Leo program that we had here in Broward County. So I hope that when we look at the Nova piece, we're folding in some of that project based learning pieces along with the ai, because it is why students come to school. Right? And I'm really excited to see Nova be able to have that k-12 piece really as, as well. So very happy to see that. And I'll end with on page 37, if you wanted our opinion, I agree with you. Option one is the way to go. Thank you so much. Thank you for being so clear about that, MISS Hickson. So as board members give their comments, please weigh in on which option for the the committee. MISS Thompson. Thank you chair. I'll just knock that out. Option one would

087also be my preferred method. Just having so many schools with so many different voices, it very much. One person just advocates for their own school and sometimes advocates against another school community. And that's not helpful. So option one. So I have several different questions. The first is on title one funding, because we told the community multiple times that the funding follows the child. We are closing two title one schools, Palm Cove and Sunshine. And I just want to be explicit that that money will be following the students to go into fairway and then to Lakeside in Pines Lakes. So how can we make that explicit? That's a great question. Yeah. So the a couple of strategies. It's not that easy with title one federal dollars, because there are certain survey windows that that money is

088dictated for the upcoming school year. So the title one team and the budget team has been working hard just to make sure that the money is set aside for those schools, for whatever title one needs they MAY have. It MAY not be in the sense of how they've done it in a traditional way, but due to the circumstances of a school closure, the survey windows are already passed, and the federal government kind of distributes money. Based off of that survey, the team has put money to the side to make sure those schools can have those, the funds to do what they need to do, as if it was traditionally done the way it has been. And so the following year, the students will be in those schools, and it'll be captured in those surveys and

089then be distributed in a traditional way. But the funds that they need will be there. I would like a written follow up on that because for sunshine, it's around $260,000, I believe. And for Palm Cove, it's around 160 or 70. And I just want to make sure that those school communities receive that funding. When our principal placements going to be announced. Does a doctor Dr Fulton question. Good morning. Angela Dr Fulton Deputy Superintendent Well, thank you for passing the org chart yesterday. So now now that that has passed, we are putting our plan in action. Initially, MAY 19th was the day that we were supposed to bring the appointments to the board for approval. So it did push us back. We're actually working on a expedited timeline right now, because the next board meeting isn't

090until JUNE 9th, and JUNE 9th is after school is out. So we will be working a little different because we think it's only fair that our principals who are going to different schools have the opportunity to say goodbye to their staff, their students, and also the community, but also in the reverse side that the incoming principal have an opportunity to meet their staff before they go off for the summer. So we're looking at doing that in the next actually at the end of next week. What makes it challenging but also doable is graduation seasons is coming. So many people will be off in different directions. But our goal definitely is our commitment to our school communities and our families is that we will do that transition. It will be very close to the last day

091of school, but it will be in advance of the board passing because if we wait until then, it will be JUNE 9th and school is out, and that is the next board meeting. So the the delay, the delay of the org chart really pushed this back. So I think I need more clarity. So when will the school communities know like a date. So the school communities will know probably last week of school up until the last. We can do that. The original date. So the clock started yesterday because the the the org chart. So initially MAY 19th is when the slate was coming to the board. So while I understand that we still knew that principal placements were happening. So so because of that, the org chart has some dynamics that was a part of

092that that played into the slate. So now that that got passed and now we're able to have a more clearer picture. So we could not put the cart before the horse. While I understand that, I think it's really disheartening to the school communities, to especially the ones that had their school closed, to not have that answer. And it's, you know, something I have been pushing for since basically we made that decision. For clarity, MISS Thompson, they will know before school is out. Knowing a week before schools. It's not the same thing like I understand that. Understood. But it's it's just incredibly unfair. And I realize that that was part of board action, but it's just it's incredibly unfair to the, the communities that we hurt through this process. All right. So for fairway, I understand

093the ib program wanting to wait, especially given principal placements and given all the change, as long as we're continuing that pathway, I think that's fine. And, and continuing to let the community know that we're looking for that. Because I think, again, when you're closing an elementary and you're letting them know they're going to get things from it, is is a easier pill to swallowow Can I get a a updada on the playgrounun And I I wiwirobablbl b b askining every sisingle w week. Thanks. The playground for fairway. Mark knows. Oh, well. Good morning, Mark Dorsett, chief operating officer, task assigned. Yeah, the latest information I have on the playground. And and Allison can fill in the the the spots was to be done sometime in OCTOBER. It was group two of the playground initiation process.

094Group two is actually I think they're already designed they're getting ready to be submitted for permits. And as soon as the permit is issued, we can consult with our vendor to to start the installation, but we're looking at sometime in OCTOBER. For completion or to start. For completion. Thank you. And then for the busses, because sunshine families were told they were going to get a bus. Can I get an update on when they'll be able to register in that process? So we took that as a action item when we had the conversation last week with the principals. So I'll work with Doctor Clowers, and hopefully we should be able to have that within the next week or two. But I'll give you a follow up. But that did come as an action item when we

095had a conversation with the principals last week. And have we informed Sunshine Families that they will be on a bus and to expect that process? MR. Strauss has shaken his head, yes. Okay. Could we maybe try to inform. Yes, ma'am. Yes, ma'am. Not a problem. We love to overcommunicate. I would love to overcommunicate on this. Thank you. Okay. For k through eight I appreciate and I think everyone's probably cheering that's listening about the staggered schedules because that's something that they have been asking for. When is that coming for a vote. So the the board will approve Bell times at the JUNE 9th meeting. And then but the one thing that we want to make certain is that people understand the k to the I'm sorry, the k five time is one time, but there will

096be one pickup for busses. So we're not sending busses back. So all of that will come at the on the JUNE 9th when board agenda. When the board approves the Bell times for next school year. Okay. And then will we be working with schools for like an aftercare program? Or what happens if the, the fifth grader or fourth grader can't be picked up and they usually take a bus like, what's that process? So the so the answer is yes. And the, the school will have. Each school will have like a school specific school site plan of how they will manage that for the dismissal time. Okay. And then I've gotten some concerns from the k eight about technology access for their growing middle schools, especially not having the same programs that a traditional middle school

097would have. I believe it was. And now I can't remember. It starts with a k Khan Academy, I think. Can we just can I get some feedback on the programs that the new. The sixth and seventh graders have access to? Sure. So. Doctor Khan. Sure. So we can definitely provide a follow up to you regarding that, but I think you and I talked in that particular program is being implemented at the k through eight. So con con, con Mingo will be at those schools. And if they're in elementary and there are designated school, they'll also get access to a varsity tutors, which is high dosage tutoring. But we're also looking at some additional opportunities that we have through grants to provide some additional wraparound academic supports to those schools. So we can absolutely provide that

098as a follow up. Okay. And do the school communities know that they have access to these programs? Yes. So any all schools. So part of new legislation, as any schools that have online supplemental software that we have to publish those on the specific school websites. So those sites are being updated as contracts are getting approved. So yes. Okay. Thank you. And then MRS. Hixon answered my question about Palm Cove and the technical school. So we're still moving forward with that. And then for the Glades k through eight, I know that this was passed on consensus. And with the understanding that Glades wasn't touched. So we could convert it into k through eight. And I know that there is construction that needs to happen in order to put that in line with statute requirements. How can

099we get the construction process started? Because if we don't, if we wait until this final vote, then I don't think we're going to be able to open a k eight. The 2728 school year. So what I will say is I believe something has to be codified in the d, e, f, p, and the board needs to determine how, you know, it wants to codify something in the d, e, f, p for that work to begin, because it will probably take a year and a half to get it done so that they can start the 2728 school year. But in, in knowing that, then there is a commitment not only to do what needs to be done at that school, but the commitment to understanding that we will impact at least two elementary schools, having to

100consolidate into what would be the k eight and potentially expanding the grades at another one of the elementary schools for that entire process to work. So the board would have to take a vote and make a commitment in the d, e, f, p with the understanding that doing that work is the catalyst to ensuring that we in the next year, would do something with at least three schools. So does, I guess, the General Council. Does that mean bringing it an item? Like how would we codify that in the dfp mark? I mean, not Mark, but MR. Dorsett, I know you. I know your team and also the capital budget team with Omar Shim are working on the defp and adding items to it or adjusting items. I don't know if MR. Shim is actually. Yes

101he is. Where is he? I saw him earlier. So so yeah, we we are in the middle of the dfp process. And if that is the will of the board, we can certainly include that as part of the initiative. The request in the d e, f p for the funding. And I think the my apologies the I think the school year is 2829, not 2728. Is that correct? No. 2720 2728 okay. Yeah. And MR. Shim, what's the timeline to bring the dfp to the board for approval? Yeah, currently we have a workshop scheduled for JUNE. Okay. And then approval. And then approval in JULY 21st. So that's the tentative the final adoption is in SEPTEMBER. Okay. So so let let's if if can we look at timeline one more time? So 2627 was, is when

102it would get approved. Right? Correct. Right. This summer. So the work wouldn't start until when. And it's and it's what a 18 month process. So we're so yeah, I think MR. Dorsett is right about 28, 2929. So is there a way to speed that up? Because then you're talking about closing two schools that in the k through eight wouldn't even be ready. So then this conversation about. Closing those. Schools should be. Postponed for another year. That's what it sounds like. And, and I don't I know I forgot what what you call that MR. Dorsett. You guys got a rough estimate, but I don't know when the actual work would commence. And if you can shed some light on that. MR. Yeah. So so we would have to go through the design process, which would probably

103take anywhere from from 3 to 6 months to get it designed. We do have a typical sketch that lays out the individual single stall restroom in each one of thelassrooms. So it's already done. If we are approved in the d, e, f p this coming JUNE, we can engage a contractor to architect that started the design so we can obtain the permits. Once the permits are submitted and obtained, then we can actually start construction. So is there a way to move this up? Like if I bring an item. That. MR. Go ahead, MR. Shim. Yeah, we can actually bring a funding item for the design to move the design faster. If, you know, it's the will of the board. It's the will of this board member. With the understanding that my colleagues agreed to this,

104with the understanding that they knew it would cost about $3 million. So I just we've told the community it's happening. We've told them it would take a while, and now we're I have to go back to them and say it's going to take another two years. Like that's unacceptable to me. So if I have to bring an item, that's fine. If you're going to bring an item that's better, it will probably be prettier than mine. But I would like it to happen. And I think in addition to that, the hard part is an acceleration on the two schools, right? Naming and moving forward so that the community and everybody knows this is this is what's happening. And as a result of building out Glades Middle into that k through eight. So a little bit more

105nuance on that. And DR. Holness and her team can kind of probably create an accelerated timeline if necessary. I think it it is necessary because and a point I'm going to make in a little bit, we can't keep every year closing schools. So if we could wrap it up this year so that people can heal, we can kind of take a pause, see our great work coming to fruition. But if we have to wait to make it a k through eight, that means we're closing schools this year and we're closing schools next year. And at some point the system is going to break, and people aren't going to trust us to put their kids in our schools because they don't know if next year we're going to close the school. So I guess, what are

106we doing with this plan? Am I bringing an item or is staff bringing an item? We can come to consensus right now as a board to to give direction on bringing an item. Let's get it done. Yeah. Okay. Do we want to do that right now or at the end? I don't have a preference. I would just like it. Yeah. It's good. Done now. Done now. Okay. We know MISS Thompson's position. MISS Bulman. k through eight. The timeline. To expedite the timeline to accelerate the timeline. Right. Okay. Which will be bringing an item to amend the current d e, f p to include the cost of the construction that needs to be done at Glades Middle. Okay. And we have the money for that. Or. MR. Shim, can you confirm? Question was do we have

107money for that? Yes. I mean, you're talking about the timeline for adding funding for design this year. Yes. And then adding construction next year because the construction would begin after JUNE after you have the design. MISS Hixon. I just have a question. I don't know if we I don't remember any way the conversation about having to close two other elementaries. Like, has that been a conversation that. The communities, the community understands that they're okay with it. So I don't know if anybody's ever going to be okay with us telling them, but we were very explicit when this whole conversation happened on the dais. I said, I want to make sure the board understands we will have to close two elementary schools and and potentially extend the grades of a third. But we don't. Yeah, the

108population down there would necessitate us closing to a minimum of closing a minimum of two, and potentially expanding the grades of a third one. And I believe, MISS Thompson, you made very clear that that was the feedback you had gotten. Yes. And I, every time I talk about this, I say, now remember, because we're making it a k through eight, what I've been saying 1 to 2, but two is still a two. So it's fine. They're aware as much as they. All right. I'm fine. I guess I'm fine. I'm good with the acceleration. DR. Holness. Yes yes yes. DR. Zeman I am, but why haven't we accelerated this a long time ago? I'm really shocked that we talked about this and then did nothing. Like like we made it very clear what we were doing.

109We made a commitment to build out Glades so that it could be a k-8. And then there was no follow on Doctor Hepburn. I don't understand that. Well, I think the one of the barriers for us is the identification of the two schools for the board to make an investment to build out a school, but no real confirmation from the board about what two schools are going to close. That's huge. So we're making an investment in something and but not really discussing the other half. That has to happen. And so I know that's the delicate subject. But it's a tough one that we have to tackle real soon. So we can we can move forward with the consensus here. But I think immediately sometime later this summer at the at the at the minimum is

110we need to make a decision on those two schools. Terrific. And I will just say this very publicly that six months ago we could have come and had this discussion and we could have said in an item, we agree we're going to close two elementary schools and we're going to build k eight. And then we could have moved forward with building the k eight. And we didn't even have to identify. We just had to like solidify that we were doing two elementaries in order to build the k eight. But there was nothing stopping us from doing that six months ago. And so I'm frustrated. Our agility is being tested by competitors who are winning way too many students, and we've got to be faster. MISS Thompson, you agreed that this was the deal we made

111a year ago. Right. And and now we're finding out that we didn't get it in writing, I guess, in JANUARY. And and I think we could have we could have without identifying the school said, here's the deal and put it in writing. And then we could have started. MR. Shim, the process of allocating the funds, design, build, get it done. Right now we're in extremis because we've got 14 months or so until that school is supposed to open, right? So now it's going to cost us more, and we're going to be telling the community we think it will be done in time, but we won't know it's going to be done in time. And I just think that that that's not it's not the way I want to behave. Thank you. Thank you, MR. Cervera.

112I'm in agreement with MISS Thompson. All right, Doctor Hepburn, you have your direction. Absolutely. Yeah. Thank you for that. And I, I appreciate all the movement that's happening. And I understand we were also working on closing and settling those communities at the same time. So that's exciting for the plan. I know we're clearing out levels of this building. Can I get an update on that? And can I also, and I don't know how my colleagues are going to feel, but I was talking to someone about renting out this building and they said the upper floors are obviously going to be more prime real estate for people interested in leasing the buildings. And if we've considered renting out the 14th floor in addition to the other floors, or just switching. So you're saying. Because right now.

113It's the board. Three through nine, right? Correct. So you so you're making a suggestion that the board relocates to another floor. I would be fine with I would like my colleagues feedback, but also if that's if that's true, that there would be a different rental structure for upper floors, or if it doesn't really impact it. So. MR. Roso has the floor by floor. Okay. So again, Chris was the director of real estate. If you rent out the whole 1 to 14, you're going to be getting a range of almost 4 million to almost 5 million. a year. Yes. I mean, what I'm giving you right now, we have a range of lowest to highest cost per square foot. So you're looking at $25.65 per square foot to $29, $83 per square foot. So we multiply

114that by the square footage of each floor. So those range depends on what range you take. The highest range is $34 per square foot, but from those five ranges, you're looking at almost 4 million to almost 5 million for if you rent the whole building, if you rent the 3 to 9 floors, again, looking at those range, you're looking at approximately 1.7 million to approximately 2 million, 3 to 9. Is there any difference in renting the cost of the rental depending on if it's at the top floor, the 14th floor versus being on the third floor. So the 14th floor ranges from $264 to $307,000. In terms of the range I just gave you. So we have the numbers floor by floor. I mean, if the board wants, we can provide that in a follow

115up. But we have the numbers floor by floor. Yeah. I think just so we can make best use of the investment or or get the best value, I guess, or best deal. I think we should explore all options. So we will definitely provide the floor by floor analysis. And then what, we also just have to make sure we understand in the floor by floor analysis that we provide what would be the retrofit to relocate. Right. And then what are our costs. Because basically it would be becoming landlords, right? If we're leasing out floors. So what is our cost for like maintenance for making sure everything is what we have toto hire someonene to then actct a a ndlolo andnd sayike, o o t t r coconditioning isroroken. That floor. I know that whatever. But what

116is that process look like of becoming basically landlords of a floor? So this would still be our building to maintain and operate. And, you know, we would obviously have to, you know, have a system for, you know, we got to evacuate the whole building they got to go to if the ac is down on this floor, that floor. So we would have to have a system, you know, for managing. Okay. I think including that plan in the follow up would be helpful to like who's managing, who's doing all that, how we're renting it out, that information would be helpful. And then as far as the autism Center, MRS. Hixon covered most of my thoughts. I think I thought that the parent survey was they wanted to keep the autism programs within their school, except in

117the north, where they were interested in like a charter system or a district managed program. Is that am I remembering correctly? You're correct. So I think I would. Follow what the community wants. If in the North that's still an interest of theirs, then I would be interested in exploring it. But in my region they weren't. So. And then I had a question for the regional approach to dual language. How does that work? Would we be taking it out of schools and only putting it in one school? So, and I will certainly allow Doctor Cohen and his team to speak it. It it's almost like the whole approach around what I gave MISS Hixon the example of like a music type thing. Right? So you would take an innovation zone and build it to make sure

118there's a foundation in whatever are going to be the elementary schools. It would then matriculate to the middle school, and then whatever is appropriate at the high school, then Doctor Cohen is nodding like, I got it right. Yes, you are right. And as a matter of fact, we've been spending about a month now going through into the various dual language schools to look at the cadence of how some programs are being operated as well as their feeder schools. We've also identified some potential opportunities and challenges that exist, because each of the dual language schools are operating a little bit differently in terms of grade levels. We're coming back to the Multilanguage committee to kind of talk about those results, and also thinking about potentially how we recast in that in terms of bringing more rigor

119and standards alignment to those dual language programs, because they all are looking a little bit differently. And so having different outcomes. So when we do bring forward a dual language program, it is to standardize our approach to dual language with some very comprehensive, rigorous standards tied to them. So our offerings moving forward will be more aligned to a district process, procedures, standardization across the board. So would that take it out of individual elementary schools and put it into just one, like a feeder pattern? Or would they still have it in schools that are interested but with more standards? Yes. We're looking at existing programs where we've interviewed principals and teachers of the program and looked at some of the challenges, not taking it away from those schools, but then any new offerings, make sure that

120we level set and ensure that some of the existing challenges don't occur as we successfully implement it. That sounds great, and I look forward to kind of the feedback on that, because I have noticed a difference. Depending on where you go to school, the rigor of it. And I think having a strong dual language program really sets us apart from from our competitors. We'll be sharing a white paper with the research behind that. Okay. Thank you. And then just two more points. I we had a speaker yesterday talk about bringing more intentionality to our art and music opportunities throughout the district. And he had mentioned doing a director level position for music and arts, but I think so I would like kind of staff to think on that. If that's something to add to the

121org chart. But also just how do we make sure that every school has an art and music opportunity? Because that's what parents are asking for, especially in the elementary. So just not in a magnet program facility. But how do we make sure that every elementary school can offer art or music? I don't have a solution to that, but I do know that that's something that parents want, and that's something they ask on Facebook. If you know, out of these three schools which ones have art. So if we could make sure that we are supporting the students we do have while we're winning kids back, I think I would be interested in some proposals or solutions around that, and then I will just resume my point about redefining. I think it's really important to make one

122more bold step and then kind of sit and breathe and let our community reflect on, on the great moves that we've made, let our programs kind of settle and bloom and not be saying that we're closing schools every year. Because if you guys have been watching the news, like Miami-Dade isn't like seven, seven schools this year, next year we'll find out more. Or Orange County is not doing that. Sarasota did it, I think, in one meeting. So other school districts are moving faster and then kind of closing the book. And I don't think that doesn't mean we can't innovate every year or look at boundaries. But to say we're redefining every year, I think is harmful to the system. And then, sorry, just one more point. On the JULY 21st date, I have a little

123bit of concern because it's summer break that people are going to say that we released the list of names while everyone was on vacation. For the school names, because that's when we're publishing the list, correct? Oh, you didn't say that. I said, we're going to come in JULY, have a conversation. So we, you know, if we obviously we'll take whatever direction we're, you know, we get from the board. But at some point we are going to have to be have the conversation. And I agree, I'm not opposed to releasing the list at that 21st meeting, but I just want to think through how we would make sure people would know. And that public comment is still welcome because it is summer vacation. But that's my comments. Thank you. Thank you. DR. Zeman. Thank you. I'd

124like us to think differently this year about how we do this. We're going down a path we've been down many times in Broward, and I call it a million flowers in a very large field. You know, every flower looks beautiful and the field is large, but there's nothing like holding it together. And I would like to be able to talk to the community in terms they understand about what we're doing and why we're doing it, and the initiatives that are talked about today, whether it's Nova, whether it's about programs, shifts in bus schedules, adding bathrooms so we can have a k-8 quickly. We have to be really, really crystal clear. And so I'm going to suggest, Doctor Hepburn, that for every initiative you talk about on the same slide, you talk about it, you write

125down why we're doing it. Why are we doing Nova? Why are we taking you know, why are we closing schools? Right? I just think it's really important we communicate the why to the community. Because I'm thinking, again, we're going to be talking past the community by putting up charts and talking about schools and talking about fish and three d, by the way, which not everybody on the board understood what that was before we started talking about it. It sounds exciting, but I want to make sure that we use language the community understands. And I think the way you hook the community is tell them why we're doing this. I also think we need to think about our our data. Am I right, Doctor Hepburn, that we are using thought exchange as our primary process and

126model for getting community feedback? Yes. That's correct. Who do we sample when we use thought exchange? Depends on the targeted audience for redefining it's parents. Some upper grade level students and also staff. So I think there's some other people we want to get to. I spend a lot of time with chamber groups, with employers in Broward County, with universities that that live here, and the universities that want kids from here to attend their universities. And they're all part of our community. And they all either benefit or fail to benefit from what we produce. And I just want to think a little bit about who we survey and then therefore, who we don't survey and think a little bit about some creative ways. I said on a Federal Reserve Board panel that meets every three months,

127it's a group of 20 business owners and some random school board guy. But the other the other folks run very large businesses in Broward County, and it would be easy to ask them to give us some input on on what they're getting out of Broward County schools versus what they'd like to get out of Broward County schools. And I imagine there's some other groups like that. Chambers, other ways to use extant survey information that other people pay for as a way to understand the community, because the community is a lot more than our parents and students. That's 41% of our community, thanks to MR. Beck's calculations over a year ago. But there's still 59% of our community. I think, Joe, that that that we need to make sure we understand them as well. They're the

128ones that hire our graduates. They're the colleges that our graduates go to. They're the, you know, groups that that look to us to do a great job. Another source of really important data is development data. I'm going to highlight something. And MISS Leonardi district, there's a new development going Galleria Mall. It has 1200 affordable housing units. Affordable housing units come with oftentimes parents and kids because they're the ones that qualify at a higher rate, because the amount of income they have versus the number of people in their family qualifies them for affordable housing. I expect to have an explosion of children in the Galleria Mall living there, but we have an opportunity to do things ahead of time. There's over 10,000 affordable housing units being developed in Broward County already. Many of them are going

129to come with kids in a new and different way, not in the model of single family homes or townhomes, but or apartment buildings, but in these very, very tall, I think two tall, by the way, but vertical buildings with affordable housing built on the first five stories. We just found out yesterday that Hollywood has another live local thing coming. They're planning 36 stories on Hollywood Beach and the top, the bottom 6 or 7 stories are all affordable units. We've got to, I think, get ahead of that data and start to plan about it. I imagine at Galleria Mall, by the way, that if we gave them a very exciting feeder pattern and started planning it today, more people with kids would take those affordable housing units because they have an amazing opportunity to go to

130world class public education. But we're not. Am I right, Doctor Hepburn? We're not using development data right now. Yes we are. And MR. Beck can speak to that. We do use development data. I didn't hear anything about it in the brief today. So we absolutely do. We have an agreement, the interlocal agreement with our 27 cities in Broward County. They provide us five year residential certificate of occupancy forecasts every single year. And they're posted on our website, as a matter of fact. So the development that you're referencing right now, that's been in talks for a number of years, that one is not on the city's list of approved developments at this point, but we are aware of that. That's been talked about for quite a long time. So that one's not exactly a done deal

131yet, because I know that the community to the south of that Suncoast is an intercoastal. Sunrise house, sunrise, intercoastal. Thank you. It has has been very opposed to it, but I don't know where that stands right now. But right now it is not. In the city's forecasted five year residential cos. I don't know how to say this in polite company, but the state legislature made that homeowners association and the city of Fort Lauderdale irrelevant to the development of Galleria Mall. So we have to kind of change with the legislation. So legislation gave developers the right as long as they had 30% affordable housing to do whatever they wanted, independent of the cities that they're in, the cities cannot do anything to, to constrain them. In fact, in the second year of that legislation, they took

132away the last few things that a city could do. A homeowner association definitely cannot do anything. But the city itself is is in capable of affecting that development. So it's if the developer wants to do it, it can happen. I feel like at a minimum, we should be planning for those 10,000 Units are coming with live local. If and. And what I'd suggest, Doctor Hepburn, is we don't just constrain ourselves to government sources of data because the world has changed. And where is it used to be permitting and city approval and all that long process live local is fast. It's being in the absence of any city oversight, and it's going to affect our opportunity set. But Galleria is a really cool one because we have this amazing set of feeder patterns around there that

133if we can, we're creative in the way we built out and added to schools. We wouldn't be just talking about closing schools and repurposing. We'd be talking about where we could add. And that's exciting to me, and I think the community would like to see us to be, you know, trying to take all available data, kind of using business practices. It doesn't need to come from a city or a government organization to be real. These live locals are going to happen, and all we have to do is plan for them if we have to wait until they actually get, you know, a certificate of occupancy to build. I understand that, but it sure would be great to have the planning and maybe even design done because we can, I think, Doctor Hepburn influence who lives

134in those units. If we tell them we're going to give them the feeder patterns that are in that area. So why wouldn't we do that? I'll just ask you a question, doctor. Heparin, can we do that please. Yeah. We'll put forth an effort. I think identification of the actual builder group and all of that will help and assist us in learning more about some of these live local affordable housing facilities that are popping up. Yeah, I just think it's exciting because if we can give them great options, I think we'll change who actually takes those affordable housing units. Just like I said, the why would be important in each one of these, you know, great ideas. I also think it would be really cool to see these things aligned by our strategic goal. What are

135the 23 ideas that are going to improve enrollment? What are the 17 ideas that are going to improve academic performance? What are the nine ideas that are going to meet our third, fourth, and fifth goal that we have? I keep thinking about winning the hearts and minds of parents and students every day. That's, to me, kind of an intermediate goal toward winning any of these strategic goals. But I think in addition to knowing the why, we kind of need to see how all of these things align as a way to kind of organize what we're doing. I'm sorry, MISS Hixon, did you bring up the parkland property earlier? Thank you. I would like to add to your request for getting board consensus. MISS Hixon Chair, I'd like to get consensus on a 30 day deadline.

136It's time to buy the property or move out of the way. Okay. We cannot drag this negotiation out forever. And if it's not, if we don't have what I'm going to suggest, chair, is 30 days to have a letter of intent with all the terms of the agreement. 30 days from today. This has been a year of of back and forth. If they don't want to pay for something that they agreed to do, put it in writing, bring it back to the board. You know, we'll have to figure out what to do with it at that point. But there are other people that are interested in that property, and it's time, as the executives that run Broward Health know, it's time to to say yes to the deal or to allow other people to enter

137the enter the stage. So I'm going to ask chair, if you can get a consensus on 30 days as well. Deadline on a letter of, of interest that would have all the terms in. It before you do that. DR. Zeman. No, MR. Sullivan has some additional information that he wanted to share as well. And I do see my my friend from Broward Health just walked in. So if you guys want to call on her to validate what I'm saying, that's perfectly fine as well. We trust you. So yes, so I believe Broward Health is has been a good partner. And I believe they have discovered some nuances as it relates to Eagles Haven and some of the complications that MR. Russo described. So they're willing to add, my understanding, additional million dollars on top of

138the what they agreed to. If we take out Eagles Haven from the equation. Yeah. And I think I think that's the kind of offer. If it if it comes back, I'm not sure it's appropriate today to like even get consensus on that. I'll leave that up to the rest of the board. But I'm glad that there's progress moving forward on that. I think there's some strong feelings on the board about Eagles Haven, and we'll see kind of how that versus the million dollars. You're talking about $1 million of asking price. So 15 instead of 14 million? Yes, that's my understanding. Terrific. I understand. I think I'll keep going unless you have more. John. No that's okay. Thank you so much. I'm plantation high school. I'm hearing a lot from the community. And I think that

139what you described today is closer to what I'm hearing from the community than what the the city came up with originally and what the city came up with originally. I'm not interested in I'll just tell you, we don't have a high school to make employees for the city of plantation. In fact, our graduates work everywhere. They move places, they do cool things. It's just not an appropriate goal. What it sounds like it's moving toward, though, is what I have heard from from the community. Is there a way to or maybe ask the superintendent? How would you find out kind of at some point, like, like soon? We really need to know what plantation's input is into the equation for plantation high school. We can obviously add our own spin to it so that it's wildly

140successful as a whole high school, not just reflecting, you know what the elected leaders there, they are an input into what we're doing, but how can we get kind of definitive goal of the community for both plantation 6-12 and Stranahan High School have been pretty vocal about what they want. Now for both, there are several methods. First, you can easily survey both community, the parents specifically, and also the students. You can also have meetings at the at the high schools to garnene thehe feedbackckBut you know,ee would weweould comome th opoptis,igight? So thth r rlly unundersndnd all theptptio available them and the outcomes that students would have, how they align to the industry and things like that. So we can do that fairly quickly. And would faculty and leaders of those schools be included as well?

141Yeah. And maybe even the scholars. Yeah. I mean, they might have some opinions, but if we can do that and get it like at a date certain, it'd be nice because we have to kind of know what we're shooting for before we decide how to make changes on those things. Let me try and go through my list real quick. Doctor Hepburn, very, very large question for you. If what we are trying to do is to create the most efficient and effective school district possible, what in general would be the number of schools you'd look to repurpose through this cycle? Yeah, I always got the hard questions, doc. Well, this is important and I'll tell you why. Just I'm looking for a range of things. Is it 10 to 20? Is it 5 to 10. Is

142it. You know that's I just mean a range. I don't want to scare the public, but I would say definitely above ten. Okay. Thank you very much. The reason I think that that issue is so important to get out in the public sphere. And, and this is something that my colleagues have talked a little bit about is I want to offer music, art and pe in every elementary school in Broward County. I want to have a robust media center in every elementary school in Broward County. If that means we need to go find savings in other places in order to do that. Imagine if Broward County schools could go to the entire county and say, if you go to our schools, you get it all. You get certified teachers, you get the best locations in

143Broward. You get a strong commitment to making sure our facilities are as strong as possible, and you get music, art and pe and every one of our elementary schools, I know we can do this. This is just a money issue. But to me, it would fundamentally change the brand of Broward County public Schools. The perception of schools is far lower than the actual value we deliver. And so we need to find things like what we're doing with vr glasses in every middle school in Broward County and, and make a commitment to the community about our specials. What percentage of our schools offer those three specials? Now, Doctor Hepburn. I know we're doing a follow up on that, but I know Doctor Fulton has any of that information off the top of her head. No, we're

144doing a follow up and I'd rather wait until we get that data to be sure about. Is it half or more? Maybe a little more than half. Yeah. So so this is feasible. This is something we can do. But things like that, that bold statement that if you go to one of our schools, you get music, art and pe through your k through five, you get amazing vr education added to your math and science and future curriculum in middle schools. Our high schools already are have a huge value to the community and they see them as a huge value. But our elementary and middle need more things like that, so that we can make a commitment to the community that we can afford. And that might drive Doctor Hepburn, you know, up a couple more

145closings if we have to close a couple more schools so that every school has all the specials on top of all the other values that we add. And let me preface this with my the number, of course, I suspect, is going to be, you know, higher, higher than ten. But for the main purpose of when we have our master planner on board, working with our capital program team to identify schools, that it's not affordable to spend a lot of money to renovate, but to consolidate multiple schools and build a world class, state of the art facility for our students. Right. And so consolidating numerous schools into a brand new school is the hopes down the line. Terrific. On on the Pembroke Pines k-8, the only question I have is what do we need to do

146to get that ready to open in 2728? I don't want to. I'm not interested in if we can, I want to know how we're going to do it because I. I don't care if we have to hire someone working seven days a week to get that done. That's a commitment we made to the community, and I trust that that answer will come in time. I'm not I'm not asking for an answer today. One other big item, Doctor Hepburn, on the number of schools. You know, the Florida Education Association and a number of other plaintiffs are suing the Department of Education in Florida for not fulfilling their constitutional requirement to provide high quality education to students in Florida. I'm very familiar with that lawsuit. I'm very familiar with the logic behind it. We have to do

147the same thing in Broward, though. We don't have a constitutional requirement. We have a moral requirement to provide high quality education. And if that means we close more schools so that the schools that remain can be world class, I hope we have the courage to do that. I'm very heartened by what we did yesterday. Yesterday was to fulfill a strategy that said, we are going to save our schools. We're not going to take positions out of them. We're going to take positions. Otherwise, we know we have to reduce our staff. But what we did yesterday was part of a strategic initiative to make sure that what we're doing is world class. Doctor Hepburn, what's the difference between what we do at Gulfstream Elementary School and Broward Estate with wraparound centers and the birth through five

148model at Thurgood Marshall? Not much difference between Gulfstream and Broward Estates. The difference at Thurgood Marshall is that that birth through five. The students have a a clear trajectory or feeder throughout that whole entire school. Terrific. Does Gulfstream Academy and Broward estate still count as Broward County Public Schools? Yes. Thank you very much. Thank you. DR. Zeman. DR. Holness. I'm sorry. Oh, sorry. I'm sorry. It's okay. I'm sorry. I'm just going off a little. Longer pause than I was used to. Yeah, yeah, I was trying to make an effect there. And you we talked about surveying. We talked. Oh, do we know or do we have any, like, deep research on why some parents and some students chose to go to other schools besides district run schools? Yes. The Hanover research that we we can

149send to the board again, but we they did some research on our behalf. I'm familiar with that. Anything in addition to that? No, they're they're the only institution we've commissioned during this school year to collect that research for us. Dynamite, I give you I'll give you one suggestion that I learned about at a conference in London this year. Arizona State University offers a service where they come and work with districts to offer programs that would compete very well in the geographic area based on what the charter schools offer. And it would be neat if we could collaborate with them for some, maybe a specific school or two this year and see if their model really works. But it's kind of a neat model because they do deep research with the actual parents of charter school

150kids, and then they come back and they try and enhance programs that are offered in traditional public schools. I just throw that up as an idea for you to consider. Doctor Hepburn on the community meetings. Doctor Wanza, I totally appreciate 13 being too many. I think three might be too few though, so if we can think a little bit about how we make sure we hook the community in, I appreciate that their need is to want to know things. I also appreciate once the list is done, we usually don't. We don't hear a lot on the option one two versus on the committee. I'm kind of in the middle. I think it should be option one without the advisory board members. Our advisory board members will take up repurposing. They will all come talk to

151us about it. They have tons of time with us. I believe option one with just like an advisory board, a member from each school board, 1 or 2 from the superintendent. To me, that would make a very good group. Remember, Amazon won't let you have a meeting with more than seven people. It's a good number to keep in mind. I know there's nine of us, so we probably tilt that in the wrong direction. But you know, there's a there's a reason you don't have 60 people on a committee because the people don't feel valued. If you're one of 60, you're just one of 60. If you're one of 10 or 12, you feel like you have a much, much greater impact. I also want to talk about South Florida Autism Charter school. I do believe

152that that is something we need to learn from. And I think Doctor Hepburn, what the what the conversation suggested to me is that we want to learn more about autism clusters. Would that be okay for a future workshop or a follow up item? How would you like to handle that? Probably a follow up. And if need be, I'll leave it into the hands of Doctor Dr Fulton if they want to bring something more extensive to a workshop. I just would like to learn more from the from the superintendent staff perspective on what they think about South Florida Autism Charter Charter school. What would they think about a district run? What would they think about? One that is a traditional public school, but with a focus on the spectrum only. And again, I understand the transportation

153issues and things like that. I'm more concerned about serving those communities though, than I am saving a few bucks. Thank you chair, I am done now. Thank you. DR. Holness. Thank you, MADAM Chair. I appreciate the opportunity to speak. You know, as I listened to the presentation and the board members feedback, I started to actually think about my son who wants to be a pilot. And he he's currently flying small planes. And the reason that came to me, because we have an issue here where we are losing students. And as we continue to have student decline, we also have to have an equal opposite action in gaining students. So not only should we focus on being reactive to the decline in enrollment, but we have to be proactive to increase enrollment. And how does this

154relate to flying? And I kind of thought about it. Right. Well, which my son teaches me, planes generate an upward force called lift to resist gravity. Now, as lift increases, the plane flies higher. If lift decreases, the plane tends to descend. Now the question is, Doctor Hepburn, if you look at that analogy right, we have to create lift to resist the consequence of declining enrollment. So what action plan do we have to create lift to rise and resist the forces of declining enrollment? What are we looking at in the future? And currently, as a robust action plan to increase enrollment to rise, as planes do, in resisting gravity? I was I like that analogy about the wholeness, but nonetheless, the the plan is what many of the things that were talked about today, more innovative

155programs in. In our schools, we talked about redefining Nova and the opportunity there. Since it has multiple schools on, on one acreage talking about, you know, regionalizing and scaling out programs that are actually adding value to students and industry in our communities. So it's doing things that our other competitors that we know are not doing. As DR. Zeman said earlier, our perception is is minimal, but our value is really, really, really isn't understood. And it's actually great and better than what our competitors are offering. So some of it is simply marketing better. But definitely what we've done, sunset programs that don't add any value haven't been successful in a while. Scale out those that actually add value and been tremendously successful. Work with our industry partners to find out what additional things that they MAY

156need to help our students as, as they hire our kids after they come out of the college or going straight into career and making sure programs are reflecting in our high schools and also going down the trajectory to elementary school. Okay. So, you know, I know that we have actions that we're taking, but have we designed put together sort of a, well, thorough thought out plan that that can be presented for, say, the next three, four years that we're going to take action on? You know, I know we're we're having programmatic changes. We are doing these things. But is it in a comprehensive plan that would be over a certain time? Yes. So we can we can codify that into a briefing for the Board of Outlook over the next 3 or 3 or more

157years of. Because we have all that information, we have all that data, and that's the information that we use to continue to build out and figure out what we're going to sunset, what we're going to scale, and what we're going to work with our partners specifically about as we introduce new things and scale out great things in our schools. Okay. So yeah, because I would love to see a more formal sort of approach that is within a, a brochure as to what the comprehensive plan looks like over the next three years or so. Yeah, absolutely. Okay. So I can tell you, Doctor Hepburn, like many board members, I am growing increasingly tired of looking at closing schools, reacting to student decline. And I'm also sometimes growing impatient on not being fully convinced of a robust

158plan to increase enrollment. I want the focus to be balanced. I want it to be on both where not only are we reacting to declining enrollment in terms of repurposing schools, closing schools, but we have an equal or greater attention given to how can we increase student enrollment. And I believe we can. And I'm not saying we're not doing enough or we're not trying to do enough. I just don't know if if we have exhausted all options to increase enrollment. You know, the because of that, I am also growing increasingly tired of the effects of declining enrollment. I hate to see us having to let go of staff. I hate to see us having to reduce staff. I hate to see us not being able to pay staff, teachers and others the right wages. I

159hate to see us having to reduce certain programs and so on and so forth. So I just want it to be within our consciousness that we are equally focusing on increasing student enrollment. Now, Broward County is a diverse district. It's a diverse community. We have all kinds of students. We have many different subgroups. We have differences in Broward County based upon economic status, race, culture, nationality. We have different student subgroups. We have Esq, gifted, advanced high performers. It's all here in Broward County, but they're not all coming to Broward County schools. They're going to private schools, charter schools. I am confident that we can get many of those students back because they're taking them from us. We can take them back from them. And I know we can. You know, it's interesting when you shop

160around in Broward County because if I'm looking for something more ethnic and I go to a Publix in Lauderhill, I will see some Jamaican products, some Caribbean products, because the population in Lauderhill is largely Caribbean. So when you go into Publix in Lauderhill and you can try it for yourself, you will see they have jerk seasoning. They have these other options because they're catering to the population there. If you go to Publix in Weston, you will see something different. We have to cater to our student population. We have to figure out ways to attract and win them back. And so I just think we MAY have to have a different shift in our mindset. You know, I had brought up an option in our last board meeting to increase the Pompano Beach High School model.

161And we are having Hallandale and I, and I am happy to see that. I personally believe we should have more. And I know the item didn't pass, but I'm going to still bring it up. Hallandale is in the south, Pompano beach is in the north. We don't have that option in the central central west. It's not there. You know, I think exploring adding another Pompano Beach model, at least one even one. I said four before, but even one, if we lose a small percentage, and I know the concern is we MAY lose some kids, high performing kids from other high schools, but if we lose a small percentage of students, high performing students from our existing high schools, then what is the problem? We must not worry, in my opinion, about competing with ourselves. We

162are one school system. If we lose some students from other high schools to, say, an all magnet high school, they're still going to be enrolled in Broward County schools. They're still going to be here. So if some of them leave Fort Lauderdale or Taravella and they go to this school, it's still Broward County School. So why are we worried about competing with ourselves? We need to worry about competing with others. And so to me, the benefit of doing that will attract students from private schools, from Pinecrest, from American heritage. So if we lose 5% from Fort Lauderdale, from Taravella, it's not a problem because they're going to still be our students. But if we gain a high percentage from Pinecrest American Heritage, then we're winning. And then guess what? It will force our high schools,

163existing high schools to step up the game. Because now if you lose some of your high performers, you're going to have to make high performance students out of what you have, you know? So I think it challenges us to be better. We have to go beyond our usual thinking. It challenges us to improve our existing schools, and it also challenges us to compete with Pinecrest, to compete with American heritage, to win those students back. So I don't want to be timid. I want to be brave and bold. I want to go out there and try. You know, I don't know of anyone with great success who was timid. So I just feel like we need to do something beyond what we're doing. We must be able to compete now, opening high performing magnets with magnet,

164high performing magnet schools, more of them with a high entrance requirement and high performance to remain there will win back students, in my opinion, from the private and charter schools, we have to be careful we're not being too habitualized and not receptive to change that can lead to our demise. We have to compete with the competitors and I just don't know if we are. And that is my concern. And and so Doctor Hepburn, I know the item failed to bring four more of those schools and I get it, but I, I would like to at least challenge you to bring one more. Maybe in the nextwo years. What have we gotot to l lose? I don't understand why we don't want to compete with these high performing schools. So I am hoping, Doctor Hepburn, that

165the board will support at least one more, at least one more in two years. If it doesn't work, then we we we go back to where we were. But if it does work, we gain so much, so much from it. So I want us to, in my opinion, wake up, stand up and fight. Fight for our students and get them back. That's what I want to do. So Doctor Hepburn and I just have a few more comments. We talk about alumni and engaging alumni to support our school district. And I remember we spoke before and you indicated that you would try to provide a plan to do that. Is there a plan to engage alumni that they can support? Broward County schools, especially those who have been successful, because many organizations engage alumni and they

166get significant amount of dollars? I mean, I go to my dad was sick the other day when he went to the hospital up there in Boca. And I see the names of all these alumni in the lobby, and they give $5 million, $3 million. Do we have a plan to engage alumni in Broward County schools to give back to us? Yeah. So that's an endeavor between bff and the district. So we're already in talks of how that would look and how do we actually create some outreach through alumni? We don't have, you know, contact information for every alumni from Broward County, but we can provide a follow up once a firm plan that's developed between bcc and b f. Okay. So I know that I've seen other systems that do it and they do it

167very well. And if it means naming a building after someone, naming a classroom, whatever it is, I mean, just the other day we have, I believe it was the Wiener family that we were able to engage them. Yeah. So I, I just believe whatever it takes that we engage our alumni, find the means to engage them and those who have been successful and whatever reciprocity in, in, in, in whether naming something after them that we need to look at to be able to, to get funding. Now we're on it. Okay, so another thing, Doctor Hepburn, board member Hicks mentioned Kipp, and I know Kipp is moving into one of my schools. Are we expecting going forward to have more hope schools occupying Under-enrolled schools? So MR. Sullivan has stepped away at the moment in time,

168the only letters of firm letter of interest and follow through that we've received is through Kipp for William Dandy. I haven't received any any other letters with any specific requests and follow through for any other any other schools at this time. Okay. Do we expect to receive any in the near future, like upcoming school year? Do you anticipate any of that? I'm, I'm pretty sure at any point in time we MAY get some additional letters for certain requests. Okay, so I'll just conclude, MADAM Chair, that I believe in Broward County schools. I believe that Broward County schools, we do have the right programs to attract all of our students all across Broward County. I do believe we have room for improvement, and we should. I believe we need to be on top of the game,

169whether through research or whatever means we use to get to the top, we must be on top. I believe we can be one of the best school districts in the nation. We're the sixth largest school district. We are not a small school district. We're well recognized in many areas academically, all across the country. I believe the problems we have that we can solve them, but we have to go beyond what we normally do. We have to focus on the best customer service we can. And Doctor Hepburn, I know that we have the the in the lobbies of the schools, they can scan and give their feedback. As a board member, I want to see way beyond that in terms of how we document and enforce customer service. So we should be we should have the

170best customer service of any school district in this state. We should focus on esthetic appeal of our schools. We should focus on not only our product quality, but the variety of products that we offer. And we should focus primarily, always primarily on increasing enrollment while we react to the decline. I hope that I I'm not sure if we are. I know that we are focusing on, on, on reacting to the decline in enrollment, but I want to see a great emphasis on being proactive in increasing enrollment in Broward County schools. So those are my comments, MADAM Chair. Thank you. Thank you, MISS Bulman. Thank you, chair. Okay. Thank you very much for this presentation and for all of your hard work. I know this has been quite a process and I do feel like we're

171making progress. So thank you. I'm very happy. And not to make DR. Holness jealous, but about the Hallandale model that we're going to be introducing. So hopefully we'll be able to show some great success here and then be able to expand it. I was just wondering. So I saw on the slide that you have Academy of Entrepreneurship and Technology, is that what we had discussed at the meeting that we had with the students? Or if you remember, is that what we're calling it? Because there's something with media and digital. Yes. So one of the components will include multimedia. As the students have spoken out and we got their feedback. So along with c taste, that is one of the pathways that are being built within the program. Okay. And we, we were talking about having

172an additional instructor for that. Is that going to be something that's included with the programing. That that's a part of the the general fund Esq in the in the appendix section, you'll see it there. Yes. Okay. So we're asking for it. I hope that my colleagues will support that because that we actually had a great meeting with the city. Leadership and a student conversation that Hallandale High. And they really had a great grasp on what they wanted and what was going to be important for them. So that was something that we identified. And I think that's a great a great programing for us for starting for next year. Also glad to see that we're working with the community members and the city. So any help you need with that, I'm here for you. And then

173I know MISS Thompson asked about this earlier, but just the with the k through eight bell time. So there's would we go back then to having the k through five ending at two? Like if you're doing an 8 to 2 schedule and then they're kind of waiting. If either they get released or if they have an older sibling, they're going to wait until the 40 minutes later. Yes. Okay. And that'll be arranged on a school. At the school. So that clears up any issues we have with teaching time and prep periods and all of that stuff too. Yes. The yes. Okay. The answer is yes. So that'll be for next year. So thank you very much. Yes, ma'am. Thank you for doing that. I think that will make a lot of teachers happy, and it

174still makes it convenient for the families. So I appreciate that. Thank you for the Olson time change. I know that that will make a lot of people happier, and we'll attract more students to Olson, because it is difficult to start breakfast at 630 in the morning for most people. Definitely not attractive to me personally. I don't want to be up that early, so. Do when were. Okay, so a couple things I really like and we've talked about this before, but I really like the, the direction we're going with like an innovation zone or whatever kind of concept that that's going to be where instead of it being a magnet program, we're going to just have very intentional. Pathway from elementary to middle to high school. I think that's the way to go regionally. And then

175we'll attract more people because it'll be consistent. And then that also kind of gets in. So the like we've talked about the performing arts in my district. I think that that's something that we really have an opportunity to capture people because there's a lot of partnerships there that we have. So hopefully we'll be able. Is that something that we can do for next year, do you think, or is that so? So the the intent would be to start to start it next school year. It MAY not be fully built out, but definitely to start it. So, you know, you use like your example, you've got Hollywood Central k a arts academy, you've got Bethune there. Even though Bethune, you know, technically feeds into Parkway, which feeds into Dillard, there's still the opportunity to do something

176in that space there between the about 3 or 4 of the elementaries addicts and potentially Olson. And then what would it look like at the high school level? Is it South Broward that has an amazing theater program and all of that, or do we do something in it, or do we do something at Hills? But I'm thinking that maybe more South Broward, which definitely has an amazing theater program. They have a band program. So it's having that regional concept available to families. Okay. So yeah, I would like to explore that because I think and then that gets into the transportation piece of it, which I think we could save quite a bit of money if we're doing it that way, instead of having it in as a magnet. If we don't have to provide transportation

177and someone's going to the middle school that's next door to them instead of cities away, that will be effective. I think it'll be easier for the families, and then it'll be more effective for transportation. And so into the transportation part of it. When we had the workshop on the hub model, is that something that we're going to vote on, or are we in tending to start using that this coming year? How is that looking? So correct me if I'm wrong, what I received from that workshop was to go out and have a conversation with communities and, you know, get their feedback and their and to do that and start next year. I don't see how we do that by going out and meeting with a bunch of communities, bring their feedback back to the board,

178and then the board make a, make a decision. So I don't see in that cadence how that would start fo next school year. And I'm just being realistic. I agree the timing is tricky, but I do. I think this opportunity to streamline things so that your regionalized will help us because if we're regionalizing things, getting away from traditional magnet oering similar, but where you're zoned for that school so that you're bussing and everything fits into that model might lessen the load of the hub model and magnet schools, right? Where, where we have, we're going to capitalize on every opportunity to do regional pathways. Yes. So that's great. I think that's going to be a game changer for us. And then you talked about Palm Cove. I went to Sheridan Tech a couple of weeks ago

179on a tour. Amazing. But they also are doing classes, you know, in like they're doing a morning session and an evening session because there's so much demand. And so I know that the leadership there is very interested in expanding their offerings out West. And so I fully support that. I know that there's probably a significant amount of money that's going to be associated with doing the build out, like the capital improvements and everything to have the ability to do the different technical fields that they're offering at the Hollywood site. But I think that due to the demand, that would be a good investment. So i fully support that. And. That's it. Thank you. Thank you. And I was going to call MR. Cervera next. He's not on the dais, so I'll go. But I just

180do want to make sure. MR. Hill, is anyone on the line is like MISS Rupert or MRS. Alhadeff on the line. No one's on the line. Okay. Okay, I have some comments. I did want to kind of touch on the enrollment piece that DR. Holness has spoken to, and I agree 100% that we need to have a bold plan to increase enrollment. And I think if you I mean, I've been saying that since my first year on this dais, and I felt very strongly about the idea that, you know, instead of closing schools, we need to focus on bringing kids back into our schools. I and I, I agree with that still, but my, my feeling has evolved as I've seen more data. And, you know, the other day I was reading a New York

181Times article about declining enrollment throughout the country. And I think it's really important to understand that in 2007, we had a fertility rate or our last fertility rate peak. Since 2007, our fertility rate has dropped 24%. And those kids that were born in 2007 graduated in 2025. And so while you know, I agree with trying to bring back kids who have gone to charters and private schools, there just isn't the number of kids to bring back into our schools that we would want. It's just that's the fact of the demography in the United States. And, you know, I could go through the list in the article of all the school districts that that have experienced just incredible declines. We're actually kind of in the middle of the larger school, the the larger school districts throughout

182the country. But I think, you know, while I agree again, that we need to provide enriching programing and focus on recruiting kids back into schools, an action that we took just at the last school board meeting, hiring a firm that that focuses on that we have to grapple with the reality that the fertility rates have declined immensely for a variety of reasons, that some of which are in our control and some of which are not. So I just want us to to live in reality when we're talking about bringing kids back. Now, with that said, I do now. I do want to you know, I was reviewing this presentation and I really appreciated like the very organized presentation of information that, you know, where we are in the workflow, what actions are being taken, where

183we are in the implementation process. But I was really struck, I think we've really underplayed like what we're doing at Thurgood Marshall providing a birth to, to grade five. And I, I just can't restate enough what a big thing that is. As someone who pays probably more in childcare than my mortgage every month, it's a huge thing that we can offer to parents. But beyond even, you know, the financial assistance to parents, I think anyone who has studied education understands that one of the most powerful things that we can do for students is to provide them with an education before they start kindergarten like that has, you know, every longitudinal study, we'll talk about Head Start in pre-k and vpk and all of that and how it improves outcomes for students. So and I know

184MISS Thompson has spoken really strongly about providing early childhood education. The more that we can do that within our our financial resources, I think the better. So that that I don't know, I was just really excited about that when I really sat down to think about about what we're doing there. I do want to talk about the plan for kcw. I know that we've asked for an appraisal of the sale of this building. Where are we with that, Doctor Hepburn? MR. So we did an appraisal and we presented those appraisals with appraisals as required by policy and state law. And the Negotiation Parameters Committee valued the property minimum asking price for $85 million. If you sell it. Okay. Was that sent to us? It's not the. No, not yet. We're waiting for all the documents

185from MR. So then we can wrap it up and send it to you guys. How will it be presented to the board? We'll send it in the memo. As far as the appraised value. And then if the board wants to bring it to a workshop to do something other than what we've discussed as far as leasing floors, you know, we'll work out what based on the will of the board. Okay. I guess I, you know, well, let me think about that. The other. So I'm do do you have a plan right now that's in process for relocating certain floors of kcw and where they are going and how much money we're expected to, to get from those leases? That's a yes. Okay. Yes. So we already identified the different departments that are occupying floors in

186kcw and and what closed school facilities or sharing facilities with existing schools. So yes, we have a plan for that. And also MR. Arbusow gave us the numbers of the potential leasing ranges. Is there a timeline in that plan? Yes. Summer this summer. Okay. Yes. And I think we spoke about it with the board because we actually went over, I don't know if we if it was the e can't t rember the o os.Ou cacan he me witthatatIfIftt was rtrtf f a previous workshop or if I it actually sent a memo with the cost, the capital cost that it would require also to move individuals out and equipment to those, to those sites. So I believe MR. Dorsett MAY have done a follow up with the costs, but we did identify, you know, the floors

187and the and, you know, some MAY have changed a little bit as of the approval of the org chart. So we have to go back and make sure we have what departments are actually going to remain here, the few and which ones are going to go where. And. But the. And then there's a, an item that has to come with the, I call it I don't want to call a vendor, but basically some additional assistance with moving right to help facilitate the move of the numbers of employees that would go out. We know that we can't start to move any one per se until we. We have to allow for school to close. Right. The testing is going on now. We got to allow for school to close, turn those buildings over, get those. So

188we we're looking to start major moving in the summer. Okay. Are we building out the floors for the tenants? Do you want my answer? No. Typically the tenant of the build out. Yes. Build out. Yep. That's my understanding as well. Be nice. DR. Zeman. I guess I'm just. So we're planning on relocating our people in the summer. Do we currently have leases for the the floors that we're vacating? So I don't believe that we do. I believe that we were going to contract with services to do that. I mean, I. Yeah, so the plan is to work with procurement to get a service agreement with the real estate agency or agent so they can accelerate that work, since that's what they do all day and leverage their expertise to, to make that happen quick. Okay.

189And we've already, I think we've had some entities correct. MR. Sullivan, government entities that have actually sent some interest. We had some walkthroughs. Walkthroughs. Informal walkthroughs. Okay. What if then the direction was once the appraisal is shared with us formally, what if the board decided, no, we want to sell Casey. That's not my position. I don't I don't want I mean, I, I'd like more, I need more information. But like, what if we decided, well, next month, we we actually want to sell a case. We would still relocate those departments. If you want to sell it, we would have to relocate anyway. But the based on board consensus and direction, this topic has come up several times even this year that the board was not interested. The majority of the board was not interested in

190selling. It transitioned to leasing because of that money going being able to go into general versus selling, going into capital. So that's how we move forward with leasing based on board direction and consensus of this discussion topic a couple of times. Okay. I will ask at the end for consensus around doing a workshop on the entire kcw plan with like different options like leasing some of the floors, leasing all the floors, selling it, which I just really would like to see a solid plan because one of my questions is like, if we're planning to vacate some of these floors in the summer, why have we not already engaged in a commercial real estate? I don't know, agent, whatever you want to call it, to lease those floors so that those floors aren't just sitting vacant.

191That's a concern to me. So I, I would really like to know that I would really like to have a workshop bringing back, you know, comparing if we sell it with all the appraisal information and then different leasing plans with the current leasing plan is and the different like one issue that keeps coming up in my district is, have we engaged with the city of Fort Lauderdale? They like their city hall situation. Could you elaborate on that? Yes. They've inquired. Not specifically. I forget who was the specific people that. Inquired MR. Sullivan. Then you can talk about who else has inquired. The. It wasn't the. It was an entity that was hired by the county to see feasibility of moving into different available spaces and ours was identified. So they did walk through. But that

192was for the county, not for the city of Fort Lauderdale. Okay. And I in that workshop, and maybe there's not going to be consensus for this, but in that workshop, I would also like to see, you know, the cost of relocating the different projections around that. I would imagine that the cost of relocating would be less than what we would be getting in lease or sale. So like, I just want to have all of the information so we can make an informed decision. The other. Thing, well, let me ask some easier questions for the Siegel and Whiddon Rogers consolidation. What is that looking like? I've gotten some really positive feedback from the the community and the employees at Siegel around how we've engaged with them. Are we looking at renaming Whiddon Rogers? Like, what is

193that merger looking like? So Doctor Tuma would have to come and speak specifically because obviously the regional office would guide whatever process they're following. But I do know that a lot of work is going on out there in the regional office has been very intentional in guiding that work. So Doctor Tuma. Ted Tuma, Central Region Superintendent, I concur with everything that doctor wants, is saying there were some facilities issues that needed to be taken care of, and MR. Dorsett and the team have been very proactive. And on top of that. So everything is moving right on schedule in terms of the renaming. So at this moment there is no plan to rename. It's not to say that we're not open to that for the future, but at the moment that's not not on the table.

194So let me ask this. So Siegel and Whiddon are merging. The services are staying the same for the Siegel students, correct? Correct. So if I am a student who would like to enroll in that program, what steps do I take or does my parent take to enroll at this as, as like a seagull student? But at Wynn Rogers, like, what is that look? Is Whiddon Rogers just absorbing Siegel and everyone's going to apply or enroll in either a. I just don't know. I don't understand the logistics around that. So I'll begin. And then I MAY have to get that to Doctor Wanza for the choice piece. But I know those students have been given priority. Obviously they can go to any other school that seats are available if they choose not to go to Whiddon.

195But the plan has been to aggressively recruit those students to go to Whiddon so that there's a seamless transition. Okay, let me be more specific. If I am a parent of a child and I need to enroll myself, right. And my child at the enroll my child at the daycare at, I guess now we're going to call it Whiddon, Rogers and I, how does that work? So it's the same process that happens today. So if I am a student who find myself in need of the services that are offered at the combined location, I either my home school can assist me and refer me in the transition, or my mom or dad or myself would go to Whiddon and register for school and be a. And, you know, tell them I'm interested in. I want

196to finish my high school diploma myself. And I am in need of child care services for, for my, my child, I'm a, I'm a pregnant or I'm a pregnant and parenting student. Then they would enroll just like they would if they went to Dave Thomas or H.D. Perry. They would enroll. It would be through the Whiddon campus and the. Right now I t when they do the rollover, the Seagull student should automatically roll into Wynn Rogers, no different than the other schools that we're consolidating the receiving school, the students from the sending school roll right into their school location. Okay. Have we worked out when I met with the students at Siegel and, you know, the the families, they had some concerns around the start time. Have have we worked that out? So the way

197I recall it, Whiddon used to have like a seven something start time. And their start time went to at around that nine ish, nine, 15 ish time. That's I think it's within 15 minutes maybe of what seagulls time is. So Whiddon would keep what is their school hours and Doctor Toomer doctor Smith can correct me if I'm wrong. Well let me ask you. Okay. What what are seagulls start and end time currently and what are wins currently? And then what are they going to be? What is going to be next next year? When is going to stay the same. Win is going to stay the same. And I can find out specifically you want to you. Good morning. Good morning board. Superintendent. So with start time is around 930. Siegel is roughly around 915. Staff

198arrives at Siegel around 830. So they have a morning time for staff. But it's really a 1520 minute difference between what are the start times. What are the end times though? Because that was what the students were concerned about. So. Let me pull it up. Just to give you precise times, but it's roughly around the 330 4:00 time frame. So right now when Roger start time, they're 930 to 430 and Siegel is 930 to 330. So so what it is is Siegel. Believe it or not is on a six hour. So they do not have the traditional high school time that high school students have. Yeah. And that was when, when we were talking about, you know, when, when I met with the students at Siegel, they were concerned about that extra hour because of

199work opportunities. So I'm wondering if there's some way we can resolve that. That was a to the superintendent. Go ahead. So right now both Siegel within as well as H.D. Perry, we're exploring flexible scheduling options for students for next year. So we're taking into account opportunities for students to be able to go to work. When can. We thank you for that? I hear you that you're exploring that. So when can we expect more information about that or decision point to be? We've actually already started that this school year with the expectation of full implementation at the start of next school year. So we're kind of running a model, a pilot model to work out the kinks to have full implementation at the start of next. School year. Thank you. And then the daycare hours are

200staying the same. It will be on Whitman's time, so it will flex over to when it's time. So if you shift the time back 15 minutes from the start time as it stands right now. Well, so. Actually, I'm sorry, I take that back. The daycare will start earlier. Yeah I apologize. Yes yes yes. So the the daycare hours will stay the same. From our initial planning meeting. That is the plan. We're also exploring extending some of the daycare hours based on being able to flex for parents based on their work schedule. Okay. But I believe the drop off is 630, right? The drop off is very early. Yes. Yes. And so it will stay that way. Right now, we have to work through some of the time frames in terms of flex and staff schedule

201in order to accommodate that time frame, but that is the initial plan. When can we be notified if that change, if the if the about the official hours. We have a planning meeting scheduled, I believe, this week or next week, and I can have a solid response through Doctor Wanza and the superintendent's office. To give us about two weeks, if you don't mind. Okay. Thank you. Okay. With regards to the Kipp at William Dandy piece, something that that MISS Hixon said. Interested or I had a question about you mentioned that were that an agreement will come back to the board for approval with regards to Kipp Co-locating at William Dandy, is that. Do we have a choice? No. Okay. Thank you. In my opinion, but you do have a general counsel. For the record, I

202agree. Thank you. And then I, if I MAY, I do need to get with general counsel because I believe based on this, the statue and the role we might have to present this, the 19th unless Kipp agrees differently. So but I'll get what general counsel will report back. Can we get a follow up on that? Yeah. Thank you. Okay. Another issue that MISS Hixon raised that was a little alarming to me. So it does say in the presentation that there's the mayor and mayor. I can maritime science program at Stranahan. So again, if and I maybe I misunderstood the response, but I didn't feel like I got a solid response on this. Why are we calling it an eye can maritime science program at Stranahan, if I can, is no longer in I don't know,

203no longer exists here. But so Stranahan does exist. It is. I'm not Stranahan. I'm sorry. The eye can. The eye can program does exist at Stranahan, the grant. So the magnet program is. I can integrated career network academies for students, but the grant itself has sunsetted. So just as me, Sarah. The way I hear that is that if the grant is sunsetted, how are we doing? I can if the grant is Sunsetted. So the grant being the funding piece of the grant. So the program itself continues, just like all of your growing Stem programs. All of those were funded through a grant, but the programs continue. Okay. So. Again, maybe I'm not understanding this correctly. I thought I can was a grant program correct? It was yes. It was funded for five years across six

204schools. And so all of those schools still have the magnet program. Just the funding itself has sunsetted. Right. And we absorbed the funding as a school district, right? Yes. Okay. So we can still call it I can, even though I can is not funding it. Absolutely. We had until recently when we sunsetted some of our growing Stem programs. All of those remained programs for a number of years. So the grant provides an opportunity for us to build the programing, build professional development, include resources, technology in the schools. And then the idea is always for those programs to be able to sustain themselves and grow. And as the community changes and as needs change, you do have the opportunity to expand pathways or to shift away from the original programing. So you have currently six schools

205on I-can that sunsetted that that grant sunset around OCTOBER of last year. And you currently have six schools that are in a vertical alignment for aces. Okay. Okay. So I guess I would, I would like a follow up on the funding that we are providing to Stranahan High School to start the maritime science program. Sure. Okay. The. MISS Leonardi, while you're finishing that thought, the child care hours are going to remain the same next school year for for Whitten. Awesome. Thank you. On page four, you know, it outlines the schools that were consolidating. I would like to see what I would like to see a formal plan on what we're doing with all of those properties. Which brings me to my bigger point around. Like Seagull and North Fork. And as we move forward with

206consolidations, if we're not relocating departments to some of these properties, we're surplussed them. I have not really felt like the process we have for accepting proposals has been as tight as it could be. So let's just talk about Seagull for a moment. I know we had been engaging with the city of Fort Lauderdale. Privately, people have approached me about different proposals. And I, you know, I think that what we need to do as a school district and as as we continue to consolidate schools, is initiate kind of a more formal process as opposed to like email the board, email the superintendent. Hopefully it doesn't go to junk email like the sistrunk rising. So I think we really need to be like loud and clear about like seagull, for instance, let's put it on the auction

207block, whatever you want to call it. Let's advertise. This is this is a property that we are looking to dispose of, whether it's a sale or a lease. You have until JULY 1st to submit a proposal at our team. I don't know if it would be the auditor or someone else will evaluate the financial viability of that proposal, and then the board takes action. So I will be seeking consensus on that from my colleagues as well, is like having a formal process to advertise a property, accept proposals, evaluate the financial viability of those proposals, and then the board takes action. So if I'm if I MAY, chair, I just want to make sure the process is clear for General Council and also MR. Akabusi, because I think for a formal request for proposals, it requires

208us to actually go through a surplus process like we did with some of the other properties that we've put up for sale in the past, and surplus as of recent. If you can clarify. MR. So just taking in the feedback that. But but. Yeah, but before you do that, though, because I'm not even talking about just a sale like I want to, you know, the, the Sistrunk rising isn't a sale. So would likikus t to be kiki of likik agilele a abo aeptingng proposals arodd sale or lease or, you know, with the city of Fort Lauderdale initially wanting to enter into some, some sort of agreement about, you know, the safety, whatever it was that's no longer on, on, on our plan. So I, I'm not talking about slowing us down with bureaucracy. I'm talking

209about like just a formal way to say like, this is what, you know, you want a lease, you have a proposal, like submit that to us, not in an email that can go to junk mail. Yeah, absolutely. Because we're, we're referring to the results of the unsolicited proposal. So I'm talking more about if we're actually soliciting proposals, what's the proper way for us to do it given the constraints. So I think the General Council will jump into this. One of the things I think we're recommending to the board as a suggestion, I mean, land is gold, land is running out. So I think the encouragement is for the school board to potentially look at p3 public private partnership. That's law. And council can jump into this, which guides the p3 solicited unsolicited. Right. And she's

210talked about pretty much coming up with a standard operating procedure, which will then guide us because the law is tailored to how you respond to both. So I think that's something we want to put in place is standard operating procedure for p3. So this is actually through the chair. This is actually something that I am looking at, and we are working with the team on this. There are a couple of statutes that intertwine with regards to unsolicited and solicited proposals. There's some charter school statutes that are also impacted by this. So if I MAY have an opportunity to look into this a little bit more, MISS Leonardi, my intent is to bring a actual policy for the board's consideration that will, I hope, address some of those things, and then we'll have SOPs, standard operating

211procedures that will follow the policy. Okay. Well, we'll follow up with more detail. Okay. And then I'll just provide my input on the different board member recommendations that I captured. I would like more information. And then I think like, we finally need to make a decision around an autism, I don't know, charter magnet, whatever you want to call it, but this is something we kind of been dragging out for a few years now, and we haven't made any kind of decisive action on, but I would want to know like a, can we do a district run charter? Why would we do a district run charter rather than just a district kind of cluster school? I would want to know what our projected impact if we did something like that, what that would be on our

212clusters, on our autism clusters, at our schools that I know continue to really explode in terms of growth. So I would really like the legal questions fleshed out and also the transportation concerns fleshed out. So I don't know if that would need to be another workshop, but I know MISS Hixon wanted to to explore that proposal. And then I think we need to set a deadline for ourselves in terms of making a decision, MISS Dupree. Bruno. The only thing I would say, we've already started the research on this, the legal team. And so we will have something probably in our next one on ones to be able to flesh it. It's a little it's a bit more complicated than it seems. So we'll be able to have some answers for you. For you. Thank you.

213And I never thought that that would be simple. So that's kind of that's kind of why I would want a workshop on that. I am a yes on option one. I know MISS Thompson. MISS Thompson, I don't know if you were if you like, formally offered the recommendation for relocating the board offices. It can be formalized. I just think exploring that option, if it especially if it would bring in more interested renters. Yeah. Okay. Would you be amenable to just like including that in the workshop on the kcw plan? Yes. That's fine. Okay. A 30 day deadline for the Broward Health Letter of Intent with all the terms. I agree with having our, you know, exploring, exploring different ways to have art, music, pe at every elementary school. I agree with bringing back one more

214Pompano Beach High School magnet proposal. I would really like to see how the first iteration of the Hallandale High School plays out before we entertain another one, because I think there MAY be some implications for the enrollment at Pompano Beach High School. So I would like to. Before we explore that, I would like to have some time to analyze the data on that, and then I. I proposed a workshop on a plan for kcw with all the different action or options, as well as a formal plan for the proposal for people submitting proposals and identifying the financial viability of each proposal. So that's me, MR. Cervera. You were not in the room when I called on you before, would you? Do you have any questions or comments? Let me run through the the list, if

215I MAY. I'm also a yes on option one on the 30 day deadline for that letter. I'm a yes. I agree with that. And the kcw plan. I would have honestly like to see that like yesterday. So as quickly as we can get that, I think I heard Chris say it's now like 85 million. So it looks like the the numbers are. Increasing. Increasing, which is obviously a good thing. Cervera. I'm so sorry. Like there's three different people talking to me. So I didn't capture after you said the kcw plan, you wanted that yesterday. I'm so sorry to have you go back. Could you just run through after that? What you the feedback that you gave? Yes, yes. Option one I got that. Yes. On 30 days. Yeah. Kcw plan obviously I'm in. I'm in

216favor with the, the rental versus the, the sale. I'd like to see that asap because we seem to be doing a lot of talking about that and very little action. So I'd like to see see that get done. If I MAY, I, I'd like to address a pretty egregious comment that was made earlier by DR. Holness. I will have you know that in the great city of Weston, all of our publics have jerk chicken seasoning within them, and it's delicious. And not only jerk chicken seasoning, but we also have fantastic cornmeal for arepas, which are also delicious in the great city of Weston. So just if you ever want to come visit with me, let me know. Lastly, I want to thank staff for the. I want to thank staff for the for the presentation

217and the work that that went into all of this 70 something pages. Well done. We've heard a lot from my colleagues. I don't need to be to beat a dead horse. We're moving forward. It sounds like we have good plans of action. And I see that we have some committee members that are anxiously awaiting the time slot of 12:00, which we've now run over by 17 minutes. So I'm going to be quiet and thank everybody again. Thank you, MISS Thompson. Thank you. Chair. I just had a question about the 30 days, because my understanding was that staff needed us to say something about the terms. And so us just saying like, let's wrap this up. I don't think unless I'm misunderstanding what's happening here, I think we need to give more feedback than that. So

218I was going to come back for that. And one other thing, the but before you go there, I MISS Leonardi. I think I heard the board's consensus on option one, right. For the. I think that's where. There is a. Okay. But I want to make sure I have the right board identified committees and last year it was the dac representation from dac. The three area advisories, Esol, Esq and the Diversity Committee. I think that was it, right, Joe? I think those were the committees. So that gave us seven reps, which is fine. The nine board members puts us at 16. And then the superintendent one is the tiebreaker at 17. So I just wanted to publicly say that. Okay. MISS Thompson. Thank you. So. Back back to the Broward Health. So my understanding is the

219the sticking point is the Eagles haven because of the different variables included. Is that correct? That is correct. The main thing is the build out, which I said the. The creation of space, right, which is the build out is translating to build out in the contract that build that has a price tag of going up to 1.9 million. Right? So what John said is out of room is like they're proposing to take out that component and then offer an additional million dollars. So we just need direction because that's what's being I mean, we have some other minor issues, but that's the key sticking point because we don't feel that the board is going to be stuck with, you know, between close to half 1 million to 1.9 to potentially build out space. Okay. So currently,

220if the if the deal went through right now, how much are we looking at? So Broward Health total offer was $14 million for the purchase of the property. And then 1,242,003 3778 for the value of the of the 6500 square foot. So in total, 15,000,002 42337 okay. 15,000,015 million. Just say 15 million. Right. That's perfect. Okay. Yeah. So I guess my because I feel like we've been talking about this for a year plus maybe it seems like a year plus if we are able to, and I guess I don't know all of the requirements of Eagles Haven. So if this isn't an option, that's fine, but to sell the property without that requirement and then as a board, designate a certain amount of money to, in one of our own under-enrolled campuses to put Eagles

221Haven there. If that's, I would first like to know if that's a viable option and then get forward. Consensus. Through the deputy. Go ahead, MR. Sullivan. So I think you would have to first determine if there were viable options within the location where Eagles Haven is located now, because that's the most of the constituency that they serve. So we would have to determine if we had a facility that would meet their needs. I think the other challenge with having it, how and Chris can correct me if I'm wrong, having Broward Health have Eagles Haven, there's really no guarantee or timeline that that building would ever be built. So I think that's something that the board should consider as well. So your your feedback is if we took the money and put it into one of

222our schools, we would have to make sure that there is space available in some of the under-enrolled schools in that area. Is that your feedback for that? Because you gave two feedbacks on different things? Yeah. So I would say would have to be MR. Hixon can jump in, but I think it would have to be in a geographically similar area of where Eagles Haven is now. Which. But I think the other part to that is we have to consider hours of operation. We also have to consider that one of the reasons why Eagles Haven came to be where it is, is because people didn't want to be in a school campus, kind of, sort of. So there, there there was a lot of thought into the why, the where and the how. And I'll let

223MISS Hixon take it up from there. Understood. So I, like I said, did not know that backstory. But if the deal is going to fall through because of this, I was trying to come up with a creative option. And it also seems like there's no timeline for that build. So we could approve it and then not have Eagles Haven there. For years. For years. I'm open, open to feedback about that. That was just an idea that came up. Okay. It's my understanding DR. Holness has to step out. So go ahead. DR. Holness thank you, MADAM Chair. So just want to give my input on on the choices here. So I am for option one. I am certainly and I appreciate your comments, MADAM Chair. On the Casey Wright building, I, I am for renting as

224soon as possible. And regarding the redefining process, I would like for the superintendent to explore in year 2728, a central, West or central location for another Pompano Beach model type school. So those are my my comments. And I just want to say to board member Cervera on my way to Weston again, I'll stop in for some jerk seasoning at Publix. Okay. All right. Thank you, MADAM Chair. Yeah, just to clarify, DR. Holness, what I proposed was to have a workshop on the kcw plan and all of the including all the different options. I support that as well. Yeah. Thank you. All right, MISS Hixon. Thank you. And I also support the the workshop on the kcw building. I'm for leasing it. And we'll talk about it then. I agree with you, Chair Leonardi, that I

225would prefer to wait to look at an additional Pompano Beach Model School until we see how Hallandale works out for a variety of reasons, but we. It's costing us a lot of money. We want to know that we've put money in a good spot, and if it's. That's not successful, how do we learn from that? If we did want to go somewhere else. So I'm not ready to do that yet. And as for Eagles Haven, the the issue I have really at this point is that we made a special deal with Broward Health, that they could be the sole bidder on this if they had a space for Eagles Haven. That was the whole reason. That was what we voted on. That's why we gave. We went only to them. We didn't open up to

226the other community, and there was never a discussion in that part about us having to pay for anything. There was some discussion about the size they wanted, and Eagles Haven went down and said, you know, maybe they didn't need it to be that big. So I feel like it's a breach of contract here in some in some way, because the reason that we didn't send it out like we do to anything else, we would be selling and went straight to Broward Health was because they did agree to that caveat. So I have a huge problem with even with the additional million dollars, just saying yes to Broward Health, I'd rather go out and see who else wants to bid it. And if we they could bid again and bid it on that or find someone

227else, but I. There was a promise that was made and I feel like the promise was broken and I. I do appreciate MRS. MISS Thompson's trying to figure out a way to do it in the school setting, but as Doctor Wanza said, you know, the reason Eagles Haven exists for people that don't know is that it's a place to receive some kind of mental health services for people who have been affected. Originally it was just by the the msd tragedy. Now, you know, there's it's a bigger space, but specifically for people in the northern area of Broward County. So initially I was thinking forest Glen, but they are open seven days a week and they have different hours and people are coming in and out of that facility. Often it is funded by Jeffco in

228the state, but we were just trying to figure out a way because they do service a large portion of our students that live in the north area, not just parkland, not just Coral Springs. And if you have an issue, you'll you could call them and they'll help you find the right mental health services. So as we talk about how our students and our staff even need more mental health services, I think it's important for us to keep the commitment that we want to be able to see them continue to flourish, because they are contingent now on the state, just like us receiving funding to be able to stay open. So they do get funding from Jeffco and the state. But that was the original intent behind why we made this agreement with Broward Health that

229you could we would go into this negotiations directly with you because you were offering this space for Eagles Haven that we know our community desperately needs. So I don't mind sending the 30 day notice, but I do think it's important in the conversations that we have with them that it's very clear this was a promise. It was an agreement that we had, that you were going to find this space for them, and we weren't going to send it out to anyone else to bid on. And and shame on them for backing out. Thank you. Thank you, MISS Rupert. Oh, sorry. Attorney Dupree. Bruno wanted to make a comment then MISS Rupert. Yes, given MISS Dixon's comment with regards to potential legal liability, I would like our team to. I know that we have been involved

230in some of this conversation, but I do think that I would like our team to have an opportunity to really delve in, and for me to be completely brought up to speed with the history, because i don't know this particular topic, so we can add that to the time, please. I'd appreciate it. MISS Rupert. Thank you, MADAM Chair, to weigh in, I'm. Yes, for option one. I am still for renting kcw the sooner the better. Yes. On the the the Autism Charter or whichever iteration that that we're going to work on. It's much needed and definitely get my support. I am a kind of a let's wait and see exactly how Hallandale does for Pompano Beach High School situation. It is a lot trickier than it actually seems, and it does limit the kids in

231some way with access. So I really think that we need to make sure that Hallandale gets completely gets all their, their help, and let's see if we can successfully launch that and then take the, you know, the, the, the best practices from that and be able to replicate. I said yes for 30 days. Was there anything else I needed to weigh in on? MADAM Chair. There's. Well, I was goingng toto askececsese none h has rereal wghed in w whether or not we are pleased with the way we've been getting proposals for the different properties. So I wanted to do something more concrete and formal. So I don't know if you have a feeling about that or if you feel like the way we've been getting proposals was appropriate. No, I don't think it's been appropriate.

232I feel it's very disjointed, and I wholeheartedly agree with having a more formal presentation or actually a plan that that's directed from the school board level. And. I appreciate that you brought that up. Two questions that that I have that MAY have been answered, but I've been in and out here is specifically, what is the plan for promoting our new programs in our existing schools? I know that there was information about Deerfield Beach and the other schools with Ican et cetera. Space Florida, and we and Space Florida has sample press releases. Et cetera. Et cetera. So I think we really need to be jumping on that to help our principals and our schools and community to know that all the great things that are happening. Second question was Coconut Creek k to eight plan to

233promote to I guess the seventh grade will be this year. Are we also promoting to seventh and eighth grade eighth graders that aren't enrolled in that school? And I will take those two answers as a follow up. And I think I think that is it, except I'm sure that the dac and that the board members probably already discussed having a better line of communication when it comes to breaking down the. When we have a a breach. So with canvas, etc. That there needs to be a better communication system to parents to to the students, to our workforce. And I know it's, it's, it's very, it was not isolated to Broward County or even Broward County schools, but I would like to have seen a better plan out to the public and to the school board

234to, to find out exactly how we're moving forward. And I'm not sure that any notification went out to, to our parents and our community. So I, you know, just someone could answer that question. And if it hasn't been done, then a follow up will be fine. So I, I leave it up to, to you, MADAM Chair, if, if the question was already asked and answered, then a follow up would be fine. If not, what is the plan to move forward? Did staff capture that for follow up? Okay. Thank you. Yes, yes. Thank you. They'll be providing follow up, MISS Rupert. Okay, I appreciate it. Thank you. Thank you. DR. Zeman yes. On Casey. Right. I just didn't get to share that. Yes. On the process review, particularly chair, if we can emphasize speed, you know,

235it's one issue to kind of follow good business practices because literally this is a business function. We're selling a piece of property. So things like letters of interest and terms and things like that, you know, should be just kind of a normal part of it. So should appraisals within a couple of weeks, not several months and things like that. On the 30 days to MISS Thompson's question, that was to like, get the terms on a sheet of paper and come give it to us in 30 days or less, because verbal commitments are verbal commitments. And what we need is anybody that we offer to sell it to, to come in writing and say what they're willing to do. I'm with MISS Hixon, though, if they're not willing to do everything they said when they negotiated

236in this room over a year ago, then I'm ready to say thank you very much and find somebody that has more value in that land. Thank you. Thank you, MISS Bulman. Thank you. I agree with option one. I would like to see the kcw plan for renting, but if we could make that very comprehensive by floor, square foot comps and then. Also how we're going to set this lease up, what are the tenant responsibilities, landlord responsibilities. So we don't have to invent the wheel as we're or reinvent the wheel. Because I think there's definitely. Options that you can present to the board so that we can kind of limit how much time we have to spend on that. And then I, I agree with waiting to see if Hallandale works. I feel like it's going

237to, but maybe we could at least give it the year and then revisit for the central to see how to see how we're doing. And then in terms of the parkland property, I think we should put it on the market. We spent a lot of time being low balled when it was outside of our policy to begin with, and then we were supposed to have a contract, I think, in MARCH. So we're just letting the land sit, sit fallow while we while we wait for this. So I guess if you want to do a 30 day notice of intent, but I thought we already did this like back in DECEMBER or something. We've been through this exercise already. So I, if you want to do 30 days, that's fine. And i know there's complexities in

238having Eagles Haven there. So if that's not going to work, I think we need to put it out and get the best price we can for it. And that's it. Thank you. Okay. I guess I don't know that I haven't really captured a consensus around the Broward Health piece. His staff. Through the deputy. I think the only clarification staff needs is if Barrett's Health's final offer doesn't include Eagle's Haven. Are we permitted to bring that to the board, or are we continue to negotiate until we resolve that issue? DR. Zeman. I think what we asked for. Is in writing, what are you offering? Because this verbal is not the way business is done. You don't, especially when you're selling to a committee. You absolutely want it in writing because you don't want nine people to

239have different opinions of what they heard. So get it in writing. Come tell us what you're willing to pay. You know what the deal was. And for me it's a yes no. Did you comply with everything you said you would do? That's simple. And that's also a good business principle. And so the issue is bring us in writing what your offer is, and we'll look at it and see whether it's compliant. We don't disagree with that. But if they're written offer doesn't include Eagles Haven. Do we bring that to you or do we continue negotiating? I think the intent I'm sorry. MR. Can I can I just interrupt for just one second, just because I have heard that there may be some legal liabilities involved in this, I would caution the board to not further

240discuss this. If I can, please have an opportunity to talk to my team, talk to staff, so I have a clearer understanding, and then I will make sure that the board has the information that you need. I just cautious because of the comment that MISS Hixon made. So we can report back on the we're here next Tuesday so we can report back next Tuesday. That's even better. 30 days chair. Wonderful. All right, MISS Hixon. Thank you. I just wanted to weigh in on the proposal thing. MISS Bruno said something about bringing a policy in in an sop, so I would be for that. And I just wanted to quickly say my issue is not Stranahan being called an I can because I get that part of it. My problem is that it's a new program.

241I don't think it falls under the umbrella of I can. So that's where the concern was with that. So thank you. To MISS Hickson's question, though, about bringing back a policy for the proposals. How long is that going to take? So I will have something for you because I actually can have it for you within the next seven days doesn't necessarily mean we need to have rule making just yet, because I want the board to give me some information. I would like to present some thoughts to you at our next one. On one, we have one on one scheduled for Monday, so I can add that to the agenda. I guess my my concern to Dr. Zeman concern as well is like speediness in the timeline. Like I don't want some properties just sitting vacant

242for the next year. So that's my concern around a policy. I mean, I understand that we need to codify things in policy and all of that. And that's our job as a board. I just we've we've known we were closing or consolidating Seagull since the fall, and we've done nothing with about the property for months now. So what, what, what I will say through the deputy is depending on, you know, so obviously we thought we had a plan that did not materialize. And so there's still opportunity, even if it's staff relocating there, I can tell you, I don't think that the building will sit empty for a year. But if the board wants to entertain doing something different, then we wouldn't move staff to move staff to move staff is what I'm saying. Okay, MISS

243Bulman? I was just going to weigh in that I agree with having the policy and then emphasizing. Sorry, could you repeat that? I, I, I was weighing in that I agree with having the policy brought back by general counsel. So we have a framework to work with, and then we can work on expediting our processes. And I'm really glad that you brought that up. I think it's really important, and it'll be very good to have that in place moving forward. So thank you. Okay. Anyone else? Sure. I'm sorry. Through the Deputy Chair I just wanted to add some clarity. Currently we have six properties that's been surplused. So I'm trying to separate what we have currently that the board has authorized to go forward versus proposals being coming in, which is a good direction. Right.

244So I just want to make that clarity. So we have two six properties that are vacant. I mean, I'm sorry, vacant and surplus. And we're getting ready to put that out on the street. And then we have two in parkland, not the trail's end is the wedge which are came through a dedication. So those are not surplus. So we have eight properties which MAY be going out for sale. Six right now. So I just wanted to make that distinction for clarity. Okay. Thank you. Anyone else? MISS Hixon. Just a quick point to MRS. Leonardi point. We could work on a policy, but still, can't we do a procedure or say we want to do an, you know, put something out to ask for proposals? I don't think we have to wait for a policy to

245be able to put something in place, some kind of procedure. I know we have a procedure already for things we're selling. Could we do something along similar lines and do it for renting, and then work on the policy to formalize it? But I, I agree with her. I don't necessarily want to wait, but we want to also be actively looking for proposals. We don't want to sit around and just wait for someone to come to us. Maybe they're not aware it's available. So I just, I don't I didn't want to give the impression. I think we have to wait for a policy. I think we can work on that now. Attorney Dupree Bruno. So my legal recommendation is that we actually wait for the policy. It will not take me long to draft a policy.

246I've drafted it before. So I have a policy that I can incorporate. And it also has some processes. And the reason I say that, because the depending on what procurement vehicle you're going to use, is going to make a difference. If the board's intention is to put something out there to get some unsolicited proposals, there's a process for that. And these are all statutory processes. So if you would just I understand this has been going on for for a little bit. If you would just give me literally a week, I will have something for the board to review. I'll have it for Monday so we can review it at our one on ones on Monday. Okay? Okay. Does staff have their direction? We do. Thank you. All right. We will now move on to the

247advisories. Can I guess can we recess for like a minute so we can get everyone seated? All right. We'll recess for a minute to get everyone seated. Thank you and afternoon. And thank you so much for your patience with our redefining discussion. So our next item is our committee reports. Each committee will have five minutes. And just as a reminder to my colleagues at the end, when we're asking questions, it is up to the board member who has the floor to call on different committee chairs. Our. So we have reports from the following. I don't believe we have audit here. Broward County Association of Student Councils and Student advisor to the board. We are ready. So good afternoon, chair, vice chair, school board members. Superintendent and Broward County Public School staff. Lennon and I have

248had an honor of serving students throughout this year, and it truly has been an honor throughout this year. We have brought so many student concerns, voices and perspectives directly to the board and the superintendent. And time after time, those concerns were heard and addressed immediately. That means a lot to students. So we want to start off by saying thank you. Just to jump briefly into the report, on APRIL 24th, the Broward the Broward County Association of Student Councils, Bcsc, has elected their new officers to represent students for the next upcoming school year. Then, on APRIL 18th, we were proud to host our first ever Youth Mental Health Summit in partnership with the Unbreakable organization. So a huge thank you to district staff for being a part of that. It was a wonderful event, and we

249still hear good remarks from that day until now. And we also want to say a huge thank you to the Parent and Community Involvement Task Force for being the the blueprint for the for parent university, which we end up having a student university online and students were really happy to hear about after high school, what to expect in college and career readiness. And the biggest highlight was you can start early. And that was the biggest highlight that students received, especially even in sixth grade there offering scholarships. So that was a great opportunity for students to realize and understand that you can start now and then for. Lastly, MAY 19th is our last day on the board with you guys. So, so Lennon and I are so excited, but we are also so sad. But it

250truly has been a great year being with everyone. So thank you. Thank you. Next up we have District Advisory Council. I'm not quite sure. And I would just ask for a pause on my time. We have two board members here. Thank you chair and oh, DR. Zeman and Hixon. We don't even have a majority of board members here. It's extremely disrespectful. This was on the agenda. We're here. We made ourselves available. What this says to the community at large is that you do not value your stakeholders, because I am not here representing Cynthia Dominique. I'm here representing District Advisory Council. That represents three different areas. That represents every single school in this district. I don't bring my personal problems here. I don't come to this boardroom to advocate for my own students, for my children.

251I come here and advocate on behalf of what I am hearing in the community at large, right? The problems that parents bring to us, that is what we bring to you. And for there to not be more than two board members here now, walking in and out, it's disrespectful. So if it's best that we wait and we recess and wait for more people to come in, like you all knew that this was happening. So I'm going to pause and ask you all to pause my time. I second that. Okay, we're we're not doing motions and seconds, but I hear your concern and I hear your frustration. And I started this off by thanking you for your patience. We did have redefining. We did try to schedule appropriately. So if you're, if it is your preference

252to recess until we have more board members here, I'm happy to do that. Trying to, to balance a lot of different time constraints here. And I wanted to make sure that we started as soon as possible. So if that is the preference, I'll recess the meeting until we can gather more board members. Thank you to my colleagues who are here, including myself. So we'll go ahead and recess the workshop until we have more board members. MADAM Chair, MAY I make a suggestion and thank you for hearing our plea? I second everything, and I didn't mean it in the in the context of making a motion. And I think you knew I wasn't, I was ditto ing what was being said. We're now going to be overlapping into anybody that needs to get away for kid

253pick up and all kinds of things. We we already move from 9 to 12 and accommodated that to bring us in to 50 minutes late. If this had been other certain other agenda items, that would have been cleared at 1159 to make way for the item to begin at 12, I understand things have to get pushed and pulled, but this is just downright rude, so I don't think any of us are prepared to have an indefinite recess. I think if we could have five minutes to call people back and to be doing the job that their stakeholders elected them to do, that would be appreciated. So I already asked for us to recess the meeting, so if we could please recess. Are you doing that? All right. Welcome back. We will go ahead and restart

254District Advisory Council. Good afternoon. Cynthia. Dominique. I'm a parent and chair, District Advisory Council. Our last general meeting was on APRIL 8th. We thank you to Doctor Wanza. MR. Anderson, who came out to speak with us and received some of our feedback. And we also had an amazing district partner, Kenneth King from Children Advisory Council, come out and we're very thankful for everything that they do for our students and all the ways in which they support our district. So let me get into a little bit about redefining programmatic changes and strengthening enrollment, because that was a subject that we were talking about. One of the things that came up was school choice. And currently what we're hearing from parents and principals as well is that they're getting denials for school choice when their school is

255not even close to being at capacity. And i know several chairs myself have been working with different parents across the district to try to reach out to those principles, the affected parents, to see what is happening, to make sure that they get into a school. But when we're under-enrolled, that certainly should not be happening. Additionally, we gave Doctor Wanza this feedback. There used to be a dashboard on the district website where you could see how many seats were available in each grade level. So if a parent, if there's not a seat available for you, there's no point in even applying to that particular school. Additionally, we're hearing a lot of sibling groups not getting accepted. So one student gets in and then the other student gets in, and we have to find a way to

256better streamline the process to accommodate families. If we want to keep parents in Broward schools, because you're not going to put one kid in one place and another kid in the other place. So I hope that that's something that we can get worked out and get that information in a public facing platform like it used to be. Additionally, when we have the redefining conversations, a lot of what we heard from the community was that they didn't feel like there was enough engagement and dialog. They wanted more information about why this is happening to DR. Zeman point earlier, why are we doing this and putting in the cost of all proposals beforehand would be helpful, like sitting on the boundary committee, many members felt like they were making a blind and emotional decision because you didn't

257have the cost, you didn't have the transportation cost, you didn't have the cost of what it would, what it would be to close the school or revamp the school, or make the changes that needed to be made in order to make it a k to eight or whatever it is. In terms of the combination schools, the biggest concern that we've heard in that area is the dismissal times, and I know that Doctor Wanza and her team, they have a task force. They're working on that. But that is a concern for many of those parents in k eight and six through 12. MR. Anderson spoke about our bustling after care before and after care program. We still have a waitlist of 1000. It would be really helpful if we can look at different funding sources to

258expand the programs. And he also mentioned that the cost of the program hasn't increased in recent years. But knowing the financial challenges many of our families are facing, it would be helpful if we could try to keep it as low as possible. I think that would be another way to keep people in Broward schools. Our elementary subcommittee has been meeting, and it started off with testing and educational technology. And overwhelmingly, what we're hearing from so many of the parents that we've had on over so many meetings is that they don't want all of this education technology. The students don't in certain grades, don't necessarily want it, but particularly in the youngest learners, there is a concern about all of the screen time, the developmental and physical and mental impacts of technology use. And additionally, there

259are some other areas where we've been researching, such as data collection and sharing. Many of the companies we use have a lot of third party sharing. We've seen that not all of the data policy practices are available on bcc s website, which is statutorily required. And in addition, you know, we've had this recent breach by Instructure, and there has been no outward communication from bcc to families. So what what are the policies? What is the notification policy? Why do we have so many third party data sharing? How did this happen and what do we do moving forward? How do we put practices in place to ensure that this doesn't happen? Our next meeting is tomorrow night. We're going to have MR. Sullivan out to review policy 1070 as directed by the board. All are welcome.

260Thank you. Thank you. North area. Thank you. Thank you. Nicole Morris, North area advisory chair. At our last North area meeting, we had facility staff out to address ongoing facilities concerns. We had DR. Zeman out to talk about the referendum and to answer general district questions, and Doctor Lozano to discuss proposed changes to the org chart, a major concern consistently raised by our members is the impact of staffing cuts at their schools. Despite assurances from staff, families are seeing reductions even at schools with growing enrollment numbers. While we understand the district's intent is to adjust staffing first and then add teachers back as needed, parents and committee members express concern that this approach creates instability and uncertainty for students, families and staff. There are significant worry that these reductions will lead to disruptive class and

261schedule changes once the year has already begun. I will say at Riverside Elementary, for instance, they have an ebd class that is on a wait and they have let go one of one of their teachers. Another major concern we are reportedly hearing from parents involved students again being denied school choice opportunities despite schools being under-enrolled. While each school does have an enrollment dashboard available, it is difficult for parents to locate and does not provide the level of transparency that we are seeking. The dashboard only reflects the most recent enrollment count and does not show seat availability by grade level or special programs. So in the past there you could see the seats that were open and grade levels and special programs. And now the enrollment, the what it reflects is exactly what you would find

262on the demographics and enrollment planning tool. So we would like to be able to see in real time what seats are available. Let's see, there's also significant confusion regarding how reassignment and school choice seats are determined. For example, we have a middle school in the north that opens seats despite being at approximately 115% of their permanent capacity. While we understand the district considers gross capacity, including portables, families still question the consistency of the process and contrast. We have a middle school that has denied seats, despite operating at roughly 75% of their capacity. Parents are asking for clearer explanations and more consistent criteria determining how seat availability decisions are made. We have asked School Choice to come out to our next meeting. We're hopeful that they will be able to be there. I will say a

263couple of years ago, when we brought the school choice policies back, we recommended that we allowed that the enrollment for school choice be 110% of permanent capacity, because schools that didn't have portables were not allowed the same the same enrollment. So you MAY have a school that is not using their portables, but the portables are considered and even the core capacity remains the same. So it's an unlevel playing field. When you have schools that have portables and schools that don't. When it comes to school choice or deeming a school over enrolled last week, I had the opportunity to tour Coral Springs High School to observe the ongoing construction projects. I was disappointed to learn that the school is still experiencing ac outages despite receiving a new system. Last year, the. The air conditioning was out

264on the day of my visit regarding construction progress, I was informed that the upstairs bathroom renovations are expected to be completed by the end of this school year. I want to remind you that this has been going on for three years now. Since 2023, these bathrooms have been inaccessible. For nearly three years. This project has not only been an inconvenience for students and staff, but also a major eyesore. Throughout the school year, we have received numerous complplnts from studenen, parartsts a a teacherers garding the condiditionandd delaysusust rectltly, student specifically raised concerns about the construction during the Team Political Forum held in Coral Springs, underscoring the level of frustration being felt directly by the student body. It is especially disappointing when we see schools that are already under-enrolled not being properly maintained. Poor facilities conditions will

265undoubtedly lead to additional enrollment loss. School pride is important and when long standing maintenance issues remain unresolved, it becomes difficult to attract and retain students to DR. Holness point earlier. A school can have the best programs, but if you can't get past the front door, the esthetics, the mold, the carpet on the wall from 1975, the lack of ac, they're probably going to turn around and go somewhere else. Lastly, we're still waiting to hear about vape detectors. We were told we would have them by the end of the year. We would like to have an update on on those, and I would like to say I believe it was to MISS Leonardi point, the innovation zones. I love the idea of the innovation zones. I kept my son and his feeder pattern because I wanted

266him to remain with his his friends. I believe it provides community integrity and keeps kids in our schools. Thank you. Thank you. Central area. South area. Good afternoon chair, board members. Doctor Fulton. Linda Ferraro giving the report for our chair, Antoinette Bailey, who is not able to be here today. Our last meeting was on Wednesday, APRIL 15th, and we had a presentation on Brace and Zillow and Zillow. The presentation was given by MISS Lucretia Cooper. She provided an overview of the collaboration between Brace Advisors and Zillow to strengthen college career and life readiness for students across Broward County schools. It was identified that the. That there needs to be better communication to parents and informing them of the benefits of using Zillow. Many of the parents that were at our meeting and considering it's APRIL

267had no idea about Zillow in the past, there was communication that had been sent out through parent link and other emails. There seems to be lacking this year. We also discussed the Metaclasses, and our final meeting for the school year will be MAY 20th at Pines Collegiate. Thank you. Thank you. Diversity Committee. Good afternoon. Sorry. Get myself together. All right. Good afternoon. As I'm getting myself together in the first falls. Leave it. [Laughter] The diversity Committee met on MAY 7th for our general monthly meeting. The committee has had 18 site visits this school year. We have observed facility facilities, academics, discipline programs, resource availability, safety and security protocols. The committee remains committed to the nine conditions and their indicators as we move through this school year, where we're at the end anyway, our site visits

268observation this year reveals communicative, communicative issues with new processes across the board, safety and security issues that are that that are situational with no conformity facilities and adequate shape. However, cleanliness and esthetics are ongoing issues. Academics are within the instructional calendar standards, with some schools more proactive than others. We still see some challenges with maximum school facility managers with work orders. We did see great schools. There were some great schools with awesome programs, but the public doesn't get to see them because marketing is not so great here in the district. So that's one of the recommendations is to kind of really market. We have a lot of gems here in the district, and we're not marketing them like we should. The committee discussed the annual report in areas that needs emphasizing during the the presentation

269later on today, we revisited the technology rollout. We discussed mental health and requested the Department of School Climate and Student support to provide some information on students who have been. Baker acted. We had a whole discussion on that. We also requested information on the surplus of equipment that comes comes out of the redefining process. We were thinking in discussing how those surplus of equipment can be distributed to schools with need that need items like for instance, there are some schools we visited that did not have Promethean boards or that type of technology. And so since we're kind of redefining the district, we wanted to know if those items and those schools can be go ahead, be, you kw, distributed out the district to schools that are in need. And I'm pretty sure probably that's something

270you guys are working on, but we would like to press upon you to, to really consider that we passed two motions, one that provides for the current chair to continue as chair until the elections in SEPTEMBER. And the second motion were on the schools that we had on the list to revisit. We didn't have an opportunity to revisit them this year, but we wanted to place them at the top of the list for the 2026 2027 school year. In order to see those first. Before we go into our regular visiting for site visits. And we're also wanted to consider. List of schools for the following school year in our. In our JUNE meeting, those things were. Those two motions were passed unanimously. The committee is still very concerned about the district's financial bind. Through this

271process, vital departments have been eliminated. A few of those. A few of the key settlement conditions will be affected by the. Be affected in the upcoming school year with some of these. Departments and or people who were in charge of behavioral assessments and all that being completely eliminated out of your. Due to the new thing that you guys have to get rid of 3000 people in three years, the surplus of the 3000 personnel over the next three years is quite disquieting. As I mentioned last time, the district is already operating on a deficit. So we really want you to consider, as you make these decisions, that the personnel you have who makes impacts on children not be considered in essential or non-essential, because I believe every employee is essential. I just think that, you know,

272as we move forward, I know you guys have like a rubric to go through and how you decide to make that decision. But make sure when you're making those decisions that you keep the kids in mind. Let's see. So we're moving towards the end of the school year. I would like to remind the school board members that the process of reappointment is up and up and coming. So if you all could please look to the to make the decisions on reappointing. And please also consider vetting your appointments. People are on committees. They are an extension of the board member. When people are not dedicated to the work of the committee, it affects the committee as a whole. So we. Please ask that you. It's imperative that you make sure that you vet the people and.

273They have a commitment and a heart for the committees that you point them to. We believe in having everyone participate in the goal, in helping the district showcase the excellence and diverse, equitable education. We look forward to our continued collaboration in our quest. Thank you so much. Thank you. Esq the Advisory Council. Thank you. Good afternoon, Jackie Luskin. At our APRIL meeting, our main presentation and topic was on behavior management, behavior Threat assessments and Baker Acts. Many thanks to the mental health team who came. The ladies who are at the back were at the back here. Thank you for coming. And also to the behavioral threat assessment folks. There is a lot of concern about behavior management, behavior support, lack thereof, lack of resourcing, lack of training, lack of knowledge, more support needed at schools

274to be able to support students. And what we are finding is that Baker acts are being used, in some cases as a behavior management tool or as a disciplinary consequence, or in one case that I've been helping the parent actually use by an sro to teach a kid a lesson. And I know bso is receptive to the need to potentially provide more training to SROs. I would love to see equal interest from the bcc end in helping to train folks to, to ensure that there is less of a default to things like Baker acts and btas. When I know Tas have a prescribed criteria, but they are being misused. And in the same way as sometimes schools are calling parents and saying, hey, can you take your kid home? They've become dysregulated. They're having a

275meltdown. We can't cope with it. That is a illicit change of placement and withdrawal of their free and appropriate public education under the federal law. And I know the sentiment of parents is just that if we could please just get on top of it and make headway on this. So I think you're going to be seeing more action on the Baker Act situation, and there really is going to be a need to drill down on it. It might be a good workshop topic. Our autism committee meeting, we had a wonderful guest speaker called Josie Gregorowicz, who is a fire marshal locally. He's an adult with autism. He gave a wonderful insight into his journey and how he went undiagnosed in childhood, and he gave some fantastic insight. He was a great speaker at a previous

276Esq advisory meeting. Right back at the beginning of the year, we passed a recommendation that there should be training for Esq bus attendants, and if there was any, we asked to see it. And they're kind of apparently isn't. And we still haven't. And we keep being told, well, it's being worked on. I was very dismayed to hear from the very person in transportation who could or should have been involved in working on creating that curriculum, hadn't even been told about our recommendation, would have loved to have worked for us and is now being laid off. So I'm not quite sure what's happening there. But we do need questions asked as to what the Transportation Department had been doing to further that request. If they had not passed it on to the person who could help

277elopement, we. Likewise, we gave in a great report. I thought about elopement. Some great suggestions for tightening up procedures. We've heard nothing back. We've had zero, zilch, fat, nothing in terms of feedback. And yet, I gather, but only through a written follow up to a board member. If you like, I can wait until the board members can give us their. Yeah, I. I would just really love that. Even though we haven't got a full complement here and I get people need to go in and out and there's other things. We gave our time to be here. My kid had his wisdom teeth taken out yesterday. I've left him home drooling blood to come here to report to you. And I would really love to know that people like one of your speakers said yesterday, to

278know that you even look at them. To know that you're not scrolling on phones or talking to other people, or that getting your drink wasn't more important than being on time for us. I'm sorry, but I really had it. We would like feedback on what's happening with elopement and for there to be some outreach and involvement for us at Esq Advisory. Given that we provided the report on this and were the prompt for getting work done. On tightening up loopholes in the district wide plan, dhs and other school level cuts. There's quite a back story to yesterday's kerfuffle over the dhhs teacher. We had been told that there would not be dhhs teachers cut. We're finding there will be in the school level cuts. I know it's being now looked at, but it shouldn't have

279taken yesterday's turmoil to get there. I feel a lot of damage has been done. School choice echo what the others said. I'm finding problems with school choice feedback for parents as well. Customer service. We handed in a report on this and need to know what's happening again. Ditto elopement. We've had nothing. Back to our plan. And I just want to say as well, yesterday, in eliminating the compliance director, Esq Compliance director, I am appalled. This is going to leave a massive catastrophic hole in Esq compliance, which is one of your biggest and most exposed legally situations with Esq. Currently, that is not an expendable position. You have now got an assistant to a director that no longer no longer exists, and so much more I could report on if we had had the attention. Thank

280you. Thank you. Esol Leadership Council. Facilities Task Force. Again. Good afternoon. Linda Ferrara, vice chair of Facilities Task Force. I would like to thank MR. Dorsett and his staff for participating in our meeting last week. It was very productive. We came up with some solutions to some problems that we are having. There was a discussion of discrepancy in work order reporting and identification of issues with custodians not using the Maximo dashboard, leading to incomplete or inaccurate data, along with proactively addressing issues that need correction. There are ongoing challenges with employees, adoption of the maximum system, emphasis on hands on, peer to peer, and ongoing training for all relevant staff such as custodians, principal's office managers and it is open to anybody within the school system to get the training. And we do really appreciate that.

281The consideration of a chat bot box for Maximo to support user questions and navigation. Also, we discussed pending solicitations for long range planning and construction and management roles, which we hope Facilities Task Force will get a look at before it is released so we can provide our input in those. There was also discussion of staff reductions, concerns about evaluations of vendors and contractors, and the need for better tracking and dissemination to qualification, selection and Evaluation committee so that they can make the recommendation to the board for all those vendors. Accordingly, the committee was given updates on projects such as chiller plant upgrades, portable classrooms, roof repairs, sanitary sewer line replacements, integration of demographic data, and facility condition assessments into planning. Also, which we've asked for for the last five years commitment to doing projects for

282the first time from input with the demographics. So we're not wasting money on schools that we're looking to close. And the risks that were discussed were failure to use the Maximo system consistently leads to inaccurate reporting, which can impact maintenance, budgeting and compliance. Some staff are resistant to struggle or struggle with technology, risking gaps in data and operational inefficiencies. The reductions in vital positions, staff vital positions potentially impacting operations and institutional knowledge, evaluations of vendors, contractors hinder informed decision making and procurement pending solicitations and scope definitions MAY delay critical facility projects and resistance to new processes and technology could slow progress toward a fully digital, paperless workflow. The next steps were to continue and expand training for all appropriate staff. Advanced facility projects as prioritized by condition assessment and demographic studies. Monitor and address site

283specific issues. Improve reporting and evaluation to ensure that all work orders are entered into. Maximo for accurate tracking, address vendor contractor evaluations and integrate them into decision making systems and track technology adoption and provide additional support where needed. And lastly, to prepare contingency plans for staffing changes and project delays. Thank you. Thank you. Gifted Advisory Council. Good afternoon everybody. Alan Bushkin, gifted advisory chair. We had our last meeting of the year last night. 630. I guess with all the other activities going on with the district, attendance was low. Unfortunately, we did not make quorum, but we did get to discuss a lot about technology. What we know ai is here. It's not going away. We need to clearly define its purpose and clarity of use for instructional and non-instructional uses. We need to protect our

284students, monitor and measure effectiveness, and get back to my screen so I could read, ensure proper bias, review accuracy. Benchmarks. Hallucination, hallucination, risk thresholds. Content filtering effectiveness not just in general, but across all grade bands. Why? I get this one common complaint from a lot of gifted parents. My kids assignments been flagged for ai. They get zeros. It's not right. It's happened to my daughter quite a few times. In her words, i'm going to quote her. Me and my friend get marked ai all the time because we actually know how to write and use proper punctuation signs and grammar. Like we know when to use dashes and semicolons, and it gets us marked for ai, and the teachers don't bother reading it. They just listen to the percentage of the ai checker gives them. And

285now before you say, you know me and my friend is not proper English for casual conversation, that is 100% acceptable for those who don't know. Thank you. Now, the last thing she says, and I think it sums it up. And you ask a lot of kids this question. Ai doesn't know how smart kids write, and it's not just gifted kids. Our district has a ton of smart kids here. With academic integrity in this ai era, what can we do to help correct this? What counts as acceptable ai assistance to students and teachers? Standardize expectations. Require citation formats. Examples by grade band, consistent enforcement guidelines, teacher assignment review and training. One thing I'd like to say, and I've said it in a few other meetings, trust but verify. We have tools that monitor and report, but

286still need to have active human involvement outside of the tools, auditing and monitoring. Let's not forget the need for training and support. It's a common theme. I'm going to keep bringing that one up. We know there's an ai task force. There's a definite need for stronger governance with ai initiatives now and going forward, including work needed in the draft ai policy. And from a general parents point of view, where is the information in the communication plans about ai? I kind of think I'm semi knowledgeable in getting some of the information I have from here, but I don't hear it from the schools. I don't hear it from my kids. What are the technical use cases and examples? What tools are currently being evaluated? What tools have been rejected? Magic school yay! Great. That's one tool,

287but you can't get comfortable in just one. Tools use and expect those same results and measurements to carry through all the other tools. Please show us some due diligence through the implementation process. Instead of the norm of the de facto announcements and saying, hey, we're going to go to this. I'm sure we all remember the clear backpacks. Parents don't like surprises. This is a perfect marketing o oortunity. T Or was it at perfect opportunity to market ai to the parents and the students in the community and foster support over revolt? Another point to note is that parents can also opt out of technology within a 24 hour period. That's something we learned from a couple of other meetings that we've had. I don't think we want that to become a large problem, and I would

288like to try and end on a positive note, maybe slightly sad, but I'm going to do it anyway. Seminole Middle School had their spring concert on Friday. Many awesome performances. One of them was from my daughter, my daughter Allison. It was therapeutic for her and she had a chance to say goodbye to one of the teachers. That meant a lot to her. MR. James made her. She dedicated her performance to him. It was also important to me and also said a few things that we are having many discussions during meetings. He's like, you know, we need more parents like you. And that means a lot because if we didn't have that conversation, I MAY not be here now. Speaking for all the other parents, he was a parkway middle. He taught the gifted academy elementary

289kids. And while he MAY not have been a gifted, endorsed teacher, he was truly gifted in what he did. He is going to be one that will be greatly missed. Thank you. Thank you for that. Human Relations committee. I gotta follow that now. That was beautiful. Hi. Nancy Frye, chair of the Human Relations Committee. Good afternoon everyone. We had our last meeting on APRIL 15th due to various illnesses and competing events, we had low attendance, so we opted for an information only Zoom meeting to work on our policy and bylaws. This month, we hope to be able to reach quorum so that we can pass those amongst the membership. So please remind your committee members the importance of showing up. I want to I would like to ask about the status of. Once we hand

290in our policy and bylaws, what the process will look like. I know there was some confusion last time. I have heard the rumor mill going about rulemaking. I'm not quite sure what is happening right now, so if we could just get some clarity on once we pass our policy and bylaws internally, what will happen for the next steps? And just to echo, MISS Perry, grant appointments are coming up for next year. We've had some some great participation this year. I really love this committee. And just make sure that whoever you're appointing is diligent in their attendance and make sure that we can get done the business that we want to need to get done. And I won't belabor any further points because I know we all want to move on. So I just want to

291wish all the students and staff the best as we come into these final weeks of testing and end of the year celebrations, and congratulations to all our graduates. And we have our next meeting next month, and hopefully I can wrap everything up for the year. Thank you. Thank you. Multilingual advisory committee. Parent community involvement task force. Small business advisory committee. Technology advisory committee. Linda Ferrara, chair, technology Advisory Committee. Again. Good afternoon. The committee started reviewing the artificial intelligence, responsible ethical and educational use policy. We had a very solid two hour conversation on it yesterday, and thanks to Alan and Jackie and Stephanie from Esol, we had input from various departments, which was very beneficial and different perspectives. The students, the expectations are for responsible use, evaluating bias and reliability, ethical and career aligned a ai

292skills. We were looking at requirements for student disclosure of ai use. Employee ai training on privacy bias and data protection. We also had conversation on parent Guardian communication in ai use in schools, whereby we did formulate a motion. We recommend that bcc produces a guide to. Please stay on the line. Comprehensive insight for parents into the district's use of ai for both instructional and non-instructional purposes to provide reassurance as to its responsible use guardrails and potential benefits to education and to district operations. We further recommend that staff work with Technology Advisory Committee in order to produce a parent friendly guide that passed unanimously. We also had emphasis on reporting ai incidents, harmful outputs, misuse, privacy issues. Our broader concerns were student and data protection and accountability, the access to systems and documents, stakeholders struggling with

293access to various ai programs and understanding them. Staff training, expanding internal training and professional development, meeting structure and agenda adherence, stakeholder participation on issues and importance of community voice and oversight. The other area we discussed was erp. The the erp team disconnected did have to disconnect after 20 minutes. We were not aware that they needed a priority. We would have given it to them, but we'll have them back for our next meeting. For further discussion, the rfp, erp, rfp was already issued, and it was a disappointment because there were no kpi measurements and the frustration that tac wasn't brought in before key decisions and the erp was issued was, like I said, frustrating and disappointing. The rfp does require proposers to address detailed performance, functionality and reporting requirements, which are commonly measured by KPIs in

294erp projects. For example, there was an attachment k that listed, I think, over 600 measurements that needed to be, but they were all very specific. The rfp should have described bk system's ability to support kpi tracking and reporting as part of the response to the requirements for reporting, analytics and sla service level agreement. Provide examples of standard kpi proposal solutions that that kpi proposal solutions can deliver to demonstrate alignment with the district's needs, even through the rfp does not specify particular measurements. Some examples would have been the financial accuracy compliance. These measure whether the erp improves fiscal stewardship. Stewardship, financial close time invoice accuracy rate, operational efficiency. KPIs would have been invoice processing, cycle time, digital workflow and adoption, manual touch reduction, procurement, and vendor could have used vendor onboarding, cycle time, vendor data completeness

295score, minority owned vendor participation, budgeting, and forecasting could have used budget variance accuracy, forecast accuracy, real time budget visibility, adoption, school. There are school level services that could have been used these measures and then get data and governments data quality score over the act for the accuracy, completeness and consistency. Access control. Compliance. District wide. Total cost of ownership reduction Cross-department workflow efficiency. I mean, I can go on and on. There was a number of things that could have been addressed in this. There was frustration about people not showing up. One of the okay, not that one. Well, no, I did address that. Okay. I think that would be concluding. Okay. And there are notes that capture frustration about lack of communication representation and committee involvement in ai guidelines development. That was the last one. Thank

296you. Thank you. I believe we now have central area. Good afternoon everyone. Cynthia Dominique giving the report for Central Area Advisory. Apologies from the chair who couldn't make it. Central areas last meeting. General meeting was held on APRIL 17th, which included a wonderful presentation from Doctor Kareem Piper and his team at federal programs. Their presentation included strategies to support scholars utilizing ai in a safe and responsible way. The staff chairs received simplified instructions on how they can empower their scholars as they utilize technology daily. During the q&a period, they were surprised to learn that Doctor Piper's knowledge base has not been part of the current plan to use Microsoft Copilot or be on the ai Task Force. It is their hope that he and his team can provide this information to as many as possible,

297like an in-house expert in his field, the school budgets have proven also to be an issue. They're based on staffing allocation models that the district has not made available to the public. There have been several public records requests for the staffing allocation models that have yet to be answered. We need a commitment from the district that it intends to abide by statute, statutory class size limits, and that principals will have the latitude to quickly hire necessary teachers in AUGUST. I know that there's been a. The superintendent stated that there would be a shift from high school or secondary school fte or class size dollars, shifting it to elementary schools to help with class sizes. However, with the 10% blanket reductions that they've applied onto the already decreased enrollment, it's caused schools to have significant reductions

298in teachers. And we know that we don't lose students by grade levels. So what's going to happen? You MAY have some grade levels that still have high enrollments, and that's going to force class sizes to be at 30 plus kids in an elementary school. We already have kindergarten classes with 25 students in them or more, and that's across the board. These concerns were also shared with Doctor Cohen, who was surprised by that. He did share them with Doctor Dr Fulton, so hopefully that can be addressed. We did do a preliminary run of numbers randomly of schools across the district, and when we looked at class sizes overwhelmingly right now, many of our class sizes are above the statutory limit. We would also like follow up on the status of block scheduling. We're hearing that it's

299been removed from some schools via the budget cuts provided by the district. When we had the conversation in the fall, the board was clear that stakeholders should have been included. Stakeholder inclusion should still be the standard. Now, there is general parent concern about the direction the district is going in terms of educational technology and ai. We heard widespread examples of students having to rewrite essays due to the faulty plagiarism. You heard that from Alan already. And there are significant concerns about student data privacy, protecting students from generative ai. And on this topic, the dac elementary subcommittee, which includes many different advisories, parents from everywhere, everyone's included on this committee. They summarize concerns surrounding educational technology, screen time, ai, online safety, student data privacy and express parental consent in a white paper that was forwarded to

300all board members with supporting documentation as well as recommendations. And the hope is to collaborate on these issues. The subcommittee was pleased to learn from Doctor Cohen that parents who wish to opt out of Iready and other educational technology technology can do that by submitting an email, and they should receive a response within 24 hours. However, the subcommittee did empathize with if massive opt outs occur, what sort of strain that would put on a classroom teacher to then try to come up with lesson plans for each child. So we would rather have a scaled implementation plan for technology and ai rather than have create a havoc. It should be bcc priority to work on mastering foundational academic skills to achieve proficiency and maintain excellence. A moderate approach to gradually increasing technology and ai that is

301age and developmentally appropriate would be beneficial, while also preparing those at the secondary levels for the 22nd century classroom and for the workhorse. We would like to see the implementation plan for that. Central areas next meeting is MAY 21st at 9:45 A.M. At Indian Ridge Middle School. Thank you. Thank you. Is there any committee that I missed? All right. Board member remarks, MISS Hixon. Thank you. Just a couple. Thank you all for coming today and spending your time with us and sharing all of the information. So Doctor Fulton and I, or Doctor Hepburn, I guess. Now I know I had this discussion with Doctor Wanza about the sibling issue, and I believe there was a glitch in focus that's been corrected. But if you could have Doctor Wanza address that. Good afternoon. So thank you

302for the comments the feedback. So MISS Hixon, that is correct. There was. So this year was the first year we did the entire choice process in focus. And there was an issue with focus actually recognizing picking up siblings. And that was corrected. But and as I said to everyone, like as soon as an issue came my way and I apologize for the frustration and the issues and all of that, but we worked to correct those in real time. And I, I did no less than, I want to say 6 or 7, but it was one of the things that we have to make sure we're working with the focus team. So as we go through the process for the upcoming school year, that is a call out. Okay. Thank you. And on that same lines,

303can you explain or again, I guess, explain to us how it is schools that are under capacity, that are taking reassignments or having people denied. So we have a process in policy that speaks to how principals work through their regional offices to determine a choice. Seat availability. We brought this issue up at the cabinet level, had the discussion, and so we have worked to correct that with schools. We do understand that if schools have capacity and they have, you know, people who want to make application to attend their school, we are processing those requests. What we do find is that oftentimes parents MAY want to apply for places where we do not have seats available, and those are the instances where we do try to recommend them or offer them seats in other places. But

304to the North Area advisory chair's comment, we did, haven't we? We? Well, I did notice in one school, after having a conversationith her, had the conversation with the regional office and that concern was immediately addressed. Okay. Thank you. And Doctor Hepburn, a couple of people have mentioned about a dashboard that would indicate what seats are available. I can speak level is that. I can speak to that too. So in in prior years, what we did, it was at every 12 week what the enrollment was, I. I will tell you that it is a little bit challenging to offer in real time every time a seat becomes available. So, so what we do is, is we, we follow what is required, where we have to, you know, notify the well, at least list the capacity, the

305seats available. And so the rotation is on every 12 week. And it doesn't necessarily say the seats that are available. It gives the enrollment by grade level of the school. So we have worked and we are working with it to actually do something a little bit different on the school's actual website. So the parents don't have to go all over the place. That essentially when you click on school and when you go on the website and you click on the school, then you click on the detail button where it actually drops down with the enrollment. And I'm working on that table because I think that that is what needs to be a little bit clearer for parents. But what a forward facing dashboard it is a, we can work on whatever is the will of

306the board, but I will tell you to update a seat that's available in real time, maybe a little bit challenging. So thank you and I appreciate the update. I understand it might be difficult in real time, although if we use ai, maybe there's a way to, to get that to happen. But I do think that we need to look into that. The next question I have is about the dismissal times for the k8s and 6-12 because we have been getting emails from different staff in those situations that were not expecting that. So, Doctor Hepburn, can you address what will be doing moving forward for dismissal times? Yeah, I think that's a concern mostly in the South region with MR. Strauss. You got it. Other ones go ahead. So as we explained in the in the

307in the redefining update of, I guess an hour or so ago, that that issue is being addressed for next school year, where the k-8 schools will have a staggered dismissal in k to two will be, I'm sorry, k to five will be at one time and then six through eight will be at another. However, there will only be one pickup time for students who ride the bus, so each school will have a school specific process for where those children who are in grades k through five, if they have not left campus at the 2:00 time, or whatever, is their normal dismissal time where they will be until their older siblings or whomever. The kids that need to ride the bus. Once the students in grades six through eight dismiss. Thank you, because I know you

308mentioned it, but I don't think we went into a lot of detail earlier, so I appreciate that. MR. Through the superintendent. MR. Dorsett, can you give the update on the Coral Springs restroom? Because it was a question which I had contemplated in. You had given me an answer that the restroom should be ready in two weeks. So I think we're coming up to that date. And, and the north area chair mentioned at the end of the school year. So can you give us an update on that? Yes. Well, we, we, we actually did visit the site. The bathrooms are pretty much tiled and everything else. It's just some light fixtures that need to be installed and the partitions need to be installed, so forth. I, you know, we havee issueses w wh contractoto f fm

309time t toimime comininin, but,, I anticipate that being completed within the next 2 or 3 weeks or so. It definitely will be done before the start of the new school year. And I will definitely follow up on that. Okay, I appreciate that. But when I got the follow up, the follow up was two weeks and i sat at that teen forum and told them that their bathrooms would be ready in two weeks. So that will make me a liar if it's 2 to 3 weeks or at the beginning of the new school year. So if you could please get an actual date so that we are giving right information, because I purposely knew they were going to ask that question and wanted to give them accurate information. And now I feel like I gave them

310misinformation. So I wouldn't say that the information was. You know, you have situations where contractors, some things happen during the course of them doing the work. That's the date that I was given. I was given a two week window where I when last I spoke with you, I, I follow up with, with a all the time on that, I asked for that information as frequently as I can. The date that they gave me now is 2 to 3 weeks. I don't know what that delayed week was, but they did give me 2 to 3 weeks. The. My most recent response to them and. And I'm not. I appreciate all that you do and that, you know, you do that, but I we can't just say, okay, you told us two weeks and now you say

311another 2 to 3 weeks. I think we need to have an answer and to let them know that the urgency of it being done on the time that we said it was going to be done, and that what are the repercussions if it's not? What is the issue with the contractor? Did someone not show up? Should should there be, you know, an issue? I, I, I'm not happy just saying it's going to be another 2 to 3 weeks. I, we were told two weeks, which would be this week if I'm not mistaken. So if it's going to not be until JUNE, we need to know exactly why and find out what the repercussions we have for that is because that they allowed us to give misinformation. And that's where the problem wasn't with you. It's

312with the situation. I will follow up. Thank you. Thank you Doctor Hepburn. Vape detectors was a question. So where are we on that. Chief Gregory. Mike Gregory, safety and security officer. The vape detection rfp has been released. It's out for public solicitations. It closes on this Friday, at which point a review committee will be assembled to review the results of the bids that have been received. And when do you expect it to come to the board? Based on the last discussion, I think I'll give you a follow up on the timing to get something back. To you. All right, I appreciate that. Well, better to do that than than not. Okay. So thank you for that. Doctor Hepburn, can you give us a follow up on both the bus, the training for bus attendants? Because

313it is something we've talked about a number of times, and I know the follow up was sent to me about the elopement plan, if you could also address those two. So both of those things. So I have staff, I think bus attendant training is Doctor Wanza and probably another division helping out with that. And what was. The last one? Elopement and elopement. Yep. So thank you, MISS Hixon and MRS. Lusk. So the so yes, we, we do have to work with the Esq Department to ensure that the training is adequate and it is appropriate. And then we will have to work with. Professional standards, employee and labor relations around the timing. Because because as we know, the bus attendance calendar MAY. If it is a 186 calendar, that means that they get six paid holidays

314and the 180 days that the students are in school. But it it is definitely something that will occur. And MISS Hixon and the board. We will give you a follow up on the timeline and the. And the entire process. But that is something that, you know, we have to be very careful. We just can't say we're doing it on this day. And that's how it's going to work. Because we do. We do realize that there MAY be some collective bargaining processes that we want to make certain that we are in line with, but it will be done. And well, I appreciate that. But I will mention again, I think we've been talking about this for a while, so I I'm glad the timeline is going to be coming forward to us, but I hope that

315that's as soon as possible. So I respect that MISS Hixon and I will get it done as soon as possible. But remember, I understand the conversation's been going for a long time. I've been with this department a few months, so yes, I do understand the urgency of it. Thank you. And the elopement. So I can give you an update on elopement. So we've had multiple meetings. The last one we had was Monday, MAY 4th, which I guess last week. And so to MRS. Luscomb, thank you for some of the recommendations. They actually bode very well. And the fusion of our current plan and what your recommendations were. So we're putting it together to have a revised elopement plan that will be for the 2627 school year. But before we can roll it out, we have

316to make sure that we provide proper training information for our principals, and it'll be something that we would have ready for. 2627 so there have been multiple meetings since you submitted the plan to us. And when the plan is finished and completed, will we be sharing that with the committee so that they can? Absolutely. Great. Thank you. My last point that we've heard a number of times. Well, two, I guess someone just mentioned about block scheduling being removed. So if someone could address that and then the staff allocation model, because yesterday, Doctor Hepburn, when I brought this up, you had indicated if if they schools have the number of registered, like, let's say they're going to have 50 extra students registered already for next year, that they wouldn't be held to that, that 10% cut

317of staffing, that they would be getting that money to start the school year off. Because i agree with everyone. If you already know that you're going to have 50 extra students, just like, you know, you're going to have 50 less, you can't wait until JUNE to to get the teacher for those classrooms. And I think we're causing a lot of undue stress in places where they know for sure because they have registered people, I mean, registered students, that they're going to need that staff. So if you could address the block and then staff allocations, and. Then I don't know what the specific question was about block, but there's no. Someone said that the block had been cut from schools. No, the we're still on block schedule for this upcoming school year. There has been no

318change in that. Okay, perfect. Also for this 10%, I did specifically talk about 10%. What I did say is that there's ebbs and flows in student budget based on enrollment. If a school goes down, of course we know the amount of funding they receive is also proportionally decreased. If a school goes up, as I said yesterday, we hear all the time that I'm expecting 50. I'm expecting 100, 100 students. Those students need to be registered in our system and accounted for for us to fund that school for those students. If there if we can't live off of hope and prayers, right? Especially in the light of the financial situation that we're in, those students need to be registered and accounted for in the system, and then communicating with their regional office to ensure budget is

319is aware, and they will look at the fte. Enrollment and fte are two different things. They will look at fte based on the enrollment of that specific student, to see what type of funding they garner. Of course, if it's Esq or garnering a little bit more funding versus general editor. And then just remember, you know, I want to make it complex in the answer, but the whole, the entire amount of funding for fte is just not distributed to the school. It's, you know, it's if the kid needs transportation and all those other ancillary support systems where that fte, the dollar amount equate equating to that fte supports all of that, not just not just the school. So if there, because I've heard here today and gotten some emails, if there is a principle, this principle

320a, his school definitely has an increase in enrollment for next year. What should they be doing to make sure they have the appropriate funding? Because it seems like there's a disconnect and. They need to be communicating with the regional office. I hear the same things, too. And when I go in the system, I see a projected decline in enrollment for some of the schools that where people are telling me they're going to have an increase in enrollment. I mean, if they have an increase in enrollment, naturally, those kids are most likely coming from another school. So it's all the same pocket of money. It's just like the tide is moving this way. And there's the tide is receding somewhere else. So they just need to communicate with their regional office because when they talk to

321the regional office, the regional office is going to backtrack. Okay, where are those kids actually coming from if they're not all coming from externally outside of the system, where are they coming from? So it's going to impact the enrollment of another school and therefore the budget of another school as well. Right. Well, that makes sense. So will you make sure that the regionals, they already tell their principals that if there's an increase, they should be. There in here. Okay. Thank you. I think that's it for me. Thank you. Thank you, MISS Thompson. Thank you chair, a couple different topics. I want to talk about data sharing because that's come up. And I think it's becoming a trend with the board as well. And I've had conversations with MISS Jack Adams. If she can speak to

322how Broward County has really been ahead of the curve on our data sharing protections, and also how data sharing isn't a new thing, especially with our nonprofits. And then to after MISS Jack Adams response to Doctor Hepburn on how we're moving forward to making sure that data sharing concerns are addressed. MISS Jack Adams or, or MISS Dupree. Bruno. I'm sorry, I was not part of that conversation and I don't know. No, I, I was asking for since MISS Jack Adams has the background on data sharing for the past ten years, if she could answer so through you to her. Oh, okay. Hi. Through the chair, Catherine Adams, Assistant General counsel. So for the past I'd say nine years, our our not only our privacy officer, but also our legal department has taken a tremendous amount

323of care with regards to education records. First and foremost, we understand that in order for a parent to give consent, the parent must know and understand what education records are being shared and for what purpose. And with that in mind, our contracts were crafted in such a way that we list out the education records being shared. We also list out the purposes for which those education records are being shared. So for any given contracts, even if we are giving, let's say, the child's name, if we're not giving it for the purpose that's stated in the contract, we cannot give that child's name. And so that has been something that has been in our contracts for the last 8 or 9 years, and that is even before the current Florida Administrative Code requires that they did

324that in NOVEMBER of 2023. And we started adding that information in our contracts in 2000, I believe. 17 so we were ahead of the curve with regards to ensuring that our contracts protected education records. Thank you for that history. I think it's just important to recognize that we we have been taking initiative on this, and that's kind of some unsung, unsung hero work that we don't always get. And then Doctor Hepburn, moving forward, I know the Board Collective has talked about data sharing. What steps are we taking to make sure our our students personal information is protected? Got a little distracted for a moment, but yes, absolutely. So we any any new contract, any new agreements? We we wholeheartedly talk about the data sharing agreement portion of it and also looking at existing contracts that

325are actually sunsetting, just to make sure we have stronger privacy and data sharing initiatives around those contracts as well. So that's in the forefront in everything that we that we start to initiate and tackle that MAY turn into an agreement or a partnership. And we make sure we work closely with legal as well. Thank you. I just want to make sure that the community knows we're hearing these concerns, especially as we're hearing Iready and Canva potentially having some data, data leaks, data concerns that we are proactively addressing this issue. A comment was actually, I'll stay on technology so flagged for ai. I think that is is a big concern. And also, as we expand to the student population where we're teaching students to use ai as a tool, how are we going to make sure

326that our students aren't penalized for using ai as a tool, but also if they don't use ai at all and then they're getting flagged, what is our plan moving forward? I know the academics team has been doing a lot of work this year. Committees, task force, developing new policies, new standards, new SOPs around how we implement ai in the classroom setting and especially with our with our teachers. So this is, you know, it grows so exponentially. And so we're, we're always going to be in a continuous improvement process as new things are developed. I mean, exponentially you tomorrow, there's a new capability in the chat gtp or cloud, whatever, whatever, whatever you use. And so like the other resources that we use, like I think it's Grammarly that we probably use, correct me if I'm

327wrong, Doctor Cohen, that, you know, supposed to provide some support to instructors to help identify students are leveraging ai to, to write their paper or to supplement writing in their paper. So, you know, I know there are many issues that are pop up that with some false readings and whatnot. So just working with our teachers to help them build capacity of how to tackle those issues. Sometimes it's not about writing a paper, it's sometimes it's getting having the kid get up and present the information in front of you. You can't, you, you can't fool your way through a presentation and demonstrating your knowledge that way. But there's a lot of work that the academic team is doing, and I know they have a robust workshop coming up in JUNE to kind of go over everything

328ai, especially in the academic realm and the teaching and learning realm in our classrooms. So as we're closing out the year, if there's a student now who's having an issue for their paper being flagged, what is the process that's in place now? Yeah. And Doctor Cohen, if you want to provide any support or any additional information that the schools and probably Doctor Fulton too, because I know ultimately that gets to the principal. Right. And then whatever other mechanisms they can use to provide some assurance if the kid was using ai or was not. But there are there are key words that easily identify if if somebody is using ai, go ahead, Doctor Cohen or doctor. And that's a great point. And so to your point and listening also to the gifted advisory, we also have

329platforms like turnitin.Com that we purchased to be able to do some of that, that those things in terms of flagging, identifying ai materials. But there MAY be some cases through some of these nuances, as Doctor Hepburn shared, that this is an evolving technology where teachers MAY be using ai to even search and identify ai related plagiarism. And sometimes that information is not as accurate as it needs to be. And so part of that training for this year and next year really is to help teachers better understand that when they're using ai for the purposes of instruction or supporting students, how to thoughtfully use that technology. On JUNE 5th, we do have a student parent administrator convening of ai. We'll send that to the board as an rsvp. It's a it's a large convening where we

330go over clear guardrails, transparency and implementation resources, family ai literacy, as well as some additional tools and resources for parents to take away. We go over the kind of the district ai vision. And then following that week, we have a large two day convening around that piece with leaders to make sure that as their teachers are using the ai technology and copilot and Magic school, that they have the resources and the tools to use to be able to implement it. On day one with the ai liaisons, along with the policy that will be coming on JUNE 16th. So there's a ton of information. It's moving quickly because as we get more information on things such as screen time and, and kind of some of the latest information we're hearing from some of our vendors, we're

331incorporating that so that it stays fresh and current, and we're preparing our teachers and our students for the next year. And I look forward to that. So I'll, I'll just make a note because I know our student advisor has brought up ai to being more student focused. So making sure that that's a part of the presentation. But also I think there are students who, even if they use certain words, could have written the paper themselves. So I think we need a formal process for students to challenge an ai reading of their paper or an ai flag. As far as surplus equipment from closed schools, do we have a plan for that? Yes. And will the priority be to follow the students to where they're going or what is how is that going to be prioritized?

332Yes. And if the school where they're going to have don't have the need for the equipment because they have enough for the, the students that are enrolling from the closed school, that be surplus to any other school that MAY need that equipment. All right. And then I know the board past it's getting talked about as though it's a for sure 3000. My memory of the initiative was just to bring back a plan of up to 3000. And I think we've talked about this with the org chart about how that is probably not possible in order to kind of challenge that narrative or, or challenge that messssag Does, in n yo o onini, does a a boaoard ite neeeetoto be brought atat it's notoioing to be 1000 employees or what needs to happen? As you said,

333my recollection is to bring back a plan. And so I would just wait for the plan to come back, which will bring it probably late JUNE, early JULY. I think there was a time frame of bringing it no later than JULY. Okay. Yep. So we'll bring back a plan. Thank you. And then yesterday we passed the org chart. And one of the changes was that the Esq executive director position would stay. And then my understanding of that change was the compliance director responsibilities would fall under the executive director. Is that accurate, and are we still going to be able to attend to any compliance concerns throughout the district. That is accurate in that move on the org chart, and we'll be able to accomplish what we need to. Okay. And then this was a while

334ago, but I believe we were supposed because we had a partnership with and I can't remember it about Baker acts and making sure that they are more humanely done. Is that coming back to the board? So I know MISS Hollingsworth gave an update. I think the last meeting or last workshop around that initiative. MISS Hollingsworth, if you can provide another update, please. Yes. Good afternoon. Simone Hollingsworth, Chief Student services Officer It was around the pilot program that we're engaged with regarding students being transported in essentially an ambulance versus a police car, and that follow up is being routed. I think that was MISS Leonardi follow up, if I'm not mistaken, just reading it and correcting a few things. And I know MISS Winter is here too. It started with nine schools. I believe we're up

335to 67, and we do do annual training for SREs, and Baker acts for our liaisons at the school, as well as any mental health professional that is annually required as well as optional continued updates. We did do a training last year, last summer with our principals, and that is a plan for again this summer as well. All right. Thank you. And then my last question is around school choice because I know this year we've moved it into focus, which has had a couple of hiccups. But my question is people who want to come into our system that don't have a focus, how are they able to apply to our schools? Doctor Wanza. So there's a a process on the website that, you know, walks them through setting up the, the I'm going to call it

336wrong, but it's the parent, my parent portal thing in focus. We also have where they can call the school choice office directly. And we are, we are working. We and they have worked with a number of parents who are parents who, who have children who are not currently in our system. And we have been working with them one on one to make sure that we're just providing whatever outreach and resource and support that we have. And it was, you know, no, no different than in previous years, even when they were not when we didn't do focus and we used the one choice database and they weren't district students, and they had to get an fsi number in order to be able to, you know, go through the process. They would sometimes go in their local

337school or they would call our office. But we are definitely working with parents so that that is not a hindrance or a barrier for them. Okay. And if I'm a parent and I walk into Pines Lakes Elementary and say, I, I've just moved here, I want my kid to go here. What is that process? And are we training office staff to know kind of handle that with care and excitement and customer service. So so I'll start with the. Yes. And the regional offices can, you know, chime in because obviously, you know, they can chime in as well. But I can tell you, one of the things that we also did on the district website, on the school locator, where parents can actually pick the school year that they're looking for. So we have the boundaries

338of this current year and next year loaded on the school, on the school locator and the website. But when they walk in and I'll say, for example, if it is a parent who you know is bounded this year to Panther Run, knowing Panther Run is closing for next school year, then, you know, we're working with those families to go ahead and register now at either Chapel Trail or Silver Palm so that they don't go to school for one month to then have to change schools again for next school year. So the schools and the regional offices are doctor Dr Fulton can certainly chime in, have been given guidance and support in working with families so that they are provided that level of customer service. Thank you. And I will just say that the school choice

339and Esq department have been incredibly helpful to my community and finding spaces, so I appreciate that. That's all. Thank you chair. Thank you. DR. Zeman. Thanks, Alan. Thank you for your story today. You know, oftentimes in this room, you know, we don't always get a lot of reminders about the million miracles that happen this week in Broward County public Schools. But you got one. So congrats. When they happen, they're worth noting and you'd love to share them all over. So I really appreciate you doing that. We cut 1000 positions. We approved the superintendents recommendation yesterday to cut 1000 positions outside of schools. The strategy that was being employed was that we felt with a lot of data behind it, that positions outside of schools had not come down proportionately to the enrollment. And they don't

340always, as Doctor Hepburn pointed out, you still need a bus, whether you have 35 students or 50. And so there are certain business lines that have high fixed costs. And, you know, they don't change so much when you have declining enrollment. But we've always been in the reflexive mode of reducing teachers and other educational staff when enrollment goes down. We took action on that yesterday. We balanced the reductions in a way that I hope is is right. And by the way, anybody that studies k-12 education will recognize that there is no science to this. We just hope that the reductions that are now more proportional will allow us to deliver the best for our students on data sharing. We've actually taken kind of a big shift here in the past year, which is that the

341students, the staff and the parents own their own data. It's a novel thing. I don't know if the were the first district to do it, but we're one of the early ones. All of our contracts now make it required for you to opt in. And for, as we heard from our staff, to disclose what use you're going to use for people's data as well. So to my knowledge, we're doing a really good job on data sharing. And if there's a contract that got through, I'd be shocked, partly Doctor Hepburn, because I use ai to check every one of the contracts on data sharing. And I make surehat if it comes to this board, we do a thorough review. I'm curious from our District Advisory Council and our Area Regional Advisory Council reps. One question in

342particular that I'm just very, very curious about. Do you sense that the members of the community that you talk to understand the necessity of of repurposing a significant number of Broward County schools? I would say that overwhelmingly the members feel that we do need to close schools. And I think that's why many members were almost opposed to creation of k-8, because of the resources to stand them up and flesh them out, when we probably should have just closed schools, more schools, and really put our resources into the other ones that continue to exist. It's a hard you know, it's a hard pill to swallow, but it's something that we have to do if we want to thrive financially and continue to exist as a district. Thank you. I agree, I think most people understand that

343we need to consolidate and close schools. I just think that we want to make sure that it's done equitably. When you look at facilities that have not been maintained and you're doing it in piecemeal, so maybe you're removing a middle school when the next year that's going to lead to the under enrollment of the high school. I think that's where the frustration lies. People would like to see it done more strategically and maybe regionally, rather than just piecemealing it. I appreciate that feedback. It's that's probably not the answer we would have gotten 2 or 3 years ago, you know, 2 or 3 years ago. My sense from the community is everything, anything having to do with repurposing was just bad. They didn't understand the value of it and the like. It seems like there's been,

344while not perfect in implementation, at least a broad acceptance that we don't have a school district that ought to have a couple hundred schools. We have a school district that should have less than that, so that we can spend more money per student on things that matter the most today. I don't know if you guys heard it, but we had a good discussion about whether or not we could go from just over half of our elementary schools having all three specials, music, art and pe to all of them having it. And the answer is yes. If we want to spend our money doing that. And I think that that's like a really strategic way to think about things, because then Broward schools could say, if you go to one of our schools, you're going to

345get this all at all elementary schools. And it would make us ensure that we had elementary schools that were of sufficient size, that we could deliver all of education to kids, including a library, to like a real library. So, you know, we're operating a lot of schools, not a lot, you know, less than half without one of those specials and sometimes without a full time media specialist. And so, you know, there's, there's a trade off between quantity and quality. I think this board is trying to do the best job that we can with staff support to get all the data and to act strategically. I think that when we've done k, it's been after a lot of thought. The community can always have their own opinion about the value of each of the decisions that

346we make, but it isn't without a lot of thought and a lot of analysis to try and at least make that balance the right way. I'd say the same thing about ai, Alan. I spend my life in ai. I've been doing ai for six years, and I'm more than a full time basis. And the smartest people in the world about ai are still trying to figure it out. You know, you take something like Magic School, it's 180 tools. They're great. Each tool is wonderful. I mean, if you need a tool, magic School is built, a really cool compendium of it. And we got it incredibly cheaply for what it does. But when you think about ai being used in a checking of papers way, I'll tell you a quick story. A friend of mine is

347a dean of a major university, and a master's thesis was rejected for being generated by ai because 3% of the content, according to the review panel, had come from other sources. So they took the five theses of the people sitting on the panel, the average content that came out of ai, according to their thesis, is written on average 30 years ago was 16%. So the checkers of ai are not very good right now, not just with people who write well, but with people like me who write. Okay. But there are there's there's this constant need to get better. And we have to get used to this tool because this tool is not deductive. It doesn't produce the same output every time. It's its own organism. And it changes every day. Every time it's used, it

348changes. And we're not used to that. We're used to computer programs that if I do these three things, I always get x. But that's not the way ai works. It's not the way good parts of ai work. Now, on the other hand, there's vibe coding. There's the ability for people that are not analytic and not data geeks to do coding through ai, which is unbelievable how it changes people's processes and changes big parts of their lives. But we are still figuring our way around. I like the board's perspective that we've taken, which is we want to teach people how to thrive in an ai economy because that's what they're going to enter, and we want to be safe and ethical about the application of ai, but nobody knows how to do all those things perfectly

349yet. We are trying our best, though. We're putting a lot of time and attention to it. We're not ai extremist in the sense that everything needs to be done by ai and we'll cut the staff. We're we're we're testing and attempting to figure out what the goodness is. And I think on balance, we're actually taking a pretty conservative approach, even though we're Broward County powered by ai. It's powered by ai in a smart, ethical, balanced way to the extent that we can. And that's going to be a challenge for every school district, because ai isn't its own thing. It's it's a living, breathing, organic thing. And we just have to kind of watch it and make sure that we don't make any, any big mistakes. We'll make some small mistakes, but try not to make

350big mistakes and try and, and do some things that are very positive for the people that are leaving our institution are going to have to thrive in a world that is largely defined by by this new technology. I will also remind anybody that cares that we screwed up the implementation of the internet. We screwed up the implementation of social media. We're going to screw up a little bit on ai because it's new and this one's totally new. It's it's not the previous tech doesn't really give us a good pattern for how to do it. So I hope that gives you a little bit of. Oh, general. Definitely we're moving. Yeah. Because as far as turn it in, I've had the same issues in higher ed as I had in the k through 12 namespace. So

351it's not just a thing. It's, it's an inherent turn it in as a problem there. The ai in general. Yeah, there's a lot we're going to need to do. And I just hope you heed some of the suggestions I made as far as doing that. Keep monitoring it, keeping it active. And please, what you told me, there are probably thousands of parents, tens of thousands of parents in the district who would like to hear those words as well, who would like to hear what the district is doing. So not just for us inside here, but we got to get that word out to help drum up support. Yeah, well, you probably appreciate the dean calling back that committee and telling them they all. Exactly rejected in their degrees are pulled back, right. Yeah. And they,

352you know, obviously went back to the to the applicant that was trying to get that graduate degree and gave them their degree with the 3% math. I'm sure if I taught my daughter a pipa notation that she would probably pass the ai filters. But, you know, I'd like to have her enjoy a childhood first. Well, you're blessed with an amazing daughter, that's for sure. Thank you very much for everything. Thank you, MR. Cervera. Thank you, chair, and I want to thank everyone for coming out and giving us their reports. And we do appreciate the hard work that you guys put into this and the time expended on coming to present. I just want to piggyback on this, on this ai conversation. Admittedly, when I was in school, nobody ever accused me of plagiarizing anything. It

353was more like, oh, I'm glad he got three sentences correct on your on your paper. So I didn't have that problem. But I do realize especially, you know, for some of our kids who are stronger with the English and stronger with the grammar and our gifted students, that this can be a real problem. And it's disheartening to have a work product that you put out a paper or a thesis, whatever it MAY be, that you pour a lot of time and effort and, you know, sweat equity and all that stuff into it only to have somebody come back and say, hey, we think you cheated, right? That's got to be very, very disheartening. So I have no qualms about saying that I'm not the most tech savvy person up here. I couldn't figure out how

354to use jet gps if you paid me. But the reality is, I know that there's a lot of good people in this district that hopefully we can can figure this stuff out and make sure that our kids are not getting accused of cheating because that doesn't that doesn't sit well with me. So thank you, Alan, for, for bringing that up. I guess I'll go. I'll go in order. MISS Lipscomb, I, I heard your comments about some of the cuts in Esq that were were made yesterday, and I certainly share your frustration. And for a litany of reasons not exclusive to one, I chose to vote against that org chart, and I. I am deathly afraid that we are going to start really seeing the real world ramifications of that very, very soon. So I hear

355you. I see you on that. And quite frankly, I feel for you on it as well. Please. Thank you. I'm I'm further dismayed to hear that. And thank you for acknowledging it, because we do need to acknowledge that if you cut a compliance director, you're cutting compliance with compliance, right? This was a superintendent's proposal to keep the compliance director in position and find a way of cutting positions, but then juggling things around to fit everybody in and still have that wisdom and expertise in the department. And to see the superintendent's proposal gone about yesterday and this kind of grappling for, oh, well, what should we swap out instead? Well, let's go for this position or we can't. That's an incumbent position. How about we ask this one? Oh, Esq compliance director, what hasn't been acknowledged

356in here and wasn't acknowledged yesterday? Was that actually the weight of the compliance burden in is, is such that the superintendent had actually proposed adding a person to the compliance team, which is an assistant director for compliance. So then when folks did a reverse ferret yesterday on something they'd agreed two weeks ago should not be done and reinstated or agreed to keep the Esq executive director position and wanted to take away something else. They didn't take away the very position that they had been creating, which was an assistant director for compliance. They took away s compliance. Any parent in this district will tell you the problems with compliance are enormous. Absolutely enormous. I'm sure your legal department will tell you how many come back on the legal department, due process, state complaints, and those parents

357that don't even know how to make a complaint. I see it myself. And and I'm appalled that we are pretending it's going to be okay and it's not. Thank you. Well, thank you for that. And just know that you're not the only one that's frustrated with the with the org chart situation. I'm sorry. MAY I say one other thing? I'm further dismayed to see it from internal emails, that there was discussion with mtg about how some of s compliance could be automated. There's no further anything about it, but mtg for the 150 grand. Maybe they could expound on what they mean, but you had compliance tracking and compliance monitoring and compliance tools and backup facilitation in Ed plan and the board, some of whom are still here. And of course, we've had changes to the

358board voted two years ago to get rid of Ed plan and put Esq case management into untried, untested, undeveloped software, which is focus s, s s, and the results of that have been step backwards in compliance for Esq two. Thank you. Thank you for that. Lastly, MISS Dominique, a couple things quickly because I do want to be mindful of the time. I know diveveity has a a p psentationn that we're halfour r should be e a ha h hour in.. At thoioint. Y broug up something about I-ready parents having the ability to opt out of I-ready. MR. Superintendent, I'd like to know a lot more about this. How does one do that? What is the procedure? What is the mechanism? Is there currently a maximum number of parents that have the ability to do this

359in the classroom? If they don't want their kid on the screen for nine hours a day? What is the procedure for implementing this opt out for our parents? So I'll have Doctor Cohen expound. If we actually have a procedure for opt out. But are we talking specifically of opting out of I-ready or we're talking about opting out of a certain number of hours of screen time? Because I heard two things. Let's let's do this just for purposes of this conversation, because I do again, want to be mindful of, of the time. If, if I say, hey, you know what? I don't want my kid doing I-ready anymore. Do I send an email to the teacher? Do I, do I text the principal? Like, what is the procedure to say, hey, I want my teacher, my

360kid's teacher, just to give them a written assignment, pen, paper, pencil, erasers, old school, while everybody else in the classroom is doing I ready for that day. How does a parent go about doing that? Yeah, that's simply go ahead, doctor. So we have had a couple parents, a few parents that have reached out to schools and have requested that. And through my office, we've given them direction that parents can opt out. And so our direction to schools is that if a parent wants to opt out of a supplemental program like I-ready, they can request it through the teacher, and the teacher can make that decision because it is a teacher based decision, and they can communicate that with the administrator as well to confirm that that is the case. And so we've had three parents

361that have reached out to us and we've given that direction. Okay. So just I want to make sure I understand the chain of command parent notifies teacher. I don't want my kid using I-ready anymore. Teacher then goes to principal who sends it back to teacher, and teacher makes the final decision as to whether or not she's going to honor or he are going to honor the parent's request. Yeah. It's supplemental. Okay. Thank you for that. Also, MISS Dominique, you had asked a question and I'm going to I'm going to give you the floor just because I don't want to screw it up with my scribblings on my notepad here about concerns with sharing agreements and data exposure, especially in a in a post canvas hack world, right, which we all have experienced unfortunately, recently regarding

362mechanisms and safeguards and access points for that. Would you be kind enough to restate your question? Because I would like an answer to it. Sure. So while we've been researching, we met with Doctor Cohn and many of the technology team last Monday. I want to say it was. And we shared many of our concerns with them. But currently there is a district landing page that's supposed to include all of the software and programs technology that we utilize in Broward schools. There's been several mentioned here today that are not on that website. Not all of the contracts are up. Not all of the data practices are up. And one of the major concerns is the third party sharing. So we can have a contract with let's just use I-ready. But if they're sharing with third party

363companies, we need to ensure that the contract language and our practices are looking into those third party companies as well. And currently, there's no expressed opt in. It doesn't exist. I don't think any parent here has clicked a box and said, I want my kid on this, this, this. I want to disclose this information. It does not exist. And anyone who says otherwise, it's it's a farce. It's false. Right now, the privacy consents are embedded in the student code of conduct. We were surprised to see that. I mean, if you read it, you probably read it once and you don't think to read it again. But there are general consents, hipaa privacy, but there is no opportunity for a parent to opt in. So we never get a notice that says here we're using I-ready

364in your classroom this year. Please opt in and provide your signature. To use I-ready, we're using Progress Learning. Please opt in to progress learning and here's the information that will be shared. We shared many of these same concerns with Hazel health at the time. One of the recommendations that we made to the school culture department, and I think Jody was here, was to pull those consents out of the student code of conduct, because it's sort of misleading to be in there, right? Pull them out of that student code of conduct, recreate the back to school form so that they include expressed opt in and consent from parents. And it could be a checklist box, but there has to be a better system of informing parents exactly what information is being shared and allowing them to

365give consent for what they would like shared about their own students data. Thank you, I appreciate that and excellent points. Incidentally, you know, I think this data sharing opt in, opt out and, you know, we we've been experiencing it over the last couple board meetings about what we're giving and what we're taking. And. I think it's gonna be a big problem for us. It could be if we don't nip this in the bud. So if you'll allow me, you and I have some, some additional follow up conversations about this and see if we can get some sort of plan of action in place to at least have something to protect against this, because we all know how these these third party, you know, Silicon Valley types are very much interested in mining as much data

366from from not only just the students from, from parents and everybody else as possible. And, you know, using it for alternative means sometimes. So I appreciate you bringing it up. If I MAY, board member, it's where does the burden of responsibility lie? I understand that these companies have contractual obligations, but if they don't comply to their contract, right, if there is a breach, they MAY have a certain amount of days before they reach out to the school district. But I think the school district bears some responsibility in notifying parents when there is a potential breach to their students information and if there's legal action, the district bears responsibility and notifying parents as well. I'll close with this. MR. Superintendent, what is bcc policy for advising parents of any potential breaches or unauthorized or improper sharing

367of sensitive parent and or student information? Thanks for the question, MISS Cervera. I'm not aware of a specific policy General Counselor or MR. Hill can. If there's a specific policy, they can. They can go over that. But simply stated, best practice is just to notify parents and notify if there is a true impact to a breach of student data or even faculty and staff data. We notify those individual individuals if we know who they are right away. But as far as a breach of another vendor's and software or program, we depend on the vendor to let us know what's going on. We look at if we have any implications of any breaches for us. If not, it's just a simple general communication about the vendor has been impacted by some threats or breach, but no

368impact to us. Let me give I'm sorry. Let me just expand on this because I want to make sure I understand. I'm going to try to pick a company because I don't want to call anybody out there. If we contracted with aol, like aol does anything anymore. So if we contracted with aol, right. And we had our standard agreement with aol and aol gets hacked. And, you know, there's 15 kids from ex elementary school whose data was exposed in this aol hack. Okay. I'm assuming that because aol is in contractual privity with us in my hypothetical, that they're going to notify the school board and say, hey, listen, we got hacked. Once that aol is not going to start, you know, going a little Johnny's mom and telling them that they got hacked. Aol is

369going to come to us and say, hey, we were hacked. When we get that information, what is our policy and procedure for disseminating it out to the parents, especially the parents of those children affected? We will get that information out to the parents that are impacted. Okay, sure. That is that is a policy of this district. I don't know if it's policy, but it's practice for sure. Okay. Yes. I, I see MISS Bruno jumping out of her chair. There's policies. Yeah. Go ahead. I, I'm not I'm not. Aware of it is it is the best practice. So when something like that happens exactly to Doctor Hepburn's point, the parent is notified. We're notified by the the vendor. There are a lot of issues here. So let me clarify a couple things. The opt in that

370was referenced to before is specifically for programs that require more personal, identifiable information for the student to participate in that program. So that's the opt in where the parent specifically has to opt in to the program to be able to participate all of our contracts. As assistant general counsel Jack Adams indicated, has a provision that there is no sharing of of private information of students. Now, if we You have a breach. That's a whole nother situation. That is when our risk management team gets involved. That's when legal gets involved. We review the contracts. We go back to that vendor and talk about how this is going to be resolved internally. Parents are notified that this has occurred, and we make sure that the board is aware that this has occurred. So we are very proactive

371in that sense. We also have cybersecurity protection. So there's a lot of moving parts in this to pre one to prevent it from happening. And two, if it happens, the steps that needed to be taken to make sure that the students are protected as best we can given the breach. Clearly the school district can't control breaches. It's happening all over the place. Banks can't control it. No one can control it. But what is important, what are the steps that we do to make sure that it's rectified? Legal and risk management work together to make sure that happens. Thank you. Thank you. Anyone else? Before I just I have just a few questions. Okay. Can someone outline, I guess to this point what communication was sent out about the instructor breach? Hey, Doug Hepburn, I can

372help you there. Yep. Go ahead. And also, MR. Sullivan to go ahead, MR. Davis. Okay. Thank you. Troy Davis, chief information officer. Communication related to the campus breach has been intentional, methodical, and part of our incident response plan too much. It exponentially increases your exposure to risk. Bcc did communicate responsibly with the broader community via two press conferences via social media, including x. I recently sent parent link and internally to all staff via bcc alerts. Communication will be ongoing independent of this event. To ensure that our bcc community remains vigilant. Our Information Security and Assurance Department, in tandem with risk, privacy, legal, communications and other functional areas, initiated an effective incident response to the global campus Breach that impacted 9000 institutions from k-12 and higher education to corporate entities to preserve operational security and ensure

373the safety of our students, staff and facilities, I will refrain from disclosing ongoing security operation details. No evidence of public disclosure has been detected, and campus remains fully operational and structure. As the company that owns canvas announced yesterday that an agreement had been reached with the threat actor. While this is positive news, the bcc community should remain vigilant against social engineering, malicious emails and other threats related to the canvas breach. Third party actors MAY attempt to exploit this situation. Do not fall victim to these scams. Doug Hepburn. Thank you. Thank you, MR. Davis. Yeah. And just oh, sorry. Go ahead. I'm sorry. I just wanted to make sure I forgot to mention that it was part of that team, too. They're very much involved, as well as our privacy officer. Got it. And just to,

374to add on to the conversation, like, you know, we, we as all organizations and as all individuals are vulnerable to these kinds of breaches. And I know it was probably like six years ago, there was a data breach, I think with health insurance, you weren't MISS Hixon was on the board. It was mostly to deal with employees. And then that incident, well, I won't say anything else about that. Well, as as one of the impacted individuals, like there was communication out that was sent out by, I can't remember if it was by us or by the. It was not timely. Oh, no. So but what I'm saying is those individuals are who were impacted, are given or were given access to certain identity protection things and all sorts of that of all sorts of things

375like that. So I just, I say that all to say we really do need. I get that it's tricky because we are also subject to the disclosure from different organizations, but I would really like to see kind of a standardized communications process moving moving forward when it comes to these kinds of breaches. I appreciated, I'm excited to thoroughly read through the white paper on technology that we were sent this morning. We are having a workshop on JUNE 16th about a lot of these things. And I know Doctor Cohen has referenced a task force that he sent out a lot of invitations to. I've had my own roundtables with parents and students. And, you know, as I've shared with the board over and over, we've been talking a lot about the need for clear guidelines around

376ai use, both for students, employees, families. Like we just need a lot of clarity around that. So I'm looking forward to that being presented in JUNE, and I would love to discuss some of the white paper recommendations with whoever is interested in having those conversations. I specifically appreciated the recommendation for no tech social zones. I believe that was the goal of the previous cell phone policy. But you know that that went in a different direction. And I think we need we do need to have I mean, I don't know if everyone else is seeing these emails, but we are starting to get emails for a desire for like device free elementary school and for opt outs and things like that. And I'll just say like, as a teacher, it, it does create like complications. If

377I have one or 2 or 5 parents opting out of a program that I'm, that I either like to use in my classroom or that I'm required to use in my classroom. So I think we need to start to grapple with and provide support for our teachers. When, when parents do start opting out, I fully support the parent's choice to opt out. You know, as a parent myself, I would probably opt out of a lot of this, but I think we need to provide the support to our teachers to, to be able to navigate that. So I hope that's part of the JUNE 16th workshop as well, because I think we're going to start to see a lot more of that. Anyone else? DR. Zeman. Okay. Yep. All right. Thank you to our advisories. Our

378next workshop topic is the Diversity Committee report. So I'll recess for one minute for us to transition. [Music] Good afternoon. Thank you for your patience as we are running behind schedule. So our next item is the Diversity Committee report. I now turn it over to staff and our committee for a presentation. Thank you, MADAM Chair. I'll turn it over to the diversity Committee for their presentation. What happened to staff? They don't they're not doing little thing in the beginning. Okay. Well well what is stuff at. Sorry. Beacon, could you please. I forgot, I forgot, I don't know, I mean, whatever y'all got going on, what's okay now, you know, I'm not a diplomacy is not my not my gift. Hold on. Let's see what he just said. Oh, there you go, I got it. I

379need to put my glasses on though, because I can't see. All right, I got it. Thank you. Okay. Oh the oh point. Oh I thought I thought I thought I thought I saw a little red dot. I didn't see a red dot. That's my blindness. a red dot, but it's not going. To work. Right. Okay. All right. So I'm accustomed to the. The I'm accustomed to Jodi doing this part is Jodi here I am. Oh well, come on up, girl. Don't be don't be shy. So I I'm the assumption is the board has read the presentation and they have read the slide show because I don't even want to go through all of that if that's okay. Is that okay with you guys? All right. Perfection. I'm gonna make this quick because I'm tired. I've

380been here for a while. All right. So. Just to preface, we went into this school year with high hopes and we did, we got some, we, we got some great feedback. We saw some great schools, you know, our problem areas based on the report is really the facility issues. But one thing that started to become quite prevalent was the security issue. That was something that we did not provide to provide like for the the public, because we understand the sensitivity of it all. So that should have been provided to all board members. The the chief, MR. Gregory, as well as our legal department. If you hadn't gotten it, we'll make sure you guys get it. So the three top items, I think we all felt was a big issue was the rollout of the technology.

381The safety and security, obviously. And then. We had some some issues with mental health questions and concerns we had. So as we went through our site visits, as I mentioned in all the all my reports that we were trying to look at last year's report versus what we were seeing now, and try to come up with a comprehensive report response. Now, if you notice our response, we were in agreement with a lot of things. This, this this time around. However, as we mentioned, our greatest concern was the security. We had Chief Gregory at our meetings twice just to kind of flush out some information. Honestly. I mean, if you want to ask the rest of the committee, we didn't get the information we really requested. We're still having some gaps in terms of. The relationship

382between our, you know, our state attorney's office versus our school based staff. So we wanted to get some clarity on that. I mean, we got something, but not much. We had some concerns about my glasses because these eyelashes. We still have some concerns about the how does the district equitably look at mental health, look at, for instance, the rollout with technology. We had a robust discussion about how the opt in versus the opt out and also clarity on oops, sorry of liability to parents. That was a little bit of an issue. We, we, when we went to some of the site visits, some there are probably maybe 1 or 2 schools that had their own letter that they sent to the staff to their parent parent group in terms of opting in and taking laptops

383home. One school in particular sent it out, and none of the parents agreed to opt in because there was a liability in terms. Of the. Financial liability. That is not something that is seen across the board. And so there needs to be clarity on that. The next school year, we're going to have some issues because after your. Your votes for. The org chart yesterday, you guys eliminated quite a few people in your mental health department. The Positive Behavior intervention support group are completely gone. Under that group is the teacher behavior support group, intervention prevention staff. There's only one person. How does discipline look? What is that going to look like in the 2026 2027 school year? We already have a consistent number percentage of where black and brown children are disciplined higher than their white

384counterparts. These specific departments or group of people were put in place to kind of mitigate that. Those numbers have not changed. They've been consistent. I did my research, I looked I pulled information back from 22,008, and those numbers have been consistent. And here we are 2026, and we're still at a percentage where our children, especially those in the in the minority group, are punished more than their white counterparts. So as we go through the as you guys have had had an opportunity to go through the report, I hope that you had an opportunity to also compare from previous years and take a look at some of the recommendations we've made. I look forward to having a robust conversation with you all in terms of what you see moving forward, especially during redefining also with, you

385know, trying to rightsize the district in terms of staff and essential in essential employees, how that's going to look and how is that going to look in an equitable fashion? So I'm going to allow my committee colleagues to chime in on the items that they believe. Will they feel that they they feel strongly about and they have more expertise because we try to in this committee, we try to lean on everyone's expertise and we kind of distribute responsibilities as we do this, as we go on site visits. I think that works really well for our group. And I want to thank the board for those who appointed people who are really about or passionate about the diversity committee. It's really it's seen and it's felt. It's a collaborative group. We're very collaborative, and so we

386do kind of well, for me, I identify those with strengths and in different departments. And then those people are really kind of designated the expert, so to speak, for lack of better term. So I'm going to turn it over. Would you like to go first, MISS Ellison? Okay, I'll turn it over to MISS Ellison. Thank you, Marcia Ellison, I serve at with the appointment of Vice Chair Holness. I just had a couple things very concerned about the resources for parents whose children are being. Baker acted. I understand there's recently been several instances and I. Understanding that before Doctor Hepburn got the big chair, he led a committee along with Jody, developing a pilot. But I'd like to make sure that the pilot and its implementation implementation happens in all of the districts. Sometimes it MAY

387mean providing resources or direction to parents. I'm asking you to provide the service, but give them some resources that partner organizations MAY provide for those children who are struggling in that manner. And to make sure that I'm not saying there aren't any is any training, but that the training should be enhanced to make sure all of the schools are covered, so that those families can have the much needed information to save their children. And I too had a huge problem with this letters, and I certainly love to know if you have. I'm told that when the policy rolled out for take home laptops that the district inquired. Said, if you need it, check a box, check with your school. But it never said that there were going to be these individual schools that came up

388with this letter that talks about monies that they MAY have to pay at any point, even though the computers MAY very well be insured. And so I'm not sure if you all know, but a lot of parents, particularly in the schools that we were found, don't actually have $400 sitting around with nothing to do. So in case a computer is damaged or taken as they were walking your kid walking home from school, and it doesn't really say how far they would go, so I don't. It also talks about policy that the district has that staff is sharing that. That's not exactly so. So I would like to certainly have you have legal follow up. How much can what can this district do maximum to these families whose whose computers MAY be damaged or taken stolen

389by bigger people if they're walking home, what is the worst case scenario? And for the school to say, well, yeah, we've got take home, but nobody took advantage of it. If I were a parent in that majority minority school, I wouldn't take a computer home. I don't know what you're going to do, or you're going to come after me for the money that I don't have. Is it going? How far will it go? Will there be legal? I don't know that. And so to find out that, you know, people are doing individual things, I don't you know, I don't think that that is where you want to be. I would I would hope not anyway. And then I know we've asked this on several occasions, you alluded to it earlier about the repurposing the equipment

390and technology from the from the schools that are closing. I would hope that you would, in addition to the other survey and the data that you would consider, what this committee found when we went to other schools and the equipment that they were lacking, and they were, I must admit, there was a particularly one school in particular that was being creative and thought that I guess Promethean boards would just show up out of the blue because everybody else had them. But, you know, the old projector on the wall. I get the trying, but there ought to be a way to determine who has what equipment. And if you if somebody got passed up, it ought to be a way that you audit the situation to determine that these folk are. Be able to get extra

391points or higher up on the list because, you know, these are students that deserve the same level of education that everybody else is getting. And, you know, I guess not so surprising. These are primarily it's a majority minority student, black and Hispanic students, many of them who are struggling as far as language as far as their parents goes. And so I'd like to make sure that that the when you do your repurposing. And i again said, we're going to plan, we're gonna, we're gonna, we're gonna, but we've been asking for a while because you have some schools who are really in need. And I hope you factor in all of the information as you make your final decision on repurposing this technology. So thank you. Just to piggyback piggyback on MISS Ellison, I heard that

392there's there's a plan. Was there a survey done? And if there was a survey done and was that part of the plan? Because I know this district is data driven. So the question becomes, what does that look like in terms of repurposing that technology for schools that don't have it? And are we are we doing that in in tandem with the redefining? I heard something about the technology follows the kid, okay. But their schools that don't have it at all that when we visited, for instance, there's schools that do not have a Promethean board. I think there was 2 or 3 schools that went to that didn't have it. Are we also talking to the principals, letting them know that there is an option, not even an option. Who can they reach out to if

393they need something like that for their schools? You know, when we go to site visits, there tends to be this hesitancy when they come there because I think everybody thinks it's a gotcha when it's not. The goal is to make sure that the district is providing equitable education throughout the district. Right? So when we see things and there's some lacking, our job is to kind of take note and inventory on what that looks like. So I don't know who has the answer to that. And maybe they can give us a follow up on that. That would be great. As far as the letter with the technology we did, went to a school where the school and I quote said, per district procedures and the parent student now provide this to you, Doctor Hepburn, per district

394procedures and the parent student use agreement, families MAY be held financially responsible for lost or damaged devices or accessories. Was that something when you guys were rolling out the refresh that everybody was aware of, that we would be held responsible. The, the, the issue is we need to make sure that we have clarity on liability. We want to make sure that the students get what they need. But if parents are afraid because they will be liable for something that you guys have a contract with, and I'm assuming you guys have insurance on, how do we mitigate that? Because we don't want to lose. I mean, the school that that provided this letter, there they have, what was the percentage again, in terms of black students and Hispanic 52% minority majority, as MISS Ellison mentioned. And

395if those parents are not opting in and they don't want their kids to bring it home because they don't want that responsibility, how is that equitable? So I just wanted to piggyback on that and just emphasize the and the language. Yeah, because we do have schools that have high percentages of Haitian Hispanic. This wasn't even in different languages. It was just straight English. And so the concern is, I'm not sure parents understand what that rollout looks like for those for those, for those community schools. And also the, the liability, I think that there needs to be some sort of verbiage that's sent out for the entire district, that we understand what that looks like. And I'll turn it over to MISS. Well, it's not MISS Hanson anymore. [Laughter] What is it? Is misses what. Misses

396Rusedski. Thank you. So you heard me speak yesterday. And my major concern with the district. Decisions of cutoffs and layoffs are our mental health aspects of it. We need to make sure that we are picking up the pieces of where these guidance counselors and these counselors in the district where they replace that. It's, you know, these kids are looking forward to seeing these individuals. And a lot of the kids do not know that their favorite counselor or this mental health, you know, advisor or therapist have been let go. So I want to make sure that we provide a safe haven and a safety net for not only the scholars, but also our staff, our principals, and those who are, like I said, boots on the ground with students every single day, the whole entire year.

397We went over resiliency. We had our courses. And it's so important in terms of how kids are responding to these mental health crisis trauma in their life and making sure that they can go to those individuals, not just in a course on canvas, but they can actually have access still to these resources for mental health. It's really important that we tap into not only school staff in terms of administration, but also teachers. We have to have some type of, you know, better training if you're going to eliminate all of these jobs. It's really important. We are stressed, parents are stressed. I'm a parent, I'm an educator. And like I had stated yesterday, we all wear many different hats. And there's only so much that us teachers and staff and parents can can, you know, take

398on parents, rely on us on the district for so many things, for babysitters, for doctors, diation. You know, it's really important t ttte ntinin t uololnenef f ee stst importanthihings thatee fought for all of those eight years ago, whenever we had our the Stoneman Douglas tragedy, we want to make sure that we don't have to revisit those things again, making sure that we are focusing on scholars, on their mental health and supporting those staff that unfortunately had to be let go because the budget. Thank you. Did you want to say something? Okay, so I just wanted to before we go into questions with the the board, I just want to emphasize disparity and discipline for black students and Hispanic students. I want to make I need to emphasize this because providing percentages and the percentages

399haven't changed should be very concerning to everyone in this room. Right? The ongoing disparity and discipline against the black students and Hispanic students is a systematic and subjective factors that with implicit bias. I'm not sure how it works with the government system in terms of implicit bias training. I think I've been saying this since I've been a chair that why do we not have these trainings? However, after your vote yesterday, the. The PBIs specialists have been eliminated, right. These were individuals that were here to be on site to do coaching based on analysis of behavior students. This would foster an environment of equitable and supportive environment. Now we don't have that anymore. What's the district's plan in order to give give some support where that is concerned? I don't know how that is not a

400thing or that is not important, as majority of our black and brown babies are being punished because of behavior issues. I mean, national research links, disparity to implicit bias, inconsistent enforcement and structural policies. I don't know how else to implore you to really kind of consider. How discipline is implemented. I know that Jody's department, you know, reviews the discipline matrix. I know that they're trying to work hard currently getting information from principals and or those who are in charge of creating referrals or part of the behavioral threat assessment. But there's flaws. And because of the flaws, majority of our students who are high on the totem pole for punishment are the ones who are the recipients of that. So I just want to implore the the board to make sure that this is a high

401priority for them. As a black woman. It's very disheartening when you see. Your you see children that look like you, that are constantly misunderstood for whatever reason, and everyone just goes along to get along. And I know for majority of, of teachers that is not their, their view. However, numbers don't lie. And so I want to make sure that I press upon you that we really take a good look at that, especially now since we're losing students. Just make this a priority. It's very disheartening to watch when we go to the schools and we do. And we don't just go to schools in zones, we zigzag across the district, and we do that intentionally because we want to see in real time, what does that look like in order for us to have a very

402comprehensive report? And we do see great disparities, affluent neighborhoods, their concerns in terms of. When there's when there's issues with their buildings and all that, they get to get their responses fairly quickly versus schools and not so affluent areas. These are not these are not things we're making up. These are things that we actually see. And I know that the district is on. I I'm almost positive you all know that there there are things that are falling through the cracks. And then I'm almost positive, you know, that this is what's going on. This is happening in real time. So. We're in 2026. The settlement was in 1990, I believe 99. Okay. Thank you girl. It was still in the 90s. This this shouldn't be an issue for us. We want to bring students back. We

403want kids to come back into our district. We need to start acting like they're important. All of them I can. I advocate for those who can't advocate for themselves because we have to. And I've always said this, and I'm going to say it here anytime the marginalized group fight and advocate for something and they get it, whether it be through policy, whether it be through legislation, everybody benefits everybody, not just the marginalized group, marginalized group. Everybody benefits. It's almost like having a cake and having the icing on top. Any time we do something and we advocate for something, for us, everybody benefits. So with that being said, I think that the district, for the most part, I believe you all see it and you're trying your best to mitigate some of these issues. But from

4042008 until 2026, when I pulled the last report to see what that percentage was, you were off by 2%. That's not enough. For these students to be consistently throughout the years, having the highest number of discipline issues. I you all have to take a look at yourselves where that is concerned. Do you have anything to add? Just very quickly, I wanted to ask the district, as you consider tools and I'll use for a lot when it comes to discipline, oftentimes, you know, trauma and the way children, students process trauma is a lot different. And so if you have for since Mike is back there, the city of Fort Lauderdale has paid millions for this ShotSpotter that tells you where the shootings or whatever there are. When there is violence in the neighborhood, you see your

405friends, your family, children who see that they act out. And so we have asked just a single thing, since you have this partnership you have for Lauderdale. And again, I'm just using it as an example on your campuses, if there is a violent crime adjacent to the school, around the school, in the neighborhood to share that, you don't have to give specifics, but share is who's who. But if there is something happened in the neighborhood, I think that the principal or the ap in charge of discipline should take into account that these children have seen trauma. They MAY have been it MAY have been a family member that has been a victim of these things that have happened, that they MAY have a tendency to act out, not as a way of just being, you

406know, to act out, but as a way of communicating that things have happened and that they're struggling, that I think those are things we ought to take into district ought to take into account when they're seeking to punish these children for being acting, whatever they're acting. And so we're not talking about violent crimes. We're not talking about any of those things. We're talking about children who are acting out in a way that victims of trauma usually act. It's a tool that doesn't cost you anything but some time. But to strengthen and change the relationship with law, you know, with law enforcement, to provide information that could be very helpful when it comes to dealing with children and discipline and certainly the way that they react. And I can say that I have spoken. I meet

407with the chief of Fort Lauderdale on his advisory committee once a month, and they are willing to provide that information because it affects the community and their children. It just has to be a willingness from both sides to talk specifically on that issue. I know you've made on other things, but this is extremely important and it affects all of our communities. So I would hope that you would give this some consideration. So thank you. I had a question for staff. How many wellness centers do we have on campuses? I think that's going to be we can we can let it sit there. And so when they take over, then they'll we'll think. But just say that's a question you want to. And I know attorney Dupree Bruno wanted to say something. Well, after after the

408committee's finished, I do want to say something. I think we're done. As long as this is going to be something where we can say something to. And y'all just don't say nothing and talk at us. If we can respond to certain things and give some clarity, we would appreciate that. Thank you. So I just wanted to put some legal guardrails to ensure that both the committee and the board understands their statutory obligations. We will make sure that the district is in compliance with Florida Statute 1,000.05, which you MAY know as the individual with Freedoms Act bill. So things such as implicit bias is something that does not comply with that particular statute. So I want to make sure that there's guardrails for the board in this discussion. In addition to that, any discussion that we

409have is to promote title six of the Constitution, which is, I'm sorry, not the Constitution, but the 1964 Civil Rights Act, which is to ensure that there's no discrimination across the board based on race, etc. So we want to make sure those guardrails are there, and then the board can have its discussion. MR. Cervera. Thank you, chair. Thanks to the committee for the report, the recommendations and the presentation. Appreciate your work. I want to make sure I understand this laptop thing. Are you saying there was a school that issued a letter? Oh, you have copies? Great. Because that's that's do you have copies of the letter? I do, but I only have one. Well, forget the superintendent. I want to see it. But but while we while we get that in in Howard, I'll share

410it with you when I'm done. I just want to make sure I understand because I know with a lot of these laptop programs, we make the insurance program. Thank you so much. We make the insurance program that covers covers the laptop was the issue here, and I'll obviously have to scan this very quickly. Was the issue here. We were giving the kids. I'll leave the name out for now, but we were giving the kids at the school the laptop with a letter that required insurance and some sort of threat that if it breaks in addition to the insurance, you're going to have to pay $400. No, that was given prior to giving out the laptops. And so the parents had to agree. And if you opt into that, then you would get the laptop. So

411you're you're and again, I haven't read. The bottom. I'm trying to see. The last the last paragraph. Where it mentions the, the policy that's on that the district has. Okay, so you're basically obligating yourself to pay this total replacement cost of $366. So roughly $400. Correct. So what about the insurance programs that we have or offer? Is that is that not in play on top of this? So the insurance program is mostly for repair of laptop. I think for the most part, it sounds like there's some inconsistencies in how letters are coming out from schools. But as far as damage, irreparable things that happen to a laptop, if it can't be fixed by the vendor or probably fixed by us, it is typical for students to have that on their obligation to replace as well

412as the charger to. I can tell you I'm very familiar with the Chargers as a dad, but yes, so not, not not it is typical for. If it's can't be repaired at all for some intentional damage to a laptop that it does go to obligation. But and Trey, if you want to add anything to that. Sure. Well, Trey Davis Chief Information Officer Yeah, our insurance by default does not cover accidental damage. So if something occurs with a student using the laptop at present until we get accidental damage covering coverage for the next fiscal year, that would be an obligation of the family. Unless it is. And I heard some reference to that. Let's say a police report is involved. If that's the case and that is delivered to the school, then then they wouldn't necessarily

413have to cover that. Okay. So so I'm assuming was the intent of this letter, perhaps it's not the greatest written letter, but was the intent to just basically tell parents that if you have the insurance on the laptop and something happens to the laptop that's outside of the coverage scope for the insurance, you MAY be liable. Is that why we're sending out these types of letters? Correct. So I and I've seen the letter before, you know, in our investigation, but I think it's not I think one of the issues too is not consistent across the board as far as all the letters that have been sent. So I think that's part part of the issue right here is also inconsistency in how that specific letter was sent, and probably overexpressing a certain intent versus another

414intent. Okay. And maybe the better route on this is to have a district letter that breaks down insurance, what's covered and what's not covered. Because I'm reading this and again, very quickly trying to digest on the fly. I'm reading on this and it does this letter, and it doesn't seem to be making the distinction. Like, I get the fact that, you know, you have insurance for things. And if it's outside of the scope of the insurance or there's an exclusion or whatever, it MAY not be covered. And, and I MAY have to come out of pocket for that. I get that, but that's not what this says. This the way I read this is if you want a laptop, anything happens despite the fact that you MAY be paying for insurance if anything happens, because

415this is any issues, losses, theft, damage like this. This is like super all encompassing, right? You're going to have to pay the $400. I think we need to do something to put every parent at ease whose child has a laptop, right? That basically saying we have insurance. Here's what it covers. If something happens that's outside of the of the insurance policy, you MAY be financially liable. This this is not that. Well, I think the remedy to that you just said it in a couple of sentences ago, is actually sending a district letter to through the schools and not letting the schools send individual letters. So we don't. Have discretion is. So we don't have this specific issue moving forward. So it will draft a letter at the beginning of the school year when we start

416redistributing laptops again, because we're in the process of actually collecting for the end of the school year and for. Okay. Yeah. Because I get I get obviously the concern, but I also think an additional concern is what the hell am I paying for the insurance? Right? It doesn't sound like it's covering anything. Right? So okay, well, I appreciate the explanation. Would you like me to retain this or return it. To you? Well, that's for MR. That's for doctor superintendent. Okay. Well, I will personally deliver to doctor superintendent. Yeah, we. That's what we wanted. We wanted you guys to send something out in a general sense for everybody, because I think parents need to understand that there is a liability and we need to know what that looks like. Pardon. Yeah. That wasn't done initially. So

417I think I think the assumption was that the schools had I don't know what that was, but I'm just saying there needs to be some clarity for, for the for the parents with the liability when it comes down to stuff like that, because that that particular that particular school, no one opt in at all because they just didn't feel comfortable doing that. So and, and that's unfortunate because I think the majority of that, that population needs that laptop at home to get school stuff done and, and all that. So that's that one thing. The multi-language is that possible as well? Because most of the families there are, you know, black and many of those are of Haitian descent. The families and there's a large Hispanic population is there. If there. So, you know, we're looking

418at this letter, and I would imagine that they don't want any smoke with everything that's going on right now. So that was in there to say that's policy. That's very frightening to a bunch of people. No, that's not it. We'll clean that up for the upcoming school year. And if I MAY, just in close, Erica, you were asking a question. I'd like for you to ask a question, so make sure we get an answer. Got it. Just to piggyback, just so we're all clear, we have to be one United School Board of Broward County. So anything that goes to the schools, it has to come from the top. Like just I have I can't stress it enough. We have to make sure that we are all on one accord. It doesn't go to one school

419and this school because then there's, you know, you got schools will pin stuff on one school and we all have to be united. It has to come from the top letters so that we are moving forward with communication, positive communication. Yes. My question was how many schools have wellness centers in the district? Okay. Good afternoon, Simone Hollingsworth. For our school, our district supported. Those are at let me double check Mcnickle Parkway, Deerfield Beach High School and msd. And then two are community run with Cbci, and that's at Dandi and Ely. Would it be possible to maybe expand that, considering that we let go a lot of these positions in mental health, if we can have, you know, more schools that have those outreach centers, considering there's a lot of people that lost their jobs, and

420I want to make sure that they have some type of safety net. I know there's a hiring freeze, but you can't really tell people to go look for a job when there's a hiring freeze. So if we can, you know, get some resources together, I mean, there's a lot of schools that have classrooms that are not being used. There's a lot of people on campus that are resourceful, and we want to make sure that we are advocating for children and that there's a safe space for them, considering the losses. Yep. That's actually noted. We're actually working with a partner to try and expand more community based wellness centers. Thank you. Thank you, chair. Thank you. Public comment. Jackie Luskin. Thank you. I know the C.C.C. Settlement was fundamentally about a school desegregation agreement tied to

421racial balance. I just wanted to broaden the lens, if I MAY, to also include other subgroups. And in my case, I'll talk about disabilities. I know the work of the diversity committee these days also speaks t tththe broader isss, too..Ndnd cocoend d their w wkk a andheheir reresponses to t this report. In the disabilities world, we do have some common and overlapping issues that are raised in this report. So I'd like to flag a couple, one being concerns that these good folks have aired as well. I'd like to echo about the folks that we have lost now as a result of yesterday's vote. I know there is some reorganizing going on at the districts, but if at the district regional level to put support closer to schools. But it's not clear what that plan is.

422So all we're seeing is that tranches of really valuable staff like the PBIs teams and mental health folks and behavior teachers and student support specialists are being axed. But we don't know. Well, how is those are those gaps being plugged? We're just hearing, well, we'll be okay and others will pick it up. There has to be a plan. Otherwise we can't believe that it will be picked up by others who are already doing full time jobs. So seeing a plan for training folks, plugging holes, taking up that slack, and still servicing students is going to be important. Also, under the discipline section in this report, it mentions about suspension. And I want to mention again the tendency in some schools to pick up the phone to parents and say, take your kid home. We can't

423deal with them today. That is a suspension, a back door suspension, an undocumented suspension. So when I hear in this report about about how the department, Jody's team review daily things like referrals and suspension data, what is happening about these undocumented suspensions? And the answer is that as far as we see, kind of nothing, it's a hard thing to get on top of, but it is something we've jumped up and down about. A lot of times it feels like there needs to be a deeper audit and review of the data coming in, and different mechanisms for ensuring that schools aren't doing undocumented suspensions because they are. I see them, they come to me, and we've got cases now in in contention and people being told, well, we're doing investigation into how this happened to your

424kid, but we can't tell you the details and the outcome of our investigation. So the parents aren't getting that transparency and accountability piece for when things are going wrong on that front. But good job to the committee. Thank you. Thank you, MISS Dupree. Bruno. Yeah. I just want to make sure I put something on the record having reviewed, excuse me, the settlement agreement as well as the attachment. This is a very clean agreement. It does not specify anything with regards to race. So just to for the public, speaker, this agreement applies to all students to make sure that everything is equitable across all students, regardless of race. I want to put that on the record. Thank you. DR. Zeman thank you so much, chair. I think the general tone of this report is really important

425to think a little bit about, because an organization in motion is an organization at risk, right? Yesterday we did eliminate 1000 positions in Broward County School. That's a lot of motion. And there's a lot of risk not just in mental health, not just equitable outcomes and equitable treatment, but every function in in Broward County, schools lost that. And that was intentional. You know, the superintendent put together a list of 1000 positions that he thought would have the best team left on the field to go out and win back students and deliver for the students in schools, zero positions taken out of schools, which is great in the sense that, you know, it reflected the strategy that I think the board made very clear. But an organization at motion is an organization at risk. And so

426we have to double back and think about mental health, and we have to think about even academics, and we have to think about technology and other things that we intend to do well. But a whole bunch of holes just were created in the system. And we have to double back and make sure that we're not taking more risk than we thought. I was wondering, Doctor Washington, if you could help us with one thing that would be very helpful. What is the evidence about disproportionate school disciplines between members of different racial or ethnic groups? Go ahead, Doctor Washington. Good afternoon. Jody Washington, director of school culture and student support. MISS Pierre is accurate. The. There is disparity between our white students and our black and Hispanic students when it comes to external suspensions. Our black and

427Hispanic students are historically suspended at higher rates than our white students. This is not unique to Broward County Public Schools. This is a actually an issue that, if you look in the research, will show up worldwide. So it her statement is accurate. And I think that the evidence worldwide also suggests that it's not just race and ethnicity, it's religion, it's sexual preference. It's there there's tremendous evidence that others are treated differently. And it's it's awful. I don't in some sense, I don't really care that it exists in the rest of the world. I don't want it to exist in Broward County. Is this true both in terms of discipline and the punishments for discipline, or one greater than the other? So what I would say to that is we do have a discipline matrix that

428controls what what can happen if it is this, then this is the consequence. I think where it gets tricky is how the behavior is interpreted. And there's also research to suggest that our black and brown students, the behavior of our black and brown students is interpreted more harshly than that of our white students or our other groups. We could say the same thing to your previous point. And so there is control in terms of if if it is coded this, then that is what happens. The flexibility in the interpretation of what it is then leads to disparate outcomes. In terms of the discipline. Some things that we've put in place to help mitigate that. This year. We did. We have an open lab, a hot lab, every single day that I have staffed from 9

429to 3, as well as phone numbers. They can call me anytime. So we consult with administrators all day, every day about incidents that happen on their campus so that we can provide them with consistent guidance as to what is happening. But again, they have to call in, I don't know, there could be an incident happening at a school right now. I don't know that incident is happening unless they call into the hot lab. They call one of our numbers, we see it in the system, and then we can go back and review the written referral, and then we can see if, okay, well, this actually more fits that than this. And then we'll call and we'll consult. And we help schools make those adjustments when necessary. But this is one of the things when you

430have 200 plus schools processing discipline, one of the areas of containment that can be difficult. And could you tell us what kind of training there is available for primarily teachers and administrators to try? And I mean, I'd hope our attempt is to eliminate that characterization based on race, ethnicity. Anything else? What do we do for teachers to try and nip it in the bud at the very root? You know, that's typically what the original observation is made by. And then how about administrators in terms of, you know, coding and dealing with it? What do we do to try and eliminate that and hopefully minimize it to the extent possible. So I'm going to start with the training we do for administrators. We do every single year. We have the training. We start with the most

431severe incidents which our assessor incidents. We ensure that our administrators know the assessor definitions and the reporting requirements associated with that. And then we go through different scenarios to help them see how do you best code these particular incidents. In any given scenario, you could probably apply 3 or 4 different disciplinary codes, but our code of conduct requires us to report the most severe incident. And so that is the training that we go through with administrators. We also provide a tier one PBIs training, positive behavior intervention support training about creating a positive school culture. Every school has a school wide positive behavior plan. They have 4 to 5 different. I don't want to call them rules, but like guiding principles. I'll be respectful. I'll. You'll see the posters when you go into the schools, I'm

432sure. And then they have classroom lessons that go with those that the teachers are supposed to deliver. This school wide positive behavior plan is also voted on by the school's faculty as well as the the Sack committee. And so that is part of what we do from like the the administrative lens down as far as the teachers are concerned, we do have tier one classroom management training for the district. We use a version of the champs training to set standard expectations in terms of how you manage a classroom. But beyond that, we also offer a variety of classroom culture type trainings. Again, making sure to the general counsel's point earlier that all of our trainings comply with state law, because the research will tell you again, that a lot of the disparities in discipline are

433a result of implicit bias, but that is not training we offer, but we do offer strategies in terms of how to create welcoming and inclusive environments for all students. How do we gather student voice so that they have more ownership in their classroom environment? And, and research will tell you that when students feel they have ownership in their school and in their classroom environment, and that it is a place that they are loved, accepted, and belong, that they are going to have better behavior, they're going to self-regulate, and they will also help regulate their peers. So those are some of the trainings that we provide to teachers in order to help manage the behaviors, we really try to take a more proactive approach as opposed to a disciplinary approach. We can't suspend our way out

434of a behavior problem. Behavior is communication, and we have to really take a look at what message the student is communicating with their behavior, because you can't punish trauma out of a student. You have to address, you have to meet them where they are. That doesn't mean that they don't get consequences for their actions, but if all we do is consequence, then consequence them and we don't intervene appropriately, the behavior is going to continue. And so that's a lot of the message that we spread in our trainings as well, in collaboration with the other departments within student services. Can I just interject the trainings? Is that mandatory? Is it voluntary? The trainings for administrators are mandatory. The training for teachers is voluntary. Okay. Thank you. I appreciate that, Doctor Washington. And I'm, you know, excited

435about all the things we're doing. Last question I have is over the last say five years, have we seen any closing of the gap between in racial or ethnic disparities between discipline observed and reported versus and disciplined punishments? I will say there's been minimal change in the gap. Some day, some years you MAY see a greater closing than in other years. That has been a consistent effort of mine. I've been in this role for about three and a half years now, and I have been working hard towards closing that gap. But I will say there's been minimal progress towards closing the gap. I appreciate all that you're doing and, you know, having a place to call and get counsel is great. We're a big district. We still have 187,000 students. So one office, 9 to

4363 doesn't sound like that's really enough resources to give people the kind of support they need. But you feel comfortable that if you needed more, you would come back to the superintendent and ask for more resources. I do feel comfortable that that having the team that I have can manage the the calls that we get, and we just continually work with schools to ensure that they are using the resources that they have available to them, especially when we have the higher level incidents that result in external suspension. Not every incident needs a call to our office. You know, if you have two kids that are joking around in the hallway and running, you don't have to call me about that. But if you have a large fight and there was pepper spray involved, like call

437because there's multiple students involved and not every kid gets the same consequence, they get consequence for their involvement in the event. And so things like that we consult on. So we don't consult on every single event that happens. We don't need to. But the big ones, we do encourage our administrators to call. I'm I don't want to characterize your efforts as being insufficient. There are a lot of world class school leaders, apps, and principles that are very experienced and know how to do do this almost to your level. There are directors, there are regional superintendents, there are even principal colleagues. I've seen people call and say, hey, this happened. Can you just give me a head check? Make sure I'm doing the right thing here. So the system really converges to try and get to

438right. I'm very, very confident of that. But the rates still suggest that we're not where we want to be. And I appreciate you to continue to work on it. Thank you so much, chair. Thank you, MISS Thompson. Thank you, chair, and I will have to leave after my comments for a family situation, but I wanted to make sure I brought up a couple of points. I really appreciate your guys's work on this, especially bringing to our attention the laptop issue, because I don't think that was anyone's intention to have that barrier for that resource for our families. And I want to also note that I know we made a lot of mental health changes during the org chart, and there will be a lot of changes to that. Our school counselors and our school social

439workers are still at our schools, but I would like to see a follow up from staff on. Once you guys get everything together, what that plan will look like for our schools, individual schools, so that we have we know what mental health resources are still in each campus, so we can ensure equity, if that's possible, for a workshop, to come back to the board in a reasonable amount of time for you guys to pull it together. Doctor Hepburn. Was there for a workshop or a follow up. For a workshop on how we're going to do mental health in our schools. Now that that department has been reorganized. Okay. Gotcha. It will most likely be sometime in JULY. We got a lot of. And that's I understand that a lot of things have been changed. And

440there's probably going to be some some different processes in place. And then I. And also de-escalation training is something that I keep meaning to meet with staff. And then things got pushed back because the org chart. But that is something that I'm looking into potentially bringing an item in, especially around fighting, because there was an incident in my school with pepper spray to make sure that staff feels comfortable and able in a best equipped to deal with those situations. I did have a question because when I was a social worker and doing PTAs, we were told that we weren't allowed to consider outside factors in the incident that we were evaluating. So, for example, there was at one of the middle schools, there was a kid who had whose brother was being bullied, and he

441said, if you don't stop bullying my brother, I'm going to make you stop. And there was a reference to bringing a weapon to make him stop. And so when I brought up different home situations during the meeting, I was told that that's you are only allowed to consider the incident that happened before you has that sense. And I know it's a lot of regulation by the state on how we can conduct PTAs, but I do think it's an important. If there's violence happening in the neighborhood or if a kid is being a beat at home, which was the situation, we weren't allowed to consider that in the bta. So I don't know. I just want to get clarity on if my understanding was correct, if that's still the process. Yeah go ahead, Doctor Lozano. Hi,

442doctor. Ernie Lozano, Chief Human Resource Office so that was never the trained practice. So that was an incorrect training. When the threat assessment team evaluates a threat or concerning behavior they're supposed to look at all risk factors involved and protective factors. So it could be positive factors. Your protective factors negative influences your risk factors. And they weigh all of that when making a determination on if there's an actual threat. And is that in the training? Because my understanding in that of my of the team I was sitting on, that was not the understanding. And I got significant pushback from the principal and from the sro officer in the room that I was not allowed to bring that up. It is a. If that's changed, that's that's great. I just want to make sure that if

443there needs to be some some notice given to consider these factors, it's. It is a section in the day one training that's specifically on protective factors and risk factors that's covered in the mandatory day one training that all school based threat management team members take. And how are we ensuring compliance with that once the training's taken? So the chairs get additional training and the chairs and the vice chairs. As the leader of the school based threat management team, it's their responsibility to ensure that the threat assessment process is done with fidelity. Well, I'm glad to hear that that's not standard practice. And I also just going back to the mental health, because I know students talk about and I want to call it reimagined. And I don't think that's it's been a very long week.

444That program that students what is it called? The not thought exchange? Rethink it. Yeah. Rethink. And I know there's I'm going to be having discussions about rethink with staff after having discussions with students that it's not a helpful wellness. Some of them think it's not a helpful wellness tool. So how to better give students actual person to person support and not. Computer to student support. So that is something we're looking into as well. If I could, MISS Thompson, I know that that has been feedback from the student groups throughout the year when we've met with Landon and Jessica and others, and also the Speak Up Speak Out sessions. So the team has been exploring different options for that to bring forward for next year that are better in alignment with what we're hearing for feedback.

445Yes. And I'm excited to meet with you guys. Thank you. Thank you, MISS Hixon. Thank you. And thank you for the report and for coming today. I have a couple of questions, mostly for the superintendent based on things that you said. So one of the things that was brought up today was about resources for parents that when students are Baker acted. So can you tell us are there resources provided at this time? Yes, MISS Hollingsworth. I'm going to have MISS Summers come up to the microphone real quick from our suicide coordinator team. Thank you. Hello. Yes, there are resources providedeto pararts afterrakerer actapapnsns at a scschool. The ask is that schools have a safety plan with the collaboration of the parents and also the student, to make sure that the student is being monitored, and

446that schools and families are able to communicate about what's happening after the Baker Act, any referrals that need to happen. The school also does that as well, and just kind of follows the student and the family throughout the whole process. Okay, so what do those resources like? Give a couple of examples of resources that would be provided to the families. Do you mean like physical resources? No, I think the question that was being asked is if your student is being baker acted, there's obviously some kind of concern about mental health. So are we providing them list of names of counselors that they can go to or. Right. I think, MISS Ellison, that's what you're asking for. What kind of organization? Like for example, Eagles Haven is a place in the north that they could be

447referred to to be able to do those things. Or Deerfield Beach High School that has a wellness center. So what do we provide families when their students are are being Baker acted. So once they leave the facility, they have information of what they can do next. So based on the situation, every situation is different. We have bbq that we work through that has over 20 agencies that we work with in the community and the community. Part of the mandatory actions after just a suicide risk assessment, including a Baker act, is referral to a social worker and social workers then work with families to then provide referrals and resources based on their needs. Okay, social workers, y'all ain't got no more. Thank you. That's the ones we're talking about. What did you say? I said is

448the social worker. I ain't got no more. No, we didn't get rid of any. Oh, okay. All right. Just checking. So. And and to MISS Grant's point, are those referred social workers in school or outside of school? In school. Okay. Yes. Thank you. Thank you. So MAY I ask I'm sorry. So for the parents, that's great for the kid. But if you're a parent and your child has had this issue, so what is there a resource for the parent so that they can understand and deal? Because obviously more often than not, you don't see it coming. And so is there a resource that could be provided for the parents to deal counseling, that sort of thing? Thank you. Sorry to interrupt. Thank. You know, and that makes sense because I know like in threat assessments,

449it's a law now that you have to provide the families with information, even you have to provide information for the students, but also you have to go to the families. So that's a great question. So do the parents have information of where they could go to seek like peer groups maybe or, or something along those lines to help the parents get through the trauma of having a student who's contemplating death by suicide. So we have community agencies again, through bbq that based on an individual basis that, you know, families are referred to for different services. And we also have family counseling, which we also offer free therapy, and they work with the family as well to provide counseling, not just to the student, but to the family. Great. Okay. Thank you so much for that.

450Thank you. I'm going to stay on that line for a minute. So I've actually had this conversation a number of times since I've been here. And I know there was a House bill. I think it was a House bill that was trying to go through about trauma training for teachers, because you do have to, to look at students differently when you know that there's some kind of trauma, you know, they act out differently. And it isn't really a behavior. I mean, it is a behavior issue, but it's tied to something that is frustrated with it. So what do we do as a district? I know you mentioned that the trauma training for principals was mandatory or administrators, but what do we provide for teachers? And if I'm not mistaken, I don't think the bill ever

451passed. But I know that there was a bill going through the House to require teachers to go through trauma training. So when I referenced the mandatory administrator training, it is not a it is not a trauma training. It is a training on how we process discipline, how we look at discipline, how we interpret discipline, trauma, a discussion of trauma and how it can trigger behavior is part of that, but it is not a trauma training. I want to be very clear with that. And my department does not I don't I I'm not sure if there's training offered through other departments that focuses specifically on trauma responses. And my department also, again, we work with teachers. The training we provide to teachers is around creating a welcoming and inclusive classroom environment. But it it is not

452specifically rooted in trauma informed practices either. Doctor Hepburn, do we have any kind of training? No, I'm not aware of any training that is specific to trauma for teachers or adults. We'll have to do some research on that one, because. There's actually a group who was willing to do it for free for our students. Early on. I had been asking about this because we do find that a lot of students, the behavior that happens in the classroom is due to trauma that they see in their neighborhoods or, you know, is happening at home. And I think it would make it better for everyone if there was a way for us to be able to train our teachers, teachers to see it, it would just make it better in their classrooms even, because they'd have a

453better way of, of being able to identify and, and divert the issues that were going on. So if you pass along that information that you have. I have to. Try to. Find some. We can do some research. Yeah, I think they were through. I think it was through fiu, but I'll find out. And to answer your question about wellness centers, I think MISS Hollingsworth missed a couple of them. Cross Creek has. If you remember, Cross Creek has a wellness center. They were part of a neighborhood grant that was received. And I'll just say going to schools, a lot of them have. I'll call it a sensory room. Maybe that's not the term, but it's a place for de-escalation of students name. But there's puzzles in there and, and like loud music or drums or maybe

454it's a, you know, I so they're all, they all have different names, but also the wellness centers, as Doctor Hepburn mentioned, we are trying to open more. That was also something that was really important to me. And when we saw the beach house at Deerfield Beach said, there's a lot of stuff in the north area of the county, but there's not a lot that's in the south and central part. So the goal was to get it in the south and central. So we have those wellness centers at William Dandy now, but and those are really to bring physical and mental health in one place. So it's also like if you need to go for a physical because people do that, right? But when you're feeling sad or feeling like you don't fit in, you don't

455typically think that you have a place to go. So the whole intention of those was to, to bring it together so people feel comfortable enough to seek out when they're, when they're not feeling right in terms of their, their, their thinking. And, you know, the different things that are happening, not just in their bodies. So I appreciate you asking about that, but I think a lot of schools are trying to do a space on their own for the mental health piece, which is great. A lot of them do little grants and stuff, and I'm just mentioning Cross Creek because it was a big one. It was like $25,000. They have this fantastic room that has those things. You step on that, the water goes, those are my favorite things and, you know, different music and

456stuff. And it's a pretty big room. And they were very excited about that. So I didn't want that to go by without us acknowledging it. And the last question I have for the superintendent is, we've heard a couple of times about equipment from schools that are being closed. So can you tell us what the plan is for that? Because let's say there's a school that has Promethean boards that's closing and the school school they're going to has them. So that wouldn't make sense to send them there. But, you know, there MAY be other schools that don't have any. So how do we how are we going to go about. Doing the it department as well as all departments for any equipment, be it it equipment, machine equipment, whatever the case MAY be, they have inventory

457of of what's available at all the schools. So if the school that that is absorbing the students from the closure is not in need of that equipment, then the team will look at the the need of other schools that don't have that equipment. Yes. So we are aware of schools that don't have Promethean boards or, you know, whatever. I think it was like record or whatever. I've seen like several different types of boards out there. So the it team has that information and MR. Dorsett team has information for other equipment too. Okay, great. And just the last thing I know, we didn't mention it here because of the security piece, but I look forward to seeing the concerns you had. And I hope that the Superintendent and Chief Gregory are looking at the input that

458you had, because, you know, they can't be everywhere. And I think it's really important to know what those concerns are. So thank you again for your time. Thank you, MISS Bulman. Thanks, everyone. Glad to see my appointee here today. Thank you for your service. I wanted to go back to the laptops and I apologize if I missed this, but we will be doing a district wide policy on this. Well, from what I gather from the diversity Committee is there's inconsistency as far as the information that's being sent to parents, right. As a district wide policy. So we have district wide policy. We have district wide practice and expectations. So for us to alleviate the problem that they just articulated to us earlier, we will send something centrally to all schools to be sent to parents.

459Okay. So just and I, I don't have the policy in front of me, but to the. Point about having to. Pay for damage to computers and the issues with warranties and potential insurance and all of that. And I understand that we don't want to tell everyone, hey, you have this, do whatever you want with it, drop it in the toilet and whatever. But at the same time, the purpose of the exercise, why we bought these computers in the first place was to make sure that everybody had a computer at home. So if the if the threat of having to pay back for damage for and and I mean, listen, I as much as we would love to be able to control our kids, we know that we're not going to be able to control. I

460can't even control my own self dealing with my own stuff. So is there a way that we can address that? Because if we're if the if the financial barriers still exist, then we didn't really need to buy the computers because the people that can afford computers can have computers and the rest of the people aren't taking advantage of it. So it is typical, right? As far as the existing practice, if it's damaged beyond repair for, you know, just doing something egregious that and that it's not just a computer too. It's all the ancillary device. If it's a charger or whatnot, it is typical that that goes on a student's obligation. And in the families, you know, are expected to pay for that. So I know the it team is actually researching to actually acquire accidental

461damage insurance, which will make it cheaper for us to replace a computer because the insurance that's on the item is actually about more about repairing and things like that. Not so much about accidental damage because the, the manufacturer, the vendor is not going to repair it for accidental damage. They're going to repair it for based on use and things like that. So we're trying to find a mechanism to alleviate that burden. Not so not such a high financial burden for to families. So yeah, because the whole, I've thought this from the beginning were providing education online, especially when you get into middle school, like it's important that you have a laptop. And so we're purchasing the laptop so that everyone has access to be able to do their homework at home. And then if you

462can't afford to take the risk, yeah, then we basically have a bunch of laptops we can't use because I mean, sure, some people are going to do that, but they could have bought their own laptop. So I there's, there's got to be a happy medium where, yes, you're taking on a, some kind of responsibility for it, but maybe it's not so onerous that it's preventing people from taking the computers for the purpose for which they were purchased. No, for sure. Also, I mean, obviously, as you slide and as they get older, then the value is going to go down. And really after you get out of year one with a brand new laptop, the value is kind of, yeah, minimal. But can we work on that? Because I they are working on that. They're already

463working on that. Okay. So that's already in, in their queue of acquiring accidental damage insurance. So they already working on. Okay. And I, and I don't want to really say, I mean, you know, there's other obligations that students have that have been forgiven. You know, we've, we've prioritized certain things like food and then access to education would probably be the other big one that I would say that we maybe look at through a different lens. You know, there's a balance between responsibility and I understand that, but also accessibility and the purpose of this. So I look forward to seeing how, how we write that up so that we can have a better policy on that. So I wanted to talk about wellness centers. I love that you brought that up because McNichol Middle happens to

464have a fantastic situation, and I don't they have, I think, four rooms dedicated and they have different mental health support that speak Creole, Spanish and English. And if that I don't know what the cost is to that versus a different option. But that's I mean, I've seen it in action and it is really cool. And I, I think that that has really helped the school, the whole tone of the school since it's been implemented. That happened, I think in like DECEMBER 2024, and it has been very successful. And it also helps families as well. Maybe we're looking for partnerships already. We have a current partnership that is actually exploring opportunities to open up additional wlness centers that are service, not only just the students and faculty on campus, but also community to which, which would

465include parents and things like that. Are we looking specifically like both high school and middle school or it's. It's based on feasibility as far as access based on the, the availability of space on that campus. And in some instances, a, a separate entrance to, to be able to service people who are coming from the outside as far as parents and other community members. Yeah. If you guys haven't checked out McNichol, there's this really cool. And that's actually allowed us to have other, other opportunities because we're having the Overtown Youth Center come. And one of the selling points when we gave the two, when we were on the tour was that we had all these wellness rooms and everything, so that was already like a great opening for their programing. Okay. And then my other question

466is we were talking the discipline and obviously that's very concerning. And I know that's been a, you know, that's just been going on since 2008 at least. And I'm sure much longer time memorial, but I, I have a question about like out of school suspensions. Is that a statutory requirement? The our policy on that. Let's watch our doctor Washington. There is a statutory requirement 1006.13. That requires school districts to adopt a policy of zero tolerance for certain infractions. That does discuss external suspension as well as expulsion from school. That's like fighting, isn't there. No fight? Fighting isn't mentioned in the zero tolerance. Zero tolerance is around bringing weapons to school, threats to school campuses, bomb threats, threats of mass shooting, death threats, things like that. Okay, so if you were in a fight, would you

467have an in-school suspension? Our current code of student conduct requires an external suspension for for mutual combat fights. So I, you know, I think we just passed this, but this is something I think we should probably re look, look at again, because to the point, you know, you're talking about people's experiences that are informing this behavior. If the if the, you know, in a, in a perfect world, your kid gets in trouble, they're home and you got someone there that's making sure they're cleaning all the toilets for the whole time that they're in the suspension. But if you're. But that's not really what's going to happen. And maybe it's a punishment for the parent because they're not disciplining the child. Again, that's all very philosophical. But if the if the problem is coming from the

468home, say, being on a out of school suspension is a terrible idea. And I know I just had a situation with a student that has like an iep who got in a fight and he ended up being able to stay in school, but he was supposed to go out of school. But, you know, there's a lot of factors that go to that. So is that something that we could explore again, is there when it comes up again? But so the code of student conduct just came for rural development. On APRIL 28th, I think it was it will come to the board for rule making on JUNE 9th. But this is one of the things that fighting in particular, I will tell you. I also manage the District Discipline Committee that does convene to discuss changes

469for the Code of Student Conduct, and this is one of the areas that the committee this year was very aligned on in terms of not having tolerance for violence in schools, including fighting. It's also something that our school based administrators. There was a a few years ago, probably ten years ago, there was a change to the discipline matrix that did reduce the severity of consequences for fighting. And over the last I think it was two years ago, we did strengthen those consequences again with a caveat that if parents sent their student to our a aernative to external spension programamo o ey aren't sitting a at he, they'rere acacalally gngngo a teternative school site for t period of their suspension. Instead of being suspended for nine days, it's reduced down to five days or seven days,

470depending on the severity of the fight. So we're trying to offer the the carrot, for lack of a better term, for parents to engage their child in some behavior intervention programing. But what we did notice that when we increased the severity of the consequences for fighting, the number of fights reduced dramatically. And and that was based on feedback from school based staff that kids, when they would get in a fight, a lot of times they were doing it for this. You know, they would get the videos, they would post them online. They're doing it for clicks. They're doing it for likes. And so that helped to reduce that. So okay, it's a complicated conversation. It's very, I. Guess, talk about. It all, sum. It up out of this. But yeah, I mean, the points that

471you guys are bringing up and the it is really complicated because. The punishment sometimes doesn't fit the crime. Because I will also say that. Our jury trial on every fight that starts. So that's the other problems that I always tell my kids because it's like I'm not having a jury trial on this. I don't know who started it. I don't know what happened. But fights are not usually the behavior where we're seeing the disparity in how they're being disciplined. I would argue that it would be more our simple batteries or our aggravated batteries, things like that, where they MAY be viewed. In some instances, it MAY be coded as a minor fight, but if another student, it MAY be a battery. So I think that's where. It's charges for certain people. Not necessarily. I mean,

472we have those they are criminal terms because that's successor term. But those require consultation with law enforcement per the rule. But the code of student conduct operates separate from law enforcement action. And so we do have the same names in our code of student conduct, simply because they're the names that are provided by Cesr. But that's where I see more of the disparity. It might be called horseplay for one group of students, but another group of students, it's battery, so that it's not really so much in the fighting where we're seeing it. It's more in some of those other areas. Okay. All right. Well, we can have a meeting and you can educate me on that better. So I can speak to that more. Broadly later. Okay, so those are my questions, but I really

473appreciate you guys going out to all the schools. And I'll also look forward to hearing at some point what the security concerns are. And also, MISS Grant knows, and I think it's very useful if there are conditions in the schools. If you call us, we are happy to get on that immediately. Like if I if I hear about that in any of my schools, we can talk to MR. Dorsett. And he's very. Responsive and very speedy if we have, you know, if we take it through the right pipeline. So just let us know. Thank you. Chair Leonardi do you mind if I say I have one request from your general counsel and I have three statements, if that's okay, I'll take a couple of minutes. The General Counsel, I appreciate you mentioning the policy and

474the Florida statute to begin, because I know you're trying to protect the board. I'd like to get those numbers of the Florida statute and the policy, please. And then, while I appreciate the meaning and the reason behind it, equitable education and the I and the statements that we've made goes directly towards that. Right. I appreciate what you're saying in terms of Florida statute and policies, but we all know that legislation doesn't really factor in real time and real, tangible items. It's many times a blanket statement, but while it doesn't talk about race, it talks about all students. But that is a precursor to. The lack of equity in education. When you have when you have a group that is constantly targeted and not receiving what every other child does. But I do appreciate you mentioning

475that that was my request for the policy in the Florida statute. Also want to highlight that just just here is our student advisor on our diversity group team. And he has been at every meeting very vocal and quite helpful. He's been to a couple of site visits and gave us some insight from a student's perspective that really helped with our report. So I want to thank you and congratulations on your graduations coming up. Coming up, the other thing I'd like to also sort of a statement, but also a recommendation. We went to all three north, Central and South. While ppo has been great, majority of the guys that come with us on our site visits have been awesome. But there is a distinct difference between the areas. The North area area has a great model

476on how they work, and we didn't see that too much in the other areas. Not to say that the other areas are not working well, but I think that just a consideration or recommendation to MR. Dorsett is to really hone in on how North Area does their thing, how they work with their guys, how they work with their groups. There is, there is there's a testament to best practices and how you create a cohesive group. And North Area has that down pat. South and central are the ones that come with us, are great, provide a lot of input and answer a lot of questions. But we do see the difference and we do see some of the disparities. And so that's just one of a just a recommendation, MR. Dorsett, is just I highly recommend

477that you have a conversation or sit down with the north area and see how that works for them and maybe create best practices with the other areas. Again, I'm not taking away from them. I'm just saying that they have a better way of doing things. And I think that is something that that should be replicated to kind of enhance efficiency. And my last comment is that I appreciate the board members that are here. A lot of you guys have made some great comments and great questions, and I see where some of you are going. I just would like to thank you for the opportunity to be on this committee. Thank you for those who answer their call, answer their phones, their text messages. I want to also thank you. Thank all the staff that you

478sent with us, doctor Superintendent Hepburn, because these people really helped us to understand how you guys work and not be quick to give you a hard time, because there is other things happening behind the scenes that we're unaware of. So we do like to ask a lot of questions because we want to make sure that we're not putting pressure on staff when it's not necessary versus putting pressure when we feel like, listen, this is something you guys need to pay attention to. So I want to thank you for the for allowing people to come. I appreciate the staff. Some of them came didn't know what they were coming for, but it worked out. And so we want to thank you for the opportunity. But just know that this committee and I've always said that every

479time I came to do a report that we are advocating for all kids, I just want to emphasize all students need someone to advocate for them when their parents can't make it, or if they are scared themselves. And Broward County has gems all over the place and they just need to be highlighted. And we saw some great schools, great principals, great teachers, and we want to make sure that this is not an all bad report, but more so of just little items. I think that we need to kind of just emphasize, but we want to just thank you for the opportunity. Thank you. I just have some quick questions and comments. Thank you again for your report. I thought the recommendations were very thorough and thoughtful, and I just wanted to go through some of

480them. So if we go to page six on the report, there was a recommendation around an a process. If if a student opts out of receiving a laptop. Can we implement a process or a plan to ensure that that child has, you know, a hard copy textbook? Doctor Hepburn. No, there. I'm tired too, sir. Yes. So we can implement implement a process. We do do survey data at the beginning of the year as well. But we can implement a process to truly understand because I think the initial assumption, if if a kid opts out that they have a device at home, but we can work with the it team and the schools to see if we can get more information from that student or their families to find out if they actually have a device

481at home, and not just opt in out for the sake of something else and, and don't have a device at home. And I will just say like in my roundtables with students in every single roundtable, overwhelmingly the students say they prefer paper textbooks to digital devices. So just I know that we have a kind of a line to walk, but giving kids the access to the mode of learning that they prefer, I think is pretty basic. And just with regards to, I know we we've kind of gone through the conversation about the opt out process and or opt in process. When we assign a paper textbook to a student and they lose that textbook, do they have an obligation for that? Yes, yes. Yeah. Do we give them any kind of notice that they will

482like when we assign a student a textbook? Do we they give them any paperwork or is there an opt in about, you know, if you lose this textbook or damage it? Recollect when I was a kid, let me let the staff answer. We have a system that. If you can get to the mic. So it's on record. Yeah. The through the system that we track our books in, the students they. Destiny. So it like logs their to their student id. So it creates kind of like the old textbook card instead of it's through the computerized system. Okay. So I just, you know, I want us to be aware of, of that, you know, this is all kind of new ish and we have to get used to it. But I do want to just also

483caution us about the I understand that when we leave the communication up to individual schools, sometimes that we get it, they get it wrong, we get it wrong. I just continue to hear complaints from principals and from families about the centralization of communication on certain issues. So I think and again, like I hear from parents that they often ignore the communication that comes from the district and they pay attention to what comes from the school. So I'm not saying that I'm not trying to like block a solution here. I'm just saying maybe we could be a little bit more nuanced. About how we approach it, like provide the schools with the the letter to send out. Because I do worry that when it just when we send out a district wide parent link, like it

484just gets ignored. Yeah. So providing the principals with the tools they need to communicate about this effectively. I agree. And so that's what we plan on doing is pushing it through the schools, because some people block the districts texts and emails because they pay attention to the school. So yep. On page nine. Let's see. I think that that kind of we I already touched on that. Sorry about that. Okay. On page 17, there is a recommendation to create a plan for athletics at our combination school is the k eight and 612. Are we, are we trying to to improve the athletic offerings at those combination schools? Yes they will. As the grade levels increase, there'll be more opportunities because there's more middle school students at the k through eight. And then of course, we have

485I think we're probably one of the only districts in the state actually have our own middle school sports association, which, you know, provides a greater opportunity for more competitive sports at the middle school level. Got it. And then along with with that recommendation on page 21, there was a recommendation on funding for collections at like, you know, literary collections at newly created combination schools. So, you know, making sure that our media centers are fully stocked with enriching material. What's the plan around that? This is is for media center or are we talking about classrooms? I mean. It can be both, I guess. Yeah. The, the Doctor Combs team with innovative learning team to do a good job of just making sure that our media centers are stocked with books, moving them about if especially with

486the schools that are closing and looking at that inventory, but they do an excellent job at working with the media specialists and the schools just to make sure they're stocked with the necessary reading materials or collections for their for their inventories. And then I appreciated PRESIDENT Ellison's recommendation around collaborating with cities around like awareness about the violence in a community. She mentioned the city of Fort Lauderdale is wanting to partner up. So what are the next steps for that? Yeah, so that's actually a great suggestion. I appreciate that recommendation as well, because, you know, I grew up in similar neighborhoods as many of the students that they were speaking of and that you see and experience that level of trauma from just in walking about in your own neighborhood and something happens and, you know,

487you bring that to school. And if people aren't aware or if we're not aware, we can't alert the school of what just happened in that neighborhood the night before and the type of counseling a kid MAY need just to get over that situation or get some additional support. So Chief Gregory and, and the team will will talk and communicate with our, our municipal police department peers to see if they can leverage the opportunity of just sharing information with certain things. The city of Fort Lauderdale is great about that. If something happens and they know it's going to impact the school child, they'll let us know, but not so much the other municipal partners, so we can see if we can help collaborate and do something similar that the city of Fort Lauderdale and sometimes bso

488too. Okay, so we can expect Chief Gregory to reach out to Chief Schultz and then try to expand that. Absolutely. I would love an update for the board when when that gets moving. Anyone else? Any other further comments from our committee? Just the the when you mentioned about the the media center, but we also make sure to ensure that we have media specialists to implement that. That is the priority. We're running low. As a as a, just a quick update as a persons of media clerk sunsets out. The only replacement that a school can hire is a media specialist. Yep. So we don't allow them to hire and replace it with another media clerk. Anyone else? Attorney Dupree Bruno. So with regards to the the statute, the Florida statute is 1,000.05. It is called the

489Discrimination against Students and Employees in the Florida k through 20 public education system. And subsection four is where you will find the individual education, Individual Freedom Act. And then the other one that you were asking about is title six of the Civil Rights Act of 1964. That's 42 U.S.C. 2000 d that actually prevents discrimination based on race, color, national origin relating to federal funding. So that's how it ties into k through 12. And there is a Dear Colleague letter that was issued on FEBRUARY 14th, 2025, by the United States Department of Education, Office for Civil Rights that talks about the current interpretation of title six and how it applies to k through 12 education, and then our board policy is it doesn't incorporate some of this. It's really 4,001.1. It talks about nondiscrimination. But as

490we move into Neola, we will have more robust policies that will discuss this. Okay. So and thank you so much for that information. And the, when it comes up for the assumption is you're changing policies for that, that robust conversation, are we going to have new policies in place, or are we just going to kind of enhance what we have here? So the school board is going through a policy conversion. There will be using a new system for their policies. And as we're going through that new system, there will be neola workshops, if you will, that all advisory committees and the public will be able to come and give their feedback on the policies that are being drafted. Thank you, I appreciate it. Okay. All right. Anyone else? MADAM Chair, could I just as you're

491going through the information that we were not able to share, I would ask you to direct your attention to some of the length of times that the work orders were open on very serious concerns regarding that. That part of it is. So if you will read that and understanding what the ask want, ask were and the length of time that they're asking, and perhaps not even still delivered, that's a very serious concern for us. So thank you. That will be part of the security portion that we wanted to send separately. Thank you so much for highlighting that. Anyone else? All right. Thank you again. Thank you very much. Have a great afternoon, everyone. All right. So the next item is rural Development. No. The next item is 2026 regular legislative session recap. And as staff

492is transitioning for that, since DR. Holness is not here, I would like to designate without objection, MISS Hixon as the Vice Chair. No objection. Thank you. All right. I now turn it over to staff for a brief presentation. Or do we want to go straight to board discussion, or do we want the full presentation from staff? We have the the the lobbyists. The lobbyists. On the line. They know to go through it in ten minutes. Okay. So while beacon pulls them into the meeting. I'll get started. So the legislators just returned to Tallahassee this week. As the board knows, they did not pass a budget during the regular session. So theyey commenced t tt w worthis week. ThTh'r'r going too r rurn to t the d distrts nexext week an theeteturn after Memorial Day week

493if needed. So we anticipate having a budget sometime in JUNE. Then we have Wendy Dodge and Kim McDougall are two lobbyists up in Tallahassee. Can you guys hear us? Yes. Yes, I'm going to kick it over to you, you guys. Ten minutes. Okay, we got it. Okay. I'm going to start out with sb 124, which is regarding the Florida Virtual school. And the only thing in that impacting the district is that for students who from Florida virtual who take any assessments at your school sites, they add language asking, saying that they have access to a test administrator. And Senate Bill 178 Athletics and public schools, k-12 public schools. It has not yet been sent to the governor. And basically, it allows head coaches to use personal funds up to 15000 for food transportation, recovery services,

494and they have to report expenditures to fau sa. And then also, it wasn't on the slide. My fault. Senate Bill 182. It was an education bill. It established that teacher and mentoring program. It also has subject to appropriation, where you have to put the George Washington and Abraham Lincoln pictures in there, subject to appropriation. The House and the Senate obviously were in budget special session. They just agreed to 200 000 for that statewide. And then the third thing, it requires public schools to provide specified cursive writing instruction in grades three through five. Kim, I'm sorry, did 178 get signed by the governor has not been signed by the governor yet. It was approved by the governor. 178 has not been sent to the governor. The Senate Bill 182 with the cursive writing and the George

495Washington Abraham Lincoln that has been signed. Thank you. And the cursive writing. So hb 453 requirements for standard high school diploma that allows two years of marching band to satisfy both the pe and the performing arts requirement instead of just one. And it allows students with disabilities to do a year, participate in Special Olympics for a year, and get a pe credit. And hb 461. It has not yet been sent to the governor volunteering at polling locations. Basically, it's a great thing allows eligible students to volunteer at polling locations that you can use your community services towards graduation or scholarship programs. sb 538 is extracurricular activities. That is the bill that allows booster organizations to to add to the compensation for coaches and other extracurricular activity personnel. hb 561 educator preparation and certification has not

496yet been sent to the governor. It expands certification pathways, allows earlier educator preparation, enrollment. It eases reinstatement for some expired professional certificates. sb 572 is ethics for public officers and employees, and expands the definition of an employee to include foster parents and and student foster children and parents, and it just allows for appointment of some family members in specific to specific boards. Senate Bill 590 required reports concerning children. It tells the statute to apply. Like what does tolls mean? Tolls means to legally pause, suspend or delay the statute of limitation for certain failures to make mandatory child abuse reports. Until a government agency becomes aware of the violation, it has not been sent to the governor yet. hb 753 is school counselors that waives the certification requirements to for a school counselor, unless the district

497would like to require that. And it also says that counselors should be a valid. Evaluated based on the Florida School counseling standards. hb 757 school safety basically expands the use of school guardians also to workforce education. It has been sent to the governor. It was sent MAY 11th and you must act on it by MAY 26th. It creates new firearm discharge offenses near schools and threat assessments from k 12 to k 20. State colleges and universities. sb 824 is school district unimproved real property, and that requires districts to send a report to the Department of any annually of property that you own that's unimproved. And then I think I'm on 1069. It has not yet been sent to the governor. It expands background screening requirements for youth athletic coaches and referees, and revises disclosure rules.

498Okay. I have hb 905, which is foreign foreign influence. That's okay. I don't think we're on the same slide. But that basically strengthens the restrictions on contracting with or having contact with any countries that are considered terrorists by the state or the federal government. Yeah. Sorry, Wendy, I skipped a slide. Hb 851 professional learning for instructional and school administrative staff, not yet sent to the governor, requires at least one autism specific professional learning opportunity annually in each district professional learning system in collaboration with the Districts of Science Center for Autism and Related Disabilities and instructional content must include evidence based for students and then 967 not yet sent to the governor. It's electronic payments made to units of local government mandates, acceptance of electronic payments, and requires online payment options. sb 1022 as the Pompano

499Rise Children's Initiative to the list of children's initiatives that are subject to public records and public procurement rules. And I think I did 1069 expanded background screening. So. Wendy 1073. Yeah. 1073 is the school board member bill of rights bill that allows school board members to access certain information, consult with your cfo and bars the district from requiring NDAs or confidentiality agreements of their employees. 1115 grants for genetic counseling. Education really establishes a grant program for the Sus and the State University system for accredited genetic counseling programs. It's primarily a higher ed bill. hb 1153 is a juvenile justice bill that includes officers in juvenile justice programs to be considered correctional and other law enforcement officers, and then talks about. Talks about students who can be, who can be in a shelter and who cannot.

500hb 1201 Student Health and safety. It's already been approved by the governor. It's a great thing. Extends seizure training validity validity to five years, expands training coverage and requires seizure first aid posters. hb 1217 basically prohibits any governmental entity from adopting or enforcing net zero policies regarding greenhouse gas emissions. Here's the next one. 012791279 I could probably spend 45 minutes on it. It's a broad minibus bill. It puts a lot of things in it. Requires notifications for school districts to make sure that everyone knows about the virtual options. It has student health and safety issues. It has education courses and programs. It has student supports, literacy and school improvement acceleration. And your staff have been amazing, and I know they have detailed information on the significance to your districts and most importantly, the significance for

501our students. sb 1296 is the perk bill, and that is the bill that changes the voting requirements for collective bargaining units to make sure that 50% of the potential members vote, and then approval would be by 50% of those voting. And it also modifies the the language where if we don't if the districts don't agree on how to put out the teacher salary by OCTOBER 1st, it allows for an expedited an expedited process for impasse. And then House Bill 1389 affordable housing. You're like, why are you talking about affordable housing? Well, obviously now if you have extra property land, it has it MAY matter in local workforce or intergovernmental discussions when you're trying to figure out how to use your additional properties that MAY not be utilized. And it has not yet been sent to

502the governor. hb 1471 Systems of Law and Terrorist Organization. Again, Pro prohibits public funds from being used on any, any contract or anyone involved that the government has determined to be a terrorist organization. Senate Bill 1690 Child Care and Early Learning Services has not yet been sent to the governor. It revises child care definition, standards, liability language and actually directs a study, a child care voucher program for high demand occupations. sb 7022 public records, exemption for exams and assessment instruments just extends the current public records exemption to 2031. hb 145 sues claims against the government. It raises a sovereign immunity, caps and revises claims procedures against governmental entities. It has not yet been sent to the governor. sb 156 is criminal offenses against law enforcement officers and other personnel, and for our SROs and those

503protecting our schools, it it expands the criminal penalties for anyone who commits a crime against those officers. Nine minutes and 58 seconds. Great job. I also wanted to mention during the special session, besides obviously working on the budget for us, the lobbying team is also working on two items. One, as it relates to the property tax issue. I'm sorry, property tax collector issue. So they're working on that. And also the funds that are left over from the 1200 building to be appropriate for the off site memorial. And other than that, we're here for questions. Anyone? MISS Hixon. Quick question. I didn't see anything in there, but I thought they were legislatively going to clean up the school of Hope. No. So Wendy or Kim, the the Cleanup and schools of Hope. That was through the

504department's rulemaking, right? Where we can charge for certain things now. Correct. So we, we, we met with like, I don't know, between Wendy and I probably met with 20 different legislators in case we had to go through a legislative route. So we did the legislative route. And then we also work with Doe and the governor's office and gave them input on the final rule that was adopted by the State Board of Education. So we can share that with the board. But it was outside the legislative process. Okay. Thank you. Anyone else? MR. Cervera, MISS Bulman all right. That concludes this item. Thank you guys. Thank you so much. Thank you very much, everyone. Thank you both. Have a great day. Thank you. All right. The next item is rural Development policy for 8020 use of

505Broward County school facilities for non-school purposes. I now turn it over to staff for a brief presentation. We're waiting for MR. Mr. Akomuso, who should be fast approaching hopefully. am I allowed to go to public comment? Yep. Public comment on this workshop item. MR. Delvin King. Delvin King, Pompano Beach. So my comments on what I've seen from the. Items that they're presenting to you is we need to just make sure that we're following the process with renting facilities and accountability and professionalism. There's been times I've called this office, I called today six times. No one picked up the phone. I went up to the front call, picked up the phone. They pick and choose. They look at the caller id, they pick and choose who they want to serve. But that's bad culture. Built by

506Rachel Daly, who used to run this department, and she's removed because she was renting out facilities illegally with her brother. I'm sick of the foolishness within this department. I have rentals that I'm trying to do, I booked it three months from this exact day. It's still sitting because people like Stephanie Underwood that works in that department holding things up. But y'all ain't gotta worry about it. I rent from another district. We need to follow a process and hold these people in that office accountable. When it comes down to facility rentals. Somebody that was removed is still putting in rentals for Deerfield Beach High School Alumni Association so they can party and drink and smoke on Deerfield Beach High School campus once again another year. But I see you guys finally declined that. But I bet

507if she was working, she would've went ahead and pushed it through. When it came down to Blanche Ely High School, having a alumni night at the school. She gave us the a hard time, but when it came down to her school and her event, it went through nice, quick and easy. It's fraudulent activities going on in this department and with this this this thing they're trying to present to you guys today. Let's hold this department accountable. Let's build up our customer service skills. Everybody in that department needs to be fired. Everybody. It makes no sense how bad I probably can call them right now and they won't answer. I called them in front of their supervisor, didn't answer. He called the answer. He told them to call me. He. No, he told them to answer

508the phone. I called no answer. They don't respect their boss. They don't respect this district. And that's all because bad culture built by Rachel Daly, who ran that department. Go ahead, fire her. Fire the whole department and get get brand new people that can run. I'm glad it's up under Doctor Wanza now. Maybe she'll hold them accountable, because any wonder Paul wasn't doing a thing? Thank you. Thank you, Doctor Wanza. Hello. Would you like us to go through the presentation and go straight to board? Do you guys want to just go straight to board feedback? Yep. Okay. MISS Hixon had you on my list already. Thank you. Yes. [Laughter] I, I appreciate this coming back because I, I was one of the people that I think I was the person that asked for it. So

509I really would like to go to page, I guess five of the presentation because this is really there's two pages, but this is why I asked for it to come back. And I had a personal experience with using this, through this through Special Olympics. And it facilitation is not easy to use. And I know that I hear all the time it's the the user, but I will promise you that it's not just the user. And there are some concerns, like if you are one of the sag groups or not sag group, but a pie right partner in education that it doesn't let you do anything unless you pay, but the pay like it's half of it. So what it's telling you you owe is not what you owe, but it won't let you book it

510unless you do. And then some of the issue also is emailing the staff, as our public speaker commented on to say, I'm going to send in a check or I'm going to, you know, I'm working on this. And then to not have something held. And when you when the check comes in, they say, oh, well, we didn't book it for you. So there's a huge problem with customer service. I'm going to right off the bat agree 100% on that, but I. I, there's a button down at the bottom that says pay later or something that people aren't aware of. So through a process of lots of yelling and screaming, we figured that out. And so we knew we could mail a check. But this shouldn't be that hard. It shouldn't, especially in Partners in education.

511And I'm going to stick on Special Olympics because that's one of the things I know. And I we talked with Doctor Hepburn and Doctor Dr Fulton. We have some partners in education that partner across the district. They don't just partner with one school. So I'll say boys and Girls Club. I'm a Special Olympics best buddies where they shouldn't have to do a pie for every single school. There should be a district wide where they're recognized as a pie across the district, and that they can go through this process because every single time they need to go somewhere else. There is Boy Scouts, girls, Girl Scouts, all of those things. In the conversation we had, the superintendent said that would be something that would happen. Yet it's not happening. And it's it's very discerning. So I

512guess I'm just venting at the moment, but I don't understand why this has to be so difficult. You want me to respond. Okay, so so thank you, MISS Hixon. The first thing I'll say and. MR. So please jump in in the system and we have to talk to facilitation. So if I am Boys and Girls Club and I have a district wide partnership, then we have to talk to facilitation about how that is recognized, not just for one school, but for every single school profile in the district. I'm not saying it can't be done, but that's a conversation that we're going to have to have. So that facilitation, if they're able to, they're able to program the system so that whatever our district wide partnerships, that there are some kind of recognition of it in

513the system, because I believe the way the system is built now, it is incumbent upon whoever's, you know, putting in the booking event. They have to upload their certificate, as, you know, evidence that they are a partner in education. Did I say that correctly? And I appreciate that. But I will just say, and I know you're going to say the same thing you said to me about something else. This has been months ago. This isn't new. So I don't understand. I appreciate there's a process, but and I know it's not necessarily on you, but to, to the superintendent or doctor. Dr Fulton, why are we still in a what we have to do? Why didn't we do it? Because it's been months now. Go ahead, Doctor Wanza well. So I will tell you when I

514became aware went to the team. I don't thihi it'sust as e ey asas shut theysyste dowow a put ththis u and tn n keke it go veve. So I'm going to defer to you because I believe that there's something that we have to work through with facilitation to make sure it is consistent across every single 200 and whatever sites it is that you can rent out. And it's and it's more than just one partnership, right? So this is it for us. If let's say it's Boys and Girls Club. So then we would have to have, what are the exact partnerships that are district wide regardless of location, which that's not consistent. So that's something that we would have to work on. But so let me kind of jump in. We actually spoke to facilitation today,

515right? Osceola County is the only county in the district. So Broward County Public Schools in Florida are the only two school districts that have the partners in education, right. We are the second district against the certificate. So we checked with facilitation. Does like I equate like the boys and Girl Scouts right through station number one, two, three, four, five. Does any other district have them put in one application or using one certificate? They said no. So like Doctor Wanza said, we'll have to reach out to facilitator and they MAY have to reconfigure their system hopefully is doable. I don't know the way the system is set up. Again. Remember now we are the second in Florida doing this stuff. In terms of issuing a certificate, you get a certificate and the certificate is it's for

516one year at a time because the school has to show that that value continues. So if we look at the whole system, right, because it's not just issuing a certificate, it's what value are you providing, right? So if I have 20 Girl Scouts, you know, whatever segments. Are all 20, providing something to the 20 schools or so, we got to look at it some more. I'm not saying it's not doable. So, MRS. Hixon, we're going to go to facilitation and talk. Okay, so that's. So and again, I appreciate it, but I'm you talked to facilitation today. I had this discussion four months ago. So I, I have a concern with the pushback on people just don't want to do the pie they, they, they don't want to, to make this easier. And this is a

517huge, a huge issue to me that we, we are making this more difficult than it needs to be. The other piece that I want to just ask about when we. On page eight and it's really hard to see these little tiny numbers, but it's just very tell tale to, to me to look at how much higher we are than the other counties for a lot of this stuff. So I know that we were trying to catch up. I just feel like we, for example, football field, Broward County charges $1,140 for the football field, and Orange County charges $55 for profit. Hillsborough charges 100. So our $140 is a flat eight, our minimum. So it's not. So it's for the whole day. Right. And so and then the other counties it's per hour. So when you

518do the math it MAY. But but hours and this is the way the this is the way this fee schedule was approved by the board. So because the fee schedules are part of the policy, it was approved by the board. It is. And so for regardless of when you rent the football field, you are renting for an eight hour minimum for $140. So that is something that maybe the board wants to revisit the fee schedule. Yeah, for sure. So and I'm sorry, I didn't see at the bottom the asterisk about the eight, the eight hour minimum. So I appreciate that. But I, I think I'm just giving you my own impression. We as a board have pushed back. I think this is the third time or so the policy has come back to us. I,

519I think that's tell telling to say that it's our policy, but it never shakes out the way we thought it was going to shake out. And every time we try to fix it, every everybody says it's the use. It's a user issue. It's not the policy. It's. But then the answer is, well, it's the policy. So I don't know what the right answer is. As you can tell, I'm very frustrated. And I'll say this, I said it to the superintendent and I think to Doctor Fulton, b f had to use facilitation to rent Fort Lauderdale High School to do the teacher expo. And they said they will never use a high school in Broward County again because facilitation was too difficult for them to use. And they are our partners in education. So, and not

520just like normal partners, like they're in our building right here. Right? So yes, they're the big partner. And for them to say, we're just going to use something else because this is too hard to do. I can't accept that it's the user. I just can't accept that. And you know, through Special Olympics, the person has a doctorate degree that was trying to go through this system so that we could use the track. And again, it's personal. We use South Broward's track for our our Special Olympics track team. And we couldn't have practiced there because it was the user, but it was not the user. So I like to hear what my colleagues have to say, but I'm very frustrated. I think we hear lots of issues from different people across the county when they're trying

521to use this, and it just makes us look like we're not good partners. So thank you. MR. Cervera. Thank you, chair. I'm going to go a little off script. I've heard MR. King several times come before this board complaining of of prior bad acts. And I've read the newspaper articles about I think we lose Gregory here. I think we're up to four arrests now for the scandal. Or is it more six. Oh see, I, I, I lost track at four. Six individuals have been arrested for allegedly improperly using our facilities for a profit, I believe. And thanks to the great work of our school board police department, they were able to investigate the the crime and and make some arrests. What I would like to know, number one, how did that happen? And number two,

522what safeguards are being put in place? I know we're talking about rules and policies and that's fantastic. But what safeguards have been put in place since these individuals have been arrested to make sure that nothing like this happens again? So I believe before we say anything, I just want to run it through MISS Adams, because I know it's an open investigation, and I don't want anything that MAY be said here to hinder what's happening right now. So through the chair, since there is an open investigation, we cannot talk about this. Okay. I'll do you one better. Oh, people were arrested. I think that's public knowledge. I've seen their mug shots. Apparently only four of them. There's two more people were arrested. I've read the allegations. They were arrested and charged. And, MR. King, I'm not

523mistaken. They're all felonies. Correct. Okay, so they were all charged with felonies. Fine. Let's leave it at that. What have we done since those arrests? To make sure that nobody has the ability to do anything like that again, with this district. Go ahead, Doctor Wanza. So and we just got to be very broad. I think what we can say is any individual that is part of an investigation has been reassigned. And in through the chair. I would like to caution if there are any. If there are any corrective actions that are being developed as a result of the investigation while it's under investigation, like if there are any discussions that stem from that, I would suggest that you wait before you state that if that's not complete. Let me let me water down my inquiry

524further, because I certainly don't want to cross any boundaries. First of all, these six individuals, are they still employed at the district? There's not a general answer to all six. Sure. Are they all still employed here? I just heard MR. Sullivan tell me they were reassigned. There are some that have been reassigned. Okay. Some have been arrested. Okay. So obviously they're not employed. Well, that that's what I want to get at. Were any of these individuals who are arrested still be cps employees in any capacity? So can I, can I, if I MAY, please? So one thing we have to be careful during an investigation, even if somebody has been arrested until such time as the person is actually convicted, there is due process that needs to take place, both from a criminal standpoint and

525also from the district standpoint. So that's one of the reasons that MISS Jack Adams is, is really saying that we need to be careful, because there are so many different legal elements that are impacted by this. I would wait till the investigation is complete until at that point, then you can ask all the questions that you know you want with regards to this particular investigation. Only I were so patient. I know, but I mean, listen, I'm going to follow your guidance. You know that. So I guess here's the question before I move off of the individuals and more into the internal policies and procedures, is it is it your position, MR. Bruno, that I, as a sitting board member proudly representing district six, cannot discuss openly at a workshop the employment status of any of

526the six individuals who have been previously arrested for these alleged crimes. When there is an active investigation that is pending, that is my legal advice to you. Okay. And I will follow that legal advice. So let me water down my question even further without discussing these six individuals, okay. Or where they MAY or MAY not be located, or what they MAY or MAY not be doing for a living right now, taking these six individuals out of the question, out of the the inquiry, I would like to know what procedural safeguards have been put in place with this district to make sure this happens again, reminding whoever's ultimately going to field this question. Don't talk to me about individual names and that you MAY have put this one here, that one there. I want to talk

527more generalized policy and procedure. What has been done in the immediate aftermath of these six arrests? So, MISS, can you talk about how the team has responded to that in future events that MAY be booked through facilitate for for Sylatron? And what's that process? Go ahead doctor. So let me just say that MAY not be a facilitation issue. And I that's not a facilitation issue. What we're here to talk about is the policy. What occurred is not a facilitation or a policy issue because whatever activity occurred happened outside of the policy and standard processes. So the question becomes what standard processes at the site base are in place to safeguard incidents? Because that doesn't happen from the central office. If I MAY add, the the bulletin business Practice bulletin for 29 guides this policy. The

528policy has a committee consisting of school principals, you know, stakeholders, and the department provides support generates. We just had a meeting recently. I'm very intentional, making sure that the committee. Any changes we have to. The policy comes from the committee. So we just had a meeting because there was a lot of intensity with some of the concerns I remember for time frame, the Boy Scouts, the Girl Scouts. But then we just circle back to the committee because the bulletin has to then align with the policy. Right. The Office of General Counsel is very clear. The policy is what requires the public or guides the public regarding rental. The bulletin is the operational that is making sure everybody is following. Right. So we just amended the amended the bulletin, but we're waiting for this meeting because

529that meeting just took place, I think about two weeks ago or three weeks ago for whatever comes out of this. So it's very clear. One of the things we did, I'm very big on flowcharts because it's graphic, right? So we delineate it because in the policy we delineated, here's the role for facilitation the company here. Well the applicant puts in their stuff. Here's a lawful facilitation. The regional offices are the pre-approvals. This is what they do. Okay? They have to check facilitation has to make sure the documents were done. Then the regional office has to communicate with the school because the policy, if there's a conflict, at the minimum it's not available or if anything is in conflict with policy, then once the regional said it's good to go, then this department, you know, physical

530planning, real estate is the final approval. It used to be the school. The schools used to be the regional. I mean, I'm sorry, the pre-approval and the final approval. So those are some of the. Processes were put in place and cabinet approved for that to take place. So we just had a bulletin and every component of the responsibilities of each segment was delineated. We even do the flowchart. So right now we're waiting for whatever outcome. And so once that is done then it's communicated out to the schools. And then the bulletin is available. So everybody understands what it is like. Doctor Wanza said we can control if somebody chooses not to, because the department doesn't do anything side to side. So if somebody uses the facility without putting in facilitation, it's just that's another something

531you can't control. So in terms of processes, you have the policy, you have the bulletin. And I would just add to that, I think if anybody is acting as an agent outside of the school district, we report it and we open up an investigation. Okay. So what I'm hearing is the steps that we've taken to present, excuse me, to protect this district, this district, against the improper and or fraudulent use of our facilities is we drafted a bulletin. And that is going to help protect us from making sure that six additional individuals in the future don't come in and basically steal a bunch of money from the district by improperly renting out our unit. Deputy superintendent behind you. Chief Gregory. Behind you on the other side. He's here. I was like, is he. Thought it

532was the voice of GOD. Go ahead, MR. Gregory. Please. Mike Gregory, chief safety and security Officer as has been described already, there is an active investigation into this. We can't divulge a lot of detail with regard to security measures that are being put in place. But I can assure you that at the completion of the investigation, we'll prepare an after action. That after action will help us identify where there were faults and or areas of improvement and monitoring and trying to detect inappropriate activity. Our facilities, as well as any additional trainings that MAY be appropriate for staff at school sites to help mitigate and or know that they should, if they see something suspicious, to say something. That's all I needed to hear. And for the record, I did ask for you first. I turned

533around and you weren't there, so I'm glad you snuck up back behind me and were able to answer that. So I am very much looking forward to that. After action report. And hopefully. And I have all the faith and confidence in our in our security folks, in our school board police, that we will do what is necessary to make sure that this doesn't happen again, because this was, quite frankly, a little embarrassing. I'm going to call it like it is. But thank you for that, chief. Thank you, MISS Bulman. Thank you. So I haven't had my hidden my feelings about the word facilitation over the past year, I think. And I'm trying now that Doctor Wanza is also involved in this. I'm trying to get to the bottom of really where the where the issue

534is, because I think we know there's an issue with the user. And I, I don't I have like a, a, I have a list of different kinds of potential renters who have come to me that have all had a problem. So I'm just going to go through to explain. So one is a, an organization, a nonprofit that provides after school programing for our students for free. And they were being charged like 10,000 or more dollars a month to use for electricity and all this stuff until, and going back and forth and calling me and going with the people. And then finally they figured out, oh, they are a partner in education. And then they were charging them for like toilet paper, but it took forever to figure it out. Then I had another person that

535Doctor Wanza helped me that was renting out Dillard's auditorium and then figuring out the how many security guards and how many police and what parking lot you need. The Boys and Girls Club last year, because there was a memo that went out that wasn't allowing anyone to use any facilities without. And we and we fixed that. But that totally took away the ability of the Boys and Girls Club in my district to use the adjoining property, because there was this moratorium on using anything, any property without being in facilitation. The the situation that we had with the tour groups that would meet in the library. And now this is a prohibited activity, which I, you know, I just don't there's just like a policy that's. I think, I think the, the outcome of the policy

536is maybe not what we and what was intended. But on the other hand, I am one of my husband's coworkers as a member of a church that is renting South Broward. Now, she's not actually putting the facilitation thing in, but no one's complaining about that. And I think that's like a perfect use because we're no like, it's great. Like this is a great opportunity for both parties that we're getting the opportunity to rent out our facility. And they're, and they're happy to use it. So that's, that's a, that's a perfect situation that we have going there. So throughout the work that you've been doing, have you, have you been able to identify what you think is the problem or the issue? And I guess we have to look at an overarching desire to like how

537we want to do this in terms of, is the juice worth the squeeze? Is the is it too difficult to use this program for the general user? Is it is it are we losing money at the end of the day because people just don't want to use our facility if it's too difficult, are we making money off of it? I ii love to know whwh the feedbacac is o oit. So,o, s si thinknktt depdsds onn wh y t tkk to. That's why I put the whole end user because I, I've talked to probably. So I have a, a lot of written communication and some verbal communication with MR. King. Right. So he's one of the definite end user feedback, right? Then I have people who again, emails, calls people I know personally. I can tell

538you I personally use facilitation twice without issue, maybe because I just, you know, got in there and figured out the system. So I think that where we find ourselves as an organization is really on slide ten, we have to ask ourselves, what's our balance, right? A service provider to the community or, and what is the right balance to capitalize on whatever opportunities we can to monetize our assets? And I think that we have to find that balance in the right way. So there that's why we looked at some enhancements, right? So we, we definitely need to do some type of tutorial video to talk about, you know, walk people through the steps. Also have a flowchart right up front that talks about this is how you do this, that the other make some decisions around

539partners in education. You know, we know what school allied groups are. And then we have to look at the fees. I think that, you know, some of the organizations were very stunned that security, a security fee was being charged. And then you get feedback from principals that say, you know, the how, what where's the accountability for the whoever is the security? Because the entity left my door propped open or that kind of thing. Right? So so there's the balance there. We do work with the, the group, the work group that, and it's about, I don't know, 15 or 20 people in that work group. And there's principal representation, there's district representation. And I think the the question that has to be asked and answered is what, what balance are we looking to achieve? And where

540in the policy do we need to look at a fee structure? Right? That is fair, but also serves its purpose. And then training. Training goes without saying and not for just external, but for internal, right? Because you, we, we do have to hold people accountable to some standards of service that we expect in our organization. So those are some of the questions. So and to that point, because because of the complexity of having to figure out how many security people do you need? Do you need to hire police? What, you know, what are these things? It's an interactive, more like you're renting from a venue that you have to call somebody on the phone a lot of the time. So to that point about training, it's and I don't know if the again, if what

541we're bringing in justifies having that level of customer service, but it seems to me from the people I've talked to, if someone was available to talk on the phone and walk them through it, then we wouldn't be having all these problems. But being on a computer platform that's forcing you to do things when you just really need to explain what your situation is. Because, you know, like when you were helping me with the MISS Brower pageant, for example, it's like, you know, there's nuance to it. And you were able to assist because you were talking and you understood what the situation was. It was not able to. No one was able to do that through the platform. So is that I mean, how many people do we have working in customer service on this right

542now? As you know, we renewed the agreement with Soletron on SEPTEMBER 16th of last year. Facility provides a 24 over seven support. Right. But they don't understand what our particular situation is like. If I want to rent. In South Broward Auditorium, whoever's on in California for facility has no idea what our deal is. We again, we're going to take the feedback. The office pretty much like I laid it out. You have the regional. Right? Then you have the final. But it doesn't mean because we can see what's taking place and then we facilitate. You can put in comments, react, speak again. I'm going to go back to staff. I currently have one individual and then a supervisor. And that's the structure because our department is very thin. That's not an excuse for anything. Making sure

543you have because it's all about, you know, customer service, making sure. So we're going to take some feedback. We typically, I think if I recall, we either monthly or weekly meet with facility run when there's issues, we go back and forth. So I'm going to look at other side and, but we work pretty seamlessly. We've actually reached out to a facility to see. Right now it's a hybrid structure facility. If you recall, when we brought this to the board, the last time facility was actually here, did a very brief demo. In terms of how facilitation works. I think over 300 entities in the country utilize facilitation, including a lot of school districts. Again, I'm not vouching for the complexity, some people. But it goes into the customer service piece again, because sure, you can use

544any platform, but if there needs to be human contact to, to provide the service, then we need to have our set up like that. We're going to. Because again, like if I call facilitation, that's a technical support. It's not. Help me figure out how much toilet paper I need at South Broward for this event. They're not they don't care. They don't know. Or let me tell you why this is important. And these people have been serving this community for this long. And can we give them a break on this, you know? On the fees or like Doctor Wanza helped me because my constituent was being charged for parking, and then they had to have two security guards, and then they figured out they only needed parking, one parking lot and one security guard, and they

545cut the cost down. But that's talking not platform using. We're definitely going to look at that. So I'd like to see what the cost of to have some, you know, additional people working and how much we're actually bringing in if that if it would. Okay. So as MR. Caputo said, he currently has one staff person and that person has a supervisor. So really it's two people in his office who really shepherd this process from the central office perspective. And then obviously our partners out in the three regions and then Doctor Hudgins office, you know, help tremendously. I do not want to leave them out of the equation because they are integrally, integrally involved. But. The customer service piece is beyond noted. Yeah. Well, it just will make it easier to, to facilitate the facilitation. But

546I think that your graphic here is perfect because that's exactly, you know, is it are we here to make money? Does it does the amount of support it requires make sense or are we here with you know, I think we can find a balance. I think that's a very I think you framed it very well. But we just need people need someone to call because if I'm using a platform and there's no one to call and you have no idea how you can't figure it out, then you give up and go somewhere else. Quick. We all all about process improvement again, definitely, like Doctor Wanza said, going to go back. One of the things we're trying to do. Facilitation has a frequently asked questions. We're trying to also do that. What I've told staff as

547we get comments, because I tell them put stuff in an Excel, you have an incident. What was the date? Who did you speak to? Was the issue you dealt with it? We should start framing frequently, ask questions you understand so that somebody then will start. You can still talk to people, but then you also encourage people also go to the website so you can see maybe an answer to what you're experiencing. Again, we're going to take that feedback and try to work. On that. I mean, I think that's good, but there's still that human contact because of the complexity of the deal. You're renting something and it just needs to be negotiated with a person sometimes. Okay. Thank you. Before I go back to MISS Hixon, we do need to gather consensus with the three

548of us left to extend the meeting by 30 minutes. Does anyone object? No. Okay, MISS Hixon. Thank you. I just wanted to point one thing out, and I think it was clear when all the board was here and we were discussing this, is that we were very clear that if there's a provider who does who gives services to our students and they're not charging our students, we do not want them to have to pay for that facility because they're giving our students a service. So I, I, that's, I guess the bottom line of what my concerns are. And I know pie gives them half or some of them get all of it or whatever. But, you know, there was something that MISS Bowman mentioned, you know, so. Right. Can we can we. Okay. So if

549there. And that's on two entities, right. So let's talk about partner and and whoever the partner is. When you say you don't want them to pay anything, they don't have to pay. So so who's going to cover the staff costs? Well, why would they need. Well, I guess it depends on what it is. So. And I'll just give I'll use my own example. Right. For for Special Olympics for South Broward. They're already having track practice. There's no staff that's required. We we're on and off the track while someone's there before someone goes. So there's no cost to the school, but they charge them like two $300 for the season, mind you. But why should Special Olympics anyone on Best Buddies? I don't care who it might be. They're providing the coach. They. They send the

550kids to Orlando for states at no cost. Like they're incurring a huge cost. And it's students from all over the area. Right? I mean, I'm just telling you my own experience, but they're throughout the district. There was a competition for Special Olympics where they needed Nova, the track at Nova, they got charged for that as well. Those are all competitions that they bring all their own stuff for. So I don't disagree. If it's during the normal Monday through Friday, I. But that's not happening. So but but so so that is what we need to hear from the board, right. If it if it's the normal Monday through Friday and it's during the regular. You know, the custodians are there until eight, 9:00 at night and all that kind of stuff. But if it's on the

551weekend, then we do have to look at that. Right. And then and then the, the other thing, you know, we have to make certain that there is some type of certificate of insurance and all those kinds of things. But that is the feedback, MISS Hixon, that we need to hear. So that that kind of language now has to be codified in policy, right? And if they have to pay for staff on the weekends, I understand that, but why do we have to charge them for the facility? Right? If they're they needed security or they needed whatever, but why do we charge them the money for the track? Well, that's. If it's somebody that's providing a free service for if they're charging students, it's a whole different I'm not arguing that point, but we have a

552lot of people who partner with us who do not charge the students anything, but yet we're expecting them to cover a lot of costs. I think you get the point. So I don't want to belabor it, but I that I, I feel like the board said that when we had the workshop before, we were really clear about it, but somehow didn't translate that way. So thank you. Okay. I think a lot of what I'm hearing is about like the usability of facility itself. So I'm wondering, like, I'm looking at the contract and I think MISS Bulman MAY have touched on this a little bit, but there is I mean, we, it seems, seems like we are able to terminate given a 90 day written notice. And so, I mean, of course, the question comes up

553like, what would we use to replace it? But if they, you know, I, well, I'll be careful out how I talk about it. But if this is not working for us, how would we go about terminating that contract? Like, is that something the superintendent would need to bring? Is that something that a board member would need to bring? I feel like a board member would not do that. So I just would like some guidance from council. Well, you can certainly ask the superintendent to review the document with his team and then share it with the board. Okay. I think it's kind of hard to to gather consensus when there's just three of us left. Yeah. And I would say I, we had we went down the road of not renewing it, if I'm not mistaken,

554because there were issues because, you know, parent people get charged money for it, like using the fees and all of that. So I, I know that we did have some concerns, but still landed on, on renewing the contract. So I don't, I don't know where that would land, but. MISS Dupree Bruno. Perhaps a board follow up. Okay. Yeah. Could could staff provide a board follow up on. Do you want us to explore other options as well too? I mean, I would be interested in that. Because I, I want us to be fixing the right problem. Is it facilitation? I mean, I have not used it. What I'm hearing from my colleagues. So that part of it, I mean, I don't want to put words in. Get a lot though, is that the policy drives facilitation.

555So I don't know if it's really facilitation or if it you know, I mean, to be fair, I'm not saying that it's necessarily that I, I don't I think we have a vision and we're just not it's not written in the policy the way we envisioned pieces of it to be, if that makes sense. But I guess, MISS Hixon, what I heard you were talking about, like even using it on the online, it was difficult. There was like buttons that were not easy to see and things like that. So. Well, I think the part is maybe for if you're, if you're just a general public coming to use it, I don't think that. Member for this. Is probably that hard because you just click, click, click, and, and it gives you a value that you

556have to pay and you can pay it online. But if you're a partner in education or even a sag, I don't I don't know how that goes. The problem is that gives you it totals up everything, but that's not what you really have to pay because there's a 50% discount. There's. And all of those pieces, you have to upload something. You upload the pii certificate, then there's an issue with that. So there are pieces I think that are more in that partnership discounted arena than it is. Maybe if you're just willing to pay whatever the cost is, because I haven't had any issues with people who aren't part of the partnership. So can I call our attention to slide seven? And this is policy. Slide seven. This is right out of the policy. The category

557of charges matrix. It says that a partner in education only gets a discount. So if there's something that the board wants to see different that's what we're here for. Yeah. But we did. Well there was two there was a as you see here, pi one and a pi two. And we did if I, I mean, maybe we need to go back and look at the meeting. But we were really clear that they shouldn't be charged. There were things we said yes to because like custodial and stuff, but I'm pretty sure that we did not say yes to all of them. But like which one? Pi. What's the difference between a pi one and a pi two? Pi. Oh go ahead, go ahead. So, MRS. Hixon, after that workshop and then we brought a policy. It

558was very cleaned up in terms of the Pi one, typically at the youth groups. That's kind of the distinction whereby like your Boy Scouts, Girl Scouts, the Pi two are mainly like the churches, right? So the Pi one, they pay $300, one flat fee for the year. But then I understand like a zero cost thing, but then you have to validate it against what would you have paid versus the value you're bringing. That's why you have the uploads of the certificate, right? So if you and that process goes through the school, the school principal has to validate the value because we don't know that they bring in. Then the school principal fills out the form. It goes to the strategic partnerships office, which is the Pi certificate. Okay. Then they upload. So I'm just saying

559to give you value not to pay the full rent or whatever it is. The school principal validates what you're providing to the school. Then they get their certificates, then they have to upload it to then get to pay $300 versus the higher amount. So Pi one is the youth groups. Pi two is like the churches and things like that, right? And then there's well, where would like I'm going to, I don't want to keep saying special Olympics. So best buddies or the Boys and Girls Club or Big Brothers, Big Sisters because those would also be partners in education. Correct. So there's a definition. And if you look at the definition for the Pi. So if you look at the I don't know if you have a policy. The youth organization is clearly defined. And then

560it talks about as you go further, we clearly delineated the school highlight groups and actually named the school highlight group. The school highlight group. Again, have to upload, you know, a certificate to because we don't want somebody coming. I'm in school highlight group, right. So you didn't certificate to validate who they say they are. If you on page eight of the policy and then page eight and nine there's a distinction. So pie is a pie category one in parent youth organizations, right. And then they only sign the application provider c oh, I then they pay reduced rent. Then it talks about the qualification. And then the only pay the custodial when the school principal. And again that's a fee. It's not the rental. They pay the custodial. If the school principal or facility director says

561it's needed, they pay personnel costs as in court. And this is in line with what the board told us from the last meeting. They don't pay utilities, they don't pay consumables. That's part one on page nine. It's part two. Again, it delineates clearly based on that direction. So it was very distinct. So on page nine and page page eight is the category one which is the Pi one youth organizations. Then page nine is the Pi two. And pi two is 50% off their rental fees, correct? Correct. Yeah. Then they have to pay the other 50%, you know, one in-kind one you give me, you know, the equivalent. So so it was delineated again, you have to tie it to the value, not just giving them anything for free. Yeah. Well, I. I. I see that

562on there. It's just not translating that way. It's that's,s, I seems likike there are still I iueueohihis, it's very, it's complicated, but I mean, you hear what we're saying. So I hope that you can look at what needs to be tweaked in the policy because I feel like we've said it a number of times and it hasn't worked out the way we've we've thought it was going to. So I don't know where to tell you to change anything in the policy. But I do know something needs to be changed. So I think it needs so so I think it's two things, right. I the customer service goes without saying. And that just goes without saying. And I think I think the other part is to what MISS Bowman was saying, that if I am interested

563in renting a facility, I start in the process and I get hung up for whatever reason. If I can pick up the phone and talk to somebody who is going to listen to me and talk me through my whatever my, you know, my request is so that I can understand and, and I think that, well, I know one of the things that we do need to decide today or, and come back in the policy in the fee schedule, we have a fee for local law enforcement, as if we are using an outside agency, but we have our own district police that MAY be able to. Fulfill some of these duties. And we need to determine like what that rate would be. So that because that is not currently in policy. And I think that that

564is something that the board would want to contemplate, that we have our own police force, if you will, that would be able to fulfill some of these assignments. And we need to the board needs to determine, you know, obviously, with the input of Chief Gregory and what that would look like. And then as. And then the board also has to decide, are we going to have we as an organization going to have some type of expectation for securing our own property? And and if so, what does that look like? MISS Thompson is on the line. I would like to ask a question and then MISS Bowman. Hi. First, thank you to the three. So physically there. I appreciate you guys. Sorry I stepped out. I had a question in regarding some woman's comment about the

565customer service. I'm wondering because we have a family and community engagement department or director, and then there's a specialist under community engagement. If part of their role could be to help facilitate this customer service. Need that we're, we're needing to fulfill, especially since I think it could have fit under the strategic partnerships department, which is no longer with us. So I'm wondering if that could be a potential bridge to the gap we're seeing, since that seems to be the main issue with facilitation, is the lacking of customer service that actually knows our schools. So, MISS Thompson. That was my my question. Thank you. I think that's a good suggestion to take into advisement. So part of our follow up will be that I truly believe we have to come up with a better plan to

566make sure our customer service delivers to the expectation that we give as a district. I mean, since last year we started a customer service initiative, and we want to make sure that all of our departments are living up to that. So as we think about how we can refine that, that is certainly a suggestion, an idea that we can take into consideration. And if not, that we'll have a solution coming forward. Or even like the director of Before and After care doesn't have anyone under them. I understand that's because they have program people under the line. But I just I feel like there's a space within our organization where this customer service could fit. That we wouldn't have to completely change the program unless it's the will of some of my colleagues. I'm just trying

567to give a suggestion, but thank you. No, thank you for the suggestion. MISS Bulman. Thank you. I'm I'm looking at all this. I mean, this takes takes a lot of work. So I'm not trying to suggest that. It's just I think it's like we have to find the sweet spot. Like we were saying with your beautiful graphic, I, I'm wondering, because right now we're giving a 50% discount and a 25% discount for different partners. Is there a way to just kind of take a sample of, say, like, you know, rentals over the last x amount of period of time and kind of run the numbers of what we got from that using a 50% using a, say, a 25%. And then what that would look like with a 50% discount. And if that would make

568sense. So we can kind of see how we want to, because there's the issue of the customer service. I think with the user friendliness. But then there's also once you get all of your charges piling up on them, you, you might click because you think you're going to rent a space for x amount, but then after you put in your security and your toilet paper, which is going for a lot these days, and your electricity, it gets expensive. I mean, it's it gets expensive. So are we losing customers? Does it not make sense to have those customers? I just like to see the numbers to see if if that's possible. So I think I understand your question. We did in the attachment that you have. If that helps an analysis from facilitation. And if you

569go to page 13, it talks about the revenue generated. And you can see the comparison between us, Hillsborough and Orange and the, you know, amount of revenue that we generated from the use of Priscilla Tran Well, for facility rentals, let me say it that way for facility rentals. So. You know, could we take those numbers and then say, okay, if we had given them 50% instead of 25%, what would we have made? And is that just not worth our time then? Or is there a different percentage discount that would make people continue moving forward to rent the facility where we're still making money and providing the service? MRS. Bulman, to your point, like I said, the pie one, the policy was structured specifically to what the board said, right? So if you look at youth

570organizations, pie one, the only thing they pay us a fee is $300 for the whole year, right? Rental, the only additional cost, those are actual costs in terms of if security is needed. Custodial is contractual. They don't pay for consumables. They don't pay for utilities. So if the school police say police is needed, how many police? Hopefully it's school security personnel cost. So those are two costs. So the three costs that they MAY pay is custodial or only when required personnel as in court and then security. So you're paying $300 and then potential three, which are costs as determined by the district. So it's pretty straightforward. The churches, I think it's almost the same thing. So it was structured to be simple. I understand what you're saying because if you rent, there's a 25% discount.

571If you're a nonprofit for your rental, there's also a 25% discount for equipment. I mean, for the rental, it's a nonprofit. You get a 2,025%. So that's additional if you look at what Doctor Wanza is saying, because we reached out to facilitation. And if you look at slide number or page number six on that report, the reason Broward County Public Schools made about 2 million. You look at the number of decline, the number of decline, and the number of cancellations equated to almost $2 million. So a little bit over 2 million. And then you have pending. So it's I know it's not about trying to make money. You're trying to make hole that we don't supplement. But then Orange County, they have ten locations more than we do, but they made almost 7 million. We

572made almost 2 million. So I'm just I know like Doctor Wanza that slides the balance. But but the decline if you look at that slide the decline was 1.1 million. The cancellation 1.1 million. The policy if the facility is not available. What page is that. Where are you showing. The the attachment from facility with the graph. This graph on page on page six. So it's a combination of I won't call it the giveaways. It's a combination. Canceled. Yes. And so I'm just thinking. So we're giving them a 25% discount. What if we gave them a 30 or 40, you know, like if there's an easy way to run the numbers, say for the past year, just to see what that would look like? I don't know. What, what, what group is it that you want

573to give that discount to? That's what I'm trying. To whoever's getting the 25%. Is a nonprofit. So Pi one is only paying $300. They're not. I don't think. We're too worried about that, except for when they have to call everybody again. That's a customer service point, though. I don't think that the pricing is the issue for that. And I don't know if that's the answer to it. I don't know if the. Can I. Say something that's related and I'm not trying to when we, as you know, graduation cost, right. We try to negotiate graduations. I'm not saying Brac and public schools doesn't want to give discounts, right? When we rent facilities, because our office does that. There's not really some kind of semantics regarding discount or no discount. I understand the board wants to do

574what you want to do, but when we rent our graduation cost that's been going up, it kind of went down a little bit this year. So I understand like Doctor Wanza with that slide, you're trying to create a balance. But on the other hand the facilities there's wear and tear right. So we're trying to strike a balance. And again the youth I know you're not talking about the youth. You're not talking about the pi one Pi two. So if I'm a typical renter I'm a profit. For profit. I MAY be charging somebody, but you're using my facility. So so I think it's a balance. And where is that balance? I don't know, but. None of the examples that I have were for profit. And they all had problems. So you want to look at the.

575I mean, I'm just saying and you know, I, I would love if the people that we were that we were renting our graduation venues from were using the same matrix that we are. So like. The board said, maybe then you look at the fee structure because the fee structure and this fee structure has been in place since like 2011, right? So we have minimums. We have to do it through our minimum, maybe. So maybe it's the fee structure. If it's for the profit people, not for the nonprofit. [Laughter] Yeah. And I never had anyone that was for profit that was trying to rent a school facility for anything that's called me. And I've had a lot of calls. So I think, you know, if we were if we work on that customer service part, you

576might be able to capture more because I would cancel if I was trying to call and I couldn't get someone on the phone and I can't use the website, I would just look elsewhere. So that might be somewhere that we can really capture some more revenue if we're, you know, and it would pay for itself if we're making more money to pay for a couple people to, to do the customer service part, I would say. I'll leave you with that. Thank you. MISS Hixon. Just one, one sentence just based on what you were saying. So when you look at that pie chart, almost as many declined in canceled the the amount of money equals what we actually got. And I think that speaks to the idea of the customer service. And just, you know, you're

577mentioning people that aren't giving us a discount for graduations, but we're trying to partner. I mean, those are businesses. We're trying to partner with people in the community to get students to come back to our schools. So you have a decline, which I gave you an example of someone who was declined even though they wanted to pay for it. But there was a issue and then cancellations, probably because it was so frustrating to go through the point. So I don't think you can compare us to businesses where we're a school district. We want to build partners with people so they come in, see our facilities, think we're doing good partnerships and want to continue to bring their kids to our school. So I, I understand the business side of it, but I don't think that's

578how we're looking at it as I know that that's not how I'm looking at it as a school board member. So with that, I'll I'll be done. But thank. You. MADAM Chair. If I MISS. I just think that the real question here is what are we trying to achieve out of this? Is it necessary that we want to create those partnerships, as MISS Sexton said, or are we just trying to make profit if we're trying to make profit, that means that these discounts got to go away. But if we are just trying to create some type of form of community involvement, community engagement, we might as well just let it all be free and then just, hey, go ahead and make a request and then we'll make it available. But I just don't think that

579this conversation is going really anywhere from a student perspective, because all we are doing is just circling and circling and circling. So I think that it's more of a as Doctor Wanza said, more of a balance and a middle ground in where we are trying to achieve here. So just yeah, you could have ended this. Conversation three hours ago. [Laughter] I know MR. Attorney Dupree Bruno wanted to say something. Gosh, it's hard to to I thought I had some words of wisdom. I don't know if I'm gonna be able to follow that, but I did want to take this opportunity just to start preparing the board and preparing staff, because as we start converting to Neola, I would say three quarters of this policy is not a policy. It is a process document or part

580of it is a standard operating procedure. And then you have a process document as well. So just just be prepared that it's going to be a little different because the board's governance responsibility is very high level. It's basically I want a policy on how we're going to rent out our facilities. And then you MAY have a couple other things like, these are the people I want to rent it to, those kind of things. But then how it actually happens, the operational part of it, the board dictates what and then the superintendent does how and, and that's and that's where I can see that. Just start getting ready because that's what you're going to find out when Neola actually comes here and starts talking about board governance policies. They do have administrative procedures as well, but

581that's on the superintendent's house. And then the two come together. So I just want to be on on the record that I want just your statement in my script for the beginning of each board meeting. And just to close out though, what to what the general counsel is saying. That's what we tried to do when we were told that all of this had to be in the policy. I don't know. What, MISS Hixon, that we tried to just make it a policy without all the process in. And we were told the opposite. And so that's why I ended up looking the way it is right now. So that that predates you. Yeah. So yeah. We're not trying. To happen. All right. Any anything else on facilitation. No. All right. The thank you. The last order

582of business is the Office of Safe Schools Quarterly Report 2526 quarter three. Is there any public comment on this. Do I have to to to gather consensus among the three of us again to extend the meeting another 30 minutes. Or so? Well, attorney Dupree Bruno is telling me that I can't gather consensus. So how do we move forward? So your policy 1020 is very silent as to the necessity of a quorum in a workshop, but it does define your quorum as five. So what have you done in the past? Oh, okay. We've never had this. A few board members. I mean, at a workshop, I don't think I don't think we've had only three of us remaining. On the campus. MADAM Chair, I think for a workshop we've never. Yeah. So so the practice is

583always we've been taught in workshop. You don't need a quorum. Okay. So generally, in my experience, we have not had. In my experience, we have not had a quorum in, in a workshop, but my policy has been very explicit and said that this policy is absent of that. So if that is your practice, then continue with your practice. Can we extend the meeting because we have four minutes left, unless we are convinced that we are only going to be four minutes. I believe in you. Go ahead. Good afternoon. Mike Gregory, Chief Safety and Security Officer In the interest of time, we've narrowed this down to about 45 slides. Not we're not used to jokes from you, chief. We recognize we're the last thing between your meals, probably and family. So we'll expedite this. We we

584actually you all have the presentation. We can go through the few slides there are. There's all a good story that's told from this. Or we can jump straight to questions. Let's just jump straight to questions. Does anyone have any questions? Great. Thank you. Continuous improvement. Appreciate it. Oh excellent. All right. Just real quick we do have. So at the direction of the superintendent, the following agenda topics are tentatively scheduled to be addressed during the upcoming workshops. MAY 19th district Budget update, Rural Development, safety and security and the audit plan. And then we do have a special school board meeting at 12:00 that day. And then for JUNE 16th, we have the advisory committee reports, preschool and vpk program updates, deployment of ai attendance update, Rural Development Policy 1020 and food and Nutrition Nutrition Services update.

585Please note that the order of topics and scheduling remain tentative and are subject to adjustment at the superintendent's discretion. MISS, listen, would you like to see these? Well, I'll. Only say I think the 1020 discussion is going to be long, so I, I don't know about the Food and Nutrition Service update along with that, but that's just my own personal thought there. 1020 is going to be long. Yeah. I mean, so with the advisory committee reports are going to be long. I don't know how long the preschool and vpk updates are. Deployment of ai, I think is going to be long. So is there anything we can. Attorney Dupree Bruno. So so I will say that for 1020 we're going to go ahead and start our Neola conversion with 1020. The thing is, though, because

586of how the Administrative Procedure Act requires it to be done, our policies are supposed to be much s short. So you're going to have moreolicies thth u're auallllyoioing tbebe rereviewing.Hahat is all part of. 1020 okay. So if you want to start on the 16th, that's what I was going to do is just, let's get it going. Okay. I guess to MR. Sullivan or MR. Hill, can we move like the attendance update? The is the food and nutrition update an urgent? I don't I don't see doctor Wanza. I don't know if it has anything to do with how we're going to. Okay. Maybe next year. Yeah. So if you MADAM Chair and board if you give us the opportunity to bring this back, probably discuss it tomorrow with cabinet and see what. What we can move.

587Okay. And MR. Sullivan, his team can update the board via email. Awesome. Thank you, Attorney Dupree Bruno. And the only other thing that I would request is when we are doing policies, let's call it a Neola workshop, have it by itself because it is going to be a year long process. And I want the public to understand this is your opportunity to come speak on the Neola policies. I think I'll get with you then. General Council, to come up with probably some kind of communication plan. So that's well known to the public. Thank you. Excellent. At this time, do any of my colleagues have anything to bring to future workshops or student successes to share? MISS Bulman. Thank you chair. Hold on. I got to get this back. I have the pleasure of announcing that

588the Information Systems Division, the isd Wizard Award recipient for the month of MAY is Courtney Walker, a member of our service desk and the Technology Support Services Department. The Wizard Award is for isd's high performers and those operating in a composite manner, not just functionally centered, as recognized by peers and leadership. So very proud of Courtney. I don't know exactly what that means, but it sounds like he's really crushing it. Thank you, MISS Bulman. MISS Dixon. Yes, I have a couple. Daniel Gitari from Indian Ridge Middle School placed first, which is the second year in a row that he placed first in the Junior Division for Physics and Astronomy at the State Science and Engineering Fair. So that was pretty exciting for for him. And again, second year in a row, congratulations to MISS Jodi

589Berman. She was named the Environmental Science Teacher of the year at the p3 Eco Challenge Awards ceremony. Valentina Rovito from South Plantation received the p3 Eco Challenge Award for students and from South Broward High School. MISS Sparacino, who is retiring this year, won the Florida Restaurant and Lodging Association Broward Chapter Culinary Teacher of the year Whispering Pines Education Center, for the second year in a row, won the Mario Kart eight World Championship, and that's out of 500 students from 70 organizations in ten countries. And finally, we have two National Merit Motorola Solutions Scholarship winners, Alyssa Rapps from msd and Xiu Xiu from Cypress Bay. Congratulations to everybody. Excellent. The scheduled order of business for the school board workshop or the school board of Broward, Broward County, Florida, has been completed seeing no objections, I will

590now adjourn the school board workshop. Almost two hours.