001At this time, Deputy Superintendent Acevedo is going to help introduce so we can celebrate some truly remarkable individuals. Good evening, everyone. If I could please have Superintendent Tierney here and Board Chair Mr. Dick up front, we will begin our GEMS this evening. And these are special recognitions for students and adults who have done amazing things. Our first gem is going to Bodie Childress. Please come on up, Bodie. [ APPLAUSE ] Bodie is a student at Stanley Switlik Elementary. He's a first grader and he's a shining example of a young learner thriving through academic acceleration and personal initiative. Bodie works confidently in the 2nd grade math curriculum, and once finished, he eagerly supports his classmates. He independently tackles higher-level district benchmarks in his IXL math arena, and he reads at a 3rd grade level during YouFly,
002often extending his learning through his own research in social studies and science. Bodie is equally impressive outside of the classroom. As the son of a teacher and local musician, he is a familiar and enthusiastic enthusiastic presence at elementary, middle, and high school events. Always ready to lend a hand behind the scenes, he even spends many Friday evenings supporting his dad's band and their performances. Before I close, I'd like his principal, Linda Schaefer, and his teacher, Miss McNally, to come on up. Their recommendations show you how acceleration works with a student's curiosity and initiative. How YouFly does work at all levels. And Bodie himself has a positive nature, curiosity, and a willingness to accelerate as well as help others. And that makes him an all-star student and a valued member of the Stanley Switlik and Monroe
003County community. Congratulations, Bodie, on earning this GEMS. [ APPLAUSE ] Come right here, you can take a picture real quick. All right, take one more look, Bodie. Congratulations again, Bodie. Now we are honored to recognize two of our own outstanding Monroe County School District employees, Trevor Tyler and Deputy Tim Tedesco. If you two would come forward. [ APPLAUSE ] These two outstanding employees became neighborhood heroes when a house near them became a burning building. Sugarloaf School Principal Trevor Tyler and School Resource Officer Deputy Tim Tedesco demonstrated remarkable bravery, quick thinking, and deep compassion during a recent neighborhood house fire. After spotting heavy smoke, the two rushed toward danger without hesitation. Principal Tyler safely guided two students and their dog Bandit out of the burning home, calming the children and leading them to safety. Deputy Tim
004Tedesco then entered the smoke-filled house to ensure no one else was inside ultimately bringing another family member out of the burning building unharmed. Their willingness to act decisively in a life-threatening situation long before first responders arrived reflects extraordinary courage and an unwavering commitment to their community. In addition to being an exceptional neighbor, Mr. Trevor Tyler is the dynamic principal of Sugarloaf School, leading by example with a positive spirit and a strong focus on academics. His steady presence has helped shape a vibrant Shark community where learning is active, engaging, and celebrated. Under his leadership, parents are welcome partners with many opportunities to participate through volunteering, special events, extracurriculars, and athletics. Mr. Tyler's commitment to an inclusive, connected, and academically strong school environment is at the core of what makes Sugarloaf School so special. Deputy Tim Tedesco
005exemplifies what it means to be a dedicated, community-minded school resource officer. Having served at Marathon High School, Stanley Switlik Elementary, and now Sugarloaf School, Tim has always placed the safety and well-being of students and staff at the center of his work. His ability to truly get to know the students he serves sets him apart. He immerses himself in each school's culture, becoming a trusted presence who helps maintain a safe, orderly campus and climate of mutual respect. His instinct to step in whenever he's needed on campus mirrors the same courage he showed during the recent neighborhood fire. Whether supporting a school event, assisting a colleague, or rushing toward danger to protect others, Deputy Tedesco leads with commitment, heart, and unwavering service, making him an invaluable part of the Sugarloaf community. Principal Tyler and Deputy Tedesco are
006two examples of service and heroism protecting not only their school family but their entire neighborhood, and we are very proud to honor them with these gems. Congratulations, gentlemen. [ APPLAUSE ] Again, thank you all for being a part of such great educational moments. Now it's time for citizens' input. Presentations to the board are limited to 3 minutes for each individual speaker and 5 minutes for the representative of a designated group. Transfer of time between individuals and/or groups is not permitted. Letters submitted to each board member and/or the board secretary prior to the board meeting will not additionally be read into the record at the meeting. All statements must be directed towards the board. No person may address or question board members individually. And board members will not engage in a dialogue with persons making public
007comment. Furthermore, all speakers are agreed to abide by the Code of Conduct for Citizen Input, School Board Policy 0169-1, and will begin their presentation by stating the full name and their city or town of residence for the record. Maria, do we have anybody signed up to speak? At this time we do not. Well then, at this time we have closing citizen input. And we are going on to the consent agenda. All items listed as consent agenda items are considered routine and non-controversial by the school board and will be approved by a single motion. There will be no separate discussion of these items. Prior to this meeting, board members have had the opportunity to review each of these items and may request that any item be moved to an action item for individual consideration. I recommend
008the board approve the consent agenda as presented. So moved. Second. Any discussion? I just want to mention that the IT contracts on the consent agenda are things that we've already budgeted for, and I believe they're in concession for the number of years. Is that correct, Pat? Yes, ma'am, but let me, let me clarify further. The consent item number 12 and number 13 are the second year of purchases we did with last year's e-rate application, and consent item number 8 is us just seeking your approval to move forward with this year's e-rate application. We're actually, there's 4 things listed under there, we are not asking to buy them yet. We are asking to apply for the 80% discount. Each one of those will come back to you individually as a purchase, hopefully with that discount, assuming
009we get it. Thank you. Agenda is approved. Reports. We have two reports this evening. The first is going to represent a lot of high-quality work done by staff members involving community support. Designed to address our district's kindergarten readiness as well as our enrollment. So, I'll introduce Ms. Jen Walker. Playing our way to K. Good evening, Chairman Dick, members of the board, Superintendent Tierney. I'm so excited to share with you tonight the upcoming kindergarten kickoff event that we have planned. Our goal with this initiative is to welcome our incoming kindergarten families, support them with smooth transitions into their schools, and to increase kindergarten readiness rates. The focus is on promoting strong school readiness skills so that every child enters kindergarten prepared to succeed. To help strengthen community safety and family engagement. We've collaborated with over 30
010community sponsors to create opportunities for families to work on these skills in a fun and engaging way. Kindergarten readiness is defined by children scoring a unified scale score of 707 or higher using assessment on STAR taken within the first 30 days of kindergarten. That includes students regardless of whether they participated in VPK. Our goal is to increase kindergarten readiness to exceed the state's 44%. We currently have 3 schools that have exceeded that percentage. Here we have some trends dating back to the 23-24 kindergarten enrollment. What I thought was noteworthy in this graph is that in 24-25, there was a decline in both public and charter schools from the prior school year. However, in 25-26, charter school enrollment started to increase while public schools decreased. So, it's important for us to have a strategic plan in
011place so that we can ensure that families see our public schools as the first and best choice for their children. And now the moment everyone's been waiting for. Every enrolled kindergartner will go home with a custom board game featuring our local sponsors. Family game nights will turn into a fun way to reinforce early learning skills while strengthening community connections and pride in our schools. Short video segments will also be available for families in their home languages demonstrating how to play the game, as well as some other easy at-home practice ideas for kindergarten skills. While we want to keep children's minds active while preventing that summer slide, today we practiced with a few of our own Pre-K students and they absolutely love the game. They did it during One Team, One Goal, and they didn't want
012to go back to their classrooms. So, safe to say it's a pretty good game. We do have a couple of minor changes. The Monroe Public flag will be down at the bottom, and there are some additional safety tips as well. Our Kindergarten Kickoff initiative is designed to engage our incoming kindergarten students and their families by providing those hands-on supports at the very start of their school journey. On-site registration assistance will be available at these events, as well as kindergarten readiness screeners, family resources, community and safety information, and of course, the distribution of the board game. This comprehensive approach not only promotes the school readiness, but it strengthens the family connections and builds confidence in choosing our schools from day one. By combining learning and safety with landmarks and logos that students are familiar with, the
013game strengthens the academic foundations and builds community awareness right from the start. We are so appreciative of the support that we receive, we receive from our local law enforcement agencies, Key West Police Department and Monroe County Sheriff's Office. They're always there to help support and guide our projects and take care of our students. So, we thank them. And finally, we would like to extend our sincere gratitude to all of our generous sponsors for their partnership and commitment to our students and their families. Their support plays a vital role in helping us create opportunities that promote school readiness and strengthen family engagement. Because of their investment in our children, we're able to provide valuable resources and enriching experiences that set our students up for success. Thank you. And we hope that they go from this to
014college and beyond. Any questions? Go ahead. First of all, I love the Candyland-esque look of the kindergarten game. That was awesome. Thank you. It's showing future enrollment at this point of 276 instead of 556. Is that typical in terms of this time of year versus maybe summer or some other period of time for kindergarten enrollment? I would have to look and get back with you on that. All right, thank you. Anyone else? Yeah, how, how did you get the sponsors? We hit the ground running. We called them, we showed up at businesses and just invited them to participate in our board game. Because it doesn't, you know, I love the whole concept. I love it. I think moving forward we need to get sponsors from all across the Keys. This looks like a, and, you
015know, the, again, I love it, but there's more than 2 houses in the Upper Keys. And in fact, there's lots of people who live up in the Upper Keys and this, it all, you know, if you had, I hadn't heard about this till now, but I'm at all the chamber meetings. All you had to do was reach out to the chambers and they would put the word out and you would have got sponsors that way, you know, instead of individually calling. I mean, I know you guys know everyone down in Key West, but we need to make sure that Key Largo school families feel like they are represented when they play this game. And I think it's, they're kids, so it's not going to really matter this year, but moving forward, we're going to need
016to make sure that all the keys are represented. Well, I could say we could probably do 3 board games separate to each one. So, you can do Candyland for Key West, do Chutes and Ladders for Middle America. It could be the same game, just switching the cards would be the same. You would just, yeah. It's all about raising that money. Right, right. Sure. I think part of it was it was such a quick turnaround time, and we attempted, we did work with Lisa Taylor and some others from the Upper Keys, but it was just such a quick turnaround time that to get the game board out for the kindergarten enrollment initiative, but we can Like I said, I love it, but moving forward, we need to make sure everyone's participating. Sure. Absolutely. The superintendent has
017stated he wants us to be the number one district in the state of Florida, and the school board definitely backs that up 100%. I think instead of just saying we, we want to beat the Florida percentage of 42, um, why don't we say we're going to go over 50%? And just increase, we should, I know it's just a number saying something, but maybe we can strive, everybody, in all the things that we say we're going to attain this goal, sometimes the goal looks like it's really not a big deal. And, you know, if you don't make it, you don't make it. I mean, but I would rather see you say 50% of our students are gonna make it, not 43 because we're one over the state or something like that. We're gonna be the best.
018Sure. So, in the world of pre-K, we, we strive to do that. So, right now, if you look at the 707 score, which is what the, the proficiency rate is at the end of the VPK period, at that progress monitoring 3, We're at 54% of our students last year that had scored the 707, which is proficient or higher. So, we're looking in pre-K at those numbers in addition to STAR using our teaching strategies data as well that focuses on each of the areas, math, literacy, cognitive development, and we look at the prior year's data and determine, okay, if students scored 60% Next year we're going for 62%. The following year we'll go for 64%. So, we're more attainable but continuing to go on. They got 60, go for 65. Go for 70, right. Listen, you're
019lucky I won't be here next year when this comes, but I'll send a message in that, you know, if you get over, if you wind up well over 50, then you got to go for 65. Absolutely. Okay. But I really, and I don't mean this in I think a lot of times over the years I've seen goals attained that look like they really weren't hard to get at. And of course I know each percentage point is, could be a lot of work. It all depends on the kids you get in and a lot, but it just, and I think it looks better for the, when you go around and you look for help from the community to say this is what we're going for. Because we want this community to also know we're going to
020be the best in the state. Well, can in the fall, can we get information back on, you know, families that participated and took the game? Also where kids were going to VPK, you know, and see, you know, what that's, you know, like, what, where the readiness issues are and like in which category, you know, like maybe there's something you need to beef up in the game, like the these kids did great with letters, not so great with numbers, something like that, you know. And also, had they been in pre-K, how are the kids who are already in pre-K doing along with that, so that we can sell that to parents as well before pre-K, that, you know, your kids, you know, you know, sure. Yes. Yeah, we're gonna, we're gonna watch this closely. This is
021an important metric, in my opinion, one of the most important. Ms. McPherson has one of her annual goals because we just feel strongly about working on this. So, we're going to judge the effectiveness of this based on our enrollment next year and then how far above our existing state for kindergarten readiness we can get. And we're going to continually be in contact with the families in their home language about using this and coaching this. And then when we see patterns, Dr. Woltanski, that you're alluding to, even from VPK or other schools feeding indoors, we can help them with, you know, filling in whatever gaps are evidenced by the data that we get. So, we'll be watching this over the coming years. Thank you. Any other questions? Thank you very much. Very nice job on the
022presentation. A lot of work went into this, and I did kind of spring it on them late, so I appreciate that. And then the schools, you saw the slide, we're going to have a media campaign to push to get people enrolled in kindergarten so we can focus this whole county on doing that. So, there'll be a media campaign around that, recognizing that anytime anybody walks in one of our doors, we're going to enroll them. But we will have a push to get that done. And if they don't show up on these dates, they can still get the game? Yeah, any, any enrolling kindergartner will get the game. Absolutely. Now we're going to hear from Mr. Small. He talks about how our efforts to accelerate students in math in order to assist them reaching algebra in
023middle school and then advanced math coursework in high school. Good evening, Chair, Vice Chair, Superintendent, and members of the Monroe County School Board. Thank you for the opportunity to present the district's accelerated math pathway. As you recall, last month's meeting you received the mid-year review detailing how we intentionally and individualized, used intentional individualized scheduling based on data to maximize student outcomes. Tonight, I will build on that foundation by showing how this translates into the world of mathematics, beginning in 3rd grade through acceleration, and highlight how our schools are using flexible pathways to meet individual student needs. So, what is acceleration? Acceleration means that students do not repeat material they already understand. Instead, they move ahead to more advanced math when they're ready. The program opens early access to advanced coursework such as algebra and geometry
024in middle school and AP, DE, and ACE courses in high school. The goal: to broaden opportunity, deepen mastery, and create long-term academic momentum. The pathway philosophy is simple. Each student and school is unique. Individualized scheduling ensures every learner is placed where they can thrive. The flexibility maximizes potential for both students and schools, ensuring that no student is held back and no opportunity is missed. The on-ramp is recommended for students scoring level 4 and 5 on their FAST assessments, but But the pathway also supports students who are strong thinkers but not always strong test takers. The pacing of acceleration is as follows: starting as early as 3rd grade, the curriculum strategically pairs 3rd grade and half of 4th grade standards together. In 4th grade, they will finish the remainder of the 4th grade standards and half
025of the 5th grade standards. This pattern continues to ensure that students can enter into algebra in middle school. This design ensures that students build a deep conceptual mastery of overlapping skills. But what if a student's not ready? Students may enter or exit the pathway based on readiness, not just test scores alone. Flexible testing is also available where schools may choose the most appropriate assessment for each student, either the on-grade-level test or the accelerated test based on their readiness and instructional path. Here's how, here's a showcase of how some individual schools are using this pathway. At Sugarloaf School, out of 28 students enrolled in their accelerated math class, 4 students chose the off-ramp transitioning back to on-grade-level coursework. 4 students participated in the flexible testing. They stayed with their accelerated cohort, but they tested at the
0264th grade level while the rest of the students tested at the 5th grade level. In Plantation, uh, Plantation Key School, middle school students who are geometry ready have the opportunity to take geometry at Coral Shores High School, expanding access beyond their campus. And at Key Largo School, they have hybrid classes that are created to support students that are algebra and geometry ready. As you can see, there are a lot of benefits on this slide. Let me highlight just a few. Accelerated math positions students early access opportunities which save them time and money. These students are statistically more likely to enroll in 4-year universities and earn bachelor's degrees. Research shows that 76% of dual enrollment students do not need to retake those courses at the university level, saving both time and money by earning college credits
027while still in high school. And as you can see, some of the monetary values are taken from Florida's 2021 graduating class, where they saved over $119 million on course registrations and 560,000 course hours. Acceleration options strengthen the feeder cycle by building strong math skills early. So, each school receives students who are better prepared for the next level. When students learn at the right level of challenge, they're more engaged, less frustrated, and less likely to act out, leading to fewer discipline issues and smoother paths to academic success for, from elementary to middle and from middle to high school. [ VIDEO PLAYING ] Acceleration in a math classroom is of vital importance. It can help the student follow their own ability It could sharpen their problem-solving skills, build confidence, and get them ready for advanced classes in
028high school, college, and beyond. This early momentum by using acceleration can open doors to STEM classes, programs, college opportunities, and it can even lead to better jobs. Acceleration combined with rigor in a classroom is the formula for success. And it does follow my loved age-old phrase: negative behavior is eliminated when kids are stimulated. Do we love acceleration? Yeah! You gotta love middle schoolers. All right, there's next slide. The benefits I've seen as a parent for him being given the opportunity for acceleration in our math program, he is currently in 8th grade and he is in Geometry Honors, so next year as a freshman he'll be going into Algebra 2 Honors. This started back when he was in going into 3rd grade, where I noticed in his elementary classes the teacher was happy having to supplement
029his math because he was finishing everything so quickly and pretty much ending up a little bit bored and just helping his friends. So, as I spoke to the teachers, we decided that it would be a great opportunity for him to try to get ahead in his math. So, we did start with Florida Virtual. He took his 3rd grade math curriculum within 2 months of summer. So, by the time he got into 3rd grade, he was in 4th grade math, and it just kind of continued from there until we got to middle school. He was able to jump into 7th grade accelerated in 6th grade, which then gave him algebra in 7th grade and now geometry in 8th grade. And I feel as a parent it's been beneficial for him because it's meeting his needs as,
030um, I guess a high-achieving student. Because like offering these accelerated classes, we don't have to reach out as parents to outside sources. I'm able to get that support in the school for my child so that we can build up our program. So, from doing that the last 3 years here at Key Largo School, I was, you know, as the algebra teacher, I have 2 groups this year because we've had kids you know, just overachieving in the math program, and we're building it. And, um, I feel like it's just something we need to continue to do. Closing: Accelerate Math isn't just about moving fast, it's about moving forward. By expanding access, strengthening foundations, and embracing flexible pathways, we give every learner the chance to grow into their full potential. This work reflects who we are as
031a district. Working together to inspire and bring excellence to every student every day. Thank you for your time and thoughtful consideration. This concludes my presentation, and I will now be pleased to address any questions or provide clarification the board may require. I love that this allows kids to get into algebra in middle school without skipping a grade of math, which is how it happened for my daughter. But so, my question is, I understand the off-ramps. How do the on-ramps work later in the process? So, the on-ramps starting, it can start as early as 3rd grade. So, they can be, they can use testing. So, usually the recommendation is a 3, 4, or 5. You can also have teacher recommendations because some students just aren't great test takers. So, the teacher may see that a student
032can perform at a high level, but it's just not getting those test scores, so they can make those recommendations too. So, it usually comes between a hybrid of teacher recommendation or testing recommendation. Right, and do you use only the year-end tests or progress monitoring? So sometimes they can also use that PM-1 test. So, we saw this year a high number of level 5s on the PM-1, and so that immediately told us that if those students are already achieving at that level, that they might need to be accelerated where they may have not achieved that level of the previous year. Right, and because we have a lot of military families, we have a lot of kids who come in, they shouldn't have to wait a year. Absolutely. For their year-end test. And that's the benefit of
033the progress monitoring. Right, and I have a question if you guys want to talk about this. I have another math question for you. Sure. I attended a curriculum showcase and they talked about this FACT Math, which is college algebra, an exam that you can test out of college algebra. Correct. What is the status of that? And are we pers, do we have, have we had a discussion? So, the state has released that already. They did a prototype of it last year. They released it as something that we can access I know that you have to have a 6 through 12, you know, certification for it, but there's not a lot of details that they have released yet except that it's similar to a dual enrollment class where you get college credits for it. Right. So,
034have you heard more about that? I don't have any other details. Yeah, so I have a concern about, I think when we, a few years back when we, we used to have a lot of kids in algebra in 7th grade and geometry in 8th grade, and at that time there was an assessment for a state, a killer state assessment for Algebra 2, right? I mean, it was like, uh, you know, it was one that was really crushing to the confidence of kids. They don't have that test anymore, but at that time we looked we had stuff presented to us by Mark Porter that kids were dropping out of math once they got their 4th credit and they weren't continuing to take math. So, how, with the accelerated math, how is the system set up to
035encourage them to continue on to the end? So, I think it's dual, you know, like it's, you, you have to have that encouragement from counselors, especially at the high school level, showing them the impact that it can have on them. For their career readiness or the economic benefit for college. I think it starts there. But just also just more, just bringing it to light. So, I think as a former student myself, I did not feel like I was a great math student, right? And so when you are not encouraged, you also tend not to enroll in those classes. So, I think those students who are getting their needs fulfilled are going to continue in that path and be more encouraged than they previously work because they can see how much they can achieve. Right. And
036then my college, my physics college professor, not, my friend who is a college professor in physics is really concerned about the amount of college algebra that kids are getting, taking in either dual enrollment and then this, this, because college algebra really stops you on the path towards STEM careers. And if, and he's, his question for you would, would be what I just asked, is how do you continue to get the kids to try to get the calculus and precalculus college credit rather than going the college algebra route to get your math credits done, right? It gives you more opportunities in what you can major in if you go down the route to calculus. Yeah, yeah, I mean, just, just two of the things. The first, on the encouragement, part of it I think is to
037have more advanced coursework offerings. So, we've applied, we've talked about this as a board, we've applied to the Cambridge program to bring Cambridge to two high schools in the county. That's the advanced coursework, similar to AP but a little different. And coincidentally, Cambridge was out visiting Monroe High School today, kind of a visit/inspection as we apply for that. Ms. Paul and the school represented themselves particularly well, and I anticipate that we'll be offering that next year. And some of those advanced courses will be in science, we went into a physics class today, and some will be in math as well. So, some of it is more offerings because some of these high flyers, you run out of courses before they graduate. So, it's, it's to offer more. On your first question on the on-ramp and
038the off-ramp, part of it is the mechanics, and Mr. Small addressed that, but part of it is philosophy. And, you know, Ms. Acevedo went through every school in this district with a team to do a master board analysis to check how effective we've been in enrolling students in advanced coursework as a snapshot for this year, and then set goals moving forward to increase that where, where there's opportunities, and there almost always is. And the philosophical change is every student is enrolled as an individual based on potential. So, just because you got a 2 or 3 on something doesn't mean that you will never be able to jump tracks to another track. It's is to look at the individual, the potential, and if we feel that a student is able to succeed in higher coursework regardless
039of, you know, what we see in SIS, then it's to try to encourage and support that student. Thank you. You're welcome. Thanks. Hi, thank you. My question is first, in our smaller schools where we don't have as many teachers, are we trying to put the advanced math kids in a single teacher's room, or are we having the type of instruction that addresses both the advanced math kids, or accelerated, however you want to refer to it, and those that are just on grade level? So, I think that's a really great question, and I think that goes back to individualizing it for not just the students but for the schools, because every school has different manpower. So, some of the ways that you can be flexible with that is having those separate cohorts. So, Sugarloaf right now
040has that in 4th grade where they have 2 cohorts that are on grade level and 1 accelerated. You can also do what they call hybrid models. So, that's where you're teaching Tier 1 instruction, but you're teaching it 3 times in small groups. So, you could have a small group accelerated option where those students are scheduled as accelerated students, but they're in the same classroom. And that teacher will teach to that level, and then they will teach the other groups to the currently grade level. Stanley Switlik had just talked to me recently about how they're looking at it and doing it as intervention blocks, so where they have a 90-minute block, they'll take 30 minutes of that time as intervention at the accelerated level. And Sugarloaf has also done things like when they're getting students ready,
041because they hadn't previously been on an accelerated course doing like a summer boot camp to get those standards in so that they have that learning. So, the flexibility of acceleration is great and it, you know, we can maximize that to every school's strengths. So that'll be different for each school and even each grade level? Yes, ma'am. Great, thank you. And then my other question is more about the off-ramp because I often worry about our kids that are doing great and then all of a sudden start struggling. And one of the things I saw back when we were pushing kids is that even though their math skills were great, their emotional age didn't have them ready for things like geometry and Algebra 2. And in addition to that, often I've seen kids who are great at
042algebra really struggle in geometry, and kids who do great in geometry still struggle with Algebra 2. Especially since for whatever reason we go Algebra 1, Geometry, Algebra 2. So, they almost lose those skills because Geometry is so very different than Algebra. How are we addressing those kids that maybe did great in Algebra 1 in 7th grade, great in Algebra or Geometry in 8th grade, but aren't really emotionally and intellectually ready for Algebra 2, which is actually so much harder than both of those classes. And same thing for those kids who are great at algebra, but maybe they get to 9th or 10th grade, or 9th grade, 8th grade, whatever, and aren't really ready for geometry. Yeah, so I think two things about that. The old way of doing it, there was natural standards that there
043was gaps in the standards because you would sometimes as a 7th grader, you would take the 7th grade assessment and say, hey, you got a 3, 4, or 5, and then you can go up to algebra in 8th grade, and then that leaves a natural gap between all the pre-algebra standards that were there. And so now with that acceleration, there isn't that gap with the standards. As far as the maturity level, I think that goes back to speak to what Sugarloaf, you know, was doing with their students and having those conversations. So, they front-loaded at the beginning of the year with a family meeting. I was part of that meeting with them and just letting them know that, you know, if that stress was getting to them or the children were feeling overwhelmed, that they
044could easily off-ramp into that course. At the high school level, it's a little bit different, but we do have intervention services to help. I have an 8th grader right now, my own, and she tested into Algebra Honors, but I just knew emotionally and socially she wasn't ready for that. So, we put her in that pre-algebra course. So, I fully understand that concern for that. But I think those are also those conversations that we have with counselors and that readiness both academically and emotionally. And I don't know if we're still doing this, but a bunch of years ago, a child took Algebra 1, let's just use that course for example, and by the end of the year, they weren't successful. So, they gave them an exam, not in Algebra 1, but whatever, 6th grade math, if
045that's what they skipped, or 7th grade math, if that's what they skipped, But now they've been taking coursework that doesn't mimic what the other class is, but essentially getting a final in that other class in order to graduate from middle school. And then based on that grade, we're either being allowed or not allowed to take certain things at the high school level because they got a D or a C and they weren't an A student. So, Spanish 9th grade was a assumed to be not right for them, for instance, or advanced reading. How are we addressing those off-ramp kids? So that's a good question. I don't have the exact answer for that right now as we're looking at the master board schedules and having those conversations between middle schools and high schools, just trying to
046figure out how to best approach that. But that is definitely one thing that we're doing right now. I'm between the upper keys. I'm doing a vertical alignment walkthrough just because of those areas and conversations where we have kids that are scoring even a 5 in middle school and then coming in not prepared for the high school level and, you know, seeing where some of those gaps are coming in, how we can open up this conversation between the schools to better communicate. And, and Ms. Cohn, I just will share to piggyback on what the superintendent talked about in terms of the work with the schools. It is to address exactly what you just said that we're not just giving a kid a test from the gaps in which they were, part of the acceleration is to
047fill the gaps, but even for some students, those intervention blocks can be that acceleration, but it can also be filling gaps we see for them so they'll be fully prepared for that next step of math or any course. And the, the directive in what every school is following is that one-on-one counseling, which is to make sure that a student who may demonstrate or maybe they got so far into a course that an off-ramp almost was too late, but they're not ready, that we can find the place at which it comes together and put them in the appropriate course. So, that individualization that he spoke about for acceleration, we're trying to use that for all students, particularly in the core areas, but also in their electives and pathways so that we don't let somebody fall through
048the crack based on what you described, which in the past could have happened. Yeah, I guess it's a concern because parents, students, and guidance counselors meet with 8th graders. They all come up with a plan, and then sometime after that, a student gets a score, and then the guidance counselor decides that score reflects their inability to do other work that's not even math related. And so, I've seen that happen. So, I just want to make sure that, that discussion and conversation continues past that meeting with 8th graders and guidance and parents. And it definitely, the conversation that you're sharing, actually I had today in my visit with Marathon High scheduling team talking about setting things up through having that one-on-one. And when scores come back, to take a look at them just to be part
049of the conversation, but not to do that, like you said, automatic switch. And also, not to use a single score, as Mr. Small said in the beginning, to identify what a student may or may not be capable of. And so, I think that parents may find themselves having more conversations than normal. And the other thing that is perhaps a little bit different is for students in that 9th, 10th, and moving to 11th and 12th grade, even really having one-on-one with counselors where sometimes that track almost seemed like it was set. So, that individualization is going all the way through and it will give those opportunities. So, we are really trying not to define anyone by a performance in one area. And also in terms of their cores or in terms of pathways they may want
050to, you know, seek out and try. Thank you. Well, Ms. Khan hit a lot of my questions, but I just had another question. You talked about, especially some of the smaller schools, that you have the accelerated program mixed in with the grade level. So, right now that's what's being proposed at some of the smaller schools. Right. At any time, do you feel that each segment of the math class, do they get enough guidance and attention when the teacher is trying to split the teaching in two different levels? So, when, when it goes to that, I would say yes, because the way it's structured, so with the 90-minute block material, the idea that they would still get the same amount of core instruction that they would as whole group because they have an extended block within
051the class as well. You know, when they're doing the hybrid model, each, each group is going to get that core instruction for the same amount of time that they would have a whole group, but then they're getting individualized small groups based off their needs. So, it's meeting each individual's needs, whether they're, you know, struggling and needing intervention or whether they're high flyers. That's going to be tailor-made to each one of those students. Okay, thank you. You're welcome. I wouldn't, I think split gives a misleading kind of belief. It's really they get the core, and then in small group, and the teachers with the small group, those get the additional instruction in that small group. I've seen it work before. Okay, thank you. And those, and those small groups can be flexible. So, you know, one
052standard might be challenging for one student that is in the accelerated pathway, and they might get more intervention, and then they can move back out and back to the accelerated pathway. So, I have a question. So, who actually makes the decision to say we're going to put Johnny in the accelerated program? It is done in combination with data. They look at data first, so they use that as a starting point, then teacher recommendations, and then discussion with the student. If there is a question, maybe everything doesn't align up, then, and even at some grades, the earlier grades, they bring the parents in, as Mr. Small said, and have a conversation. So, they do start with data first, but instead of looking at just the top high flyers, now they look at potential through the teacher
053recommendation. Johnny might just have a, you know, show a 3 on this test, but really they work hard and in class they demonstrate. So, then the teacher makes a recommendation, then they get student input, and then they get parent input. And that all works through the counselor. In some cases, administrators help out, but primarily the counselors. And it's really a move toward more academic counseling, and we've done a lot of work with that through this master board scheduling process. Okay, I mean, that's the way it should be. And it's, I just, and it goes back a ways because, you know, when I worked in the school it was a long time ago, but I witnessed, to the detriment of some students, pretty serious problems. But there was a push sometimes that, well, these boys and
054girls, they're really nice students, they don't cause any trouble, and they were put in accelerated classes that they had no business being in. And then sometimes you have some boys, usually they were the boys, that caused trouble in classrooms but were extremely smart and should have been in the classroom. And I mean, it happened. I know because I fought against it and won in some cases. But how can you prevent that from happening? See, the teachers would love to have all the good kids in their class. I've been around quite a long time, Mr. Dick, too, so I will tell you I do remember that when it was based purely perhaps on data or purely perhaps on teacher recommendations, and there was times when, or one trumped the other. And I think that what we
055have moved to, and we moved to part of this before this year, but Superintendent Tierney came in and gave us a clear directive that even stepped that up even to a new level. But we already were moving toward potential, and not just in high school where it's AP potential, you take another test and it shows you something, but really looking at attributes of a student all the way around their growth, where they came in, and looking at data. Numbers always are, are one component, but then teacher recommendation but that goes to what you said. You made that comment. Sometimes teachers recommend based on other factors. That's where the counselor comes in. The student has input and the family has input, and sometimes principals are in. At school I was at today, the principal said, oh,
056I'm checking all of these because she knows those students. So, when you get a well-rounded group looking at it, you don't end up with that one voice, which I think is more toward what you were describing. And so now it's a process that involves different layers so that hopefully we really are maximizing students' opportunities and looking for ways for them to accelerate. And to Ms. Cohn 's point, you are right, sometimes students are ready to accelerate in English or science and they love it, but they're not ready somewhere else. And it used to be lumped kind of all together. Now we're trying to look at where they really can soar. So, we are hoping to see some great rewards on students' satisfaction, their progress in their academics with the new master boarding process that we're
057using and the attention that the schools are giving to each individual student. Well, if you, you know, with that individual, I like that the principal, because the principal involved too would be on top of something like that. I mean, it was, we had students in AP classes that got 1s on the test, A in the class, and didn't pass the high school competency test. That's pretty obscene at that time, so. I think the progress monitoring helps us, you know, fine-tune that data because it is adaptive now, and we are giving that 3 times a year. So, in the case of Sugarloaf, the 4 students who did off-ramp this year, they off-ramped after PM2. So, we took a look at that data, we saw that they were struggling, we tried to see what, where those needs
058were, and it just made more sense between having that conversation with their families and the students themselves that it would be better for them to be in the non-accelerated course because of the stress that was putting on them, but also that they just didn't feel that they were going to achieve at that level at that time. And that doesn't mean that they are not able to go back on that pathway. I mean, I understand you want to keep them in and you want to push them in. I mean, that's really what we all want to do, but you just have to be careful. Yeah. Mr. Dick, what you're describing is the natural state of scheduling if it's not monitored. That's where it always goes. So, you've heard a couple of people say based on potentials
059that a bad day or a bad grade doesn't necessarily knock you out of that. And then ultimately the principal is responsible for the master board he or she creates and all the schedules therein, and that's where we're trying to get to. Yeah, well, that's good because I, you know, sometimes the problem child really gets into an accelerated class and can turn around and stop the problems and become a very great student, and I've seen that happen too, so. Vice chair of the school board. Yeah. Well, as long as he's not the chair. All right. Thank you very much. Thank you. What do we got now? Where are we now? What's with this thing here? Updates. Updates. We're up to you. Oh, Dirk, you're here. Yeah, calling for a closed session immediately before our April 7th,
0602026 meeting. I am, it's in DOA case number 26-0992, capital E. I'm calling this closed session pursuant to Florida Statute 286.011, subparagraph 8. The attendees will be the board members, the superintendent, myself, and Jimmy Hicks, as well as a court reporter who will record everything that is being said without interruption on the transcript. I'm sorry, do I need to start over? Okay. I desire advice regarding this case. The comments and discussions will be about settlement negotiations or strategy related to litigation expenditures. We will be providing reasonable notice and advertising. We will start at the beginning of the meeting, and after the closed session is over, we will reopen the meeting to the public. I anticipate that the closed session will take no longer than 45 minutes, but I'm guessing about 30 to 45 minutes. That's
061closed session for the next meeting. The next thing I have is we have an indication from, in Tommy Roberts' case that there will be a mediation either on the 31st or the April 2nd, 31st of March or April 2nd. What else did I have? No, well, I'm just going to say that we have stuff to talk about with regard to the baseball license agreement, but we can do that when we get there. Now, does anybody have any questions for me before we conclude my report? I conclude my report. All right then. Thank you. Thank you, Mr. Chair. We've spoken about our One Team, One Goal initiative where district staff goes out and works in small groups with students to support students and teachers in schools. This program is going to sunset on April 3rd as
062we start getting ready for testing. That's where we initially planned to end it, and we're going to stick with that. We've spent about 1,120 hours in schools as a district staff supporting students, and, and you have the value of the small group instruction. But I also do think we have an organizational focus on supporting teachers and a greater appreciation for the difficulties and challenges and complexities of the classroom teacher job. So, I want to thank all of the district staff who went out to these schools. It was a change in their routine, it's stressful. We took nothing off their plate, so it was additional. I want to thank the principals and teachers who welcomed these staff members in to support the students, and also the district staff that did such a nice job organizing it,
063better than I'd ever seen organized before. So, thank you to everyone involved. I think was a good first year. Recently we saw social media posts that indicated Monroe County School students were not being given breakfast or lunch or going to be denied the right to participate in end-of-the-year activities fees if they had an outstanding cafeteria debt. Every student is served a high-quality, nutritious meal every time they come through the line. No one is ever denied food. No one is stigmatized by being given a different or lesser meal if they cannot afford one. While we encourage parents to fill out the free and reduced lunch application form when necessary, if they may qualify, we're not going to penalize any students for families who are unable to pay for their cafeteria debt. Finally, it's hard to believe,
064but this is the third marking period ends this week. With that conclusion comes spring break, so I hope that everyone has an enjoyable, restful, and safe spring break, and I look forward to welcoming everyone back for the last quarter of this school year. And, finally, I'm going to at this point introduce our own Miss Kate DeLoach, who is going to give the board and the community an update on legislative matters. Hello everyone, for your last week 9 of the regular session update. Just a couple of bills I wanted to touch on that are moving this week. One, SB 538, that is the extracurriculars bill, which authorizes an activity fee for certain students participating in extracurriculars and allows for using booster funds and voluntary donations to pay coaches as well. That bill is in messages. Additionally,
065HB 5, I'm sorry, 453 requirements for a high school diploma also passed. This is the bill that contains the language clarifying that 2 years of marching band counts for physical education and performing arts. That will provide a precedent for us if we decide to move forward next year with pursuing performing dance teams in that statute. And the last one is just HB 561. That is an educator preparation certification bill that also passed and will expand educator preparation and certification pathways by allowing earlier coursework enrollment, extending temporary certificates to teachers with expired certificates, and, and include some additional professional development. That bill also passed. The last week they are going to be going into messages, passing bills back and forth. Both House and Senate leadership have indicated that they will not get a, a budget will
066not be completed by this Friday. So, we are looking at them either extending or going home and then coming back to finalize the budget. That will also be the case on property tax. While the House passed a proposal, the Senate has not taken that up yet. And again, both leaders in both chambers have indicated that they plan to potentially take that up during a special session. So, it's going to be a busy summer with some time spent in Tallahassee, but we'll continue to meet with our sponsors and the appropriations chairs to make sure our budget items stay in play as we get closer to budget conference. And with that, I'm happy to answer any questions. Hey, Kate, do you know what the difference is between the House and the Senate bill on that extracurricular? I
067thought they were really close. I do not off the top of my head, but I can send you a copy of both and I'll pull what is the most recent in messages. Okay, thanks. Any further update on the state regarding paying for kids' food? That effort is not moving forward this session, so I think that's something that we might need to work on over the summer and determine how we want to tackle that for next year. Was that a K-12 proposal? I mean, because I'm looking at maybe if we dial it back to possibly K-8, it might be more palatable. I think so. I think the fiscal is a big part of it. So, I think that, that's something to consider, and even, even looking at what it would be just, you know, for Monroe
068County, our circumstances are obviously unique in a lot of ways, this one included. Do you think Senator Jones will consider sponsoring that bill again? That is a good question. I am happy to get with him again this week, now that things are winding down, and see if he's going to be pursuing that again. All right. Thanks. Thank you. Thanks, everyone. I hope to see you back home soon. Are you finished? That concludes my comments. Okay. Ms. Talbot? Just a couple of things. I wanted to congratulate Well, first off, I want to say thank you to Chef Stanton. That was fantastic. He really is spoiling us. But I did want to congratulate, um, Alan Alexander for winning the silver medal in the state championship wrestling match. So, that was fantastic. We're always so well represented in
069the wrestling sport at the state level. And I also wanted to recognize that this past week with Social Worker Appreciation Week, and I wanted to congratulate Ashley Funston from Point Sienna School for being Social Worker of the Year. So congratulations to all. Charlene, based on what Kate said about the postponing of the budget discussions and decisions, how is that going to affect us for collective bargaining and budgeting this summer? It'll be just like last year. We're going to proceed with departmental budget meetings and then school budget meetings. We're going to continue to prepare as much as possible, but we won't be able to make any final decisions until we have the final numbers from the House and the Senate from Tallahassee. Thank you. And then, I'm wondering if we could possibly get a Rex Weech
070update. When we're in Key West at the next meeting. It looks like things are going amazing, and I'd just like to hear about it. Well, we're monitoring closely. I'm out there quite a bit. I agree it looks amazing, and I'm hesitant to jinx this. It's going so well, so I haven't talked about it much, but we're happy to give an update next time we're in Key West and a tour if the board desires. Finally, I just want to tell everybody to stay safe and enjoy the upcoming spring break and try to hold out and make it through Friday without anything big happening at school. I, you know, I'm deciding whether. So I've been, the budget, I've been sort of doing more investigation with the budget. And in the proposed budgets, if you recall, last year
071the budgets changed the way we funded accelerated courses and career and technical courses. And what used to be, we would be awarded with an incentive add-on weight so that a student who passed an AP course, instead of being worth, funded at 1 student, would get funded at 1.16, which is the equivalent of a sixth of the day, at 1 extra class period if they pass the test. And we have used those funds to expand our career, both our career and technical programs and our AP programs, and then also just we use the extra money, is very helpful in just funding dual enrollment. Last year they decided they were gonna get rid of that add-on funding and put all the money into a categorical. And they announced that they were gonna fund it at, what's the
072number, you know, whatever it is, 500, is it $290 million or something like that? It's something like that, whatever the number is. And when the counts came out in October, about 20% more students earned acceleration points than last year, so all those incentives were prorated down. So, we get the same amount of money as there's more students getting the award, and I was specifically looking at the career and technical programs, which you really don't get incentive funding for them or they don't qualify until they've gone through really the whole 4 years and they're getting their, you know, the most equipment-intensive programs, the ones that you have to fund up front, you're not getting that incentive reward until 4 years later when the kid has been in the program for 4 years. And if this year,
073so moving forward, Last year they funded us at whatever the number was. This year, one of the few things the House and the Senate agree on is that they're not increasing that funding at all. So, it's exactly the same as last year that we all got prorated down on. And so if that continues to happen, trying to figure out how to expand career and technical knowing that 4 years from now the incentive funding could be significantly different per student, you know, it's really a problem. It's, you know, going forward, and it could potentially really halt a lot of career and technical expansion. And so just going to float the balloon here that at the beginning of the summer, when this session is over, that we consider putting, going back to the add-on weights that actually
074fund the performance of the student and incentivize growth of the programs as one of our top priorities in, as legislative priorities. Because ultimately, like, we got more this year, but that's because we took it away from other districts that got a lot less. We had more students qualifying, but we got less per student. Than we would have gotten last year. And it was all just prorated so that the funding worked out. So, I'm just going to leave that right there. But moving, you know, I think to me it is a program ender to not be able to know 4 years from now what passing is going to look like, you know, what kind of, what the incentives are for that. So. And other than that, I celebrate St. Patrick's Day, not St. Patrick's Month or
075St. Patrick's Week like the rest of my board, but I hope everyone has a safe and fabulous St. Patrick's Day. So, you have to do it when you get close. We are all hoping you will still be with us on St. Patrick's Day. There were some may not be hoping that too, so you never know. Well, it depends on the amount of Jameson. So, anyway, do you have something to say? I thought that was your master's jacket to begin with, so I was completely out of the equation. It could be. Congratulations but real quick, to kind of piggyback off what the superintendent said, I think a lot of the issues that we have as in a district is basically, basically poor messaging. I know many of us on this board have floated the idea of
076getting a true PR person because there's a lot of good things that come from this board that we feel like is not just, it's our obligation as board members to kind of spread the message, but it also, we're such a vast area to kind of cover. You know, I know Ms. Acevedo does the best she can, but it's still so much to do, and sometimes the schools don't get the proper messaging out. They try their best, but again, the wording just isn't right. You know, there's still this big misunderstanding of what is operational expenses versus what is capital expenses, and that kind of leads to bigger issues. So, I do think that it's time that we actually look into getting a true PR firm that can kind of help us, you know, in making sure
077these kind of misunderstandings don't start with something small and lead to something much larger. So, if it's something that we want to look into, I think now's as good a time as any to try get on that. I do know that it will pay for us to look into, FSBA has somebody who helps for free small districts with their public information, and so it might behoove us to get with them and see what services they freely offer, because maybe we won't need an entire PR firm, but like a single person working with this other organization might get us on the right track for messaging? Because lately on Facebook there's been a lot of miscommunication. So, thank you. Well, I'll have you know my wife bought this jacket for me over 35 years ago. I've probably
078worn it 3 times. And you notice how it fits, okay? There was a lot of time in between that it wouldn't have fit, but from when she bought it till today, but so I felt that it was appropriate. And the tie my daughter sent to me, my youngest daughter who always gets things right, sent this to me. Don't worry, my oldest daughter is not listening right now. And secondly, I would like to bring up that wait till I'm gone before you hire the PR firm, all right? Because you know I'm not for that, but I do like the freebie. That's a good one. I think on the messaging in Facebook, we can't control that. That's done by people that get on. I mean, you know, most people know now that You know, it's, take it
079with a grain of salt. People have good things to say about us and people have bad things, and you know, it's just what it is, what it is, and I don't really pay much attention to it. You know, John, though, I guess it all depends on what you think the PR person would be doing, because we do have messaging coming out of here, but we also have stipend-funded PR person, so to speak, social media person at each of the school districts. And some schools have rock stars doing that with incredible graphics and incredible, you know, content. And other schools, it's barely noticeable. And, and I'm not pointing to which schools those are, but some help. We're in a stage where we're going to have to be, we are competing for kindergartners, we're competing for middle
080schoolers, we're competing for high school students, and we need to have a solid message that all of the schools can, you know, that all of our schools can, are great choices, right? And to sell that message, it's not a spin doctor that we need. We just need a truth teller. And we need the message to be presented in a way that it will catch the attention of people and they'll notice. So, that's what I would be looking for on a PR firm, not somebody who's going to control the message, but someone's going to ensure that the message gets to its target audience. Well, yeah, that's kind of what I was going with. I mean, I think if we get our, the good points out there, it'll kind of minimize all the negatives. And I think
081right now we're kind of being inundated with a bunch of negatives because it's the easy low-hanging fruit. So, as long as we're pushing ourselves, you know, they'll look and say, look, 98% of the things that come out of the public schools are great. That 2%, no one's even going to notice. But because the 2% is the loudest right now, it's kind of minimizing everything else. I don't know, I guess you're getting hit with a lot on this. It didn't come to me. On this. Green jacket. Well then let's buy, let's appropriate 5 green jackets, 4 green jackets for the other members of the board. But no, I don't think, people understand, you know, hey, the lunches are supposed to be paid for by the people and I mean having to see that put out there
082was kind of sad but I think it's, it'll pass, it'll pass real fast. I don't see them staying on it for long. No, this is, this is something small. This is, again, because it is an election year, everybody's going to jump on everything just to kind of, and again, social media, like you said, you can't control it, but you can basically get out ahead of things if you have the right person to anticipate and say, look, this is probably going to be a right thing. We can't be all places at all things. I mean, Ms. Talbot and I, we're in the same district, but she gets different stories than I do. We're literally 2 miles apart. So, I'm sure the same, Sue's hearing different things up in Key Largo than you're hearing at Marathon. So,
083we all can't be all places at all times. As Sue said, that, you know, some schools can do a perfect job, an excellent job with it. Well, then let's have that person in that school talk to the other ones. But you're right, I mean, some of our websites look fantastic and some look like they haven't been updated. And I think that And then there's not a lot of district-wide branding on any, all those, even the great ones, the messaging is coming from the school and that's branded for the school. There's not a lot of district-wide branding on any of it, which is what a PR person would probably advise as well. And then the other benefit of having a PR person is when you really need them when there's a really serious thing that happens.
084But, you know, in the past I had asked, and I still think we should consider having a press release go out after our board meetings that explain, you know, not our minutes necessarily, but the highlights. Because how many times do you get called by a reporter saying, what happened at the board meeting? What should I focus on? Well, I shouldn't be deciding that. You know, like really we need, that needs to be a strategic thing of what gets, what comes out of the meetings. Not that you're coloring the output or anything, but that you can explain things. Someone's telling, your wife is, yeah, yeah. Anyway, I mean, I think it's worth a further discussion. Let's just say that. Well, you know what, over the years this is something I found that can be a real
085issue and makes a big difference on us is, you know, the people in our front office in every school needs to be very welcoming. You go into a charter school, they are, they know that they're trying to get clients and get business and they're very, very open and friendly to no matter what and our From sometimes in our front offices, it's just not always so friendly because, you know, they don't understand, I mean, that we are in competition. And if you have a business, they should look at each one of these as a business. We're in competition and we want to be, put our friendly face on and get people to want to come into our schools. I mean, I've seen it happen. People move down here or they just come down on vacation, they
086go into the schools and Hey, you want to open up arms to them and say, yes, here's what we got, we'd like to have you here. And that, the personal thing is more, is far more effective than anything you're going to put on Facebook or anything else because those people will talk about it and tell other people. So, there's a lot we can do. I think we just need to get the message out to all of our schools to, you know, tighten up on what they put out, and yeah, we can get more messages. We are on, all of us are getting on radio constantly. The papers have always been very good to us, all the papers. I mean, they're not getting as much play anymore as they used to, but the radio does. But
087there could be more strategy there. Yeah. But you know what, sometimes if it doesn't look strategic, it looks more real. Authentic. So, I can address this briefly if that's okay. We're currently working with FSBA on a social media marketing plan to highlight the contributions of public education in Monroe County here and then FSBA is doing the state. So, we are kind of leveraging another organization already who is helping us out with that messaging part. As far as focusing on communication, you can never do too much and you can't ever get it perfect. So, you know, that we are continually trying to refine that message. And, you know, for the schools and the principals with varying degrees of ability to market their school, school budgets are going out just about right now, and the school budgets
088are based on now 6,900 students enrolled in Monroe County School District, which is low. So, the enrollment in the schools is low. So, they are seeing that, you know, that the money follows the students and the money turns into teachers and staff. So, So there's not a question, you know, throughout the organization how important it is for us to put, you know, best foot forward and be welcoming in the main office and to continually drive the narrative we're the best choice. And some of the things the board just alluded to, we just saw Ms. Walker talk about on the transition to kindergarten, and we're going to try to replicate that communication, advertising, and welcoming throughout the system. Thank you. I know that Mr. Tierney is, is doing a fantastic job of getting the school district
089out to the community. He's all over the place and bringing out a good message. The only thing we need to get him is a green jacket. All right. At this time then, we're going to recess the hearing and open up for a, we have a public hearing on a first read policy. Do we have anybody here to speak to this? No. Anybody want to talk about it? I'll just introduce this. This is administration of short-acting bronchodilators and components by trained school personnel. This codifies our policy and then changes none of our procedures. Questions, anyone? Well, at this time, I'm going to close the public hearing on the reading of the first reading of the policy and go back to reconvene the regular hearing. And we have an action item. I recommend the board approve first
090amendments to the interlocal agreement with the Village of Islamorada and Founders Park baseball field license agreement. So, moved. Second. We have a discussion. Yes, my first question is, are you approving or recommending which agreement? The agreement that we all came to gather on at our retreat, or are you recommending the agreement that with the changes that have come to us through Hunter? This is the agreement that, that Hunter and I worked out with Islamorada, Mr. Saunders, and their attorney, and then captured that and put it on our agenda. So, it's the one that we have worked out with representatives of the village. So different than the one that we agreed to at our retreat? It represented, what the retreat represented, the will of this board. And then in the conversation we had with the representatives
091of Islamorada, there was a negotiation, give and take, some conversation about that. So, you know, we stayed within the spirit of what the board wanted, as evidenced by the comments in the retreat, and we did clarify some language that they were concerned about in order to make sure they were comfortable as well. You look like you're about to say something, Hunter. I figure my time is coming eventually, so I'm ready for it. But no, this version doesn't have the changes that I've discussed with each of you individually today. This is essentially what was ready, you know, last week after the workshop, like Superintendent said, after meeting with the village where there were some minor changes, but not the ones we, I discussed with each of you today. So, this is not with the changes that
092we discussed on the phone today? No, no, none of that's reflected in here. Okay. So, if we approve this today, then we know they're going to come back and say no because we know there are other things that they want changed. Is that correct? Right. As I understand it right now, the, you know, Village is meeting and probably having the same discussion. We know there's those 3 items I talked about, which, you know, I can go ahead and mention is the amortization schedule. They're looking for some more input, the Village being able to have some more input on the, you know, design documents rather than just the, you know, final design, you know, maybe they weigh in on the preliminary concepts and things of that sort to get involved earlier in the process. So, they're
093looking for that. And then, you know, they're looking for a possible change as to their responsibility for any changes they request in, you know, the design documents or, you know, an increase in a, due to a turf that they select. So, we're going to approve this tonight. Let's just say everybody agrees. And they're gonna say this is no good because there are these 3 other things that we also want changed? Yeah, I mean, it seems like there's a little daylight right now as I understand it. Again, I'm not, haven't heard what's actually taking place, but that's what I believe to be the case. And they have proposed the idea of having the mayor, possibly the city manager, and the attorney meet with, you know, the same kind of group of representatives on this end, you
094know, a board member, the superintendent, and your guys' attorney. So, you know, probably worth having a discussion amongst the board on whether that's an idea that, you know, you like or you want to propose something else. So, I had this discussion with you already. The last time we went back and forth like this was with the CFK, at the time was FKCC, and we as a board sat with their board and we went back and forth and everybody discussed it, and then we came to an agreement that actual day. Pat, were you part of the district at that time, I believe? That was the Gerald Adams issue, correct? It was, and the Coral Shores agreement as well was part of that. It was an intergovernmental dispute process of some sort that it's a formal legal
095process that we went through. My concern with the one-on-one meeting, even though lawyers would be present, would be that we individually, somebody on behalf of the school board and somebody on behalf of the village, would be bringing their understanding or their feelings of what should and shouldn't be in the agreement, which then might just delay us in the sense that then they come back and the board says, yeah, I don't agree with that, or I don't feel that way. So, my concern is the one-on-one meeting just further delays the process. Whereas if we all got in a room together, then we can talk this stuff out, um, because some of the things they're asking for, from what I can see, are in direct contradiction to other paragraphs in the license agreement. And the ILA is
096referencing the license agreement, so the ILA is really much less of a problem. It's really the license agreement that needs to be hammered out, and some of the things they're asking for make me seriously uncomfortable. And while I get the people that say, we are the landlord, what we say goes, we're the landlord in a project right now of Trumbo housing that we're trying to build with an understanding that we are bringing the land but not the money. And so we're much more flexible in what they want to do because it's for our teachers, just much like it's for our students, and it's on our property much like it's on their property. So, it's not a lack of understanding by this board of what a landlord or licenser licensee relationship looks like, but we can't
097just give money away. So, if we have a budget of $6 million roundabout and they want to make a change and come back at $7 million because they have that right per the license agreement change that they want to make, well, that's a problem because we've a limited budget. We're getting less money annually from the state and We can't just come up with a random million for changes. And then they also talked about changing the amortization schedule, but at the same time they also said we would never quit on you. So, I'm not understanding really the different messages that seem to contradict one another coming out of the village, which makes me feel like a discussion not through spokespeople, but with all of us together would make it more accurate and easier and save everybody
098a lot of time. I am flexible on the amortization schedule. That's not the problem. I think that's something that we could definitely find a way to meet. I just, this back and forth is just prolonging the beginning of the contract, which is then going to change the amount of money we have to spend on the field. It's just every time this gets postponed, it's a problem. And I'm not going to just lay down and give away our money so that it happens faster. And I honestly think an open and honest public discussion between the two boards is the best way to get there. And anybody who says any of us have said we are completely against that wasn't listening. Is there any of the 3 items that this board at this time would agree to?
099I'd agree to a 20-year amortization. That's what it was the last time, and so I think that's consistent with what it was before. I honestly would agree to go back to pretty much anything in the original ILA use agreement, the license agreement, because it worked and that's what we had always done. So, that's what I use, I'm using as my standard is what did we do before. That's what we did before. See, my point is, if we agree to anything at this time and we give it to them It's to show that we're willing to work. So, I mean, that's, I'm not trying to tell you guys to go one way or another, but if right now we would agree to any one of the 3 items, that we could then say, okay, look, we've
100done this, we've offered that, it shows that we've made a move and maybe they'll make a move. So, John, the other, you know, the concern I had of the 3 items if I've got this right, is that one of them was undefined. And so, coming to an agreement on what, on something that's completely undefined, you know, that would come to us later, that's problematic. We don't even know what that is. And so, and it has felt like, and it probably feels to them with what we came back with in our licensing agreement, that everyone's moving the goal posts, but that's what I understand negotiating to be, is continually moving goalposts until they're at the same, you know, you both are getting what you want. So, I'm a little concerned about going into really anything without
101a specific, without us having heard a specific request on that third part. Right. So, well, what about the amortization schedule? Is that something we could give them, the 20 years? So my feeling about the amortization schedule is, um, I think it's, we could easily come to an agreement, but my idea was to keep the 40-year amortization, but at the 20-year mark to cut it off, and at that time have somebody tell us what the reasonable value of the field in its current condition is, and that would be the total costs that would be paid. So, the amortization would continue up until the 20 years, but it would be based on a 40-year schedule, but the village would never have to pay us more than the value of the field at that time. And so, I
102feel like that's a really good compromise for everyone, but we can't have that discussion with them like this, especially when our board meetings are on the same night. I mean, I thought that was one that maybe we could move on with that. Just because something existed before and worked 20 years ago or more doesn't mean that it works for the future. And like all of our positions, I can only do now what I think is best for the future. I don't know what somebody sitting here in my place is going to decide. And even if I think all of the Village Council right now will do everything in their power to make this amazing for us, 4 years from now it could be an entirely different board, but we're stuck with whatever we've agreed to.
103And that is my concern. That's a big thing for me too. That's exactly the point. I feel that Don Horton and I were very good conversations and that's the only one I've really spoken with, so. Well, I think that the best thing for all of us is to get us all in a room because right now the messaging is they're the bad guy, we're the bad guy, they're the bad guy. It's back and forth. We're all trying to play the good guy, but no one's sitting there saying, you know, well, Okay, here's where we disagree. How do we fix it? So, until we're all in a room, I don't, we're going to be at a standstill with each of us pointing fingers at the other. So, if there's a time that we can all get
104into a room, just notice the meeting, let's get it done, and hopefully we got a time we can all get it before, what's the drop-dead date, Pat? I know you're rolling your eyes over there, but this is just. We're bringing you a GMP at the next board meeting. If we don't approve that GMP, we're going to delay a CFPB. Well, then let's just send this back. We approved it. Send it to them. See if, I mean, again, the ball is now in their court. Let's go from there. I just want to make sure we've been presented with the changes that they want. So, if you do, this has the thing in it. But not today's changes. No, this has their amortization in it, and this has their 4-H, which says, Andre, I just emailed it
105to you. It's in the, that basically we pay for anything they decide isn't good enough. That's in there still. We don't want to approve that. That's what I'm saying. I just read it online. It's still in there. Okay. So, let me just, if I can just jump in. That's why I was asking whether you were actually recommending. What's on this agenda is what was, came out of the retreat and then as a result of the conversation we had with Islamorada. Nothing changes once it's posted, you know, so then there's no phone calls going to update it. If we ever make a rare change, then I let everybody know, but I don't like to do that. So, the question right now to me, and, you know, I'll rely on General Counsel here to weigh in, and
106right now we have a recommendation, a motion, and a second, so we're going to need a vote. So, my question to the General Counsel is, could we put some caveats in the areas that both organizations are concerned about so that we can vote on this and hopefully approve it if it's palatable, and that, but still give some room to maneuver on those three areas now that the two organizations are. I mean, I guess you could approve it with the caveat that you do not approve of the sections that we're talking about here. I had originally drafted a emotion that I thought was going to work, but now that I see there is more to it, I am not sure I wanted to, I had crafted a motion to approve the First Amendment to the Interlocal
107Agreement of Founders Park Baseball Field License Agreement without edits except paragraph 4J where the Board approves either a 30-year amortization period or B, a 20-year amortization period after which the parties will reappraise the property's useful life and value. But now that I see 4H is in there, which is the part that actually requires us to pay for when they decide it's not good enough, that one needs to come out too. So, I didn't craft this motion to take that one out. I was under the impression it was already out. Is there anything else that's still in that we, that we had an issue with, Hunter? All of 4 is really the problem. Could we possibly pass a motion so that we're everywhere but paragraph 4 and all its subparagraphs, almost like a bifurcated trial where,
108you know, the stuff we agree on, we can agree on and move forward with in terms of not further changes, but the stuff that we still have to discuss be what we discuss. Or as counsel, would you recommend let's just leave the whole thing? You know, one of the things that sometimes happens when you approve something and it's changed, and okay, those changes are great, but then over here they want to make changes to other sections to change that. I mean, it's, we're nailing Jello to a wall here repeatedly, and I don't know how to do it other than put all the cats in a room and let them fight it out. So, let's just take a roll call whether we like it with the changes that the village has recommended, because then we'll know
109if we need to make a meeting. And if we need to make a meeting, let's try and make a meeting between now and prior to our next school board meeting for the GMP, because that's really the big issue. Well, Dirk, as I explained to you, I'm also concerned with number 12. I don't like that we're not clear on who is responsible for the amortization schedule. It says both parties will pay fees, and I don't see what fees we could possibly owe after funding the project. So, I'd like to see some very clear language. I mean, I know that, you know, I've been told it's insinuated, but it's not clear. It says here that both parties, shoot, I can't see without glasses. Both parties shall pay in full all the charge, all the charges then due
110and owing through the date of termination, if we should terminate this contract, and the applicable termination set forth in Exhibit B. So, it doesn't state that the Village is responsible. It says both parties are. So, I would just like to see some clarification on that so we understand who pays what. Okay, well, we've got a list now. So, those are the, all of 4 and B, right? Those are the 2 chunks that would be the subject of this meeting. And if those 2 chunks are still in this thing, then, and you don't want them, then you are going to be giving a thumbs down to this, if that is the desire of 3 out of 5 of you. So, let's take the roll, right, John? Motion is to approve it, right? Can I just, like,
111I'm ready to take the roll call vote, but I'm really concerned about the getting 10 people in the room to hash it out. I, you know, really, our job is to give guidance and direction, and our superintendent and our attorneys are supposed to follow our guidance and direction. And we don't in general approve anything that, I mean, we rarely, the superintendent always recommends approval or not approval. Now, we can go different than he says, but he's the guy who's supposed to go out there. These are the guys who are supposed to go. We're the governance. Board, we are not the negotiators of the district. We don't go into collective bargaining when we do that. We give guidance, and the people who work for us are the ones who are supposed to, to do the negotiation.
112And I know that's very different than what's happening, happens at the village, but And maybe with the situation with the Village, it would be better for us to all be in the room. But I would really, you know, I think it's concerning because we are supposed to be speaking as a board in these things and not as 5 individuals, which is where right now we're speaking as 5 individual board members and we give direction to our attorneys to do whatever. And speaking, I just am concerned about that. We have a legal policy that addresses this exact problem, correct? Because we've done it twice before. Once before I was on the board in regard to HOB, and once when I was on the board in regard to CFK, who was at the time FKCC? Well, let
113me, we were in formal intergovernmental dispute resolution process under 164. That requires a notice and there's timeframes and Board Member Dick and I went to meet with Mr. Guerra and one of the board members of, I can't remember which one it was, but it was one of the college board members. 2 of us, 2 of them, and the lawyers. So, there was, you know, we had the superintendent, we had John, board member Dick, and myself on our side. And we had Bart Smith and Jonathan Guevara and one of the board members. And, hmm, was it Mike? It might have been Mike Puto. Yeah, that might have been the board member. And then we had our 6-person meeting and could not come to agreement at that level. Now, we haven't instituted a formal 164 agreement. There's
114no policy in it. We just availed ourselves of the statute. What we would be doing here would be sort of doing that without initiating the intergovernmental dispute resolution process because that's several days. It takes a couple of months to get through. So, what we would be doing here is we'd be doing that same sort of thing depending upon the level that you're comfortable with, either the process where it's a board member, the superintendent and the attorneys, mayor, attorneys, and the city manager on the other side, and those 6, or you can do 5 on 5. Now, I will say, elected people will agree, you know, they may, you know, we want to have a meeting. Okay, well, it takes 2 to tango, so I'm not sure they will. So, that's my input on that. The
115process has been done, but it was a lot longer process the other two times we did it formally. What's being suggested now is an informal process of the same type, right? Which it gets you to the same place, which gets you to the joint meeting, which at that joint meeting there used to be a mediator. We don't think we need a mediator, but we could have one, you know. So, your options are there. We're just on a tight timeline. You know, you could approve everything except, but then you're in the same boat, so. We eventually prevailed at the college. We got what we wanted. We got our parking that we were, had a blockage down there. And we just had to give them some money and they got out of the building at the Coral
116Shores, which we can now use that space. So, yeah. And then the HOB one was when we over, allegedly built too tall, and we worked that out as well. But we prevailed on the amount of money that we gave. That's where we started from, and that's where we wound up, and they lost on that. So, but so you were part of that, John. So, and the first time when you went, that's, that was my understanding, was one of the things that was being asked here is that you and or whoever we chose, and the superintendent and the attorney would then all go together with the village manager and their attorney and a representative from there. So, that could be done almost immediately. That could, that could be done immediately without noticing a meeting and without,
117you know, and you could start the process of where we are if you're clear on what the board is interested in. And as, you know, as chair, you know, you're the, and someone with previous experience, for me, you are the, like, the right person to do it. It's just whether the rest of the board is comfortable with that or not as a first step. And then if that doesn't work, then go to the, you know, and we think we're making progress, then go to the 5 on I think there is going to be some movement in Islamorada tonight. I hope so, but I think there might be. What is the current budget for this right now, Pat? $6.5 million. Not even. It is less. Yeah, less. The last estimate was $5.4 million, I believe. $5.6
118million was the last estimate without FF&E. So I guess where most of us are at is the undefined amount that we could end up being all in at, right? So if we actually give a cap right now that we are not willing to go above this on your change orders or whatever it is you are going to go, I think maybe we can narrowly define what it is and probably get that part out of the equation saying, you know, we have a budget of $5.9 million, but if we were to include any change orders, the board is not willing to go beyond this number. They want it, they pay for it. That's kind of saying the same thing because is they want to be able to change what we are going to put in, right?
119So, they're going to say, we want this nicer thing, it's going to cost you an extra $100 grand. We're going to say we're topped out. Then they're going to say, then, then the agreement isn't going to be an agreement, right? I mean, we, if we're just pitching another idea to get to the same spot, essentially, right? Because they want control over, I'm not assigning motivations, right? It's, the way it reads is they want the ability to make a decision to have us put certain items in place of other items at our expense. But if they're involved in the whole process and they're attending the meetings and they see what we're going to do and what's going to be offered, they're in the same position we were. I mean, once in a while we say, oh,
120well, we see something, we make a change, and we can have that ability for a group to say, yeah, okay, we're going to make that change, but we're going to limit it, the amount of money. If we're going to do that, then we're going to cut back somewhere else. We can hold them on that. But I mean, to me, they should be, why would they be changing if they're there in the plans? You know, if we decide on this is the turf that we want, they're there, they see it with us, and yeah, we will, let's get this turf. Why would we change it? I mean, you know, that's, I think we're, the fight on that part is something, I mean, the way it was, we can't be exposed like that. I agree 100%, but
121I think it's a fight that everybody's making that there's really no need for it. We would only know that by seeing what Islamorada sees it the same way as you. Yeah, that is true, but change orders could really take us over our budget, and it's going to put us, I mean, we can't, as Wendy said, sit around with our fingers crossed hoping that it doesn't exceed. I mean, when the money runs out, the money runs out. And we can't leave a project not 100% complete because, you know, someone's opted for more expensive lighting or whatever the case may be. So, I think that there's got to be a finite number there, and that comes into the bid and based on the plans, specs and plans, like any property that gets built. And that's where the
122agreement comes in. Because that's when construction projects go off the rails with change orders, and we can't afford that. And with all due respect, I respect what, what Dr. Woltanski has to say, but I think we're putting a lot of pressure on one individual. I mean, I get they get the, the feel of the board or what, you know, what we're hoping to accomplish, but sometimes you have to make a game-day decision in a negotiation. And is that person willing to make the decision for everyone? So I think if a meeting is to happen, and I do understand our role here, I think it's only proper that we're all there to agree on that decision before it's made, if, you know, that's what the board feels is best. Yeah. If I may, so we have
123about a month as it stands right now. So, is the preference first to push for a joint public meeting, you know, and as Dirk had said, they have to be willing to do that as well. So, if they say no, you know, assuming that's the board's, you know, first option, then what do you want to go with? You know, because if they could very well propose more changes tonight, do you want to call a workshop? Do you want to just have someone do the negotiation? I just want to have a clear idea on, you know, how we can try and get this thing to the finish line and what the board would like to do. We have the benefit of sitting here right now. We all know what it is each of us wants. And
124again, we are pretty much unified on all of it. I mean, we can go back and forth on the amortization schedule. I don't think that is going to be a very hard sell on any of us. So, you have got one voice right now. If Mindy wants to kind of reiterate what it is we are looking after and we can all say we agree on that. We are still in discussions. We haven't made an amendment to this motion, so we are still going to shoot this down probably. But we got to do a roll call. But I think we, we have a unified front. So, whoever, if we do decide to send one board member, John, he's going to know what the rest of us want. Right. But the issue becomes when he goes with
125what we want and the other person has a different idea about what his board wants, they can only discuss the things that they've been told is what the group wants. And so for me, in the interest of time efficiency, It seems if they agree to the group meeting, that's the best way to go, because in that way, if there's pushback from either side, right? I'm not saying it's just the village that's going to say no. It could be we as board members feel like the person who's representing us, or maybe nothing happens, right? There's back and forth and the two people talking still can't come to an agreement. I just think in, in terms of time efficiency, because that's what it's coming down to now. It's been pushed off and changed and changed and changed.
126And one of my issues is that things that have been agreed to beforehand then get looked at again and changed again. So, I just don't think that the back and forth is going to work. And if the back and forth isn't going to work, the only way to maybe get it done is if we can all meet. And if they're not willing to do that, then it's time for us to look elsewhere. Because right now, from what Ron said at our last meeting, It feels like they believe they have us between a rock and a hard place, and they can ask for whatever they want, and we're just gonna have to sit on our hands and take it because our baseball team needs a place to play. But I've been having conversations with people from
127the county, and there are other options open to us, especially since we're also going to be redoing Coral Shores Backyard. So, this isn't our only option. It's the best option. It's the option I would like us to come to an agreement on so that everything continues on as it has. But I don't like being held over what feels like a fire to do whatever the village wants We should all be wanting what's best for the kids, what's best for the students at Coral Shores. And every person who is a village member, regardless of whether or not they're on the council, should want an agreement between the two parties that's fiscally responsible for everybody, because those people are paying our taxes as well. And so I can't understand a reason why the village as a group
128wouldn't want to meet with us as a group and try and get this hammered out in a way that benefits the entire district and especially the village community. No matter what any, any agreement made by any group, it still would have to come before us at a meeting and we would have to vote on it and approve it no matter what. And which is why I also agree, actually I fully agree with Dr. Woltanski's thing is it's not our place. It is not the place of the board to be there for that. We only did it that time because we were forced into it by the legal things. We're not forced into it at this time. Our attorneys and our superintendent know exactly where this board stands, and they can go and meet with them
129again. And with whatever the, uh, the council approves tonight, their people will know. And if they can't come to an agreement that would, would benefit both of us, so be it. It's not going to happen. But it is not our place. It really isn't. You know, I understand the point of sending a board member, but what is the difference? They're doing the same thing. What would one person from us, and then all 5 of us, and then 5 of them, again, it's not our place. We approve. We don't negotiate. That's what those guys get paid for. And it messages that we don't trust those guys to, they're not going to say what, what we want, or we don't think they're going to work on our behalf. It's definitely not about trust. It's about we give
130John, let's just say, his marching orders. They give whoever, let's just say Don, his marching orders, and the marching orders still don't agree. So, they come up with something else based on their own opinions at the time, and then they go back to a board that may or may not agree to that again. And we have a drop-dead date of April 7th for the GMP. So, well, the superintendent and the lawyers can meet and then come back and call up that, send an email to the board, call each individual board member. Here's what the offer is now. So, so my question, reflectively, the board, is, is it better to not approve, or if we can, what I heard from general counsel make modifications to the parts that we are concerned about and then have something
131adopted here. Dirk just said no, don't do it that way. [ FAINT AUDIO ] H is the way you all want it? Correct. The amortization can be changed or you can leave it at 20 and take that. And then you are done except for the clarification of the fee issue which needs to probably be worked out. So, it's two issues? Two big issues. I think the fee issue, Hunter, can you elaborate on that fee issue, please? Yes, sure thing. So, basically, the, you know, Village's concern as it was explained to me was that that, you know, there's some feeling, for example, with these, you know, final design documents that, you know, they're basically seeing them and, you know, being able to provide input pursuant to the license agreement, you know, for the first time after
132final approval has been granted. So, they, you know, just kind of felt it was a little unfair that then they would then be charged for a change, you know, after seeing something for the first time, which is why they, you know, want to have the, uh, submittal revised a little bit to be able to provide input earlier in the process. So, I mean, I think if you have the input earlier in the process, now this goes for, you know, any future improvements or things of that sort, because, you know, we're, we are where we are on this part of the construction. Then, you know, them not being responsible for any changes with the exception of, you know, a final change, you know, as I think I discussed with you, Darren, you know, or with construction
133materials, you know, but the main thing is the turf because I frankly don't know what the change in price would be. But, you know, I think there's, you know, definitely somewhat of a middle ground that can be found there. Now, as to what exactly that's worded and what the Village will accept, I don't know. Let me chime in here real quick. I was talking about section, the part that Ms. Talbot, right under here, L, Section 4L, where it says, is that correct, Board Member Talbot, 4L? At the lease agreement, which is number 12, but let me Oh, number 12. Okay, never mind. I didn't know which one you were looking at because I was It says the same thing. Because I agree there's two. There's the amortization, and as we've drafted it here, they have
134to pay for any improvements that cost more. So, we've drafted it properly here. The only change other than that will be the amortization to 20 years. The only issue that I see is the one that you had an issue with, what fees are associated with it. I don't know what paragraph that is, but there's, so that makes three issues. But if we pass it at 20 years and we pass it with our version of you pay for the improvements, any improvements over our budget, then the only thing to be clarified is your issue regarding the fee question. I'm not sure I understand that question, so. It's not a fee question. The question is it says here that if we terminate our agreement, both parties have to pay the fees shown in Exhibit B, which is
135the amortization schedule. So, that's insinuating that we are equally responsible for the amortization schedule, and that cannot be correct. So it should say both parties. It should say No, just to be clear, it says the party shall pay in full all charges then due and owing through the date of termination, including any applicable termination fees set forth in Exhibit B. Correct. But it doesn't specifically say which party. It insinuates both parties because it says that in the sentence. It's not clear enough. It needs to be explicit, in my opinion. Right. And as we discussed earlier, I'm certainly happy to, you know, dial that in a bit more. But again, I haven't received anything from the Village about that specific issue. So, basically, you can make a motion to pass this with a 20-year amortization, which
136is a give for the Village. You can pass it keeping our language about the increased cost in any improvements that they insist on. That's already in here, so we keep that. We give the 20-year amort. And then on this one, we clarify that it says the party shall pay in full the charges. Just put the, the licensor shall pay in full. Oh yeah, licensor. So make that change to licensor in paragraph 12. We need a motion for each one of these changes. Yeah, I had one set up. I'm going to have to take a minute to. Yeah, before you do, before you do that, can you just go through what you're saying we should approve paragraph by paragraph? Absolutely. Because these are, I, and if I'm, if I'm missing something, somebody let me know. But
137this is where I'm, and I'm not trying to hijack anything, I'm trying to give you an option to pass tonight. No, I appreciate that. Okay, so H. 4, we're in 4, right? 4H. 4C though was their first. All right, so what's the issue with C? What was the issue with C? Anybody? 4C, they wanted more input on the notice of designs. So, 4CI. But that's just input. That's not decision-making, right? Well, yeah. I mean, basically that would be accomplished by, you know, including things such as, you know, the preliminary concept documents, you know, other intermediate documents, final design and development. Basically expanding the I section a little bit. Yeah, basically where that leads us is we will end up in a joint public meeting. So, is that still, is that what we, I personally am
138okay with a joint public meeting if we can't agree to the additional input. Is that the version that we have in front of us? Is the one the Village wants on that item? No, no, the Village wants additions to I, as I understand it. What do they want to say? I wasn't provided with any specific language. Exactly. Thank you. I tried to get it. All right. The back and forth for months now, if not a year possibly, has left us no closer to an agreed-upon license agreement, and I just don't think we're going to get there. Unless we're talking face to face. That's just my opinion. And if we don't get there and we don't want to talk face to face, then our only option is to look elsewhere and make some decisions about whether
139baseball is now going to be at the backyard and track might be somewhere else, or seeing what property the county has that we could maybe trade or lease. Maybe they'll be more amenable. But if we don't have the face-to-face meeting and come together with an agreement in time for the GMP, then none of the work that we've done has been for, it's been for nothing. So, so what I might suggest here, because I feel like some people want that and some people don't want that. So, in general, is anybody okay with one person doing it? And is there anybody in particular that wants to do it, this meeting with the superintendent, a board member, and myself? Raise your hand if you want to do it? a request from the village. Not a joint meeting. No,
140but the, that, but what you're saying is a direct request. That is something they have requested that we do. No, I, did they ask for that, Hunter? Yeah, I mean, that idea was floated to me by the Village. Okay. All right. So, that's what they want us to do. So, they want us to do that. Does anyone have a serious problem taking that path now that we've isolated the 3 or 4 things? I just want to ask the question reflectively. So, and I'll do with the will of the board, but it sounds like we don't have a lot. That 4H addresses the cost of change orders that the board has just talked about in the iteration that we agreed to with Islamorada, and I think it protects the interests of the board, which was if
141they're making change orders, they're responsible for paying for that. If in the past, if in the role of permitting authority, they couldn't legally approve something that we would. So, we addressed that, if you recall, and that's what's reflected in the agenda on the My concern with the one-on-one meeting is only that it just prolongs the inevitable. So let me make another suggestion to move the ball down the field. This is the product of, of a lot of work between the superintendent and, and the legal team and the village manager and, the village attorney. What I'm reading here is something that I think is agreeable to you all, and the only real change then would be the modification of the to say licensor and the other modification to allow the 20-year amortization instead of something else.
142You can make a motion, make those two changes, and because, and correct me if I'm wrong. But where are we on the change order portion? The change order portion is it reads, is what we want. Take a read of 4H. So, it's the second sentence. It says, in the event licensor in its property ownership capacity objects and recommends changes to the submittal's licensor shall be solely responsible for all costs, fees, and expenses. That's licensors, them. No, I understand that, but Hunter, please correct me if I'm wrong, did you not say today that that was one of their issues, that they were not comfortable with that? Yeah, yeah, exactly. So, it'd be like, okay, deleting that, I know we're gonna have a change or something. Yeah. What I'm saying to do, okay, is to pass something
143with concessions Okay, leave that. Give them the 20-year thing. Write the word licensor. Pass it and send it back. I mean, you can get something out the door that way. My point was, you know, the change order has been addressed. We addressed that when we met. My suggestion is, and I'll do the will of the board, vote on what's on the agenda. Don't vote on what we think someone else is going to say, and then we'll take this product, if we can get to a couple modifications where it's amicable to that board, and then no matter what the next step is, they can vote to approve it. We can send one person up there, we can send everyone. At least then we'll have a codified document saying this is the will of the board. Can
144I just make a comment about, you know, like what the next steps would be if this, you know, if we miss the date and if it's delayed by a year? We do have an option. With the current use agreement, even if this, no matter what passes, to not do the construction to fix the field and to have them play on a grass field for a period of time until we can come to a time where we can build, you know, refurbish the field. Obviously, that's not what anyone wants, but we have been working with them with, you know, we don't need to get kicked out of Founders Park because we can't come to an agreement with everything right now. We have options to stay in Founders Park. It's not what we want. It's not what
145we want for our baseball team. You know, we'd like them to have equivalent facilities to the rest of the teams, but if we can't get there now, we can make improvements to the playing field, which would be arguably temporary, and then go to the backyard, and at the end of the backyard, come back and take another bite at this apple. So, we do have alternatives besides leaving Founders Park. So, if we all went there and we are agreeable to this way that H is written, where if they want something changed, they have to pay for it. And they say, nope, we want to be able to change this and you're paying for it. Is anybody here going to give up on that? No. So, why are we going to go there and have this discussion?
146It's, it, because I wouldn't give up on that. So, that's the point. And if they, and if they demand to have the ability to do that, they're not going to change. So, I fully agree with this. We're giving them something because the part that he's talking about is not a big deal to me. This is the big deal. And I think, you know, there's some realization that they have to say we have a limit. We stress that this is the limit we're going to spend. And that's it. We'll do the best we can for them. But I see the meeting, just these are our guys. We pay them, we pay those attorneys and we pay the superintendent. They went there, they thought they had it. They came back not quite exactly what we needed, you
147know, from their part. But they know. I mean, I don't see us going there being any different. Just more voices saying the same thing. So, I'm okay with the 20-year amortization if at the end of, if the 20-year amortization is based on the 40 years of numbers. So, for instance, what I'm trying to say is in 2047, the number is $2,850. In 2048, it doesn't have to be $2,700. In 2048, somebody agreeable by both parties would come and evaluate the value of the improvements we made to the field, and that would be the number they would buy us out at. Okay, I wrote a motion. Value is, yeah, 20, well, that's why I don't want to do it. $2,850. All right, I prepared a motion based upon the amortization and keeping everything as it is,
148which says move for approval of the First Amendment to the Interlocal Agreement and Founders Park Base, and Founders Park Baseball Field License Agreement without edits except to paragraph 4L, where the board approves either a 30-year amortization period or B, a 20-year amortization period after which the parties will reappraise the property's useful life and value. Okay. So, that's a choice. You're given a 30-year amort or you're doing the 20 years plus reval. Do you want to give them the choice? Yeah. Yeah. Okay. That's fine. All right. Now we just need to address changing number 12 to licensor. Right? Everybody's all right there. And then we leave the top part as it is because they suggested changes and didn't give them to us. Let's move on that one. Well, hold on, let me, I have to. He
149has to craft the motion. You guys could craft the motion. No, you go right ahead. That's what we pay you for. You're paid for it. Turn on your microphones while you're talking about it. Okay, my mic's on. Go ahead. [ CHATTER ] [ NO AUDIO ] Of recess. I'm going to recess this hearing for 8 minutes. [RECESS] I didn't mean to send you, so it's the second one I just sent you, is a motion that I think covers the two areas that we were just discussing. So I will read it to you. I only got one. Oh no, I got, I got. It's the second one, the corrected one. I got it. I don't see any information on the one. It's all the way at the bottom. All the way at the bottom. Yeah. Okay.
150And, if you want, I can read it just so you, yeah, it's at the bottom. A motion, move to approve the First Amendment to the Interlocal Agreement and Founders Park Baseball Field License Agreement without edits except to paragraphs 4L, where the board approves either capital A, a 30-year amortization period, or capital B, a 20-year amortization period, after which the parties will reappraise the property, property useful life and value, and then semicolon, as well as changing paragraph 12 to read the licensor shall pay instead of the parties shall pay. Okay. So, with those changes, we have an amended motion? I would say. I'll move on that, those changes. I'll second. Somebody withdraw the prior motion? We have to withdraw. I'll withdraw the prior motion because I was, as one of the original, and withdraws itself. Well,
151the prior motion was to approve it, to approve the thing, and this is an amendment to that. So, you have to approve the amendment and then we approve the motion as amended. I mean, the previous. The prior motion was just to approve. Right? What? Okay, that's fine. Yeah. So, I will move with the amendments as stated by our counsel. I have to get a recommendation first. Okay. You want to recommend the amendments? I made a recommendation. I think they make a motion to amend that and then it is voted on. Sure. I mean, whatever you want. We can vote down the prior one. And then make another recommendation. Wouldn't they make a motion to make the amendments that you just sent in your email, those two issues, and then vote on that, and then that's
152approved, and then vote on the initial recommendation? It's, I'm trying to avoid complication, but okay. I can see it done that way, so. I withdraw my previous motion. Okay. Okay. I just have a question about B. Yeah. Should it, I'm sorry. I'm not a lawyer. Just a question. I know it's implied, but should it say it states that the property will be appraised for its useful life and value? Do we need to include in the amortization schedule will be adjusted accordingly? So, they understand what our thought is? You're changing the amortization periods, okay? So you're not changing, you're just changing You're changing the period. The term periods, right? The rest of amortization I already described, I believe. I guess I'll have to look at that. Yeah. Because also, Dirk, my initial comment was keeping the
15340-year amortization but stopping it in 2047. '47 for a reappraisal. Because otherwise, at the end of the 20 years, it's automatically at zero. So, that would mean if they canceled in 2046, they owe us $300, but if they cancel in 2048, they would owe us the value of the property. It gives them This is actually really why it's in jeopardy. Jeopardy to do this like this. I, yeah, I'm, I'm now at the point where I don't want to. I think we should call a special meeting. No, we need to do this tonight. Okay, Doug. All right, I would say the point, at this point, we get rid of the, we have, take back the motion and the approval on the first one and get rid of it and start over clean. We approve with this
154at the same time. Yeah, I mean, I'm just trying to address the points that just got brought up. This is why when you're doing it on the fly, Okay, you can just advise. I mean, if you think it's fine, then we No, no, no. Dirk, for me it would read a 40-year amortization period, after which the parties will reappraise the property at the end of 20 years. Do you know what I'm saying? I do. I do know. So, I'm looking at the same schedule that we have on the current license agreement, but saying we won't continue the amortization. At the end of the 20 years, if the property is not worth $2 million and change, we're willing to take anything after 20 years, whatever amount the property and structures are appraised for at that time.
155I think we might be saying the same thing, but I'm looking at it. I mean, I could add in. Because the 20-year amortization would mean at the end of 20 years we're at zero. Yeah, but it says after which the parties will reappraise the property's useful life and value. Yes, I've read that, but if you amortize over 20 years, at the end of 20 years the number is zero. So, it pays for it. When it becomes zero, we reevaluate value and useful life and create another amortization schedule based on that. But then it makes no sense for them to continue on because if they quit in 2046, they owe us $100. Then I will put a 40-year, I mean, hold on. Right? Okay. I don't want to throw a whole wrench in everything, but in
156case, if you guys want to hear, I just got like basically an update from the Village meeting, if you want to hear what their position is. Okay, so it said, Village Council asked us to reiterate their request for a joint meeting of the boards to discuss the baseball field agreement. As part of this request, the starting point agreement to be discussed would be the version approved by the council at its January 8th 2026 meeting. Please let us know if the school board would like to schedule a joint meeting. No, no. My actual response is we will be happy to schedule a joint meeting, but not one that is solely based on what the village wants. Something that I mean, that ignores all the work that has happened since. Exactly. Which is why we need to
157send this, what we're doing here now. I absolutely agree. This done and sent, and then it's in their court. We need to do this now. They're not going to vote anyways. So, let's get it right and then just give them what we have. I'm working on it. Thank you, Hunter and Dirk, bearer of good news. You're doing a good job. Attaboy. Take this one for a spin. I'm not yet. I'm going to read it. I'm going to read it. Move to approve the First Amendment to the Interlocal Agreement and Founders Park Baseball Field License Agreement without edits except to paragraphs 4L where the board approves either; A, a 30-year amortization period, or B, a 40-year amortization period which after the first 20 years the parties will reappraise the property, property's useful life and value, semicolon.
158This probably should be another sentence, but yeah, it should be. As well as changing paragraph 12 to read, quote, "Licenser shall pay" instead of, quote, "Parties shall pay," close quote. So my lawyer brain just says it shouldn't say agreement without edits because we're editing. Well, it's without edits except two paragraphs. Right. But why don't we say field license agreement with the following edits? That's why we have to rescind the first one and get it out. Oh, this all has to be thrown away now? Yes. See, I like, my reason for saying without edits is because it makes it very clear there's only 2 changes. The entire thing is approved except for two things, paragraph 4L and paragraph 12, so. Yeah, all right, you point out that we are only doing two things. Yes, I mean,
159I think it isolates that, hey, everything in this thing that has been so hard and fought and negotiated except for these two things, right? So, and then I think the response to Mr. Quick can be we only have 2 edits to the thing that we agreed upon last week, right? And we'll have the meeting over that. Okay, okay, that's fine if you think the language the way it is better. That's why we've done something. We have done something. Have the meeting with John over that? I think they're asking for a joint meeting, aren't they? Yes. Yeah, but they want to start with something for a place where we can't. So can you read for the record? I'm about to. I'm just going to copy you. I'm going to write this to all you guys. Okay.
160I'm doing some formatting. Better copy myself. Anybody else want copied? I have the sup, Hunter, myself, and the board. Anyone else? Anyone? Any takers? He doesn't want to get near it, nor do I actually, but okay, off it goes. I just want to explain one thing. We have one action item today and we have spent one hour on it. So, if anyone out there wants to say or suggest this school board is not taking this action item seriously, you need to think again. Well, we need to do that. Down and then they can do recommendation. No, the recommendation. You want an amendment? Yeah, the recommendation's made, doesn't change. The board can vote to make these amendments within the discussion part, and then it comes back to vote on the recommendation I made as amended if
161the Board approves the amendments. So, this needs to actually say move to amend the first, you know, the presented interlocal agreement to say that we Move with the following amendment. Yeah. Yeah, so I can make that motion if you want. I'm going to move to amend this item to say, move to approve the First Amendment to the Interlocal Agreement and Founders Park Baseball Field License Agreement without edits except to paragraphs 4L where the board approves either; A, a 30-year amortization period, or B, a 40-year amortization period, which after the first 20 years, the parties will reappraise the property's useful life and value. Oh, yeah. Is that what I said? Did I, you said appraise. Will reappraise the property's useful life and value, as well as changing paragraph 12 to read the licensor shall pay instead
162of parties shall pay. I'll second that motion. Yeah, I'm going to take the roll. Is there any further discussion? Call the roll. [CALLING ROLL] Motion passes. At this time, does anybody have anything else they want to talk about? Wait a second. I just, we just passed the motion to amend. Now we have to pass the motion as amended. So, I'm going to move that we pass the motion as amended. That's how it should be. We're already. Then. Okay. Recommendation. Second. Discussion. So now it's the roll on the agenda as amended. So on the second, and now we're going to take a roll call on the action item as amended. [CALLING ROLL] Now you can dismiss. You sure there's nothing else to talk about? For real? Do we want to communicate to the village what we
163just did here? Yeah. And do we want to say we're open to a joint meeting based on this? Anything? I would send that to them. Okay. What they said that, you know, they're open to a joint meeting with what they want, so, I wouldn't be so fast to give them anything. Yeah. Okay. Just, just a word. Wait, I think we should, so We approved. Motion is, excuse me, meeting is adjourned.