001more or Patty if you want to elaborate on what key cards are and why we use them how they're uh how how the oversight is built into that uh can provide some background uh regarding this extension agreement. >> Sure. So the PE cards are used for um the intent is to use them for emergency purchases items we don't have a uh purchase order for small dollar items. Um we have been audited on PE cards no less than every 3 years by the auditor general's office and um those audits have gone very well. So, as we over the past couple years have started to um or finance have started to see some of these PE cards being used a little bit more than they should, we reel that back in. We have the ability to uh
002pull reports which Peter has worked with JP Morgan to see the use of. So, we're keeping um very tight rates on that. Peter is um so the intent is to not be stuck in a situation. This happens a lot especially in emergencies after hurricanes and things. We either need an emergency PO or we need to purchase items on the spot just to get something fixed. >> Um, now is there what are the policies around the use of it? For example, is there a dollar amount limit? Does it depend on who it's assigned to? Um, I know that some schools have a generic PE card essentially that are that is checked out. Um, so for the schools, they typically have more than one PC card for checking out for that purpose of traveling is the main
003thing. But the pecard procedures are districtwide. It does not vary per school or per or per center. So some of the things are um you can't buy a capital item on it which is over $5,000. It used to be $1,000 without prior approval. Sometimes there are emergencies that that may exist which mainly was with technology and trying to get things fixed in classrooms. But since the threshold for capitalized items increased to 5,000, that's really not an issue anymore. Um, some of the procedures are I mean obviously nothing, you know, like no obviously no alcohol, tobacco, things like that. Um, but it it just has to be pre-approved if it's the $5,000 or more. That's really the only one that has to be preapproved. Can you think of anything else that's derived? >> No, we do
004have certain um certain policies such as receipts have to be provided with any purchase to verify what it was um what was bought with the card. Um we also the limits do vary depending on if it is a department card like a school card um or if it's signed out in a person's name. Usually the the role and position they are within the district dictates the limit of how much monthly daily and on a single transaction >> and how uh what safeguards are in place that the materials that are purchased under those PE cards uh retained within the school district and you know aren't inadvertently maybe purchased for somebody's personal use. >> Um if let's talk about schools first. um a lot of the purchases for the schools, I mean not a lot, all of
005them have to be approved by the principal or an admin person. So this is unlike um the CL the teacher classroom supply or people who do the GoFundMe. Um we've had issues with that in the past where they'll do a GoFundMe, but really it's the property of the school. So everything bought on a PC card is the property of the school and they should not be taking that with them. that is within each school and department to monitor just like in finance you know anything bought on the PE card if it's like a small printer or something you know that's we have to monitor that that's not taken from them so the real um the real monitoring comes if it's something that is a little capital item but that is really up to each school
006and department now every month um the pecar or every week the pecards uh transactions are downloaded and they're reviewed by one of our staff and um she is very she was a former broke keeper so she's very trained on what can and cannot be allowed on a PE card and if there are any exceptions she does make calls to them and and will tell them no this can't be district fund you have to reimburse from your internal account and so we're trying to get that back on track we have a lot of new bookkeepers at the schools and departments so we're working through that but that's going pretty well >> great um can you clarify if there are any personal pec cards assigned assigned to individuals in the district. >> Um, when you say personal,
007you mean in their name? >> Uh, for like they are permanently checked out to that individual. >> They're not schoolbased or department based. >> No. Um, there's no personal. There are some key cards that are in a specific name such as the superintendent. Um, that is in your name, right? >> I'm pretty sure it says it says Los Shaka more flaggo schools. Yeah. black schools. Lakammore. Yeah, >> we have over the past um several years um several years ago worked to take the actual name of the principal off the pec cards and put it in the name of the school. >> So in departments and schools that does not exist. There are very few that have an actual name on it. For example, finance ours says county office. >> So otherwise it's difficult for an
008assigne to to use it. And my understanding is that in these cases uh that that those cards are controlled by the bookkeeper and that even to take it out to purchase these items, there has to be essentially um an approved reason. So it's not like, hey, it's just on the shelf and somebody can grab it. >> It has to be for an approved travel that's upcoming and they have to sign it out and they have to sign it back in. >> Okay. So you say travel, but I believe aren't there issues where there's like events where you have to purchase items for would that or would that be out of the petty cash book from the bookkeeper? >> Can you give me an example? Um, so let's say that you're having um like the uh
009Rimfire just had the night of the museum and they want to help their teachers provide supplies for that event so that they could have their student activities and so those supplies then need to be picked up by usually a central individual. So um that that would be or is that coming from a se that's not necessarily travel but that's a school event related that would encourage there are times um when items have to be purchased in advance or registrations for travel have to be done in advance what typically happens I don't know about that specific event but what typically happens in that case is the internal funds for that school will pay for it and then the district would reimburse it. Okay. >> So, it's not coming out of the when you say PE funds,
010you're thinking it there's a separate outside of school account. You're saying they may use the card, but the school essentially is paying for it by transferring paying you to pay for those >> if it's a district budgeted event. >> Yeah. But to that um example, we ask schools to do uh to plan in advance so that we limit the things that we have to go and get through just a PE card, but we go through our PE purchase order process for those um those items. So there are times but we when uh Miss Warmarmac has talked about just limiting that and having a different procedure we have um really worked to limit just instead of ordering this in advance I'm going to use the PE card to purchase it and pick it up that day.
011I mean, just from personal experience, right, when when I hosted science fairs, right, >> there was no way to order like a bag of lime beads in advance for, you know, this this teacher or whatever it is. Uh, we essentially put it through one individual to go pick up those items and very often it would be cheaper to get them here than they would be to order. To Superintendent Moore's point, um we have worked very hard over the past couple years. A good example is uh future problem solvers. Over the past, um several years, um the schools typically would pay for things in advance on their internal card. There would be so many purchase orders submitted to reimburse the internal card from district funds. And working with uh Mrs. Amy Copath over the past couple
012years, we have really streamlined that. So they are all district poss um done in advance and a lot of that has to do with just working with the timeline and getting all the schools and the coaches on board. So we're actually experiencing that right now um as far as those POS and just met with um Miss Kath earlier this week and last week. So that's a good example of just trying to bring these things in so that we can keep control of it. So, it does happen, but we're trying to limit the amount of times that it's happening that individuals are going just into a store to pick to to purchase something that we could maybe order in advance. >> So, this is under school board policy 6423 it looks like from board docs. Um
013and it it it says that the superintendent shall develop administrative procedures that specify those authorized to use the PC card, the types of expenses which can be paid and their proper supervision and used. So do we have this procedure in writing? >> Okay. So since we have it at in conversation, can you email the the board that? >> Sure. Mr. Tlay will send the procedures to you. Um, anytime somebody is assigned a PC card or a department or school is assigned a PC card, they they have to sign off on several documents notating that they've received the procedures, they understand them. Um, and we've implemented things that, you know, if you violate this more than two times, your PE card will be taken away. So, it's been updated probably every other year just to make
014sure that we are tightening um the holes in it. So, uh, Mr. Lake, you can send that to the board and, uh, CC the superintendent. >> I'll provide. >> Thank you. >> And then 7.08, that looks like the same thing really. JP Morgan. >> So, we have two vendors who provide this service for us. >> Um, the first one, Ammeris Bank, is just our bank accounts and JP Morgan is the PE cards themselves. >> That's correct. Um but it is the same agreement of the >> Any other questions? >> Thank you very much. Appreciate it. >> All right. So we'll move on to academic services 9.01 Mr. Reeves instructional materials for career and technical education. Madam Chairman members more this is just an update for you March 10th. This is our 20-day open public review
015process which begins tomorrow for 20 days and concludes on March 30th. Uh just a little uh information for you as we work through this process. CTE, the arts, uh PB and health been a little challenging as far as the adopted list from DOE as they're working through that process. We are working collaboratively with them. Um while the part we're on the short bid list, some have been not making it to the final list because of revisions or things like that. So uh we're hopeful to hear from DOE of the process, but we're going to continue moving forward. If we need to pause on this adoption, we will make sure we get it landed correctly first, but just want transparency, let you know where we're at with that. If we get to a point where uh
016we are not able to have anything from the the bid list, there is a process in place for us internally to go ahead and forward an adoption with your approval. That that's why we have that track going on on this. So we'll continue to keep you up to date on this, but particularly arts Davis is the one example we are doing. They were on the December list. We're moving forward. Next thing you know, Davis is off the list. Happened to PE and health as well. So >> we're we're working through that with DOE. Um and so we just want to make sure you aware of that process where we're at any questions about >> um previously when this was presented I think Mr. Reynolds had presented it specifically to uh the CTE programs where my
017question was, you know, we're very interested in um building out some of those additional programs. We're >> working on a a new date supposed to happen already to go and visit a school district who is um maybe can provide some guidance and things we can emulate. And so, um, he had said that he was leaving open or making it where it could be flexible to pre-select some CTE items even though we don't currently have the course to deliver that. Um, but then he later uh communicated to me that that was not entirely accurate. if you could clarify that with us and if we cannot pre uh select maybe some of the CTE courses, what would that look like if if we see down the road um like later this fall there might be some things
018we'd want to institute for what would that be 28 29 >> 27 28 >> we're getting after now. >> Yeah, absolutely. So it doesn't stop us from adding on programs. I'll give you some examples. um at Matanzis High School a couple years ago, they wanted to add an AP course for I believe microeconomics. There's an internal process for that through our procedures that allow schools to do that. The same is true for CTE. So, while we're in an adoption cycle, that does not stop the district from moving forward with say law and justice or fire academy or anything else we want to add on to our programs. Uh we just go through an adoption process internally for that. And are we still uh but we would still need to comply with the public review and
019the >> so correct the statute allows for this. So up to 50% of our resources need to be purchased through the adoption process. uh we worked very diligently under superintendent direction division that we are purchasing more than that through that almost everything we do is through that process which allows us some greater flexibility when it comes to that >> as we look to move forward so we're kind of banking ourselves in that sense so that we're prepared for the curve balls to come or the opportunities >> okay thank you >> any other questions >> 9002 two, strategic plan and review and input with Mr. Reynolds and Dr. O'Brien. Welcome. Hi. >> Good afternoon, Chair Chong, Lord, Superintendent Moore. We are here before you uh to update you on our new strategic plan process. So this
020is the planning process for um the strategic plan that will come next uh starting in and for three it will be a three-year plan. Um our purpose if you could move to the slide deck that may be helpful. >> Thank you. Our purpose of today's discussion is really just to talk to you about the process that we've been going through um thus far. We want to present our draft goal areas and really use this as a brainstorming session. So, you can give us some feedback. Um, see if there's any areas that you want to prioritize or add to, gather your feedback on our goal areas and priority targets, and then discuss our next steps and timelines. We do have a development task force. Um, that includes myself, uh, Luis Bosardet, our director of information systems,
021Scott Reynolds, our coordinator of assessment accountability, Amy Ferrer, coordinator of professional learning, and Marcus Sampo, coordinator of special projects. and we've been working to uh kind of move the the the process along and then uh gathering feedback from the superintendent's cabinet um as we go. Uh we have also obtained at this point uh internal stakeholder input from departments and from the education foundation. Um so you can see those listed there and then you'll we'll see in the timeline how we'll be gathering uh more uh stakeholder input in the months to come. Um, as we talk about the framework, we want to make sure that we're you all using kind of the same terms. So, what you will, uh, see today, uh, are the goal area and the target. So, the goal area is really that
022overarching area that represents our focus for improvement. Underneath that, you will see targets. Um, these are will be the measurable outcomes. As you see them today, you're not going to see any measurement. This really is brainstorming. So, we're not um going to be really talking about performance criteria yet, just making sure that we are going to be uh identifying those target areas that we want to focus on. Once those things are developed, then we will work toward the priority strategies and those will be those specific actions that we'll be taking to uh move the needle on those targets. The five goal areas that uh the team has identified are academic success, safety and resiliency, talent, organizational efficiency, and fiscal responsibility, and communication and engagement. Um as this compares to our current plan, uh you'll notice
023that we uh collapsed one of the goal areas that was previously educational equity. Um that is really um we anticipate being reflected in academic success. Um, and then we've added the safety piece to our resiliency and well-being goal area. >> As we move through uh some of the goal areas here um in the next minute or so, um I just want you to uh be looking at them with some of these guiding questions. So really from a frame of prioritizing, do we have the right goal areas identified? Is there something that you want to add? Um do we have some of have we brainstormed the right targets? Are we missing something? what what of these targets matter most to you? Um is this a goal area or a target that's really driving us to excellence
024or is this reflecting a state minimum? We really want to be on that um former part. And then looking at the alignment. So how does this goal area or target support student learning and is it align with our guiding principles? >> So we're just going to start with goal three. We just picked the goal to start with just to kick us off um and start the conversation. And so far we have identified three areas. One is the vacancy rate for some select populations of our staff care professionals, bus drivers, bus aids, and high demand teacher areas as well as the retention rate of those same groups and the quality of the professional learning that we provide to all of our staff. So we are asking for any input, any additions or changes in terms of
025priority um areas that you would want us to look at for this goal area. >> Can you clarify when you say quality of professional learning? I'm thinking well that's you could have a bang up PD day but if it doesn't move the needle in a particular area that means it wasn't effective. So you could get high survey results from the participants, but in the end what we really want is to see some sort of outcome happening in the classroom. And so I'm just wondering is that what you mean and that later when you determine the metrics that will uh bear out? Um the original conversation was based off of survey information, but um we are going to be adding these surveys to our PL platform. So we will be able to see we'll be able
026to like attach the staff member to that survey and then track data from that. So we will be able to do that so we can look at how that's worded. >> Okay. >> Either as a target or as a strategy. that I might recommend that we add in that pool and I know that it's tangentially related to academic um outcomes which you have a separate goal for but uh you know teacher uh implementation or fidelity uh which I've heard in many conversations is why maybe some needles are moving and some are not that that maybe be paired with that particular uh goal subool And I I just want to add um that these are ideas of things that have come up, but we don't we they're not in stone. So um as you give suggestions
027like the suggestion you just gave um Miss Ready, we're going to add that to this so that as we come back and this these points flesh out, you guys will be a part of that final decision making of round where where it is. >> Yes. Yes. Yes, >> I think the other element in this category would also be our um uh C our um CTE um FTC. Sorry, too many as uh FTC uh individuals, the ones who are the u my gosh, where is my brain today? >> Are you talking about it starts with an A? No. Okay. um the adjunct professors in terms of being able to retain them um consistently. We've had some struggles there. >> And a quick question, you mentioned surveys. So these surveys are the ones that these individuals are
028filling out that you're gathering the information from. So like hair professionals, bus drivers, and >> so the the with the quality of professional learning, that's all professional learning that we offer. So that includes instructional, operational, any kind of professional learning that we provide to our staff and we will be providing surveys to all of those participants and for these goals and I I do agree with these and then um but for finding like other goals like you know surveying I know we do a lot of surveys but you know potentially like asking those individuals what what could we do we as in the district because you know we could do a lot of things obviously But what could we do that would help you stay or you know just you know like the stay survey
029we heard like years ago but just getting more input from them because some people have been here a really long time. So let's see who is who has been here a really long time. Obviously we're doing something right. So maybe getting the positive impact and like turning it around in a way. Obviously there will be negative things that people may not like but some people like certain things. So let's see what do they like what can we do more of that and see if we can do that. I think that would be helpful. >> One product that we are going to be utilizing as strategies in a lot of these targets um is a program called thought exchange that's going to allow us to really drill down deep. Um it uses some AI in there.
030So like for a retention survey um as staff leave American survey. Now it can it can drill down and ask well why did you why are you using and if they say why I didn't like this piece well tell me more about that and then it puts that all together for us >> and I think and I love that and I think also find out why people are still here because we have a lot of individuals that are here for a really long time because that would be really easy because they're here for a reason. So what do what are we doing right and can we make that better and do more of it to other people? So but I like you know just doing both ways whatever you can do but I I would
031love to hear more why people are here because there's state interviews are powerful. >> Yeah I I was I always have mixed feelings about surveys. I think they're they're definitely a tool that we use and we should use them. Um, but you know, we've been asking, I mean, since since I've been on the board and I'm sure before to get exit interviews, uh, it just doesn't seem to happen. Uh, and I I know why because you don't want to leave on a on a negative foot any and so you're you're moving on and you don't want to have anything and when you're uh when you're currently employed, you don't want to do anything to jeopardize your employment. So often times I think these surveys come out rosier than they might be because uh people are
032not going to necessarily be honest about the negative things. Are these surveys anonymous or are they tied to the individual? So the the program that we're looking to implement can do both ways, but this would definitely be anonymous. Okay. >> And the current um exit surveys are they can be anonymous or they can they can ask for followup through that and not be anonymous. So >> is this a new tool through this this software that you're using? Okay, good. >> We haven't started yet, but we just >> All right. I'm very uh curious to see how much more participation um I think that it it's important that for for those to participate that we make it very clear that this is anonymous so they do feel more comfortable filling because I mean it it's such
033valuable feedback that we could use. Um but so uh I I also um want to see us using you know our direct observation and maybe um a little undercover boss type stuff too here cuz um we we really need to there are some um some areas like in in transportation that that that we continue to struggle with, right? and we we we seem to to manage it and we we we um we rise to the occasion, but uh it's the same things over and over again. So where we can get to real real measurable targets and and solutions in these buckets uh I think would would pay dividends. I think that is also where the union um representatives, presidents can be very instrumental in funneling some of that feedback in a constructive way um and
034holding you know the employees harmless and they've done so on many occasions right >> yeah I mean it's one more source you know again you know unions uh uh you know that that's it's just one more piece of information. So, >> yeah. And so, as we look at this for talent, we've been able to capture a few different areas that we would want to capture data on. Is there anything else under talent that you would want to see included? Not necessarily down to um you know, what will the the survey say to the strategy, but is there a metric that we want to be we want to capture here? Well, under this category with things like uh effective mentorships, um onboarding programs, um you know, how maybe even how much are we able to promote
035from within um I guess those would be other items if they if that's within this bucket. >> Absolutely. they >> even to your point effective onboarding uh or a comprehensive onboarding might be a priority strategy to drive teacher retention you know down the road so it might be connected in that way rather than a target >> right >> yeah and I I I'd like to see from for example in in the um since we have talent up as the goal for example uh you know the retention rate of prayer professionals and and across the board you know and ask them say hey if you if you were if if we put you in in in charge of this department, how would you have done it differently? Right? Uh give them uh uh that hat in
036the survey and and and then see uh from that vision where we might uh glean some information. >> And one thing too, I know a lot of our parent professionals, we offer opportunity depending on grant funding and things to continue their education. So I I guess I have two two points. So if that individual's a parah and then they take that route of going through those processes to become a certified teacher, so then obviously they're not a pair anymore. Are you including that as like the retention so they left? I mean just making sure we are showcasing the positive so when someone is leaving they may be leaving for a different role that they may have always wanted. So I think that would be great to share. So sharing the the status moves of someone
037that takes that opportunity if they wanted that. Um and then um so I think okay I think that was it for right now >> and and maybe with the surveys too again just more in the talent area is you know postmployment with us uh to follow up with these survey requests uh because once they've made the transition and they're fully secure maybe in their new position and that survey comes out now they might feel more um open to to actually filling it out. We're not in the transition. >> We recently uh well, this is several years ago, but became more diligent about capturing personal emails because we ran into that problem when folks would leave. There wasn't a way to get an email survey to their personal email. >> Yeah. Oh, one more thing. Um
038I had in my notes, uh mentorship. So someone I think mentioned that but if there is a way and to do some type of mentorship for these roles that they're so vital that we really need so paras we really need them. They are huge a huge role for these students and bus drivers bus aids. So any opportunity for having some type of mentor mentorship with them. So pairing them off with someone in another a department that may you know just something like where they have more of a go-to like a mentor mentee type thing how we do with our students potentially that could help and assist >> just an idea could be >> moving on to goal two um safety and resiliency some targets that we've identified is continuing our chronic absenteeism focus um the
039number or some sort of target as in terms of PBIS model schools and the PBIS program and then also for safety the district andor state safety compliance inspections and the number of deficiencies on those. >> So what are some ways we are addressing the chronic absenteeism? So, um we've done social media posts. Um we created a uh attendance dashboard so schools can easily more easily track and identify students who are chronically absent. Um to put some um things in place for those. >> We've restructured our um communication plan to families. Um, we've hired staff that go out and um, locate those individuals to um, get them back into schools. Each school um, does different types of um, programs in order to increase um, attendance on their on their campus. But as we move into this
040process and we're talking about chronic absenteeism, as we go through, we can identify what are those specific things and strategies we want to now use as we as we move um forward. >> Oh, >> well, I just if you could just remind me what what the trigger is when it it's considered chronic absentee. >> So, in our current plan, we use 21 or more days. Um, but for the new plan, we are planning on using what the state uses as their definition, which I believe is 15 days. >> How many? >> 15 unexcused. >> That's unexcused. And parents have a liberal in our county number of days that can be excused. So, it's quite it's quite a lot. And I've heard this from teachers. There's uh a teacher came to me about a student who
041I believe on the 120th day had 109 either tardies or absences. So at what point do we require a meeting with the parents to have a discussion on that? Because at some point you have to say well that year's a wash you weren't there. >> Yeah. And we can we can bring up Mr. Finelli to talk about chronic absenteeism um as an individual topic or we can bring that back as a topic that we can we can discuss. What I think will be helpful is for us to share with you the process that is taken right now as far as to answer um Miss Readyy's um question around when are families notified and we um make contact with them, when do we invite them in for meetings and such. Um we do uh take families
042to court for truency and those things. Um but we can only invite them to come in. You know, if if they don't show up for that meeting, um there's not much that we can do about that. But we can share with you the um uh >> different tiers >> the different tiers of support that we provide for attendance. >> Right. So I mean I guess right now what we're trying to do is just you know we're not going to solve the the the solutions in this agenda item today. It's more the framework of it so that at a later workshop we can dive deep into these and and actually put some targets and strategy in action. you don't want chronic absenteeism as a you know area you like yeah I don't really think chronic absenteeism
043is something we should be focusing on though we know that you all want to focus on chronic absenteeism but I also think we should focus on this related to safety and resilience and so yes Mr. for um I know Banell Elementary and I know a lot of the schools do similar things. I'd be curious to see what they're doing or what programs what the data shows. So I know Benell they have uh they track it and you know what grade and you know who's here and all of that. Um you know because if something is working like you mentioned maybe mimic it across all campuses. So potentially maybe gather that information and see if they're able to track it. I don't know. Um, but I know is that what we're talking about? PBIS. Is that
044what you're talking about? >> No, for for absentee so for attendance. So, I know they go around just like what she puts on Facebook and, you know, markets it, but it seems pretty >> pretty great what they're doing. So, I don't know, is it working? And if it is, like can we do something similar or or another school if they're doing something like you mentioned, but I would love to see that because that would probably help. I would like to um submit for consideration on this a couple of items. Um one is tobacco and vaping product use um for students who are found with those items. That's definitely um been a concern. uh mental health maybe paired with uh how well is our Florida Florida Fortify Florida program uh the awareness around it as well
045as proper utilization uh of that say something program. I think those are a couple of items that would be critical to monitor. >> Yeah, I would I'd like to see you know although I you know, vaping and and tobacco and that, but just kind of a an area of uh substance u abuse or possession, you know, um to make sure that, you know, kind of put it all into one category um just to keep um pulse on that. I don't know where where we're what we're tracking on that right now. So, again, >> that's kind of, you know, high level right now. you tell me if that if that's a bucket that uh we could we could actually uh monitor and and matrix on. >> Yeah, that's a good point. We we haven't looked at
046a lot of these like where we are at currently. We might look at these and say, "Oh, we're well above state average like we're on that excellence side. So, it might not be even though it's something we track. It's something that we monitor. It's something that we um continue to improve." It might not be something for a a threeyear strategic plan depending on where we're at numbers wise. And to add on what you mentioned, I think having that as a goal for safety, it's just educating them because their minds are young. They don't know and understand and having that added in addition to what they're already learning and help. But putting a little bit more focus on it, it could prevent and mitigate things for when they get into that early teenager years. So, >>
047all right. Um how many schools um are doing the PBIS model? I >> believe all of them incorporate some aspect of PBIS. >> Yeah, the model school being the different level. They're at different levels, but it could be an option for us to look at um all of our schools being somewhere in the PBS PBIS model school or all of them being gold. You know, it is an area that we could >> monitor. They have to have specific things in the classroom and set up schoolwide strategies and then um Mr. Glasco does walks and we see >> fidelity. I think there's a lot of good feedback with it and seeing the kids get excited you know if they they have to pick something out for the day or they you know my own son's like
048I got capturing kids hearts today you know it's very encouraging to them. >> Anything else um in the safety and resilience And of course, and I just want to say this for the good of the community and for you um as a board, of course, as you when you leave and you're like, I I want this to be added and considered, there's still time for all of that. Um and then the community too will get an opportunity to provide feedback on to areas that we should um consider um as we move through this process. >> Moving to goal five, communication and engagement. Um, we're thinking about looking at the number of active users and two-way interactions on our social media platforms. uh increasing positive responses regarding any questions about trust or transparency on any sort
049of stakeholder perception surveys, increasing participation in specific district sponsored community events, and then um something along the in the world of our crisis communications and the timeliness of those. Um I know that we don't have compulsory parent teacher conferences across all grade levels but perhaps a percentage of those who are attended um for uh K through five and maybe the percentage of parents who attend their I students IEP meetings and um perhaps the number of uh planning sessions that guidance counselors have with students regarding their career and uh college preparation. Anything else in this area? >> Okay. Excellent. >> Um with goal four, um there's a lot here. So, even if it's if you like all of these, we would um appreciate any sort of priorities out of these because they might not all land
050on the final version. We're looking at positive food services fund balance, the number of bus rider ID scans versus the bus drivers entering that manually. uh the work order completion time from plant services which is on our current plan with custodial their records management systems. Uh the concurrency review turnaround time statute says 30 days. We're looking at potentially um trying to go to 15 days um in Flaggler. the internet uptime and our techn with our technology upgrading our fiber infrastructure something with non-English-speaking families and the communications that we have with them and then a percentage of improved student centered classrooms through the technology department as well. I have a question on this one. Internet up time that isn't that dependent upon our the provider, right? So how do we how is it that there are
051things that we're controlling within that? Is it you know do we need to make sure there's certain number of boosters or why is that related to our own organizational efficiency? Um I I don't know if there >> I mean some of these look kind of look like they would be subcategories >> and they could this is very >> but like the internet >> and remember it may not make it this this is somebody this is another group of stakeholders saying these types of things >> just a quick background on that um the board has already made some of the changes um to accomplish this. So a lot some of these have been discussions for the past year. >> Um so this is one that we're continuing to work through. Obviously whenever internet is out within
052our organization it affects um not only operations but student and student learning it impacts teachers and students in classrooms with how our um district operates. >> So that's something we control more more directly. things that we can control when we say internet uptime is specifically access to the internet. It incorporates the configuration on how we build our internal networks, how we connect our individual schools and ultimately where our internet connections uh connect to the worldwide web. So, the new contract that the board had uh pushed forward and approved that went to RFP um actually now gives us two different locations for internet access uh to the internet. One location through Miami uh and the other location through Atlanta. So, in that project that will then diversify the access that we have through multiple paths which
053will lead to higher internet uptime. So there's been multiple conversations how we build network infrastructure within our schools. So not just think about just not internet per se like an internet connection but internet in a classroom. >> Sure. But I guess the way I'm equating it is that these are things that we work continuously throughout the year to make progress on. Whereas that would be similar to maybe Mr. Bush's department saying, "Hey, we're going to make sure all the doors open to the schools." Once you do that, it's done, right? So, I'm wondering with technology being probably, I don't know, one of the top five items we spend money on, should we be looking at uh, you know, the engagement or utilization percentage of our most effective software tools that we're giving our our teachers.
054you know, something that we can um you know, uh really impact or even your uh turnaround time to your IT tickets, right? We get a lot of those. Um maybe even in terms of fiscal responsibility, how many uh devices were able to recycle and repurpose as opposed to, you know, uh or improve the student care of those items? I don't know. You run that department. Yeah, I'm trying to >> I see where you're going. I mean, as I said in the beginning, I think some of these are, you know, there there's a a big list here that can be refined. I see that kind of like as a subcategory. Like for example, like the goal the goal is we strive to have 99.9% uptime of our internet connectivity and that's a measurable result. Come back
055said this month we were only at 80%. Why did that happen? Oh well because our uh switches were not up to speed. we we really should be buying new switches to handle this here. I that's kind of how I see that line item. Um and you know again upgrade uh fiber infrastructure um you know do we as a board um how do how do we measure that? Right? I'm always looking at these things about when you come before us and you say we're here we are to talk about goal number four. here's where we were and here's where we are, right? Or here's where we slid back and then we can we can try and work that. So, in in here, I could see why that this one might be a little bit challenging at
056first first glance to understand um for that. But what outside of that, I I really think that we should be putting some sort of um mention to artificial intelligence and how we are going to be integrating that into uh the the the curriculum, the the the lesson plan, everything. You know, we've started the AI task force for a reason. we need to start using that data and bring it into some action, right? And and that task force I think is going to go on >> um for a very long time. Even if we h have this goal, it will complement that. But I I would encourage the board to to we put some sort of measurable uh goals or expectations and uh guard rails >> for AI uh for the district to manage as as
057we go forward. I do believe that's on a upcoming agenda item for us to really dig into some of that policy and just what what are our guiding principles around that. >> Um in addition on this, this is a category that includes fiscal responsibility. I almost this is a lot for one category >> and maybe we need to, you know, separate some things out, >> right? Other than the positive food services fund to balance, I'm not seeing things that are impacting fiscal responsibility as much here. Um I know plant services, they're always talking about how they're making choices for our um our schools based upon, you know, that that uh dollar amount. What other ways can we identify where we can maybe target buckets that we can actually control either not necessarily to reduce spending
058but get the most out of our spending in those areas >> and um we can definitely brainstorm what that would look like in the strategic plan at just first thought from hearing you um right now Miss Ruddy I think about okay related to our fund balance We already have a board policy around that. So, it's already captured somewhere with the expectation uh related to our yearly budget of us balancing out the budget, the board having input on those budget um areas as we build the budget. And so at first glance I I think of what are the things that we already have in place and then what is another goal that we want to go after related to our budget. And so um we can definitely start thinking about it from from that from that
059lens of where do we feel like in that loop it's missing. And then I would just really challenge you guys from the board side of it to really think about it um on ways that we can improve from the experience that you and then the public has from um the fiscal responsibility side of it. >> Should the second to last one for the ESOL parent communication being in >> communication engagement perhaps? Yes. >> I was just wondering if there's a reason why it's there in this one. that that's just where the feedback get put it. >> And you know, just and we'll we'll hash this out, but you know, the the fund balance is something that is is so important and we we worked so hard to get that built back up from where it
060was. And it's so important to have that. And now we do get our financial updates. So that's already kind of happens during our our regular B course of board. So, but um encapsulating some goals uh some some of that could be could be um affected by outsour outside forces um with the fund balance. So, I could see where putting that as a strategic plan item might be challenging. Well, we currently have it in our plan, but since we've met that goal consistently, that's why it's not currently on this list. But if you want it to continue being on the plan um just so that it is a priority. I think it is important because we we need to to keep that fund balance within um board policy limits, right? And the the consequences of that
061obviously there's many as as you get closer and as it dwindles down and one for many years we were borrowing money just to make payroll. Um and having a strong uh fund balance allows you to not have to do that, right? uh until the tax dollars come in, which I know is a practice that is acceptable, but it c it's very expensive and and that's not fiscally responsible uh in my opinion. It is fiscally responsible to make payroll, though, and so therefore, if you have to do it, you have to do it. Um so I I just don't want to see the district get into that position um ever again. >> I do understand though because it's a policy, you know, it's like, okay, what are we doing to help ensure that we can meet
062that policy? So for example, do we say hey one of the things we're going to do is every time that there is um you know turnover in a particular role we're going to evaluate if that job function can be modified or split or whatever or we're going to ensure that when we renew technology it's being utilized by a certain percentage as opposed to just autorenewing maybe what a few find popular. you know, just kind of those really small items that could add up to help us meet that larger >> and that are recurring like they you those are experiencing a lot of Okay. Hey, we hope to find better providers in this this and this area under an RFP. >> So, we will we've captured both from um you Miss Ready and Mr. Furries about
063the fund balance. >> Yes, I think it's in four. It appears it needs to be a little more refinement or consolidation based on our first response to it. >> Yes. Actually tackle something. >> And so um the bus rider ID scanning. So I I like that we have something on there with transportation with efficiency. I'd love to see how really that could be looked into a lot. Not necessarily just the ID scanning though, just more of a larger picture as well because you know technology there are potentially better systems that are out there that we may not be utilizing and just to see you know what could we do to make that a little bit more efficiency. So I like that that is on there. Um and thinking of things that working that are working
064already. So I imagine like Amazon when you have that package you can see every little step you know it's in the neighborhood and I know we are utilizing programs but I really want to focus on how we can make that >> and I think one of the things that at um from my opinion is like looking at that bus writer scan piece um I would not put it in goal four I would put it in goal two related to safety right and and looking at it from the lens of not necessarily necessarily efficiency, but from the lens of safety. Because as soon if we have a student that a family says, "My kid didn't get off of the bus," the first thing that we go to is where did the when did the student scan
065on? When did they scan off? And then we have a place to start. Well, if the student didn't scan on and scan off, >> then we we have ourselves an issue related to safety. So I think for me to the point is that you know some of these areas that are here and we may end up focusing on them but it may be um in a different category. Um >> and I think that's kind of where I was getting at where I like that that is there potentially not in the right category but still keeping something with transportation in there. How can we be more efficient? And we're doing all the things and that you know we're doing everything we can and we're listening to feedback. I know everyone listens to feedback and then we
066try to fix things that aren't working, but just continuing that with transportation as a whole, I think would be really good, especially as we're growing and uh the non-English-speaking family. So, I can see that yes, as communication, but also efficiency because we do have some schools I know that utilize certain grant funding and have really great tools that have been helpful for for that. So, potentially checking those campuses out. I know Beltar is one. That's just my leazison, but I'm sure there's others. See how well it's working and continue that for other uh campuses because >> we could we could move it. It is here because it was um brought up by technology um because of the technological tools that we have to help with this and tracking the utilization of those tools and if
067they're working and that sort of thing. That's why it's here. other areas for op organizational efficiency and fiscal responsibility that come to mind here. We know this list is is is long and as we continue to work through this it will begin to to shift some >> I already mentioned it to Miss but going back to buses just improving communication with parents you know if there's a change in the route um or anything just so parents are aware >> and with the buses I'll just throw this out there I know I talked about it months ago but think of when you know a surgeon is on call they have that phone with them 247 so if we can figure out a way to make it more efficient and streamlined and just continuing to communicate like
068life 360 for buses. >> Here comes the bus content. >> Um but it's not perfect but you know it does it does work. Um >> and we have that status page which I think has been tremendous. So >> yes. So, >> and if we get the we we are efficient with scanning students on we know the student is on bus the bus that I'm tracking my student is on this bus >> high utilization of that. Yes, high utilization of all for it all to work. They need to scan on and on. >> And Miss Ready mentioned a good point that status page for the bus. So, I think adding that more to communication. I don't think a lot of people know about that and it's there's a lot of green going on in there. So,
069that's good. So, >> all right. Go one. >> Okay. Finally, goal one, academics. Thanks, Mr. Pink. We have our core academic achievement, our priority with ELA, math, science, and social studies. Um, we shifted from kindergarten readiness to just an early learning, early literacy focus. Um, and using the BPK accountability system for that, our graduation rate, our college and career acceleration rate. um still including something with students with disabilities um but focusing on specific components of the federal index instead of the federal index overall and then tracking um diploma designations and our diploma seals. >> Can you clarify that when it says students with disabilities? So you haven't yet >> figured out what you want to so that's why it's just a placeholder at this point. Okay. I think the other item that I'm seeing more
070and more of, I know we're talking about kindergarten readiness and all of that, but there's uh an really endemic situation going on, first grade, second grade, third grade, fourth grade where students are coming in not able to have control over their executive functioning skills. They hear the word no and they are ripping apart the room. Right? So uh we need almost like a school readiness program from students who have not been in an organized setting uh be prior to joining us here or something right that will help them make that transition to a classroom. So somebody that came in from another school to our district or has >> I wouldn't say that it's isolated to just that but definitely we're seeing probably a higher number of students where there's alopement um classroom destruction you know
071things of that nature that um self-monitoring when they are getting uh uh out of control with their emotions >> might that um fit it under safety and resiliency. I'm thinking about our focus there with and I think about kind of that tier. >> I think it goes more specific than PBIS but yeah I'm just thinking about right it definitely you're right that would fit better. Thank you. Mhm. >> Because if I'm hearing you correctly, um, Miss Ready, you're not um you're not speaking specifically about students with disabilities versus a student that does not have a disability. >> You're speaking around students who are not school ready as far as like here are the expectations that we expect for a student to be successful in the classroom related to >> um their executive functions. >> Yeah.
072That that's a that's a good one because you know the the learning environment is so important and if there's you know you we always hear the one that is distracting the teacher from all the other kids in the classroom and if if there is some intervention we can do there um I think that could pay dividends over time. >> It's also one of the drivers for our increase in the number of paras that we've been hiring. So if we can do some programming around that, it can maybe work hand in hand with making sure that our paras are sourced for those who have an uh emotional or intellectual disability. >> And that's interesting how you bring that up too because um if if the demand on the paras is because of the problem, if we
073can solve the problem, we may have Exactly. So yeah, >> anything else for academics >> and just for like the community that are sitting and they're hearing this wondering like what does the what what does that mean for so what are you thinking about for those students who are not quite ready you know it really is what are and Miss Ruddy um um and correct me if I'm wrong when you're saying around programming you're talking about what supports will we put into place in order to ensure that our classroom environment, our teachers are able to teach with uh few distractions and what supports are needed to put into place to help transition that student into this learning environment. uh something that is a robust proven uh curriculum methodology to transition those students when we see
074that they have not been or the parents communicate that they struggle with those executive functioning and that can be go beyond the emotional it could be hey you're in third grade and I can't give you a three-step direction right that's like the minimum that you should be able to do. You should um try to do some self-regulation for attention. Whether you're ADHD or not, they're they're struggling with attention due to the short form content they're consuming at a rapidly rising rate. Right? So, those are the elements. What are the uh con consistent common programs that we could use across our schools that would help um students be classroom ready? I'm thinking universal support. So, I'm thinking from an MTSS lens of integrating academic behavior. >> You wouldn't need a special plan. It's not like it
075have to be an IEP. This is >> This is for a few students. Yeah. >> Right. >> And both before they get to us and after they get to us, >> right? >> Yes. >> Okay. Timeline. >> Um and finally, timeline. So, um by the end of this month, we're looking at releasing something similar to this, but with your feedback. um entwined into it um through our thought exchange engagement platform to get feedback from the community um using that feedback as well as the community input session that's um going to be scheduled in April. We have a couple dates that we're looking at um that will be held by super well. We are going to request do this today or at another time a date in late April to have a special board workshop dedicated
076just to the strategic plan when we have more of those specific measurable targets and strategies in place to get um additional feedback from you. And then throughout May and July, we would bring back any additional drafts based off of feedback and ultimately get approval before ideally before school starts in August or August, September, somewhere around there. >> And I'd really when we release when you release this to the public to gather their feedback, focus a lot on internal uh employees. So like I know that they get the communication, but really, you know, send them out extra. Hey, you know, we want to hear from you because we do have experts in the field. So, like what Miss Ready was saying, that sounds like a brilliant idea and maybe it's happening somewhere somewhere else and it's
077working really well. So, someone may know more about programs that they've learned about at professional development sessions at other, you know, >> campuses. But I think this is going to be exciting because this is the new plan. So, thank you. And the purpose of that that separate time is really so that we can spend a few hours really just diving into this because this this is going to really steer the work that we're going to do over the next three years. So we will um uh get some dates as options and then of course it will be publicly noticed um to the for the community if they wanted to come in and sit in on it. But the whole focus will be around the strategic plan. Okay. So, more to come on those date options.
078>> All right. Are we going over the other slides or >> No, that's it. >> Okay. Thank you. >> Thank you so much. Thank you for putting this >> improvement focused. >> Okay. 9.03 code of student conduct with Mr. Glasco. >> Good afternoon, gentlemen. Good afternoon, Chair Chung, school board members, Superintendent Moore. We are before you today to give you an update on the progress to revisions to our student code of conduct. Mr. Glasgow has been working diligently to collect and gather feedback from all stakeholders in the community and he has put together presentation today to share the most recent updates on where we're at with progress towards our 2627 code of student conducts. >> Mr. Glasco, >> good afternoon madam chair, school board members, and superintendent more. Um just wanted to give you an
079update on the um input given to us uh not only by our community stakeholders but also um shed some light on the student event that we held. Um that was a great event for all the students. So if you guys could go to the next uh I I want to say keep going. Um we're currently in the feedback process. So um no go back up one more. There you go. That's fine. Um all this is in preparation for the board meeting on the uh 24th of March. Um I do see a error up there for February, but um so it's for the March 24th board meeting and um that will be to put it up for the um posting um and then from there we'll still continue to collect feedback throughout that process and then
080have a finalized document. And again, our goal is to have this wrapped up at the April 28th board meeting. Um, so that way that gives our teams time to work through our discipline matrices and any other supporting procedures that we have. Next slide, please. Um, so the current response count that we have of us today is 128 responses um that went out to our community. Next slide. Out of that majority of it was our parent feedback. Um we did have some schoolbased administrators and uh individual faculty but majority of it was from our parents and that's really um kind of the the focus of how we shared out through parent square was to really collect their feedback. If you can go to the next slide from there here's the breakdown. Um nothing really sticks out
081as far as you know one thing you know over superseding another. So that was positive in in that manner. If you go to the next that's a duplicate. Next, and then I'd like to focus on the student voice listening session. So, we were able to host that um as you're aware, we do our teen town hall, um which it's student led by our student board members and then um I asked them to be a part of this. So, I'd like to give a shout out to Miss Ava Maldun from Matanzas High School, Olivia Delgado Flagler Palm Coast High School, Eva Lewis of Matanis High School, and then Jasmine Collier from Buddy Taylor Middle School for their input and insight that they were able to provide us in that. Um, this is the information that came
082out from it, but hold student voice listening sessions during the school hours. uh and they specifically spoke about maybe a history class or um a home room class to gather more input from the students. Um behavior is due to this uh due to students wanting to be seen or fit in or to be cool. So working out ways of helping introduce students to um how how can they not uh incur the attention that they're seeking through behavior but do it through other ways of doing that. um the from the framework of one person can ruin it from all mentality. They did speak specifically to no referral events. And I know that uh the board was just presented to on PBIS, but that's one of the goals is not uh not necessarily focusing completely on no
083referral, but doing a reduction um of referral or behavior overall. >> Can I just clarify that one? To me, that sounds like, hey, the class has to have no referrals for us to have an ice cream party. I thought that we had long moved away from something like that. In fact, our dances are well, anybody who doesn't get a referral can go to the dance. Are they saying, "Hey, you know, maybe allow one referral because, you know, maybe it's a slippery slope if they thought, well, I already ruined it. Might as well just go full boore on this order." It depends. >> Um, or that sounds kind of discrepant to me. So if you could uh help me clarify the intent of that feedback. So the the intent behind it was, you know, I think
084it's more of including student voice throughout our process, not just at the district level, but at each particular school and seeing if there are events that may be supported, like it might be appropriate to say that certain behaviors or no referrals or whatever might be appropriate for this, but then other events might be a reduction in in referral or behavior or, you know, maybe sought out behaviors that we'd like to see more of. So, I think it's more prescriptive to each campus. I think each campus does a phenomenal job in how they do it. Um, however, the recipe of success looks different at each of the schools. So, it's just making sure to to capture that throughout all um to help support that student feedback. And then the last piece was the multicultural events. Um,
085and then just kind of focus on the student code of conduct during those events. So not just about being traditions and food and song, but also like what what are some, you know, standards of uh just how to work with each other within the school system because we are a mix of everyone and just being more inclusive of that. >> So that was uh our feedback from them. Uh it was a phenomenal event, very heartwarming. Uh as a parent, I sat there and just listened quietly to the four young ladies speak and and man uh some of the feedback came out uh from the kids and it was we wish we could do this more as far as like it was very intimate. There was the the three seniors talking to the the middle schooler
086and they were just kind of guiding them and talking about all the opportunities that the seniors took available uh you know throughout their career and now they have this eighth uh upcoming bulldog kind of going into it not knowing. So, it was very cool to to kind of see that play out. >> If we go to the next slide, please. So, here's the current topics for consideration. Um, going throughout and formatting our code of conduct if you went into it uh recently. Um, some of the sections are kind of uh replicated throughout and then the numbers alignment um to the front portion of the book. Um, so going through that and then also schoolboard 5610 inclusion throughout. So making sure that our language aligns with our newly adopted schoolboard policy attendance revision based on statute
087update and survey feedback. So again um within our survey we we are receiving some feedback regarding what's at excused and what's unexcused. Um so trying to help uh clarify that up a little bit more. Um and then of course aligning it with uh new state statute that came out this uh past summer regarding uh early early truency intervention um in support. So then um going into overhauling the bullying section. So new school board policy um you can go on to the next uh our new school board policy 5517. It's specifically towards uh bullying and um harassment. And in there it actually lists out uh our procedures that that we take. So instead of having it kind of duplicated in two different areas um it will just be reduced to the policy and procedure would be
088in the board um schoolboard policy and then code of conduct would be just what our parents can uh expect as they go through the process. If you go to the next slide again, um extending on the the definitions of what bullying, cyber bullying, and harassment mean will also be included in there. Um that has came up in our our feedback as well. Um still being very clear that the state definition is is it repeated malicious and intent and imbalance of power and making sure that it meets that and if it doesn't, is it harassment? And if it's not that is it another violation of code of conduct um that we can issue discipline to that and or provide other supports for our students. Go to the next slide please. Talking about the reporting um just
089that what parents can expect throughout. So the state statute's very clear in initial reporting. We do have um our bullying screener process that's put in place um and making sure that we document that. So just being very clear in any report of bullying whether it's done online or to our staff that a bullying screener should be submitted at a minimum and then if it meets the criteria and or if our team thinks that hey this deserves a little bit more due diligence and and taking a look at it that they would hold a full bullying investigation on it. To go to the next slide please. reporting out of the data, just being very clear about um that bullying and harassment are incidences that are reported out um through Cessar and then really if if it's
090not a violation um based on bullying or harassment that at a minimum there would be a unsubstantiated bullying entry logged in which is a cessor recorded event. Now does that count towards our discipline numbers? that does not, but that's us officially reporting to the state that um this was alleged and it was found to be untrue or unfounded at that time. The second piece is our revision from transportation. Um Director Walker reached out and and collected feedback from his team and provided so we were able to weave that in and it's really just kind of updates to what our language currently is. um just maybe a uh clarifying some of the language and or adding subsection heads to make it a little bit more clear for communication. Um I'm not going to read through all
091of them, but as you can see, subheaders that are added. Um there are some particular ones regarding um safety procedures being followed at railroad crossings specifically. Um making sure that the safety equipment is is being used appropriately and then students participating in evacuation drills. go to the next one. >> And and being clear around the the language um of the school bus and the bus stops being an extension of the school environment. >> I thought that was really a smart addition. >> Yes. And around boarding um the expectations around boarding and exiting um the bus. >> Can I ask a question? So it's not with transportation, but so for those that are bikers and walkers. So a lot of the campuses, they have like like think of it as a bus stop, but it's the
092crosswalk stop. And so there'll sometimes be 20 students there waiting, but the gate for elementary doesn't open till 8:40. So when something happens, and I know things have happened, you know, just like any other incident or day, but is that clear in any policy if something were to happen? Um, so it's not a bus stop, but it's So I just want to see if because I know things have happened in the past and I just wanted to bring it up >> if maybe put it on your list. Um, I just thought of that because I know that stuff does happen and whether it's bullying or more. >> We can definitely look into it more. Uh what I will say to that is it comes down to also supervisory times um and what time students actually
093arrive to school versus what time teacher contracts start and admin coverage starts as well. Some of our students get to school very early andor stay very late. Um, so we can definitely take a look at current code to see how it's articulated in that regarding supervision times and what our families can expect when >> because we could run the risk of if we say, "Hey, we are enforcing school um behavior while you're waiting outside the gate. then we could be liable when students and parents should be choosing the extended day option and uh you know not congregating a significant period of time before the gates are open and just clarity I'm thinking because like 10 minutes before students will be there because they need to be so if something were to happen just having clarification
094whether we're for like we're responsible or not or you know they are in trouble trouble or not, but just having it in there because I think that would be important. >> It's posted though on all of our properties that outside of particular hours. >> Yeah. >> Right. There's no super I think that's pretty clear. I'm not sure how it's worded. But I don't >> Yeah. I think her point is, well, if we're saying that students are held accountable for our student code of conduct at a school bus stop, which would be before those supervisory times, would the same apply to students waiting outside of the school um itself? >> It's just something to think about because if next time you drive down, just take a look and you'll notice what I mean. But it's it's
095like a bus stop and they're there and we have crossing guards there, but you know, that's not their responsibility. So, and that >> we can meet up another time, but just to >> we can definitely uh take that back to to clarify that language because it is in different places to make sure it it lives in um this document. >> Yes. Yeah. One of the things we actually added um two years ago was uh under the supervision of the school crossing guard. So, the crossing guards are out there prior to school starting. So if it happens while they're out there and under their supervision that we can discipline for it and we have an adult there who can then process a referral. We've also talked the same talked about the same thing around bus stops
096of you know before the bus gets there after the bus gets there. When does the parent responsibility end when does the school responsibility begin? So we're having ongoing conversations of how we can clearly articulate what what is a school responsibility and what is a parental responsibility. >> It's tricky. I just I just think if we have language then it could prevent the for things >> and just making sure that it it's clear around when we are because just because you know uh the crossing guard is there maybe they're there super early but statue is very clear as to when we um are are responsible for um um the students and so we can definitely make sure we get that that captured in here. >> Thank you. I'd like to preface this next part. It's specifically
097for OSS um portion. So, >> which means >> Thank you, Miss Moore. Um inschool suspension or out of school suspension. Um that that's my apologies. Uh so, in that one, updating it to policy 5610.2. Um, more specifically, what what can our families and what can our schools expect when we're saying that a student is experiencing inschool suspension versus out of school suspension? What is that what does that look like when the school is calling the parent and what's the kind of the timeline and the expectations for pickup to it? Um to the point of where I said, you know, we need to be careful about clarification is for out of school suspension. We did add a particular sentence in there about being present at a bus stop. So if you're on out of school suspension,
098>> you shouldn't be at a a bus stop waiting on people or or anything like that. So um >> just really >> if they got in trouble four probably still at the bus stop. >> Yes. And you will get another consequence. Yes. >> Just stay away from that temptation. >> Yes. So, we're we're definitely just trying to um tighten things up around that and being clear and and consistent with our communication um not not only with our schools but also with the families as far as what is um appropriate with that. And then the next piece um just we're going to continue collecting the feedback uh continue revisions based on the feedback. Um today is the first revision shared with the schoolboard members. Um there'll be a more formalized document shared out with you that
099looks more like a word document, Google document for you to go through. It'll have the um strikethroughs and the edits in red um for you to review. And then again um if you can go back up just real brief. Um we are developing the frequently asked questions document based on stakeholder feedback. So there there consistently is topics raised of well why doesn't this happen and I don't think that it's not that we are or aren't doing things. Um if it's never applied to you then you don't know about it. So if we if we create an FAQ um frequently asked questions document um and provide that feedback to our stakeholders then hopefully that that can clear up communication. >> Will that FAQ be um able to be found in the chat bot if they >>
100Yes. Once it's on our website, then it will find it. Yes. >> Yeah. No, I I really like the bot. So, >> me too. >> Cool. You go to the next slide. >> So, we'll still continue to collect feedback and then um if the board has any questions or concerns for me. >> Any questions? >> I just want to commend uh Mr. Finelli and Mr. Glasgow on the proactive communication, the continuous uh updates that we've been getting regarding the this process as well as your open office um invitation that has made this um you know very smooth and collaborative. >> Appreciate it. Thank you. >> Second that >> until our families and communities fill out this fill fill out the thumb form. >> Yep. >> Give us feedback. >> Thanks so much, guys. Uh request
101a five minute recess. >> We'll take a recess. >> Five minutes. >> All right. We'll move on to 10.03. Approval of personal items with Mr. Walker. >> All right. Good afternoon, chair, school board members, superintendent Moore. In front of you right now is the first iteration of the March consent uh agenda for personnel items. I'll take any questions. >> I just like some clarification around the transfers promotions. It looks like there's um a an individual going from a 190day position to 261 days. >> Um so what is that position change? >> So the position was vacated by another school district employee that held a 12-month clerical position. They went either to outside of the district or to a different position and this person was hired to fill that vacancy. >> So uh I guess what
102I'm asking is what was the position for? or what's the position now? And I'm guessing what you're saying here is that um under the last three columns, that individual is taking the 190day position left vacated by the one receiving the >> Yes. So you'll see the 261 day, which is a 12-month position. Uh that person went to a different school site. So they vacated their 12 month um >> and that was over from somebody else. A domino effect. So that's a guidance clerk. >> That's why there's no budget impact. Correct. Okay. Got you. >> Believe that's for an office, right? >> Mhm. It's a guidance clerk position for that one. Yes. >> Any others? >> Thank you. >> Okay. So 11.01 Zen and Harmon amendment with Mr. Smith. >> All right. Ladies and gentlemen of
103the board, Superintendent Moore, um this is a uh preun or prefuncter um u amendment to a previous existing uh agreement with uh Spellelman and now Harmon. >> And so it's just it's just partnership. That's it. >> There's nothing. It's purely nominal. >> Okay. Okay, >> pretty straightforward. >> And I misspoke. It's sniffing in harmon. >> It was spelled. >> Yeah, we got you. >> Does that usually happen in a law practice where I mean to change your whole identity like that? That happens >> partners. >> Yes, ma'am. Yeah. >> As equity changes. I just thought that even if one of them retired, they kind of were in perpetuity as part of the board so that they wouldn't have to spend all the money on changing marketing and everything. But >> then then their name would
104will be still on the billboard. >> Well, I just figured they continue to add it. So it' be Smith and Spellelman and Harmon. That's how you get these with seven. I don't know. >> Yeah. >> All right. >> Okay. Thank you. Thank you. All right. We'll go on to operational services with Mr. Bush and Mr. Drolllet. 17.01. Good afternoon, Chair Chong, Vice Chair Furry, members of the board, and Superintendent Moore. Um, I come before you today to ask board approval uh to advertise an invitation to bid or ITB for electrical services. The current five-year plan for the district included dedicated funding for mechanical, electrical, and plumbing improvements, MEP improvements for short. The 5-year plan was approved by the board on August 26th, 2025. Uh, this will use the ITB process to find qualified contractors at
105the best value to the district. This will come before the board for approval on the March 24th agenda. Do you have any questions? >> So, there's no attachments here. We're just approval. >> Just approval to advertise the ITB. And you said it was for all of the um for the five-year plan. So this is obviously these are large projects. So no for that. >> No, this is just the services. Okay. >> Um for the discipline of electrical, mechanical and plumbing. >> Okay. >> So they've been there what they've been an hourly rate uh for if we need them then we we we call these specific vendors. >> Correct. So it help doing this bid that helps us with the threshold of the dollar amount. Right now, if it's over 10,000, then we have to get
106three quotes. And going through that process, this allows that to where we we we do this by contractual. It allows us to be able to do those >> without having to do all of that each time that we need their work. We can call them based on their proposal off the dollar amount that they that when they submit this >> and without piggybacking. So, >> I'm sorry. Go ahead. >> No, correct. This will be our own contract. cuz I noticed what so when I saw this we don't we don't do this a lot and I know why because it's very expensive to go out to bid and a lot of work but you feel this actually makes sense because we may able we may be able to potentially have a better price for a specific
107project because we're going out to bid um instead of piggybacking which could sometimes cause cost a little bit more or a national contract >> I mean and the services there's not a lot of service contracts I mean you have a um on just the electrical side. We have a couple electrical um companies that are in our district or in our county and it's hard, you know, because of the thresholds of the money that we're bound by. It's challenging to use local contractors and go through that where this gives us that ability, you know, if their pricing is all in line with everybody, then it allows us to be able to use them a little more locally. So, I I'm maybe I'm misinterpreting this because it sounds like what you're saying is instead of taking a
108look at the scope of an individual project and determining a dollar amount, in which case many times contractors will say, "Well, hey, maybe because this is a $15,000 contract, um I will charge a little less than what an hourly rate might be, but you're asking for uh the ability to to to procure hourly services and my concern here if that's right part B of that is my concern is that previously I there's been other consulting services like with psychologists where I've asked where how much utilization are we getting out of that dollar amount what are the deliverables how many students serviced how many uh how much full-time equivalent did that equal to and we did not have data on that so I understand that it might be easier and quicker less paperwork to get those
109services that you need for a project, especially when there are emergencies. I I'm looking for some uh maybe understanding in terms of how are we going to gauge the um outcomes for so it doesn't become a a runaway train with that. So we still even when there's a project we still um create a scope of work and typically if if we have let's say we have three electrical or mechanical contractors and they're all price is considerable the same then we will plant services we keep track of that and we will call you this time on the work and then next time we will call that contractor then next time we'll call that contractor and then we'll come back and we will rotate that and we keep that. So, we're keeping it also equitable among the
110three different companies. >> Again, as long as their pricing >> is is correct. Um, so when they put their pricing in there, let's just say it's $50 an hour and we put this out there. If they say $501, then we won't accept that because they have to be at that price or lower on their hourly wage plus their markup on their materials that they submitted as part of this. I I think what I'm asking is if we're going to move more to these hourly services going forward, we maybe need to be thinking about uh number one monitoring and providing some transparency on the deliverables and what that uh how many full-time people did that equal essentially. uh what uh you know I if and comparison if we were to have bulk uh ordered those hours
111into one purchase order, a larger purchase order, were the delivery of those services still competitive and a comparison between the three vendors that we might use in terms of how efficient are they? because especially if it's hourly now, one could take four hours to do the same job that somebody else does two hours. So, >> but we're not changing like um they're already hourly. What we're saying is through this process instead of going one two three one two three there. These individuals will bid and we may say we're only going to use one and two and those are the ones that we will call. So right now we don't have we have not bid out this service. We are just using with from the from the research and the information we have of comparable costs
112from three companies and we're saying we want to big this out and it may be you have the best and that's all we're doing is using you or we're going to put choose two and we're going to use these two companies. So, we're not changing from not having it's still going to be hourly, >> but is these are these are for smaller these are not for big projects. These are under $10,000 or what's the what's the >> not necessarily but if it's generally a one scope. So, if we just need let's say there's we need to add TVs in the school generally that may need to happen after hours. >> Okay. our staff, our staff that we have to try to do that after hours is very difficult because now we're taking our electricians and
113and the people doing that and we pull them to do that after hours. Now we don't have them during the day if there's something. So we would hire them if it's specific just to just that job. If it gets into a large project, depending on the cost, you know, on dollar amount, we may we would then get a CM and we would go that route and not just use an electrician or just a mechanical because the flip side of that, we don't want to go to a contractor if it's just an electrical job because now we're paying >> for markup on something that we could specifically just go to >> hire the the trade. >> Correct. We're cutting out that other company and paying that addition. I understand that, but you could see my concern
114where we do have we've got several people in it, right? Just to your example, and I know there are other uh uses for electricians that we do not have the internal talent for, but when we outsource or we say, you know, maybe in the end this really was a big project, but we keep giving bits and bits and bits. Um I I I I would like to push for us as a whole across our hourly services to provide some transport uh transparency into what are the deliverables that we're getting where do we have duplication of services within our talent pool and where why did we you know uh outsource this particular project when needed. not necessarily every week, but you know, yearly when we take a look at this and we reflect how effective is
115this program. Uh because we don't want to have a situation where we ask, well, how many students did we service with that $50,000 from a school psychologist and we don't have that data? So, are are you saying that comparatively versus us having uh somebody on staff that can do that job versus outsourcing? >> If we had collated the project into a bigger bundle to say, "Okay, now let's have somebody bid this." Because usually to get a bigger dollar amount, they might go a little lower on their per hour cost. >> Gotcha. And that that would be based on the I mean by the project. I mean, you know, if it's a larger project, where where do we know that up front? I mean, not everything. And that's again, >> but we don't really know that.
116So, tracking it would be helpful. >> So, just just because I want to get a clear mind on this since you've brought up a lot of things. >> Um, in this bid, they're going to bid their hourly rate, correct? For whatever we're going to put together a scope of work, right? And they've already bid their hourly rate. So, in in the effort to try and get the best deal, we have three companies that say, "Whatever you bring to us, we're willing to work for this rate." And one might be at 50, one might be at 75, one might be at $100 an hour. We look at those and we say, "Okay, well, you know, the 50 fully qualified, looks like he can do the job. We're going to put the ski the scope of work."
117And then they're they're going to bid it based on that $50 an hour. Everything outside of that is is is is materials, but time is already pre-negotiated >> and material. It's cost plus. So, they put a percentage to that as well. >> So, the plus is what um is pre-negotiated. So, the cost will vary >> and then their plus. So, we always know. So, we've kind of done what you've what you were at least the way I'm understanding it in advance by getting the hourly rate because that's ultimately going to drive the cost of the project um at the end of the day. So, if at the end of the year we say, let's just pretend we spent $100,000 per hour, I would want to know, well, what did we get for that $100,000 and
118what would that have been if we maybe bid that out in larger chunks, maybe kind of comparatively or at least what is the full-time uh employee equivalent to determine if it would have been cheaper to pull somebody on board that has alternative are similar to the concerns around outsourcing uh you know the school psychologists and things of that nature. >> Can I ask you are you >> so are you using this as so just an example so if you if we had someone that had electrician skills you're wondering why not utilize that individual. So and I can see and and so from my experience I'm just and maybe you can just kind of see if this is what I'm just trying to figure out. Um because we have our full-time roles like let's plant services
119every they have jacks of all trade and a lot of them are electricians AC but I know a lot of it may not be in that scope so that could be why but I'm sure you could uh discuss that more but from what I'm gathering so now like say we needed to do um the air conditioning somewhere and he instead of putting out a bid and just let me know so I can see if this is right. So instead of putting out a bid right now we have a cap amount. So if he picks the three companies like as he mentioned, so A, B, and C, Miss Ready can do up to $10,000 worth, but maybe it's $15,000. So then, you know, Mr. Furry has to do the other five. So with this, like the
120one I'm looking at, it's $400,000. It's not saying we're spending $400,000, but that's the cap. And so then doing a bid would allow just one company to do. But normally, right, the the purchase order has to come through us when it's over $10,000, right? What's happening here is they're going to say, "We're going to negotiate these hourly services, which in total at the end of the year may very well, most likely will be over $10,000, but would not need to come through the board because they're uh they're on almost like a consultative retainer basis. And so that's just my concern in terms of okay, how much are we utilizing them versus uh that oversight to determine we're utilizing our full-time employees. >> I think this would probably fall under the operations because they're they're looking
121at that cost analysis. Um whether that's a board uh >> right but the transparency belongs to us as we have the fiscal responsibility. So, I'm just asking I'm curious to try if I may say as far as the 10,000 e even under this if there is a project that's over 10,000 doing the same you would still see that because that would not change any of that. >> You initially stated we wouldn't have to do the the situation this process does not circumvent you at all if it's over 10,000. >> Not that I want a micromanagement. I'm just curious if we go hourly. what is that comparatively? But if it's >> you just have to utilize different so using a bid process and and so that's why when I saw it I was like oh we
122really don't use them that much and I know it's because it is a lot of work on their end for it but it there's pros and cons but instead of what we're doing now for all of these other projects they can only use one company for up to a certain amount then they have to go to another company for a certain amount and another one and they like all those companies however it sometimes might be beneficial to use one company for a huge project whether or not we have one or not. But >> rather than switching >> paperwork wise and the back end from his team and then they could pick that one company potentially that they feel is the best fit and the best price and then it's less work in the behind the
123scenes for his team. >> Right. I get all that but financially it it should be the same but they still have to put a lot of work in the bid process because that I know will take time and work but >> and from the oversight the way I see it is that we could look at this on more of an rather than an individual basis more an annual you know when we close out the year >> we could say okay did could should we hire should we take take on uh more staff to do these roles where we don't have to outsource it to cost us more. Correct. But with, you know, again, there's always a cost benefit because with staff, there's benefits and other things that go along with it. With outsourcing, we don't
124have all all those things, right, >> to calculate. It's just like we constantly have looked at our relationship with NEC and some of the services they provide. Are we big enough now to take those on? I think that is from a board that that's where our role would step in. >> What I'm just not looking for every month. that doesn't need to be in financial just at the end of the year it >> I think that's something we can look at on a on a annual look at all the data and and and and and give >> and we can show you all that and I want to keep in mind too hiring staff is general >> what we're doing is capital two totally different buckets >> right >> it's all the same amount really
125>> well but it comes out of different buckets of money >> you can be creative for me >> you can be creative but in the end it's all taxpayer money right >> it's definitely oh Yes, but the but the buckets if it comes out of the general fund, it has a a much larger impact on on than if it does comes out of out of capital. >> Oh, I understand that. >> Yeah. And this bid's going to be I I assume Corey, it will be time and material. They'll you'll have some material on there like we have done in the past for that particular specialty. So you'll look at, you know, what a conduit costs for this contractor, what the other one, and what their hours are, so that you can go and kind of
126pick and choose. >> So are they sourcing efficiently as well? >> Correct. And that's part of what what we will do when we're looking at that. We get those in the in the quote when we're putting it out, the the spreadsheet that they have to fill out. They have to provide us invoices to know how much did that conduit cost. And if they say they're only going to mark it up 10%, that's part of what we have to verify when they're invoicing that they're not charging more than what they put in on this bid when it gets >> accomplished. Mr. Bush or Oh. Um, so do you feel with the experience like because I know we have piggybacked, you know, they use that term uh using other districts uh companies and piggybacking and using that
127contract, but it can be more expensive. So, do you feel that doing this will eventually it could save us money because we're not going to be piggybacking or >> then the backend work of admin? >> I'm not sure that it'll save us money, but for instance, we have one electrical company that has a contract with the city of Palm Coast that we use because of the, you know, the requirements that we have to follow. And the other ones we have to be very sparent because we are only allowed to spend so much money with them because they don't have any contracts. >> So we are either using them on certain ones and when we get to a certain dollar amount, we can no longer use them and they're local. >> The other company because they
128have a contract with the city of Palm Coast, we can continue to use them. But then if they're busy and we need to get things done, then now we're >> So this allows us to be able to open our pool and we'll be able to have those in place already where we don't have those dollar amounts. >> What might prevent a company from maybe u getting all of the requirements to be able to u receive work from the school district. Um you said they kind of limit themselves almost. Is it maybe their ability that they're too small? >> Well, I mean, we're d demographically we're in a weird place >> because >> if you're not local, then you're pulling a lot of times either from your Jacksonville or your Orlando market. >> And then you
129have the drive time. So depending on if they're smaller jobs, it's not cost prohibitive for them to drive here to do the work. So they don't put do all the requirements to to >> not on your smaller stuff. When you get to the bigger the bigger jobs it'll bring >> I mean it brings in a lot of people because then there's money to be made on the larger projects. when you have the $5,000, even the $10,000 projects for them, they're not going to make the profit that they need to make with that travel time and all of those things. Um, >> have we explored anything with um FTC in order to say, "Hey, you graduate from our program. Um maybe we kick in and you serve with us for two years or something." Any any
130kind of creative giving back to our own students? >> Yes. And the best I can explain they're they're union. So if they went through the electrical program >> that is a union. >> We are not union. So therefore >> there are certain price. >> Yeah. >> We can't hire >> markets that they have to hit. And this is something that we have done in the past. We've done it for these same >> um specialties and for landscaping uh grounds >> our general contractor. And this is just three of many that we need to um do because we have they've elapsed. Um like we had a general contractor one that that's where we found the the people that do our door our doors and different things through that same thing. We um a roofer that that
131we used to do some repairs. You know, we were going through a contractor that we were getting marked up, but they had our GC license. when they filled out with that now we can go to directly with them and save that markup instead of having to go the other way. So just allows us a little bit I mean that essence it saves money. >> Thank you board. I'd like to wrap this up. That's okay. Um does that cover 17.01 through 17.043 >> 17.04 >> Mr. Baker >> 17.04 um is another request for advertising an invitation to bid or an ITV. Um this one is for milk and dairy products. We currently piggyback on our agreement and get our dairy products through M&B Products Inc. Um but by soliciting them uh separately from that larger agreement
132we piggyback on we believe we can find significant cost savings um per carton of milk which by volume would save a lot of money over the course of the year. Um so this would also use the ITB process to maximize our value. Um do you guys have any questions about this? um only that if if the if the bidding didn't go the way we thought it would, we could we still go back to the piggyback? >> You can try to find a piggyback. >> The difficulty with piggybacking the state of Florida through FAX is they will not tell you what a significant increase is to a bid. So we might say, you know, if we want to go back and piggyback um and I'll use currently off of Putinham um there's like four of their
133districts right now. They probably wouldn't allow us to do it. And then we have to find somebody else. Um I was talking with Peter earlier about this. There's >> It'll be tricky, but there'll be an option. >> Okay. So, >> I mean, but we wouldn't lo here's the worst case scenario. We end up paying more for it. Correct. After we do this whole process, right? So, what are the chances of that happening? >> Yeah, that'll be the the trick as soon as this comes in is to look and and see what we're being quoted versus what's out there elsewhere that we might be able to piggy back off of. Um I have spoken coincidentally Bordon and TG Lee have already reached out saying it's bid season you guys put in the milk kit. I was
134like >> um having just come from St. John's milk is about four and a half cents cheaper a carton. >> So if we can if we could see that at you know thousand plus cartons a day. >> Yeah it adds up. >> Gotcha. So, >> how just just I just curious about how long ago that contract was cured at that 4 cents below only because if with inflation, you know, did they get a good deal five four years ago or is it's a commodity >> fluctuating? Correct. It fluctuates every every 30 days we get an update. >> Okay. So, it's >> so it fluctuates. >> I see. Okay. >> And is it so then what how how is the cost controlled? Is it a certain point over the commodity price? Okay. >> They send the
135breakdown every month. >> Got it. >> I think we have a good opportunity to say >> 75,000 $100,000. That's a big deal. >> That sure is a big deal. >> Yeah. >> Thank you. >> Especially if we remember what our strategic goal >> Exactly. Right. >> Um our strategic plan goal of of building up our fund balance in every area. We got we got to find where we can take advantage of situations. I think the IT will be a great opportunity for us. >> Great. >> Thank you, Mr. Baker. >> Thank you. >> Uh board, we have one more agenda item which is the um discussion about political participation. Did you want to do that today or we can move it to another uh board meeting? >> What um was that 11? >> It was
13611.02. >> Was that we there was not an attachment, correct? Yeah. >> Oh, this was about uh having when when a when a politician or elected elected official comes to the schools, it was brought forward by a parent. You know, this is this is one of those ones that um we need a lot more data on only because elected officials have certain uh rights, >> privileges for oversight. And um I can see where when it comes to politics, some parents would be objective uh would object to a a a certain um elected official from being there. But ultimately, they are elected and it's not like you have a you're you're parading a candidate through who hasn't been elected through the school uh presenting. It is it is the sitting elected official whether you like them
137or not. They represent the entire district that they they serve in. Um that's that's what I read the concern was, right? Is am I correct? Is that what everybody else felt that it was? >> And we also we do have a board policy 9150. Um does this cover the federal though level or is this just state and board members? So it says a member of legislature may visit any public school in the district. Um basically >> we read it as it covers um um anyone that is elected to serve our district, our area. And so if an elected official you got take you guys out of it because you um you just show up and uh but um at any point, right? If an elected official was coming to the to the area and they
138wanted to visit our schools for a tour of our schools, they would contact myself or the the principal, we would arrange for that. Sometimes we're given um notice to be able to say hey you know school or hey families this person is coming but it may not be it may be that they have this amount of time and they would love to come in and um walk the school or maybe we are giving it'll be tomorrow or two weeks from now. If an elected official or anyone coming through to our schools are going to be given a presentation to our students that is outside of the scope of their classroom, families are notified and a permission um slip is provided to them for any speaker, guest speaker that's coming to our school and families are
139given an opportunity to do what this request was about and that is to say no um I do want do not want my child to participate in this presentation. We do that and that is required too um through statute to that if we're going to do any type of gathering of students presentations and such and it is not um connected to their course that we um inform families of that. >> Yeah. So, I had an in-depth conversation with the community member to gain clarity and um yes, I agree. Elected officials uh have the responsibility to be in tune with what's going on in the schools and uh we want them to uh be collaborative with us and vice versa. But to that point um where the schools have a responsibility in this day and age
140to inform parents about everything that is not typical in a school day. And so that means ensuring that the parent has the choice to uh decide whether their child participates in that event. And so that should cover elected officials who may visit. Now I can understand that perspective. Um if it is part of our policies then perhaps that is uh or procedures that might be beneficial to be reflected in our policy because a different superintendent may choose to change that policy. Um and so yes, we often when it's a planned visit and we know we want to show hey aggra science this that we want to have students presenting not us as adults presenting. Uh definitely it's appropriate for parents to have a permission slip. Uh the but to your own point we cannot control
141necessarily um the path that that individual may take through the school. they may choose to want to see some other items that are not on the typical agenda. They are escorted everywhere. But um I if there was an opportunity for parents to say, "Hey, uh my child, I would rather them not participate, whatever reason, they need to submit a form or request a certain number of days in advance and for the duration of that visit, they can, you know, go to a particular location that would not be on the path of the the visitor." And I think that's the position this community member was taking. if those um in previous events, if you can provide some of the permission slips that were provided to those individuals, I can communicate back to that community member to
142see if they received that and don't recall it. uh because ultimately if we provided it, it's the community members responsibility to >> but an activity of that of what you're describing would not be something that a permission slip would be provided for because the student is in class learning. >> So whatever it is for that class, that student is doing that myself and elected official name whomever you would like. We're walking through the school and they are looking at instruction that is happening within the school. The student there's there's not anything differently that the students doing. They're in class. They're just they're there learning >> and the individual is there visiting. >> Would it be difficult to make this a form in the beginning of the year similar to when you know we're asked the
143question you want your children in photos things like that? I mean there could be something that address. >> I think it would be very difficult to um implement that and I think we would find ourselves getting I think we would get ourselves into trouble uh very often. I think we would be become very restrictive. We have and right now we're talking about elected officials, but we have the culture of this community is we have community members that are coming through our schools all the time. We want them to see their investment into our schools. And so I I I don't know how we would be able to implement that and actually do it and do it well because it'll be so many moving pieces for the student. Well, maybe you weren't supposed to be in
144that class that day, but th there wasn't a teacher, so that class was split, and now you're in this class, and we didn't know. You know, it I think it's a lot to manage for individuals who who do have the opportunity to come through our schools and see the learning that is happening on our campuses. Um and to just to clarify when I pressed because I stated just that we have um the state um like fiddlers who come nephew people uh outside professional development um like the mayor of Palm Coast might come by. Uh that individual said no none of the organizations that are related to um uh teacher professional development things of that nature or local um elected officials that they would expect to be present on a daily basis. It seemed like uh
145if they were non-education affiliated and uh not our uh I use the term loosely local I think their intent meant within Flaggler County than a permission slip or opt out uh not a per permission to participate. To me, the administrative e uh easier piece would be to hey, you fill this out to opt out if you want to ensure that your child's not going to be part of a program that may present to that individual. >> Well, I'd like to I think it's pretty clear here that if we treat them as two different uh visits, >> if you're there in your elected capacity, you have the right to come and within the the powers that have been given to you uh for oversight and accountability. If you're coming, because as Superintendent Mo just said, the
146state statute are clear about it, too. If you're coming to address a classroom and be a speaker, you're treated just like any other speaker that comes through no matter what your elected role is. >> So, that's and I think that's a pretty easy line to to decipher. Sure. >> Uh of what's happening there. Um so, I I think we're we're >> the difference is when we take somebody on a tour, right? like the culin culinary department they're showcasing their program they're speaking directly to that individual they're participating the aggra science the construction science right so um where we have uh a robust system of parental notifications I I feel this was interesting that I had not thought of this before and I thought a valid uh request So, I agree. It's worth looking into, but
147I also think it's part of being in the public school system. I mean, it's taxpayer funded, you know, like if if people don't want their children exposed to certain things, that's where private school could come in. >> And I think they're looking just more for notice that it it's happening >> when it's happen. >> But, you know, but here's the thing. I Okay, if we just use we we have the direct >> point of order. Um, board chair Chong, can you remind the audience members that when they're observing, they are here to observe and they should keep their comments with hope. >> Thank you, Mr. Freddy. Can we please um have quiet from the audience? Thank you. >> Thank you. I'm sorry, Mr. F. >> Um, yeah. So, it it the thing is is that
148I I understand the spirit of the conversation and I don't I don't disagree with parental notification. I I want parents to be involved and and and be aware of everything possible to what their child is doing. Um but when it comes to an elected official, they don't have to necessarily plan or give notice to come. Even us at in our role, we're the most that we're the closest ones because we're elected here to do that. And that makes a lot of sense to people because we have the authority to go to any school and and and and do what we need to do. Um but at the same time elected officials do have have some notification requirements but there may not be sufficient notice. So uh if we pigeon hole ourselves into a policy that
149um we can't really enforce because we can't tell uh an elected official you have to give us 60 days notice so we can notify the parents. I think we it's just not a policy that that can we can enforce. But I do believe we need to closely look at it when they arrive how they are interacting and um that is going to be uh something that what is what is interacting you know uh saying hi to a student or you know that that's an interaction right speaking to them and giving them your uh political position or speaking to them and um encouraging them uh to be civically minded. I mean, there there's so many different ways that some a a politician could and an elected official, I should say, would interact with with a student
150at on a visit. >> I do believe that if the if the instructor of this of the classroom um has said, "We are going to have an a local elected official come and speak. We're going to have the mayor in today to talk to you about the city of Palm Coast." Yeah. That he's a public speaker now. He's coming in. Parents should be noticed. and therefore there but uh outside of that I I don't know how we policed this um >> within our local Chung had a great um solution to that similar to u you know peanut allergy notification photo notification it's the beginning of the year uh do you consent for your child to uh um be present during uh school visits from outside our county elected officials. >> So if an elected official
151walks to the classroom, >> we have to monitor that for photos >> or what if so just so to Miss Moore's point, she mentioned, you know, timing. So and I'll just give an example. I'm obviously we're very local. So my schedule, you know, I sometimes seat to my pants, right? you don't know how your day is going to look, but when you wake up and you take a look at your calendar, so I'll mention, you know, I'll email two schools, hey, I'll be there sometime today or within the next hour and maybe I'm there in five minutes. So, I can see your point because she may receive a call, hey, we have this such and such person, >> but potentially, and this may be something to look more into like for the attorneys, but for
152school dances, there's a notification that mentions that, you know, we are we will be selling or giving out concessions and if your child does have allergies, you know, we're just notifying you. We're just letting you know. So, hey, FYI, and there's a long statement. It's not saying you consent to it or you don't consent to it. It's saying, "Hey, just so you're aware, this may happen. This may not." So potentially, it could be a a form we have just so you're aware, we may or may not. Sometimes we have individuals, local officials, public officials, elected officials come to our campuses for tours. And it's not opting in or opting out. It's like this is what we do at our schools because we want the learning to happen. such and such, whatever the topic may be,
153just letting them know. But again, that may be something for the attorneys to look at. I just I just I don't understand um the just from my perspective, I don't understand why we would limit our elected officials more than we would our our our community members because the culture of Flaggler schools >> and and and and I just want to make point that prior to me being the superintendent, one of the biggest things that our community contested about is that we had gotten away from the culture of having our community in our schools in partnership with us. And so unless we're looking to change the culture of what we do on a regular basis of bringing individuals into our schools as partners um in the work that is to be done as a community, I
154don't understand why we would limit our elected officials more than this. And then I would also say I I get it. this probably maybe this represents a large number of individuals that feel this way, but the board would then also need to entertain the other areas that individuals want to carve out for a process we already have in place that if an individual is coming in the in the format of a guest speaker, we're giving them that opportunity. But if they're coming in and they're walking our campuses with us and they are a partner within their stakeholder within this community, I I don't I this board absolutely change your policy to do whatever, but I don't know how that really reflects the culture of of of this community. looking at this differently than perhaps and
155again I just thought it was definitely worth a conversation because I I wanted to hear from everybody but when I after you know speaking and thinking about this to this individual I'm not seeing it as limiting them. I don't want to limit them. I want them to come and see how amazing public schools are. I I would love to have everybody's who's homeschooling their kids to come in and check out public schools. That's not the intent. It is just saying, "Hey, we're going to have uh a an open uh collaborative policy. We want our folks coming in, both our community, both those who can help support us and our elected officials who are going to determine how those monies are spent." It's simply saying, "Hey parents, uh you may or may not realize we are
156going to have this individual here. If uh I if you do not wish for your child to be part of the showcase that we're going to provide or you don't want them to um come into contact with that particular visitor, then we can make other um other uh u accommodations for you. But our the policy already covers that because if if they if it's an event or they're speaking >> that that's that's where this is getting blurred here >> is that our policy does cover that they the parents would be notified if there is some sort of function being held where this particular individual uh in this case because we're talking about an elected official is presenting to the the classroom or to this to to a large group in an auditori torium. Uh the
157parents would get notified, but when they're there in their as an elected official touring the school and they're walking with the superintendent and accompanied, uh we're going to if that happens, we again we don't they don't necessarily have to to give advanced notice for us to have the time to do all that notification. All I'm saying is I don't think it's a policy that is enforcable. Um and it and we and the same time the tuberant can't tell the elected official that they can't come in. Um >> no and I wouldn't want to do that. We I just invited uh Mr. Greco to our uh gradu gradu graduation. So I'm not saying I want to create a closed door policy. I'm just trying to say, you know, it does make sense. we have all of
158these requirements where parents are supposed to know and opt in or opt out. And this is uh kind of a a hole that I saw there that I did think, okay, they had an interesting an interesting point there. And in the case of some of these walkthroughs, they're definitely provided in advance because we are highlighting our programs, right? we actually asked students to showcase some of what they've accomplished or what they're building or what they're what they're working on. And so, uh, very much a a good portion of that route is planned. And if I if I have a child in culinary and, um, and I, for whatever reason, that family is taking a stance, they they should be able to say, I don't want my child to participate in that showcase. what solution here.
159>> So, can we start at the um procedural to say let us work to better communicate when we're going to have visitors on our campus to families. at this point, especially not where we are within this school year, I do not absolutely understand how we would be doing any permissions. And I for me you know it starts with this one area and it's we have to be able to implement this and maintain it because I so let's start with to the best of our ability we are going to notify families when we have um >> notification >> visitors on our campus if we we cannot say because we're not changing the students day the students are learning when they're in a guest speaker situation, those students are given an alternative activity. Well, if we got
160three tours back to back, that student is just going to another place to sit and wait until that that tour is done. The student's day is not impacted. Even if like if we we mentioned culinary culinary the change is that okay maybe we were going to cook this meal on Thursday but we're going to do it on Tuesday so that when these guests come through we can give them something to try. But we when we're doing these tours we are doing our very we don't ask them to change their day. We just say we're coming and we're going to see what is happening on that day. Can you do me a favor and just give me the uh what was distributed during um the last visit of an outside the county elected official and I
161can take it um for some public feedback those watching. I'm I'm happy to share it if you contact with me. And then maybe we could see if that was overlooked, if they didn't if they didn't notice it came through, if their kid didn't hand it out, whatever it may be, because it may be something that hey, had had this individual been more aware that would have scratched that. There was nothing given because >> how you said we do provide >> if they are a guest speaker >> if they are guest speaker it doesn't matter if they're guest speaker it doesn't matter who they are if they are guest speaker we have a guest speaker speaker process that we follow if it is just a visit to our campus we because we do this every week
162we're bringing individuals that are that are on our campus for different purposes we there is nothing that is sent out what is sent out to schools and we have worked hard to get that as efficient as possible is to say hey next week we're this group is going to come. Um but sometimes it's hey this person has a few hours I would love to walk this this person around our campus and showcase what they're doing. Matter of fact administrators you know I don't you don't even have to join us on this tour. It could be myself. It could be an administrator. It could be um the executive director over our foundation. Um we have lots of tours that we do of our campus for our stakeholders in our community that's including our elect we don't
163do anything differently if there is an elected official included in that right now. >> And I will add one more thing just a little closer to home. Um, and when next time you're at one of the schoolboard association, um, uh, meetings, um, ask a few around because there have been issues with superintendent and principles trying to block, uh, access from schoolboard members to get in. And I've I've heardly >> Oh, yeah. Yeah. Uh it it it it oftentimes uh arises when you have an elected board and an an elected superintendent. Uh are some of this some of these circumst there have been um there's the school board bill of rights that's being put right now. There have been superintendents that have asked their uh employees to sign non-disclosure agreements uh so that they they don't
164have to communicate with the board. So, I I'm just saying I understand the spirit of conversation and that's why I I wanted to have this conversation and I'm glad you brought it up because I I and I know I'm very familiar with with with the incident that that uh brought this up or not incident but the the visit I should say. Um and I and I and I do sympathize with the emotions of the person that sent the the the letter in. But uh the reality is is that we we haven't had an this hasn't it's not an epidemic issue that we have on our campus. Right. So um but I think it is worthy for the community and for this this uh citizen here to to to have this talked out amongst the board
165to let them know that we we understand we we are all for parental notification and we want to do everything we can within our power to do that. And I think, you know, by having this conversation alone, it's it's it's um it's helped, >> right? You know, >> shows we're listening, we're responsive no matter what. You know, we're trying to really dig in and I really appreciate the conversation. Um and yeah, if uh we'll we'll I think present that we definitely have the speaker differentiation and we'll see what the feedback and responses from there. And if I can just add just one more piece to kind of wrap, I you know, I think it's important that our community understands, but by no means am I or even um you guys as a board trying to
166limit their opportunity to say yes, no, any of those things. But for me, when I think about our guiding principles of excellence, quality, and consistency, I immediately struggle with how can we ensure that we do this. Um, and I think that our community will agree that we do listen, we do make corrections, and then we do hold ourselves accountable to that consistency piece. And that's where I'm really struggling at. How do we do this um at scale? And I'm sure it's something that will come back up because more as we have have had this conversation, more individuals will want to provide feedback and input and we will continue to look at it and address it and and have discussions around it. But anything that that you as a board declare in the policies, I just
167want to be able to ensure that we're able to implement them um and we can be consistent with what our guiding principles say. >> Okay. So, we'll give Superintendent Moore and the district a chance to um look that over. All right, we'll move on to public comments. Do we have any public comments? >> We do not have any public comment. >> Okay. Uh board member request. Yes, I have a request and then a upcoming board topic. Um, so I know we previously months ago, several months ago, we discussed about having a retreat when we had an appointment and we have not received an appointment. So we we have probably about eight more months if we do not receive an appointment. So I would like to request that we consider setting up a board retreat. I
168would like to see it in April. Um, I know May is very busy. June I feel like it's too far out. um mainly to focus on review of structure of meetings like workshop meetings and like liaison updates and like how we're communicating with our public. So that's what I would like to request if you guys agree. Well, yeah. Just we we uh so in past when we do retreats, it's been to go to to re to go over the the board procedure manual >> to go over how we're going to govern ourselves as a board uh and make modifications to that document or adopt what's already there. Is that what we're talking about here? >> Yes. Yes. And no. So, basically, as a board, I like to go over that, take a few hours. I
169don't know how long your retreats were in the past, but I I foresee this maybe being like a two maybe three-hour meeting focusing on structure of our workshop. Um, and then structure of like liaison updates specifically. So, when we're going through that, just to have everything outlined so we're all on the same page >> as long as it is if if the effort is to if the effort is to if we're meeting, we should be accomplishing something. So, if we're going to meet and we want to discuss the the um our our procedure manual and updating that on how we're going to to to govern our meetings, then I'm I'm okay with it. Um that that's fine. But it's it's it's not just a you know, let's because if we're if we're uh if we're
170going to do that, you know, the retreat is just kind of an environment where we just run through there say this. I like this way. I I'd like to add this um to our our procedures. Uh and then the end we all agree and we have a we have a new completed procedures manual. Is that what the goal is of this? >> Yes. So let's I would like to do that because I don't know when we're going to receive an appointment and I would prefer to do it sooner than later. We still have eight more months of this year. So we can go over the whole manual. Um, if you have a time frame of how long that has taken in the past, I don't think it will take too long, but I'm assuming three
171hours or so to go through, go through, update, structure the whole thing, and we can come prepared, everyone refresh, read the manual, and come and have notes and make it very efficient. So, I would like >> Do you feel it would be more beneficial to have it when we do have that fifth person, whether it's the appointment or the election? So I don't and that's what I'm considering as a board request what your thoughts are. >> Maybe you have a request to change something specific then if you feel like it can't wait. Is there something that you want to request in terms of how we that way we address it earlier and it doesn't have to be tied to a retreat. >> Well I specifically like the liaison updates and then the structure. >> So
172what is your concern about the liaison updates? >> So just having it all consistent and so when I have liaison you have leaison. Well, we all have different leaison appointments. So, and how we interpret those leaison appointments could be different from each other. For example, if I when I liazison Rimfire and and Buddy Taylor, that is very different than liaison for the um the uh legislative updates or the tobaccof free Florida. Um, in addition, the liaison updates to that end for us as a school board don't necessarily need to be their event calendar, right? There's a lot of resources that provide that information. So I think it's up to the school board member, their relationship with that school or organization and how they collaborate and how they wish to have that communicated which is also
173taking into account maybe the principal or the director of that particular organization. For example, tobaccof free Florida doesn't meet every single month. So I I don't know if somebody wants to score me poorly on a report card if I don't put a tobaccof free Florida update. >> Yeah. Leon leazison is not part of the board procedure. >> That's just an example. So >> So let me start fresh. I'd like to request a a board retreat because we did discuss that we were going to have one and then we weren't able to have one. So I'd like to request that potentially April or May. But what do we want? What do you want to accomplish? If we're going to take all of our time to meet on this, I don't want to meet just to meet.
174I want to meet to to to either Is there is there anything specific about the procedures that we currently have that we've been operating on since the beginning? Uh that that that are a problem for you that we need to that we need to sit and change? >> No, nothing's a problem. I'd like to go over our main >> because I'm okay with our the way it is right now. I'm I'm okay with it unless there's a a something new you want to add or there's a or there's some something you want to change. Um I don't see the reason to use the board's time. Um unless we have a a miss something to accomplish. >> I feel it could flow a little bit better. So, we discussed having a retreat several months ago and
175it was brought up by another board member and then it was put on our board request list and then we waited a few more maybe two months and then we discussed it again and it was brought up we may have an appointment just no one knows when just just because we had one before. Let me finish sir. Thank you. >> I I I didn't interrupt you. >> I don't know what you're talking about. >> Go ahead. you have the floor. >> So, I'm putting a board request in and so that's what I'm asking because it was already brought up several months ago, >> right? But we did say we were waiting for an for an appointment. So, here's here's what I would say is that um we we if we don't have an appointment, unless
176there's something specific that you want to discuss, if you want to bring back, I'm just saying I I'm not willing to have a retreat just to have a retreat. I I wanted if we're gonna have another meeting and take occupy everybody's time for this, there has to be a reason and something we're going to solve. Um that's the point for for for us to gather, not to just have a conversation. Um so if you want to if you want to bring some specific things that you'd like to change uh to the procedure manual, I would consider that. But uh and then furthermore, I think uh unless that I don't see the the point until we have an appointment or uh if we meet after the August election because what we can do is invite the
177um the um those that that that have won the election. We know that they're not going to take their seat until November, but we h we when I was elected, I was invited in to be part of the conversation because I was going to be part of that board in the future. I think that's a more prudent way to deal with it unless we have a specific because I agree we shouldn't go all the way to um uh to November if but if there's but unless there's an issue I I don't see the point of meeting >> the only thing I would like >> can I just finish so with my request I first mentioned I gave an example so I said for an example liaison and then the flow of our meeting and Then
178you said, "Well, no, it needs to be the whole manual." And then now you want another example. So I'll just rephrase. So a few months ago, it was brought up by another board member to have a meeting which was considered called a retreat. We can call it whatever we want to review the manual as a a group. So I'm requesting that because I feel that it would benefit us as a board. We have eight more months. We may or may not receive an appointment. And I feel if we had a retreat, three hours or however many hours it's supposed to take to go over and update our manual together and discuss it and have the flow of the meeting and make sure everything's flowing. I feel like it hasn't been as smooth and I would
179like to sit down with you folks. We're we're a team. We're a board and go >> What are your grievances? Why Why don't we What has not gone smooth? >> I would like to request a board retreat and we can talk about it then. So that's >> Can we please stop going back and forth? We do have a a retreat some things that I I would if I'm hearing you correctly um go over how our meetings are ran but I don't want it to be an opportunity to micromanage each other either as >> Exactly. Because we all are duly elected like when you bring up things like liaison assignments we want them to be consistent. I don't even understand where you come from with that because with a liaison I have I go meet with
180my leazison and I report back based on my own uh discernment of what I feel needs to be shared. I'm not going to share the same way you are or and and and as Miss Ruddy said they're they're entirely different >> of course. >> So I just don't I I don't understand that in itself but irregardless we have a board that has four members. We have to get consensus and and and when you have four members, we can't if we meet, we may not have consensus on uh certain things with a four member board. I don't want to get into a a um a meeting where we spend the three hours and if we h if we're divided on the um on how to move forward on that procedure manual, where's the where's the the
181the fifth vote to solve that problem? that is that is a disadvantage we have right now. It's unfortunate, but it is a real thing. So, that's why I'm saying is that if it's not specific, uh I I don't want to invest the time. I'm just making it known to the board. I I hear your request. Uh but I'm just saying as district 2, I'm not willing to invest the time in that retreat right now unless we can have an outcome of something. So, I'll leave it there. >> So, um Mr. Ready, your input as well. Would you like to wait or um >> I understand Miss RmIrez's request in that when I first started on this board, we are and you go through all the training, there's a high degree of emphasis placed on Robert's
182rules of order, which we apply at our business meeting, but not as much here. And sometimes it's used and sometimes it's not, which made it very confusing. I've since adapted but not necessarily in in my mind knowing this is not typically how it's traditionally run but in the same token I think we get a lot of conversation done faster when I've watched other uh workshop meetings from other school boards and I actually also spoke with Mr. Tucker who helped configure this kind of uh cadence. It doesn't mean that I don't see the need to kind of iron it out and ensure that we all understand and maybe when you know is there a need to bring back some of those Robert's rules of order. I totally agree and understand that position. At the same token,
183I do feel that it would if we if we don't wait for the additional person, then we run the risk of having to repeat it, which um can become very disruptive, right? Because we all have to adapt to how it's run. So, I do understand the spirit and the intent and I do support the need for the retreat. I was dis disappointed that we didn't have one as was outlined to us when we first started, but I would heir on the side of waiting until that election occurs so that we can hit the ground running without having to redo it and we can skill up the individual who comes. the same token, Miss Ramirez, if you have specifics uh specific improvement requests that you feel would be u helpful for us to kind of continue
184to uh ride smoothly until we get to that point. Absolutely. Love to hear that and and consider those individually. >> Okay. So, I think we have a consensus. Well, I I I Yeah, and I I just want to say though that if we want, you know, I'm no longer the chair, but when when when I allowed our workshops to be a little bit more free form for a reason for collaboration and it and uh it seemed to to work fine the but I'm I'm no longer the chair of the board, right? We if we don't need to do a retreat if you if we want to go to strict Roberts rules and and and and make sure that every single time you talk you you you get the permission of the chair. We can agree
185to that right now. We don't have to go to a retreat. Um these are just how we're going to do it. We can we can we can just vote on it as a a as a board here on how we want to govern ourselves. If you want a a more stricter protocol here at our workshops, I'm listen I I I don't I'm fine with it. But just tell us what you want and we can talk and we can discuss it. Um I I only use that example because Miss Ruddy brought that up. I don't know if that's what it is that you'd like to change, but we we don't have to have a retreat to um to do this. We can do it right right here at the at the board meeting. So >> am
186I scheduling the retreat, Madam Chair? >> It sounds like we're going to wait. Um which I'll agree with the others that um >> Yeah, I think it's best that we wait. >> All right. Do you prefer to add something to our next agenda to discuss specifics about our procedures? >> Um, I I'll wait on that. Um, I just wanted, you know, I we talked about a retreat in the past and then we were going to have an appointment and now we're already in March >> and we don't know that we're not going to have an appointment. >> No. Exact. Exactly. So, that's why I thought it would be a good idea. Let's get get that retreat done. If you don't feel that, that's fine. I just three hours to sit down and talk because we
187cannot discuss things and we don't have much time most of these meetings but um so I mean if that's not the will of board then we can wait until >> Thank you. Any other board member request? >> Are you done? It's >> um I have a discussion for after did you uh chair John do you want me to wait until um 22.02 2 or go go go through board request with everyone. >> Uh no, if you have a request, go ahead. >> Uh just a board discussion. So >> um sorry then I do have a request before we get to the discussion. I'm sorry. I thought >> No, no, it's okay. Um I would like us to uh take a look at policy 9160. um not relating to school visitors at events to the elected
188officials, but rather um relating to school visitors at events who perhaps um have worked with us but were released. And then we want to say, you know, even though that maybe they don't have a felony, which would preclude them from attending school events, it would we have a higher standard of protecting student safety. Um, so we can get into it more, but just adding that to the agenda and I'm uh having uh bring that case further when we have that on the discussion post if that's your will. Um um board chair John >> um >> I know you had responded to that email but um yeah the board also wants to >> what is the I'm sorry what what specifically >> so there uh and I don't want to get into the human resources specifics
189but there has been uh apparently cases where u an employee employee has been either relieved of their duties. A or they resigned in lie of termination. And um that resignation or firing was uh due to uh maybe questionable conduct with the student. But yet the law enforcement either did not have sufficient um um information or uh whatever it may be to pursue particular charges. Do we want to review and discuss should should we have in our policy that uh we can write that as part of their termination that they're not allowed to enter school events. Right now, the way the policy reads is that people can be removed for being a disruption to a school event, but doesn't say, "Hey, if you lost your te teaching license, maybe you shouldn't be coming to the school
190event then." >> If it's not outlined in our policies, then maybe we need to address that. >> Okay. I mean, put it on the on the list, the board member request. Anybody else? Um I have more of and not we don't necessarily have to have a whole discussion about it but just more of a PSA and maybe for the district to incorporate this but um what recently occurred in the community um making sure our children are aware the high schoolers in health class that about the safe haven boxes and their their options if um if they are pregnant. I'm sure you know I know we've talked to our kids about these things in health class but are we covering that? That's something I didn't actually know about until college. Um, so I just want to
191make sure that >> I don't even know what a safe haven box is. >> Yes, a lot of people don't know. Um, >> yeah, the fire station they have >> if you are pregnant, you don't want to keep your baby, you can go to a fire station or a hospital and surrender that baby. No questions asked. So just um >> so that's just the public service announcement, not anything that that we're doing or are you >> I mean I don't think we need to I mean I don't know but I want to make sure it's being >> well I think I think this is more of a comm I agree that what how you framed it as a as a public service announcement because I think pe the the public should know more I mean
192like you didn't know about it. I I mean I I think I've heard of it, but it's not on the front of mind until that news article came out. So I I do think as a uh but I don't know if if if if we're if we're the entity to to disseminate that or not. Um but it should be definitely uh put out there to remind the public that that is an option. Um >> I just don't know if it's a policy decision that we >> No, that's why I'm just asking that it be addressed in health classes. Um >> Oh, so you >> putting it out there. >> Oh, so you're So you're saying you do want it to be part of a health class >> instruction? Does that make sense? >> Uh I
193mean it doesn't it's not >> it's not for me to implement. >> I just don't know. I mean I I guess I mean I I don't know where how that how that uh >> they do have um puberty um classes or instruction. I don't uh I believe that happens around grade five. >> We can provide to you as a board if it is covered in any of our standards um for any of our courses. We can provide to the board if that is covered anywhere. Off the top of my mind, I cannot say yes or no, but we will look at if it is covered in any of our our standards. >> And for something like that is I guess I' I'd want to hear from legal in terms of >> right that's complying with
194uh making that request. >> Uh >> and we're we we're teaching abstinence in in here in in health on these subjects, right? Yes, we do teach abstinence and for for us it is if it is not within the standards then it would not be something that we would be adding. that I will have um I will get with our science and health um curriculum specialists to identify if it is with any within any of the standards and get back to you as to where that is is covered or or not covered >> or it could be part of student services similar to our mental health where um it's offered to the parents when maybe uh that's you know that comes up in a scenario. See, that that's where what you just brought up is where
195my only concern is with us getting involved in that conversation is that uh it's one thing about a child to know about this, but it's another thing for the parents to know about this. And you you want the the the child the parent to be involved in that uh discussion if they're if they're going to do that. Um >> yeah, ju just look at it from like le bring legal in on that. I just, you know, again, every time we we we float an idea, >> it it it it there's if it becomes policy, there's a lot of action that has to come behind it with staff. So, that's all I'm saying is that >> there's a lot of good ideas or things that are but should they be transitioned into policy. Um, and that
196that's my only just my only caution >> in this year because a lot of >> I do understand chunks because if it's hidden from the parents, how are the parents going to take that information and then this could have been a, you know, I mean it was >> right I'm not trying to you know step in where the parents are healthare provider% >> something I think about and >> you know maybe that situation for this young young lady could have been avoided uh >> you know had she known >> so our action is to identify if that is covered in any of the standards um and if it is where it is and we will provide an update to the board on that. Okay. Uh, board discussion topics. Anything else? >> I just wanted to
197see if remember it was several years ago, so I wasn't on the board, but I know um, Miss Patty goes over and does the budget bucket review. >> I've had a lot of like community members just ask, "Oh, well, why can't you spend money on this or or this?" Because, you know, they don't understand the processes that we are trained on and learn. So potentially just a budget bucket review for her to present for the community to watch and then maybe they could use that clip and provide it >> maybe Foley could work on a little like >> short form video or something. One one resource I as a board member I'll just say I have done this before is I I when I have a topic that's that's common I will take that uh
198link from our board meeting and save it in a handy place and then as the individual board member shoot that out to them because that is going to be way more informative than even with Mr. Foley putting a PSA out. >> So maybe that's a better option. Yeah. So, what the tools that the resources that we already have, they're already made and not wasting anyone else's time, but a discussion on the community, not necessarily live here, but if somehow we could have that created so the community knows where all the money is coming from and it will be like an aha moment because I >> we can go back and look at that u presentation because it was we did one in a board meeting to see if that is still appropriate. Take that snippet
199and push it out and make it available. If not, then we can incorporate a buckets of fund um information a part of one of our financial um updates. >> Yeah. And it might be to though because that FFP is changed. >> That's what I'm saying. It may what we did. >> Yes. What we did may not be this the um appropriate. But if it is, we'll use that. If not, we can do the bucket of the funds. I'm sure >> not having to waste meeting time, but having what we have and sending it out just so the community is aware and communicating that with them because I feel like I've had a lot of questions and it just I think it would be helpful for them to see where money comes from and >> especially
200as we go into budget time of the year. It would be a great reminder. >> So that that was just the only thing that I had extra. >> Okay, any others? All right, we'll move on to closing comments. All right. Uh other than thank you for everyone on all the presentations today and then just for parents and community members just check out all the events happening at the schools and FSBA annual summer conference is coming up. So make sure I think today we need to let Miss Ariel know if you're going. So that's >> actually I also forgot I think we need to look at moving our meeting from June 9th because the conference is on the 10th. So, it would >> potentially move in earlier, >> right? Because otherwise you'd have to travel late
201>> instead. Maybe 1:00 p.m. >> Okay. Can we bring that back? Add it to your next agenda item to discuss that. >> My apologies. >> No, no, that's great. >> I forgot about that. >> Wrote it in my scroll here and it's missing. Yeah. Um, yes. Thank you for wonderful updates today. A lot of great information. Uh, collaborative conversations. Um I will share one of the items that is currently in the uh legisl legislative session is again additional restrictions on teachers unions and um essentially making it more difficult for unions to be able to have their um uh membership for people to enroll and to make it more difficult for people for unions to collaborate with the school districts. Now, this is not something that is happening for firefighters unions or police unions. So, again,
202it is an area that the education system is being targeted. And there have been questions brought forth. Well, if your funds are your funds and it's not like you're a corporation or Ford where you can really control to a large extent what the salaries would be. What is the point of a union for a teacher or for u a a support staff member? Well, the point is number one, it's a great benefit to just the inner workings of our organization. Could you imagine us having to field all of the questions, the needs, uh, individual issues that happen without going through a central advocacy system? That would be more time conssuming on the superintendent's staff. Additionally, a union is part of the checks and balances of a system. It helps to ensure that we are enforcing
203and upholding our policies and procedures in an equitable equitable manner and for highlighting maybe needed improvements when that does need to occur. And you probably have all heard and seen teacher burnout, right? It is been a thing since COVID, probably before that, but maybe they're just being more vocal now. but ensuring that there are uh work spaces, work environments and support services that are going to help that uh employee thrive. So, unions are not uh a an enemy. Uh and it makes no sense why we're targeting only teacher unions. And so I would encourage you to read up and make your own opinion and advocate uh for the way that you see fit with your elected officials during this legislation session. Thank you. >> Um I just I don't have much to add today, but
204just thanks again to staff and uh have a wonderful week. >> Thank you guys. I know it was a long one, but we appreciate all your hard work. Hope everybody has a great week. Have a great rest of your week. >> All right, this meeting is adjourned.