001Hey, hey, hey. Good afternoon. I would like to call this workshop to order at 2 p.m. We'll start with our presentations. Item number 126-3801, review and tenative approval of the volunteer handbook by Mr. Pagan, director of safe schools. Welcome. Before you begin, um, board Mr. Pagan provided us with a summary of revisions to the office of safe schools visitor and volunteer handbook. Do we have any questions on that or do we want him to go over every single thing that was modified? >> I don't have questions, >> Miss Rodriguez. >> No, I think we've spoke. We're good. >> Yes, I'm good. So we have no questions. >> Okay. >> All right. >> Do you have anything? >> Do you want to do you want to have any comments? >> Do you have anything you'd like
002to tell us? >> No. No. I was just going to say good afternoon to uh actually Madam Chair, board members and and uh Mr. Superintendent Pender. And uh there was a lot of work put into this and I'm hoping that this is the last time that we actually addressing this volunteer handbook. um we put a lot of effort, a lot of people were involved in the feedback and um and so hopefully this will clarify a lot of the issues that we've been having in the past. So I'm hoping this is going to work this time around for everyone to understand uh what we're trying to do for volunteers in our district. >> Thank you for the clarification between the visitor and level one and level two. Yeah, I appreciate that. Mr. Johnson, do you >>
003Yeah, I appreciate that, too. That'll sub a lot a lot of the grief you had this year. >> Yeah. you know it it uh with with some people's husbands and and and other people other actors who came in that were there for one day. Yes. >> That's much appreciated. >> Okay. >> Now how are you going to disseminate that so that gets out to everybody? >> Uh so um there is a link in our website on off on the office of safe school. So when you do apply or if you don't apply there will be a link for it to you be able to see. Are you also going to do it do a uh professional development on that the beginning of the school year so people know >> likely uh >> especially the front
004desks >> there various ways that we can probably do this and make sure that everyone understanding including um our administrators so um we'll explore that we still have the whole summer trying to get there with various things that we're doing but we'll get there. >> Okay. Thank you. >> Yes sir. >> Mr. Superintendent Pender. So, I just wanted to thank Angel, too, because I know that when we originally looked at the I went through it with the eye of, okay, if I didn't know anything about this, how does it flow? How does one thing lead to another? And they did a really good job, I think, of trying to make it flow better. Um, over the years, I think there's been a patchwork of additions as we've had new laws. So, um, them making it,
005it seems like it flows a lot better and addresses some of the things that we needed to. So, I wanted to thank your group for working on that so diligently. Thank you. >> Thank you. >> And then we did you did post um places for families to go receive their level one >> parents. Correct. And that's on our Facebook page, Hernando County Schools Facebook page. >> I did get with the director communications, Aaron Element, to um do that social media site. >> It went out on Parent Square and I believe it was a tag at some point on the website. I don't know if it's cuz they roll off after a while, but they it went out on parent square to all of our parents. >> Yeah, >> I did not receive it on parent
006square. I actually checked. >> You have I I'll follow up after this. >> I but I found it on social media. So, we need to send that out on parent square as well. >> I'll follow up. >> I know that we have um lots that are excited about the bright orange color badge. >> Yeah, >> it's great. Every year, can you explain why we change the color? Well, obviously we want to make sure that that we are um able to identify what the that we have the new correct um card um around campus. Um it's very easy between all various types of identification that there is that that someone uh doesn't um come in our campus and have an expired um volunteer badge that um we haven't vetted correctly and and created. So every year
007the color will change. That way we can >> Yes. Yeah. >> clarify. >> It's just easy. If it's orange, you're good. If it's not orange, it's out of date. It's just a visual a quick visual. >> Correct. >> Um way to identify that. >> And we do that for the contracted badges at the end of the year as well. Um we we change the colors on it. Um so we we just look for various way to make sure that we able to identify that it's the current year and no one's in on campus with an expired card. >> Thank you. And can you also just for the record state um when they come in as a visitor and they use their license that there's still a check on that as far as security on their
008license and it will notify the front desk if they can come in as a visitor as well. >> Correct. And that's for uh they do a sexual offender status check or predator um and they'll check that background. Um, but that's the the most they would do under that driver's ID, government ID that's provided. Um, but if we have someone that's excluded for trespass or something of that nature where there was an incident at the school, we'll also be able to detect that. >> Okay, perfect. Do you guys have any more questions or comments? >> All right. Thank you, sir. >> Okay. Have a great day. >> Okay. Thank you. Item number 22 26-3857 review and tenative approval of the 2627 athletic handbook by Mr. Cupche director athletic excuse me duristic h district athletic director. Sorry
009about that. >> All good. All good. Good afternoon madam chair board members. Superintendent Pender. Um, if you'd like me to kind of go through the new proposed rendition, some of the changes, if there's anything in particular you had questions on, I'd love to go over them or we can go uh page by page if you'd like. You guys tell me. >> Board, would you like you like him to go through the changes? Have you reviewed the changes? Do you have any questions, >> Mr. Rodriguez? >> We have spoke. Yep. >> I reviewed two. We're good. >> I do have one thing. >> Yes, ma'am. So on page 50 >> the strike through I think >> page 15 you said >> uh 50 5 >> I don't have that many pages. >> H okay. It actually
010might be page five then my numbers are weird. It's where you made the modifications for number six seven and eight. General rules for participation and athletic eligibility. >> Yes. Yes. So, page that starts on page five. Yes. >> Okay. Page five. Okay. So, I I had spoke with you about this also, but I just I want to say it again. And I know that we have to follow our student progression plan as far as absentees. Um, but I have a real problem with this with Nature Coast having the block schedules. When a child has four unexcused absences, only four at Nature Coast because they're they're a block schedule, then that child is not eligible to play and that's a semester. Correct. >> They're not eligible to play sports. So, I understand the logic behind it,
011but I'm not okay with it because other coaches don't hold some kids to that. So, over at Wikiwatchi, that coach may never look at attendance and then a coach at Nature Coast may. And so that kid is sitting the bench when other kids should be sitting the bench with him, but because their coaches either don't have access or the system is lagged, meaning um they turn in a note and it's not turned in in the system or showing accurate, it also just causes a lot of extra work on our coaches and ads to try to keep up with the attendance for athletics. So I I don't like it. And I honestly when the student progression plan comes up I may ask to change that because it used to just say extracurriculars and then we added
012and athletics to that. I want to take away the athletics from that. I understand attendance is so important. >> Agreed. >> But if we could if it could be managed and it could be the same across the board I would be totally fine with it. But it's not it. And also having four days at Nature Coast. I understand they're double classes, but like you're holding a kid accountable for maybe their parents making >> calendar day, >> right? And it's a calendar day. So my kid could miss four days. I understand the nine days or 10 days. That is excessive. I get it in a semester, but it is a lot different for a kid that misses four calendar days versus nine calendar days, even though the amount of seat time is the same. Um, and
013also even for our middle school kids, some of our kids can't help that their parents make them tardy or their bus stop is so far away that they can't get to it as far as being safe to get to the bus stop to ride the bus to be on time. So, I just think and and some of these kids come to school just to play sports. Like, they live and breathe. Like, this is their life and we're holding them back from it because sometimes out of their control. Miss Rodriguez, >> I'll interject on the part about the parents. I think that if we're not careful, that could become a big mess when it comes to allowing just because allowing an an exception because the parents can't get them there on time. That could become a
014quandry that we could end up in where everybody could just say, "Well, my parents couldn't get me here. My parents couldn't get me here." So I urge you to be very cautious when we're looking at it from that aspect because that could become something that is uh mismanaged and um not used properly. >> Sure. Yeah. And you know to your earlier point u Miss Hawkins that basically some of those those tweaks that were added were just to get in line with the pupil prog the student progression plan um and what those committees and whatnot have uh decided upon with our our attendance policies. Um, >> I know other districts they follow the FHSA rules, which you have to be in attendance at school to to play that day >> to play or practice that day.
015And they don't specifically have something as detailed as nine days or four days in theirs. So, >> Miss Bonszac, >> can we not just add for the block schedule and how or any of our other high schools aren't block scheduled, are they? >> I believe Nature Coast is the only one. >> Nature Coast is the only one. I mean, can we add something that it could be the 9 days instead of even though yes, I understand they're missing curriculum time, but that would give you back. You know what I'm saying? >> Understood. >> If it's the only school and you know, instead of the coaches penalizing the kids, I mean, I agree. Parents sometimes are more responsible for their kids than their kids getting to school sometimes. And >> well, there's a variety of things
016that do pop up. to Miss Hawkins point, sometimes there is a lag. Thank you. I don't know what I did with mine. Um, there is a lag when it comes to some of that with a note or whether it be because of a of maybe they're in testing and they didn't realize they were in testing, things like that. So, different things do pop up. Um, you know, when it comes to Nature Co specifically, that's something that I'd have to kind of probably speak to um those that are a part of the student uh progression plan and and what that looks like and making sure we're not in um you know, we're not contradicting each other basically. Um and you know, it is an imperfect system. I mean, Miss Hawkins had that conversation. I I attendance
017is extremely important. You need to get your butt to school. The same thing in athletics. You need to get your butt to practice. you're not going to play, you're not going to win if you're not at practice. Same thing in school. You're not going to succeed if your butt's not in in the seat learning. Um, but it is an imperfect system. It does, it it is uh hard to maintain across all 12 schools that carry sports. Uh, it does take a lot of time for our athletic directors and coaches to comb through uh the reports weekly. And >> many don't >> and I'm I'm sure many don't. >> And I don't blame them. It's so much work. And like we had spoke before, a lot of them don't have access. Some of the coaches actually
018don't have access to >> the off-campus coaches. Correct. >> Um, so it is a challenge. It is it is a challenge. Um, and you know, we we use I I stress to our athletic directors to use sound, reasonable judgment. Um, I think we we know when there's a a 16, 17, 20 unexcused absences, that's that's pretty egregious. There's a legitimate problem there. um you know when it's when it's approaching that that 910 mark or even sooner, let's have that conversation with those kids and say, "Hey, what's going on here? Is this legitimately unexcused absences or maybe we need to follow up with the attendance and make sure all the notes are are being entered or um you know, maybe a substitute maybe erroneously marked a kid absent or those those types of things. You do
019catch those. I've experienced that my time as an on-ampus AD where where I dug into some kids attendance and yes some of them were legitimately unexcused and they needed to sit and there were some that once we dug we realized oh this was just lagging and we needed it to catch up. So it is tough because it's tough to tell a kid to sit when they're they really shouldn't have to sit. >> So um and though and again there's there's situations for both sides but um >> I would just like it to be the same across the board. >> Understood. And it's just not gonna it's just not feasible to I don't know it's just really hard to >> what makes you think it's not the same so that we know >> across the board
020>> because you have coaches that will have a child sit for their absenteeism and other coaches that allow them to play. >> So how do you enforce that? >> So when you brought up Wikiwatchi was that >> just an example? >> Oh you were just using them as an example. >> Yeah. >> So how do how do you how do you get the coaches to comply? That would be the the answer. If the coaches were consistent as if the teachers are consistent with behavioral issues in the classroom, >> we'll have a more disciplined student body. >> Agreed. Um, you know, I think one of the biggest things is making sure we have the reports, making sure we have the reports consistently, making sure the reports are the same across the district. I think we get
021added challenges with coaches versus teachers because teachers are all there at one time under one roof. Whereas you might have a practice that starts at two, another one that starts at 4:00, another one that starts at seven, and we don't have you don't have administrators or ads on our campus 247. So being able to to properly monitor a kid like whether or not that kid was in in at school that day is a challenge. Ultimately, that coach should know that information and that coach should be a professional and make the right decision and hold that kid kid accountable and tell them, "You weren't in school today, so you need to go home." So why why can't that notice be sent to the coaches >> by by >> I think the daily is not the problem.
022I think it's keeping up with how many and >> well it's both when it comes to off-campus coaches. It's >> the bookkeeper or or somebody in the front office of the school should know how many times a kid has been late or absent and that should be something that >> it's tallied but it's it's the entire student body of that campus and then you have to go through line by line which kids are on my roster. I would think that with a computer program that would pick up somebody that that pops out who's been >> Oh, it it marks it. Don't get me wrong. It marks it. >> If somebody in the front end, the front side of the office probably has the ability to say, "Well, this kid now has 10 unexcused absences. Bingo.
023He cannot play." And if that notice goes out to a coach, it's done. Now we have consistency. >> Correct. >> I think that's where it has to come from. The front front office, not not the coach. has to go to the coach and maybe hold coaches responsible. If that notice went to the coach and that kid is practicing or playing and he's not supposed to, let's start holding people accountable. >> Superintendent Pender, I wanted to let you weigh in really quick. >> So, I think that we need to be careful as as a board saying that we're creating policies that people aren't following. That's not a good um situation to be in. I think that if that whatever the decision of the board for whatever this policy or this handbook is going to look like,
024then it's going to be a procedure that we need to put in place for keeping up that everyone does this. I think if there's words in there that can that can change in the policy to make it that it'll be checked, you know, twice a week or once a week or once quarterly or something. We can generate a report I would assume from Skyward that keeps a running total of >> there is there is the entire the entire student body of that school >> and then like I said so it it would take someone who that is I don't know >> uh in in most cases it's the athletic director every week to comb through that and find the ath athletes that are >> but we can do a report that's more than equal two
025or more than whatever that policy is. So if it's nine days, you do a report for nine days or more from Skyward where it would only be students that are nine or more. That would create a much smaller list from a school and then that's a much smaller list of the >> coaches. I mean to me I would put it out all of my coaches get this list that's emailed to them through Skyward weekly and then they just look at the roster and you know I mean I know it's just I'm not saying that it's an easy thing to do but >> we can I think make the process and the procedure >> a little less cumbersome for whatever the board decides that the policy or the handbook >> and I'm going to let Miss
026Rodriguez go because she was waiting. Sorry. I think what has to happen is we just need to follow policy. >> I think ultimately so whatever we put in the policy we have the pupil progression plan that was last board meeting is we approved that plan at the last meeting and I think that that's >> it's not approved yet it's coming back before the board to be approved at the workshop we did >> that we have a we had a consensus. So I believe that if we stay following the plan, I think that's what we need to do is >> remember that policy is what we have to follow. >> I I I think we're talking roughly 10 schools out of the district, five high schools, middle schools, and the KAS, right? So there has to
027be a program that our IT department can put together that would identify who the athletes are and segregate them into a separate report. That should not be something too hard to generate. And then if you put the parameters as Mr. Pender was saying, if it's over 10 or 12 absences or latenesses, it would pop up. Now you have a list that's manageable. I do want to point out that this is for all extracurriculars, not just athletics. >> Yeah. Well, okay. >> I'm just saying like >> all extracurriculars, >> Miss Pontik. >> I don't I remember >> I also wanted to clarify it's on the 10th and on the 5th unexcused. I want I don't want to spread any misinformation. So, if you have nine or if you have four, you're still okay. It's on the
02810th and on the 5th that they become ineligible. I just wanted to clarify that because I know there's always some confusion around what that magic number is. >> So, if I'm hearing all of this correct, basically, we already have it, Coach Cup. We already have everything in our policy. We have everything the right way. We just need everybody to >> procedure. >> Yes. We need everybody >> consistently across the 12 schools in all extracurricular activities. Yes. >> Sometimes. Yes. Yes. I'll just leave it at that. >> I still don't agree with the four and nine. I mean, I understand it's in the student progression plan and I I'll I can pull that next time it comes up in July. I just feel like >> how would calendar days, >> how would you like to see
029it? >> Unfort I I understand the seat time. I understand it's double, but I just feel like if you're going to do nine, I think it should just be nine for for all. If you're going to do nine and then the 10th because I mean it's only four days that those really essentially five >> that they could miss. >> Calendar days. You're saying I understand what you're saying. >> Calendar days, right? And it's been in the student per progression plan for several years. Is that correct? Just >> updated some different variations of it. Yes. The Nature Coast one was clarified last year. It was something they had, from my understanding, had always kind of lived under, but it wasn't necessarily in writing and they just added it in writing last year specifically for that situation
030um because of their scheduling. But they've been kind of living under that for a while because they've had block scheduling for a while. >> And before this, it was it didn't include athletics, correct, with the attendance. >> It it did. Yes, it did. It just wasn't spelled out, per se. It like in this in this specific document, I got rid of everything that didn't talk about athletics because this is the athletic handbook. It's not the extracurricular handbook, right? So, we just narrowed it down to speak to athletics. But when you look at this uh student uh progression plan, it mentions all extracurriculars, >> right? But this didn't have specifically the dates as how many they could miss before >> this one. It did. Okay. >> It did in in either I don't know several years
031ago whenever it was added to the progression plan is when it was added in there. The only thing the whole >> saying it's been there for years. The one thing I did add this year specifically was the unexcused late arrivals and early early dismissals because that was something that was added after the fact uh of this document last year. So I wanted to make sure I included that piece of it. And and again just for further clarification those are two separate buckets. So you get on your 10th unexcused absence you become ineligible for extracurriculars. And then the other bucket is the unexcused late arrivals and early dismissals. on your 10th one of those you could become ineligible as well. >> But half for Nature Coast. >> Correct. >> And and isn't there an exception if
032if the principal agrees to an exception? >> Well, hold on. I'm not sure. One second. I'm sorry, Mr. Johnson. I'm not 100% sure. I'd have to go back and review this pupil progression for unexcused late arrivals and early dismissals. Not 100% sure on that. >> When it's unexcused, that means they're showing up without a note. >> Correct. Correct. And and there's a lot of ways that you can get it excused. You know, I think they get four or five mommy daddy notes, you know, they have the doctor's notes, you know, dentist notes, legal notes, those types of things. Um, yeah, >> Dr. Morris, >> hey, how you doing? >> Good. >> So, yeah, they are two separate buckets when it comes to late arrival, but I I do want to emphasize this is talking unexcused
033absences. So kid in nature coast can miss 12 days and they're excused. They have zero unexcused in terms of being ineligible to play athletics. >> So >> they're they're good to go. >> Correct. That's why we're emphasizing this is unexcused. So if they're >> we got my question is >> if student hits 10 or 11, the principal can turn around and override it with an exception or is that on the day of an unexcused absence? is there is an exception in there if I read it right where the principal or the designate say well okay Johnny had we're not going to count this because we know Johnny was doing whatever it was for the day >> even though this no note >> right like I' I've had I've dealt with a situation where basically the
034principal approved the the absence essentially you know what I mean like there was a time where a student came uh late to school uh because of a family related thing or whatever you know, they had provided documentation and and it was excused and he was allowed to play during that, you know, for that day even though he had missed first period type of thing. But, um, yeah, >> I I do agree with that. By the way, as long as it's not abused. >> So, real quick, this one right here, the is that nine for everybody or >> So, yep, it's it's 10 or more unexcused. >> Correct. Across the board. for their late arrivals. >> Yep. And then it's five or more for late arrivals. It's across the board. 10 or more, >> Miss Hawkins.
035Yes. So for late arrivals, it's not specific to a school. Late arrivals, it's on the 10th all all 12 schools, all 12 secondary schools. >> So then I want which will be the student progression plan. Then I want Nature Coast to be the same for unexcused >> with attendance. The reason why is the instructional minutes. You miss a period at Nature Coast. You're missing two periods. That's essentially two absences for the reason, >> but it's one calendar day, not >> correct. But I mean, I get it. I understand. I understand the importance of being there and how much classwork you're missing. >> And that comes from I mean, we have a couple from Nature Coast who who want that in the policy because they understand the attend how important attendance is there. So they they
036have that issue and it's a big deal when a kid misses two days and you miss a Monday and Wednesday, you just missed four days of instruction those same classes. That's essentially a week of instruction. >> So if we modified that to make it equal to the other schools for the same time >> even though the class are doubled the credits, then they are going to essentially they will be so far behind that they won't be able to catch up. >> I mean anywhere you're going to be behind. just it's really big on a block schedule. If you're missing the, you know, they do the odd even days, you miss 10 even days. That's essentially 20 days you miss. >> That's what I just said. It's more so. >> So, if we give, if we
037were to afford them the same amount of days to miss and they did miss all of that, they'd really be sunk. >> You Yeah, you could. Again, >> can't play if you're failing anyways, though. I mean, but it was the same calendar days is my argument. >> But I would still say the same. you know, if they're writing notes, they have nothing to worry about. If parents are, and I get it, but at high school, I think kids have a little bit more push to tell their parent, hey, I need you to write a note >> as opposed to a second grade kid who has no idea to go home and tell his parents to write a note. >> So, by switching it to make it even in equal days, even adding Nature Coast, what
038does that look like to you? >> It'd be 10 or more across the board. Um, we wouldn't have a people progression plan ready to go before the school year starts because I'd have to amend that, >> but that would make it >> this was approved last board meeting, the workshop, but they approve progression, which will go to July for approval. >> Well, you can still if that's coming back to us in July for approval, you could change progression plan before it comes to us. >> It wasn't asked to do do so at a work at the workshop where >> I don't know what some of us weren't here at the last workshop. So if that is the only holdback from this being changed and we could have that change made. Okay, >> we don't have
039to necessarily be discussing that. It came up at a workshop. We're not acting on it today, right? >> We'll act on it in July. >> Mr. Myers wants to >> just want to be clear about at the workshop. All you're doing is reaching consensus. It's not a final vote. So you can certainly make revisions, you know, and then you know then it comes back to you for a final vote. The consensus is not approval >> and it doesn't trigger another 28 days. >> No. >> Okay. >> So, if you want >> the other option is we go back to what it was before where it wasn't specifically in the athletics wasn't specifically included with the attendance and we just followed the FSHA guidelines >> from an athletics perspective. Is that what you're saying? Mhm. >>
040Can I >> but sorry, Superintendent Mender. >> So, I just want to say again, these are unexcused absences. These are absences that no one has written a note for and they rack up. And this is the five or the 10. This is not, correct me if I'm wrong, but the way I'm reading it, if if I have 10 excused absences, >> zero, >> I have nothing held against me. And then I could get five unexcused absences or four >> and still be eligible under this policy. >> Correct. >> It's not all absences. So my thing is intend attendance is important and if you don't write a note then you deserved an unexcused absence and maybe you deserve not to play or participate in extracurricular activities. That's my view of it. >> Then how about make
041the other schools four and five. They don't get to play. would be my suggestion. That's a board decision. I just enforce the other side of >> I mean that's the other that's the flip side to it. >> I have a question. >> Yes, ma'am. John, >> how many um excused notes can a parent send in without a doctor's note to excuse a child? And how many late notes Oh, sorry, Jill. Five. >> You're good. >> And then how many late notes can they send in? So, say you have a parent that drives their ninth grader to school every day and every day they're late for first period. How many notes can we give? >> It's five, right? >> Five. And then they're considered an unexcused absence after five, right? >> Unexcused the rival. Yeah. >>
042After the parents can write >> After five, >> families can write the notes. >> Five of them. >> Five of But after five late notes, >> It's an unexcused absence. Is that not correct? >> Yes. >> so for like my son that drives with my sister every morning and is late almost every morning for school and spent many of days in detention because of it, no fault to his. He wouldn't be able to ever play because every morning she is late with him almost. >> But his coach might not hold him too. He goes to Nature Coast, so they're going to hold it to him. But what I'm saying is I can write five notes >> and it's excused. But then after that, it's unexcused, unexcused, unexcused. Then he's got five unexcused. So for him,
043but this is where we get in the weeds. Here, here we are once again now passing policy, passing procedures, we're going into personal, okay, families can't get them there. So now what do we do with that child? Because it's not the kid's fault. that becomes that could become that way for every household. >> So I will point out >> so then ultimately my kid should be able to play sports because I if I couldn't get my kid to school every day on time, I should be able to raise my hand and say I'm one of them. I can't get them there. So they still get to play sports because you guys give uh >> you guys give um favor to the other parents that aren't able to because it's not the kid's fault. So now
044I'm saying it's not my child's fault either. It's my fault. So that my child needs favor too. I was I wasn't trying to say parents fault. I'm trying to show you that if a kid's late all the time, you're going to get five unexcused absent from him not being absent. He could be five minutes late after five of them. That's going to it's going to add up. >> He'd have 10 it'd be late arrival. So that'd be 10. >> Okay. Um, and if you're m you're late 15 days, I mean, again, that adds up where these these are put into place because schools want kids sitting in their classrooms and learning because that's the issue is we're having kids not come to class. >> And it's it's frustrating to teachers to see kids go play
045sports when they didn't see them in first period for the last three weeks. >> I I 100% understand that, but I'm saying a minute late is still late. two minutes late is still late to a teacher and they can by all rights write them and have every right to write them that way. >> But at Nature Coast, when you do this and you only have four is what I'm saying or five, it could be that this child would never be able to play because of late arrivals. Something like that. Simple. Do you see what I'm saying? >> So, so, so, but like what Mr. Pender said, so it's okay for a kid to miss instructional but not sports. So at the end of the day, if they're missing their class time, they they don't get
046just a whole pass and they don't get to just play sports anyway. It was >> they still have to maintain the minimum unweighted 2.0 as well, >> right? They have to have the grade point average and they have to be in school at least a half a day according to FHSA. Full day now. >> Ours is full day. >> Full day. >> They have to be in school every day. >> They have to be there full day to play and >> and practice. >> That's her. I just have a problem with the with the four and the >> or the five and 10. >> I mean, I say make it >> so we can move >> the same on the both. >> Either either way either way you're going to go because it's still calendar
047days of missing. I understand that it's academic time. >> But it's still I get to miss five unexcused, but you get to miss 10 unexcused >> days like actual days. >> The priority is academics. We can make exceptions for athletics, >> but >> All right, Mr. Johnson, you have anything to say? >> No. >> Mr. Pender, what's your thoughts? >> I just like to I mean, I think we need consensus as to what we're doing because right now I don't think we do. I've said my thoughts. I mean, >> no. What are your thoughts on changing on the dates for Nature Coast to be even with everyone else? >> I see both sides of the issue. I see that yes, it there are days. It's days. If you're absent a day, if you're absent a
048day at another school, it's at the seven period day. Yeah. You're missing evenly the whole seven periods. At Nature Coast, I see that you're missing math or I don't know, maybe that day you're missing art and um >> something else. I don't know. Maybe it's not math that you're missing that day at Nature Coast. I think that, you know, that's why it's here for approval for the board to give their input. I believe this went and I believe what you said is that >> this is mirroring >> the >> when you talk to the >> faculty and staff at nature coast they brought this forward with these days correct >> they don't bring it forward it's been in place for quite a while now just the be with the block schedule but I mean they
049support that they understand that they're on a different schedule than everybody else so I mean we have them on our committee there's an attendance committee policy that builds everything with Jill's and then I pupil progression where we typically I don't know if she has nature coast pup people I do typically have somebody from nature coast whether it's been an AP the last couple years school counselor all that >> and it is for athletics it is per period I do want to mention that as well so you could potentially have 10 absences first period and only have four in sixth period right but you would still be ineligible because of that one period so I just want to clarify that as well it's not necessarily that they've missed the entire day it's 10 is once you
050get to that 10th one in a given period that you become ineligible and then obviously the fifth at at Nature Coast because of their scheduling currently. >> My next question would be um do Nature Coast coaches tell all their athletes you can only miss four days per semester? Are they not playing? So that would be the biggest thing to make sure that those those kids know >> that that's it. You do four, you're sitting and then if that's happening, we shouldn't have problem. But I would emphasize with those kids, you can only miss five unexcused. If you're missing, make sure you're right. You're getting notes. >> Get your notes in. >> Right. Get your notes in. I I just want to go back to saying that why can't we just take it off the student
051progression plan that says comma and athletics with with the days and such and not necessarily have this burden and just follow the FHSA rules and >> isn't playing. This is a lot of work for our coaches, our athletic directors, and then it evens the playing field and you're not worrying about this coach is is following it and then this one maybe missed it or having to dig through to find out if the absenteeism, you know, if they're >> Do you mean take the number of days out? Because we if we take athletics off then it has nothing. >> I think she's saying to revert to the FHSAA's policy of basically saying you have to be there the day of in order to practice or play. >> Used to it. It didn't in our student progression
052plan. It didn't address the and athletics. It just said extracurriculars, but now we say and athletics. >> Yeah. But is isn't playing on on a team a privilege? >> And if they want that privilege, shouldn't they have to earn it and be there? And we're having a debate whether it should be five days or 10 days. Great. >> So, let's flip a coin between seven and eight and settle on a number for everybody. >> If you miss five days of instruction at Nature Coast, you're technically, like you said, missing 10 days. >> Correct. >> 10 class periods. five days of like >> of that period. Yeah. >> Of that period. >> So instruction still ultimately should be the priority to me. So I say I think we should leave it as presented. >> I'll go
053with >> I agree. >> I disagree but move on. Okay. Thank you. >> Any other questions on the athletic handbook? Thank you, M. Dr. Morris. All right. Thank you, Mr. Trump. >> Thank you. >> All right. We'll now move on to presentation number 3, 26-3885, review and tenative approval of the 2627 Wilton Simpson Technical College Handbook by Miss Dent, director uh or Dr. Dent, director of adult and technical programs. Welcome. >> Thank you. So, good afternoon board chair, board members, and superintendent Pender. Um, with the handbook, I listed um the summary of changes. We didn't have a lot of changes this year. We didn't have a lot of policy that needed updating, but we updated the letter um included a new program offering and consolidated our appendix so that everything was nice and neat looking
054and it wasn't 80 pages long. So, >> great job. Thank you. >> Or do you have any questions or discussion? >> I have a question. >> Yes. It has nothing to do about your book. Um your open CTE programs. >> I think our communication just put it out and a few of them on there. Are they open that they can enroll when? >> So >> because it doesn't say that. >> So enroll it depends on the course. So our programs, our full CTE programs, enrollment is still open until the first week of July. >> Okay. >> Our short courses, they have different start dates and those will begin in September. >> When are your short courses? >> Short courses are like phabbotomy, logistics, medical lab technician, trying to think, nails program. So those >> it's
055in a separate section, a bottom section. So those will begin in September. And so we'll update the website with those dates. >> Perfect. Okay. >> Thank you. >> You're welcome. >> Any further discussion? >> Well, thank you for your time. Great job. >> Thank you. >> All right. Moving on to item number four, 26-3865 presentation on the 2627 comprehensive evidence-based reading plan by Miss Howard, director of elementary programs and Miss Kelly Dael and the supervisor of Oh, she's the supervisor of literacy intervention. Sorry about that, Miss Downey. Welcome. Give us just a second to get it pulled up here. Here we go. Okay. Good afternoon, superintendent, board chair, board members. Thank you for this opportunity for Miss Downey and I to share with you the reading plan for this upcoming year. Um, the goal of
056the reading plan is to improve student outcomes and reading. And I think after the next few slides, you'll see that we are moving in the right direction with some improvements in our overall lit literacy. Um, this plan is due to the Department of Education August 1st. So, it'll be back at the end of July for uh final board approval before it is submitted on August 1st. Uh part of the reading plan encompasses um some salaries for some reading coaches, professional development assessments, uh programs and material tutoring opportunities, and even some family engagement um that we do around literacy. Hopefully, you'll join us for that event come January, the literacy under the lights with coach Cubek athletics. Um so we'll start with some data here. Um, okay. So, some great celebrations in our VPK world. Um,
057we have amazing teachers that support our students and amazing CDAs and pair professionals um in those classrooms and I invite you all to take a step into those worlds. Um, it's so exciting when you see the students learning and thriving and um celebrating all of their great success. But um as you can see we had um one student that made up that below the 10th percentile in the 23 24 school year and the same for the 2425 school year. Um this past school year in the 2526 school year we had zero students below the 10th percentile. Um so very successful in our VPK programs and very proud of them. Um so I'll hand it over to Tiffany for the next slide. So in elementary um lots to celebrate here in elementary. Um while you do
058see a slight dip from the 24 25 school year to the 25 26 in kindergarten if you look historically over the last three years we are up 7%. Um if you broaden the range and look at it um in third through fifth grade ELA proficiency um as captured on school grade uh all schools either maintained or improved in ELA proficiency and in third grade specifically we have decreased the number of students scoring at the level one. So some positive gains there for middle school or for elementary that continues on. >> Can I stop you for a second? Of course. >> Did you guys take a look and and see maybe what the difference was this year as to why the dip occurred and what maybe what areas? >> We have some speculations um starting with
059this was the first year of new curriculum for kindergarten and we changed some grading procedures in kindergarten to align with the new curriculum. Um so that is definitely a focus area for this year. In fact, we just met to talk about um things that we can do in kindergarten for next year >> to support teachers. if any like phonics was >> certain areas where >> um I would say phonics is not necessarily the area of concern. We have multiple options for teachers when it comes to what they like to choose for phonics instruction along like as supplemental to the tier one core uh curriculum. But and then we also provide a lot of different options for teachers when it comes to professional growth in the area of their own phonics journey too because we know
060a lot of our staff weren't taught that way and so they do require a little extra professional growth in that area. But we feel confident in that plan. It's just more around how are we um aligning the grading that we have and then also the instructional planning and the new curriculum. So how is that all aligning to create a targeted focus for students and teachers? >> And do you predict that this number will be in the positive next year? >> Absolutely. >> Good. >> Great. Can before you start, can >> do you guys look at the kids that are low in our reading and our kindergarten >> and do we look at whether or not they were in our VPK programs? >> Okay. And do we have some data on that like to show that?
061>> I will I will say >> I don't want to knock anybody, but >> no, I would say that our students we do tag our students in our educ program. So, we're monitoring them as they progress through the cohorts every year. And it's not our students that are part of the BPK program that are part of the students that are struggling with that. >> Thank you. >> Early intervention is key. >> Yes. >> Great. >> Thank you. You may continue. Thank you. So, the good news continues into middle school. We saw some great gains in middle school this year across the board. Again, in sixth through 8th grade ELA proficiency, all schools improved or maintained. Um and we are achieving the goals that we are setting for the proficiency as well as reducing the percent
062of students at the level one. And then when you move into high school, um huge gains in nth grade this year. Uh we do see a slight dip in 10th grade. We expected that. Um, over the last two years, we have transitioned from students testing the course that they're in for ELA to students taking the grade level assessment. Um, so a student, for example, who is in 8th grade taking ninth grade English, they previously took the ninth grade assessment instead of the eighth grade fast. Um, and so that has caused a little bit of fluctuation. And so this year in 10th grade, that's 400 approximately 400 students who had already met the grade 10 ELA assessment criteria. If they were in this, that number would be in the positive. So next year, everybody, we will
063have successfully made that transition. Um, and you'll see that in the positive. Okay. Okay. And then uh the next part of the reading plan focuses on our school-based literacy teams. These are teams of ELA teachers, admin, media specialists, um possibly paraprofessionals, everybody that takes a leadership role about reading on the campus. They develop reading events. They focus on AR. They look at our ELA reading um data and make plans around that. They may be looking at requesting specific um professional development, but these are those teams that are focused on that campus on how they're going to approach reading schoolwide. Okay. Another component of the reading plan is around uh reading coaches and our reading coaches play a vital role in supporting uh teachers in the classroom and building teacher capacity um through a variety of
064methods uh providing professional development uh coaching and mentoring teachers during facilitated lesson planning, modeled lessons, co-eing lessons. Um and they work closely with administration to develop that support plan um for each school. So, it's not a onesizefits-all model. It's in um it's in line with what the needs of that school are. >> So, the question was Miss Rodri Rodriguez, do you want to ask her to what you were >> just wanted to clarify um are where our reading coaches are at now? >> Sorry. Our reading coaches no longer in the high schools. >> Correct. We currently have three um district level coaches and I have one position open that's currently posted. Um, for district level, we have 10 elementary sightbased coaches, three in the middle schools, and then, um, we have two, at last I
065heard, high schools that were, um, trying to do like a split situation where, um, a a teacher would have like a period off to still maintain that coaching, but then be in the classroom as a teacher. So, you have that like model classroom. Um, but that's where we're at right now with literacy coaches across the district. Superintendent Pinter. >> So, yeah, I wanted to say that schools can differentiate positions, some some are to either a whole position or part of a position to try to >> uh fill in there with the esser positions that we eliminated. >> And I believe you have a plan in place also to try to help divide and conquer. >> Yes. As soon as I get this last position filled and I see the skill set and the knowledge of
066that person, then we can look at the two secondary coaches and tier the support for the schools based on that. >> Thank you, Miss Rodriguez. >> This is touching on something entirely different than elementary and middle school. >> Okay. >> But I just want to speak it. Um, so our Esau >> Mhm. >> students, it's very difficult and I understand that it's hard on them and it's hard on the schools to bridge that gap and to be able to make them be able to speak fluently and to take these tests. And I know that that's why we have um different translation devices. Um, I think we just purchased some different audio enhancement, different skills sets, so they can use that. But a lot of these students are graduating unable to read. >> And I know
067that they get passed through because their native language and where they come from and how long they've been here. So, they do get to graduate, but I don't know what we could do to change things because it's such a disservice to them when they graduate and they cannot read because let's say they want to go in the police academy in order to write the reports and to pull people over and to be able to document and do all the things that they have to do. They have to be able to read and write. So, what happens? and say they've been here 10th grade, 11th grade, 12th grade, and they graduate and they still cannot read because they came from the Dominican or wherever. Um, what is there anything that you guys have seen as you
068as as you're going through Esau and all the different components of that that might make it better for these students or >> um >> I wasn't sure. >> Look who came in. >> Come in. I was just >> so I mean one of the things that we do if I can fill in before Megan gets here is I mean teachers are um supposed to have e school esol strategies to implement with students. I get what you're saying. I think I just wanted to clarify what you're saying is the students can't read or may have difficulty reading if they came in in let's say 10th grade and they're graduating in 12th grade in English. >> Yeah. >> Okay. Because it doesn't mean necessarily they can't read. Just they may not be able to read in English
069just like I can't read French. But >> and our teachers have to be Esau certified. Correct. >> Yes. Well, we have the Esau peer professionals that help support in the classrooms. >> Yes. >> Correct. But what's happening is like I have examples, real examples of students that have graduated from the high school and they were here 10th grade, 11th grade and 12th grade and they cannot read. But naturally because of the state mandates, they were able to pass and graduate and walk. But still, all in all, now that student's struggling because that student cannot get into certain programs and do things because they still can't read. >> So, I don't know what we would do to change that, how we would be able to accommodate that and fix that. I'm not saying that um no
070one's not trying, but somewhere >> for the student, we're falling short when we get them in 10th grade, >> you know, and they're 15 years old and then they're 16, 17, 18, and they graduate and they still can't read. >> So, I would be happy to look into our portfolio procedures and the way that we collect um evidence from students in that position, 10th, 11th, 12th grade. Those are those students who were exempt from the state testing. Um, the ones that I have reviewed, the student work showed rigor. It showed proficiency. Um, but I'm happy to look at that a little further. And if you want to share with me off the record some of those names, we can definitely take a look. >> Yeah. One of the student that graduated from Hernando High, he
071works at our establishment at our business. Okay. >> And he cannot read at all. And he's been there all of 10th grade, all 11th, all of 12th, >> but he cannot read. So, >> didn't we have a a I may have the wrong a star program that was for adults that was teaching English as a second language. >> We do that through Wilton Simpson. They have the adult education Esau program to help them, but it's to learn the English language, not necessarily for reading. Yeah, there was my my wife was involved in something which was going back in 2010 or so. >> I believe it was called STAR at the time >> where these were non-English-speaking people that were learning to speak English both to speak and to write it. >> And naturally >> that
072was that was offered I believe in the high schools. And naturally, I do not at all put any blame on any of the teachers because you have a classroom. If I'm an English teacher and I have 30 children in my class and then I have one or two Spanish speaking students and I'm English as well, that's not my how am I going to teach that child to along with 30 kids. How am I going to teach those two how to be able to read in English? Like there's no way possible. So that's where all all the supports come come to >> of course >> from you guys and they get all of these special classes and different things that they have to be able to utilize. But for some reason it's not a teacher's fault
073at all that this isn't happening. But it would be nice if we could figure out a way that these kids could graduate because they graduate with no self-esteem. They feel terrible because they can't read and they're not able to now move forward and to do much of anything until they can master that. So, for all those years that they're sitting in our school, it'd be nice if there was some way that they could master that and then be able to graduate and actually go to police academy. But right now, they can't even get in until they can figure out how to be able to read because they can't write reports. They can't read the stuff to be able to pass it. So, >> sure. So I think a reccalibration of um that procedure for looking
074at portfolios, what we accept and just training the staff that reviews that with me to make sure that what we are collecting is a true marker of what the students know and and shows their proficiency levels. So I'll be happy to look into that. >> I agree. Thank you. >> Of course. >> Thank you. All right, Miss Howard, you can continue. >> Thank you. Okay, so Florida's formula for success uh drives all of the work that we do around literacy instruction. So, we'll start here in that green column for tier one instruction. Um, and what we have listed here is the core state approved curriculum for each of these um content areas. Uh, uh, with the exception of the preap English classes, the previous ones were adopted last year and will be in place for
075the next five years. Okay. And so, our next column over, you'll see these two columns address the areas of assessment. And so our data is kind of used to make all of those guiding decisions about instruction and we gather that information through four different types of assessment and those focus around those. Um the fast testing that you guys hear about, I ready, Lexia is our high school program and then the SAT and ACT also provide us with the information for students um and when it comes to their reading. And then the last category here is our intervention. So all students are participating in the tier one core curriculum. And then in addition to that, students that are in those intervention groups are getting the tier 2 intervention. And then some students also receive a tier
076three. So they're getting three doses of instruction in the area of ELA. Okay. Summer reading camp for third grade is actually happening right now. Um this year we have 81 students attending uh summer reading camp supported by um teachers and pair paraprofessionals. We're also this year offering a high school boot camp for students who have not yet met their graduation requirement. Um and we have a handful of teachers supporting that endeavor. Um no doubt we have some uh dedicated teachers willing to give up their summer um to support uh some of our most vulnerable students. Uh and we are very thankful for their commitment to our children. Okay. And then another category in the reading plan focuses on our plan for professional development. And as you guys all know and see every day in the
077classrooms around our district, our teachers are the greatest asset that we have for our students and reinvesting into them and helping them along that professional growth is very important. So we created a very targeted plan for that as well. >> Okay. And then tutoring. Uh not too many board meetings ago, you all joined me in celebrating the high school tutors from Hernando High School who had um dedicated 75 hours of tutoring to kindergarten through third grade. And I'm happy to report that we will be adding that program at Wikiwatchi High School next year with their teaching academy program. Uh so look forward to celebrating more students um towards May of 27, I think it is. Yeah. Um and so kind of looking ahead uh to 2627 um again I want to reiterate that we're moving
078in the right direction. Um six out of 10 of our uh VPK programs have earned the excellent rating on the metric that the ELC uses to uh monitor that. um our high school seniors passing their fast ELA. At the start of the school year, we were at 81% of our seniors had met that ELA graduation requirement and as of June 1st, we were at 98%. Um we have reduced the number of schools that are in raise status um from 11 to 7. Um, and we had 320 teachers this year provide meaningful feedback on our uh curriculum maps, which we were able to uh filter through all of that, take their suggestions and make the necessary revisions and then re-release the curriculum maps for next year before a teacher's even left for the school this summer.
079So, they have access to that um all summer. And then in the area of third grade achievement on our district uh report card, we are it's tentative. I know the grades aren't final yet. Uh tenatively uh showing a 3% increase in ELA proficiency in third grade in overall ELA achievement of 4% gain and in ELA learning gains a 3% learning gain. So we're we're moving we're definitely moving in the right direction in ELA and look forward to a great 2627 school year. >> Thank you. I have another question. Sure, Miss Downey. Um, how are we going to get the six or excuse me, the six out of 10, the ones that were not excellent? >> Um, did they provide feedback on ways in which we can improve those or >> it is have 10 out
080of 10. >> It is kind of tricky. Um, I definitely am not one to leave points on the on the table. So when we look at how the ELC measures each class across the district, they're they have one state observer that comes in one time the entire year and they stay in the classroom for about an hour and a half and they do their assessment of the classroom. So that's 50% of the score and we really hope that what they see during that time is the very best that our teachers have to offer and it usually is. And then the other 50% of that score comes from the students testing. And so 30% comes from them making growth from PM1 to PM3. And then the other 20% is them making that kindergarten readiness achievement score.
081And although we really do shoot for the excellence, we know that sometimes there are some pieces that we just don't have complete control over. Um so we are adapting. We do plan every year to do a VPK expo where we have teachers come into the boardroom. We provide them with some training. We talk about how they can do lesson plans that really focuses on the um pieces of that class observation rubric and so that we're getting the best scores that we can. Um so we are continuing to develop plans around that. >> I would like to say that six out of 10 is really I'm I'm impressed and I'm I'm proud of you guys. Yeah, last year we had one school that made that that high achievement of the highest ranking and to have six
082this year is really evidence of some of that work that we've been putting into it. So, yes, definitely. I know the principles are eager to get that. We put we made some banners this year and they're hanging up on the fences around the schools that did get the excellent ratings and we made posters for the classroom teachers to hang in their classrooms so they can be proud of that as well. And then Miss Rodriguez, >> out of the 5050, when you're seeing the 50%, the 30 20 on the academic side, when you're looking at those four schools that we have not gotten up to the 10 like we would like, >> are you seeing more on the observation as the in as the person that came in from the state? Are you seeing it more
083fall on that side or are you seeing it more on the academic side? >> We see more points coming from the academic side, from the testing side. So that's why it's like we really need to try and capture as many points as possible from that 90 minute observation. So really trying to strategize how we can best interpret that rubric. >> So we're doing better on the academic side. >> Yes, >> that's what I was wondering. So it's the observation. >> Yep. It's just a matter of looking at that observation tool and seeing how we can capture more points in that moment. >> Okay. >> Yeah. >> Perfect. >> Thank you. Any further discussion? Thank you. N >> thank you. Moving on to presentation number five, 26-3771. Review and tenative approval of the revised student code
084of conduct for the 2627 school year by Miss Colossa. Good afternoon, Madame Chair, board members, and Mr. Pender. Uh my name is Joel Colossa. I'm director of student services. Uh we're here today to present uh the recommendations made by the student code of conduct committee um for your consideration and approval, tenative approval. Uh with me today is Mr. Ryan Wilson. He's our discipline hearing officer and he oversaw the student code of conduct committee and has the represent um the presentation for you to review those changes. Right. >> Mr. Wilson, before you begin, um board, you received the outline of revisions. Do we want him to proceed and go over each one or do we have any questions or concerns to go over with them? >> Mr. Johnson, Miss Bonsik, do you like them to go
085through all the revisions? >> No, I don't need them to go through all the revisions. >> Just let them look over it for a minute. While they're reviewing, I'll bring up mine. Um, if we want to go to page number seven. And actually, it's not a revision, but I just have a comment or question under interviews and investigations. >> Oh, are you talking about uh a >> Yes. >> All right. >> Okay. I don't know if you want you want to pull it up on the screen or >> Oh, yes. So it pretty much says school administration which may include the school resource officer guardian has the right and duty to interview students who are subject or potential witnesses to possible violation of the code of conduct without not without notifying the parents. The identity
086of witnesses will be protected to the greatest extent possible. Um, and I know that that's accurate that we don't have to. My question is, do we or should we contact the parents after and at least let them know? I know I've had maybe two that have reached out to me and they had no idea that something was going on and their child was interviewed and they were upset that they weren't informed. So I guess maybe I'm just asking what is the procedure normally or should we notify the parents after a child has been interviewed? Normally Mr. >> the the policy is to notify them. So if that occurred that would have been an error on their part. >> Okay. And that's every time with any interview at all >> with any interview even if you
087have a witness right you notify the parent that this student was interviewed. >> Okay. And what Rodriguez >> legally is it >> legally you do not have to notify the parent >> legally we do not >> not prior during the investigation it's in locus which is a state ruling we talk about where we're responsible for the students and the safety of all students. So as part of that investigation we're responsible and then upon the investigation whether it's a discipline or witness we do have to call the parent. >> Okay. But afterwards, you do have to notify the parent. Absolutely. >> Cuz I know I've been notified. >> Yes. >> Twice. So, >> could we list it in here? >> Could Mr. Myers? >> Yeah. I mean, that would be my recommendation. I mean, if if
088it's not somewhere in the policy, ought to say that post uh interview of the student. The parents have to be notified. >> They're saying it's in our policy. >> It's in some policy somewhere. >> But this is a student, but I mean, this is the student code of conduct. I think it would be appropriate to put here >> to enforce as well. Yeah. >> Is this something that is gone over with the administration all the time? >> All the time. >> They extremely aware >> all the time. >> Superintendent Pender. >> So, I just want to clarify because that first A has school administration >> and then it which may include resource officer and guardian that we can interview and notify after the fact. That includes the SRO. >> Yes. Okay. And we notify whether
089it's administration sed is >> in any of those. Okay. >> Yes. >> Just want to make sure clarify that. Are you okay with adding >> the parents are notified after parents will be notified after or are you >> I mean if that's what we do if it's in our procedures and I mean I don't know if this I mean honestly this wording I don't know if it came from statute but I don't >> if that's our if that's our procedure >> yeah what do you mean by if that's our procedure wouldn't the parent definitely get notified >> I think it's only proper >> I think the question is not whether we're notified ing or not because that's our procedure. But it should it be in policy? It's fine with me if it's in policy. >>
090I I think we should. It doesn't mean we have to necessarily disclose what was talked about in the interview, but they should be notified that there was an interview. >> So, all we need to do is add a comma, but parents will be notified after >> after. That's parent, right? >> Okay. So, can we modify that? >> Absolutely. >> Okay. Thank you. And then any further discussion or comments on this or anything else that was changed or updated? You guys want to add anything? >> Was there anything significant that you got that stood out that you realized that you had to change this year? >> Yes, there's there's one. There really isn't many changes to the code of conduct this year. A lot of them were editorial, but there is one we feel like we
091should just make everybody aware that the committee recommended. So the the one that uh that was changed that we had little discussion about was uh tobacco. Um it was previously a level two. Um but the committee decided they wanted to make it a level three uh with higher consequences. So instead of the normal uh 3 510 and then recommendation for pre-expulsion, it's now level three to where it'll be 5 710 and then recommended for pre-expulsion. Um the only kind of you know the debate that we had was in order for a student to be recommended for expulsion uh they would have to have two level threes. Um and tobacco's now would be an outlier because in order to be recommended you would have to have three level threes. Um and we also had the concern
092Yeah. And tobacco was one of them. And also um it's now the consequences are pretty much the same as if someone brought drugs to school if not higher. Right. So drugs it's 510. Tobacco's five 710. >> Tobacco is a drug. Correct. >> That's outside of my >> it's considered the cessor and the state don't have it classified as a drug. In fact they specifically state it is not to be compared to a drug. >> Oh. And we have for the clarification. >> Are we getting a lot of students smoking in class? >> Vaping, >> right? >> Vaping is the method. Tobacco is the the the product. Um it is uh between it's hard to navigate, but between the tobacco and uh the THC, vaping overall is our number one issue, discipline issue. >> How many
093how many incidents do you believe there are in a year? >> We actually have that right now. Yeah. This year we had 307 uh >> tobacco or THC. >> Uh just tobacco. >> Just tobacco. >> Yeah. Ju just tobacco. Uh numbers are decreasing. >> Uh >> that's tobacco whether or not it's marijuana and that right. No distinction. >> Well, there's a distinction. Yeah. So anytime you anytime they test and it's only uh tobacco, then we label it as tobacco. If they test and it's considered THC, then it's labeled as THC. So two different things, >> which is a drug. which is Yeah. >> I mean, >> so it is a decrease. I don't know if you've heard him say that. >> Yeah, there is there is a decrease. Uh we have a three-year data. So,
094it was at 392 and 2324 and now it's at 307. So, it's went down each year. >> I guess SWAT works. >> Do you have a lot of cases with tobacco like dip wise? >> I'm not >> That's increasing. There's a lot of new products out there that look like Yes. they look like chewing gum and it's really difficult for staff to identify that because it does look like gum. Um but we are seeing an increase in those products uh being utilized in schools. Um but our team is doing a fantastic job. I mean thank you to the board. We we expanded that team. Um and our classes uh at night have increased. The parents attending have increased. the students attending have increased and that with the work our schools are doing and prevention and
095intervention it's it's we're finally starting to see the down numbers coming down. >> Yeah. >> Thank you. Mr. Johnson or Miss Rodriguez, do you have any further discussion or >> I'm good. Thank you. >> In hopes of changing the policy, it's going to >> decrease right. Decrease even more with changing of the policy. Is that what I'm understanding? >> That's the hopes. >> Okay. >> Yes. That that's that's what I'm hoping. >> Yeah. Yeah. I mean, yeah, that's the hopes is by increasing the consequence that it will decrease >> increase. Perfect. >> Uh and then there's one other uh change. We we added a code. >> Uh so at one point uh we had >> racial slurs, etc. Uh as a level two, uh we actually had the vice uh student chairperson there. Uh that
096she felt like that was not good enough. Michelle, like she hears it all the time in schools and it it really does affect students. Uh so >> I'm sorry, who are you referring to? >> We had like a we had a student representative uh in our committee um and it was something that was brought up by her um and what we did was as a committee we decided to then uh add a code uh in its discriminatory language uh which is a level three which will have a 35 um 10 consequence. And then that would be the only other major change that we had in the student code of conduct. >> Can you clarify that one more time? That that's a whole new >> Yeah. >> area and it's we're starting off as a level
097three with that. >> Yes, I I can bring it up. >> What page is that? It is. Where did it go? >> 20. I have it. Yeah. >> Is that middle and high? I mean, that's across the board. I need to >> Yeah, it's page 20. It's page 22. >> So, just just a a a small explanation. All year when we receive calls from our schools, we keep notes. We keep notes on things they're concerned about or things that uh the codes don't quite cover because of course you can't have a code for every single behavior. So administrators often are trying to figure out which code is more appropriate for the behavior that is occurring. So, um, that is what led to this discussion is that some of the codes aren't, uh, covering the language
098as as what we're seeing in our schools. Um, and so the committee discussed that is something we need to address, uh, with that term discriminatory language. >> But just clarify though, when say a first grader said something, the first offense, they would get one or three days of, am I if I'm following this correctly, right? Yeah. 1 to 3 days of OSS. >> Yes, it's a range. >> Okay. And then the second would be five OSS and 10 OSS. >> Yes, ma'am. >> Out of school suspension though, I think. Right. That's what that is for the very first offense. They could get one to three days. >> Yes. Now, ultimately, right, it's up to the the principal, but yes, for our matrix, that's what it states. Which with this in place, Miss Coloss, let me
099ask you, with that in place, a lot of our bullying that is unfounded could be put under code instead of and then we can stop >> and it's not meaning that >> kindergartener says you're whatever >> and they send them to administration. administration says, "All right, you can't do that. >> This is what's going to happen to you." Maybe they don't have to give them the OSS. They can talk to them. Normal kid that's never had a problem said something, right? Is that my understanding? Or we have to give them the OSS. >> I mean, it's part of that intervention process if they depending on the age. You know, we did add K through two uh consequences uh that's been requested by our elementary. So it depends on you know the schools are they mediating
100what's the seriousness of it what was said that's all a part of that investigation on what happens um a lot of times the younger K1 you know they will talk to them um but it is a way to if it doesn't meet the criteria for bullying or harassment and it's a one-time thing and there's you know mean comments being made >> or even if it's several times and it's not you know like we rise to that >> we set a bullying committee and we talk about things and and kids say things and then they may not say anything to the kid for a couple weeks, months go by, maybe even next year and then next year he does it again. But >> that's our kind of like almost like a loophole to handle some of
101the things that we can't get them for bullying or harassment. Right. >> Okay. Can I ask a question too? It says um discriminatory language refers to any form of expression directed at or referring to a student, staff member, volunteer, chaperone, etc., etc. So in that example, if I said talking to another student about another studenting or somewhat and I said that person is a bad word, so that would fall under this. I just need like examples a little bit more. Like if I if I said that person was a B, a B- word, like a you know, would that fall under I'm going to get a day of out of school suspension for saying that to my friend? Like I'm mad at another person and I say she's a you know what? And then somebody
102heard it and then now I'm getting one day of suspension out of school. That's what I'm asking for clarification. >> Well, well, that one's captured in a different code. Would that just be profanity? >> Yeah, that Yeah, that's general profanity. >> Okay, >> give me more an example. >> I need examples of this all of this because this seems >> for first grade. Do you know how old those babies are? So, I'm confused. >> Sometimes they repeat things >> for OSS. We just need to >> But they just explain it. It wouldn't necessarily be OSS because it's up to the principal and the committee to get together in a hearing. Well, okay. It it wasn't meant that way. >> That's not what it says here. It says first defense, >> but it's administered >> 1
103to three days OSS. >> It's administered by the principal at >> It doesn't say that in here. >> Am I right or wrong on >> So there is a there is a part in there that states that ultimately the school administrator has the final say on all disciplinary actions. >> But could they they could say, "Oh, an example that I gave you, they could say it falls under profanity." But then another principal could say, "Oh, it falls under this one." Well, based off what the example you gave, I don't know how they would how it would fall under that. >> Okay. >> Right. So, >> that's going to be like, oh, you're such a >> right >> and say the N-word and you're you're whatever if they're talking like race, religion, things like that. Profanity
104is going to be under profanity. >> So, this is >> Yeah. So, general profanity just says if you say those things in presence of someone else, then that's general profanity. This is if I'm saying it directly to you and you ask for an example. We actually have I mean we actually did one at the leadership conference where a student called someone like actual said something about them being a a monkey and admitted to saying it. That's where that would fall under >> Mr. But if if I make if I just want to clarify, I think what the chair was asking is let's say two students are talking to each other and one student says to the second student, that third student is and uses some sort of racial slur. Under this policy, that student could
105be disciplined because that seems to be referring to another student even though it's not directed. It's it's sort of an indirect slur. Would you agree with that or not? because it's not saying anything directly to that student. The slur is between two other people or that one of those two students uses a racial slur. >> Referring to a student staff member, volunteer referring to a third student. >> Right. Well, now if you're saying if they're using or she used a different >> No, I'm using I'm using a racial slur where two students are talking to each other and one of them refers to a third student as whatever uh but doesn't say it directly to that third student only says it to the second student he or she's having a conversation with. That would be
106covered by this, right? >> That would be covered. I mean, if they did the investigation and found that that had occurred, yes, that would be covered. And unless the principal decided that, hey, I don't want to see this any any discipline because of whatever reason the principal had. >> Well, I mean, let's use common sense here. Kindergarten or first graders come in and they say things they should never say because they've heard adults say it. And as a common sense, as an administrator, I would hope that if a kid is talking to another kid and says something, we question that child. We're not just like, "Oh, you're the bad. This kid's perfect any other way." but he has said something. But again, it's a discipline that gets wrote up and then they decide and that's
107why we have policy. I mean, maybe I'm incorrect. I don't know. >> And a lot of times, you know, in the young in the younger grades, they they're they're going to be corrected for behavior that that's inappropriate because they may not know better before action is taken. It's a question of how many times are they going to get corrective coaching before action is taken? I mean, it's like this. You have a kindergarten student, Miss Hawkins. You were a kindergarten teacher. You know, you have a kindergarten student and he always goes up to his one buddy and he says things and says things and says things or you have three of them that sit there and bully one child, but you can't really prove that it's bullying because they're kindergarteners. Then we fall under this and
108then we have the option to address it where sometimes you can't prove it because they're kindergarteners. They don't understand sometimes. And we all know this like little kids, >> they always say you want the truth or something, go to them because they're going to tell you. >> But it goes it says level three. I I would just think I don't know >> level two going straight to ISS has the ability to mitigate it. So you turn around and bring it before the principal and if you're a little kindergartener and you're going before the principal because you said something wrong, >> you know you are shaking in the seat, >> right? >> And >> the principal comes down and says to do it again, you're in trouble. Are you going to do it again? Odds are
109you won't. Right. Right. Rodriguez, >> I do have a question. Since we Dr. Clifford, would you mind coming forward for a minute? >> You knew I was going to call on you. >> You're in trouble now. >> Before you ask that question, you're in trouble now. >> But you see what I'm saying? Like, and you're in the teacher in the room. What are you going to say? We don't say that. We don't do this. You're not going to automatically go to the principal. It's going to be a recurrence. >> What's your thoughts? one. >> So, um I hear a lot of the conversation around the K through2 range and I have zero experience in that space. I will tell you that we do a large um quantity of tier one intervention in the very beginning
110of the school year and it is abundantly clear that our school is should be a place of academic excellence, right? Academic uh where we are pursuing common goals and we are in support of each other. I could say a 100% if a parent came to you guys and said, "My child is being called X three times this past week and that dog on administration does nothing about it." That would be a concern to you guys. So I think the language that they put in here provides us a space where we can absolutely do something that is meaningful that will keep things coming to you in at least in the overarching um conversation of they do nothing. So I can tell you at my school if you call a student a name my first question is
111going to be of that other student is always the same. I bet I could ask Mr. Wilson what the question is going to be because we worked together for so long. it is how did that make you feel and in that moment when that student says it made me feel I didn't really care because I know them that was a whatever or you know actually Dr. It happens all the time and it really kind of bothers me. You know, we get those conversations when you ask that question. So for me to say this is right or wrong or is it's too harsh or not. It is all in the moment. But if if we are doing or making a policy based on it feels too hard to us, imagine sitting in a chair in a
112room of 25 and the only person in that space who can actually say something for you is that code of conduct and that adult in the room. We need something that that allows us to do that because kids are depending on us every day to make the right choices for them. >> So there's your answer. >> Am I okay? >> Thank you, doctor. Oh, >> of course, >> Superintendent Pender. >> So, I appreciate that from a middle school perspective. Um, from an elementary K5 perspective, there is a huge difference between a kindergarten student and a fifth grade student. And I know that we're lumping them all together in K5 under this policy. I I have to agree that on a first offense I don't I get that somebody may say something and it may be
113handled at the classroom level on not this well any subject that we're talking about in the code of conduct. However, to me when you are talking about a kindergarten student or first grade student or you know I mean is the option should there be an option for first offense something other than just punitive of OSS like I see the one above there parent notification referral to certified school guidance count I mean I know that's a it's for bullying and it's a different thing but >> should there be an option for another consequence >> besides just OSS OSS can stay there as a >> but isn't that principle though according to it there's >> well if it's in this >> not if they're following this and that they should be following this though >> and if
114they have an exception then they have to notify the teacher correct if they're not following this >> yes if there's an exception teacher must be notified correct >> right >> sure We >> Oh, here we go. >> Five. >> A volunteer. >> Hello. I'm Lauren Schumacher. I have >> many people asked. >> I just Thank you for volunteering. >> I kind of feel like maybe I should speak because I've probably the most recent one to live this um drama that we're speaking about. Um, so I've been at Challenge the last four years as a middle school principal, assistant principal, and Miss Mayorini threw me out of my sandbox to handle K&1. Um, so speaking to this, um, just like codes such as classroom disruption, horse play, when we talk about students in the younger grades,
115we have that behavior tracking system. Um, I know at Challenger, we would lean on that heavily before we expect discipline referrals. So, my perspective of this code of conduct would be if I'm a K12 teacher that I would be addressing this in the classroom, calling home, documenting that I had the conversation. If it continues, it goes to the guidance counselor who documents their conversation. And then after that, if if it does not change, then now we're moving to consequences. >> Let me ask a question. Can we just add up to >> Say it again. >> Can we just add up to 1 to 3 days OSS on that block for K to 5? >> Do you see what I'm saying? Instead of just leaving it 1 to 3 days OSS up to >> we can
116and there's other codes where we have a K through two consequence. So totally different >> right >> consequences. Or we can just make it K through two lesser consequences and then three through five >> well consequences that we see >> two up to whatever that comes >> right just say just leave it the way it is K to five and just add up to >> one to three days OSS >> but I think also as a parent if you had your child what's called something derogatory you could say it's in the code of conduct you shouldn't have to give them a warning it's in the code of conduct so you need to follow this and she would be at the principal I would be at the principal's office saying right here that that other kid
117should be getting in trouble kind of thing instead I mean as a yes I would want to to do that what you were saying but it doesn't have to follow that >> it doesn't always work that way either we're talking about giving >> everybody a free range to pick and choose what they want so we have to be very careful on that as well >> and it's an easy fix we we can just make a a K through two and lessen the consequences. Okay. It's easy fix. >> But to clarify what was said about the tracking that you said, this is a level three. >> There is no tracking. >> If a kid is bringing I mean let's look at another level three. If a kid is bring if a kid burglarizes burglary, that's a
118level three. We don't track them and say you shouldn't do that. We're going to refer you to the guidance counselor. It's a level three. we go to this >> automatically even if they are >> level one or two unless it's changed in my understanding and the if it's a level one we do that tracking that you're talk or a level two we do that tracking but this is a level three we don't you know you brought alcohol this time you know I was just going to say that but K through five it says parent notification three days OSS for first offense right so a kindergarten comes in with your alcohol bottle not knowing in her bag gets in trouble where we should be throwing them out for three days, >> right? According to this, yes,
119>> according to this, but they're a kindergarten. They didn't know any better. That's the >> But we still do that. They bring toy toy guns and such like that and not realizing and they still get OSS and such. >> I think in many cases >> need to know that they can't >> I just wanted to clarify that we're not necessarily doing that tracking for a level three. I think the difference is the cessors, you know, the state reportables, um, the alcohol, the burglary, uh, the ones that have the asterric, those are cessors. This is a district created code. Um, and that's what the committee is for. This is what the committee brought forward and worked on it, and that's why we're here seeking your approval. >> I guess let me weigh in on something else.
120I think instead of us looking at all of this and we're really really honing in on five, six, and seven year olds, I really think we're missing the hallmark on all of it. If anything, we need to get tougher on the middle school and the high school. I think that's where we're lacadasial. I think that's where we have our problems. That's what I see in Hernando County and that's what I see on social media post left and right constantly and that's what I hear from parents. So, I think if anything, we're not in the we're not in the wrong direction, but we're in the wrong age bracket. So, I do think that we should not continue to allow bullying. I do think we have to nip that in the bud. I do think we have
121to enforce. We have to say what we mean and mean what we say. And I think for the middle school and the high school, they do know better. They do understand what they're doing. They do know the definition of bullying. and they do know when they're causing uh strife to somebody or they're hurting someone's heart, they're doing it on purpose. So, by all means, Dr. Clifford, I agree. When you have that conversation with that child and you ask, "How does that make you feel?" by all means, they're able to do that. But in first grade, second grade, kindergarten, it's a total different um dynamic. I still think that the teacher is going to intervene say to the student don't do it again, >> but it's a level three. So they can just refer to this
122and say this is a level three and even for a level three depending on each parent. So at the end of the day I think we need to be realistic and understand that these are babies and that babies say a lot of things out of the mouth of babes. They've had a movie on that. um all the different things they say and a lot of times they don't even realize what they're saying. So, I just think that this is really drastic. I think what I'm hearing from our superintendent, he feels the same and I think from um our chairwoman, she feels the same. I just don't I'm not sure how you feel or what you feel, Mr. Johnson and Mrs. Bonsik. But I think that you're in the right direction, just at the wrong age
123group at this moment. But I definitely do think that we do I I agree wholeheartedly that from middle school and high school and up, we need to get firm and we need to all stand behind our teachers and our administration and we do need to stop this. They are there to educate. They're not there to have to put up with all the bullying. And I hear that from teachers left and right. And it's not fun for them. They're not enjoying their job. So, by all means, I support them completely and I will be behind you guys all the way when it comes to supporting um the staff and the teachers and the administration and not have to deal with this. But they're too little for this. >> If you wanted to break out K to
124second grade and and make it up to I would be in favor of that. >> I don't want to go up to I think the whole >> third grader is up. I think have have a knowledge of what's right. >> I think the whole third offense is silly. So by going to a K to2 matrix is what you're looking for with with a lesser consequence. And if we say but if we say up two they're going to go to the highest. >> So if we we're going to be yeah we're going to have to be clear. We're going to say K to two and we're going to have a set consequence. >> But this is what it's going to be. >> Right. But my thing is I I agree mostly what Miss Rodriguez says, but
125I also know that kindergarteners, first grade, second grade, VPK kids come in >> and are >> pushing the limits >> are our K to five, the first defense should be um parental notification. >> No. >> Well, fifth grade, you're getting third, fourth, fifth graders, they're bullies. They're bullies and you can't prove it and they're very good at it and then there's nowhere to protect that child. So again, >> I said first offense, the parent should be notified that a that a nine-year-old is saying calling saying a name. We're not talking about burglary. We're not talking about possession of firearms. We're not talking about paraphernalia. We're talking about words out of your mouth. A >> nineyear-old should know what words come out of their mouth. >> But words out of their mouth cause suicide. >> Words
126out of their mouth are are very hurtful for kids. >> They turn a blind eye. By no means say that. I say K to two >> is fine in my mind. >> Superintendent Pender, do you want to weigh in? >> Yes, we do. >> We're okay with changing the age bracket, >> but I don't want the kindergartens, the first and the second grade lumped in the same. That's my only thing. I'm not fighting for the fourth graders, the fifth graders. I am fighting for the babies that are sixth and seven years old that do not have any idea. >> Yeah. Superintendent Pender. So >> I think K to2 because let's see what he's saying first. We put a K2 in here >> and put >> the um >> a consequence other than OSS would you
127know that we say you know >> that is an intervention with that and then for K2 >> 0 to three days OSS that gives you the option of assigning O OSS or not on the first offense depending on I mean have we taken all discretion out from a principal with the blocks that we hold people to because I would think that if I saw I mean I know you said if you have one to three they're going to do three but I wouldn't necessarily do three. I would look at that situation and if it said one to three I would do between one and three depending on what I thought was a consequence. But if we had a if we have a K2 then that leaves three and above three, four and five with a
128different first offense consequence. >> Right. >> Correct. >> Whatever that is. >> Yeah. So >> now you go ahead. >> Oh, so K K K K K K K K K K K K K K K K K K K K K 2 would have those interventions other than ISS or OSS. >> Okay. >> And then and then my question would be >> it would be that would be as an option. Yes. but they would have other interventions. >> And then my response would be again, like I said, you're a kindergarten teacher or you're a first grade teacher and you're in the classroom and the little kid says something. Do you automatically send that child? You've been a teacher. Would you automatically send that child to the office for a discipline? >> But if you
129don't revise how it's worded here, then the other parent >> I'm not sending the child till he doesn't >> the parent can show up and say that this policy, >> right? Following policy. >> That's the only thing we >> Yes. Mr. Myers also wants to chime in. >> I I guess I would I would draw a distinction between bullying where child knows generally they're being mean to somebody versus discriminatory language where the child may not know any differently, especially a young child. He's hearing this, you know, at home. He doesn't even know that it's inappropriate to use certain language. But I think bullying, I think kids know very early on if they're, you know, mean to another kid. So that's just the thought. I don't want any child to be bullied. I don't care if
130you're six years old or you're 12 or you're 16. I don't think that should be acceptable. And I don't think any teacher should have to deal with this on an ongoing issue. But when they're six and seven and they're babies, it does change how we deal with it. Let's put it that way. I don't want it to happen to anyone. And I think that children um they do know what they're doing as you stated, but when they're six and seven, they're so little that I don't want to see OSS because a word was said. I would like to see it being handled appropriately and the parents notified and us try to make sure it doesn't happen again. And then if it does, of course, we don't want to continue and let this child just continue
131to to act out and to treat people, you know, in a bad manner. But I just I think that this first offense being OSS I am with um Mrs. Hawkins. I just think that's a lot on a six-year-old. >> Superintendent Bender. >> So could you >> modify it? >> Modify that K2 and then what would K2 say? >> Well, parent notification conference and up to one to three days OSS. >> Okay. Or why not iss Why does it have to be OSS? >> Because it's a level three. Can you change that to level two then? >> No, we can say up I iss. >> Yeah, it can say ISS/OSS or a combination of >> that sometimes. >> Yeah. Or a combination of Yeah, >> because you might have eight or nineyear-old in first grade or
132second grade. >> That's true. >> Yeah. And then second offense will just >> Well, and like I said, a lot of times the teachers are handling in the classrooms before they ever get to administration. When you're send them to administration, it's because you've tried five times to tell this child and you wrote an agenda and said, "Hey, this is what your son did today. Hey, I've made a call. This is what your son did." By the fifth time, you're like, "You know what? I'm not dealing with my class no more. You're going to administration." Administration's going to deal with it. >> But by changing it in policy, what we're about to do, that protects everybody, >> that teacher as well, because it's up to the discretion. To me, the teacher is ultimately the one that
133has to make the decisions. But when you if you don't put this in here, then if she didn't do what it said with OSS, then that could fall back. So, I want to protect her as well. Her or him. >> I think we got it. All right. Any further discussion? Superintendent Pender. >> All right. Thank you. >> Thank you so much. >> Thank you. >> All right. And now we'll move on to item number 626-3781 presentation of dynamic sports performance academy at DS Parrot Middle School by Dr. Clifford and Miss Schumacher. Come on down. >> Aren't you glad you're here today? >> I'm all fired up and I'm right behind you. Good afternoon board superintendent board chair. Um with me is Dr. Clifford and Mrs. Schumacher. um they are going to present um and provide
134information on the dynamic sports performance academy at Parrot Middle School. So just to give some background, we had pulled a group together to really do some brainstorming around how to provide families with um specialized educational opportunities on the east side of the county. um you know, just really put a whole bunch of things out there to see um what we felt would be beneficial for students and families. Um and we looked at how to create opportunities to help students pursue um athletic and performance development. And in the executive summary, Dr. Clifford really outlined um a lot of those different pieces that were discussed in the multiple meetings that took place. So, I'm going to turn it over to them to share the presentation. Thank you so much, Gina. Madame Chair, board, Mr. Mr. Pender, Mr.
135Pender. I was going to say Mr. Superintendent. I thought that sounds really strange. Um so, thank you for having us here uh this afternoon. We're very excited about this opportunity to bring something like this into public education. Um, I'm going to jump right into the slides because I know you probably have already reviewed them. Just want to take a quick note here that this data that we're viewing is coming from dual source from John Hopkins and from the Florida Department of Education. Um and they started tracking um at least from our uh research in 2019 when uh how many students were leaving public education to go to some alternative type of education. Uh and through the years from 2019 to present, we're now looking at right at 46% um increase in students choosing non-traditional opportunities
136for their students for a various a plethora amount of reasons. uh one is highlighted here um because we want to make sure that the burden that falls on public ed it's our burden to bear. We have to prove and show reasons why students should stay with public education. I can share with you 100% nobody is going to educate children better than we do. We've been in it for a very long time and we do that process well. What parents are finding though is there are opportunities for their child to participate in the thing they love and also get educated. We are no longer the single conduit for students between their younger years and their future success. Multiple avenues exist. So that begs the question, why us? Why public education? Um so the market already exists
137shown on this slide. Um the numbers in the very top box are from the Florida Department of Education and enrollment in Hernando County, Citrus County, Pasco um and Sumpner counties. And we're looking at middle school students alone. Those are um the rough uh enrollment numbers in those counties. And within those counties that live within 30 to 45 minutes of Parent Middle School. um within that larger number, that second box down shows that uh roughly 6,000 of those students participate in some type of youth athletics. And then with if we tear that down one step further, um of that 6,000, 20% do additional athletics outside of just their first sport. Um, and again, these are using numbers that real numbers that exist within 30 to 45 minutes of Parent Middle School. >> This slide highlights what
138is my apologies. This slide highlights what is in our community and being provided to families outside of our classrooms in public education. So we have things like baseball, softball, volleyball, golf, soccer. Many things are available to students after school hours and people are taking advantage of this. This shows that >> Can you go back again? >> Sure. Good. >> This slide is showing that we have this trend of schools, mostly private, mostly expensive, popping up all over the country, but these are three in Florida where they're combining academics with the opportunity for students to start working on their athletic skills during their school day. This highlights actual knowledge from people that I talk to on a daily basis. So, family friends of mine that I know are seeking training opportunities for their students in these
139sports. So, um a family I know going out for football, do both, but the training that they spend about $4,000 a year, about four to five hours a week that includes travel for that family. Um, but they're having to go the distance. We don't have a lot of the outside training available uh close to home here in Hernando County. Softball looks very similar. Volleyball, um, the price is a little bit higher. Um, the hours to drive a little bit more. And then again, driving to Tampa. Um, I a little caveat to this is I did actually have a family just last week, a parent reach out and asked if I would call her, a Challenger family parent. Um and the conversation was about this. I'm thinking about my student participating in an academic um a
140different academic space so that she can do training for wrestling. So it is happening. >> As we move on, just showing the competitive advantage between public education versus these traditional um non-traditional programs. uh the IMG program like those are those are big dollar opportunities and a lot of people can't afford to do that. Um we can do that within our space in our public a education um forum. Um it reduces the need for any kind of transportation. Uh there's no tuition cost. Um and it is available to our public student which oftentimes people are leaving the public sector to be able to go to the private sector to even get this type of training and opportunity. So our vision is very clear. Our goal with this DSPA program is to attract, engage, and retain students
141who may have left or are thinking of leaving public education to provide something that we currently do not provide that we know for sure people are taking advantage of. So, we just wanted to think um I can tell you our enrollment right now at Parrot is roughly 65 down than what we would have normally be expecting and that is that's because of the K8 and it's a beautiful thing that we're building that we needed to build that. We had many of our students were driving far over an hour on a bus to get to Parrot. So, the move to do that um was timely and it was necessary. I'm looking now at where we are enrollment wise. This might be a great opportunity for us to pull students back into public education while doing two
142things. We're in increasing our enrollment at Parrot and offering something that simply doesn't exist right now in public education at least in our county or none that touch us. >> Miss Rodriguez wants to chime in. >> So IMG recruits division one athletes. Um some of their players have already committed to play before they enroll. >> That's a different market. How would we how would we weather um compare in comparison? >> So, I'm that's a great question and I don't think that it's kind of like the person that would really strive to find a really nice car one day. Like they may really want to drive um uh a Lucid 48, but they're not able to afford a Lucid 48. They may be really happy with a Mustang because a Mustang is so far out of
143their reach right now. We're looking at providing an opportunity for students to actually get access to some elite training that they may never have the opportunity to be around. So, I'm not looking to compete with the family that um is sending their student overseas to get to IMG in Tampa. We're ne we're not competing with them. We're competing with public student public school students that may never have an opportunity to do anything like this ever. I think there's a large number of them out there. Um I I appreciate the question, but it's definitely a different class and caliber of people. I don't know if is there a followup. Your lights still on. I didn't know if I should move on. >> Oh, I'm think >> Okay. You may continue. Thank you. >> Thank you. Um
144so, u we have three pillars. Uh we're looking always first at academics. We do have an academic um focus always. Our athletic development phase will be in the latter part of the day. It be blocked in in a three-hour block at the end of the day. And then definitely weave in leadership. Um we have to make sure that we're building character, integrity, and leadership within all of our programs, but especially in our athletic programs because eventually these students will be the leaders on their campus, a leader in in their space. We know that many of the um business owners and uh leaders even in our school participated in athletics. So I think if we don't um cover leadership in this whole academic endeavor, we're falling short of its purpose. So in thinking about how to
145build the structure for the day for these students, we understand that we cannot expect them to be outside practicing a specific skill for a specific sport for hours each week. Um so it really is looking at like Dr. Clifford just said the student as a whole person as an athlete. um those leadership skills, um strength training, so not just specific training, but strength, mobility, um nutrition, then also looking at their data, their growth. So, where are we at at the beginning of the year? Where are we at in the middle of the year, where are we at the end, and them tracking those pieces for themselves and learning how to work through their progress. And then, of course, the academic component. The four core classes are still embedded into their school day. So this slide
146basically shows how it could lay out for a student. So periods one through four would be traditional. They would look traditional. Students would then have their lunch and then be able to go to the gym to change out and their end of day, their last three periods would look different than tradition traditional periods. they would have assigned periods to cover certain courses, but it would be flexible depending on the day and the need of that child. So, for example, this one is laid out as a student that might be here for baseball or softball, let's say. So, on Monday, um they're going to work through three stations, let's say. Um for this particular student, they're going to find time in pio and conditioning. They're going to take a little chunk of sports psychology and then
147they're going to get some batting cage work in that day. On Tuesday, they'll do their nutrition again, a little sports psychology and then their strength and reaction time training. So, they'll end up getting those periods along the way, but we can't do a full line of nutrition every day and a full line of batting cage work every day, if that makes sense. So, it's this is going to look a little different than what we're used to, but ultimately there will be courses tied to these things. >> I think Mr. Johnson wants to question >> who needs extra help in science or math. Do they lose those extra courses Monday through Friday or do they got to stay late to make up the math or how are you going to work the students who are falling
148behind? So there are components of these things that we would still work through. We we understand that is an important question. Um but there are opportunities to fit us fit it in within this day the intensive supports that they might need if they're on level one or level two. >> And you sent you provided a budget. >> Yes, sir. because I know it's one thing you always say that people come ask you for things and you don't know what we're trying to spend money on. Say you're 60. So say 60 students. It generates 552,000. >> 60 students would be um I believe 60 puts us higher than that 1.5 million I think. >> I think that's in the slide though, right? Are we it? We're coming up on Yeah, let them continue. >> Yeah, we're
149coming up on that on the You have a specific question though. I didn't want >> I was more concerned about I was looking at the schedule and I was saying the student falls behind. and how you going to bring him up if he's his afternoons are all in a different area, which is great. But what is the plan for the student who starts to fall behind? That's what I'm concerned about. >> Very good. I think a big way uh something we that we can look at in regards to that would be pulling them perhaps out of something like sports psychology for a day, right? So they would still be getting they may not get that piece, but they could get that remediation that they need. There's certainly flexibility within our schedule to meet the individual
150needs. But again, that comes back to um us being able to track those students well and have that good communication with them. Data chats happening often. That's all part of that leadership piece, them taking some ownership of that space. And also there may be an opportunity of for self- advocacy in that in there as well. >> Would you be doing this with all the students in the school or >> it would be f tell me what what what all of them >> in the school or a select group? >> I I misunderstand the question. >> In this pro in this schedule, would that be all No sir. City school. >> No sir. This is group. >> This is a select group. Um we're going to be asking that we go partial magnet to be able
151for students to be able to do portfolio to be accepted into this program. And this would be a very small subset of our overall school. >> Okay. Thank you. >> Of course. Great question. >> You may continue. >> Um so we can go through all these bullets. I know you guys have probably already all read them. Um, most importantly, we're at a place in public education right now that we need to redefine who we are and what we provide our families. Uh, what a what a feather in our cap that we have the fire program out at Wikiwatchi. Now, wait, I know I was talking with Ed at the leadership conference last week and what what an outpour of community um outreach has happened since that announcement and people that were considering something else for
152their children. Several have reached out to him. So, I know that we're on the right track and I will tell you that not one individual idea will bring all the students back, but a whole bunch of innovative innovative ideas certainly can bring a lot of students back. >> How many students do you think you'll capture from this? >> Our goal, we're going to cover it in a later slide. Our goal um would be at some point to be able to get 60 students per year. We're again we'll get to it in a moment but a very small number of students could make this program um viable and it will al and I if you could just hold on to that just for a moment because I want to share that slide. Um so let me
153ask you this or or present this why DSPA um parents are looking for specialized training. families are choosing home instruction for the opportunity to do um specialized training. And currently, how beautiful would it be for us as a um school entity be able to offer in county during the school day training that we know people are looking for >> at no additional cost to no additional cost to the families. >> Correct. >> Um I will tell you that we've already invested in state-of-the-art equipment. Um, Miss Schumacher mentioned earlier, the only way a program like this really has any viability at all is if parents can see growth over time in their student performance. Very difficult to measure how high did you jump, how hard did you push on the ground, how quick could you get
154off the ground after you made your first initial impact on the ground. How do you measure those things in a way that really can be meaningful? I'm certainly couldn't do it with my stopwatch, right? So, we've invested in some in force plates. We've invested in some um accelerometers measuring impact and um uh acc acceleration. We have some block uh some block reaction speed gates, video analysis software and speed detection in general just from the initial burst of movement to passing a 10, 20, 30 yard mark. So we've invested this money already just so we can start working with our students outside beyond this program. we were looking at a way to really tie in um PE and our our afterchool athletics to try to let students take more ownership and be able to track their
155own uh progress in their growth. So, this really falls nicely right into being able to track those things over a weekly basis. >> Who would be the coaches? What kind of is it the coaches currently you have? >> Great question. Um we um did talk to our coaches um and they expressed they requested us that if we would look for somebody who could be the coordinator of the program. So they didn't feel like they would be able to step into the role and lead it in a direction and in a a a pace that we would be looking for. So we were able to post for a position. We did hire a coordinator. He's listed right now as a PE teacher, but he comes to us from the University of Cincinnati. He was a D1
156athlete in track and he has extensive knowledge in speed and agility um football and basketball. So, he will be our lead in this program because you're right, grab buying a whole bunch of stuff means nothing if we don't have somebody who's actually able to have meaningful content and work with those kids in a way to help their not necessarily repetitions say in the batting cage, but are they batting correctly? Is their form and technique correct? So all those things are very important. Um so we've already made a step in that direction by getting ourselves a coordinator who can help us again right now listed as a PE teacher. Um but would be able to teach our sport science classes. That was his first degree. >> Would this coordinator have to being one person would he
157have to teach all of these coaches >> all the specifications of each sport and what they're looking for and how they're going to coach it? >> No. That would be far that that scope would be far too large. Right now, we're looking at him to to be our coordinator of the program in general. Um, as we roll this out over time, we're only going to have a couple of sports, and it depends on what the portfolios look like. We don't know what the main sport that uh will be sought after as we start getting our portfolios in. We can make those final determinations uh as to what direction it's going to go. Um, I will tell you that as it grows, our goal is 20 students in each one of our chosen sports. So hopefully
158we would have 60 um students within a uh three-year period in volleyball, in football, track, in um our hitting sports. So it depends on what that looks like on our portfolio. But we would have to grow over time. Absolutely. But keep in mind, we would never ask for allocation that we haven't proven that we needed through enrollment. >> So your growth the first year you would you're hoping for 60 to capture 60 students. 60 would put us well over that would be ideal. It's our math. >> 60 students in general >> in each in general. >> In general. >> Okay. In general >> which which would be and I if you guys could hang on to those numbers and just >> what's our numbers right now >> in the in the program? >> No. How
159many students? What is >> Yes. How many are in the program right now? >> No. None. We don't have it. >> No. This whole thing that we're creating >> it's to capture students. >> Correct. So currently, what is our number of enrollment for your school? 661. >> Sorry. Currently enrolled at my school, >> we're at 645 is my current enrollment as far as what they are projecting me to be next year down from 711 already from just the K8. So our goal, if we roll that forward three years, we're hovering around 500 if we don't make some type of meaningful change to try to draw students back into our school. My concern is though is this isn't going to be fast enough for the next this wouldn't even be this year. >> Correct. It doesn't
160start until 2728. >> So my concern is is our decline in enrollment and how fast this program can be implemented. And then we we are still uncertain of whether it's going to be a hit or not and how it's going to look and are we going to capture all 60. So >> I'm not I'm gonna jump past some slides. So, one of the reasons why we're bringing it to the board now is to um seek board approval so that when it comes time for the whole magnet application and that whole process that everything will be ready to roll for the 2728 school year. So, communication will go out. um that whole magnet procedure piece of this um will be able to meet that timeline with making this happen for the 272. >> My problem is
161is I'm looking at it as a business owner and I'm looking at it as a financial piece. >> I would hope you would. >> Sure. And for me I don't see which we can get into it in a minute. I don't really see at this moment how financially >> I I can show you on this slide. Thanks for bringing it up. Yes. Um, this slide shows we're still using the 1,200 as the as that sliver of students that we know right now are participating in sports outside of just their chosen sport at school. If we only were to capture 2.5% of the,200, that's 30 students. If we take 30 students time the current FTE dollars allotted for each student in Florida, which is $9,24.76. If we multiply that out, this will be what we capture
162in FTE in year one, just off 30 students. And that's on a modest 2.5. >> So a minute ago, I was correct when I said the 60 students would be 552 and you thought it was going to be a million. >> Oh, um, that's for three years. That's if I once for three years in 60. >> So I was I was correct. >> Is that that's what you're after? Yes, ma'am. You were correct in th me off with your numbers. >> Got you. It's 1.6 is once we're three years in. >> Yeah. >> So I apologize. >> No, I'm not after being correct. I'm after us being on the same correct >> page when it comes to the finances. >> Understood. So >> the first year you're wanting to have the 60. So it would
163be the right. >> We would love to have 60 to have the five. Yeah. >> The 552. >> But if they were to get 30, you'd be at 276, right? What if you got more than 60 the first year? Would you take them? >> If you got 30 in the first year, >> I couldn't imagine turning away student you'd be up to 60, I would imagine. >> Right. >> Even. >> So, and and that's really kind of the point there. Um uh I I believe 2.5% is a very modest number. To think that offering a quality program like this where we know the market already exists and people would love to be in in that space and get it done during the school day. I think 2.5% is reasonable for us to assume that we
164could get that. Um, and because I skipped through all those other slides, I want to draw your attention back to the phases. Um, let me see this phase, this one right here. Um, what we're asking for in year one is that first buildout phase, mostly equipment. Um, we do have to do some electrical to get the batting cages up and running so that that will be a viable space for our students. So the the the ticket that we're asking for, the price is roughly just over 300,000. But if I jump to the second slide again, at that moderate capture of students, 2.5%, we're not quite breaking even, but we're going to be able to capture a large chunk of the money that we're asking you to invest in year one. >> How much how much
165are you asking from us >> right now? >> 312. >> We would like 312 631,000. on on on that very first page in front of you that phase one, two, and three. >> Do we have students using the >> spots that we're going to upgrade, should I say, already? >> Do we have students using areas? what whatever you're doing, turf, flooring, netting, specific sports, strength training, are is this stuff that even if we didn't do the sports program into your score, are we going to have to eventually put money into it? >> Oh, so I can see that's what I'm asking. >> I can kind of go back and kind of show you what some of this space looks like. Um, this is on the right is what it would look like. On the left
166is what it looks like now. Um, so being able to u repair some of those cracks in the concrete, do these items um on the right hand side with some rubberized track for some speed training and the three batting cages there on the left on the on the right side. If you're asking me if these are eventual things that we need to do anyway, there are some things that we need to do do anyway. Um Lauren met today. You want to speak with um what you found from the uh meeting this morning? Um, so we did contact Florida courts. Um, our tennis court, our track, and the green area. Does it look green to you? Um, up in the picture on the screen, um, needs to be redone and or repaired. So, he came out,
167we walked the premises. Um, he will have a bid to us within a week. Um, he is recommending that we replace most of these things. Um, I have talked to Dr. Clifford um about writing grants and things. So, we are seeking for funding outside of just coming to you guys uh for things. Um, but it does require me to get the money bid from him. So, to show these companies or um programs what we would need. >> Okay. Another question. Um, what about kids that are in private school right now? They would still be able to would they be able to come in and play like they do now and pay our fees? >> So, are referring specifically to the Craig Dickinson Act. So theoretically, yes, they would be able to pay to come in
168and use these facilities. Our our hope is that we would pull students in full-time because it is a full-time program. It's not about just coming and sitting in a batting cage. They're going to get I in my opinion as much if not more in the nutrition, sports psychology, overall fitness, understanding about how our body works physi from a physi physiological standpoint. Um, of course, reps in a batting cage are great, but they have to understand their bodies as well. So, I think that would be a very big miss by a parent, pardon the pun, with the baseball um, uh, batting cage, but there's so much greater of an opportunity for them to come in, be a part of a whole program that'll allow their student to grow not only in sport, but in academic, which
169is our main goal, that well-rounded student athlete. >> So, h how many students did you have before the K8 opened? about 720ish. >> And if you add I I I added uh three four 2.5 four and 5% growth figuring if you if you had 30 the first year and then you added another 4% to it 5% that brings you up to 720ish without any growth in the U county. county has 29,000 homes scheduled to be built. >> I mean, all over. How many of those get built in the next five years? You know, God only knows. But if that comes about 29,000 homes and the current rate of.3 students per uh dwelling, it's about 9,000 students. So, 3,000 of them should be middle school roughly. I'm just >> top my head. you're you're going to
170have kids coming jump, you know, coming out of the scenes, out of the woodwork, if you know what I mean. >> Well, you also have the charter school that's going on out there. So, >> the charter school is going to take a hundred per grade. And even with that, we're not going to have enough be enough room in our high schools or middle schools for the students coming into the into our system. We We need a We need another We need another high school. And >> I I think I think eventually we do. You're right. You You are, Mark. I will tell you that our building can hold a little over um 1100. So we have plenty of room to grow within our building. So when you ask the question, what is my current enrollment?
171It it is hovering just over 700, but there's lots of room to for current seat in my current building. But I only share that with you not to negate your statement about us needing to build something. We absolutely need to appreciate that. But yeah, just for context. >> Yeah. I because what what I was looking at in my was also the growth that it's going to naturally occur within the county. Excuse me. And if you can retain a good percentage to stay in in our middle schools, I think you're you're you're fighting the right battle. >> Yes, sir. >> That's our goal. I know of families that have removed children after elementary because they don't want to put them in our middle schools for a variety of reasons I don't want to get into and
172they'll bring them back for high school. >> Yes, sir. >> Because we have a good high school system. So, if you can keep them in the middle schools, that's a positive. And I I kind of agree with with something to go in that direction. The only thing I don't I question is where are we going to get close to a million dollars to fund this? spend time. He was saying he was saying he would need 312 to start and then >> my problem is is >> you have general data like a startup business owner but at this moment who have we talked to who have we interviewed I feel like it's so many hypothetical numbers um it sounds good but are there surveys or focus groups is there data I just I have a hard
173time right now because of the position financially I know something has to be done >> Sure >> and I don't disagree But I think doing the magnet application to predict what the outcome might look like before investing in it would probably be something that would be more fiscally responsible for the board. >> Sure, please. So once um once we get tenative approval, then we would really put together a a strong marketing around this. Um and like you said, maybe putting some surveys out to families and and getting that word out to see >> before tenative approval though, I would like to see the predictability of what it looks like after you do a survey. I would like to see some of that before an approval for to move forward to spend $350,000 at this moment.
174>> Completely understand. Um I will share with you if like you're wanting to get that tenative portfolio out to kind of see what it would look like. Um if we don't get that portfolio out to parents, then we're going to miss the window to be able to even do it in 2728. So that was um our intent to come and speak to you guys today to be able to start marketing to see what that might look like. um even if we opened with not all of these things but the idea that we could see if this has any any true if we could catch any kind of traction at all. >> Yeah. But I didn't want to put something else that and just because the parents and the students are participating in the travel ball
175and they are moving in training. It does not mean that they want to enroll for two periods of training that that a school offers. So we have to really think about logically who what do we have different? What's going to make them and capture them from stopping um a travel ball or doing something that they're doing to come to your school? What's significant about it? What's different? >> I think just what he's showing screen now. >> But what coaches do we have? Meaning other than our regular PE coaches. >> Gotcha. Understood. >> It's it's going to take time. I think you're in a I think you're in a good direction. I think that this is definitely something that could eventually take off, but I just don't know at this moment. There's so many hypothetical questions
176and so many whatifs and financially I know where this board is. And I just think right at this moment to put money in something that we're uncertain of and that we don't have the data and we don't have the surveys and we're not and it's very um unsure. I don't think that >> well you had mentioned this earlier. >> Can we let her speak for one second? Sorry. Go ahead. >> Sure. So I think one of the things that we talked about you know because we had a lot of conversations around some of the concerns that you know you have brought you guys have brought up and we have to spend a little money sometimes in order to make money right like some of the pictures that Dr. Clifford has in the presentation and Miss
177Bonszac kind of asked about that like these are some things that eventually we need to replace anyway just for our regular school campus. Um >> I don't think we were going to spend $350,000 right now. >> Probably not right now, but in order for this to happen and really show that we're invested in this and we want this to work, we do have to spend a little bit of money. >> Um >> but how much do we have to spend up front? You're saying you need to get a survey. >> It was about 300,000 >> for marketing. >> No goodness. We have a marketing video ready to go. >> Chris is the master marketer. We're not worried about that at all. >> So the question basically is you need to market it to see what
178the interest is. And once you have the interest, come back and say, "We'd like the money." Correct. >> 100%. But but >> so I'm I'm in favor of of of testing the waters, putting your toe in if you would. >> Okay. >> By by by doing the marketing and see if see what what the traction is. >> You got it. >> And if the traction is there, I would be in favor of of taking the gamble and going ahead. I'm sure somewhere along the line we could >> maybe not improve some computer program down the line and and invest some money here for a year >> or maybe not you know put a lot of money into >> so what do we have to do right now to as far as applying for the magnet.
179So, you know what the plan was was to after this is to really put it out there that whole marketing piece, get feedback from families, spread the word, you know, that's going to take some time, but then also be prepared for that whole magnet process and making sure we that parent doesn't miss that window. Can we can we do the marketing, see the parent feedback, and then decide like that's what I asked a minute ago. I >> coach or go ahead and apply for the magnet, but if we don't have enough >> Can I Can I >> Sorry, Miss Bons. >> Coach Cup, can you come up and and weigh in on this on what you think, please? >> Yeah, >> I think it opens in October. That's why I didn't answer, Shannon, because I
180really don't know. I think I think that they go out in October. I think we have to have it end to Miss Williams somewhere mid July. >> I'd like to hear from our superintendent for a second. I would like you to give me some of your thoughts as superintendent of this district at this moment. >> All right. Um I have two thoughts or two questions. First, I just want to clarify that the item facilities equipment list and the multi-year plan are not two separate lists. >> They are the same. Okay. because the total on one is a little bit less than the total on the other. Okay. So that's that's good news. Um if the magnet when is the magnet? >> So Dawn usually brings the magnet procedures either the last the meeting in July
181or first meeting in August and that would have to include uh parrot the procedures around parrot and then the window opens up usually in October and seats are offered in December. So if there was some sort of tenative approval at this point, we could include it in the magnet procedures in July. Um magnet applications open in October. >> Correct. >> And when do they close? >> Uh they usually close around the first part end of December, end of November, first part of December and then we usually let families know before they go on break. >> So I have a question for you. So during October and December, we would gather the number of people, the number of families that would apply to this program. And then so up until that point of midyear, this coming
182school year, you would not need >> money >> any money. >> No, sir. >> So what's the harm in trying? So I guess my suggestion would be is to if the board was to tenatively approve, they're giving you tentative approval of a concept and to market it and then in December come back with results before we authorize any spending to move forward. Is that >> because I think 350 is a big investment without data and focus groups. We can't afford the build it and then they will come approach. So I have a hard time with fiscal stewardship. I can't commit 350,000 at this moment until we know. So >> she's not ask he's not asking you to do 350 now. He's saying wait till December. Go ahead and say >> I'm here. I know for
183the data I'm sitting here I'm listening to all of it. >> If we get the data supports it we can go forward in December. If it doesn't, we just can it for >> I just want to see what's going to happen and what it looks like before we >> sink that kind of money into something. >> Coach Cup, can you come up and I can ask you a couple questions, please? >> Hey Shannon, I I love that idea. And just if if possible, since we're in this discussion, if by chance we end up with a hundred kids interested, could we jump through to phase two and do phase one and two together? If we see just right off the bat, we have an enormous outcome. >> Dr. Clifford, let me say this to you. I
184am your biggest supporter. >> I know you are. >> And I will support almost anything that you ever ask of me. >> Yes, ma'am. >> But I do have to be reasonable and I am elected by the constituents to be fiscally responsible. So when it comes to money and it comes to the position that we're in this district and already cutting allocations and cutting stuff that we're cutting and all of the things that's happening behind the scenes, which you're privy to and everyone else understands. So I have to be extremely conscientious of our money and what we're doing. And I can't on a whim just say this all looks great. Do I like here's what I do like about you and here's what I like about both of you. I like that both of you
185care enough about this school for you to call and have me come there and for us to sit down and that you two have been brainstorming and you have worked diligently and you've put in countless hours way above and beyond what you get paid for for you to be able to come up with a plan. I will say that everything starts with a vision board and what you've done is 100% what I would expect of you two to do that you don't see from other people. So for you two to care this much about Parrot and us never and us not having to get to a position to where we have to close a school, hats off. I commend you. I am your biggest advocate and I'll come alongside of you and I will help
186you do anything. I never want to see I went to Parrot and I never want to see the school close by all means and I've lived here for 40 years. This is my county. But I also have to be practical and hypothetical hypothetical numbers don't do it right now at this moment with the finances that we don't have just to throw throw away. So that's where I'm at. Um >> but I do love what you're what you're trying. I love the idea. I love that you two care enough that you've sat down and you've tried to come up with something as a district. I think we have some other ideas, some suggestions. I don't know if Mr. Pender has sat down with you, but there's different things that um he's looking at as well because
187as a superintendent, the last thing he wants to see is your numbers to keep deteriorating and you keep going lower and lower and nobody do anything. So, I do feel that sometimes you guys are front line because it's your school and that you're sitting there chomping at the bits going, "What do we do?" as we keep seeing every day our numbers getting lower and lower and lower and I do think that it's imperative and you're kind of like we've got to do something. So I admire that but Mr. Pender I believe that you're also looking at different things different options in order to try to help out if this isn't the >> complete answer. >> I I like this also Dr. and you know you have our support and I think what what Shannon was
188saying is is true. we we we have a financial squeeze. If you can come back with the data to support that it would be successful, then we know we're going to end up making or at least returning getting a return on our investment and it won't cost the school district anything. We'll be in a position where we'll do everything we can to help you. We can't afford right now is to put money into something where we're going to lose. >> Sure. >> And that's what we >> And you could add 60 for the program, but what if we lose other students? So the total matters as much as the 60 who commit is something new. So >> you're right. >> I look at that as well. >> 100%. >> Miss Bonsik, >> you're our athletic
189director. What do you feel about putting this kind of program into one of our schools? Do you think this is opinion? Do you think we're going to get the students by doing something like this? I mean, is this a calling for middle school kids to want to start there and move up to our high school level and be able to make athletes? I mean, we have made a few >> NFL players. >> Oh, absolutely. Different things. >> Several kids that have gone standing next to a mom right now that has a girl going D1 volleyball, right? >> Um so, no, we we we can create some big time student athletes. There's no doubt. Whether it be D1, D2, D3, they get to the pros, who knows? But um it's tough for me to say in
190in in exact numbers, but I I can tell you this. I know we are losing families. At what rate, at what number, I'm not sure. But I know we are losing families to those that um as Mr. or Dr. Clifford alluded to, some that choose to go a different route, whether it's a virtual route or a homeschool route, where they are um then afforded that flexibility and that time to do those extra reps. Um I see it a lot in golf is one of them. uh as an example. And then also I know that there are some that are leaving for some of thesemies. I I don't I hate to say put quotations around it, but they're kind of I'm not really sure what they are. So they call themselves and um they're focused around
191a specific sport. Like I know there's one or two baseballmies that are around that provide some type of schooling mixed with kind of similar to what uh DSPA is looking to do. So I do know that that is happening. At what rate? I I couldn't tell you the exact rate. the exact numbers, but it is something that families are looking for. Um, and you know, to me, and I've said this, by the way, I was a part of of the committee to to to kind of go through some of this information. And and to me, we we have to nail the scheduling and the curriculum, which I know they can uh we have to nail uh to Mr. Rodriguez's point, we have to nail the personnel that we have running these, and we have to
192nail the facilities. That's how people are going to be attracted to this and want to buy into this. >> And Mr. Johnson wants to interrupt, too. Sorry. Yes, sir. Yeah, I I I don't know if my vision what what I'm hearing and and thinking I'm seeing goes along with what you're doing or want to do. And I I think it's a fantastic uh idea. Would that eventually lead to a specialty high school in that excels in sports? And would that be viable as a u an academy by her in in Hernando County where we could offer a sports program specifically for the athletes to go on to college and to particip participate in college sports especially those dangerous sports like golf. I would just like to also add my two cents. Um I feel like
193we are in a competitive state right now. We are competing with the private with charter. Um and really families are trying to figure out what is best for their child. And this is unique. It's not an option in Hernando County. That's why I do love the idea. um because there is not there there you can send your kids to theater and the arts and but there's not sports driven and I think that if we do nothing the numbers will just still continue to go down. Um and I think that if we allow us to try and see and come back in December um I think that that would be the best solution to make an informative decision on this. So, um, Miss Rodriguez, do you have more, Mr. Pender? >> I think that's exactly what
194we just came up with. >> Yep. Right. Super. You finished? >> All right. So, do we have a consensus to move forward and then see you back in December? >> Yes. >> Absolutely. >> Yes. >> Thank you for your hard work. >> Appreciate you guys. >> I won't take the choice today. >> Okay. Please tell us. >> Okay. And now we'll move on to item number seven, 26-3561, review of Springstead High School Beach Volleyball Court naming rights agreement by Mr. Cupchek. Good afternoon again. Uh just wanted to present uh this contract. Uh this is something we've been working on for for quite a while. Um this is pertaining to the uh beach volleyball courts at Springstead High School. Um the partner in this is Chambers Law Firm. Um a really strong reputable uh long-standing um
195law firm that's been in our area for close to 10 years. Um they're accredited uh BBB accredited since 2019. They are heavily involved in our community um with youth sports um with Jericho Road Recovery. They've also uh been involved in some other uh community- based organizations and um one of their members was actually the president of the Hernando County Bar Association uh in the past as well. So, uh, on top of that, what they stand for, what they kind of, um, I guess, you know, what what they're known for is their veteran focused, uh, legal practice and they fight for our veterans and, um, different different cases that involve, uh, you know, their coverage or or medical bills, things of that nature. Like, it's it's really really focused on our veterans. So, it was definitely
196um an easy um you know, an easy group to to get behind uh to to put a name on on one of our facilities. Um it's a five-year contract and um they would then have an option for an extension after after those five years and the price would go up every preceding year. Um, basically what this includes is a sign physically placed at the facility uh that they will be responsible for as well as anytime the excuse me as well as anytime the facility is mentioned like on a district social media post or on a website or anytime there's press coverage. Um, it would be uh listed as the Chambers Law Firm, PA Beach facility at Springstead High School. And I'm trying to think if there's anything else this really includes. There's a lot of
197of other um, you know, caveats there. Obviously, if if they were to fall out of good standing, we would have the ability to to remove the sign and terminate the agreement. uh thing things of that nature. >> All right, I'm going to stop Miss Do we do we have any questions regarding this? >> No, >> I do. >> Okay, Mr. Johnson, >> I have a lot of questions about Chambers is an excellent law firm, by the way. They they handle disability and workman's comp cases and them through more than veterans. Veterans are in that group. Definitely. >> Yes, sir. >> Good work. >> Definitely a reputable firm. um who was the committee that that that reviewed this this application and and looked into this? >> We had um see u pre president principal of Springfield
198High School uh the athletic director of Springstell High School, the uh head coach of the volleyball program, myself, uh Mr. Reagan, and Miss Denise Kelly from finance. >> Denise Kelly from finance. Um are those Mr. Myers are those the people that are required to be on that committee? And and uh it it bothers me that this whole process from the beginning to end has been so fakey. I I do do we have a final accounting on on on this project and was any of this money used to build the courts? >> Yes. Yes. Uh >> so this money was used to build the courts before we approve the name being on it. That's a a separate piece. But yes, it was it was the except the money again as I as I I mentioned earlier,
199this is a a Springstead project that um I was I when I was at the athletic director at Springstead, uh we kind of started the seeds, right? uh planting the seeds uh when it came to getting approve tenative approval to utilize that site um for for uh for the courts. And over the years they raised money um as a as an athlet excuse me as a volleyball program. And over those years, they were searching um and reaching out to our community to try and find a a matching sponsor to help uh build these courts that were are sorely needed. And um once they found that sponsor and then they also found some building partners uh that were willing to um you know do a lot of volunteer work. I I I was told that Loraca
200volunt uh did an inkind donation of $25,000 to build those courts. He was not paid. Is that true? >> Part part of those courts were inind. Yes. Part of those courts. Now, he was paid for some of the work through the through the >> Did anyone ever ask does he not want his name on it either? >> On on the sign, he does not want naming rights. He just kind of wanted to be acknowledged uh on the proposed sign. It just says thank you to our building partners >> when he does not want naming rights. Could somebody ask him straight out? Does he not want that named after him? >> Correct. He that was never something he wanted. It was never something that we talked about. >> No, you may not have talked about it,
201but now that somebody else is going on there, >> just this >> Did he ever get asked, would you like to go on there as well? >> He never we never had that conversation. I never asked. He never asked. He should have asked that right now. >> In the in the entire conversation, it has always been he wanted to as long as it was there was acknowledge. >> But he didn't get asked. That's if he wanted acknowledged on that piece of paper. I'm sure if he was given the option to be for it to be named after him as well, he probably would have said yes to that. I thought that his company I thought that that man went in there and did a lot of work and >> Oh, absolutely. They did tremendous job.
202They >> made this whole thing possible. So, >> it was all three pieces that made it possible. So I don't understand why he's not part of it. >> He he has not been a he has not asked to be a part of it. >> He hasn't been asked. >> But now who came did >> I guess at what point do we >> chambers come to us asking to be named after they made a donation or why is didn't that all come out at the same time that we should have approved this? I think this pro the donation counting on this project. Can I answer a couple? You threw a lot of questions. >> Ask for that or did you ask them? >> I would have to check with Springstead. I'm not sure if because I
203know for like I said for many years throughout this whole process they have been trying to seek community partners to help make this happen. So I'm sure they've asked several different >> I think they're wonderful and I think they're a great law firm as well. No problems with that at all. But I do think that Loraca put in his sweat equity and he should be on there as well. >> He has agreed to the sign. He he >> was never asked. If you don't ask us, do you want Dynasty Collision and Auto Repair to be part of it? If I'm not asked, I do things from my heart and I do things because I care and I'll help out. But if somebody asks me, would you like your name to be on there? I'm not
204going to stand up and beat my chest and say, "Put my name on something." nor most humble people don't do that. Sure. So, at the end of the day, >> Loracas are humble. They're not that kind of people. They're not gonna come to you and say, >> "You left me off." They're not even going to say a word inside internally when they see all this. They'll probably say something inside amongst yourself in their own privacy of their home. But my thing is, why not why not >> shine the light on somebody that did something great for us if it was both parties and put both of their names on? Well, I feel like we have in a lot of ways. Uh we when we did the groundbreaking, we made we made sure that he was
205there and represented and spoken about and in the press release for that as well. And then as far as this sign goes as well and we have been I've been working one one second, sir. We have been working with him throughout this entire process and the entire time it this has been the plan. This has been the discussion and he has never shared any >> This has been the plan the whole time. Why is this board finding out about it in the last minute? I I would like to see an accounting on on this project. >> That's what I would like to see. >> Absolutely. >> Can you show us the sign again? Can you hold up the sign again? >> Is this tonight? I don't like it coming on the board and being on
206on the agenda tonight. Coming before us and and please understand, like I said, this was a a Springstead project. The uh the the team raised the 25. the the m the money from chambers was given to the ed foundation uh for this project and this is every step of the way as I've mentioned to several of you about this project every step this is the first of its kind >> then we need to do what's right we need to put Loraca on there as well >> he is on there though >> no we need to name it both of them they both should have that name they both did it lara this couldn't be possible without Loraca didn't go in and do this >> this physically I guess at what point I guess respectfully at
207what point like who all do we need to ask right at when is enough >> not all there's two people >> no there's Keeler fencing there's CX there's Loraca contracting there's every person that helped raise >> contract give their their products for free do we get the cement for no cost >> we got the sand for no cost >> the sand how much how much did the sand worth >> off the top of my head I don't recall sir >> okay >> I want to say it was worth about 25,000 >> I would like to get an accounting on the project. >> I will I don't I don't want to see the >> I will work with Loraca. >> Who built who built the courts? >> Mr. Loraca was the lead. >> There you go.
208>> And then there were other companies that came in to work alongside >> Superintendent Pender. >> So, so far I think the direction from the board, if I'm my notes are correct, is that they would like Loraca, Mr. Loraca to be asked and they want an accounting of the donations. Correct? >> Yes. >> Okay. Any other um >> Miss Bonsik >> direction? >> No. The only other question I had was to Mr. Myers is I I don't know who the the three people over who who is required by statute to be on that committee. >> Well, by it's actually by your policy. You have a you have a policy called commercial advertising and granting naming rights. And let me I just need to read the definition of naming rights and consideration because I think this
209is part of the discussion. Says naming rights in consideration is in consideration of financial contribution sponsorships or the commercial transactions. Naming rights may be granted in return for provision to the district of any appropriate financial contribution or sponsorship including provision of or supply of equipment, materials, land or services. Uh and in terms of who's supposed to be on the committee, it says the committee well it it's solicitation naming rights with the intent of securing financial contribution and subsequent granting of such naming rights are at the full discretion of the school board and in partnership with the education foundation. A committee shall be convened to include the school administrator, school athletic director, district athletic director, business services division representatives, and operation division representative to make a recommendation to the superintendent. >> That's exactly who was a
210part of that committee. >> Miss Bonsik, did you have a comment? >> Sir, >> how many times did that committee need? >> Off the top of my head, I believe three or four times. I'd have to go back and check. It's been a while. You know, this process started in 2023. And um as I said, it's we've been kind of learning as we go. Uh I'll give you a perfect example. Part of the reason why this contract is so delayed is because when I started doing this contract with Miss Moller, she then told me that the sign had to be a part of the contract. I said, "Okay, so now let's design the sign." So we go back and forth with Mr. Loraca and the chambers people going around and around. What is a good
211sign? So we get the sign. I said, "Here's the sign, Miss Moer." And then then I present it to to facilities as well. And the facility says, "Well, in order to approve this sign, we have to have sealed signed documents from an engineer on this sign." Okay. So now, so literally every step of the way, it's prolonging pushing this further and further down the road. And and because again, this is literally the first time we've done anything like this. So at every point along this road, I've gone to facilities. I've gone to safe schools. I've gone to cabinet. I've gone to finance and I have gotten their advice. But you know who about any of this? >> All the way through the board. The >> board and that's so I want to say something and
212I want you to answer this. Who out of the DAS up here, who do you feel is one of your biggest fans? I think all of you guys are my biggest fans, but Miss M Rodriguez, I know we have a tremendous relationship, great communication channel. >> With that being said, >> by no means do I want you upset. Do I want you to leave here feeling I'm just asking you some questions and I want you to understand that if I have to understand it from your perspective, I want you sometimes to stop and I want you to show some grace and say, "I have to see how she feels too or how Mr. Johnson feels." >> So, I don't want you to leave aggravated. I want you to sit and say rightfully so. These are
213questions that she has every right to ask. At the end of the day, >> I feel that way now. >> Okay. So, we So, understand that I'm your biggest supporter a thousand%. I believe in you. I do anything on the backside that that you that you shouldn't do. >> But what I do think happened was like you said, it's a learning curve for everybody. And I think by no means did you dismiss us. Did you try to do anything shy shoddy? That's not who you are. But but it did come across that >> we knew nothing. >> You know that you know the whole >> Sure. And and like I said along the way if I was never under the impression it was something that had to come to the board and I apologize because
214>> but it's not even a have to. Sometimes I just want you to understand that when people are bringing things to us out in the community and we know nothing and we have not been >> privy to any of the conversations and we don't it makes us look like what do you mean you don't know nothing about these courts? You don't even know that they're going up. No, we didn't even know that. >> And I will say I will say and I'll throw kudos to Mr. Crognali. you know, through this process. Um, you know, we he has kind of at the end of this, I should say, he's put together a a new, uh, checklist, if you will, or rundown of what each step looks like, who needs to be involved in each step, and
215at what point do you go to cabinet, at what point do you go to the board, and so on and so forth. Because, as I'm sure some of you know, there's other schools that are chomping at the bit to do this very same thing. But now, because we've gone through this guinea pig, right? Now, we know what this process is supposed to look like and we can build these partnerships with within our community to help make some of these facilities happen that we quite frankly don't have the the funds to do right now. >> Sure. And I'd like to be proactive and not reactive to the point that if we don't have this conversation and I unfortunately have to communicate this to you with them here because of sunshine law. So, I have to do
216it live and that's a bad thing. You know, I hate the fact that we have to air our dirty laundry out sometimes sitting up here live. It would be nicer if we didn't, but because the whole board's here, they've not been able to hear my heart on this. And >> unfortunately, if I don't ask these questions and then we hear just hypothetically that they felt sided, they felt left off or they were never asked, I don't want to then say, well, I did, you know, I thought about that, but I just didn't say anything. I'd rather have this discussion with you, put it out there, talk to you about it so that we don't have any bad blood for for a construction company who offered to come in and render their services >> and and
217I have >> render their services to us to do somethingospitable that was very nice of them and we never considered it. So >> and I have a great relationship with >> I wish Dustin if I can stop and just Yes, ma'am. >> just chime in here because Danny Loraca is part of my family. Um he was aware he does know he is okay with what you have on that paper. I have it all here in text for if anybody wants to see it. Um and he is fine with that. >> If he had ever expressed anything to me otherwise I would have >> I just wanted him asked. I would be remissed if we did not ask him. >> I have spoke to both him and Michael which coaches at Springstead Wrestling. Um Chris donates.
218Chris helps me donate. He donated to >> he's on the scoreboard. >> That was the thing. They would be on the scoreboard different things because yes, the Loracas do give a lot of money to our schools. Their kids play sports for us 100%. So, but I just want so member I would not be doing my due diligence if I didn't make sure that he was at least acknowledged and asked would he like to be before we seal the deal. Y >> and he said he is okay and I texted him and made sure I said you're okay for me to speak. He said yes. >> Superintendent Pender. So that was new. Thank that's new information that kind of threw my list off here. But um so right now I had ask Loracas one an accounting
219of um the amount of donations and money in the ed foundation. >> Sure. Um and I wanted to talk a little bit about the process moving forward for next time. Um so what um Mr. Cupchek was u alluding to is on I believe it's the ne I think it's the July agenda workshop. We have another school coming in that wants to do this same process. So >> new process moving forward with um these courts and this type of situation is that they've done some preliminary work, but before our donors um put any money into the project at all, any like drawings or engineering or anything like that. We're going to come to the board. We're going to present everything from beginning to end and or as close as we can get with naming rights and
220contract and what all that looks like. And if the board's okay, we'll move forward. Then the school, the donor will move forward in the project and they will um get those plans. They would invest some of that money or inind donations. that process would start and then we would come back in to the board before construction starts and then at that point the process should be good and then at the end it'll just be we'll just put everything on the board agenda and sign it or you know and when it's all finished. Um so that's the process moving forward. Um, I want to make sure that and I and I don't think anyone here I just want to make sure that the donors understand that this board and this superintendent, this athletic director, this school
221district appreciates their >> absolutely >> work. It's not possible without them. So >> enough I'm fighting to make sure all their names are on of whoever should be acknowledged because I appreciate it so much. I just don't want any of the discussion to, you know, >> okay, >> make them feel any different cuz I don't think they do. I think they understand. I just wanted to clarify for everyone that we appreciate them. >> Um, and so if that's the direction um, and you want an accounting, what about it? So, does that mean that we're removing it from the do I have consensus to keep it or move it on or remove it from the agenda? Mr. Myers wants to chime in before we >> I just wanted to say that what what complicated this is
222and I I I reviewed the contract is the the signage part. Uh uh so you can have uh an agreement where it's just naming rights where there's no signage or anything like that, but this particular agreement includes signage which requires more people to sign off on it. But in many cases, what a what a a commercial establishment wants is simply the naming rights. you know, they don't want signage or anything like that. So, you can do it either way. In this case, you're doing it, you know, signage and naming rights. You can just do strict naming rights and then you the policy also just contemplates advertising. Uh, but there's nothing wrong with this approach. But you could have another contract that comes before you where it's just strictly naming rights, where there is no request
223for signage because with signage, you have to bring in more people and the the agreement says that they're responsible for the the uh construction of the signage and the maintenance of of the signage. Correct. >> So, uh, but like I say that that created a wrinkle, you know, that ordinarily doesn't exist in naming rights agreements. So, is it better to remove this from the agenda tonight? Bring back the budget? >> Yes. I would like removed. >> See, I don't see why. We're already there. We've already >> I would like it removed. I'd like to see the the budget in the numbers before we proceed. >> What's that going to do? >> Yeah. What is that going to change? >> See it? I want to see I want to see what the actual cost. >> You
224can see it though and where the actual monies came from. >> He can show it to you later. >> He doesn't have it. I I'd have to go. I'd have to I'm not sure if I have it or or do >> Dr. What I want to ask is what is the job's done. >> The job done, right? So, what is that gonna do by tying this up? I I would like to see where the monies came from, when they came from, what they were used for, when did the sign if now if he made a >> made a donation two years ago for the building of the court and now he's coming back back >> four two years later to get a naming right. It's kind of crazy. >> It's not like this just happened
225yesterday. Like >> what's that going to do? >> This has been a long process to get here. >> What's the difference? What's the rush about what what what's the rush about doing it tonight? Is there a time limit? We can't wait to >> I mean the one thing I will say is and and I'll respect your wishes. >> There is nothing anymore to do with that. You can look at it until the cows come home. I don't care who looks at it. We all can look at it. Every constituent in the county can look at it. But it's already done. It's over. It's done. >> The money's been paid and it's been agreed upon. >> So there's no reason to hold this man up for any of that. Well, I I would like to wait
226and and take a look at I would like it removed. She'd like it on. So, that's that. >> I'm good with keeping it on, too. >> Let's keep it on. >> So, we'll keep it on for approval. We'll ask We'll still ask >> the Lacas and get the accounting. >> Please give Mr. Johnson what he would like. >> Absolutely. >> So, we got it. You're You're good. >> Yeah, I can work with him on that if I don't already have it. Thank you to the donors and we'll have a new process >> and coach. Thank you for all that you do. >> Absolutely. Hopefully, like I said, hopefully we we've all learned a lot from this and and we can get more of these coming in the near future. >> Okay. And due to time,
227we're going to move on to number 826. >> Cup. We need one at every high school. >> I'm trying. We got two on the works already. So, we'll get >> item number 826-38. Presentation of the adoption of K12 world languages, health and physical education instructional materials by Dr. Morris. >> Welcome and be fast. >> Good afternoon. >> Um I can make this simple for you. Basically, we're going through adoption for um 9 through 12 world languages. We offer Spanish at all five of the high schools and French at one with Central High School. Um, the other one which is much needed is we are adopting health and middle school for the first time since 2013. Not by any fault of our own that the state just hasn't put anything out since 2013. It's much needed.
228Um, as well as hope for one of the high schools and the other high schools offer personal fitness. So, we're off we're adopting a hope textbook as well as um personal fitness for the other high schools. Um, you saw the slides already. They're brief very brief slides. one slide presentations. It's kind of show you the overview. They all integrate with Canvas. Uh the one thing I just want to point out with the health and the hope as well as the personal fitness, it it is up to date with some of the required instruction that we now need to go over in health. Um you know, we talk people ask about sexed. It's not it's not sex ed anymore. It's really it's um it's healthy family lifestyles. Um people ask about abstinence. It's not promoted that
229like you are you should be absinate. What is kids are now educated on the only way to prevent certain things pregnancy STDs and such is to be absinent. It's not telling them you have to be abstinence. Um so those things are all updated within these programs uh these new adopted textbooks and such world languages and they're all state approved. So, um I always emphasize that when we go through these adoption committees, I only select from state approved list. Only once in the last eight years have I gone off the list and that was for one uh high school elective for math because we had no choice but to go off list for that. But and that was four years ago. Do you guys have any questions with either one of these? >> No. Okay. Great
230job. All right. >> Thank you. All right. And at this time, uh, Mr. Myers, do you have any closing comments? >> No comments. >> All right. Board, do you have any closing comments? Superintendent Pender. >> All right. And with that, this workshop is adjourned at 4:58 p.m.