001Good afternoon. I would like to call this workshop to order at 20:01 p.m. Item number 126-357. Review and tenative approval of the Neola policy 8451 headlice presented by Barbara Kder, assistant superintendent of business support and operations. Miss Kder. And I think joining Miss KD is Jill. Are you coming up today for this too? >> Okay. >> Good afternoon board. Superintendent Pender. I'm here to assist in presenting um policy 8451 with Miss Colossa who will speak about the review. >> Hi everybody. Good afternoon. Um this was an update to headlice just for a brief summary. Um years ago, uh we had policies that did not allow students with knits, which would be the eggs in school or of course live lice. Um several years ago that changed uh through recommendations from CDC and and Department of
002Health because of attendance. It was impacting attendance. So they then uh made a recommendation for the policy to uh they could be in school if with knits. Um so this was brought to us to to update and to make a recommendation that students with uh are not allowed in school without knits with knits or live lice. >> Okay. Thank you Miss Bonsik. >> Hey Jeff. So looking at it where we've corrected it and it says >> if a student with NIT live is not able to be picked up immediately they may remain in the classroom for the remainder of the day. >> So we either need to delete that >> or put in that they'll be kept in the clinic until someone can pick them up. >> One or the other only because I think
003sending a kid back to class with live lice in their hair, >> right? >> Um just one, we can't keep them away from the other kids and we're not going to seclude a child in a room full of kids. So that and then >> the other thing that I noticed the district practices a policy of no lice no knits and instead of saying and no knits criteria for return to school, it just says no knits. >> So >> yeah, so put an X in for no live lice too, >> right? No live lice and no knits criteria to return back to school. That would be my suggestions. Okay, I agree with Miss Monzik. Anyone else have anything to say on that? >> Yes, I agree as well, >> Miss Rodriguez. >> The infestation, it just
004it can continues the process. And I think it's hard, I think, when parents work that hard to delouse their whole home, their carpets, their couches, the pillows, the blankets, the bedding, the stuffed animals, all the above. And they have to take time off from work. And it just it impacts the whole household. And then you take them back, they do their due diligence. And then if other children are not being um treated and then those kids are in the class or they have the knits that turn into the live lice and then it just is a bad situation because those other children that are there that are clean now they get it again and it just continues. It's a bad process. So I don't think they should be able to go back I agree back
005into the classroom for the day. I think they have to stay out >> for for my clarification and for the policy going forward. Um the sentence if a student with nits or live life is not able to be picked up immediately, they remain in the classroom for the remainder of that day. Those next two sentences kind of follow that. So the principal or designate will determine the type of activities the student will be engaged in for the rest of the day. So if they're not >> there those sentences. So, I'm asking if you all would like that whole section deleted. >> The whole the whole section. >> I do. I think so. However, what what would happen if the parent does not come and pick up the child and say they're a bus rider? Do
006we need to clarify anything on that or just leave that up to the >> I think we would leave that up to the school admin, the principal. >> I I have one other >> Mr. Johnson. >> Thank you. Um second paragraph said says if nits or lice are found siblings at the same school will be checked for infestation. I think all siblings in any school should be checked. >> The last sentence nits or lice are found siblings at the same school will be checked. >> Where are where are you Mark? First par second paragraph >> second paragraph at the top >> at the top in blue or black whatever it is >> the last sentence >> if knits or lice are found siblings at the same school will be checked for lice infestation as well
007>> I think it should be all siblings regardless of the school >> so are you suggesting taking out at the same school and then it would read siblings will be checked for lice infestion infestation you can probably refine Siblings at any school or siblings in school >> will be checked for. >> Yeah, that just needs to be changed because it could be different schools. >> But I have a problem with them getting on the bus. There's three to a to a seat and they're usually playing, especially if they're if they're little. And usually it's the younger children that get the lies and they're all over each other. And I think that negates the whole purpose of the whole day that we kept them out of the classroom. If we're going to keep them out of
008the classroom and they're not going to have academic time, then why at the end of the day are we going to put them on the bus with all these other kids and all their heads on the bus are together in the classroom? They're not near as close as they are on a bus. >> What happens if if the parent doesn't have the ability to pick the child up? >> I don't know. But I'm just we're just discussing it. So, let's just think about it logically. If you put them three to a row on a bus and they have it, >> I think it should say that the child should be picked up >> immediately. >> It just doesn't make sense to me. If we're going to do one, we can't not do the other. So,
009let's just kind of brainstorm. >> Could you could we also isolate them on a bus? Make it isolated on a bus. >> Yeah, you're still >> Yeah, they still I think this state that they have to be picked up by immediately. They have to be picked up. It does state that. Yeah, I mean it does say that, right? But my my question was what happens if they didn't because if they don't come pick them up and they sit in the clinic all day and they aren't able to come get them, but I guess that would be a case by case, >> but sometimes things happen. Say a child is um in trouble and it's something pretty serious and the parent has to show up and they have to come for whatever. That's a for instance,
010this is no different, you know. Yeah, it's a whole different situation, but sometimes you just have to have a parent. Somebody's got to get somebody. You have emergency contacts and it would go down that way. >> Go through your list and you have to pick something. >> Do you want it to say are not permitted are are not permitted on the bus in this somewhere? >> Yes. Yes. Because if we leave it school by school and leave it up to principles and leave it it's going to be all different opinions and you know everybody thinks differently and everybody has different ideas and beliefs about the topic. So, I think that if we're going to do one, we need to follow through and see our hand all the way and make sure that that child is
011now not missing curriculum all day, but yet they're sitting on a seat with three. And then the kids that are next to them, the other seat right next to them, usually they're all together. So, it says if a student with knits or lice is not able to be picked up immediat, which we're not going to do that, but I guess you would say at the end of >> remain in the >> they remain in the clinic and are not allowed to ride the bus. But I mean, if they're picked up immediately, that's >> that negates >> saying they have to stay because they're gone. >> But if the parents cannot come and they have to stay all day, then they have to stay in the front office, I guess, until the parent gets there at
012the end of the day after school after all the kids have left the school and the admin's still there. Whatever time the parent shows up, the the child has to stay. The child cannot get on the bus >> or trying to figure out. >> I'm trying to figure out how to word that for you. So it would state that if a student when it's lice are is not able to pick up immediately, they will remain in the clinic until they are able to be picked up. They must be picked up, >> right? Remain in the clinic. >> You could say something like, "And under no circumstances will they be allowed to ride the bus." >> I think you should spell that out. >> I agree, too. >> Good idea. >> They can be Thank you,
013Mr. Myers. >> All right. So, and so this sentence, okay, so the one we were going to strike through, we're going to modify, >> right, >> to say they will remain in the clinic until I don't know if you could hear me. Until they can be picked up. What was your phrase? You had a good phrase for the bus. >> No circumstances shall they under no circumstances shall they be allowed to ride the bus home >> and the rest will be deleted out. Take away the principal or designate will determine the activities. >> Right. >> And then take away the rest of headto-head contact is possible. Take that away. >> Okay. >> Yep. >> And then you're going to leave the bottom. Parent guardian will receive a headlice notification. >> Yes. That's phase. >> After
014NITs andor live lice treatment, the student must report to the clinic with parent guardian to be examined for lice or knits before they may return to class. >> Yep. And then we're just going to do X and no live lice, no knits return. >> Yeah, a lot of the slice that's taking place is going around that the that the child isn't even going to the clinic and the parent, you know, it's just in the classroom. So back when I was in school, the student the teacher was able to look in the and they don't they don't they don't line them up anymore and do head. >> That's why they said classroom head checks are not recommended >> because what's happening is we're only getting a small percentage. So the students that are in the classroom
015that you never know about that have lice for three, four weeks and nobody knows. >> They also don't notify other parents and anymore. So if a student has had license, they don't notify the parents in the classroom, the other parents. >> Do you think that's a good idea? >> No, the parents should be notified that there was a student in the classroom. >> It doesn't have to say who. Of course, we would never want >> Well, it's good to know to to check your own kid's head because they're not checking they're not doing a student. But why is that? I think we did discuss when we were meeting that if there was um >> you know not one but if there was >> multiple cases or more than one things like that that a genericformational
016parent square or notification would be sent home. But why not just always why not be standard policy that anytime anytime a child has lice that that classroom gets notified >> so that the parents then can do their due diligence. See, here's how we're missing it. The parents don't know. So, what's happening is is then another child gets lice. That parent might treat them. Another child does not get treated. And it's just it's a recurring problem. And you're not doing the head check. So, you can't identify anybody else in the room that's doing it. So, really, you're leaving it up to the parent, but the parent is blind. They have no idea that this is happening. >> So, thinking, "Oh, you just got dandruff or you're itching your head today." So maybe maybe after the last
017sentence um headlights information sheet because we did develop one of those is available and can be used um we can add in either before that or after it that um notification will be made to the classroom. I think it should go after this headlice notification and treatment letter and it should specify that in the classroom of whichever student is the student that's in whatever class the student is in that the entire class should get a parent should get notified however you want to word it but >> parent notification sent out >> parent notification >> well our classroom head checks are not recommended however >> parent notification will go out >> something like that yeah >> I Yeah, I know. That used to be the case. >> Yeah. Years ago. >> I know. We didn't have
018near the problem then because they the teacher was able to check it >> and they were able to tell all the parents that we have problem. >> I added classroom parent notification will be >> sent out. >> Say it again. >> Classroom parent notification will be provided >> to all to all parents >> in the classroom. Not the whole classroom. Yeah. Right. Okay. Not just that student. I just want to make sure it says that the >> classroom >> where they didn't think it was just that student. >> I have classroom parent. >> Okay. Anything else? >> I think that's it. >> Nope. I'm good. >> Thank you for working so hard on this. No. >> Also getting the information sheet together. You guys did a great job with that. >> Yeah, we'll we'll we'll
019get that out, too. So, we'll You want me to give you my notes? Can you see that? All right. I'll I'll I'll neaten it up a little bit. All right. Thank you all. Appreciate it. >> Thank you. >> Oh, I just have to say you two look like twins today. >> It's a day for plaid. >> The same shirt under the same sports. >> Kind of the same haircut. >> Thank you. Okay, we will move on to item number two, 26-3562, presentation of the Hernando County School District volunteer pre kindergarten program presented by Miss Michael Lea >> and Kelly Downing. and Miss Jefferson. Sorry. Thank you, ladies. So, good afternoon. Um, we are going to provide um you this afternoon with an overview of our VPK programs, where we're at now, and then our plan
020for the 2627 school year. We're going to uh review next steps um data and the communication that we have for our existing programs and our new programs that we're looking into. So, I'm going to turn it over to these ladies to um walk through the presentation. Good afternoon. Um, so I'm Connie Jefferson and I am the early learning specialist for Hernando County schools working with the VPK programs in our schools. And so like Gina said, we're going to go ahead and just get started. Um, our current VPK plan. This this table shows the schools that have VPK classes, how many classes are in each school for VPK, the number of students enrolled, and then the number on the weight list. This was um information that is most current, their number on weight list. Um, sometimes
021we've had kids that have exited the program for various reasons. They might have moved and they've been pulling kids off the weight list. So, this was at the time, but you can see in our 2526 school year, we're serving 253 um four-year-olds. And our proposed VPK plan, um, that's the the pink section. We're looking at adding an additional classroom at four schools, East Side, Floyd, Motton, and Winding Waters K8. And then at Sun Coast Elementary opening two classes. That's a school that currently has zero VPK classes. Um if we do all of that, we would go from serving 253 students to 373 for the 2627 school year. >> Any questions before I go on? >> I do. >> So looking at this and something I mentioned to Mr. Pender was we have VPK at almost
022all of our schools. We do not have VPK at EK8. I would like to see instead of putting two at Sun Coast Elementary, maybe swinging one into EK8. So then we have at every one of our schools, we have at least one VPK program, which again will bring our kids into our schools and try to keep them there. Um, we did look at EK8 as an option, but currently they don't have a classroom that we would be able to come in and take over. Um, we will continue to revisit that with some other options next year. Um, one of them could be possibly looking at ESSE blended VPK models like we have at some of the other school sites, but right now they don't have a classroom that we would be able to come into
023and take over for VPK. >> What full? >> Yeah. And that's that's one of the things when we're when we started with VPK, it's when we originally started it was who has space. Um that's kind of the first place that we start. Um making sure that the classroom that there's space and that that classroom space is appropriate for VPK. Um so sometimes like EK8 that's a barrier for this coming year them having that classroom space. So, um, we'll work with Explorer, you know, for the following year to see about maybe getting creative with some things if possible, um, or possibly doing, like Kelly said, that split model that we have in some of our other schools, but space sometimes is a barrier. >> How many rooms um, preK ESC rooms are at EKA currently? >>
024Um, there are four ES preK rooms. So, >> is there a way to maybe move one to another school to open the option to have? >> Um, I don't know only because in the ESSE preK setting, they also provide transportation. So, then that might develop some hardships with the routing for getting kids from one to another. If you're splitting them, how do you decide if there's siblings at that school? It can kind of become really hard. You'd probably be looking at who would voluntarily go to another campus. We do offer an outofzone application for a VPK. So if there's a child or family living in the EK school zone that is not able to go to a VPK, then we can bring them into any open available spots that we may have. And we have
025done that. We've had some kids go to Deltona or Floyd that were zoned for EK8 and there was an open spot and they were able to take that. >> Okay. Mr. Jall, >> if any of the board members ever walked through EK8 classroom by classroom, would we find any classrooms that are being used for other purposes than a than a classroom with students sitting in them every day? >> I don't know of anything. >> Yes. I mean, we could double check on that and see um and talk to the principal if there is a space that's not being used for a student classroom or whatever. We can definitely double check and look. I mean, we've had those conversations, but we can definitely check again with her. Um, I think one of the other things too
026that Kelly mentioned, if you know there's a student that um is zoned for EK8 or whatever, um, one of the things that we've also done, let's just say that family wants to go to Sunost and they wind up really liking Sun Coast and want to stay there. Um, uh, they, you know, we reach out or they reach out to us and we help them with that option through school choice. Um, because we've done that in the past with VPK. So they might may not be zoned for that school, but then they wind up being part of that school community and they want to stay and then we give them that option to do that through that school choice process. >> So the students that are in prek at EK8, all of them are zoned for
027for that area or >> those are all ESSE placement and they're um definitely it's all done for through that zoning. That's our ESC pre. Yeah. >> Okay. Just want to >> what I'm talking about are something other than those classroom >> that they're using for other things. Yeah. >> Could be testing, could be something something, >> right? Like a computer. >> I didn't heard the answer to that. Does anyone know? >> No, I didn't know. >> So So I have walked explore. I haven't walked it this year, but I have walked it because the ESC wing is down that hallway where VPK would go along with kindergarten and first grade. And I have seen empty classrooms or classrooms that are used for things that I think we could maybe find somewhere else to use. But
028I I I haven't walked this year, so I'm not going to say that's 100%. But I do know one of the classrooms was used. It used to be band and music, and now it's used for like a computer lab or something. Um, right. One is like kind of an art room, but it's not an art room, but it's where they hold things when they have things at the school, so I don't know if it's empty all the time. >> We can double check with principal. >> Mr. So my my biggest concern, sorry, my biggest concern is just like you stated, if we don't have school choice for our kids coming in, they get into a school, they get very used to a school, and if they don't get their magnet schools, they're going to want
029to stay where our choice school is, and we might not be able to keep them there, >> right? >> And then you're going to have an issue where some parents are going to be like, "Oh, well, if I can't stay in this school, I'm going to pull them and go to private. >> We've lost them." >> Yeah. So again, if we don't have that option for them all to go to their zone schools, then >> Right. >> So one of the things that Kelly and Connie have been doing, we've they've started calling all of our VPK families so that if there's a situation like that, we're getting ahead of it to make sure that we're able to keep those students through school choice or whatever the situation is. Um, so far, you know, what they've,
030you know, the families that they've called, you know, really positive, obviously. Um, and then what we'll do if there's any situations like that, the principal will reach out. We'll get involved to make sure that they're able to stay on choice, >> you know. >> Oh, wait. Uh, Mr. Pender was going to ask something. Mr. Johnson, hold on one second. >> So, we'll get with the principal at EK8. >> Yep. >> We'll go out. somebody will go out and walk, see if there's any available space. >> And you know, I I think Miss Bonszik started to say this. I don't know if people understood, but there is even though people think EK's three in part of it three stories, prek can only be on the ground floor. >> That's part of the requirement. So, it's only
031classrooms on the ground floor just for clarification purposes that we can use. >> Um, and we'll go take a look and see what's available out there. >> Sure. >> Thank you. Okay, Mr. Johnson. >> Yeah. I I'd be interested to know out of the 263 students currently enroll enrolled in the VPK, how many actually come and attend our school in first grade, whether they moved or enrolled into a >> mean kindergarten. >> Kindergarten. >> And I would say that probably 99.9% of them if they can stay stay. Mhm. >> That's why they're making the also making >> like to know that number >> kind of like kind of like they all think that Chocati if they get their kids in the VPK at Chocati they're automatic guaranteed in Chocati. So they all want it. They
032line up at 3 in the morning to register for our VPK program at Chocachatty. >> Yeah. Yeah. >> So >> and how many of the ones >> same way with Challenger >> but the ones that don't get into Chochatt, I wonder how many of them stay in the school system or go elsewhere. That's those are the numbers I'd like to see. >> Yeah. That's what we're in the process of collecting. were the first uh calls that we made were to our um paid our self-paid program um because we also know that they are choosing that school. So, we did, you know, reach out to them first and I will say the majority of them are choosing um to stay in the public school setting whether or not they got into a magnet program or not.
033Um we had a couple that had questions about private school options um and so we just gave them, you know, information. We're spending money to have someone help retain students in our system. >> So, it would be efficient for us to know how many students we're losing to either homeschooling or private schools out of the VPK program. That's all I'm asking because if we're going to spend money to get them back at a future date, >> let's try to negate how many we lose to begin with. >> We have to change our mindset and be more competitive with with the rest of the education system. >> For sure. So, I know you're you're gearing up for that and I know you're heading in that direction. So, one of the ways to do it is through
034the the data >> and the data will tell us how effective we are >> and if we can capture them for kindergarten, >> right? >> Our kids that are with us in kindergarten outperform the students who do not attend >> our VPK or any VPK for that matter >> for any VPK >> when they take the kindergarten progress monitoring. >> Right. Correct. >> So, our statistics and our data shows good >> positive results there. So once they're finished with all of the calls and you know families they're discussing those options then we can bring that number back to say you know out of the 253 we have you know 15 families that aren't returning because they're moving like some of the a couple of them it was we're moving out of the district or this
035or that but we can definitely bring that number forward Rodriguez. >> Thanks you'll have that like June 2nd or third. >> We should have that soon. and they've been they've been calling already. So, >> we're almost done with those. >> Yeah, they're almost done. >> But that's why I stated what I stated about the EK8 because I very well know my grandson goes to one of our VPKs and I very well know that my grandson came in 21%. >> Now, halfway through the school year is 81%. Y >> and I very well know that my daughter-in-law was like, "Mom, if I don't get into here, here I'm I'm going to put him in private." And I was like, "Wait a minute." Like, "Wait a minute, guys. Our schools are all good. It's not." But she
036got used to something. >> And do you know how >> So then when she got used to it, she's like, "Well, I'll stay here or if I can't get in here or here that I want on choice, then I'm going to go here." So she had all options already laid out, not by my choice and knowing that I sit on the school board, >> but knowing this is what she wants best for her son. Do you see what I'm saying? So she got used to something and that was a >> failing because we we have excellent schools and to get that knowledge out. It's just not the two magnet schools that are great in this county. Absolutely. >> All the schools and we're failing in getting that message across. Well, we're doing the right thing
037by starting the VPK to start them and and show them this is definitely >> and even these parent phone calls and having that time to just >> ask them questions and get their input and then give them like we I sat on the phone with them walking them through the school choice process. Okay, click here, click here, fill out the school mint application, you'll find out soon. um and just reassuring them that they'll know where their 5-year-old's going to kindergarten um at by the end of the school year because I think that was the biggest thing is some of them were just not sure um what that was going to look like and you know they're little babies still so they want to know there's a plan. Miss Rodriguez, I also feel like that kind
038of goes circles back to my idea that all the schools should be created equal. And here we have, you know, in the parents minds a Harvard and a Yell. And if we can't get in one of those, then we're going to go elsewhere. We're going to go private or we're going to homeschool or we're going to travel to another county and try to pick the Harvard or the L. I just I think that we set oursel up for um Well, I wasn't going to say that, but sort of we do because the parents are so selective and they want those schools and then when they don't get them, then we lose those children. And I think what we really should be looking at, this is what I've said from day one that I came on
039the board and I'll stay it for the rest of the 10 years from now. We should be looking at getting our other schools up to par to where when I go to Chocachie and I walk through Chocachy and I'm there for the day, that's like a community. They're doing all sorts of things. They're interacting. It's hands-on. It's just it's so neat. and the experience that those students get. That is why the parents want their kids there. When you go back over to a regular one of our regular schools, it's just classroom to classroom to classroom that they go to from day to day to day and they go through the process. It's not a bad thing. It's still teaching. The curriculum is the same. They're still learning. So, academically, but as far as all the
040perks and all the ability to have the different um the animals and the golf and the taekwondo and um a court, you know, the kids can be a judge, a sheriff and all different things. I think the baiff, all the all these different things that we have, they have a cafe. It looks like Starbucks there. Um the kids get to cook, they get to make um drinks, they get to serve um danishes. Um you get the money, all of that stuff. They have places where they're drawing and they're making um postcards and then you can buy the postcards. They're selling their postcards that all the kids draw. All of this stuff. Like I said, it's like a little technical school on every level, which I understand that, you know, this is how it's been, but
041I just think that it's I think it's unfair. I think it's unfair to the rest of the community. I think it's unfair to only a small percentage get to have that access. And I just don't think it's fair. I think all taxpayers are paying the same amount. I think everybody's here and everybody wants that for their child. So for me, what I would love to see is us work on making our other schools to where it's not just two or three schools we have in this county that are the elite. I would love to see everything else come up to the top and that way we have all of our schools and parents are excited and happy because it's not just a few seats that they have for us to be able to utilize and
042everybody's fighting for those seats and I just I think that that would be the best thing we could do as a district. >> Mr. Johnson. >> Yeah, I I I agree and that's part of the messaging because I think we have a lot of schools that reach up to it. East Side Elementary, Mr. Last does a phenomenal job, phenomenal job with the students out there. He offers a lot there as well. So, if we could get the message out that our schools are excellent across the board, we wouldn't lose as many students. And I think this is what we're all talking about. We're not talking and and the quality is there, but the message is not >> well. >> And that's what we have to work on, getting the message out. >> And I think
043what I've been told when I say this over and over is, well, every school has something. No, it's not created equal. So, I'll argue with anybody on that. They are not the same. Yes, they all have something, but they're not the same. If anyone wants to take a tour and go to Chocachie for the day and go to Challenger for the day and then go back to the other schools, it is entirely a different feeling. The whole thing, the whole day, everything that the students are getting to do is different than the other schools. So, as much as we might have programs in other schools, we do. But if we could make them all that way, and this isn't a secret, so I'm not up here divulging right now something that the rest of the
044constituents in this county know. Why do you think everybody fights to get there? Everybody's fighting to put their kids there because everyone knows what I know. So, we're all parents. We all know. Everybody talks. Everybody's on social media. Everyone understands it. So, I think that we're doing a good job. And I think our grades, we're seeing that's proof in the pudding right there that our grades are moving. We're moving to almost an A. So, I think for sure we're moving in the right direction and with across the county with all of our schools. But I'm just saying that up close and personal touch that these students get and the interaction through the day and all the things available to them, it's not the same. It's nothing like that. In fact, when I go to Choca
045Chatty, I sit there and scratch my head thinking, why didn't I ever put my kids here? You know, why did I ever not try? I put them close to where we lived, right? And it's not a bad thing. I love the school I'm at. I wouldn't change them, but seeing that does make me think, gosh, they missed a lot of neat things. Like that whole experience is really neat. So, I would love to see that happen to elsewhere. >> Well, and I will say hopefully VPK as a program can help foster that at all of the schools that we interact with. And that is the welcoming kind of program that parents and the community get when they start with our VPK and they choose our VPK over another provider. By all means, that's a start.
046But that's still not changing the whole day, eight hours when you're in there compared to other schools compared to these elite selected schools. >> Mr. Pender, >> I agree that um every school needs something um like you said, not not the same, but something that attracts students. Um I think that probably the end of fe end of February. Yes, this is January. So, the end of February, we're going to bring back a proposal and the start of some of that and looking at other schools and what we can do. So, we're going to bring that back the end of February for a proposal that um will be presented to the board to kind of start that. We're not ready. We don't we don't have all the pieces of it yet, but we'll have that by
047the end of February. Um VPK is a part of that us sharing more and our um over the summer leadership conference um part of that theme was why Hernando and sharing what we do. Um certainly Chocachatt has been around for 20ome years. Um and it's built that over the years, but we have to started in our other schools so that that can grow too in our other schools. Um and there are some different things that are that go well obviously in our other schools. Like you said, they have something but it's not that. So we're thinking what we bring back in February may be the start of that. what you're talking about I believe um at another school. So, I don't want to share too much and get ahead of myself, but >> and what
048that looks like, like you said, you know, they're not going to share every detail because there's so many things that can look like, but one of the things is is parent involvement, >> you know. So, I understand that as much as I sit here and say, I would love to see this, we also have to be realists, those parents are engaged, those parents are involved. So, this sets the bar for a whole another level. And if we're going to do that to our other schools, we would have to then adhere to what they're doing some of that and make sure that we have parents that are getting involved and that we have the obligation and we have them agreeing to right >> to participating because in order for us to make it that way and
049I think that a lot of parents would get on board if they knew that they we had they had access to other schools that were like that. >> Right. Absolutely. I'd also like to comment on the marketing for the VPK. Um, you guys have definitely stepped up that and I appreciate that. I would love to see next year starting in December because January, I think it's January 1 or something that the it opens for the vouchers. Yes, >> I know I had um several parents that reached out to me once you guys put out that, oh, we're going to have it at different schools. They were very interested. Um, I have some that are fearful because they can't go till March 3rd and they're like, what if it fills up? And then now I have
050to try to figure out another one. Um I don't know if the March 3 is there's a reason behind that date. Um but that is a concern for some of the parents. So they're actually paying application fees for other daycarees or other excuse me VPKs just to ensure they have another spot. So, I don't know if that's something we could look at changing um and for definite for next year to start maybe even before the Christmas break to say pay parents here's a friendly reminder. Okay. Um yes, the BPK portal does open for parents because the parents have to go on to family services at Florida Early Learning in order to apply for and then get a certificate. That is the first step. Um and that does open on January 1st of every year, even
051if it's the weekend. Um, historically they've done March in the county as a time for registration and I think that kind of lends itself just giving parents time to get that done. Even though you apply on January 1st, you don't get your certificate back on January 1st. Um, so there's always a little bit of a lag time. Um, >> if they don't have their certificate and they wait in line for one of one of our preks, are are you allowed to sign up and then bring the voucher back later or is it a hard whoever's in, you know, comes first gets it with their voucher? >> I will be honest. Usually we say that they need to have their voucher because the voucher is what makes them eligible for the program. So the state of
052Florida when they put in that information, they're determining, yes, you meet the requirements. Your child is four by September 1st of that given year. You're a resident of the state of Florida. have not attended VPK before, all those things. So, if a child is not eligible, then we're we're basically taking a spot for someone who is eligible. >> Okay. >> Um, >> can we did we state that when we sent out the information for them that they have, you know, you have to have it to hold your spot? Yeah, we let them know that. Yeah. >> It's on the flyer that that is like the very first step. And I get lots and lots and lots of phone calls usually starting right around when I come back in January. um and to multiple parents a
053day. Even just the process of going through the portal because they have to go through the Florida um single sign on. It's set up an account. It's a little bit um convoluted, but that's just the process that was set up. Um so just I kind of help them through that and I just let them know you'll bring that you'll bring it to the school. Your name will get put on. And I will say um obviously we as a public school we do not charge any sort of um registration fee. I can't speak to what other private providers are doing as far as whether they're charging a fee or not. But anytime, especially if there's um a waiting list situation, like let's say it's after that March date and a school is filled and there's a
054waiting list. I always do recommend to parents, yes, you're on the waiting list, but you know, we might not know till we get closer towards the beginning of the year. I would not want you to all of a sudden in July realize, oh, I don't have a space. I'm like, you might want to reach out to other private providers to see what's available um and make your decision when the time comes. >> Understood. Are you going to send one more reminder before the March 3rd? >> Oh, yes. We we're going to talk about communication. We have a lot of communication that we're doing, especially with our new schools. So, you know, for Winding Waters and Sun Coast, it may look a little bit different than some of our existing, but yeah, we communicate from now
055until March. >> Okay. Y Thank you. >> And even after. Yes. Do you want to move forward with your presentation? Thank you. >> Um, so this was just to show some of what we did was we pulled our current year kindergarteners, so our 2526 kindergarteners, their PM1 data on STAR early literacy. And what the um difference is the blue is for children who had been in our Hernando County School District BPK program. The green is for children who had simply not participated in our Hernando County School District BPK program. um they may have attended a BPK someplace else. They might have been in a daycare, but it's just they were not within our 14 classes that we had last year. Um and you can see >> both for the two highest levels, the 707 plus,
056which 707 um for Renaissance is their quote unquote kindergarten ready score. So we are outperforming non Hernando County School District BPK students on that. And then the 678 um that's that benchmark number to say that they are considered as at or above benchmark on their PM1. And again we're um over 20% higher in number of students who are achieving that. And then on the other side um the last three sets are the ones that are either on watch intervention or um urgent intervention. And again for those we want to have our our students lower than students um who have not participated in our program. >> If I'm interpreting that right then 27% of our students are on watch or below standards where it looks like about 47% of the other students are below. >> Now
057I will also say for the um start early literacy for VPK there is only an English test. So this is in English. >> This is in English. And so if >> so we're out we have half as many students roughly uh behind in English entering kindergarten than the nonP uh VPK or other alternatives. >> Yes, >> we should be we should be celebrating that as loud as we can in the public to let them know how good our programs are so we get more people wanting to take to enroll in our programs. So, we we fill up really really fast with our VPK programs. Um, and you know, we do share that on the flyers and different things that we put out. Um, and the elementary schools do as well. So, yes. Um, I think
058the other thing that sets us apart is we have certified teachers that are teaching in our VPK programs. So, um, that's definitely different than private providers. Okay. Can you state that again? >> So, in our VPK programs, we have certified teachers. Um, in private, you know, in private providers, they don't have certified teachers teaching their VPK programs. I mean, they may, there may be a certified teacher, but it's usually a CDA. >> Um, which I'm not, you know, saying that that's not good. It's just we have certified teachers in our VPK programs. I just wanted to get out get that out there for listening. >> Yes. And again, that's why I stated what I stated, Mark. Yes. My son, my grandson was 21% to 81% with certified teachers at Winding Waters K through8. Like >>
059the leaps and bounds he made by being in that kind of setting makes the difference in the world. Foundation is our biggest thing and if we don't get it from foundation, that's where we lose them. >> Absolutely. >> Wouldn't it be great if they were funded if we were funded 100% in every public school full time? Yeah, it would be wonderful. >> Don't we have some people going to Tallahassee this week on the board? >> Do we? >> We do. >> Yes. In Georgia, they do their teachers normalize for that >> because I would Guadino was a big fan of this. >> The biggest thing >> I heard I heard that it's real easy when you go up there to put a request in and it happens. So, I think make that happen that magic.
060I will tell you the biggest reason why the state does not want why it didn't pass last year to fund us for a full day is because some believe that they shouldn't be paying for kids to take naps >> and in our VPKs they still take naps and and I did say well you know for kids will keep them up >> right not for nothing but my four-year-old really doesn't he doesn't need a nap anymore and when he does nap he comes home and he's up until 11 o'clock because he took a nap >> so >> yeah I part of too. It's part of that developmental process. Like some they're babies. They're going to, you know, they that's part of that classroom or should be. I taught kindergarten for a long time and my kindergarten
061students took naps and needed those naps, right? So, it's part of that developmental classroom. So, >> and I will agree with that because that's what even his teachers will say. He he needs that nap after he's had six hours of learning. Like, he's tired. They're tired. Babies. >> Yeah. So, >> but I don't that doesn't stand a reason to me. That doesn't make any I could go and argue with anybody about that. >> It doesn't >> Let's do that this week. >> Yeah. >> Thank you. >> It might be good to add that to >> also our legislative platform. Start collecting ideas for next year. That might be a good one to put on there to >> keep absolutely >> written down somewhere. >> I'll meet with Sean Foster while I'm there and I'll tell
062him that. >> Thank you. Thank you. >> All right. >> And um we did have a slide here that kind of walks through that timeline of registration that we just spoke about um and how we offer some assistance in that. Um but we'll look at that March date and see if there's some flexibility. I know we tried we plan that with our data entry people at the school site as to like when they also find that they have time and ready um because that's like there's like a survey window that's been completed at that point. So, it's when they're a little bit more accessible to be starting registration for the next school year. So, but we can have some conversation with them about that. >> Okay. Thank you. >> And then here's some examples of
063some of the flyers that we have um previously put out. And then we have put in an order for some yard signs. I do have some folders here to give you some examples. Sure. >> Um so, we've ordered some yard signs to put out in the community. Um, we're hoping to find some community partners that will allow us to put those up in their parking lots to advertise. We also created some double-sided postcards to put out at pediatrician offices and at the public libraries. Um, and then some signs that we're going to hang on the school fences as well where we have the VPK programs. And then we also had our communication department go out to Winding Waters and make an adorable video highlighting the benefits of VPK. Um, so I cannot wait for you
064guys to see that video. They had a drone in the classroom and the kids were just so excited and it's adorable. So I think you guys are going to love that when that gets put out. So um, and then Sun Coast did start advertising for their classroom so their families are understanding that yeah, now they need to get those VPK certificates ready because now they can offer a program. So they're very excited. I saw a lot. >> Is this the yard sale sign? >> Yes. Now, when this number is dialed with the with the extension, does somebody >> That's Connie. >> Does somebody answer at all times? >> Well, not at all times because I'm also at school. But >> that's the problem. So, I do want to say that I think that that's a
065deficit for us. I think whatever number is on here that we should have somebody manning that phone during this time frame because when you miss that call, a lot of times the parents then dial someone else or god forbid they don't get a call back. I'm not saying you would never do that, but just whatever. I think be back sometimes don't come back and I'm a business owner and I can tell you that if we miss calls and stuff they go to the next. So I just think that's extremely imperative and I do hear a lot of times >> parents say they've called somewhere and they can't get back. They can't get through. You know being a schoolboard member parents reach out to us constantly and that's one of their biggest concerns. So for me
066I just that alerts me. I just want you guys to know that whatever number you put on here with that extension, >> I don't care if you hired, you know, a teenager that's looking for, you know, >> we can forward your office. It does record the voicemail and that there was a phone call. So Connie is able to reach right back out to them. Um voicemail is the problem. It should be a live >> that's what I You could forward the call if someone's not if you're not in >> we can work through some of the secretaries in the department to see if >> I think that's imperative for the time frame but we're trying to capture them. >> Yeah. So >> I think for the time frame of like January through March time just
067forward calls to someone else so that someone answers. >> Okay. Agreed. for that window. That's the time that you don't want to miss a call that we don't want to get an automated. And a lot of times parents only have a moment and they don't get back around to being able to call back or you go to reach them now they're at work. >> So I think we need to capture them the moment that they're free and that they're looking for us. So if they're looking for us and we're going to hire these other companies to retain our students and we're going to do all these things, then we need to be proactive and make sure that there's a live person on the other end of that um phone so that that we don't miss
068that parent. >> Yeah. Okay. because we don't like the idea of having to pay another company to to retain the kids or get them back. >> Quite frankly, I'd rather not lose them to begin with. And that's what we're both that's what Shannon's talking about. That's what I'm talking about. We're not selling the school system. We're just saying, "Oh, yeah, come here." Now, we have to sell it. The climate has changed, >> the the community has changed, the culture has changed. So, we have to be proactive, >> right? And you guys are doing a good job with the bri doing that, selling it. >> We're we're hitting every pediatrician's office. Like, we you know, they've created a list. Those flyers are going to be going out. >> We'll have a bigger waiting list at the
069end of this year. I'm 100% sure. >> Even by just promoting it first time on social media, people are hitting on it left and right. >> Oh, yeah. I have absolutely felt and seen what you're doing. >> Yes, definitely. >> Could you explain really quick the VPK June 9th through July 11th? >> Yes. Yes. So, we do have a summer VPK program for any of the students in our community that did not previously use their VPK certificate. So, they can get a um summer well, it's not even like a summer VPK certificate. It's the same certificate, but we deliver 300 hours over the summer. So, it's a long day. It's a 10-hour day. Um so, um and we're getting ready to plan that. >> Is that the first This is going to be the first
070time doing it for a while. >> No, this has been Yeah, since 2006, we've always had summer VPK and that's for families that didn't use the voucher during the school year. So if I decided, you know, I'm I'm home with my child during the school year, but I want them to do that use my voucher for the summer, they can use it for that program. So we've had that >> in place of Florida that now are eligible or some of our ESC students that have been part of the ESC preK, they didn't use a voucher to participate in that. So they can come to the summer VPK program. Um certain things like that. So um we do a couple of classrooms um in the schools. They have to provide their own transportation, but we provide
071breakfast and lunch and um it's a long day and those kids are tuckered out at the end of the day. >> I bet um when do you advertise for this for that? >> We start after the fall registration so that there's no confusion. >> Okay. >> Um so yeah, just to keep it all >> ready to go. Okay, >> Mr. Pender. And just to clarify one thing that I think I mean I know you understand it just to you used a word you used recruit in with the company. We're not paying a company to recruit. >> I mean we're we're not paying a company to retain. We're paying a company to recruit. >> We need to retain is what? >> Yes. Our job our job is to retain. >> So they don't have to. >>
072I just wanted to make sure. Yes. I just wanted to make sure that yeah that was clear >> for VPK or kindergarten. So remember that too. >> With that company, we're doing our own recruitment. >> Yes, >> I understand that. But once we lose them, it'll be tough to get them back. So if we can retain them, then we're doing our job. And we have we could do that through what just what you're doing and advertise our strengths in all the schools, not just the magnet school. >> Do we also provide breakfast and lunch for these kids for VPK? That's a great thing to market, too. >> They're 100% Hernando County students, um, which really is wonderful. So the only thing that they don't get is transportation. Parents do have to provide transportation, but they
073get student numbers. They're part of just the Hernando County family right from when school starts. >> And I would just like to say that we're able to expand this program thanks to Millage. >> And you do do a good job, but there's always room for improvement. >> Yes. So our constituents that voted for that for the millillage, um, it's definitely a benefit. It's a blessing. >> All right. Do we have any further questions, discussion? >> Okay. >> Thank you so much. >> Thank you, ladies. >> Mr. Myers, do you have any closing comments? >> I I do. Uh if you can indulge me for a couple minutes. Uh and I don't know if this is on your leg in your legislative package or not, but I understand two of you are going to uh to
074the legislature tomorrow and the superintendent is going. And I want to stress a particular bill that's making a lot of progress through the legislature and is in my opinion very detrimental to local governments and school districts and that's this bill to uh increase the sovereign immunity cap. So let's sort of talk about where we are sort of the perspective of the plaintiff's attorney. So right now if you want to sue local government or school districts the cap per person is $200,000 and a lot of these cases settle at or below the cap. Um is it worth litigating that? probably not. Uh so it's 200,000 per person, 300,000 per incident. Uh the proposal and and these bills have been in front of the legislature for the last four or five years is to go from 200,000
075uh per uh per person to um I think it's I think it's $500,000 per person and a million dollars uh per incident. So if you're a plaintist attorney, what you do is you look for deep pockets. Who has the deep pockets? government has deep pockets. So, think about this. The possibility that you could um file a claim, let's say uh you know, just a bus a bus accident or a slip and fall, you know, instead of looking for a max of $200,000, you get almost $500,000 if the district wants to settle. So there may be fewer settlements, but if if uh the plaintiff's attorney thinks they have a good case, and they were talking about litigation. So it's hard to estimate what the cost would be to school districts and and counties and cities across
076the state, but I believe it would I hate to use the word catastrophic, but s very serious. Uh this is for five years. In 20 in 2031, the caps will go up to 600,000 per person and 1.2 million per incident. Uh it's already this one bill uh HB45 has already passed the House. It's on its way to the Senate. There are a couple other bills. Um I know companion bills are a little different. But uh like I say, you're going to have lawyers lining up, you know, in front of the, you know, the school district buildings just waiting for somebody to fall and file these claims. So if my recommendation is to try to lobby against it because like I say nothing good can come of it from a public agency perspective. >> Mr. Johnson.
077>> Yeah. If I'm not that mistaken though, Mr. Myers, when when when you look at some of the bills that are filed uh each year, >> it's because there is an award for a judgment of $500,000 for an individual. Mhm. >> So the the uh our legisl legislation is is approving this those settlements. >> Yeah. So let's let's talk about that. I think what you're referring to anything over $200,000 per person has to go if you want to get a private bill through the legislature. Correct. That gets very political though and very few people actually get that done. Right. >> Uh but this gives a lot more leeway to you know the lawyers in you in instituting lawsuits. It also what the bill also does it gives a district the ability to settle bills over
078the cap. Uh because the thinking is it's it's political to get a private bill through the legislature. So uh that's that's where we are. And uh like I say what I've heard is this bill is like one of these bills is likely to pass and I just think it's bad news for those of us who work in government or represent governments. >> Thank you for that input. Any further discussion? Okay. So, this workshop is adjourned at 2:58 p.m.