February 10, 2026: HCSD School Board Workshop Meeting

001Heat. Heat. Oow! Good afternoon. I would like to call this workshop to order at 120, excuse me, 2:03 p.m. Item number one is being moved to March 2426. We'll move on to item number two, 26-3590. informational item on the expansion of East Side Elementary School. And you're ready. Thank you. >> Good afternoon, board chair, board members, superintendent. Um, this afternoon we are going to be sharing a plan to expand East Side Elementary to a future K8 school. Um, and Lisa and I are just going to give some background into um, how some of this started and share some data as well. So, um, we currently looked at some transition data from our elementary school students, fifth grade students transitioning to sixth grade. So, we reviewed that with the team um to see like what that

002looked like, areas that we needed to focus on and that kind of thing. For students that were, you know, in fifth grade when they transition to middle school, do they stay within our district? Um so we looked at that. We looked at some of the trends around that and then we had um elementary and middle school principles together. We've met a few times to talk about that data and to come up with some um innovative ways to really um educate families and provide good communication to families about transitioning to middle school. So, one of the things that um we did was we uh created a fifth grade parent survey that we rolled out a couple weeks ago. We've been with principles looking at that data. Um, and for families that, you know, when they're filling

003out the survey, I'm not sure what I'm doing for middle school, either elementary principles are reaching out to those families or elementary and middle school principles are reaching out, inviting them to come to um a particular school to tour the school, get information on programs and so on and so forth. So, within some of the conversations that we've had, um, one of the things that we noticed was, um, East Side Elementary, um, they when students transitioned, that was the highest number of students that were transitioning out of our public schools came from East Side. So, during some of our meetings, we talked about and problem solved around what can we do to um, keep these students within Hernando County schools. So that's where some of this this plan came from and originated from some of

004those meetings that we've had. Um so before moving into the presentation, Lisa's going to share some of the data pieces um and then we'll um talk about the plan moving forward. Okay. So, when we looked at uh fifth graders who were with us in elementary school and stayed with us in in a sixth grade classroom somewhere in our district, as a district, we held on to about 88% of our fifth graders going into sixth grade at one of our middle schools. East Side stood out. Um only 78% of East Side's fifth graders stayed with us for sixth grade middle school. where did they go? So about 10% of them did go to the charter school on the east side of town. Um that charter school is made up of their sixth graders is 42% of

005those sixth graders were actually from east side. So we have to look at what are we doing on this side of the county to keep our students um within Hernando school district. Um, as you guys know, there's uh Pineapple Cove was a a projected or is a projected charter school out on the east side of the county. Um, their application with the state has been withdrawn. They were told that it was not going to be recommended to be approved. Um, they are making necessary changes, I guess, and are going to try to submit at the district level. Um, but that's still, you know, on the table as a projected opening of 2027 if they get approved. Um but we have to do something to keep our kids. We're losing them anyway. So we need to

006look at um all the data and I think the data is pointing to the K8 model had the highest retention rate of fifth graders to sixth graders. So looking at that model and trying to do what we can to keep our students within Hernando County schools. What was the next school like the second the do you have the data for all of the schools? >> Thank you. >> I do. >> Just curious to see >> um Sun Coast and Chokachhatti and obviously uh Chocach is a magnet school. So, um if they do not get into, um Challenger uh another magnet magnet to a magnet um or a lot of students want to uh school choice into Pal Middle School, then you see students on that side of the county going to the west side of

007the county charter school. >> Okay. Thank you. >> Do you do you think that's because they don't want to go to Powell? No, they want to go to Powell and we max out the number of school choice seats that we can um at Powell each year under capacity for sure, but if they don't get to go to Powell and they don't want to go to their zone school and they don't get into Challenger, then they're choosing the charter school. I think it was the number it was about 17 of our Chokachatti fifth graders last year uh who didn't get in one of their choices percentage and and the third school you said I'm sorry >> I'm sorry 78.7% >> and the one behind them >> um it was Sun Coast was 80.92% >> and where

008do their students go do you know >> it's the same fellows the same as Chachi yeah Powell um or a magnet at school and then they go to charter. >> It sounds like we're not doing a good enough job selling our middle schools. >> So, and that's the reason why we've had um principles together to really talk about what they can showcase um within their schools, that marketing piece and that kind of thing. Um after um Mike is done presenting um we can talk about some of those next steps for some of our middle schools. We are probably going to come back to the board um with a plan and some ideas that we have for parrot. Um but first we wanted to you know share this information um get feedback from all of you

009and then you know work on those next steps. Okay, >> good afternoon everyone. I'm Mike Lasher, principal of East Side Elementary. >> I'm Eric Schwarz, the assistant principal of East Side. >> So, um, just opening up when when approached about this and the idea about expanding East Side through K8, one of the big things and you know, we have amazing things happening at all of our schools, amazing programs at all of our schools. I know it's been a topic amongst us as principles. It's been a topic amongst this board like how do we offer these programs where it attracts families programs that people want to go to. People want their kids to attend this school for this particular program. So that's the vision we have here when given the opportunity to say hey you have

010a chance to propose something that's going to one become a new school in the school district as far as when it comes through and then attract families. So that's where you see obviously it doesn't say East Side Elementary. um we wanted to kind of be in the same vein as you see in Pasco County when they're reopening older schools. They open them as Academy of um whatever it may be, whatever the focus is of that school. So, we really wanted to focus on something and they're going to kind of get into that. But the East Side Academy of Leadership and Innovation is the kind of proposed name for this. So, when you see that, that's kind of where we're at. The proposal, the proposed transition of East Side Academy of Leadership and Innovation to a

011PreK8 model is designed to strengthen student achievement, improve continuity of learning, and expand across leadership development and college and career readiness for our students. This phase expansion aligns with district priorities for academic rigor, student engagement, and long-term readiness. So, this is just a summary. Um we want to propose to move our school from a pre-K through 5 to a pre-K8 model. Uh this would be a phase in uh expansion. So this is not a right away jump to um K through8. This is keeping our sixth graders uh next year adding the next sixth grade class the year after that. And by 2829 we'll be adding our eighth grade. So this is a three-year phase in. So by 2829 would be a full K through8 model or preK through 8 model. This allows for deliberate planning

012around staffing, curriculum development, and faculty faculty readiness. It ensures continuity of high quality instruction across all of our grade levels. We're going to emphasize at this school college and career readiness in the middle grades, which you'll see in this presentation. This is also going to integrate career exploration, leadership development, experiential learning. You know, one of the things we realize is a lot of our families are choosing some of these charters because of the opportunities they have um through these field trips and through these different uh learning experiences outside of the classroom. We're also going to align a career and technical uh pathways with uh the DOE frameworks. As you're going to see, it's going to create a seamless and developmentally appropriate transition from elementary to middle grades. And the biggest thing is expanding those opportunities

013for academic rigor, career awareness, and leadership growth amongst our students. So the rationale um the data that they have presented to you shows that we have people that are leaving. We have people that are leaving but then they're coming back for high school. So this is going to allow us to continue that school's culture. Um before we had um got to East Side, we had a lot of kids choicing out of our school. We had the data that showed that. I don't have that in front of me, but I can get that for you. We know now that those students are no longer choicing out. So they trust us and they trust the culture that we've built. Um, and students benefit from a constant expectations, instructional approaches, and relationships during critical developmental years all the

014way through 8th grade. Improve academic outcomes. Research supports preK8 models as effective learning because it reduces all that transition um related learning loss and improving student engagement. In other words, when we get those kids in sixth grade, we've had them since they were kindergarten. We know those kids. We know their strengths. We know their weaknesses. And we have really built in relationships with them. Enhanced college and career readiness. um we are going to introduce students to structured career exploration and CTE experiences um at an earlier age and allows them to make those informed decisions prior to high school. When I started doing my research and talking to I've spoken to some high school CTE teachers and they all say they wish that kids had some of those exposures to their pathways in middle school and

015even elementary school to really make that informed decision when they get to high school. And the last one is uh you guys all know you know Brooksville's you know very communitydriven um when you talk about you know you have five schools all purple and gold all leopards um you know they will remain with one school these families and in their community for longer period what will only strengthen the partnerships and engagement um when I say partnerships it's strengthening family partnerships student partnerships and the community partnerships which is the biggest piece as you'll see. So, one of the things we did this summer, uh, at our leadership conference, we talked about why East Side or why Sun Coast or why every school, every principal had to come up with a list of why. A lot of

016you guys were in the room for that. So, the question is why, right? If we're opening up a school of choice that's going to allow some opportunities, we want parents to to know that answer that why they chose to come to East Side Academy of Leadership and Innovation. Eastside Academy of Leadership Innovation is a school of choice that provides students with authentic learning experiences through hands-on instruction and purposeful field experiences. More than a school, we will be a launchpad for future ready learners. We will have purpose um built pathways that you rarely find at the elementary level. So, we're going to tie in elementary to these pathways that we're going to talk about. um real world learning experiences that mirror high expectations in middle school and high school and a strong bridge between curiosity today

017and career readiness tomorrow. So there are going to be three major components um that we're going to talk and again this is just a visionary kind of like overview of what the programs that we're going to offer here at this academy. Um the first is a schoolwide focus on leadership and career readiness all the way from prek all the way through 8th grade. All of our students will be taking a career focused classroom. Um, that is a state requirement. Now, many of the middle schools do it through social studies and things like that, but we will have a course that's dedicated to that. Sorry, I want to take my notes. All right. So, we're going to develop confident leaders from day one. Instruction supports leadership development and early career readiness through meaningful roles and applied

018learning. As you guys know, Eastside Elementary is a leader in me school. Hernando High School is a leader in me school. Parrot Middle School is a leader in me school. So to be able to have those we are going to run leader and me through this uh leadership and career readiness course. We will also be running our Zello platform which is a platform that district uses um that focuses on career exploration will also be done in here as well. Student leadership roles embedded across all of our grade levels. We're going to have career exploration through project-based learning and stimulations. Collaboration, communication, and problem solving is daily practice in all grade levels. And this is the biggest thing to me and I think the biggest attractor for parents. Our students will learn to lead themselves, lead

019others, and lead ideas. You know, when we get done with these pathways, we want our students to be meaningful members of this community. And and I know we're only talking about eighth graders here, but when you do it the right way, eighth graders can be those meaningful members of the community and um being able to lead ideas out there. So, the first pathway I want to talk about is the aggra science technology. So, um I know that Hernando has agriculture and so does Parrot. Um Parrot and Hernando they, you know, Parrot focuses on um the animals. This is really focused on that, uh technology side of it. We are in a rural part of town. I don't know if you guys saw the cow that jumped on our campus last year, so that's evident. And

020it did not chase me, by the way, but that's a whole story for another day. Um but you know, I wanted to kind of provide you guys with a definition. I didn't want to put it up here because it's too lengthy of kind of aggracience technology. What it is aggracience technology prepares students for future careers by combining science, technology and problem solving skills in areas like sustainability, engineering and data analysis and environmental systems. So in other words, we are going to prep on that technology side of aggra science and agriculture. And I really think this is an untapped resource for us and we could have a lot of partnerships of people in the community that will want to reach out and get involved in this type of pathway. What they'll be learning about, they'll be

021learning about gardening, sustainability, and food systems integrated into instruction. Um students learning about, you know, hydroponic gardens as you see on the picture here. students learning about sustainability, um farmtotable food systems, all those things and environmental uh sustainability as well. STEM concepts taught through agriculture-based investigations, environmental responsibility and stewardship developed early. So, these students will be learning about these these concepts at an early age. So, when they get to that middle school component, they're really going to be hands-on in there. And then we'll be connecting science, math, and leadership through authentic experiences. So that's our first major pathway is the aggra science technologies. Our second pathway is our space Florida technologies. You know, we're one of the few um space Florida districts. I think it's like 13 Space Florida districts. Mr. Printer could correct me

022if I'm wrong, but we're one of the few um and right now we don't really have that K through 8 focus on that. So when we talk about th those space Florida technologies, it's not just aerospace, it's more the technology side on it and how we get our kids learning about technology and STEM and these careers that honestly, I know it sounds cliche, we say it all the time, kids are learning about careers that aren't even made yet, but this is can never be more true than it is today. So, we're going to inspire the next generation of innovators. Students are going to explore innovation through hands-on STEM experiences connected to Florida's aerospace and space science industries, introduction to aviation, space, and aerospace uh engineering concepts, design challenges, simulations, and problem solving activities. Students will

023learn how to code drones. They'll be flying drones. They'll be learning all of those things in space um Florida Technology Pathway. Encouraging curiosity, creativity, and critical thinking and early exposure to high demand STEM careers that we know that's going to be um beneficial for our students in the long run. And Mr. Schwarz is going to talk next about uh the elementary connections. So for the elementary connections very similar to the middle school we try to big thing with doing this making a K through eight is that we can nicely align the elementary with the middle school. So that way it builds that nice pathway between them. So that way during this process they'll have the opportunity to build independence responsibility and collaboration through hands-on learning in our a space aerospace and the STEM pathways. So

024this will give the kids the ability to explore these career pathways in a more developmentally appropriate setting for each one of them, especially when we start at the elementary level. We already have two of our specials kind of closely aligned to it. We have a science special and we have a maker space. So we can certainly move to make those more down those pathways a lot easier for the kids, but give them more of a focus and that'll make it a lot easier for them to align to the middle school pathways going down the going down the line. One of the things we want to do when when coming up with this presentation is how can we connect this to our Hernando County School uh district strategic plan and those five priorities that we have.

025So priority one is student success. So hands-on real world learning experiences support academic growth, leadership development and early career readiness for all students. You know so in our program we're focusing on everything we do is focused on student success. Priority two is talent management. Um, innovative instructional pathways are going to empower our educators to collaborate, grow professionally, and deliver engaging future focused instructions. You know, in short, teachers are going to want to work at a school like this. Teachers are going to want to be involved in those hands-on learning and creating those engaging lessons. Priority three is safe and healthy learning environment. Engage in student center and learning environments promote belonging. When students feel belonging, the schools most generally are feel safer. Um, responsibility and positive school culture. Again, when we go back to a

026school culture like this, there's going to be a focus on healthy learning environment and it's going to be a positive school culture. I combine the last two priorities on community connection and responsible stewardship. And I kind of already talked about a little bit, but you know, building those partnerships, that's going to be key. And when you talk about key, it's going to be key for Mr. Schwarz and I to make those connections and sell this school and this concept on and how we can change and really build some connections that weren't there, you know, in the farming industry, in the space industries for those younger grade levels. So, partnerships, purposeful field experiences, and thoughtful use of resources will only strengthen community ties while supporting learner long-term planning and fiscal responsibility. And Mr. Dr. Schwarz will

027talk about the implication plan. >> So the phase so the phased in plan like Dr. Ler said earlier is a three-year plan starting next year with us first looking at our current population which is 780 and then kind of keeping about probably around 100 kids hopefully of our kids and staying there. So that would make it about 880 starting next year. And the whole purpose of it once again is we want to build those experiences. want those kids to be bought bought into some of these programs we're going to have, but also do those field trips, do those field experiences and start offering them the first year right away. Each do one each quarter, taking them to different things around the different career paths. And then once again, year two, same thing. Roll up those

028kids again. So now we have another 100 kids. We'll be up to 980. And then once again looking at our pathways going further in going further down the CTE line and then once again offering those kids those experiences that are a little bit more specific to those career pathways they're starting to choose from. And then that eighth grade year so the third year so 2829 adding another 100 kids puts you about 1,080 kids. Our capacity once the building is all the way complete should be around 1,200. So we still have a little bit room of growth. So once again we can go positive or negative in that direction but once again we'll be fully aligned and having a full K through eight model or preK through 8 model having all the pathways having all the

029CTE programs and giving those kids those opportunities to go and see different ones throughout this entire journeys before they get to high school so that way they can kind of then narrow down their pathway a little bit more once they get to high school. But giving them those opportunities to see those different ways, not just picking them when they get to high school and then once they're in high school, not liking it and then having to start all over again. Seeing it in middle school gives them that better opportunity to maybe pick a path before even getting there or seeing different ones they might want to advance even more into high school. So that's kind of and once again giving them even more field experience for that eighth grade year as well. And our our

030last kind of overview is just the outcomes that the outcomes that impact um obviously because our kids are our kids from you know prek through fifth that middle school readiness they're going to be ready for these programs because they're going to have a um you know pathway centric um learning all the way throughout uh careerware aware students before high school. You Mr. Schwarz just talked about it and I talked about how I've already spoken to a lot of CTE teachers and they wish they would be able to be exposed to some of these things. Um I use the example you know automotive you know I talked to the auto shop teacher Hernando and he said you know a lot of those kids will leave after the first year of auto they don't really want to

031do it well in our aggra sciences part of the pathway when we look you know is eventually having small engine repair because that's part of aggra sciences those kids are going to know they want to get involved in autoshop those type of things um expanded opportunities without changing our school identity you know these kids really on this side of town you know it's different you know I kind of already talked about that when we talk about the purple and gold, the leopard nation, you know, this is a school that will be able to be housed in there, that school identity keeps all the way throughout. But as they go throughout while keeping that same identity, they don't have to leave schools to go to the Kennedy Space Center. They don't have to leave schools to

032go see how sustainability works on a farm. They're going to get it right here in our school. And then the last piece, and I kind of said this, and I'll I started with this, I'll end with this. We want our students to be leaders not only in the school but in the community through our leader me program, through our career exploration. We want students to start to make those meaningful partnerships and we want our school and our school district to make those meaningful partnerships and it starts with our students. I don't have an end slide. Sorry. I don't have like a thank you slide or that's it. >> Okay, Mike. That's this is a no-go. >> Quick question. What's your current enrollment? >> 780. >> It is 780. >> Yes. >> And how many VPK

033programs are you supposed to have next year? >> Next year we are going to have two VPK and we already have two ESC preK. So that'll be 40. >> Okay. So you the building facility itself will still accommodate >> Yes, ma'am. >> those. >> Yes, ma'am. >> Mr. Johnson. >> Yeah. Thank you. Um I I I guess I'm making the assumption that you want to use the new classrooms for the uh sixth, seven, eighth grades. >> So we're we're getting 20 new classrooms. So not all of them. No, we would actually just be one floor. The top floor would most likely honestly be fifth and sixth grade. So if you're looking at keeping at 100 classrooms, you only need really five rooms. Um and so yes. >> Yeah. 100 Sorry, 100 classrooms. No, we don't

034need 100 classrooms, guys. Sorry, Mr. Pender fell out as chair. No, that's not what's happening. We only need we only have 20 classrooms. 100 students would only take about five classrooms. So, yes, they would be in the new building. >> And if I remember correctly, Mr. Lafit had become the first farm it approved a recognized farm in his school system a few years ago when he had the program >> At Pine Grove, sir. >> Yeah. So, um, would you be looking at some point hopefully to produce produce that's sold back to the school system? >> Yes, that's part that's part of the aggra science. Uh, >> you're going to keep you're going to keep 10% off for the school board to enjoy. >> Yeah. >> I I enjoyed his 28 varieties of lettuce and the

035strawberries when when he had that in full swing. >> You could be our financial manager when we do that. >> You got it. Thank you, >> Mr. Or Rodriguez. >> I think it's exciting. I know that um we're a space Florida school district and I've sat in on with Karen Hoffman and all of our meetings that we've had and what we're implementing with our CT program and all through our high school and to give the students the opportunities to be able to go and work in the aerospace industry. So I think starting at a young age and implementing it from small all the way through that just is a pathway >> for success. So, I think that it's sounds like a really amazing opportunity and I also think it lets us continue to keep the

036students because once they're already there and they have their friends and they've already formed their relationships with their teachers and they enjoy what they do, I think naturally, you know, come sixth grade they're able to stay seventh grade, eighth grade and we don't lose the um we don't have the ability to um lose them somewhere else. I think that it's just a seamless transition and that they stay and then naturally after eighth grade they pick the high school and they go to whatever school that they're zoned for. So, I think it's a win-win for everybody. Um more so a win for the student. So, I think that's imperative. I think that that is the the thing that um I look forward to is that the the expanded opportunities that the student will get from being

037there through all those years. >> Yeah. Thank you for that feedback. That's the move on. I would like to see you continue that through high school. >> Yeah, I have lots of questions. >> Sure. >> So, I'll rattle them off and then in case you're going to answer these, you can >> sure >> continue. Um, obviously love the idea. My question is what's what's Parrot's number going to look like when we take those students from Parrot? >> Do you want to answer some of these along the way if I can? >> How do you want to do it? I just don't want to get lost to where I don't get to answer ask all my questions because sometimes board members I'll try. >> Okay. So, just real quick for that one, um I've already met

038with Dr. Clifford um and some of the team. Um we're going to be really doing some good marketing for Parrot. Um and him, he does a great job when it comes to that communication and marketing piece at his school and we're going to really even amp that up more. But we're also looking at a plan for the 2728 school year that we'll be bringing back to the board. Again, I started with us being innovative and thinking outside the box in order like we, you know, have to really step up our game, right? And be competitive when it comes to keeping students in our district. So, we have a lot of outside the box thinkers. Um, we've already met and once we have a plan in place for parent, uh, we'll bring it to the board

039as well. >> Okay. But one of the things, you know, that I want to say in regards to that question is yes, parents numbers may go down a little bit in in sixth grade, excuse me, but we're also capturing those students that would have went to a charter school. Um, and we're increasing as a whole in our district by capturing those students back. So yes, parent may go down, but our numbers within our district are, you know, hopefully going to increase with this plan. >> Okay. Um, with that, what are we going to do about sports? Because that's going to be a big thing. Um, as you know, that's the most exciting thing about for a lot of kids going into middle school and >> with the sports question goes along with when you have

040middle school, most of the time they have to dress out. you don't have a closed gymnasium, right? You don't have locker rooms. So, like all of those things, >> so because this is going to be a school of choice and um East Side in this moment does not have athletics, those students can play anywhere. um which you know sounds okay but we are we have another planning meeting coming up where we're looking at what we can do to problem solve around that for next year so that those students can take part in Parrots athletics. Um so we have a planning meeting >> next week and you know we're getting into all of the details to be able to make that work. I just worry about the size of the teams, you know, and children not

041having the ability to play because there's so many. Now you have two schools at one. So I'm trying out to play basketball and I don't have the opportunity to play >> because of the size >> that there's the possibility. So they have that option to play at other schools because it is a school of choice or they have, you know, that option for parent. I just think with the travel, you know, those are all things that you have to also think it's going to be hard for parents to take them to say, >> you know, Spring Hill. >> Sure. >> To come play, >> right? So, we're problem solving around trying to make that work as best as we can. Um, I don't know the numbers off the top of my head, but I can

042tell you that, you know, some of Parrot's athletic teams, the majority of those students are from other schools, charters or private or >> Okay. Yeah. All right. And then, um, admin. Are we going to be increasing the admin at that school? Can most K8 schools have, you know, the assistant middle school, assistant elementary? >> Not for year one because this is transitioning. So, um, with adding, you know, anywhere from 50 to 100 students, we would maintain the administrative staff that we have. >> Okay. Mr. Kendra, did you want to chime in? >> Once it becomes a K8, a full K8, it would go to the staffing plan. and how many, you know, students are there overall. We'd follow the same staffing plan that we would for other K8s, but expanding to sixth grade would not

043for next year. It's not an impact and probably wouldn't be an impact. Um, I would have to look to see if it's an impact at all actually with the number that they would have and making it a K8. But if it is, it would be um an an additional allocation of some sort, teacher on assignment, assistant principal, something like that. Are we having to add a building on in the future? What's the future look like with that? Every year that we're adding, >> are we going to add additional building? >> We don't have plans for additional buildings. >> No. So, for right now, what we have I mean, can we go all the way to eighth grade is what I'm saying. Can we accommodate >> and and this in the current structure? Yes. >> Yes.

044Okay. So, >> and the cafeteria new cafeteria will >> Yeah, the new cafeteria for sure. Yes. >> Okay. >> Yep. And if I can go back to the other um I mean we did have a K8 that didn't have Floyd when it was a K8. It didn't have a gym, never had a gym. It had basketball courts >> um and I think they had a basketball team and other thing other some other sports and did some similar sharing of um sports activities and things. But um again it's not ideal. I mean, if we were going to build a K8 and it was going to cost us, you know, hund00 million to build a K8 somewhere, ideally it would have a gym and all that inside of it, but with progressing this way. And Floyd was

045a K8. So, kind of leaning on that and what they had and how it worked, we have some history with that and building on that to improve it for the East. >> I think just having a good plan in place, you know, when you go to sell this to parents is going to be imperative. also maybe even offering a bus to parent after school because right after all of those things >> that's one of the things that's definitely on the table because I believe >> it could be a huge barrier like you're saying for sure. Yeah, as a parent I would >> and some of that when as we as the team develops this we have to problem solve through it might even be a timing issue of school start you know some school start

046times to make them align but they are working through all of that and and and um problem solving around that what we can do next year and then as seventh and eth moves on we'll have a better >> uh plan >> and then I had one more thing so east side academy of leadership and innovation. The name wanted to know where that came from. I just feel like it's a mouthful. I like it, but on the on the other side, I'm kind of like it's a lot to >> like what's the acronym for it? Like so I mean where that came from and again this is nothing. This is all proposals, right? So that came from is just you know how can we show that this is something that's different. It's not just east side

047K through eight, right? We're offering pathways and and and really when I said what pathways are we offering, you know, Mr. Schwarz and I toyed with the idea East Side Academy naming it after the programs that's there, but sometimes programs do change, right? You know, throughout at schools and then you have a school that has a name with a program that's really not up to par where it should be naming, right? Um, but when you look at leadership and innovation, that's what we're talking about here. We're talking about a leader and me school. We're talking about, you know, a career class that's going to get these kids exposure to these different pathways. And the two career pathways we're talking about are very innovative when it comes to our school district because they are not repetitive

048on what we're offering. You know, even though other schools have agriculture, we're talking about focusing on a completely different side of it. And then the space Florida, as Miss Bosnick said, we we haven't really focused on that in the early ages. So, that's where that came from. But yes, I agree. We were messing around with like, oh, what could the acronym be? That type of stuff. And uh you know this is again this is all proposals and this is something that we can definitely uh work on. And I and I just think that when you when you see what other school districts are are are doing now when they're reopening schools they are calling themmies. They're all calling me something different because >> I don't mind. >> Yeah. No, I know that. Yeah. It's just

049it's a wording. >> Yeah. The leadership and innovation. >> They're just going to call it east side anyway. >> Yeah. They're going to call it east side anyway. Correct. >> It's just a mouthful. But I mean Challenger K8. They don't say challenger >> school. Yeah, they Yeah, but I like having just the sometimes just the initials too. >> We can't have two EK8s in the district either, right? >> That's true, >> Miss Rodriguez. Sorry. That was okay. E A Li. >> So people get used to EA Li. So it's mouthful a bit if you say it. Um but I do like the name. I like the name because it sounds to me more prestigious. It sounds more formal and I think it explains a little bit more of So sometimes longer, you know, you'd come

050up with whatever, you know, whether it be E A L I or just E side, like you said, something will give. But I do like the formality of the name. Um I agree with um I agree with the sports as far as if we don't have it there, it's going to be hard. >> Sure. >> So we do have the property to put a gym. That's one thing that we're not short of out there. So, I think that as time goes on, it would be imperative to have a gym on on that location. Um, K8 Winding Waters, they have all their sports, of course, and the only thing that we're lacking, I think the difference would be a gym. Is that correct? >> Yes. >> And the fields, >> but there's space for for fields

051out there. >> We have the property. I've walked it with you times and at least we do have that. Um, I think that's a lot cheaper to put a gym and put the fields and to make that school house that many more students and to do all of this um, opportunities. I think it's a perfect plan opposed to building a new school. >> So, I definitely think we hit the mark on capturing more students, having um, being able to keep them and also but the only thing, like I said, the caveat I'm not liking is the sports. And I know this is going in phases. Each year we're adding a grade, so we do have the time, but I think it would be nice for us to start considering what to do there. And that

052way we have a vision. >> Yeah. And I would agree with both of you. As you guys know, I've been a coach in this district for 20 years. I, you know, I'm a sports dad. I I believe that the opportunity sports give is more than just athletics. Uh it does triple trickle into the classroom. I'm a firm believer in that. >> Team building. Correct. It's >> so and and I I I really agree with the assumption you just said where it's we have time, you know, when we're talking about phasing in there, there could be a plan, you know, with you guys involvement on how to do that. But yeah, we and we're we're working on it now. We already have >> a lot of these ideas you guys have said, we've already kind of

053talked about >> and when I came on the board, there was a lot of things that I felt like um could have had a vision board. And I think a vision board with any of you that put that together, you know where you're going. And I think that that's really important for us to right now set up a vision and come up with something and you can always tweak it. You can always change it as you go. But I think we really need to have something that we know that we're working towards and that way we have a goal because that school does need to have the sports because it's going to be hard to get them busted to another school and bust back. And I just think that's going to become tricky. >> And

054even PE, you know, middle school PE sharing PE with the elementary PE. I'm just trying to envision who's going to get, you know, the area to do the your sports or or your your class, so to speak. >> Yeah. That'll come down to, you know, master scheduling and and that kind of thing. >> Like KA does it. >> Yeah. They would they they would have PE. Yeah. >> Our outside pavilion is actually be bigger than what we had. It's going to be a covered uh full basketball court with four extra courts on the side, which we only had two on the side prior. So it is a very large covered pavilion area and we also have field space as well to kind of you know logistics on that. So we definitely have talked about that

055for sure because that's a definite barrier as well you said bigger kids and things and the nice thing is the phase in allows for that to be a lot lot more flexible because you're only talking one one six and really one class at a time you know we don't have enough kids we won't have enough kids even with a hundred kids >> uh to have more than one PE at one time you know I mean on there as well >> what's our pro projection on a gym possibly Mr. Pender, when would we be looking? What year would we look at that >> building would have to be uh building a gym or something? I don't even We'd have to we'll have to look at property and what locations, but we would we say we have

056a lot of time, but it's not really a lot of time if you know you want to build a building. So, we would have to start looking at that once we have a go ahead and a firm concept and explore what's possible. Right, Brian? >> Look at him. And as a >> just nod your head, Brian. >> Yeah. As a member of this board, I definitely know that each year you're adding a class on. So if we were to start now, Mr. Reagan, and brainstorm and come up with that vision to know what we would be doing because if we don't now and we wait, all of a sudden the school's going to be full and we're going to be up against trying to figure out what we're going to do for sports or a

057lot of parents that are sportsminded and that have athletes, they're not going to want their kids to go. >> There is a group working on this, correct? Yes. Be assured that they are going to put something together for us that's going to be a workable plan. We don't need to tell you what to do. You know what to do. Let's keep moving forward. And >> and I think >> put your capital money request in the way you would any way, shape, or form normally do. It will happen. >> What Mr. Johnson wants to chime in. Sorry. >> Yeah. Hi. I I By the way, I like the acronym e- salad. S A L I D, but that's ID. But that's aside from the point. I I know that last year when I checked with uh

058Ralph Leachch. We spend $100,000 in fuel for the students on the east side of the county to go to Hernando High School in Parrot. This comes into play, but we can cut that in half. So, they'll free up some other money in different ways. I've been in favor of of having um a middle and high school out out on the east side of the county. As people know, I'm I feel like I get tired of talking to people with deaf ears. So, this is a great partial solution to that. In fact, I wouldn't even mind seeing that school go up to the ninth grade and then on the other piece of property have a high school at 10, 11, and 12. It's just that would be down the future lines, too. I I I would

059go um I'm very pleased to learn about this. >> Miss Rodriguez, >> are we on the board to be able to ask questions? Is that what we're here for? >> Would you say? >> Yes. >> So, if we're on the board to be able to ask questions, there's a reason that we're sitting here. There's a reason that we're elected. There's a reason for us to be able to understand what's going on. So for my other board members, the reason I'm asking these questions about a gym and about what it looks like and about the vision in the future, not that I don't think that they're not capable and that they don't have that in mind, but these are all questions we need to sit here and talk because it's called a workshop. So that's why

060I bring this up. I bring it up not because I think that they're not capable, but because I need to have this dialogue so that we can know and constituents can hear and as they're tuning in that they can hear kind of the process and what we're looking at and what the future holds. But as a board member, I will ask these questions. It is my duty. It is my obligation. I do need to know and the constituents have that right to >> and having a ballpark of the number of what it's going to cost. Yes. Like in the future, >> I have sat on this board with Mrs. Duval and the other board members I've came in where we didn't have strategic plans and we didn't have vision boards on many things. So I'm

061sorry if it's offending you and you think that I need to let it go and they know what they're doing. So just be quiet. I'm not going to do that. It is my duty to sit here and to ask these questions and to be informed. >> Thank you. Thank you Mr. Pender. And that's why we're bringing it forward now is because as we talk about the school and develop it, we want the board to know and be involved in the process that we're doing. And we're also going to have to be reaching out to parents to kind of see their interest in this pretty quickly. So, as we move forward, that's why we brought it forward so that the board we could get some consensus from the board um about moving forward with this so

062that you know >> we're not sending out parent surveys about making east side a K8 and the board doesn't know. I don't think that would be healthy. Um, so, uh, that's what we're here for is to, um, bring the concept forward and see if we have consensus to move forward with what we're going to look at doing >> and having a discussion. >> Yes. >> Thank you. Um, can I have one more suggestion or add one more suggestion? when you start um working with your innovative projects if you can maybe create a project to um deter the birds from the electric poles >> that that's why this actually came about is the aggra there's the hidden meaning behind the aggra science technology is for someone to design something >> to get rid of the hund

063but those are bird protected birds by the way actually I didn't know that >> I want I want them to stop flying into your power poles >> so all right Mr. Mr. Pender, anything further? Do we need to do you need to ask for uh consents of the board or >> I think I have cons. I don't Miss Bonzik, you didn't say anything, but I I >> Is everything good? Everybody good moving forward? >> I'm good with that. >> East Side Academy of Leadership and Innovation. >> All right. >> East Side Li. >> I'm all about all K8s. I think Kates are the way to go. >> They are. They don't when you transition them from kindergarten, fifth, and they hit fifth grade, then they go to middle school. I don't know what happened to

064our kids. Our kids go wild time. And then they come back down to high school. It used to be opposite. Used to be ninth grade, but now it's easier transition. >> That little middle school section is they they they >> And as a parent, I've had three in a K8 and speaking from a parents point of view, I love it. It's nice. >> Yeah. you have a good thing going over there at East Side. So, >> I appreciate that. Thank you. >> And if there's any group of people to make this happen, it's this team right here. So, um I'm happy that they're leading this and moving forward and we're excited. We're all excited for this opportunity. >> I can't wait to see the videos. >> Yeah, there's going to be a lot of them

065>> videos. >> We have a whole planned out media launch, so you'll see them. >> So, thank you. We'll be sharing um East Side will be sharing this information. and we'll be communicating as a district informing parents so that we can and they can plan accordingly when it comes to numbers. So, >> and Dr. Ler, I love your energy. You always have such energy and I know that this will be a good project for you. >> Absolutely. Thank you so much. >> And the board looks forward to hearing more about Parrot and future. >> Yes. >> For our middle schools. >> Yes. >> Thank you everyone. >> Thank you. And at this time, we'll move on to agenda item number three, 26-3539. Presentation of resolution R26-006, Jackson Property and ED plant survey 6.3 by Mr.

066Reagan and Mr. Lipy. Welcome. Good afternoon, board members, Madame Chair, Superintendent Pender, and Board Council. We're here to um Can y'all hear me? Okay. To present um it's on the desktop, Jim. Uh a resolution and um a EDP plant survey revision for u disposal of a piece of property off Citrus Way. Um I believe it's called the Jackson property. So we'll get the slideshow started here. Okay. So um we do have several uh pieces of vacant property that the district owns. Um what I have listed here is the property that is not contiguous to existing um property. Uh we have a little lot here on Kroom Road, which I guess technically it is contiguous to the old transportation building, but it's not really contiguous to a school. Uh the property, the Jackson property here is

067the 1 acre parcel that we're here today to present. Lake Lindsay's 39 acres more or less um out off of Lake Lindsay Road. McKithan Road. We have approximately 80 acres there and a small lot on the corner of Oak and Bale Avenue across from Hernando High. We also have some property like uh Westside has some land but it joins our property and we feel like some of these sites there's some out at Wikiwatchi and Winding Waters and other places Floyd that can be used to for future development of that campus. So um I didn't not list those. Yes, ma'am. >> That's what I was going to ask you. That list that you just named, Floyd, Wikiwatchi, and East Side. Are those the only vacant parcels adjoining the schools, or are there more? >> There's probably

068more. I would have to do a a thorough search to see what is technically like because some of that's like separate parcels, but it's, you know, contiguous. So, we may not think in our minds that it's separate, >> but legally on paper it could be. But I just happen to know those because I had experience. >> How much is my east side? Do you know? um east side actually um I'm not aware of any extra property. Now I do know the county offered um at one time and it never went anywhere. Um they brought up the um property to the I believe that would be the east when you're going into the school. It's on the right. It's an old oxidation pond. So there would be environmental issues to mitigate. I don't know, you know,

069it's it's land, but what that would cost to mitigate, but it would be, you know, contiguous and and a spot for some kind of expansion. But the fact that it, you know, was an oxidation pond for many, many years. >> And you said Fox Chapel. Uh, Fox Chapel. I know there's some property um there on the left hand side, I believe. No, that's Yeah, I think that's right, ma'am. JD Floyd. >> JD Floyd has property. I didn't know if Fox Chapel had property. >> I think it's like part of the just some empty land there by the baseball field. >> Yeah, it's a it's a small piece of land that's not fenced. I mean, it's ours. It's contiguous. I don't think it's across the street at Fox Chapel that I know of, but I think

070if you I think what I'm hearing is the board would be interested to see other locations. So, if you can find out where we have land that is not already >> I mean, you can identify whether it's legally another parcel. But really, I think what they're what everyone's looking for is is there land that's not within our fences right now that >> we can develop if it's undeveloped or an empty lot or something like that. Like at Lake Lindsay, you're saying we have 39 acres. We could possibly put up a small school there, couldn't we? >> We had brought that to the board at one time um about a year or two ago. >> Is that developable? I mean, >> it is. There's a small portion in the back that's on the lake that's in

071a flood plane, but it is developable. There's some issues with >> We wouldn't want to So, the only the only property looking to to uh dispose of is the Jackson property >> for today. um that being that's the lowest hanging fruit I guess would be the word to use and the easiest. There's some issues I'll walk us through them that have to be dealt with and I think we were going to do this as a trial project just to see how it goes before we I think that >> yeah this is just a list of of vacant properties that are not attached to a school or a an area that um is there for right now. It's not all inclusive all property we own. These are just lists of non-ontiguous pieces. >> And when we

072spoke about the Lake Lindsay parcel, I think we had also discussed well, we discussed a few things with that with putting a school there, we would not have room for uh sports, >> right? >> And so that once again makes it difficult to have a school out in that direction with no way to transport them anywhere else to have sports. And then we had looked at I think Lake Lindsay proposing possibly getting rid of it opposed to doing something with it if I memory. >> Yes ma'am. Those have all been discussed. Yeah. And I think an ele would be probably the only >> school that really you would Yes ma'am. >> So um I'll move on to the steps and and Miss Moer worked with me on this. Um did a lot of research and

073I thank her for her help with this. um she looked at statute and board policy and all that and kind kind of came up with some steps here that we have to go through if we're going to dispose of any property. The first step um is required by the DOE is board approval of an ED plant survey that says that um and a resolution that says the uh properties unnecessary for educational purposes and um that has to be done in the ed plant survey amendment. So that will um if y'all want to move forward with this, that will be coming to y'all in a in future meeting that was attached to this agenda item if you want to look at the the wording of it. Um and once the DOE approves the EDP plant survey,

074then we would um do a board resolution. Miss Moer u prepared a draft of that and um that's also attached to the agenda items, but um that would that has to come at a separate meeting. Um it was determined that it could they couldn't be done simultaneously the way the law is written. So, the next meeting would be the the resolution that basically authorizes um Mr. Pender to um authorize me, I guess, to somebody to >> do what's in the best >> Mr. What are the costs associated with the EDP plant survey? >> Uh it's free. There's no cost with that. The EDP plant survey and the resolution was done in house by by Caroline, so there's no no cost to that. So, um so the step three, and this is where it kind of

075gets a little um sticky. Why we This one's kind of um was a trial balloons charter schools. The there's a there is um some language in statute that you have to offer it to charter schools and there's different interpretations. Um and Miss Moller determined that. We can talk about that in another slide, I think, on on this particular property. But that is something council has to look at those laws and see you know do we have to offer it to a charter school or how that looks. And then the fourth step and this is I guess when we would start incurring costs is appraisals. Um the Florida statute that governs all this recommends appraisals. Um and typically two independent appraisals would determine the best you know value. Um, and you could you can also, you

076know, do a public auction or do a realtor sale. Um, but anyway, you want to do an appraisal at least one on something. We'll talk about that in a another slide coming up too, but um, but you want to know what it's worth before you sell it. And then the the fifth step is this actual sale. You can use a realtor, private negotiations, the public bid process. The statute says um we have to take diligent measures to dispose of it only in the best interest of the public. So whatever we do has to be in the best interest of the public. Um and then the fund dispersement once we get the money doesn't mean we can spend it on anything we want to. The statute says um and that um it has to be deposited

077in in back into the fund source for which the property was purchased with. And if you don't are not able to determine that, then it can only be used for capital outlay projects. So, um, if you know where it came from, then you can go back to that funds or you're supposed to put it back. If you don't, it's capital outlay projects only. Um, so we'll talk specifics now about this property. Um, this property was sold for $1 to the district in 1906. So, we've been um stewarding this land for that long. Um as you can see here, the deed is handwritten. Um little bit of history there. I found that interesting. Um the um parcel is landlocked as you can see in the photo. There's no access. It's in the middle of um some

078farmland and it's kind of an old lake bed. There's a lake there and I think it's um I don't think it's in flood plane or anything but it is it is landlocked. Um >> do we know who owns the property around it? >> Yes. Um there's a um we do have an offer I'll get into that in a minute from a um group. It's a um something cowg girls or ladies or something. It um I'm trying to think. It's a corporation and they said they made an offer through an attorney and um they off, you know, made an offer on the property and they own all that around it. It looks like they're using it. If you really zoom in on Google Earth, it looks like somebody's like plowing it and stuff, which I guess

079that technically wrong, but we can't get to it to mo mow it either. So anyway, that's a little background on the property. And um so the first step if we decide to move forward is the spot survey. Um it's drafted and ready for y'all's approval at the next meeting if y'all want to move forward. DOE's uh informally looked at this and says it's approvable if y'all approve it. So we kind of they help us draft these things so that they they'll approve it once y'all approve it. So >> your last slide, what did it say about the owner? Was it the original? The owner of the surrounding property has expressed interest in purchasing this land. Yes, ma'am. Oh, not the >> right. Not the original. Not the family. Yeah, the Jackson's that's on the deed

080there. The Jacksons is who we bought it from. I I don't know. Sounds to me like for Well, a dollar in 1906 might have been a lot of money, too, though. But, >> um, a lot more than it is now. >> And then, do you have a ballpark figure of the price? >> Um, of what it's worth? Yes, ma'am. I'm going to get to that for sure. um at least what the tax assessor says and what what what our offer is. Um the resolution that's also like I said that would be the next step um if y'all approve the ed plan survey and then um the charter schools. So our council has the way the statutes kind of worded it says is we we have to offer it to charter schools like we offer it

081to other schools in the district. Um, we have not offered it to other schools in the district um because it's uh landlocked and it's located near an old old lake bed and um I have some stuff from Miss Moller with that that it's kind of like we're not going to offer it to any schools because it's not usable for education. That's kind of why we're here. So, yes, sir. >> Yeah, I I looked it over. I I agree with that opinion. >> Thank you. So the next step after that would be the appraisals. Um state law requires on a purchase of property. So if we're going to buy property that's over 500,000 by by law we have to have two appraisals. Um a lot of other districts we talked to u they get two appraisals

082and they use the average of those two to establish the market value for the property. Um, being this is our first rodeo with this for in quite a while, we don't really have a process set, we're we're all ears on how y'all would like to do that. Um, but in my opinion, if you'll see here, the property um tax assessor has has valued this at $44,200. >> That falls well below the $500,000. So, yes, sir. Two appraisals are not required. >> Not well. And then really technically because we're selling they're not required. That's only for purchasing. So, we don't have to do that. In my opinion, they're between we just got a did the I think y'all approved the the real state appraiser appraisers last board meeting. Just say average of $4,000 in appraisal. We

083get one is 4,000. So, that knocks our profit down. And then we get another one and it would have to increase the value by at least 10% to just pay for itself. So, one. So in in my opinion, I I think one would suffice. >> What did the cowg girls offer? >> Uh they offered $10,000. >> So that's kind of why um I guess I can go to the next slide. Um the best method to dispose of this, we had this offer here. Um we can negotiate with them and just um try to get get them to come to where we want to go, we can do a um >> How much are the taxes on it? >> Uh we don't pay taxes on any of our property. So >> So for that, even though

084we're not using it for school or anything, it's just um Yeah. So I don't know. I think to sell it for that cheap, I'd rather hold on to it. There's nothing, it's not hurting anything, then just give it away. I think it says the estimated tax is 419. It says savings, estimated tax savings. >> I think if we could get 40,000 for it, >> would that be approximate >> amount of tax? >> I don't know. I honed in on that value of 442. I'm I'm assuming that's the value their value of the property. That's what it looked like to me. >> That's a lot of >> for one acre. That's a lot of money. Well, some of them are wanting 150,000 an acre. So, >> I I know. But this is landlocked. >> I know,

085too. Yeah, I agree. >> How many How many other people actually want to buy this? >> Right. Well, that was back to my point on this. You know, in this particular case, the number of buyers is going to be limited. So, um, you know, a value of hiring a realtor and putting a sign up and trying to sell it's kind of, >> you know, it's like >> unless somebody knows something we don't, there's all on it or something, you know. I mean, >> you'd have to counter offer with them, >> right? >> Does it does the same people own all of the property around this one acre? The same group? >> Yes, ma'am. The best I can tell. >> So, it's of no benefit really except to them. >> Right. I would say definitely counter

086>> something association. >> You've heard of them? >> Yes, I have. I I've heard of them. They're they're they're pretty it's um they're affiliated with the the cowboy >> church association that puts on uh uh events for kids that teach them how to rope and how to, you know, steer and all that stuff. And are associated with it. Um, they are they've been around for a long time. I don't remember the exact name. My wife was a member for a little while. So, you know, believe it or not, >> can you give us the C who owns it? >> Yes, ma'am. Jim's going to pull it up. If you'll go to the file, there's their offer letters in the file. Um but while he's doing that is um other properties we might would um the

087superintendent would determine or y'all could instruct us however you want to do it with you know realtor private sale public auction or public bid process. Um there's several methods of >> if anyone was going to get it I would like to see it go to the property owners that surrounding it. >> Yes ma'am. I think that makes the most sense. >> It does. is we should negotiate a price, >> right? >> I mean, and you can't sell it until we get we know what the price would be, >> right? >> So, >> that's why the appraisals, even though it's going to cost it appraised at 44, so something closer to 44 than 10 would be appealing. >> Yeah, that's the tax assessor's value, which they couldn't really go look at. I don't know what how

088they came up with that, but nonetheless, an appraisal we $3,500. Um, if we can get closer to So, if we don't have access to the property, how would we have an appraiser go out and appraise it just from pictures and measurements? >> I guess so. They would use that and just location and comparables. I don't know, you know, how they would >> Well, would there have to be an approach? >> Do we want to do an appraisal? >> We don't have to do. >> Can we just do a counter and see what come what happens? >> You don't have to do an appraisal if you don't want to. >> If the appraisal is 4,000 and the offer is 10, that doesn't seem to make a whole lot of sense. I mean, >> the math's not

089mathing for me. >> Unless the appraisal says it's worth the 40 something, then you know, >> well, that's not out of >> supposed to be in the best interest of the public. So, I mean, >> that wouldn't be out of line if it wasn't sitting in the middle of everybody else's property. It wasn't landlocked. >> Why don't you see if you make an offer them for say 25 and see if they buy it? If they they buy that, they come back. We gota we got to do these other processes first, but we can offer whatever y'all want to offer. But >> I wouldn't advise putting any money towards it. I agree with Mr. Pender. >> It's under my threshold for spending. So >> did you find him um it's I think it's these letters here

090>> if I it may it may be worthwhile to find out how the property appraisers office came up with 44,000 but they basic they have no access to the property had they come up with that number because there's a big difference between a $44,000 appraisal a $10,000 offer. >> Yeah. But wouldn't wouldn't there have to be an easement to the property even if it's landlocked? you would think. >> So somewhere there there's an easement that probably hasn't been used or put in place. It just makes sense. But why would you want to, you know, put a road through somebody else's >> property, right? Have to, >> Mrs. Bonsick. >> And what what could you possibly do with one acre as a school district besides maybe store some garbage on it? I don't know. Like >>

091And there's a lake on it also. >> What are you going to do with it? So it's better off we get rid of that. >> Mrs. First of all, >> I I think we do need to sell it. Um, yes, you Mark, you can have an easement. Someone could buy it and then you have to go through a title company and they have to do all the research on past owners to see what kind of easements were ever, if any, put into place uh by previous owners of surrounding land. because this property while it may have a continuous contiguous piece of property around it probably hasn't been that way since 1906 as well. I mean it's >> and if we sell it to to the cowg girls what whatever that name full name is we

092wouldn't have to do that because they own the surrounding property just be absorbed. >> So if we can get a a decent offer from them >> we could consider it and and be done with this. >> Mr. Just a question if I may. Did Didn't you say there's some activity going on on that property? >> It it looked like like from Google Earth cuz I I wasn't going to get shot going out there. But um anyway, um it looked like it had been plowed like the whole place had been plowed. And if you did the little square that y'all saw, you know, more current image, it looked like or a latter image somewhere through the time history, you could see where they had just plowed over it. And the company's name is Cal Cowgirl Company

093One LLC. >> So basically, most likely they're using our land anyway. >> Sounds like, >> right, they probably they probably have animals. >> Exactly. So I mean, >> really, it should go to them. So I would just negotiate and see what they're willing to pay. >> Okay. >> So >> they could argue they have constructive possession of it anyway because they've been operating it. if they have for a long time. >> At this moment though, >> we have a dollar. >> Don't add that in, Mr. Myers. >> We have a dollar invested. >> No, they cannot. >> So, no matter what we get, we're ahead of the >> That's right. We own it. >> All right. Any further discussion? >> Um, just thank you. >> Closing up the um the last steps here. Once we

094negotiate this, the money would um we'd have a closing. You know, that's something we need to negotiate too with them is who's going to pay the closing cost. If it's 10,000 and we have to pay the attorney fees and all of that, then we have they have to >> I would have them pay all closing cost. >> Cash only. >> Yeah. Cash only. >> Eliminates closing costs. >> No cash. And we haven't we have a staff attorney. >> If it's not a cash only, then closing costs. >> We don't want to incur any charges, >> right? We've already incurred a dollar. No. >> Right. That's all we're incurred. No more. >> All right. Thank you. >> Yes, ma'am. council will be helping. >> All right, we're going to move on now to item number four

095on the agenda. 26-3552, presentation of the Hernando County School District artificial intelligent implementation, Jesse Diaz. Welcome. I hope you're going to use AI to present. >> Okay. >> Not exactly. >> This is not the right one. Okay, madame board chair, board members, Superintendent Pinder, thank you for the opportunity to share how our district has approached the implementation of artificial intelligence or AI for teaching and learning as well as the next steps we're taking as we move forward. Artificial intelligence has become one of the most discussed topics in education with districts across the country encouraged to take proactive steps to ensure safe, responsible, and secure use. AI offers transformative potential for teaching and learning, enabling personalized instruction, efficient data analysis, and innovative classroom practices. However, its integration must be carefully managed to protect student privacy, uphold

096academic integrity, and comply with state and federal regulations. Hernando County School District has approached AI implementation with a dual focus, caution and forward thinking. This means we are not only safeguarding against risks such such as plagiarism, copyright infringement, and misuse of student data, but also positioning ourselves to leverage AI responsibly for future instructional advancements. By establishing clear guidelines, training staff, and aligning with state level initiatives, the district demonstrates leadership in navigation, I'm sorry, in navigating this evolving landscape. Our commitment ensures that AI tools are used ethically, enhance learning rather than replace it, and support the district's mission and goals. This presentation will outline the platforms currently in use, the policies governing their application, and the measures taken to maintain compliance and security. So let's talk about what we currently have, what we're using, what's allowed

097and such. So the district has defined clear parameters for AI use across uh usage across staff and students. For staff platforms such as Microsoft Copilot and Canva AI are provided along with KIGO for teachers serving grades 6 through 12. Staff may also use other reputable AI models provided they adhere to district standards for protecting personable uh personally identifiable information or PII for students. Access is tiered by grade level. So GA grades 9 through 12 have access to C-pilot and Canva AI. Grades 6 through 12 can use KIGO as well. and K through eight, grades K through eight can use Canva AI under monitored conditions per district guidance. This structured approach ensures that AI tools are integrated in a controlled manner, supporting learning objectives while maintaining compliance with privacy and safety standards. By limiting student access

098to vetted platforms, the district minimizes risks associated with unauthorized or inappropriate AI use. These measures reflect our commitment to balancing innovation with responsibility, ensuring that AI serves as a supplement to traditional learning rather than a shortcut that undermines educational integrity. I'm doing both things so I'm a little bit data privacy and usually there's another person here that'll do this piece compliance and agreements. Okay, so we're going to talk about u the agreements that we sign and that we have in place to protect our students data. Protecting students and staff data is a top priority in AI implementation. The district ensures compliance with state and federal regulations including 6A uh 10955 and SOI PIPA for platforms like Canva AI signed security and data privacy agreements are in place as required. Other tools such as Microsoft Copilot

099do not require additional agreements because they fall under existing compliance frameworks. Staff receive explicit guidance on handling PII across all online platforms, including AI tools, through board policies and staff handbooks. These policies emphasize that entering student information into unapproved platforms is strictly prohibited, reducing liability and safeguarding sensitive data. By maintaining rigorous standards and transparent protocols, the district ensures that AI adoption does not compromise security or violate privacy laws. >> Mr. Diaz, I got a question. >> Yes. And you and stop me whenever you >> um so are they receiving training or repeat that again. You said in the handbook and our board policy, well, are they actually having some PD training on this as well? professional development are you know at the beginning of each school year midway through >> it has been offered during

100summer and at the schools it's also offered but it is really depends a lot on site administration so if they request it happens my team does not required not at the moment not at the moment however it's in policy so it's you know it's it's not like they don't have guidance it is in our policy but that is one of those areas that we have a task force that is going to be working on that particular issue >> even at the beginning of the school year if you know they just do a quick little thing as a welcome back and a refresher would >> that's currently in talks right now as part of those and on boarding for example for new employees as well >> okay Mr. Johnson. Sorry. >> What what what if you're

101relying on an agreement that somebody signs, I think we have a problem. How do you stop a student or a faculty member from using a a program that's not approved on a machine and bringing it into the into the school and then infecting our our our system. So if I wanted to use ABC AI, >> which is not approved and it's made by the Chinese just for an example out of nowhere, and it had it comes in with a virus, how are we going to stop that from infecting our system? How are we going to guarantee that our equipment, our our computers that the kids take or have use of >> doesn't become infected when they go home and start playing with ABC because it's a game and it's artificial intelligence. That's the only issue

102I have with I don't I I like the idea. Uh I I learned a lot at the last the last F FSBA conference. I happen to think it's a good tool to use. I think it's going to be part of the future. Uh Khan has a great program. >> Um I'm not against it. What what I worry about is how do we keep our system and and keep its integrity and it from getting compromised by some student doing something nefarious whether it's intentional or unintentional through a ABCI and I'm making that name up of course right >> because that that if if they just sign an agreement I won't do it ain't going to happen >> what safety nets what safety nets do you have in place >> okay so let me visit the regarding

103the uh signed agreements the the signed agreements are between us and the third parties it's not a parent signing an agreement it's for example uh Canva or these different applications that we have, they sign a data security agreement, which means they have to guarantee that they're going to treat our data uh securely. They're not going to sell it. They're not going to uh, you know, misuse it. Now, >> is that what you mean, Mr. Johnson, by Ken Migo and those different companies? Yeah, they all >> what I what I'm referring to is more we we have computers that some students get that are machines >> and they take them and they go home, they play with the program. My example, ABC1 AI at home and then they come into school with their project and they

104present it. It gets into our system >> and and it's a nefarious program that they use to attain. How are we gonna how are we gonna try trip up that that virus and keep our system >> we do have safety nets on the computer system. >> Yes. And and we have to for example what I mentioned before SLPI IPA there's fura co copa all of these laws require that we have systems in place for example content keeper that is our system for blocking anything that it detects as being viruses. Now nothing is 100% secure nothing stuff can always happen. However, you would be surprised how many things we block every single day. Just ask Jeremy >> how many things are blocked every day. >> Yeah, that's what I was going to say. I think those

105are two different kind of issues. The AI I mean it could be AI program, but it could be any program. >> And we do have those safety nets within our um system. >> Absolutely. >> That blocks or combats them if they >> Yes. because we have kids, we've had kids for years that take their school computer home, >> right, >> and bring it back. >> Um, so there are things in place that catch those all the >> and and I would assume we we have u um AI detection programs. So if a student uses AI in an essay, it'll pop up and say, "Hey, >> this is AI generated." You probably put it in AI, >> right? Right >> for them to detect it. >> Yeah. Right. But regarding the systems to keep us safe,

106it's required by statute and federal laws, you know. So, we have to have these things in place. >> Wouldn't you say it's the same implementation that we've been using all these years >> to some degree? Yes. Because because it's internet based, it's web based. So, we have to protect student information no matter what. >> And it's worked so far. >> Yes. and um and we have a good system, you know, and again, if you were to talk with TIS, we are attacked every single day from many different places and we've been able to do a good job, I think, keeping all of our information safe. >> Um, let me continue. >> Thank you. Okay, so let's talk a little about training and guidance, which is one of those areas that I was asked about a

107second ago, right? Professional learning. What have we done so far? So, since 2022, so we didn't start talking about AI the other day. Since 2022, Hernando County schools have provided continuous professional learning opportunities and hi uh highlighting AI protocols and best practices. These include sitebased trainings, summer workshops, and digital resources such as the digital citizenship guidance and dedicated canvas courses for staff which they have access to. Um, training emphasizes ethical AI use, copyright compliance, and strategies to prevent plagiarism. Staff are informed about potential liabilities, including the importance of adhering to intellectual property standards. By embedding AI into ongoing professional development, the district ensures that teachers are equipped to integrate AI responsibly and effectively. And I'm going to stop you for a second. So what that means is that when we do a training regarding let's

108say one of the applications that uh we want teachers to use at the school or if the principles are asking us to I want you guys to bring a training on this or that topic we have been embedding AI making sure that within the topics there's always somewhere almost all of these applications are integrating AI in one way or another so it leaves an open door for us to tell them and remember this is how you stay safe but I do agree that there needs to be something um perhaps something that is uh more structured in the beginning of the school year that everyone signs off on and that's >> absolutely >> we need mandatory training. >> Agreed. Agreed. This approach not only mitigates risks but also empowers educators to leverage AI tools to enhance

109instruction, improve accessibility, and support diverse learning needs. Continuous updates and reinforcement of these practices reflect our commitment to staying ahead of emerging trends and maintaining a culture of informed ethical technology use. to that point regarding um making it something more formal. Um, and I was going to mention this at the end, but I can mention now that an AI task force has been established that is going to be looking at our current policy and then establishing a framework with uh broader guidance, you know, aligned with that policy. And it's it has uh student representation, parent representation, uh faculty, admin. It it's composed of uh 15 to 16 people. And we're going to be looking at how we can then make make a recommendation. See, because for example, establishing something that's obligated or required. It goes

110above my department. You know, we would have to have HR and we are going to have an HR representative on this task force that then can say, okay, >> this is what we recommend now to to go forward with these ideas. So, that's where we currently are now. We're going to have our first meeting next week. >> I had a parent reach out because she was invited to the committee and I thought that was a great idea. So, >> wonderful. Thank you. That's great. Okay. Um, let's talk about the policy for a minute. So, the our policy is 75408. This policy underscores the positive impact AI can have when aligned with our mission and operational integrity. It mandates that all AI use complies with state and federal guidelines and relevant board policies including but not

111limited to academic honesty or 5505, student conduct 5500 and internet safety 75403. Student use of AI tools for completing schoolwork without teacher consent is strictly prohibited and considered plagiarism. Teachers may authorize AIUS for specific purposes such as research assistance, which is here, data analysis, language translation, writing support, and accessibility enhancements. These permissions ensure that AI serves as a supplement to learning rather than a replacement for critical thinking and problem solving skills. Violations of the policy carry disciplinary consequences for both students and staff, reinforcing accountability. By articulating clear expectations and consequences, the district promotes ethical AI use and safeguards academic integrity, ensuring that technology enhances rather than undermines educational outcomes. And this is part of this task that the task force is going to have. um making more uh explicit examples of what the board policy

112is. Sometimes it's a little bit um vague in in some of the things. So, we want to make enhance that. >> Mr. Johnson, >> complete this study. Are you going to bring this back so we can adopt a new policy and enforce it? >> Well, the the task force is is not um changing the policy. It's going to create a sidebyside framework for guidance. So it it'll >> I would like that incorporated in policy so it's written in stone so they know if they if they violate it they're going to receive certain punishments and they'll know where what they can and can't do. Mr. >> I'd rather see that incorporated in into our work rather than just a a procedure. >> Usually policies are more broad and then the procedures align with the policy. and

113the procedure is the work group. We can bring the procedures back to the board for informationational >> um but it's not >> the framework >> doesn't necessarily have to be approved by the board because it's a procedure >> I I think this is too important not to be approved by the board. You're talking about something that's going to have a great impact both on on the learning and and an impact god forbid somebody does something wrong on on what we do as a district. I think it's too important not to have the board approve the policies on this. Well, if I bring it back as aformational item and I have consensus moving forward, is that >> I mean I'll ask >> we can get some clarification on that, but I I I mean >> I

114don't know if Robert is able to >> Well, I mean generally speaking, as the superintendent said, I mean the policy sets forth the parameters, the procedures explain that and I think given AI, you know, and all the new terms that are out there, I think that the procedures will offer the guidance you need to, you know, implement the policy interpret the policy. So, does the board need to actually approve the policies? I I don't think so. Uh but I I think it would be helpful if you agree that those policies made sense. But at the end of the day, I think it's really up to the superintendent to say these procedures are adequate to explain the policy. And I of course don't have a problem bringing the procedures back from the committee and then the

115board saying you know having a discussion and saying that you you know that >> yeah I I don't think I guess what I'm trying to say is I don't think you want to incorporate the procedures into the policy because it muddies the policy >> right and you should have input as to whether or not those procedures adequately explain the policy. >> Okay. >> And that's the guidance that I've received as well. I sit on a a statewide AI task force kind of like the one we're creating here for the district and this is what the guidance that we received at one of our last meetings was that many districts because the policy usually is so broad. They have been recommending that there be a framework kind of like a side by side that gives them

116more guidance as to when it says here this disciplinary action because usually what it'll do it it goes all the way to the end. The the ultimate um uh consequence right up to expelling. But what about before all of that? That's where then our our own framework could give more guidance. >> Okay. So I think the board or some of the board would like >> absolutely to just be presented after committee >> bring the framework back. Yes. To you when the when the committee is done with it the task force. Absolutely. >> Miss Rodriguez. >> I think it you're definitely on the right track. Um we we have to um we have we our students have to have this exposure because it continues to impact all the jobs and economics and it's the learning. It's

117what's happening. So we can't be behind on it. But the next breath we have to safeguard um these students because that's essential. >> Agreed. >> And I think that you're on top of all of that. Um >> it's not going to replace our amazing teachers. It's just going to come along and it's going to enhance the planning, the lessons. Um, as long as we ensure safety and >> um, continue to use ethical use by the students, I think it's a good thing moving forward, I don't really think there's anything stopping us from doing this. I think Mr. Johnson's wanting to make sure, like you said, the safety the safety net. >> Absolutely. >> Yeah. Yeah. And and if you make if if he's sitting sitting putting together a framework to go side by side with

118the policy, the framework should be broad enough where that might want to be incorporated into the policy because now we're setting a a broader type of structure where okay, do this and whatever it is, you know, at least we can outline it. I I and I'm not saying get into the weeds with it. I'm saying in broad strokes. >> Pender. Mr. I think the other way that it comes to the board for approval is if this framework is for an employee and it's in the employee handbook. The employee handbook comes to the board for approval. >> Correct. >> If it's students, it's in the student progression plan that comes for approval. >> So I think there is the mechanism there for the board to approve or deny the frameworks ultimately through those channels. And like

119I said, I'm Jesse will bring it once they develop it forformational purposes to share with the board too. So I think you get what you want. >> Yeah. And I think it's more because it's a brand new area. I I think we need to really understand and set the parameters of this framework or at least approve them because it's brand new to all of us. It's brand new to everybody in this room including Jesse. >> Mr. Myers. Oh, the only thing I was going to say there may be something in the procedures that would ne necessitate or be advantage to amend the policy. There could be something in there that you feel so strongly about, you'd want to actually put it in the policy. Uh, and you can always amend the policies. >> Absolutely. And

120I think that a lot of times the tension that's happening between the AI and people wanting to really start using it, implementing it is um it's between the students using it to enhance their learning um versus overuse. >> Correct. >> Which is why that ethical use is so important. >> Absolutely. And that's why we've released it in in tiered ways where not all students have access to it >> at least on our devices. Just remember, we cannot control other devices from outside or phones or whatnot, but on our devices, we have it tiered and they're supposed to have access to what we're allowing access. And one of the things that was important to me was also that, you know, that the board is aware that um we have been, you know, working with this. It's

121one of those things that we did not want to fall behind. I can tell you there are districts that have fallen behind that are working right now on creating policy and we've had ours adopted since January 14, 2025. Now granted, we had help from Niola, but that's that's why we get ahead. That's what we're doing. Um, and we have this policy that gives guidance. We're working on the framework now, but our teachers know that if they're using AI, if students are using it, it's supposed to be for research assistance, data analysis, language translations. You know, we've got how is it supposed to be used? Some kind of guidance so that we don't have a a wild west as far as AI goes. Would the plagiarism and any of that to set in place >> to

122to some degree? It falls under uh what we call um digital citizenship. However, and we have been talking about digital citizenship citizenship and enhancing and broadening because now there's just more ways, you know, to try to get away with something. So most definitely as we continue to go forward, we have to continue to emphasize and make sure they're aware of their responsibility of using this technology just like the web, just like using the internet, use it responsibly. >> And I think teacher training is key districtwide. >> Definitely. >> So the teachers training their students too because it's just becomes a norm with these kids with using AI and then >> maybe we could do it the other way the students train us. Well, that's true. Mr. Per, you have anything further? >> Uh, yeah, I

123just wanted to say like when you when you brought up plagiarism, academic honesty, those are separate policies. Um, and >> in our pupil progression plan, >> correct? >> They're in the code of conduct. >> In the code of conduct. Yes. >> It's already what we follow daily. >> Yeah. And it's just that AI is a is another tool that can or cannot violate >> those areas. So it branches even though it's not a separate policy, it goes into our other policies >> and and they need to be enumerated quite >> definitively so they know what they're doing. >> I have to say our teachers are pretty good about picking up on that AI >> writing >> chat GPT writing papers and stuff. >> They are pretty good about >> there there is a plagiarism programs

124out there that that can be purchased that will pick it up. >> Okay. And this goes without saying, we'll continue to review and revise as necessary. >> Absolutely. >> That's going to be something ongoing. >> Yes. Absolutely. And and those other policies that were uh that Mr. Pender um mentioned, they are all referenced in that policy. So they all tie and make reference to these other policies that are also in place. Um but like you're like you have mentioned, we have always had to be careful with plagiarism. However, now there's a new layer which we need to enhance the information that we're providing. For example, now a a student could say give me something with Mickey Mouse, right? And Mickey Mouse belongs to Disney and these kinds of things. So now that's why we have

125to make sure that we have the right tools that won't allow that. And that's why we're using tools that are authorized and not just any they can just get on anything. See, there's new ways that we have to be prepared to deal with this technology that can do these things. >> All right, you may move move on. >> Yes, ma'am. Risk awareness and mitigation. So, AI platforms increasingly incorporate mechanism to detect copyrighted material, which you were just talking about, and may alert users or block content that appears to violate copyright. To avoid the risk of consequences for copyright infringement, the district provides staff with comprehensive copyright best practices through board policies and digital citizenship guidance, which we already have that exists. Professional learning sessions reinforce intellectual property standards and emphasize the importance of ethical content

126creation. Additionally, teachers are trained to avoid entering student information into unapproved online platforms. This is not new. Reducing exposure to data breaches and legal liabilities. These measures reflect a proactive approach to risk management, ensuring that AI integration does not compromise compliance or accountability. How are we staying future ready? Hernando County School District is committed to leading AI initiatives in Florida by actively engaging in state level discussions and task forces. Membership in the Florida K12 AI education task force ensures that the district remains informed about emerging guidance, best practices, and legislative developments. This involvement enables us to anticipate changes, align policies with state standards, and advocate for resources that support responsible AI integration. Our vision is to position Hernando as a forwardthinking district that leverages technology to enhance learning while safeguarding students and staff. By combining

127local action with statewide collaboration, we demonstrate leadership and readiness to adapt to the evolving educational landscape. Hernando County School District has taken deliberate proactive steps to implement AI responsibly from defining approved platforms and securing data privacy agreements to providing ongoing training and establishing clear policies. We have ensured that our approach aligns with state guidance and ethical standards. risk mitigation strategies address copyright and data security concerns while our engagement at the state AI task force level positions us for future success. To further strengthen this work, a district level AI task force with staff, parent, student, and community representation has been established to conduct a deep review of our board adopted AI policy and develop a supporting framework to reinforce understanding, consistency, and implementation across the district. As AI continues to evolve, we will maintain vigilance, update

128practices, and lead with innovation. Our goal is simple. To harness AI's potential to enrich education while protecting the integrity and safety of our learning environment. Questions and feedback are welcome as we continue this important work. >> Thank you. >> And I do have a thank you slide. >> Nice. Thank you. If you have >> any further questions, Miss Rodriguez, >> I say kudos, Mr. Diaz, >> for this technology and being proactive in bringing this plan forward. >> Thank you. >> We look forward to hearing from your task force. >> Yes, ma'am. >> And great job with you. Thank you, slide. >> Thank you. Thank you. I wanted to touch on um something Mark had said earlier about like if we ever were to devise something with the coins or any of that that he had

129mentioned um giving it out to like teachers like the custodians, the lunch staff, you know, that would be for everybody. Is that what you were referring to? >> Yeah. Uh we're allowed it's in the statute to give out tokens of appreciation to to employees whether whether it's teachers or or other staff. All we have to do is is have one made and and hand each we could do it any way we wanted. We could each border board member one a month. Give each board member 10 of them and they're yours for the year. How however we wanted to do it and show our our individual appreciation. >> I had just thought about that earlier because it came to me like thinking of the custodians, the lunch staff and all. >> Right. It' be great to

130include everybody, not just teachers. >> Agreed. >> Anybody you felt was deserving. Thank you. >> We're going to move on to number five, item 26-3560,formational insight and summary of who we play for agreement. Mr. Cupchick, >> good afternoon, Madam Chair, board members, superintendent Pender. How we doing? >> Um, this I kind of wanted to start out uh in your packet uh says Florida Second Chance Act summary and just give you a little bit of background, be very brief. Essentially, this is a a new state mandate that is coming on board July 1 uh for all incoming ninth grader student athletes to have a EKG, ECG, people call it different things. Um before a new excuse me, an EKG screening before they can participate in athletics. That's anything, lift a weight, stretch, run, anything. It's going

131to be a part of the athletic registration process. So, uh, again, that's only incoming ninth graders. And then the other piece to this is anybody that is new to the FHSAA sports. So, someone transfers from Connecticut or maybe it's a 10th grader that hasn't played and then wants to come out for golf as a junior. Those types of things, those are the people, those are the kids that are trying to capture at this moment. Now, that could change. There's some rumbling talking about this is going to be a requirement for every two years to do this regardless of where you are um in that. But uh right now the way it's the way it's written and the way it's being implemented and per FHSAA uh policy, it's going to be incoming nth graders and anybody

132that is new to FHSAA athletics. >> So for parents knowledge, um it would not be voluntary. >> Correct. Um there is a um an exemption. There's a couple different types of exemptions, but there the FHSAA has lit literally like days ago, a couple days ago, put out some forms for medical exemption. I believe there's a religious exemption as well. Um and those would have to be turned in and on file and and part of their registration packet in place of that EKG form, which is going to be called an EL1. Why would we not want to do this for all the athletes? I mean, >> so, uh, yes, I agree with you. This is something, uh, you're jumping ahead a little bit, but I would absolutely, this is something as far as our agreement with

133who we play for, this is going to be available to everybody, but as far as the state mandate goes, uh, so that's who we're trying to capture first and foremost. That's who we're pushing it towards initially. incoming freshman and any student who's never played a sport before that's past the freshman age. >> Correct. >> That is going to >> that's the mandate that's going to engage in a sport, they have to have it. >> Correct. And then to Mr. Johnson's point, um just that's the long and short of it, right? As far as the the the second chance act. So this is why we're doing this, right? I just want you to understand why we're getting into this partnership with who we play for and um obviously we're going to be pushing it out and

134and really trying to capture as many of those incoming nth graders and those newbies uh to Florida High School athletics. But this this partnership with who we play for is going to be available to any student, not just student athletes. Anyone that would like to get an EKG screening, they can go u at these different events that we're going to be having, and I'll explain those in a second. um it is $20 to the student to the family and um they're able to get the EKG screening and then it is read by a pediatric cardiologist. >> So that's that's include that does not include the physical that's just additional >> correct physical. >> Correct. Yeah. >> Have you seen any other districts implementing this? >> Yes. So uh there have been several uh the two

135that come to mind that I I actually have a good relationship with their district ads are Seminal and Valuchia. They've been doing this for about four or five years kind of preemptively. It's something that um people in their district felt strongly about. Maybe they just saw the writing on the wall that it was coming. Uh but nevertheless, they've partnered with who we play for and and have had >> it's been by by all accounts, it's been really really successful. Um >> actually started up near the panhandle. Um this started with one of the board members sons. I don't know if you remember meeting Hermes Rodriguez. His name was actually Chance and he had a heart attack on the field and passed away and so she started advocating for this. So their town was the first

136one I guess to implement it and she said that she had like a whole list of students or or percentage of students that they found with heart issues just in her own town. >> Yeah. Roughly it's according to who we play for it's about one in 300 >> and I know the story behind it. I think it's >> Yeah. Yeah. So, this is a a partnership. It's no cost to the district. Uh we're going to be rolling out information literally probably by the end of the week. I was waiting to have this this meeting with you all. Uh just so you kind of informed of why we're doing it and what we're doing. And it's going to start off in the middle school. So, we'll actually have days. Uh we're looking at the end of

137March, beginning of April. And each middle school will have a day who we play for will come in for about a three or four hour period. Parents can register electronically with their kids. We get a print out of who's registered and paid and they come in and they cycle them through these EKGs. They say it take two to five minutes and um we just we just roll them through. >> I also noticed in the agreement it says if the family can't afford it, it'd be provided free. >> Correct. No one is >> financial hardship on anybody. Do >> you know if the reg like the pediatrician office like our normal are they >> are they're not? >> So this is another reason why we decided to go in this direction. I spoke specifically with Dr.

138Gower, Dr. Kellen Gower. He's not a pediatrician, but he's he's a big sports guy. Um really, really strong sports medicine background and is a primary uh care physician in our area with Millennium Physicians Group. Uh he was one of our partners in spearheading getting athletic trainers. Um so I always lean on him and I also lean on uh Dr. Ward, Jen Ward, uh a lot when it comes to uh different things in our area uh in the medical field. And both of them were like, Dustin, we don't have the capacity to do this. No one has these things. Um, the places where people mostly get their physicals are Cyros and pediatricians. They don't carry these. Uh, I'm sure a lot of the urgent cares do, but the pediatricians and the Cyros do not carry them.

139Um, >> so, so is it going to cost us for who we pay who we play the agreement and the agreement or is >> it is no cost for the district. It's it's placed on the families for $20. Um, which from what I understand is very reasonable. The state's uh mandate request, whatever you want to call it, says it has to be under 50. So, we're well under that. And, um, so yeah, we're going to capture as many of those incoming ninth graders as possible at these middle school events. And then we'll have two additional kind of district-wide events, if you will, probably at at two of the high schools, one on the east side, one on the west side, uh, on probably on a Saturday. and try to get anybody else that we can.

140And then where we got to see where we're at after that. We may need to have another event or maybe we bring them in at to the high schools or um you know, we'll continue to work with who we play for to capture kind of those those one-offs. I was also speaking with Dr. Dmer uh Family Cairo. He seems to have a couple connections as well that we could maybe pick a couple of these one-offs off if we needed to. >> There's an event, back to school event. He backpacks and whatnot that there's two of them that go on that are quite large in the county. That'd be an excellent time. >> I'm glad you brought that up because he said that um he's had discussions with who we play for uh because Pasco is

141also partnering with them uh to implement this process and he said that he was already kind of in the works of having them come to that event. So, um, I'll step in as well. And now that this is kind of more official, we can kind of talk about that, uh, amongst the the three parties, so to speak, and and and get us all, uh, collaborating and knock out as many as we can because that's a great event. I agree. I appreciate Dr. Dmer doing all that, um, for our community. But, um, yeah, you know, it is I I agree. I think this is a great thing. Um, it is going to be another thing, right? It's another thing that ads are going to have to track down and keep track of. And um I'm sure

142uh there's going to be some back and forth because there's going to be from my understand there's basically like three levels that they get. You know, you're clear, you know, cautionary, we need to get further looked at or oh my goodness, stop what you're doing. You need to go to the doctor right now type of thing and get this checked out. So, >> um, once once those things, uh, once their screenings go through, >> we'll have to, you know, kind of go back and forth with the families that have they're in that yellow and red zone and and follow up and make sure they have the proper um, clearances before we can allow them to participate. >> That's what I'm going to ask. The next question is, what if a family what if it comes

143back and it shows some sort of uh, anomaly and then the parent doesn't have insurance? >> Yes. So, >> so then they cannot get it treated or they do not want to continue with the care because of the price. Then what happens? Their student just no longer can play sports. >> Unfortunately, yes. Yeah. That's the It's very similar to the physical piece, you know, the physical piece. Um if if there's we have kids, it's rare, but we do have kids that require an additional clearance to like a cardiologist or an orthopedic or something along those lines. And if we don't get that extra clearance, they have, you know, we're we're just not allowed to let them participate. So some parents that might not want it, the exemption is kind of like voluntary, wouldn't you say?

144>> I mean, it'sion they can get an exemption. I mean, there's exemptions for almost everything that the FHSA has. But >> so if a parent does not want it and they get the exemption, that basically works like it's voluntary for the parent at that point. >> Essentially, yes. As long as they go through the proper paperwork, >> it leaves us in basic clear if something happens and the kid drops dead on our >> on our field, which can happen >> 100%. >> Because Yeah. >> Yeah. No, it's >> kids have cardiac issues all the time and parents don't realize until exactly what you just said. >> They hit football and they're playing and booming around. You know what's scary was kind of staggering to me was again according to who you play for, you know,

145a a standard physical at a pediatrician is going to miss about 90% of those heart issues, whereas what they do they claim captures 94%. >> Well, yeah, an EKG is going to pick it up if you have if you have abnormal heart rate. And again, just like you said it, so if it comes in and it's abnormal, right, it's an abnormal EKG. >> They're going to send him to a cardiologist. They're not going to say >> no. They're going to say, "Okay, if this doesn't come back normal, sinus rhythm go." >> Well, and I also think it's extremely important that it's a pediatric cardiologist. Uh what a, you know, 60-year-old's heart sounds like compared to a 16-year-old's heart is very different and, you know, and and a 16-year-old athletes heart nevertheless. So, that's really really

146important. That was something that Dr. Ward and Dr. Dr. Gower really stressed was the importance of a of a pediatric cardiologist uh because uh because of all those factors um that because they were very concerned. He's like, "Don't get me wrong, we have cardiologists, but we don't have any pediatric cardiologists that are stationed in in town. >> Can parents get their own?" >> Yes, they can. It just needs to be on the form. Now, that that being said, like I said, literally days ago, they just came out with this form. It's the EL1 form. The physical is the EL2 form. That being said, they are good for two years. So if a parent got it say in December of 2025 and they have the the documentation, they can attach it to that form and it

147will be a part of the FHSA is allowing you to do that, you know, within that two-year window. >> Because this is required by the state and has to do with medical, is this coming back before us to be approved at at a meeting? >> I don't believe so. It's it's a FHSAmandated thing and um again, no impact financially to the district. It'd be no different than them updating like a a physical form or a consent form. I would >> I signed the contract. >> Correct. >> Um to work with them, >> right? >> Any other questions with that? And like I said, there's going to be a lot more information. I was kind of holding off until this meeting u from us also from who we play for, what we're going to be putting

148out on a web, social media, parent square, the whole nine. So, um, just getting the word out. And I would just really really again, you guys are in the community a lot and and hearing from, uh, different different, um, stakeholders, just really get them to understand that like they need to get on this. They need to get this done. The triyouts for fall sports start July 27th or 28th. Don't wait because they're not going to be allowed to step foot in in a gym, in a weight room, on the field unless all of this paperwork is done. And especially this being the first year of it, like any first year in anything, there's going to be some bumps in the road and there's going to be some some some log jams, I'm sure, with athletic

149directors going through paperwork. So, we just need to make sure that we are, you know, getting it early and often. And that was also part of why uh we wanted to kind of jump on this and start getting these um these EKG screening days, if you will, uh in into our our middle school campuses so that they're ready for summer and they're not having to worry about that moving into summer conditioning and lifting and and tryyous and things of that nature. >> Do they ever come into the school during the school like beginning of school in the actual school when school's in session? >> Yes, that's what it's going to be. >> It will be. >> Yeah. they find that that is the best way to capture who they need to capture and get the

150best bang for their buck, so to speak. Um, again, when I spoke with uh my counterparts in Valuchia and Seol, that's what they've been doing and they've been able to to get the overwhelming majority of of people in and out and and get done what they need to get done. So, um, sometimes with these community events, um, you know, it's on a Saturday or it's at hours people can't get to or whatever it may be, right? It's kind of the kids are there right there. We got them trapped. Uh so um that was their recommendation and when I again when I spoke to other county ads that was their recommendation as well. >> Perfect. Miss Monzek, did you have anything else to add? I apologize. >> I answered it when you asked question. >> Right.

151Any further questions board? >> Okay. >> Thank you guys. >> Thank you so much. >> Have a good afternoon. >> You too. >> And this workshop is adjourned. Oh, I'm sorry. Mr. Myers, did you have any further comments? >> No, no further comments. Thank you. And Mr. Pender? No. Okay. And this workshop is adjourned at 4:01 p.m.