06/23/26 Flagler School Board Information Workshop

001I will call to order the Tuesday June 23rd 1:00 p.m. school board workshop. Please rise for a moment of silence followed by the pledge of allegiance [clears throat] and our national anthem. >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> [music] [music] >> Please be seated. >> [clears throat] >> Excuse me, Tech Team. Do you have an an extra extension cord? Thank you. >> Roll call. >> Okay. Lauren Romirez, present. >> Janie Redding. >> Will Furry. >> Christie Chung. >> Michelle Carter. >> We'll move on to board member liaison updates. >> Okay. As the board liaison for the Exceptional Student Education Parent Advisory Council, so EPAC, I'm excited to share that

002we have a new chair, and so she's actually here today, um, Miss Diane Santa Maria. So, Diane is a dedicated parent of two students in Flagler schools, so including one student receiving our ESE services, and she stepped into this volunteer leadership role, very excited, pretty new to the community. So, she is very eager to build relationships with all of our campuses, parents, and our schools. We've met several times, so we brainstormed several different ways, some initiatives to develop our EPAC, and, um, I want to brainstorm an idea, EPAC tour. So, we've been discussing, so stay tuned for that. So, moving forward, partnering more with schools, PTOs, the school advisory council. So, stay tuned for more information on that with our EPAC to try to gain momentum on there. Bel Belle Terre Elementary, so several exciting

003campus improvements are underway as the school prepares for another outstanding year. [clears throat] The entrance to the parking lot has been redesigned to improve safety for our walkers. If anyone is not familiar with Belle Terre Elementary, we have a lot of bikers, a lot of walkers, a lot a lot a lot. And so, we have amazing cross guards. So thank you Bel Terre and our district for working on the safety for our south side walkers and all of them. Safer crosswalk and clearly marked entrances for exit lanes for car rider traffic. So in addition, all 10 kindergarten classrooms they're they've been getting like a refreshed update. So paint, flooring, carpeting, just making it more engaging for our students starting in kindergarten and student learning environments. So thank you so much for that. Matanzas High School,

004so summer preparations. They just been working on, you know, filling any open positions that they may have. So working on that. Teachers are participating in a lot of professional learning opportunities. Student athletes are engaged in summer workouts and leagues. So if you're if you have a child that will be going into high school, they have a lot of different things going on. Wrestling is one of them. So just, you know, check out that if you're interested. And then major chiller replacement project is wrapping up. I've heard wonderful wonderful things from staff that it is working amazing. So plant services and anyone involved, thank you so much for that. >> [clears throat] >> And of course, so for FSBA, we had our Florida School Board Association conference. It was For me, it it gets better and

005better. So the conference it brought together more than 400 school board members across the state. And we basically collaborated, worked on best practices, safety, AI, student achievement, government, excuse me, governance, advocacy, budgeting, workforce readiness, so enrollment trends and like different types of leadership opportunities were were strategized and talked about and discussed. So that was happening this past month. And then Ms. Karen Crespo, who is our legal assistant and paralegal, so she is over here in the back. So I'd like to recognize her. So through FSBA, they there's opportunity to get certified as a certified support professional and she completed that training, which is amazing cuz she's been here just over a year, and I think that is really going to benefit our district as a whole because they collaborate and bring things to them, and

006they're the work behind the scenes, so making everything happen. So, congratulations, and thank you for that. And that is all that I have for this afternoon. Thank you. >> Thank you. Um so, I've seen that [clears throat] our Future Problem Solvers teams who went to um compete at the international level have been very successful. Uh a lot of success among the elementary and and middle grades uh students, which is really encouraging. I hope that program continues to or uh rebound when it comes to the high school level. Um and uh as you may or may not know, Diane Tomko, uh who was uh a long-time coach of Future Problem Solvers, really brought that program um and helped grow it within our district, and so there's been some transition pieces um in the high school, but

007the elementary and middle schools have really picked that up. I don't have the final [clears throat] count of the uh uh final places in the awards, but I did see recently that they posted um and I had a chat with one of the coaches that they were doing really well, so um and that's something we back as a board. So, that's an amazing accomplishment, and again, these are not just uh statewide competitions. This is international. So, they come from like Australia and Japan, and it's a big deal. Um we did hold the ILA uh meeting, which occurs once per year. Um while I had to attend remotely during my time at the FSBA conference at Tampa. Uh I'm sure Mr. Furry will also contribute as uh he was on that meeting. Um Again, the city

008is or the county is not really understanding how we could have such a population growth and housing growth but yet yet not necessarily need the additional building of schools. And it isn't primarily because of vouchers or homeschooling. A lot of that has to do with the profile of the individuals who are moving here. If we're continuing to attract 55 plus individuals, they do not have school age children. And so there was some discussion on changing the reports because the reports we share at that ILA committee are what we're required to provide [clears throat] the state, but that doesn't give a clear picture of the number of kids in the seats because it does not include numbers like VP. Okay, so there was a discussion to have maybe both sets of reports provided. And yes, Rimfire

009FPC, they're going through all of those new hire pieces for staff that have transitioned. District-wide, there is an upgrade in classrooms going on and specifically kindergarten. So we appreciate the foresight of the superintendent and the facilities individuals to see that we need [clears throat] to have updated and modern learning spaces for our students. So that's really exciting and I believe there was also a notable accomplishment by an FPC student who was a national champion in weightlifting. So that is amazing that our students continue to thrive and reach for their goals over the summer. And I just want to also give a shout out that there are a ton of really wonderful camps going on over the summer. The Ag Museum, our local school district puts together wonderful summer camp program. Even sometimes if you don't

010need your children for supervision reasons to attend camp, there is so much growth and enrichment that happens um in those programs. I really encourage you to get your students, your children involved because one of the number one predictors academic and life success is the experiences you have during your formative years. Thank you. >> Thank you, Ms. Ready. So yes, I'd like to start off also as a former liaison to the um the EPAC board. I just wanted to thank the Funaris for all their efforts over the years and I had the the privilege of meeting Ms. Santa Maria at at the Tiger Bay. I was introduced by Ms. Ramirez here and I'm very excited for the future that and all the things you're going to bring new to that direction. So welcome aboard. And [clears

011throat] also just on the ILA, Ms. Ready did um touch on a lot of that. Um you know, this is a a meeting where the municipalities come together to better understand what the capacity at our schools are and what our needs are going to be in the future. And I and I will say that amongst the those that were there from from the counties and the cities, um it it can be a challenge to decipher these numbers because they're they're based on certain actuarial. They're not really necessarily matter of fact, but it's the the best guess that we can have and it shows that over time that enrollment will decrease for a myriad of reasons and and and vouchers may be one of them but there's other things that factor into that which is birth

012rates again people moving here that have school age children all those are factored in but the one thing that these numbers do not take into account is the the future development of of homes and the needs of those there student stations are being reserved whether they are used that time will tell but there are about 19,000 homes that are projects that are approved out there if they were to be all built today right now we would we would have still have capacity at our schools with the exception of Buddy Taylor and Flagler Palm Coast we would be over capacity if all of those but the reality is these are going to come in over over time and we should be able to to to to prepare for those when that happens so it's always a

013constant evaluation that we have to do every year to to forecast this and I've seen this forecast change even in the last four years that I've been on on the board and so it's a it's a moving number and you know the reality is the state will not allow us to have empty underutilized buildings so you can't you don't build a school until you have the capacity so I've talked with our team and we have mitigation in place to temporarily house those students if when they come until we can fill the buildings that we have to build so there I just want everybody to know there is a a plan here and we will work the plan at the the time appropriate. >> [clears throat] >> And that's all I have for today, chair. >>

014Okay. I'll start with the Chamber of Commerce and just to share again the Flagler County Home Builders Association and the Association of Realtors, they'll be holding the Meet the Candidates Forum that'll be on June 30th and that will include the school board, county commission, and City of Palm Coast. So, that will be next week. And July 9th, we will have the legislative day with Senator Tom Leek and Representative Stan Grecco. It'll be at the Hammock Dunes Club. You do need to register to be a part of that. Flagler County Education Foundation, they're helping us to share the word about VPK. There is a flyer out there. So, if you all could help share that and just help spread the word for our voluntary pre-K. And also just want to share about Future Fridays. This is

015a really cool thing. Every Friday industry leaders, colleges, and business professionals will have the opportunity to share with our high schools about their career paths. So, that's a a really great opportunity just to be able to share with our young people the different careers that are available to them. All right. And Bunnell Elementary, they'll be having play dates for their upcoming kindergarteners. This will be held on June 25th and July 23rd. This will be for incoming incoming kindergarteners for their students, families, and faculty. This will be at the BES playground. They have such a great campus. So, that'd be great. I don't know if other schools are doing this, but I think it's such a great idea. And the Carver Center, this past weekend they had a celebration for Juneteenth. This included live music, vendors,

016food trucks, activities, and celebrating history and inspiring the future. And just to touch briefly on the parking lot project, they will the Carver board will be meeting with the HUD to present their proposal and get approval before we move forward with anything else. So, just to share a quick [clears throat] update on that. And that is it for me. Okay. All right. Do we have any changes or additions to the agenda? >> Um no changes or additions to the agenda. >> I get a motion to approve today's agenda. >> Move approval. >> Second. >> Moved by Mr. Furry, second by Ms. Reddy. All in favor. >> Aye. >> Okay, the motion carries. Do we have anyone for public comments? >> No, we do not. >> All right. We'll move on to academic services 6.01 with

017Ms. Frank and Ms. Everidge. >> Afternoon, ladies. >> Welcome. >> Good afternoon. >> [clears throat] >> There should be a slideshow. Thank you. So, we are here once again to present our comprehensive evidence-based reading plan that we have made for the next school year. As a reminder, this plan is approved by you as the board and then it goes on to Just Read Florida to be approved by them. It is designed by Ms. Everidge and I and our team to focus on things like uh making plans based on our student achievement goals, our learning gains, also what our literacy leadership teams will look like this school year. We also talk about what evidence-based reading materials we'll be using this school year along with their assessments and the intervention changes that are in place for our

018students in MTSS and with ESE uh accommodations. And we also will be including Imagine Town Centers plan as an attachment to ours. Um as always, our reading plan ensures that we are establishing a goal that is both measurable and achievable. We continue to work together with other district and school leadership to problem-solve and to make sure that we have the steps in place to meet that goal. Um we always As always, our focused on data and using that data to lead our decisions forward. Um, we are always using DOE approved materials. We have listed our new adopted materials for this school year within our SERC, and we are consistently using the Just Read Florida model for our literacy purchase to ensure that we're having the greatest impact on our students. >> There's an extensive table

019inside the SERC to look at more data, but we have a couple of data spotlights up here to celebrate together with you. So, we saw proficiency gains in every single grade level, um, VPK to 10, as well as a significant decrease in our level ones in third grade, which is our mandatory retention year for students who score a level one. Some specifics are that reduction of of third grade level ones, we went down 4%, which we now only have 12% students in third grade scoring a level one, which is the lowest that we've had since 2019. So, we are back to above, um, pre-COVID data for ourselves for our lowest achieving students. We had three of our elementary schools, our brick and mortar, increase proficiency in first grade, which is that monumental foundational skills grade

020level, by over 10 percentage points in their percent proficient. The two that did not are very close, and those schools are already making plans on how to provide support for the teachers who didn't meet that um, mark in data. And the district proficiency in sixth grade overall grew 11 points for their proficiency. So, lots of additional goals. To keep this to one slide, um, but we're open to answering and to brag on any data. We saw a lot of great things. >> That's good. >> Um, we met or exceeded the state averages in all grade levels across reading and ELA. In the grade levels where we did meet our 25-26 goal, we increased that that gain for percent proficiency by two points. For grade levels that we did not meet that two percentage goal, we

021want to make up that difference because we don't want our our gains to be stagnant. So, our goal for next school year is to make [snorts] up that difference and add the two. So, So, going to be really focused on our data coming in from our progress monitoring assessments, our common standards assessments to be sure that those cohorts of students are catching up and catching up quickly. >> Can I add here that it's super exciting this number of the 2% where we're saying we've already met it. That that applies to 2, 3, 4, 6, 7, 8, and 10th grade. >> Awesome. >> They're already on there. So, we met their goals last year, yeah? >> Um and then our VPK proficiency goal is to maintain at or above 90% proficient. This year we are at

02294% proficient. The students who come into VPK, we don't have any baseline data on, obviously. This is their first year of school with us, but we do hold ourselves to that high expectation of this group of students. We want to see no less than 90% of them leaving VPK proficient. So, that's our main goal um as well as for that VPK, the state has us identified percentage of students who are scoring in the below the 10th percentile. Those would be students that we would be significantly worried about heading into the kindergarten. We only had one student out of our 257 students in our in our Flagler schools VPK program score in that. So, our percent is 0.4% of our VPK students in that less than 10% bucket, which is another celebration. >> Uh because of

023our steady growth, we've made very few changes for the 2026-27 school year. Um number one is we Kristen and I as well as um support from Mr. Reese and others in our department are going to increase our monitoring of how our literacy coaches are being used on our campuses. They're already doing great work. We want to see that continue and make sure that they are being used um in ways that have the greatest impact on our student achievement. We're also going to continue to prioritize our instructional practice profiles. We are adopting new material this year, so we will need to continue our ELA best benchmark instruction and and using those resources to do that with our teachers and our coaches as well. And we're also going to be increasing our use of the PLC framework

024to increase effectiveness with your instruction. So, continuing those those focuses as we move forward. We're also going to focus on increasing the capacity of our literacy leadership teams, excuse me, to continue to meet those goals for our schools. >> We made big shifts last year in moving to a district-wide differentiated professional learning day. We're going to continue that as our norm as we move into 2026-2027. So, we're really focused on the PL that you'll see in the cert plan is our basic what most students need, but we're always looking at current data, current school needs that come through us through our instructional week process to be able to differentiate PL for not only our teachers, but all instructional staff who are in [clears throat] front of our students including administrators and coaches. Um an additional

025change would be obviously with our new ELA curriculum for K-12. Those new curriculums will be listed in the cert plan as well as their accompanying assessments. We last year went through the adoption process for our interventions. So, we did some work around watching how that played out for our students, specifically our students in the lowest quartile, students with disabilities, and so we fine-tuned that list even more so that way the options and [snorts] the support that we're providing are with the resources that have been proven to work and proven to work with our students um with varying needs. So, that way there's more and more clear guidance and support for our schools to [snorts] support students. >> So, as we work toward our goals and continue on with our professional development, some of the initiatives

026we're following have been listed on the chart for you and they include practice profiles, continuing with our ELA best standards through the state with explicit instruction, um establishing classroom model classrooms where we can now start bringing staff um from other schools into specific schools to see how things are going in those schools, using those as a model. As a district, we continue to focus on educating our leaders in the science of reading and making sure they're prepared to walk in the classrooms and support their teachers in the best way possible. We continue solution tree with PLC, effective [snorts] instructional design, and we're continuing [clears throat] on with the reading endorsement courses which continue to build capacity in our teachers. And we're also working [snorts] significantly on scaffolding to support struggling learners. It's a big focus

027for us. We've really gotten to a great place where what we are doing is working. So now we're fine-tuning that work to be able to streamline who it comes to second layer support and then in-job and embedded training for those initiatives, not continuing to add on new initiatives to what we're doing. So family notification of a reading deficiency. So our students in grades 3 PK-3, and this is in statute, if they perform on standardized assessments, and then you can go down to a screening, teacher observation, and the school identifies that student as a having a reading deficiency at a significant level, we put them into what's called our reading deficiency process. So what that looks like is we triangulate data, meaning we use multiple pieces of data to be able to identify these students. So

028we look at both our FAST assessments, we look at their i-Ready diagnostic percentile, and then we look at screening results. So a one-on-one screener specifically on phonics and phonological awareness, which eliminates some of that um that tech administration pieces that sometimes just tricks kids up. So it's important to me that we have that that data in front of us as well. So when students have data that's kind of telling us there's a deficiency in reading, and it doesn't have to be reading holistically, it certainly is what's often phonics, phonological awareness from the beginning, we act quickly. The statute requires us to not wait, but we know that to be best practice anyways. So what happens is that a team rallies, we rally support which includes the family and guardian of the students, and they decide

029what they're going to do about that in school. So often that means the student is going to immediately be added into a tier 3 intervention. So they will be continuing to get tier 1 instruction on grade level on on grade level benchmarks. They'll also get a small group with their classroom teacher to be like a double dose or an additional scaffold of what would be a prerequisite skill that the student might be missing. All of this is determined by data, not just our feelings or our gut. And then additionally, they would receive tier three interventions through an ESE certified teacher that's going to be very prescriptive to what that student needs. So, we don't wait, we go all the way there. Then what we do once they're identified into that process is we make sure

030the family has access to the plan, what we're doing, what it looks like, they know who to call with any questions or any needs. They get a monthly report of how the student is responding to that intervention. Our families have, you know, constant access to their grades and things like that in Skyward, but this is something that you wouldn't be able to have free access to without our process. So, we make sure our process is very clear on communication with families, which does include translation for families who need that. And then we provide them with resources. So, we get them the um Flagler Schools Read at Home plan, which has a lot of what they can do at home. We provide them with the University of Florida Parent Hub, which has videos and exemplars, the

031New Worlds Reading Free Book program. So, we basically make sure that they are very [clears throat] pretty and provide any support needed through the support they have at home. And that's really the reading deficiency process. One addition to our cert with this year is that we at the beginning of the year will be making students eligible if they scored a level one the previous year. So, meaning no data relation showed us until the end of the year that they had a deficiency, so at the beginning of the year we're just going to triangulate that data very quickly to just make sure it wasn't a bad day at the end of last year and then we're going to move really quickly. So, interventions can start at the very beginning of September for those students. And while

032that doesn't It's It's not the same process at the secondary level, the secondary schools for our students that do take the test in 6, 7, 8, 9, and 10 also do that. As students are moving up coming from fifth grade into sixth or any other grade level shift, they're already due [clears throat] June looking at those level ones to put them into some kind of reading courses >> as well. That's a good clarification. So, the statute does require at VPK to three, but we have that system in place and we've proven that it works. So, a lot of schools have now opted to just do that as a common practice for all students. So, speaking of MTSS, so MTSS stands for the multi-tiered system of supports. All of our students are in the MTSS process,

033meaning everyone gets tier one instruction and they're monitored for success to see if that's working for them. If they're proving by data that they're mastering our benchmarks. If not, we have very clear definitions outlined in our SERP of when the team or a team member would say, "Hey, we're showing data that we need to come closer and talk about Kristen. Let's look at her data. Let's talk about attendance, social emotional needs, anything that might come up that's, you know, identified in in some of the data we're looking at. And the team then decides what intervention would be the most appropriate as well as what level or intensity of intervention would be the most appropriate. This system is something that Ms. Lazowski, um, who will be with us at our next meeting, she she collaborates well

034with Amy and I or with Jamie and I and we are working on fine-tuning that even more next year, meaning we're going to give our stakeholders some more guidance on the types of questions to be asking. So, literacy coaches, when you're attending these meetings, what kind of curriculum questions, what kind of instructional practices cuz you are the expert at that. What can you be bringing to the table so that way everyone at the table is well versed to be able to support these students. We, as a teaching and learning department, provide guidance to our school-based teams on what interventions work well and have proven to work well for students in multiple tiers. And then, the resources you see in the SERP all meet the state guidelines. There are expectations that, um, the interventions that we

035use have an evidence rating known by the as an ESSA rating. So, we make sure that we're in compliance with all of those things. And we also, um, work out for especially through the beginning of the school year, we meet with MTSS coordinators and literacy coaches to be sure they're very well versed to answering questions about what intervention is best for what type of student need and why. So that way they can make those expert level decisions on their campuses. >> And in review just again to support the work that we are doing with our campuses our serve is a good reflection of that and we continue to make our focuses setting student achievement goals in reading and doing everything we can to help our students get to those goals, supporting professional development with our

036coaches and our teachers, setting literacy coach roles and maintaining those roles and responsibilities and expectations and of course always developing and supporting our MTSS decisions. So we appreciate your time and look forward to discussing the serve with you. >> So we'd love to answer any questions that you have [clears throat] this ready. We are available to answer the questions that you had already sent us. Is that perfect now? So we had a couple questions sent to us today. So one of the things was about the VPK data and I know I spoke to that a little bit. Was there additional questions that you have around the why? >> Sure. So the question was understanding on the VPK data which there's a table that shows you the goal setting. >> Page three. >> So it's on

037page three if you guys could open the actual document please and go to page three I'd appreciate it. So we yep right there perfect. So because we are right now our last school year we had 94% of our students scoring proficient which according to the state is at 40th percentile or above. So our goal is to just maintain greater than 90. The reason we said greater than 90 is because we don't have baseline data on this groups of students who are coming so we we want to just be sure that we continue to have high expectations and 90% at proficient is very high expectations. So that's something we hold ourselves accountable to and the why behind is kind of really the same answer. The why behind we want less than 5% to score at less

038than 10th percentile is again, we don't know yet who's going to be joining us in VPK, what their current baseline data is. We're very excited that this year it was at 0.4% in previous years it's been 3-4%. So we are we are open to feedback and conversations around that certainly if you have additional questions. >> My [clears throat] concern was that the prompt from this template from the state says that the goals for the plan year should increase from the previous year. So I understand the challenge of not having data on incoming students, but I was wondering if there was a practice of well, when they do come in and we have that progress monitoring assessment, is that updated at that point and say okay, well last year we were at we went from 0.4

039to whatever percent. Can we do that safe growth here? Because I I know you have to have the starting point specific to the group of students that you have, but I'm just not sure that we're in line with the the intention of this particular uh section of the template. >> I love your idea. So what I was thinking when you were talking it makes Once this is kind of signed off by you guys approved at the board and then just read Florida, it is kind of the plan. But if I'm understanding you correctly, maybe there's a growth for us that this could be a living document in house where now we have PM1 data, you guys as a crop of students at VPK have shown us that you are at this, you know, proficiency level

040and we do think we can push you [clears throat] to 95% so let's make that goal. >> by if we improved their scores by 20%, let's improve this group's by 22%. >> I love that idea. It's supposed to be growth based. >> Or to the point of the we were the 10% was at three and now we have it down to 0.4. You know, are we able to make those adjustments year year over year? >> So, would the board like to see like a mid-year update on data and goals? >> Yeah, actually I think across all of our academics, really. I know we have the big school improvement plan update mid-year, but thinking more of this, especially in our core areas, to have a quarterly update on the progress that we're heading towards. And if

041if that means we need to concentrate that on a particular area each quarter, that's fine, because I know [clears throat] a comprehensive reporting can be >> Um, what I would request is that we align it with our data chat schedule that we do with our schools. So, we do our data chats with our schools, and then we then build that in, which ends up being about once a quarter that we're doing it, but we can absolutely do that. >> I would love that. So, then I would like if if you guys are approved to it, I'd like to do that for other grades, too. I know your question was specific to VPK, but to your point, maybe there can be more stringent and high expectation goal shifts for other grade levels, as well. >> Yes,

042that would be wonderful. >> Okay. >> Um, my other question, uh and it kind of relates to the 94 90%. The majority of this plan focuses on students who are either not making gains, who are below proficiency, whereas a serve, to to my understanding, and correct me if I'm wrong, is that it is its intent is about our whole um, reading instruction program. And so, I do feel that this is light-handed when it comes to growing uh defining those strategies for growing students who are on grade level or above grade level. Like, how do we get a three to be a four? How do we get a four to stay a four, right? Um, and I know that's difficult because of the legal demands and requirements of of students who are >> [snorts] >> below

043the threshold. But um you know, if we don't plan for it, then we're not going to do it. And now that we're seeing these gains, we're catching up, as you said, pre-COVID levels, which is rare amongst school districts right now. I feel like we should capitalize that on that and and look at our uh different uh buckets as a whole, and are we growing? Are we doing the strategies that are going to be robust to move students to higher levels of achieve- achievement, not just the minimum of let's get them to pass. >> Right. Thank you for that. So, I agree. It definitely and then it really that's outlined by statute. A lot of statute is how do how are you going to grow your bottom line. >> requirements that you have to meet. >>

044and I we do have plans in place, and so I think to your point, we could do a better job and come back to you with it at our next meeting. We're here with you for the 3:00 and elaborate to you on the professional learning that we have planned to be sure that we're meeting and when we say all students, it includes students who are high-achieving, it includes students who need enrichment. I think also with more clarity around what some of the assessments are and how it's going to be used to differentiate high for students who have data. So, I know the plans are there, so we can elaborate on next meeting, if that's okay with you. >> Thank you. I appreciate um you know, your um you know, >> [clears throat] >> reviewing that

045and considering that information. The other large area of um uh question that I had is that a good portion of this is how do we ensure that our literacy coaches are uh skilled to provide the supports and the training for the teachers. And within that component, it uh focused on uh job-embedded training, but I guess that's the question is, right? You're just two folks. Um who is coaching the coaches, right? How are we are we being um I guess forward enough and or strategic enough on providing them the unique PD that they need to go then and service our our teachers? >> I love this question. So, I was a school-based literacy coach for 10 years, and so I take great pride in this position to be able to provide support to our school-based coaches

046that I did not receive or that I needed differently, and those options just were not available to me. We are a party of two, but we call ourselves, you know, we're the strong, mighty, and always willing literacy coaches are people. And so, we we even did surveys with them at the end of the school year to say like, "Please be honest. How can we support you differently or how can we support you more or what did we do that we felt like was support that that that didn't really land well for you? It It was kind of a neutral impact." So, we're consistently seeking feedback, and I know you have a few things to add to that, too. >> Yeah, and I think Kristen and I are really good about meeting them where they're at

047and seeing what they need individually. I meet with mine once a week, no no less than once a week, and we individualize what their needs are. So, we've got coaches that are coming in with years of coaching experience and coaches coming in with one or zero. And so, we're we're kind of meeting them where they're at. We we do a little bit of everything. You know, we're training them on how to understand their standards if they're coming to us [clears throat] with very little knowledge about that. We're talking to them about how to coach their people. We're we're actively seeking any PL that we can. We've brought in, you know, people from other districts to come and speak to our people. We sign them up for NEfAC and last year's center, and we get them

048involved in, you know, becoming state trained literacy coaches, which I mean, we have two or three this year that became state trained literacy coaches, state endorsed. So, we're we're actively seeking what we can to get them the professional learning, but when can't bring anyone else in, Kristen and I are at we're we're doing the work as best as we can. >> And the package is back. >> Even if it's that um that certified literacy coach training, if we say, "Hey, we would like to increase the numbers by 50% on who's qualified for that." Some or, you know, what is your ask? Are you seeking research-based training just for literacy coaches or something similar to that? I know that can be difficult. Often we send them to trainings >> The The more difficulty in that, if

049I may, is that we are only given a limited number per year through the licensing, and so we literally got two this year. >> Number of seats? >> Yes, number of seats. >> Yeah, across the state. >> So, they they dole it out >> based off need, and we do not have a high need according to the state as far as people that they need in front of it. But, what I will say is we are strategists, and so we get a hold of those presentations and we then participate in train the trainer and deliver that. Um we do meet with our coaches face-to-face for a full day at minimum once a month, and half of our days are professional learning. So, we go through whatever our district need is or school-based specific needs and

050bring that training to us as a team. We call ourselves the district literacy leadership team because I prefer that, honestly, one, because I'm learning it alongside of them or refreshing myself alongside of them, but then right after the training, we make a plan. >> Right. >> And then they go out and they are the us in every school, and we have a very close relationship with them as well as their administrators to make sure that work continues. Um we do also really rely and we're very clear and in constant communication with Dr. O'Brien and the team that goes out to schools to talk about allocations and who, you know, what qualities of a person is is fit for a literacy coach and what qualifications do they need to have. And so, that also is a

051is a component that's happening to make sure that the person in the seat is the right person that then can pick up this job writing cuz it's a big job. But PL is something that and boy if they ask we find it. >> You should be. >> And sometimes we find it before they ask. >> Well, one of the most to me efficient, effective, and cost conscious ways is to find school districts that are getting the results that we want to achieve. And so sending those teams of literacy coaches, math coaches out to absorb because so much can be absorbed that can't necessarily come back and be communicated. At FSBA we had there was a district Walton that had tremendous growth. Similar in terms of size, non-manufacturing, that kind of thing where they were really

052able to turn a lot around. And so it would be amazing to see well what did they introduce and you know, take that away and then what could could we create a long-term plan around that? If if you have any of those means, you know, I'm sure the board would be open to supporting that. >> So I think and I'd like to hear Superintendent Worth's point of view on this too. I was a school-based coach when we were all allowed to go to Nassau County and we visited the Yulee centers because they had high achieving data but they had very similar resources and we were all struggling at this time with our resources, similar data, percentage of students with disabilities and they allowed us to come and see. Come and see classrooms, talk about their

053>> [clears throat and cough] >> planning. And so what we left from that trip was the power of the coach in collaborative planning. And that really launched the initiative that I believe set us on the path of discovering Solution Tree in the PLC process because the coach is essential in that work which is why we outline their job description so that way they can be coaching and you know, Dr. O'Brien and the team talks to admin religiously on how to use this allocation for a coach. So to your point, we have successes because we implemented that in Nassau. What would you add? >> Um I I What I would would add is the work that we are doing around our Tier 1 instruction is really helping us to see our whole organization move. And I

054agree with you that we should include information that says specifically the things that we're doing even to move students who are already on on grade level or above grade level because that work is being done, especially when we are sharing and doing professional learning with our teachers on the importance of their Tier 1 instruction, but the importance of our students reaching their learning gains, which is such a critical piece. And so, for the past 3 years, what I feel like we've done very well is taking it back to the basics of how does all of this play a part? And being very clear on what we we have as expectations for individuals. And so, to your point around support and professional learning for our coaches is really the protection of their time. And so, prior

055to our coaches were, you know, many islands. And so, now we have created a system where as an organization, this is what we we are seeing at all of our schools. There's still some differences per school, but as a organization, this is the way of work that we're doing and we are protecting their time. Now, there are some schools that we've already identified that we need to have a different conversation with their leadership team to ensure that their position looks more like a coach than it does like a administrator for sure, like a testing coordinator or any of those things because the power and what you as a board are investing in to ensure we have a coach at every school. Not every district has that. Those are the positions that they are that districts

056are cutting, but we have a coach allocated at every school and we need them to be coaching so that our teachers are supported and we can see the growth that we are we are experience experiencing across the organization. [clears throat] >> Okay, that's wonderful. My final question is How if we were to institute an an early release day one time a month, what kind of changes or how would you utilize that time? >> Please. >> Um I will say and and I I feel confident that I speak for Kristen and I both. I think our concern would be what is the intent behind the half day? Um because if it's I shudder to say this and and upset anyone, but if it's just to provide more planning, I would like to know what the intention

057is with the planning and how that is going to >> I can clarify. In my mind, we need more professional secure protected professional development time. So that's why I'm asking how do you think that would move the needle if all do you see districts who have implemented this and have been able to get maybe initiatives across or increase fidelity for curriculum programs quicker? >> I don't know that we have any accessible data that shows its impact and and how those other districts are doing. We can absolutely use the time for professional learning. We've got professional learning ideas that we don't have time to implement. Now, what I think we are doing great as a district though is we are utilizing the opportunities that we already have in place. >> Mhm. >> August 18th is our

058next upcoming day where we've got teacher choice and professional [clears throat] learning set up across many different content areas. Our coaches are all coming back from they just recently attended the literacy summer trainings and my four coaches, many of her coaches are all coming back and providing that immediate learning to our teachers. So, I think that that is something we already have in place as a district. My concern with having those half days would be the impact on our students and does it really move that literacy needle like we need it to or are we trading one thing for another? >> Cuz if you think about our most vulnerable students, them having less instruction is not a good thing. And them having a change in structure is also not a good thing. A change in

059scheduling. And I would add so when we have district-wide PL, we are able to really ensure high-quality options. My concern, one of my concerns with a half day, you know, across campuses would be the barrier of they're in multiple locations, right? Because we probably wouldn't be able to then rally. And we are the two people. And and so then that would lead to you know, some watered-down options, some school-based options. Not that that is not high quality at times because it certainly is, but if it's that frequent, it's going to end up being an afterthought at some point. The districts I'm privy to and the district teams that I'm coaching, their half days are really geared more towards teacher planning and they would have rather have what we have, which is full designated days of

060professional learning because we don't have that. It seems like you don't get both >> [cough] >> from what I'm [clears throat] understanding from districts around us. But certainly I'm sure there's other people that that could clarify that. And I think we have really done a great job of moving the needle on the high-quality PL that we're offering. And our school leaders are doing a great job of getting to yes when there's a training that a couple of people have had and they want it spread, they figure out how the means and we come and we deliver. And so I think we're not even always as tied to a traditional planning period anymore like we used to be. I think our team leaders are getting creative on how to spread quality PL within the boundaries of

061our schedule. So we're moving in the right direction. >> The secondary level our our administrators have been great about saying we're going to run this PL four times today. We're going to give you this chunk of teachers now and this chunk of teachers later and we're making it work. We're we're doing work the best we can get in [clears throat] there. >> Sure, may I uh >> You're very good. >> Thank you. Uh outstanding presentation. Uh the the the achievement in our goals is just amazing and something absolutely to celebrate uh for our whole organization. Um >> [clears throat] >> and uh I am encouraged, you know, I heard you say something about professional learning and and um how you have a bunch of plans that that we don't have time to implement but you

062you have them in the hopper, right? And I think that is fantastic. It just shows that we are thinking ahead. We want to be ready to meet needs rather than try and catch up to them when they happen. So kudos to to that effort. Um and [clears throat] but uh my question is uh surrounding the um family notification uh for [clears throat] readiness. So two parts to that. One, what does that look like for a parent, that notification? Um is it uh an individual reaching out? Is it an email? That type of thing. And then how are we seeing parents respond to that cuz we're we're giving them supports here that you list out right below. Um how are they responding to that and how are they implementing that? And are we seeing that implementation

063and that collaboration, you know, ultimately work to uh are achieving us higher um proficiency? >> I love your questions. >> Yes. >> So the method behind initial contact is defined as communication and I'm very clear with all stakeholders in this process that communication has to be both ways. So, if you've tried it one way and our families do, you know, they complete the surveys and tell us which method of of communication they prefer, but not everybody does that or not everybody will answer the way that they say that they prefer. So, we do rely on schools and teachers being able to be flexible and try multiple methods of communication, but it is the expectation that every family member is not only notified, but has a conversation about what the data was that had the student

064um I hate to say flagged, but identified as a need, and what that looks like, um how we are going to help that school and and specifics. So, if you attend Binel Elementary, for example, they have a system that's walked intervention. So, their student might go to um pup time and this is going to be their pup time teacher and this is what they're going to work on. Like, get really specific so the families can visualize what's going to happen with their student. >> [clears throat] >> And then the monthly notification is a form that we have created, and so it's very universal. They identify the data, the actual number, so what the goal is for this intervention, where the students are performing with data points every 2 weeks, and then what the team is

065suggesting as next steps, but then the parent gives communication around do they agree, do they disagree, and it's something that they sign off and then we keep. So, based off the data of how the trend line is going. So, let's say [clears throat] I'm a first grader and I am working on learning my letters. Well, I might be making progress on that, but maybe my progress is so small and the rate of first grade expectations is so high. So, I might say, "Yes, Mom, Kristen's making progress, however, it's not fast enough. So, we are saying, 'Yes, progress has been made cuz there is a little check box like we're seeing progress, we're not seeing progress, or it's flat.'" However, because of the acceleration rate, we are going to add some additional supports. Here's what that's

066going to look like. And here is another way you can help at home. So, there is very clear if and how. Now, some students are already receiving intervention on things like their IEP, right? So, if they already have specially designed instruction, those families would be coming to an IEP meeting and having that conversation as a team. They also might be identified as a multi-language learner, so they have an English language learner plan. Students who are here or learning English underneath 2 years, we don't add them to the multiple tier system of supports team because it's at that point is language acquisition. They need time, they need to assimilate to English. However, we have staff that our our district has prioritized to be able to accelerate those students in acquiring language. So, their interventions look a

067little different, but the process is the same. So, the families will be communicated in the method of communication, which includes language, that they need, and they're going to be given an ELL intervention plan. That says what the goals are, um what we're working on for expressive language, vocabulary, things like that that would be specific to English language learners. And then, it's again it is on the form, but also it's an expectation that it's part of the communication from our staff that at any point any family, including families with students in this process, can ask for a meeting, ask for a conference, ask for a call. You want to talk to the interventionist? Perfect, we'll set that up. So, [clears throat] that's part of the process. >> It's very well thought out, seems like it's working

068well. And just when it comes to the parents though, uh have you have you gotten feedback on the the the the the supports and advice that we're giving them, are they seeing it as something that they they can digest and implement at home? >> That's a great question. So, I um am lucky enough to be able to attend a lot of our community events that support literacy. I I have a side project of providing books to families in our community and often when I talk to families I talk to them about the New Worlds Reading Initiative which is where they can get free books at home and I have a QR code usually with me with the district reading plan and a lot of times and this is not formal data right this is just

069observational. Oh yes yes we have that or oh the teacher sent it let me do that or oh we love that we've been doing that since last year. So the families that I encounter on a regular basis including my personal time in the community it seems as if we're doing a good job getting that information but I am going to think about how to >> Yeah I just I'm looking at it from from from a parent's perspective right? You know we've got amazing teams here very intelligent they understand how to educate children that's why they're they're professionals working at our institutional >> Right. >> our learning institution but a parent you know is not necessarily trained that same way so the only question I have there is if that is delivered in a way that's

070digestible by the parent that they can say I get that and I can I can actually implement that at home here that's where I'm saying and it may very well be doing just that but I was just thinking it might be another measure to get that feedback from the parents on that >> Mhm. >> cuz that that can only improve things from from that end if we make it easier on them the more than likely the more participation that we're going to get from them so just let's >> very choosy on the resources that we added to our reading plan but to your point like for example the University of Florida Parent Hub is videos of a parent not of an educator reading to their child and talking about questions you can ask um but

071I can get with our communications team and be sure those are spotlighted also just in isolation on socials and things like that >> Or even adding to the bottom of the document a more passive survey that that just says like is this helpful like the yes or no was this helpful >> on the bottom of the document. Yeah. >> I like that. Okay. Thank you for that. >> And and one of the things that I would say as a board you know just really reflecting on um again nothing that is um numbers that we can quantify right now but we definitely will work towards that is you as a board and we as a staff are getting less families that are in the community saying to you we've been waiting and waiting and waiting right?

072That is almost something we never hear anymore because of the very structure work that we've been doing that if a student or family if a parent identifies my child is struggling in this area we're not waiting we say okay here's how we're going to interview intervene while we're also going to be collecting other data and so um we definitely do not get nearly as many of those things but it will be interesting for us to look at ways that we could add a a question directly from families for their feedback around the resources that they have. >> And I was even thinking um Chichon when you were talking about the VPK event that we have just done such a great job of internal communication. Like Dr. O'Brien and I were filmed in a commercial for

073VPK last week and Ms. Rizzo already asked me to come to their two events to be able to share this information with families who aren't even Bucker School's families yet. So we're just doing a good job of rallying together to be sure. Let's not wait for them to have questions. Let's give them information. >> Because what's our goal Ms. Frank for third grade? >> Our goal is in 5 years we're going to be at 90% proficient in third grade and we are doing a great job with reduction of level ones to get us there which means that our phonics instruction and foundational skills in K-2 is really working. [clears throat] We're laser focused on where there's pockets and that is going to be support that we give to school leadership to help support those teachers

074um because averages as you know can be really skewed if there's a couple of outliers and so that's something and then with the professional learning around the best standards expectations and testing. I'm going to get there in four. She said I'm going to get there in five. She told me a few weeks ago we're going to get there in four. So we'll see. >> And we're not like we believe in the work of it and our ability to do it. So I I do I want to thank the foundation for jumping in on the VPK piece of it. Next year we're going to hit over 70% for third grade. We're going to have a school one school that definitely will be over 80% and the others will be lagging just a little bit behind them

075and we're going to hit 90% and we're going to do everything in our >> making double digit gains year after year and so just don't want that to be conceived as something other than what it is. >> And I just have one last thing and then but thank you for those answers. They were very helpful and I I do want to just speak to something Superintendent Moore mentioned about the the parents waiting and and that is something that the district deserves some some additional credit because that was a strong board direction that we gave just after I was elected because that was one of the biggest criticisms. Parents were saying I can't get I can't get the resources in in alignment for my my student. I'm wait on a waiting list. That has almost ended

076and I have I I don't remember the last time I filled in an email with that criticism. So that all credit goes to you guys for for filling in the gap there. So well done. >> All right Mr. Ramirez and Mr. Perry that's a great segue for mine because as a parent you know I I first I want to acknowledge the hard work that you both have been doing. Your heart obviously is in this and not everyone can do what you're doing, so you are specialized in this and we're very lucky. But, as a parent, you know, I have seen just the MTSS, so you mentioned it on the slide, but 2017, from then to now, just as a parent, like the resources provided, um whether it's through these meetings, uh emails, you know, teachers,

077you know, whatever it may be, conferences, it has grown so high of knowing what MTSS is from a parent perspective and for parents that don't know, you may not need to know, but if you need to know, you probably know and if you don't, you will know because it's just grown so I want to acknowledge the notification-wise of it, you know, explaining it and then also, um as a parent, so Mr. Furry was asking, so I do like the acknowledgement, you know, on the on the bottom, like, oh, did this resource help you? Obviously, you can, you know, yes, no, maybe. But, that will help it. I'll tell you as a parent, the resources are helping. The like there's no even words to [clears throat] say I and I think like, um the past few

078years just seeing, you know, data points go up, up, up, but because of coming to people like you and like the literacy coaches, so it really is working, so the change that Ms. Mora you have initiated and then even prior, but it's very noticeable from parents that have been utilizing the services and obviously, we can be better, right? Every everyone can always be better, but we have been really great and I was that parent complaining 7 years ago. I have no complaints. Parents, I do not get the complaints and if we ever do get a complaint, it's more of a question and it's just not knowing and so that's why with the EPAC initiative, I think the resources, you know, and obviously involving you folks as well, Mora will be really great, too, so stay

079tuned. But, I do want you to know, I want you to acknowledge like and so hopefully that answers your question. It is it's definitely helping but I do like you know the data everything should be data based and just that simple question I think will help you know so [clears throat] no one's wasting their time but you are not wasting your time I promise you so thank you. Um Hillsborough County I know we talked about this several months ago but they utilize the half day so if that's something you think that your team may want to explore if it would help or not help maybe reach out to Hillsborough County. They do a half day initiative with professional learning professional development and again their district is much different than ours but if you're ever thinking

080would it work for your team yes it would no it won't they would be a great resource so Hillsborough County and just two kind kind of questions that you talked about so you mentioned a goal of literacy the leadership increasing your capacity numbers is how is there like how would you do that is that is there something that you need support on that or what's what is your thought process of increasing the capacity for >> It's not so much in in increasing the numbers all of our schools currently have a leadership literacy team or literacy leadership team. It's making sure that those are being used effectively that they're discussing the things that needed to be discussed that they're focused on the literacy happening in our schools and most of them are doing an excellent job

081at that but we've got some newer principals and newer administrators so making sure that everyone understands the process what we're doing in those meetings how we can as teams support the schools and also them knowing what resources they have available how they can utilize Kristen and I how their coaches can be supportive. >> What is the data showing? >> Yes what is the data showing? >> And the design of the literacy leadership team this part is outlined in statute so there's multiple stakeholders the principal is is meant to be the lead of the team however there's literacy coaches are required member media specialist are required member because instructional materials is absolutely part of the plan and in what we what the goal is internally for our literacy leadership teams is to be looking at school

082level data in such a timely way that you can identify trends and pivot before it's on an assessment. That's, you know, already completed. We also are we provide professional learning to the literacy leadership teams so that way they can go and disperse that to their grade level peers or even throughout their PLC process. So it is it you know, back in the day we used to all volunteer for committees. You know, you were on different committees if you were here in Flagler. And this this is a big commitment if you're on the literacy leadership team, but those folks inside with the schools with the literacy coaches believe in the work. So just say when you guys are having your conversations with your school leaders, maybe talking about or asking about the topic of the literacy

083leadership team last month. It'd be interesting to see and then I think that they would be excited to talk to you about that and excited to talk to you about what they're doing. >> Okay. >> And certainly where they're stuck because then you can bring that help encourage them to reach out. >> Absolutely. And if you if you do hear anyone that says, "Well, you know, we we meet and we don't really know why we meet." We're we're there for you. >> Yeah. No judgment. Better now than never. >> No, no. And increasing monitoring. So were you [clears throat] to increase monitoring on your literacy coaches, is that you specifically going to the campuses or is that more of the data sharing and your tracking like your Google Docs? >> So there is a required

084monitoring piece. We do that through their Google Calendars. We're a very Google Calendar driven organization at least in the coaching lane. But the increased monitoring is actually going to come from district leadership and their conversations with principals like Superintendent Morris saying to be sure that the position is being used the way it's designed from the principals level cuz ultimately obviously the literacy coach would comply if the principal gave them a different directive. So it's more on training the principals to not do that and take them out of their lane. >> And I think where it comes out to us is the conversations that we're having with our literacy coaches and making sure that they feel like the work that they are doing is the greatest impact that they can have. They will tell us if

085if they're being used in ways that they don't feel as impactful, so. >> A wonderful job. Thank you. >> Thank you. >> And Mr. Mayor, she mentioned you talked about being a parent and then I just know as parents we all understand the upward climb for some of these children and the amount of time that it takes and the hard work and it it takes time to get where we're at and we just really appreciate you all and thank you and the shows the excellence that's happening in our classroom, so thank you. >> Thank you so much. >> Thank you. Great work. >> Thank you so much. Well, we'll be back to you at 3:00 in a few weeks and we'll be ready for more questions. >> All right. >> Thank you very much. >>

086Thank you. Thank you. >> [clears throat] >> 6.02, thank you. Strategic plan update, Dr. Angela O'Brien. >> Good afternoon, Board Chair, Superintendent Moore. I am before you today with another update on our strategic plan progress and today we'll be focused on reviewing the survey results that went out to the community on our different goal areas that you all had identified. Um All right, so diving right in, our respondent demographics, we had a total of 423 responses. Uh we did send the survey through the ThoughtExchange platform. That was on May 29th. It is closed now. Uh we sent to all staff and parents um through staff email, we sent through um ParentSquare, and then again on social media and the website uh with a few follow-ups in June. Um you will notice that um of the

087responses, their roles uh total more than 100%. That's because they could multi-select how they were filling the survey out, so they might be a parent and an employee, for example. Um we did have a uh large amount of employees filling out the survey, as as you can see. Um and then uh to highlight their time working or living in Flagler County, the majority of our respondents have have been involved in the county for 13 plus years. So, for each of the goal areas, uh, you'll see a favorability favorability score, and, um, the question that was asked for each goal area was, um, to rate the importance of focusing our efforts on the following areas, and the areas are listed on the left. Um, the favorability score is is showing you a combination of who rated,

088um, that particular area as, uh, very important and somewhat important grouped together. That's all that is. It's, uh, >> So, it's not really necessarily a positive sentiment. It's which ones What's the average percentage of importance that they that most of the respondents >> It's just a sum of very important and somewhat. >> So, when I see favorability, to me that means they have a positive sentiment around that area, whereas you're saying there it's really an average of the two, uh, largest buckets of the the somewhat or very important. >> That's right. Yes. >> So, if I'm to interpret that, let's just say on goal area one, they're saying that to them the core academic achievement is more important than the diploma's designation. >> That's all it means. That's right. >> Okay, got you. >> Yep.

089That a higher number of respondents are rating those two higher categories. Yes. Um, so, you can see the If you could go back to goal area one real quick, and we'll go through each goal area and then talk about some of the, uh, topics that they added as well. Um, so, highest favorability, uh, was around core academic achievement, and, um, right after that was graduation rate, uh, college and career acceleration, and then success of students with disabilities. Um, as compared to our previous our our current, I'm sorry, our current strategic plan, we had goal area one academic and then educational equity in another goal area. We are now recommending that we pull in the the target around success of students with disabilities into academic success. So in with this goal area. Go ahead. For goal

090area two, this was rated safety and resiliency was rated as the highest favorability among all of the different goal areas. So you can you can see they are our community, our our parents, our employees are very concerned about mental health supports, behavior, student attendance. So those those received high favorability. Within talent, high favorability >> the community, I'm just kind of reiterating what Ms. Reddy say. What that is saying is they want this board to to put their efforts in these categories as we move forward into the next strategic plan. >> [snorts] >> Under the goal area of talent, we're seeing the the highest favorability around quality and effectiveness of professional learning for educators. This does make a lot of sense given a high number of of our respondents were our employees. And so they are

091certainly looking for that as well as recruitment and retention and leadership development. Under organizational efficiency and fiscal responsibility, highest favorability again was around that safe and well-maintained schools. So focus on our facilities and and their safety. Financial transparency was another um, uh, favorability score, as well. And then for goal area five, communication and engagement, um, communication with families, uh, was was rated the highest. Um, and, uh, as well as, I'm sorry, timely crisis communication, but then communication with families. Um, we did have we had added on some topic areas of participation in teacher conferences and inclusion of families in academic advising. Um, one of the the things that we've been on and establishing systems around are, um, are ensuring that all of our, uh, rising ninth graders have access to a family, um, a a

092session with their guidance counselor that their family can participate in. And so, our recommendation would be that we leverage those topics as priority strategies, um, for either engagement or within academic success as we we certainly see that those are a, um, a priority area, as well. >> [snorts] >> In each of the goal areas, the respondents, uh, were asked if there were any other focus areas that that we should consider prioritizing. Um, these were the topics that that really came up, um, within looking at at all of those, uh, different goal areas. So, technology use, screen time was, um, was called out as as an area. Employee compensation and benefits, um, uh, we believe as a as the strategic plan committee looked at employee compensation and benefits and certainly see it as an area of

093priority, but we believe it might better fit into into a priority strategy rather than the actual measurable target. Um, and then social skills and whole student education, again, there was, uh, a lot of trend around talking about student behavior, mental health supports, and then fiscal transparency came up among several, uh, goal areas. And so, really today we're asking as you look at um, as you look at this data as a board, um, this is really your opportunity to, you know, add any uh, additional priorities or clarify priorities [clears throat] that you would like um, for us to move forward on. Our next steps um, will be to work with the community and with our department leads to um, develop some measurable targets within these focus areas that reflect your priorities and reflect the priorities of

094our of our uh, community and and employees as well. Um, and then we'll be bringing the draft back to you for July. >> Um, Ms. Reddy. >> Uh, first when it says other topics respondents rated of higher importance and I'm seeing a correlation between the AI and the technology use of screen time. What I think um, I would like to ensure we do is that we are um, educating our parents about how we use screen times, uh, screen time because right right now there's this national sentiment, right? Which when you look at data about how much screen time parents are allowing their children at home, that's a disparate kind of uh, directive. What makes our county different from many of the other counties I see in terms of how they use screen time, we number

095one have a very robust tech department where it's filled sure with people who have the techno- uh, the technology knowledge around um, software and things of that nature, but it's also filled with those who are educators and understand how to evaluate and apply technology and software in effective ways. You just heard our ELA team talk about differentiated instruction, small group. You're not doing that with one person in the room, right? [clears throat] Without additional technology supports and software. So, I think that sometimes people are assuming all technology is a waste of time or they're allowed to spend X number hours watching YouTube. We are very strategic and thoughtful about the apps that are allowed to be on school issued devices and around teaching and supporting teachers how to use those tools in effective ways. So,

096before we would necessarily say, "Okay, they're telling us to reduce screen time." I think we've gotten many of our gains because of the effective use of technology and to to reverse that would be a detriment. I would rather us educate our our parent team members [snorts] um first. >> [clears throat] >> Um The other element here is in >> Let me I just add just something to that. Um Ms. Ready, I absolutely agree because um we can bring some information back when we bring the strategic plan back because I do believe that there is an assumption around the amount of time that students spend on technology in our classroom um that they are spending more time than they're actually spending. But, when they are spending time on their devices, what meaningful work are they doing

097on there with it? And so, we definitely can push some more information out to our families about that, especially with all of the narrative that's going around this topic across our our country. We can we will bring information back related to that. >> Right. >> [clears throat] >> Uh the only other area in terms of what was asked in the survey, I'm not sure it was crystal clear about um I know it said college and career acceleration. I think that folks might interpret that as dual enrollment or graduating early or AP, IB, ACE, all that stuff and not necessarily the exploration of do we pull some of the trades programs in under our, you know, middle and high school umbrella as opposed to uh you know, stating that's only in our uh uh FE uh

098or FTC programs. For for example, right, when we went to Seminole, we've talked about that a couple of times, bringing in things like welding that would be career-ready roles. I don't I don't know how clear that [snorts] particular area was or if it was segmented out enough. >> Yeah, it um it was not. So, how they read it was college and career acceleration. So, they may have taken that in to, you know, to mean something that it wasn't. >> You know, to implement those programs, that is costly. So, if we're going to consider going down that road and spend taxpayer money in that way, we want to make sure that they understand and are they giving that thumbs up and you know, are we collaborating with the Chamber of Commerce and [clears throat] area industries

099to find out what are the needs, the skill needs that our community has? >> And I I believe that we have um the data as well as the will of this board to add that as an area, though it may not have shown as a priority to our um stakeholders, our parents or our employees, we know how much of an impact that is to our global community. And so, we definitely will make sure on the draft that we have that included because that has been a priority of or direction of the board already around making sure we have those robust programs >> So you feel basically you're comfortable because of the other data sources that we have. >> Absolutely. >> I think finally one of the elements here again is you know, ensuring that we're

100having growth among all students, right? And that if um >> [clears throat] >> you know, when we look at the students who have high needs because of perhaps they're not on [snorts] grade level, how many classrooms do we have with less than let's say 10 students in it to support those students? But then if we've got students who want to take physics or advanced bio, we're closing those doors because there's less than 10 students there. We need to have equity amongst the whole range of student needs. >> Okay. >> And I would like I would be interested to see you know, how [clears throat] what is the sentiment or interest of the people to spend money in areas where maybe there are fewer students who may sign up for those because it's addressing the broad

101range of needs. >> And I I can say from our work as through our continuous improvement cycles and particularly the time we've spent in our principal data chats, that spending time and energy on ensuring that our our learners that need to be accelerated are or stretched or enriched, that has been a a topic among all grade levels and so um whether it lands as a target or a priority strategy, I can certainly see it >> [clears throat] >> within this plan that we are taking steps to ensure that there is access to um enrichment opportunities. >> It's a It's a mindset, right? We we do it over on this side for different reasons, right? Um that we have to well, how is it that we ensure that we're not limiting those who need um a

102higher level um on this side of the spectrum um as far as like having to the courses that you you've mentioned. Um do we have the same mindset of ensuring that there may be only 10 students or 15 students that need this course, are we going to offer it or are we going to say say no? Yeah. >> We'll definitely add that. >> Sure. Mr. Perry. >> Okay. So, yes. Um I'm pleased to see that the the community sees [clears throat] a lot of focus in the academics and attendance and safety and security is also uh a higher priority. That is great. Uh I think that is correlates directly with the fact that we we were able to um they blessed the school with the half-penny sales tax, which allows us to uh expand in

103that area. And we have done a lot of improvements to our schools through that. So, thank you to the community. That is going to allow us to also build off that and meet that request that you placed in this survey. Um >> [clears throat] >> and the other thing is interesting to me is on the bottom other topics uh >> [clears throat] >> of high importance, which were technology use and then the other social skills and whole student education. And I I often when I meet with when I meet with our uh community and with our stakeholders, you know, everybody here is coming from a different generation and um I'm looking at it through a different lens. You know, my being a Gen Xer, we were the first uh generation that to to to to

104see the internet, right? And and and mainstream. Um so, that didn't come till later on in in in my education. Um and we have some members of our community that that a a simple calculator took up a whole gymnasium. So, technology has uh evolved and how it's implemented looks differently to to everybody out there and I think it is important for us to communicate as a district how these technology devices are used in the classroom cuz there is a misunderstanding by some parents that we're just putting a pad with YouTube on saying, "Okay, I'm going to do some grade some work here. Go just watch some YouTube videos." Right? That's not happening, right? And we just need [clears throat] the I think an initiative actually just in general just saying, you know, maybe having things

105this is how we use technology at Flagler schools. A simple PSA that that can get out there. But there I I do believe there is some tie-in to the social skill part of this here that we have to address because I I'll say firsthand I see it with some of our young people in the community that maybe working at a at a cash register or something like that and sometimes that their communication skills are are to to carry a conversation are challenged and and and showing emotion and reaction. And I believe that has less to do with the screen time at school and technology and more the way younger people are communicating out through text messages. And you you lose that ability to read off of people you know, understand what expressions mean on there

106and and I do see that and I see because I see that I think some people in the community are attributing it to the closest thing they can tie it to and often times that is too too much technology. So, we have to see where where that balance is and where we're developing those communication strengths within our students at so cuz one thing to be able to get out and have a skill and a trade and learn it, but you also need to be able to communicate it once you leave school as well and sell yourself and the abilities that you have to somebody that they want to hire you over somebody else. So, these are just things to to to consider and and I think that's probably why we saw that down here at

107the bottom. So, uh that's all I have to add. >> Um chair, can I just say I think some of the social skill and whole student education um goes uh a few years ago we would hear often from families um about the need to really address behavior and we've seen an improvement in that um because we have taken a very strong stance on our classes are going to be safe learning environments for our students um and those who um deliberately disrupt will have a consequence. But, I think some of this also goes to our families and our our employees who are saying we have to address students who are coming in that potentially have a disability, but maybe they don't have a disability and so some of their social skills at the time are not

108reflecting um that of appropriate behavior from um for school. And so, uh I think we are shifting that as we uh address students who have uh who are deliberate around disruption that we have these individuals who who many of them have [clears throat] disabilities that are causing a form of disruption that is addressed differently because of this their disability and I think this some of this ties to that and and the work we have to do and what we're seeing across our state and our country around appropriate um social skills. >> We have talked about that at previous board meetings where we have discussed potentially exploring some executive function curriculum and where we're seeing that the largest right is when we intake students in kindergarten first grade and then when we get students who are

109transferring outside of a organized education system or even from other school districts where maybe their emphasis right is not on our safety resilience things of that nature so yeah I do I do still see that I see that is heavily in the elementary schools across the board which normally right as a teacher a lot of just I could never teach high school they're not going to listen to you they're going to be disrespectful and it's like no now it's K12 is the what has happened so I do see the need for some of that executive function >> Yeah and it may be tied to technology and may not be but it making sure we're addressing both of them yeah we have to address them figure it out that's right >> Are you done go ahead

110>> Yes I'm done thank >> Quick question so I see two students were in the survey was it meant for students specifically I mean were they [clears throat] included or was that just just literally only two or only two completed it it could have been the timing of it okay Perhaps >> Okay Okay and there is something that I received but it's not all the time and so you everyone was mentioning you know the screen time because I understand parents they see that we have iPads we have computers and of course our children are utilizing them in the classroom outside of the classroom for assignments but it would be nice to see because I feel like we may have it or or we may not, but I get sometimes updates from a program. I can't

111think of the name. >> What is it? >> Lightspeed. We'll be bringing this back to you. >> Okay, cuz I received some updates. So, you know, that could be something to look into that it's strategic and every instructor is doing the same thing. So, then you know, you can see, "Oh, they were creating a movie for their Spanish project." And with communication, I think if parents, you know, and I they have to be involved more, read the parent squares, but if there was some data that across the board we were consistent and they saw that in I'm giving an example. [clears throat] Spanish one students created a video game with their voice to talk and communicate. So, of course, they're on there for a while, but they need the technology for that. But, yeah, so

112I know someone mentioned it. I've received some, but it's not standardized. So, having that more structured would I think assist with this uh screen time point from parents. >> with that also. And you know, I've reached out to you Yeah, you know, and I forget about the Lightspeed. It comes to us and sometimes you go through it so quickly, but yeah, any kind of data that we could just show the community, like this is how often our children are on tablets, I think it would be great. >> Yeah. Thank you though. This was absolutely good. >> We'll be bringing that back to you. >> All right. Thank you so much. >> bring this back to you. >> Okay. I'm going to stay here at the table to support >> I'm so sorry. Um chair, if

113if the board is willing, um are we able to do 7.02 the dispatch router um job description while Mr. Walker is here? I should have asked for time certain as this is right at dismissal time. Um so, if if the board is willing, and I do I do apologize for that error. >> Um dispatch router job description with Mr. Walker and Mr. Walker. >> Walker and Walker. >> I'm [clears throat] Walker and Justin. >> [laughter] >> We haven't used that one yet, so I'm proud of it. >> All right. Jeff Newboard, Chair, Superintendent Moore. Um this afternoon in front of you we have a minor revision to the dispatcher rider job description. Uh if you look under qualifications, you will see where previously it was a requirement that they maintained a a CDL Class B

114license with the appropriate endorsements, to now just having it be possessed or be able to obtain one. That allows transportation have flexibility in filling these roles so that we can make sure that school buses are routed appropriately and maintaining the appropriate staff levels. Number five was stricken after talking with Mr. Walker as that is not something in his experience that we are currently offering or required to offer, I should say. >> We so we're not offering a crisis intervention training like I would imagine that the dispatcher would be pretty integral to that if we were to have that practice, but is that something we do internally? It wouldn't get They wouldn't get it externally. That's why >> not get it externally. We identify key staff members across the organization who need that and we are

115trying to be very intentional to say we're we're identifying those who who who need it and providing that training internally. >> Any questions? Any other further? >> Mr. Chair. >> Um on number 11, it's removing the I guess management of some of the discipline records. >> Mhm. >> What is the philosophy around that around that? I I've heard from school bus drivers that a lot of the referral or discipline communication record keeping >> Mhm. >> is a lot and sometimes they can't necessarily fit it all within their shift. So why would we we be removing that from a dispatcher who might have more flexibility? >> So, and please correct me if I'm wrong, the bus incident would be if a driver got into an incident, then that process for investigating that incident goes through there.

116So, you wouldn't >> as student discipline. So, I understand now as well that they're not supervisory. Okay, got you. >> [clears throat] >> Any other questions? >> All right, this will come before you at the 6:00 p.m. meeting this evening. >> Thank you. >> Thanks for waiting. >> All right, we will go back to 6.03. K-12 instructional materials for math. >> Thank you, Board. Uh this is Jeff Reese. I'm in Tampa and >> is is joining us. Okay. >> Um with the update, I'm at the Florida Summit for Learners to Earners in Tampa, so um >> sound one moment. >> I'm going to go with all good. >> All good. >> Okay. Chairman, board members, Superintendent Moore, I'm at the Florida Chambers Learners to Earners Summit and talking about a lot of things we we

117have in our strategic plan. So, it's great to see our district coalesce behind the the vision for the state. Um before you today, I have a few items. One is our math adoption timeline is that time again our cycle. We just concluded our last contest period for our world language and our health and PE. And so, we're beginning our work now for our math adoption. Uh any questions regarding our timeline? >> As you know, this will continuously come before you throughout the year. >> Um Board Chair >> Mr. Reese, I don't have a question about the timeline, but what I do I question about is, you know, in this last year's um you know, progress of students through algebra um and some different curriculum tools that have been used at different schools. Um I was

118wondering if on this particular adoption cycle, number one, are we going to fine-tune the fidelity of the implementation of whatever the chosen curriculum is? And two, um in speaking some of of the algebra educators, um there seems to be in our basic math instruction that follows students from K through six or seven, it's very model-heavy, but then you move into an algebra curriculum that is less so. A specifically among one provider, which was even rated uh when you look at the National Clearinghouse for um uh math curriculum. And so, I'm looking for are we going to or is the committee being asked to look at the continuity of instructional style uh as we jump from those different uh higher-level areas of math? >> So, so thank you for the question. Uh great question. Yes, uh

119we will be working on the continuity of the curriculum across all our grade levels and making sure that all of our schools are using like their middle schools in the same as well as their high schools. Um uh this adoption cycle like our others in the past, uh we work really closely with our instructional staff and they provide tremendous input along with parents and students in their process. As you've seen from our presentations, the number of rubrics that they complete and provide us input. I think that's [snorts] helped us across all of our disciplines. Math is the start of cycles and in this in the middle of fifth year it is position, we're now circling back to that cycle. So, that will absolutely be evident. Along with we sent a number of folks to FCTM

120to help support the new adoption, and those folks that are going to be at that state conference will be participating with their schools on their committees to help support this work. >> And what we can also do, um, Mr. Reeves, is, uh, have our algebra teachers also look at the resources that are, um, in those leading classes as well. They usually focus in, I mean, some of them will look at the the full scope, but we we can definitely, uh, ask our algebra teachers specifically to look at, uh, the prerequisite courses that are coming in and the resources that we're looking at and have them weigh in to to make sure that there is a a good balance in, um, of the resource that we have. That's before they get to algebra. We can >>

121Absolutely do that. >> Yeah, absolutely, Ms. Miller. And the other thing that we've done, uh, this cycle now in doing the math, we were able to bring our ELA teachers in and with our vendors during our professional learning day that we had in April, and that allowed our staff to get direct input, uh, with our vendors and to see the materials and begin that process. So, we weren't waiting until summer or in some cases in the past, it was happening during pre-planning. Uh, we're still supporting pre-planning, but they're getting access to this now months in advance because of the timelines that we're building. >> Thank you. >> Excellent. >> Okay, any other questions on on this timeline? Okay, we'll move on to the MOU agreement with Flagler Auditorium Amendment One, since the end of Mr.

122Reeves. >> Thank you so Thank you so much for this opportunity. Uh, but I want to thank you for your vision and support as we've And we've forward with our work on the slide auditorium / K-12 performing and visual arts position. And uh one of the things we've done, a couple of things we we've instituted an MOU with the slide auditorium board as well as we wrote a job description and have been moving in that direction to help solidify this position. Uh the auditorium board sees the value of this position and the process and uh this amendment specifically in um section uh five, the sources of support outlines their commitment to the district for the and how it supports not just the arts in the community but the arts in our district for our students

123and staff. And so they're committing uh based on this amendment to the MOU $30,000 annually to support um this position for the district. It is a district position uh as it's been stated and they will be um reporting to me and that person uh will work with me on all those pieces of parts as long as the superintendent agrees with the designation. Any questions regarding the MOU amendment? >> I had a question just with the $30,000. Is that um So you said annually, is that a flat fee or would we be able to consider, you know, potentially like if there were salary increases or any type of increase of cost of whatever it may be, would that $30,000 >> That Yeah, great question. We will still progress through our steps. Okay, but what's happening is

124is the board is contributing uh on this cycle of the MOU $30,000 to that position and uh could be looked at at a at a later date if necessary, but we're going to move through the steps through our district system and FIS. >> As you remember, prior to to this agreement, the board covers that position at 100%. And so, this is um their commitment to uh supporting the district continuing to have that that pro- that program. And so, next cycle, if the board it um is the pleasure of the board, we could go back and ask for any adjustments to this MOU, including um contribution. >> So, that's not the total salary. That's just how much the board is paying. >> No. We We Yeah, we If you remember, board uh Ms. Reddy, you asked

125uh for HR to shift the the loan, which we did. And uh we had over 50 applicants from around the country that we uh reviewed and interviewed and considered for the position. So, it allowed for I think the pay and everything else, the job description, the uh support and the leadership in the space allowed us to cast a wide net and get a a very robust uh group of individuals to consider for this position. >> So, the 30,000 is in addition to the salary or just included? >> It It That's their contribution toward toward the total. >> Um board chair. >> Ms. Reddy, go ahead. >> Um Mr. Delaney, I have a question around that. Uh So, we're saying that whatever we decide to pay this individual, the board of the auditorium must contribute $30,000

126to that salary. However, what I'm wondering is in that, there is no trigger for Well, what if they don't pay? What if their revenues fall and they're not able to come up with it? Or it should there be a um a a clause that talks about what is the process where the agreement if they can't make good on that dollar amount. Are they supposed to pay us for the year up front? Are they going to pay it equal increments throughout the year or at the end? You know, those kinds of considerations? >> Sure. I I don't think it answers those questions. The failure to comply with that portion of it would put them in breach of the contract. >> If you this one if you look at section 5.5, it outlines about the annual contribution

127and if they fail to follow that, there is outlined directions and mechanisms that come into play about deficiencies and supporting privileges and modifications and/or termination under the MOU. So, there's there are remedies spelled out in the MOU and the amendment regarding the question. >> But essentially it's the termination of the agreement with for Can you define what that termination includes to me? >> How with this contract here, by October 1st, they will pay to the district the $30,000 for this year. >> in >> Yes, for so as we move forward for this contract year, they will remit to the district $30,000 by October 1st. >> Okay. >> Yeah, and and I if we look at the financials, I'm sure they're going to put it in the budget and then they they may have to I

128I would assume they have some reserves in there right now that are pretty healthy. Yeah, so I think from a financial position, they're in a good position to make this claim. >> Right, but that's for this year and then let's say we continue this on. This is like a new little clause in there. So, that's the question is what if one year they can't come up with the funds? Are are we going to allow them to do some sort of like oh you know they they'd have to let us know 60 days prior and we'd have to come up with a payment plan or something of that nature. >> So yes, it talks about a three-day calendar deficiencies and how we can act as a board should we not meet their obligations, but understand too

129that they have uh basically a million that they have set up under this MOU incorrectly in the space, but they have a million dollars they've set aside for continuation that they're investing. So they have um a substantial reserve in that space that they will put some on uh to put in the place as you did work with them and us regarding this amendment as well in the original MOU. >> Now, is this MOU every year or like or is it just going forward? How long is this going to last? Does that make sense? >> Yes, I'd have to go back and look at that though. >> Yeah. Every year we're going to come >> So it's just one year. >> It's a basis and and again, this is we're paying this salary 100% right now.

130So by this um agreement we're going to pay this district is going to pay $30,000 less than we have been paying for the same. So it's it's a it's it's kind of a gift at the end of the day to make this make sure we keep this this position um in place. So >> Unless it's being considered as an addition to the base salary, which we haven't determined yet. But if it gets that's not changed, that would have to come through us to change. >> We have to raise their salary rate. >> But the salary lane I believe did the >> The salary lane has already been set. >> Already been moved. >> Yes, so this So this is just in addition that they're >> This is toward >> toward >> their contribution. >> Yeah,

131this is toward. >> Right now they're contributing zero. >> Exactly. >> Now we're getting to >> Exactly. >> And and like I said beginning the board absolutely sees the value of this position and the process and wants to support moving forward. >> And I appreciate the addition of the K-12 portion that was added on with the description so this will be a great role. >> And I think it's as they look at the decisions that this board and other boards are having to make, um it is a step in the right direction to ensure that we can continue to preserve the arts as has been a desire of the board. >> All right, great. Thank you so much. Thanks, Mr. Reeves. >> Thank you, ma'am. >> Thank you. Okay. All right. So 7.01 which is

132the VPK teacher job description. Dr. O'Brien and Mr. Walker. >> I'm very excited for this >> Welcome back. >> Yes. >> So, good afternoon, board. Before you today is a new job description for teacher voluntary pre-kindergarten. This would be a certified teacher position that would fall under, you know, the collective bargaining unit of FCEA and the goal would be for them to work alongside with your VPK facilitators um in a in order to enhance the offerings to our children. I'll have uh Dr. O'Brien be able to talk a little more about it as well as Mr. Reeves, but that is what is before you today and on the agenda for this evening. >> Sure. And the reason this is coming before you, a a certified uh teacher is a credential that qualifies under the um

133Florida administrative code for our uh VPK program. We just have not employed them in that space in the past. Our current um facilitators for VPK are in the support uh bargaining unit. And so um this is so that we can we can support some of our initiatives in the early learning space. Uh we want to um be able to target our classrooms um at schools that have traditionally scored lower on the VPK accountability measures, the CLASS scores, um so that we can get certified teachers in those spaces uh to lead those classrooms. >> Excellent. >> This is a big deal. >> Yeah. >> And um we have identified funds through Title 1 in order to be able to um begin this. We will This will not sunset uh VPK facilitator positions, uh but this gives

134us the opportunity to add a certified teacher in those identified um schools and areas. With the ultimate goal, we would love to be able to have a VPK teacher, certified teacher in all of our VPK um classrooms, but this is the first step in that in that effort, which um we appreciate the willingness of the board to to consider this um as we know that it is definitely um in the best interest of our students to get them off to a strong foundation um in early learning. >> Thank you. >> Uh Mr. Burke. >> Um so outstanding, you know, the the uh I I just wanted to to for the benefit of the public to just uh highlight uh over the last few years how how how have we expanded access to VPK? Um how

135many more classrooms [laughter] have we opened up? Uh those type of >> Mr. Reese. >> So I I just I just popped back in. Uh so we continue to expand this program. Uh this year we will have uh not including our ESE students in pre-K, but this will we'll have over 320 students in our VPK program. That's up over 100 over the last 3 years that we have been growing this program. And so through the superintendent's vision, we are serving more and more of our community in space, and we're excited to do so. >> That's outstanding. And just uh this is another investment in our answer to what uh has been brought to light for kindergarten readiness that we need to work as a community to to build off that, and that's only going to

136further enhance this effort. So, I'm very encouraged by this. Thank you. That's all I have. >> Councilwoman Harrison, Mr. Chairman. Um So, awesome. When I saw this pop up on the agenda, and I know, you know, came up pretty pretty quick, I was very excited. I spoke with Ms. Moore. I also spoke with other districts after reading it. So, Ms. Moore mentioned, you know, some districts in Florida they they've been doing this for a long time, but some are not. And we have not, and um I spoke to a few that have only certified teachers in VPK, and then some districts that they do not. So, for me, I think this is a great plan. Um I just have a few questions. Just one, the transition for those that are currently in our VPK. So,

137obviously we'd want to um have like some type of plan. Do you have a plan set? And I know you said this is not occurring right away, but what is the exact timeline and specific campuses, just so we're aware and we can >> And can I just clarify my words? It's not happening right away for all schools, but it is absolutely, if approved by the board, going to begin at um at least uh two of our schools next year. Okay, I'm sorry. >> Yeah, the schools we're we're targeting right now are Pinellas Elementary, Wadsworth Elementary, and uh Brentwood Elementary. And so, um we have been working closely with uh human resources, and so as we've had attrition with positions, we don't know when we'll we'll lose their role over this move. So, we will um

138slow roll bringing in in our certified teachers targeting those schools first. >> Thank you. >> So, is the goal eventually to have 100% certified VPK teachers at those schools, or is there a certain mix that you're hoping to have initially? >> Yeah. >> And if I could add, also good morning. >> You're okay. Go ahead. >> So, so to be just to help clarify this there will be a certified teacher as well as a VPK facilitator in the space. Um the ratio required two adults to 20 students and so there will be the certified teacher and the certified uh CDA. And so um we value those employees and what they bring to the table and they'll be an integral part of this transition and supporting our classrooms. Often times what happens to us is that

139um we have a hard time finding those positions and so we have to hire other folks in that space and so we'll be working with the principals in the coming days to work through our plans to help support them and our staff in transition. >> Yep. No, I'm I'm set. Thank you so much. >> one other question. What um and I went through this twice, so I hope I didn't miss it, but I I didn't see any reference to managing or delivering on IEP goals. >> [clears throat] >> They don't write the IEP you know, alone. That would be with the team and the MTSS coordinator, but >> [clears throat] >> how does that component compare to a K-12 teacher in their job description around IEP goal delivery? >> Right. Good question. We have our

140blended classrooms have ESE students identified through early steps and child find. And in those situations those are ESE certified teachers that do that work. This would be more like a general center where they all the VPK general teacher and with all the MTSS process for if there is academic or behavioral needs that need to be addressed. And with all that process, Ms. Ready. >> But even as a general teacher, I'm required to execute on the IEP accommodations and help the students achieve those goals. Um How about the language then particular to MTSS? Is that robust enough for them to be able to understand and apply? >> a We can take a look at that. I can see your um >> Just making sure that both that the um what is reflected in the K-12 teacher

141is also reflected in here. Absolutely. >> Yeah. And within when we're serving our pre-K ESE students, those are on Those teachers are under a different job description, the ESE teacher job description, um which is why it isn't originally listed here, but I could see that being an area to support um interventions and supports through the tiered system. >> Thank you. >> Mhm. >> I have a one more follow-up question. Um just regarding the the funding. You said that we we found it through Title I. Was this uh a a a new a new lane of funding or was it just reallocating funds to this position from somewhere else? >> Yeah, so looking at our overall allocations for Title I and and shifting our priority here. >> Okay, so we we definitely have the the recurring

142uh flow to continue this on. >> As we as we know now given our status of federal funding >> it today, if it continues on that, we're we're we're good going forward. Okay. >> And part of this has been part of our legislative request that the state of Florida fund VPK at the equitable rate that they do K-12 students. So, essentially, yes, this is costing us something where we're not those same resources would otherwise be used elsewhere because we are not getting additional VPK funds for this. >> And I'm glad you brought that up cuz I really think that if if the legislature finally wakes up to that and realizes, I think that if we invest the resources down here, it's going to offset the some of the resources we're paying for later to get

143kids caught up. So, I I I think if one way we can convince Tallahassee uh then we can get there. >> the data comes out there for a year. I think that would be good. >> And I think we're we're helping build data by expanding the VPK in our organization. We're going to be able to show more data and other districts are going to be able to show it, too. That we we can convince it cuz most of them are are numbers driven. They want to see that there's proof in the in the pudding there. So, yeah. >> And I think this and this is one of at least two that have been discussed today around the board and the district's efforts towards um kindergarten readiness, right? We've been saying this is a community effort

144that we have to address. And so, what the board has done in doing this is saying we're going to do our part by one expanding the offerings that we have in our schools around the number of pro the number of classes that we offer. We don't do that um so that families are not taking the private going into the uh private providers. We're doing that bec- as a response to a waitlist that we have, right? And so, as more and more families choose us as a board where you guys are adding more programs, but this is another piece is to say we're going to even take it a step further and allocate resources to ensure that we have a certified teacher in the classroom. So, I think it's uh this board's uh efforts towards what

145we know is a community um need, and we see that also with our again, we mentioned the foundation, some work that we are going to be doing with the foundation around VPK readiness for the community, and not just for Flagler schools. And so, um that's how I look at it. I look at it as this is um our steps for our forward towards um something that our whole community has to wrap its arms around. >> Ms. Tron, can I just add one more thing? So, speaking of session, so Ms. Ruddy brought up and Mr. Varney. So, every year, you know, school boards from across the state go to Tallahassee, and we have specific needs so as a state, so FSBA, we have goals. And so, one, like Ms. Ruddy said, is for VPK. So, I'm

146wondering, is there a way just maybe >> [clears throat] >> um if we can have some ready-made data, so when we go next, so which will be at the end of this year, and it's coming up quickly, or you know, the end of this year, beginning of next year, from August to then, to provide when we have our 2-minute conversation with whoever and whatever it may be, "Hey, we now have three campuses with certified teachers in VPK. We've been asking for this for so many years, and prior to us being school board members, from you know, FSBA's like, "This is how it is." Cuz I said, "I feel defeated." They said, "Lauren, every year, you move an inch with it." And so, I'm like, "Okay, this makes sense." But this I feel we come back

147and present, whether they take it or not, we have something to provide proof that this is working. So, I know that might be a lot to to gather, but that would be something nice to have to present on our portfolio in >> And Mr. Morris, what you're saying is the slow change. Uh there's like the SIP language has changed, and there's several where the language is starting to change to say pre-K through 12. Um there's a lot of different groups, agencies in the state that that have a They have a stake in the process. And so, the wheels turn slow sometimes, but I think your steady voice can help bring change about. But, this this is a definitely step in the right direction. >> Yeah, I'm very excited for this. >> [clears throat] >> We're

148excited, too. >> Awesome. For our kids. >> All right. Thanks, y'all. Um we're going to take a 5-minute recess everyone. >> Sure. >> Okay. >> Mhm. >> All right, 7.03 high demand teacher needs with Mr. Walker. >> All right. So, board before you today and before I get started just as a reminder, the job description for VPK teacher will go before you at 6:00 p.m. this evening as well as the high demand teacher needs area. Um so, we receive a list from the state of high demand teacher needs formerly known as critical shortage areas and then from there us as a school district get to um add any additional ones. Um based on past practice and what we're currently seeing, we are adopting the FLDOE areas of high demand teacher needs areas and also putting

149forward school psychologist and speech language pathologist, which we've had which we have done I would say over the past 3 years just based off of the tough [clears throat] time we have in filling those roles on a year-to-year basis. >> So, these they're not defining this by grade level? >> No. >> And when you say math, like that could be drastically different between elementary math, algebra, geometry, calculus. >> We can get some feedback from the state. I believe the intent is like secondary math. >> Yeah, because math for elementary is falls under K elementary and >> And so, what does this Essentially, what does this do? >> Yeah, that's it. So, like for for instance, there's a pool of money that we are able to use and it's not necessarily a pool of money, but

150it's tied into when we attract educators in those fields that it allows them to get a I believe it's a one-time or an ongoing stipend that >> So, if we narrow the the category too much, that could be a disadvantage. >> Exactly. Like this can only really help us in trying to attract high-quality educators to our area for areas that are hard to fill. >> Okay, thank you. Anybody else? All right. Thank you, Mr. Walker. >> [clears throat] >> 10.01 NEFEC agreement with Superintendent Moore and Ms. Swormstedt. >> Good afternoon, Madam Chair, board members, and Superintendent Moore. I am here sitting in for our general counsel as she is out this week to discuss the NEFEC annual contract. As you know, this is >> And I vow at we have asked for Mr. Bastyr debt,

151Mr. Deesing, and Dr. O'Brien to come to the table in the event that you have any questions around risk management, technology, or um academic services. Go ahead, Ms. What? I'm sorry. >> You just threw me off. >> Yes. As they know, this contract comes before them annually. >> Was the item just taken off the board? >> It's an amount. >> It's there. Okay. Um Yes, sorry about that. Okay, back on track. So, uh we did just receive this yesterday from uh NEFEC. Uh Putnam's board just approved it recently. So, we wanted to get this on the 1:00 just so you all have time to review it [clears throat] and bring back any questions when we bring this back next month. This contract uh covers several different areas uh for cost. It covers our NEFEC um

152membership, instructional services, uh education technology services, which is uh data processing, our Skyward annual license, and the biggest one is risk management. With regard to risk management, that covers our workers' comp insurance, uh liability, property, errors and omissions, boiler and machinery, and um the machinery. The biggest part of that is our workers' comp and our property insurance. What I am happy to announce is for the first year in several years, um this whole contract in total has decreased $124,000. The vast majority of that >> [clears throat] >> is risk management decrease of $107,000. So, that is um a nice surprise, a good win for us after having constant increases uh for risk management in the past several years. All right. >> And this is our portion of risk management to MEFEC, and some of that

153benefits because we're pooling it with them, right? >> With the consortium, yes. >> Right. So, um and I just want I'm sure they did, but I just want to double-check. I have to ask. My understanding is that legislation approved where they could technically sue for larger sums of money now in uh in lawsuits that would fall under risk management. So, that number is taking account the new legislation and any particular changes in in um award values. >> Yes. Um yes. >> Okay. Thank you. >> Yes, [clears throat] it does. Um there is still a cap. That's the I mean, that's the part. There's still a cap, but absolutely, yes. Yes, they did. Yes. >> And we we increased our loss fund. The the part that did increase is our loss fund. So, we've increased our

154loss fund just for that. >> Yes. >> Okay. Perfect. >> Yeah. All right. We will bring this back before you at the 3:00 p.m. meeting before it goes to the 6:00 p.m. um meeting. If you have any questions between now and the 3:00 p.m. meeting, uh these are the individuals you can reach out to for the specific areas. >> And Sven. Don't forget Sven. >> Yes, and >> [laughter] >> not Patty. Mr. Smith, you can reach out to Attorney Sven Smith as well. All right. Thank you. >> Thank you, everybody. >> All right. And then 10.02, back to board policy updates with Superintendent Moore. >> Yes. So, um in Mr. um Filippo's absence and um he does apologize for not being here, but had a family emergency. We have pulled everything that's on here right

155now and I'm I'm looking at it again because >> different. >> Yes, we removed the educator misconduct. >> going to say there was something different. >> going before you until after Attorney Smith and Attorney Laney have been able to collaborate with us on that so that will come before you next month and we did not want to do that in their absence so we did pull those. What you have before you are the drug-free work place so everything that you've seen already and the information the changes that you've asked. At 6:00 p.m. we have a group of policies that will go before you for request to advertise only. We are not requesting for approval of any of those. They will advertise and of course you know they will come back before you again two more

156times before asking for your approval. Um in July Mr. San Filippo will be bringing back to you additional policies. As you know this is just our cycle as well as he will be bringing before you policies that are we will be requesting for advertisement and approval that align with our current legislation that was just passed this session. And I will answer any questions that you may have about these that we needed to bring back before you. >> I know we've all talked about this before, but any other comments, questions? >> That's great. We'll move on to public comments. Any other public comments today? >> We don't have any public comments here. >> All right, board member request. >> I have two. Uh first I wanted to so Chair Chong bus patrol to see if we

157could have our district staff have further conversation on that. I have been investigating it, researching it since my first conference in 2024. So um I'd like to see if we could get that on the on a workshop to discuss. >> And we have pilot some things that we can definitely bring some information back um for that. Yes. >> And then the second one um I would like to see if we could set up um a legislative priorities workshop as a board request to have you know Miss Miss Moore perhaps however she wanted to do it, work with her team district to see for our next legislative session so that we can kind of coordinate together as a team, talk with our lobbyist and see what other appropriations we could do. >> I like that. >>

158All right. Thank you and that's all I have. >> Um mine is perhaps just a point of clarification when the um sale of the Palm Coast Parkway land request came up and we um voted against that, we discussed potentially analyzing the value of that property for either selling for uh to make other investments. Um discussions that I've participated in is that there are a lot of city movements where they are also kind of doing some strategic land sales and the question might be is this the right timing where we would get the most return on that investment. So I'd love for us to have a discussion on are we thinking of selling it or are we thinking of um and what would we use that money for because there's quite a number of items that

159perhaps would benefit from those funds especially if the value of that property is at its apex right now. >> Okay, I we have this to bring back before the board a review of all of our property but I will find out where that is on the timeline and get back to you. I don't recall it being on the July 14th but it may be on the July 23rd meeting but we will bring this before you. >> Thank you. >> One thing chair Chung may I just ask that the board may want to consider >> Oh yes. >> August >> 18th [clears throat] >> 18th is election day in the past the board has shifted that workshop day. I don't know if that is the desire of the board to make a shift there. If not

160I just want to bring it to your attention if you do desire to move that to a different date or >> week of school out of the question? >> Please. >> No. >> [laughter] >> Yeah. Um I mean yeah. >> [clears throat] >> Or even merge it in we can not have that one and then merge in the one and the three together. Um or we can keep it but I do not recommend moving it up to the first week. >> just from my perspective I would like to to to reschedule that and I [clears throat] think that's I think that's how we did it last time. We merged the two meetings together and it worked out just fine. So if the rest [clears throat] of the board is okay we would just kind of

161merge the content for the 1:00 to the or the 3:00 to the 1:00 meeting on the 25th yeah on the 25th. They're back-to-back anyways. >> So, are you Would you prefer to come in earlier cuz 1:00 to 4:00 is our current workshop. If we add more, it potentially >> Well, [clears throat] >> We would just control the agenda to make sure that we can get the things that need to So, for our next meeting, the 3:00 meeting, we will add a few items to that 3:00 meeting that would have gone to the 1:00 meeting. And we would do the same thing on the 3:00, the next 3:00. It will have some things on the 3:00 that would have been on the 1:00 is what we will do. If that works for you for the board.

162>> I'm So, is everybody okay with joining those days? >> So, we would will it not have August 18th as a board meeting and um Attorney Delaney will we need to bring this forward as a item in the future for them to vote on? It's not their business meeting is the workshop. >> Um no, I don't think that's specifically required. It would probably be helpful for um the minutes and anybody looking at that and wanting to track it to just go ahead. >> Okay. I will repeat this tonight so it'll be in the minutes from tonight. We'll make sure it's in the minutes for uh today and we'll make sure it is reflected on the website that this meeting will um not happen. The August 18th meeting would not happen. >> Are there any other

163board member requests? Closing comments, Mr. Myers. >> I will save comments for this evening. Thank you, staff, for everything today. >> Likewise. Yield my time. >> Same here. >> Okay. See you tonight. >> Thank you. See you tonight. >> All right, this meeting is adjourned. >> Thank you. >> Mhm.