02/24/26 Flagler School Board Information Workshop

001question. I think Good afternoon. We'll call to order the Tuesday, February 24th, 1 p.m. school board workshop. Let's rise for a moment of silence followed by the pledge of allegiance and our national anthem. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Heat. Thank you. Please be seated. >> All right. Can I get roll call, please? >> Lauren Ramirez, present. Janie Ready, present. >> Will Furry, present. >> Christy Song, present. >> Michelle Lamora. move on to board member lesson on updates. All right. So, we'll start with Beltier Elementary. So, they had a great you and me dance on Friday at Matanzas High School. I know a lot of work went into this. So,

002thank you to both uh school administrators. Mr. Kevin, who is if you don't know him, he's a full-time volunteer for Beltier. Um when I first met him, I thought he was an employee. So, um, the PTO volunteers, the custodial staff, they were working it. They were also volunteering at it and plant services and our firefighters because we did have a small situation at the beginning of the dance, but everybody um, handled it very quickly, professionally, everyone was safe and it was super fun. So, thank you all to all of that team. They're now gearing up for their annual Bobcat 5K. So, it will be April 11th and we are looking for business sponsors. So, if you are a local business, small business, large business, we are looking for your sponsorship. All of the funds go

003back into the school for various activities. So, please take a look at that. And thank you to Sweet Melissa's. Uh they donated 100 ice cream treats to support the PBIS program. So, PBIS, uh it focuses on positive behavior for our students. And um PTO and SAC meetings, they went very, very well last week. They always have coffee. So, you know, great groups. We're looking for new leadership for PTO and SAC. So if you're a parent or guardian, they are looking for that because the current ones are going to be retiring from that position. Matanzas High School. So again, thank you for letting the elementary school hope, you know, have their dance there. It was really fun. All the kids liked it. So they had a packed sack meeting last week. As usual, faculty presented four

004mini grant requests. So what that is, it's money that comes from the state and it's in a a large bank account and parents, teachers, kids, they vote on where the money goes as long as it meets the SIP student um the SIP >> improvement >> student improvement plan. Thank you. So we had four mini grants. It ranged from certified pirate shirts to fast ELA success kits and glue sticks, believe it or not, for math notebooks. It's actually really cool how they utilize it. So, if you do have any glue sticks to donate, we would love that at Matanzas High School. Uh, we need a couple hundred thousand. So, serious go. I'm I promise you'll love it. Uh, congratulations to our Blue Steel band and JOTC cadets. They were at the Daytona Speedway recently. I did

005not attend that, but um, a lot of, you know, people were watching, so we're proud of you. And the multicultural festival is going to be March 12th. I know they work really, really hard at that. It will be at 5:30 p.m. So, open to the community. EPAC, that's our exceptional student education parent advisory council. So, they continue to to do great work with our students with disabilities. Best Buddies Club. So, that's a club that, you know, works with our ESE students and nones students. So, they hosted a Valentine's dance at Indian Trails Middle School. So, it was a great great event. Uh my kiddo went to that and said it was awesome. He's a part of Best Buddies and their ESSE department continues with their Friday coffee cart. So some of the schools do different

006things with our ESSE department. So it's pretty great program on the legislative side with ES. So I wanted to kind of incorporate this. Our House Bill 615 strengthens the IEP, so the individual education program process uh with parental notifications. So, it passed unanimously in the house and so it'll be moving on to our governor to see about the next steps with that virtual teen town hall. They had um an event hosted by Olivia and Ava, our student representatives. The 2026 teen summit will be April 11th at the government service building and it will be um the flyer coming out very very shortly. Open to all middle and high school students. They receive 25 community service hours. lunch is provided, lots of different workshops that will pertain to the youth. I was able to attend last

007year for a couple hours. It's it's pretty neat. And our pals, our police officers are very involved with that FSBA. So, uh, Florida Schoolboard Association, my other liazison, uh, last week, Miss Ruddy, Mr. Furry, and myself, we attended a FSBA training in Putnham County at their school district office. We focused on governance, best practices, and I would like to just say that I'm proud that Flaggler County, we provide direct public access to all of our board docs policies. And even though you may think it's easy to access, some other counties, it's not. So, um, it was pretty pretty neat. I'm also a member of the FSBA Leadership Service Committee, and we had a great call about our third calculation. So, the Florida Education Finance Program. So, uh, statewide many, many districts saw enrollment declines. Um,

008the state overall was like over 46,000 students in the state have decreased from enrollment. We are remaining growth and thriving, you know, so lots of moving parts, but we're doing pretty decent now. So, I think because we do a lot for our district. So, um, you know, just keep doing everything that we're doing to keep things moving along. Um and uh yeah so that's what I have lots of updates so thank you very much. Uh so the first update I'll share is not for a school that I leazison with but a activity that I participated in. It was uh the Matanzis High School under Mr. Ronaldi and Miss Tiner uh hosted the debate and speech uh competition for area schools. Um we do have I believe uh a couple of students from FPC who work

009under Miss Tinure at Matanzis as well as some students in Matanzis who participated in this event. But the majority of the students were from surrounding districts. Um and uh I was uh honored to serve as a judge at this event. It was wonderful. I was able to judge the informative speaking and the uh legislative. So they do the same Robert's rules of order and debate house bills that are in play and Senate bills. Uh but it was a really rewarding program to watch middle schoolers, high schoolers participate. It would be really wonderful for us to expand such a program here at in our district and I do appreciate Miss Tincture's u uh time and commitment to serving as the coach for that program as well as all the other duties she has. Um the second

010item is uh rimfire. They have a night at the museum coming up this Thursday. It's a wonderful project uh where uh it really encompasses crosscurricular items where students present um sometimes it's been science themed, sometimes historical. So, I'm really looking forward to uh checking that out. And the BTMS SAC meeting is also this Thursday. So, it's a a wild ride there. For FPC, I have a couple of updates to communicate. Um, you hopefully are, if you're a parent or student from FPC, you are receiving communications about course selection and academic planning. Please make sure that you're meeting with your guidance counselors if you have questions. Um, and as those different tracks may have different requirements, um, 8th grade transition to FPC is also underway. Uh we always love to have the middle schoolers go and

011visit the high school. We do the same for elementary to middle and it's a wonderful event and provides a lot of insight into what the programs are that students can participate in and they get really excited about that transition and feel very welcomed into their new school. There's a free SAT school day on March 4th. We know that for those students who are interested in pursuing uh college SAT is a very important assessment and so it's wonderful that we provide some of those resources um uh free without having to pay for such tutoring uh through the schools. Uh then there's a SAT prep day the 24th and 26th of this month. Um FF week celebration uh future farmers of America FBC recently se celebrated FFA week se highlighting leadership service and community involvement of students

012in the agricultural and CTE programs and this week they showcased the strength of FPC's career and technical education offerings. There's also a 4H um district speaking contest on Wednesday at 6 PM. Uh SGA, the Student Government Association, they're very active at FPC. Very uh uh impressive group of of students. Uh FPC student government association attended the FASC state conference and represented the school exceptionally well. That's their um kind of competition. um which was new to me. We did not have competition in student government association when I went but you know that was uh eons ago. In addition to attending FPC students presented seven workshops to SDAs from across the state of Florida demonstrating leadership and innovation and then finally state leadership recognition. Ava Pascal and Sophia Freder delivered outstanding speeches and were inducted as state

013co-treasures. And as a result, FBC will host the FASC state conference in 2027. That's exciting. A significant honor that reflects the strong student leadership and culture at FPC. Um, also as the federal liaison um or sorry, the federal legislative uh liaison, I have some updates. As we know that uh the legislator is in session both at the state and at the federal levels. So, I'm going to give you a couple of highlights and their potent potential impacts on uh what has uh transpired since the last update. Um so, uh two big uh movements happened uh this past I think week and a half. Property taxes and uh related to the state budget and education funding. Uh so, the house advanced the uh 203 proposal. Uh so it's going to uh it's a constitutional amendment and

014would now move to voter approval in 2026 election requiring 60% of the vote to move uh in order for it to take effect in 2027. And currently that um bill as it stands would not affect the school tax portion of property taxes um and would apply to homestead uh exemption properties. uh there would be an indirect risk for uh schools as well as other uh tax uh run services. For example, large losses to county or city special district revenue could increase the pressure to shift costs to districts and shared services uh which could be first responder agreements, facilities, uh things of that nature. So, we'll keep an eye on it um and just make sure that ahead of that vote, everybody is uh versed and educated in uh that bill so that you can vote

015based upon your beliefs. Um the second is uh the house bill 5001 and senate bill 2500 which relates to the funding for schools. Um the bills determine district operating dollars, categorical goals, and statewide setides which directly drive staffing, class sizes, instructional materials, and stu student services for fiscal year 26 27. Um so the final conference outcome can shift per district allocations and may add new requirements tied to the money. Uh so essentially they're loosening the buckets but not loosening the requirements of the expenditures and in some cases based upon other bills that are in line may put additional uh requirements on those uh buckets. Um and House Bill 5003 safe schools formula changes are in play. They are looking at implementing language that can change how safe school dollars are distributed and what districts must

016do to qualify which may have uh the impact of redistributing funds between large and small districts and altering staffing allocations. For example, uh there is a foundational element of and putting into place some language around an SRO or uh coverage per a ratio of students. But in this particular bill at this time, there is not a stipulated ratio. And then finally, uh Senate Bill 70 36, the education packet. This is a large packet uh where initially it was uh proposed that the state write the curriculum that is delivered within all schools eliminating competition as well as um the outsourcing of those textbooks and other curriculum resources. However, after reviewing a similar implementation that happened in Texas, where Texas has already spent 500 billion dollars and did not even finish yet writing the curriculum for all

017of the uh grade levels and subject areas. That portion was removed from the bill. Um, and so uh the rest is is moving forward. Uh let's see here. There is another item uh Senate Bill 1216 public school personnel compensation and this one proposes to expand or adjust the way districts can apply cost of living adjustments and modify certain limits related to pay adjustments under salary schedules. Essentially, it would increase the payroll flexibility and costs depending on local implementation and available funding and would require our HR and finance departments to update salary schedule rules and communications. But again, um there is uh not language in that bill to state where the funds or support to um provide the minimum required cost of living adjustments would come from. Um, let's see. There's a lot more, but I

018would say in terms of things that have moved, that's probably I think about the extent of it at this point that I think are kind of the bigger ones that have um had some changes besides the IEP one that Miss Ramirez had already uh referenced. Um, and so those are my updates. >> Okay. Thank you, M. Ready. >> All right. So, I will start off with Old Kings Elementary. Um, so they have an upcoming field day March 9th through the 12th and this is going to be for all grades from VPK to fifth grade. Um, they're looking for volunteers and they're also looking for sponsors uh for water, snacks, and supplies. And for those who uh do sponsor the event, they will uh display a logo and your business name at the event. And also

019in addition to that uh promotion, you also get some uh feel-good points uh for supporting schools. I took that from their website, so I like that. >> Um and um also uh the Flagler Ed Foundation, they hosted their second annual health and career fair supporting healthy habits and future opportunities for our kids. So, our our our uh career and technical outreach is not just for our higher grades. We're starting all the way down uh in in our uh elementary schools. Um and to build on that, um they also had a a local dentist visit um to promote good oral hygiene and how to choose snacks that are best uh healthy for or most healthy for their for their teeth. Um and it was really nice of the the dentist uh Dr. Jesse uh back um

020she provided uh toothbrushes and toothpaste for every student that was in attendance. So that was really special. Uh moving on to Indian Trails. Um applications are open now for the Matanis High School for for Matanis High School students who want to apply for the uh school governance association. It's a great opportunity if you you are a student leader, someone who wants to make an impact. um you you are involved in planning uh events and you represent the student body, build school spirit and make uh a real impact on campus. So, you can go online and fill out those um uh applications on the um uh Mustangs social media page. Um, also, uh, upcoming is the the Mustang Roundup, April 16th, 5:30 to, uh, to 7:00 p.m. And all perspective and new students, um, are welcome

021to come and, um, learn about the Mustang Nation. And, um, also the, uh, they're working on starting a a swim club with a partnership with Flagler Fluid. So, that's in in the works there. So, so stay tuned to see if that uh comes to fruition. Um, also they have their uh real mustangs um that were out on a fishing trip this uh recently and uh they um uh went out to the inter coastal to uh to engage in those activities and they had a I saw a lot of the pictures. They seems like they had a great time out there. Um, also the uh Mustang uh band members took part in the solo ensemble and received superior ratings across the board and future problem solvers never disappoint and uh they were involved in the global

022issues uh problem solving writing program and uh they swept the the the board with district awards. So very proud of their success there. Um and um on the the legislative front um this already covered a lot of that already, but um you know with the property tax proposal right now um that was the House bill and we're still waiting on the Senate to put theirs out as well and then the governor. So um although that's a start, one good news is one part of that that is good news is that they are protecting um you know uh school levy taxes. Um but uh as Miss Ready said, there are uh other um supports that that that the local county and the and the city governments participate in, especially in our um school resource deputies. So

023th those are are areas where we will have to fill those gaps if if if their funding goes away. Um so I'm sure we will find a solution. Um, and with the safe schools, uh, I am encouraged that they're looking to increase the spending on that because that is one of our unfunded mandates that we have to make sure we have these uh, SRDs at all of our campuses, but we don't receive all the funding directly from the state. So um that is that's encouraging but uh again one in smaller districts we might be impacted by the reduct the removal of the base allocation which is 250,000 which could squash some of the top end benefit in the increased funding for us. So we have we're constantly monitoring that and and seeing how we'll be

024impacted and and put our voice in to to mitigate that if possible. Um so that's all I have uh for today. I'm going to leave it to you chair. >> Lots going on. I'll try to be quick here and be mindful of the time. All right. So, Chamber of Commerce Commerce, they will be hosting a springfest March 7th in the town center from 10 to 4. This is a free event with vendors, live music, a car show, face painting, and bounce houses. So, check that out. March 6, Flaggler Cares and Flaggler Broadcasting are hosting a helpathon. This is an opportunity to donate skills or a service, donate food or gas cards, and donate to the emergency fund for uh local residents in need. This event helps support local families. All right, Zigger County Education Foundation.

025I enjoyed getting a chance to meet with Miss Rizzo last week and just refresh on hearing the mission of the Ed Foundation and their impact on our students. Last week, they held a successful Marty Gro ball. Always a great event. and upcoming. Please save the date for the Joe Rizzo Memorial Golf Classic which will be held on April 20th. All right, Flaggler Auditorium. They always have lots of great events on let's see today I believe is the Tina Turner tribute. So that will be tonight. And on March 4th they have the I am he said a tribute to Neil Diamond with Matt B and the killer bees. And March 12th will be Swan Lake Dance Alive Ballet. That sounds really great. Panel Elementary, February 26th, this week is literacy night. There will be activities including

026siteword bingo for a chance to win some new books. There will be signups for an afterchool book club. And our author Rachel Vasquez will be there to sign her book Pickle the Chicken Finds Her Sparkle. And on February 27th, Panera Bread will be having a fundraiser and 25% of the sales will benefit Venell Elementary. And for Wodssworth Elementary, February 27th is music night for kindergarten through 2 grade. This will include games, prizes. Um the kids will get to make music with instruments um that are set up. Admission is $10 and includes pizza and a drink. And on March 28th, they will be having a craft fair and vendor market. So they are looking for crafters, vendors, food trucks, car enthusiasts. Please spread the word for that. This will be held from 9:00 to 1:00 in

027the bus loop. So you can come out to shop or participate. And for the GW Carver Center, open gym continues. Um I believe that's Monday through Friday. For elementary students, they go home around 5:30 so they can make sure they get home safely. And eight middle school students completed the life skills program and earned $100. And for the Flaggler Historical Society, congrats to Pete Johnson. Earlier this year, he um is now the president of the Palm Coast Historical Society. And on April 11th, the second annual Panel History Day will be held from 10:00 to 5:00 and will also include vendors, food trucks, and historical reenactments. That sounds like that will be a lot of fun. Okay. Thank you. All right. We'll move on to the voters's guide cover design contest with our supervisor of elections,

028Miss Katie Leard. Well, good afternoon, school board. Welcome. >> It's great to be here. I really enjoyed the updates. So, not have those. Um, so this is the 16th annual contest. I can't believe it's been 16 years, but um, we have a probably a record number of submissions. I somehow got them to fit on the tables. You probably saw them. >> Yes. >> As you were walking in. Uh, we had 82 submissions from our high school students in FC and Matanzis. So, um, thanks. Just want to shout out real quick to the teachers for putting adding this to their already probably full curriculum. They um are great to work with and we got some really great designs. So um this is a real real world design project for our students in high school. Um they

029get to apply their skills and have a chance to win. Um so it this is the cover of our voters's guide. Each year we do this. Um, so if you guys want, we have these really cute clothes pins. Okay. >> Um, that you guys have this year and you can pick your top three. So when you go out into the hallway, you just place it right on top of the design. Um, I don't know. We might have a recount. We'll see. >> All right. You guys ready? Think we have like double the number of submissions as last year, right? >> Yes. Uh-huh. >> Thank you. >> I tried to give you that. Exactly. >> You know what? Now we still get energy. Sir, Don't be walking. They usually say right next to one side. And

030then she's only Well, we have three designs and a three-way tie. >> Oh, wow. >> So, I think I'll give everybody one and you got to pick among the three. >> Okay. >> Is that a good way to do it? >> You're the supervisor of election. How are you call That's right. >> Give him time to keep that. We find out like an alcohol. >> We have a winner. All right. >> I'll let it >> Oh, YES. >> All right. Thank you guys. >> And we'll find out at the next meeting. >> That's right. >> Next month. >> Yes. >> Thank you for seeing us every year. I know that with all things you've got going on um to take the time to do this. We really appreciate it. >> Well, thank you. Yep. It's

031worth it every year. Thank you. Moving on. Do we have any changes or additions to the agenda? >> One swap and and I uh do apologize. Um I thought this was made 6.02 and 6.01 should just be reversed. We're starting off with our school improvement plan. M your reflection with our school principles and then going into our strategic plan. >> Okay. Okay. Um, can I get a motion to approve the agenda? >> Move approval. >> Second. >> Motion by Mr. Furry and second by Miss Ready. All in favor? >> I. >> The motion carries. Okay. So, we will move on then to um 6.02, which is school item. >> Public comment. >> Oh, I'm sorry. Do you have any public comments? >> Yes, we have public comment for Mr. R. I'll read this to stay

032in the three minutes. Uh, Madam Chair, Superintendent Moore, members of the board, my name is Ron Long. Thank you for the opportunity to speak. I want to acknowledge that this strategic plan correctly identifies areas where our district is struggling. Recognizing the problem is an important first step, but I believe we owe it to our students and our community to be honest about what the data is really telling us. We look at the districts from 2017 to 2025, it becomes clear that what we're seeing here is not about moving Flagler County schools forward, but about trying to get us back to where we already were almost a decade ago. In English language arts, the district was at 59% English uh proficiency in 2017. Today, we are still at the 59%. In math, we were at 63%

033in 2017, and after years of difficulty, we're now at 62%. In social studies, the goal is 73% and that's exactly where we stood in 2017. This isn't progress. This is just simply recovery. The most troubling data point is kindergarten readiness. While the stated goal is 55%, the actual readiness rate for 202526 uh school year is 37%. That tells us that students are entering our schools already behind and the response in this plan doesn't really reflect urgency the way that these numbers are demanding. My concern is not that the district lacks awareness. It's that the solutions being offered rely on familiar language and double speak reviews, training, alignment, equity without clearly explaining what will be done differently in the classrooms, how success will be measured along the way and what happens if these goals are missed

034again. If this board truly wants to see different results, there are some concrete steps that could be could make a real impact. For example, setting non-negotiable district-wide expectations for early literacy and for math instructions uh especially in grades K through three, requiring dedicated intervention time built into school days for students who are not on grade level. And publishing clear school by school progress updates so that parents can public and the public can see whether these strategies are working or not. and tying leadership, evaluation, and support to measurable student growth, not to just simply implementing a new process. And prioritizing time and resources in the classroom, not just meetings and reports. These kind of actions move outcomes, not just language on a page. I respectfully ask the board to push these strate to push for strategic

035plans that is specific, accountable, and focuses on exceeding past performances, not merely recovering to them. our students to res deserve more uh than just reassurance. They deserve results. Thank you for your time. >> Wow. >> Thank you. >> Okay. All right. Moving on to our schoolwide improvement plan with your reflection with Mr. Scott Reynolds and our school principles. >> Come on. seats. >> We'll put our high schools down here on the end since our elementary are kind of grav gravitating to the middle. We'll put a >> we'll put our high Come on in. Let's do this. And Dr. O'Brien, you can sit there next to Mr. >> Everybody's here. >> Welcome everybody. >> Are we going in the order of schools listed here or is it going to be alphabetical order or the seat order?

036>> Yes, we will. Um, Mr. Reynolds will let us know. >> Good afternoon, board. Superintendent Moore. We have all of our lovely principles um with you with us here today. minus one >> minus one. Um and they are going to share a some highlights from their midyear reflections for their schoolwide improvement plans. Um they're going to take about a minute or two each to go through and then we can open up to any specific questions that you have um about their reflection. And we're just going to go we're going to make it easy and just go down the line. And so we're going to start with Mr. Bobby. >> Well, thanks for having us guys. Um I'm Bobby Nosterad, principal of FPC. Um we have some really good data to share for our uh midyear

037review. Um last year when we talk about students with disabilities, last year we needed about 41% proficiency. Our goal this year was 44%. And while we have not yet met that benchmark, we are seeing encouraging growth so far this year in both 9th and 10th grade ELA. We've met over 60% of our students showing positive growth and PM2. Um our next focus is going to be moving and strengthening our common assessments. uh centering our PLT conversations on student mastery, improving collaboration between teachers and our support facilitators, which has been a great effort. Um area two for our acceleration uh we're currently at 42% which is really good as we move towards our goal of 50%. Um we anticipate a significant growth this spring because we are going to have over 700 industry certifications scheduled. So

038we're hoping that that is going to be huge. Uh we've improved access by rebranding options for our department of press, adjusting schedules to increase senior exposure, and also centralizing certification testing. Next year, we're moving to pairing career explorations with a half a credit of personal finance. That's going to allow for more opportunities. Also, uh we've also added professional success, which is a class for 11th and 12th graders, similar to our DCT, which will also open up more opportunities for them as well. Um and when it comes to our ELA lowest cortile, we were at 49% last year proficiency. We've improved to 50.3 in grades 9 and 48.5 in grades 10 so far with approximately 64% of our students showing positive growth. Our next steps for those uh also include implementing consistent common assessments and strengthening

039our datadriven collaboration conversations that we're having. But overall our while our proficiency targets have not yet been met fully, we are seeing strong student growth and have clear actionable adjustments in place for our second semester. on your uh data here. Um I see or I just want to make sure I'm understanding. It says students with disabilities made a positive increase in SS. Is that >> social studies or is that but when I link that looks like it's an ELA graph >> or standards >> Scale score. Okay, thank you. Um so just to I I'm just wrapping my head around here. progress monitoring one students with disabilities for grade nine were was at 9% so now we're at 11.6% 6% proficiency for um for ELA. >> Correct. >> And then so in the second um visual

040it says 9th grade ELA students with disability growth from PM1 to PM 2. 62% of 9th grade students with disabilities made a positive increase. So you're saying 62% of the students made an increase but overall the increase was 2.6. 6% on average. I'm trying to just understand the data. >> It I said Yeah, I just said over 6%. >> Yeah. So, it wasn't um even though they increased in scale score, they might not have increased to the point of being a level three yet. >> So, the second graph is just that they've earned a higher scale score during PM2 than PM1. That first data point is that they've reached a level three for achievement. >> Okay. And so what we're seeing is that with that 11.6% for 9th grade and 17% for 10th grade that

041that's a pretty big gap between the 44% for general ed students. >> Yes. >> Okay. So what was the increase for general ed students? How does how's the SWD compared with the increase for general ed? >> Let me pull up FPC. So between PM1 and PM2 um for all students I'll just combine 9th and 10th grade they um increased by 8% it was 42% >> so about four times the amount >> and 50% in PM2 >> okay so Mr. Dr. Bosardet on what are the items that you need support in in order to help not only grow the student with disabilities but continue your growth in in the general ed especially I'm seeing some issues around algebra for example I think you mentioned something about common assessments uh I you know we have a lot

042of common assessments in the K through 8 space um so you see that as a specific challenge among the high school grades >> it has been um I I definitely want to give credit though to to the entire district as we've moved towards those common summitive assessments in our district which we've seen significant growth. I mean it's it's a way of progress. I think the difference in secondary we offer so many standalone courses alone as well. But when you start taking a look at our ELA our algebra our geometry we have made significant strides in those common assessments. So I do feel that our data is supporting that. But that's always an area that we we we continue to get buy in with especially with some of our new teachers. When we did the state

043of the school this year at FPC alone, we've got over 50% of our instructional staff has been hired within the last four years on our campus as well. So, you're bringing in a lot of folks that have, you know, ideas from former districts and and a lot of good conversations that are reviewing some of the assessments that we currently have um and looking at some opportunities over the summer for some professional development to bring those folks together to really review what we have, but also increase the number and the type of assessments that we're given. Mhm. So would you feel that perhaps in terms of the staffing uh if it's uh the focus on let's say math and student with disabilities that we maybe need to prioritize ensuring getting more experienced folks in those areas.

044Um and then with regard to the common assessments we have the summitive but you're looking for more formative assessments. >> It would be nice to shift there. I think step one is getting our summitives in line so we can structure our supports in place too. Like for instance, we have online tutoring for our algebra. We see a lot of success in that that department itself has really leaned in on their common assessment. So when they're looking at the formative assessments they're given throughout the week, that online tutoring can be can you can take advantage from whatever your teacher is. It's not a teacher lottery that you're going to a one-stop shop. You know where they're at as far as pacing and you know the assessments that they're given in that class. So yeah, that's an

045area that we definitely strive to to to improve on is our common formats. Um but I think before anything we've got to get our we've got to get a complete agreement in buying with our subs that we're using. >> U Mr. Chairman um I I would like to maybe um have us potentially discuss two items relative to this that I saw a trend between MHS and FBC and that is the um the progress monitoring assessments as well as perhaps um with the algebra since that's uh both a pain point. Let's take a look at the curriculum leading up from middle grades into um the high school to ensure that there's proper alignment for for instance um K through 8 is very heavy on modeling instruction especially in math but then when I look at some

046of the curriculum for algebra it you then take away that modeling. So if we're if we then pivot the way we're instructing students in the math maybe that is uh a hurdle to to cross for them. So, uh, that and is are we receiving the proper foundations, um, leading up to that the algebra piece? Uh, and and is that kind of connecting? And maybe could the high school teachers um maybe have some crosswalks with seventh and eighth grade and say, "Okay, what are the strategies used to teach these maybe pre-alggebra foundations that we could trigger uh remembrance of when they're now moving up to the advanced algebra foundation?" So, I think we need to look at the curriculum piece there and then take a look at the common assessments. I think those are valid points

047that have been made in both of these uh uh progress updates. >> Okay. So, you want to add that to a future agenda? >> Yeah, I think we need to take a look at that as a board in order to support the success >> and and really um respectfully I think majority of that is on the uh school district side of it. Um and so we will gladly come and bring forward to you guys the work that we are already doing um in in those areas. But we absolutely can bring that forward as a an item. >> Well, for example, a policy might be I think uh was it Matanis is using where they're doing uh 1A in conjunction with the algebra. If that's something that's working, do we say well unless the students at

048a three or above after progress monitoring, we make that a policy that that is is required or um you know what uh um I is there an entrance piece that we take to determine what are the background information that a student's missing and provide supplemental material um before they start taking that algebra. Okay. So, I guess we'll discuss that at another workshop. >> And I have a question with your algebra. So, I know Matanis and I don't know if it's the same. So, just cuz I go to their sack meetings, do do your algebra classes have also interventionists that are incorporated somehow. Okay. So, it's like structured the same. When did that start at >> at We had supported classes for the last three years to find before I got there. I believe they had

049similar. We run it a little bit different over the last three years, but yeah, we we run a complete supported class model with the ELA and math. >> Okay. No, I think that's important because a lot of the math it's reading as well. So, um I'm glad to hear that. So, that's good. And um I I like how the scheduling adjustments have been changed. So, like more students are increasing those uh diploma plus courses because they if they don't know about it, you know. So, I think like everyone's doing a great job with that. So, thank you for for talking about that and I like the numbers. the 700s. >> All right. I'm Travis Lee, proud principal of Rimfire um elementary. Um I'm focusing on air focus one. Um our air focus one focuses on

050our professional learning communities and and implementing best practices across the board K through five so that we can overall increase our student achievement on the uh the fast assess um assessments by 5%. And so we're pleased to say where we were at the midpoint. Um we were ahead of where we were at this point last year from PM2. Um in math by 6% and ELA we were at the same but in our um school grade assess um areas. In ELA we were um 3% ahead of where we were. I'm sorry 2.5% ahead of where we were. So, we're definitely showing progress and are ahead of where we were at the PM2 mark knowing that we were assessed four weeks um ahead of where we were last year. Um some of the things that we've done

051focusing on our professional learning communities. Um making sure that our our teachers have um understanding of best practices centered around the four questions. Making sure that we identify what it is that we want the students to know. What are we going to how we're going to intervene when they demonstrate that they don't understand? first, how are we going to show that they know? Then how are we going to intervene for the ones that don't actually get the standard um u once we assess and then what are we going to do to enrich the students that do get it and so making sure that that's common language across all of our PLC's from all grade levels. Um we've also had an increase in data driven instruction as well as our conversation amongst our our grade levels

052and then intense um intervention and support for our students and identifying students that need that support um and provide informative assessments to make sure that we can provide that um efficiently. Um some of the action steps that we have um had ongoing that we're looking to implement in the second half of the year um we've done a school grade change um grouping. So just looking at our students based on the FTE bundles and where the students um the students that will end up being in our calculation, making sure that we're showing growth with all of those students to meet our goals um that we have set out in the school improvement plan. Not that we don't support all students, but definitely making sure that we support our students that's going to make our our school

053grade scores. Um, we've had walkthroughs with our district instructional team to support intervention across our campus and our ESC support facilitators, but then also within our classrooms, looking at our core um foundations and our primary grades and then looking at instructional practice in our grades 3 through 5. And then we've also done increasing the rigor trainings um across the board for all instructional staff at our professional learning um and at January 6PL so that we can continue to implement improvement across the board. So we know these action steps will help us as we have each of the last three years overall as a school shown improvement and we're looking to do the same as we're of course be a school at the close of this year. chair questions. Um, so I commend you on your

054um, black and African-American increase of 10% over the previous year, but what stands out is the K uh is um, uh, second grade. Um, looks like it's uh, second grade ELA uh, students with disabilities is down 16% year-over-year. So yeah, we're we're definitely looking at how we support our students with disabilities um campuswide and then we definitely look and drill down um at the grade level data um making sure that we are providing informative assessment across each standard um and then making sure that when the students don't get it that we can go back and support them in grasping that standard >> right but this um decline in um in I I think it's second grade. I I put K2, but it might just be second grade. I'll have to look at the data again.

055Um, it's down 16%. So, talk to me. What are your observations? Did we adopt a new curriculum in this time? Is there an issue with the curriculum? Um, do you have uh the majority of your newer teachers in that area? What what could account for what I see as a significant drop? Uh we have had a little bit of change with um instructional staff um in that area, but there hasn't been an adopted change um with the curriculum. Um that is something that we're looking at even though we were assessed a little bit earlier, making sure that we provided the rigor across the board training. So we're increasing rigor um from not just our ESC support facilitators, but our classroom teachers were carrying um the burden of getting students to make achievement. >> Yeah. I

056I would just add overall um when we're looking at PM2 to PM2, especially for ELA, they tested about five or six instructional weeks earlier this year um than last year. So um just wanted to put that out there. >> Yeah. Yeah. Uh I understand that, but I think when I also just do a cross comparison, I think this is a large the largest decrease, right? So that's where, >> you know, I'm not picking on anybody. I'm just trying right trying to problem solve together and identify if there's something that could be a contributing factor here. >> Um so you said uh I'm also looking at uh student mobility. Uh so did you have a concentration of higher uh numbers of students who are in and out of your grades in in those younger grades or

057do you not have that data in terms of like where which grades were impacted? typically by grade level and how that's impacted. >> Um, >> like I said, we did an analysis of the students that definitely will count in our school grade >> calculation and making sure we're supporting not that we don't support all because if students show that they um have not mastered the standard, we definitely go back and provide either retention or support um or you know get the MTSS process started. I mean the reality though is if um you know we do our best to try to stay on a pacing right however uh we want to prioritize student um competency over pacing and if a parent is moving their students over several schools and we see a direct correlation to that

058migration or mobility I think it's important to communicate to parents about that that you know there may be some some loss because also if you've one teacher and maybe two support folks with 20 students in a room. You can't have 20 different lessons, right? It's it's impossible. Otherwise, we're going to be putting people on devices and students people learn from people, not 100% from devices. So I I would just I would like to dig in if if it's possible to find out if the mobility issues in those grade levels are contributing to some of this uh difference in Rimfire because your your population seem to have a higher mobility rate as uh indicated in your uh uh qualitative observations of your school improvement plan. >> Yes, please. Um so thank you very much. Uh couple

059questions. So, I see you have not been able to hire an ESSE certified staff. So, I just have a few things. Is there anything that we can do to assist that? Like, as a district, has it been worked on? Um, do you is that normal for this to be for a campus to not have one? And how long? You know, I'm just wondering how can we will this help you? Like, will this help? Right. So, what can we do or what do we need to know? Is this normal to not have one for this? >> So, we we do have ESC certified and trained um staff. >> Okay. >> Where we have typically also had them is in our inter intervention positions which comes out of title one. We have not been able to do

060that um this year. So, we've had to hire elementary certified with reading endorsement. They can still provide the tier three intervention. We just haven't had um two teachers in those seats that are also ESC certified. But we do have staff that's providing reading intervention and math intervention to our students um in those roles. It's just not that they are ESC certified >> because in the past those roles that have served as intervention, those individuals have also been certified with um with ESC. And so though they don't need that certification, he's reflecting on that is a difference that he is noticing is that right now um they have had individuals in there that have had gened reading endorsement where in the past they those individuals have been gened reading endorsement and ESC. So that is the

061reflection of that. As for the students that with disabilities they are being serviced by by teachers who are certified in that area. this is an area that um does not require someone to have a a certification in that area. And so that was his reflection. It's of a difference >> and it has increased maybe the case load for our ESC support facilitators servicing ESC students. >> Okay. >> Um but we still do have staff that's able to provide support and intervention um in those roles. >> Okay. So you feel I was just cuz reading like you know just challenges. So if there's anything that you know that can be done to help with that or with you know obviously we'll trickle down to students or we need to market specifics more but >> yes sir

062we I mean we screen applicants just like um as they as they come in um >> you know but we also looking for the the fit and instructional ability >> um of the the candidate sitting in front of us and so that's just a direction that we've had to go. um you know would be great to have the the certified but um we have staff that's capable in those roles um currently >> um Miss Moore do we strategically place teachers uh across the district like for what uh for example let's say that we have a school that um from progress monitoring one to two has shown that a decrease year-over-year right in comparison to the last year's group and they have a faculty position open. Um, but yet we have another school where maybe they

063they they're excelling and instead of getting somebody new and green and putting in that school that is struggling, do we consider taking somebody who is more uh seasoned from a school that is uh thriving and put them in that position and put the new person in the school that is at or above the the um data points we're looking for. We do not involuntarily transfer staff um in that manner. We do not. And that language is written out in our um collective bargaining agreement of what that would need to look like in order for us to be >> right. I do understand you have to like provide them um a compensation of a transfer. Right. and and we that's just our um staff um they are hired or they are interviewed and placed by school.

064Um we do not place them by district. We have not historically done that enough. >> Any other questions? All right, we'll move on. >> Mr. >> Good afternoon everybody. I'm Mike Raldi, principal of Matanzas High School. Uh I'm going to share with you the area of focus one of our school improvement plan, which was increase the percentage of students graduating having earned a college and career acceleration by 5%. Uh we have to be very intentional with how we provide the awareness for the opportunities that lie for these students beyond high school. And that's been our major focus is disseminating that that information and providing those opportunities and kind of guiding our students there. So what I'll do is I'll share a little bit about how we're doing that and where we've ended up at this

065point. Uh we've planned internal program of study tours with our current 9th graders because what we realized is is just because they're going to Matanzis High School doesn't mean they know exactly what's out there for them. So, we wanted to not just do it for incoming eighth graders, but also do it for current 9th graders to promote the awareness of our diploma plus opportunities. In addition to that, we've reestablished our Embry Riddle dual enrollment in addition to our UF and our Daytona State offerings. Uh, we've added health science program studies, which is allied health uh which has multiple certification exams. Uh during this year, we have uh our guidance are giving one-on-one presentations for course selection emphasizing college and career readiness and all of our diploma plus options for next year. Uh new this year

066we have we've tried to promote an ACE support group for our parents because we realize that uh being an ACE student alone the parents sometimes struggle with it too about what to do with their students how to guide them to success and what supports they can give them. Uh we've also had our ACE diploma ceremony because what we realized is in order to build a program you have to celebrate the program. So, this was the very first year we had something like that where we recognized our our uh ACE diploma graduates. Um, let's see what else. We had our uh new next year we have our career and exploration planning is replacing our DCT. We're adding an EKG to our allied health and diploma plus program. Next year, we're adding a 911 emergency operator course.

067And uh we're adding a second uh Ambry Riddle course which is a private pilot course which is a full year. Um we've created a direct study course to our construction because as some of you might know in our construction program. We have a tiny house project uh which we've partnered up with the Flag Foundation and we are going to construct tiny homes for a rehabilitation community uh in Benell. So, we're doing that uh during the fall. Our fall testing results, we had a 77% pass rate for the certification exams we've given so far. We've given 43 in entrepreneurship and small business, 19 in legal support professions, and one in our carpentry level one course. are we are projected to administer a thousand industry certification exams this school year with the projected passing rate of 71%.

068That would mean that we would have 725 industry certification exams passed this school year. This would be approximately 65 more than last year. >> Questions? You also have another area of focus math. Did you uh did you want to take it and ELA did you want to or I'm sorry um lowest cortile did you want to take it bit by bit or did you want to go over all >> I was just uh doing the focus area number one >> okay um yeah I think that's amazing we definitely uh love your efforts there and recognize that I I do feel and I think I've long stated that I believe we need to have a transition discussion with guidance counselors for every child from um sixth grade to middle school and 8th grade to high school.

069If we can have multiple yearly IEP meetings for students on IEPs, then I would think that we should have a required uh career and technical um progress u planning session with a guidance counselor for all students and I would like to see how um you know we can make that happen. And I know Miss Moore has discussed scalability in that, but um >> we do that for 8th grade going into 12th grade for course selections. Um we did that last >> with a parent because I did not have >> with a parent with with the students, but we do invite parents. No, we do invite parents to come because what we have found is um our staff when we do the uh events in the evening, our staff is present, but we don't get the

070turnout. And so we do invite families to come and be a part of those transition meetings um if they would like to have a conversation with the school counselor related to their students coming from 8th grade into high school. We did that last school year going was our first year of doing it scale for full school. >> Are we handing out invitations to these parents? Are we scheduling it? Are we making it offering as they can come uh have a zoom meeting with them or does it have to be just personal in an event? Like I have an eighth grader and >> um I like even today I received an email p to my personal email you know because I have an eighth grader. Hey the deadline for you know such and such and um

071I've had a lot of communication >> deadline for what >> for the course selection. >> What I'm saying is did you have a meeting with a guidance counselor to sit there and plan your options for your child? >> So I had the opportunity to go to Matanis. I spoke physically to all the program diplomas, whatever program I wanted. I've emailed personally from my personal email. Hello, Mr. or Mrs. whoever it is that I wanted to talk to. My son has had everything to his email. He did his essay. I didn't he I didn't even know that he had it. He's like, I'm working on it for um ACE. Um I know like three years ago there was a lot of challenges and I know last year was the beginning of like, hey, let's get guidance

072counselors in the door. They're actually going to Indian Trails Middle School to sit down with all the students to work on all their um scheduling. And then as a parent, I'm sure if I wanted to go, I could. However, I have access I have a spreadsheet of all the classes that he could or couldn't take. I as a parent am going to try to help pre-plan and say, "Hey, this would be good, I think." But it's up to him, you know? I mean, but the parents, so parents that are listening, if you have an eighth grader, you need to check your email because there's spreadsheets. I mean, it's all Excel. I mean, it's very organized. I feel pretty >> and I'm looking for more than just the course selection for the next year. I'm looking

073for uh insight into, you know, because once you start middle school, the foundation you lay there depends on are you going to be able to get into or are you going to be there's a whole >> and somebody sat there and had that conversation with. Well, we have not done from fifth grade to sixth grade, but we absolutely do do from 8th grade to 9th grade, giving families multiple opportunities to come and be present in course selection, present to be more information about the programs of study that we offer, all of those things and opportunities for them to follow up after which and so we do have some families who say, "No, I want to be a part of the conversation." We have some families that say, "No, I I'm going to preload my child

074with here's the document." They get the document in advance of the school counselor coming and here are the things that we've talked about as a family that we want to have. Um, and so definitely areas that we can improve in that, but we have put into place this team um work that was not being previously done. And so we absolutely do sit with our students coming out of 8th grade into 9th grade in order to get their course selection. And then once they get to high school because their high school counselors are doing this, they then continue to communicate again and say, "This is your track. This is what we've gotten you down to se to select." Of course, we invite them to the different nights that they have to come. If there are student

075that um uh we have identified that would benefit from being in the IB program or the ACE program, those families have gotten emails directly specific to them with their kids' name on it saying come and be a part of IB, come and be a part of ACE, meaning come and be u come and come to the info session um so that we can help you get on those tracks. Absolutely, we do that. >> Great. Great progress. Thank you. And I do want to say I know like when I was at FPC what I noticed in their cafeteria but I know Matanzis does probably something similar but the guidance counselors are on they're they're on like little tables at with wheels you know going around. So that may be something you know when when the high

076school guidance counselors come maybe go to the cafeteria and just be out there with signs. I mean they're holding signs like hey come check me out. And I thought that was >> and let me say and to that point both high schools are now currently meeting with every single current student in their school related to course selection for next year and they have communicated with the families on a regular basis around the deadlines we're meeting. We even got a message yesterday that said if your child hasn't met with your guidance counselor don't fret. It's still coming. We're doing this for the entire month. And so, as a collective, we've worked to streamline our our choice window. We've worked to streamline our uh programs of study. We've worked to streamline all of those different pieces so

077that our only small group of school counselors that we have at the high school can take care of all of our high school students and then still have time because we'll go next after we take care of our high school students. We'll shift into our eighth grade students getting them prepared. But it's only one group of people that are doing this work. And so we've streamlined all of that across both schools in order for our school counselors to be available to do that as well as do the other things that are required within their within their um job. >> Great. >> All right. Thank you. >> Are we still have math to go for MHS though? Algebra. >> So >> your second area of focus, >> they're just highlighting one of their areas, but if

078you have questions about the other areas. Yeah, that that I think was my con my question. So, um >> you should try to win just one. You can ask. >> Okay, I'll get the hang of it at some point in my life. Um okay, so Mr. Raldi, I know that you're new at the helm of MHS and you've done a great job taking over here. Um, as you know, last year MHS had a drastic drop in their algebra uh scores, but then already this year we're now 9% lower than that from the previous year. And you've had the algebra 1A running concurrently. Um, and you're saying that, you know, those students have shown gains, but overall, you know, still those declines are are occurring there. So, what are you seeing as root causes of that?

079>> Well, several factors. You know, you hate to blame it on certain things. you don't want to. But we've had uh we have new teachers in algebra 1 this year that are still learning the the culture and and what's being what our expectations are in the classroom. >> Do they have are they certified in math or not? >> Yes, they are. >> They're not out of field. They're certified. Uh we've we have uh we've tried to replace we had a teacher leave mid year. But putting those excuses aside, we've our our algebra 1A is performing actually our students in algebra 1A are outperforming our students in algebra. >> Are those the same teachers teaching 1A? >> Same. No, we have a separate teacher teaching 1A and a separate teacher teaching algebra and those teachers PLC

080together. Those teachers come up with common lessons. >> Uh they identify the strategic areas that the students need more support in. And what happens is is the 1A really emphasizes so the 1A is functioning like almost like an intensive reading would function to an ELA. So we're we're uh paying close attention to what interventions need to take place and identify what the students are lacking. Get that and then they take it to algebra 1. We recognize that we also have to do more concentrated small groupoup instruction. uh our we were doing more of a whole group instruction at the beginning of the year and we realized that certain students can work more independently while certain students were lagging behind and we had to get interventions in there. So we had some of our support personnel,

081some of our interventionists go in there and actually work with those students in small group while the teacher was still going with the whole group instruction. So we've changed our model midstream a little bit when we recognized that after PM2 after our progress monitoring 2 that we were still falling behind and lacking. So we're waiting to see what happens. Our LL progress monitoring uh we have taken the opportunity to we have a PSAT and SAT day coming up. So we have implemented the LL program to give a diagnostic on that day to all of our algebra and geometry students that aren't involved in the SAT and therefore that'll help us identify before PM3 any students that still have needed interventions that need to take place. So kind of a followup question. >> Um something that

082I think is good for the group in the conversation because it came up a little bit is I I want um just so that we are all are all aware we have a very robust algebra program in middle school. And so many of the students that are taking that are coming in and taking algebra in ninth grade are students that um are may not be the highest already coming into to math. And so again, not necessarily an excuse, but I think looking at the fact of the implications of our very robust math program at high school, >> but that hasn't changed in the last three years. It has it, you know, when you see the data change like >> but the students those student populations do change. >> Um, so Mr. Raldi, uh, you guys

083use Excel for I saw in your notes that you're having an issue with fidelity. What's the issue with the fidelity and >> the issue with fidelity in was is a lot of the teachers felt that they couldn't get through the entire progress monitoring of the LL in in one class period >> and when they start them over the beginning >> and then no it doesn't start them over at the beginning but when they went into a next one it cut into their to their instruction they were following their curriculum maps and they >> they were having an issue with which we have addressed and we're trying to work around that that's why we're giving it to them as a whole group to where time and following the curriculum map >> do not interfere with each

084other. We set aside time for >> what data would that give you different than the data you already have which shows that the students are already behind. Right? We already have the data that says hey we've got nine we're we're 36% lower from or 36% lower from two years ago 9% lower from the year after. We already know we have an issue. Is it that we don't know which uh specific skills? >> The the EXL gives you a broader spectrum to look at exactly which types of deficiencies are happening on what standards. It breaks it down by individual standards a lot clearer than what we would get from a PM1 or a PM2. >> Do you need uh with your newer staff, do you need them to go and observe maybe like Mr. Bastadet hasn't

085um is it Miss Mulahill that teaches algebra or no? She teaches chemistry. Who's the algebra teacher over at FPC? Who's been there a while? >> We got we got several of them right now. >> I know there's a several very experienced algebra teacher. Could they benefit from going and observing because I know it's difficult in a high school where you have a limited number of classes, >> right? Uh you know do a peer observation uh thing. >> I think teachers would always benefit from collaboration in any set. >> Would you be open to that, Mr. Bosard? Mr. Mora, do you feel that's appropriate to facilit facilitate because I'm really concerned about this and I feel like we have to have >> an intervention here that that to to give Mr. Raldi some additional tools. I

086will I will also add that our uh secondary math specialist when the PM2 which isn't state it's the LL PM2 because we don't get one from the state for high school math um when those results came out and we saw um these numbers we immediately put a plan into action. So she has um she's out there at least once a week if not twice a week working with those teachers um on their instruction, their small group instruction. Um and we are constantly looking at the model that Matanzis is using this year. Um because for example FBC is still using the I say old algebra 1A model that Flaggler has used where it's a double block algebra. >> So it's just really just a double period of algebra. they've separated it into two separate teachers. One

087teacher is focused on algebra one, one is really working on those foundational skills. >> So, we're hoping that that's why we're seeing the algebra 1A scores being so much higher than the algebra 1 regular scores. Um so we we have put in a plan of support um and we jumped into action right away and we're continuing to look on a weekly basis at what's going on. >> Okay. Thank you for that. Is there opportunity unless it is already being done where students that are in 8th grade that are going into high school and they're scheduled for algebra 1 that they're able to take. It's like an online class. I remember like in fifth graders when they were going into middle school it was if you are projected to be in algebra 1 we recommend that

088you take this summer you know and it it was kind of like a fun little thing and I think >> so yeah do they have that for the incoming freshmen I mean maybe you do but maybe that might help or maybe it won't but >> you want me we currently have a bridge in algebra 1 that we developed a couple years ago um it's mainly for the middle schoolers who are being accelerated into algebra 1 um But it is at a point now that we could implement it online for students um going into nth grade algebra >> because it might help. And then I know there was like like I don't know it made it positive like oh if you do this you know this summer and it's not a class but it's just to

089prepare and prep maybe make it fun somehow and prepare them but maybe if we have the tools already but >> yep just >> we will look into something >> definitely look into that. >> Okay we're ready to move on. Thank you. >> Move on to >> Belair. Good afternoon. I'm Lisa Gilbert, assistant principal Beltter. I'm filling in for Mrs. D4. She has a leadership conference that she had to attend. Our area of focus will be area two. So, our focus for the current school year is on closing the achievement gap for students with disabilities. Our measurable goal is to increase ELA fast achievement by 4%. Moving from a baseline of 34% to a target of 38%. Current progress, we are currently on track to meet the goal. Our mid-year data from PM1 to PM2 shows

090an achievement increase from 12% to 30%. This 18% gain in the first half of the year demonstrates significant growth and suggests we are positioned to surpass our initial target by year end. our challenges and strategic adjustments. During the fall semester, we encountered high enrollment in our students with disabilities in tier three subgroups, which led to large intervention groups, predominantly in third grade. To maintain the quality of instruction, we adjusted schedules for our support facilitators and title one teachers. We prioritize third grade to ensure small group intensive assistance where it is most critical. Our next steps is that we will roll out our focus boards this year and that has been a success for all of our teachers. However, with some support facilitators having multiple grades, we are streamlining the process for them. This adjustment will

091allow our support facilitators to remain focused on student IEP goals and ach and academic achievement. In addition, we will also be conducting another day-to-day with our support facilitators, our academic coaches, and district ESSE support to help our students and positioning ourselves to finish the year strong. >> Uh so, thank you for pitch hitting for uh your staff, >> Mr. Ford and Mr. Ready. Um I'll make sure I'll give him lots of extra questions when he gets home. >> Thank you. Um just if you could share a little bit, it sounds like from your um uh report that the PLC you guys have been doing these PLC's for quite some time, but it still seems that they're very much focused on procedure as opposed to um you know making uh uh the the critical analysis to

092move student data forward. Right? there still seems to be a lot uh going on in terms of just the the operationalizing of the PLC's. So um what's what what's support that you need in order to move that to the next level and we can get beyond the process that's involved in PLC and then see some you know uh actual like measurement of moving that data happen. >> So that is happening now. We are working towards our data disagregation with our CTPs. Um our support facilitators do join our general teachers. So this day will just be for the support facilitators to look at that data. It's a great point because it's important when we're answering the four questions, but we're also looking at that data. And one of the things that we are doing is um

093looking at our common common assessments as well. looking at that data and then those students that don't get it, how are we grouping those students? How are we differentiating instruction? So, we want to have and our coaches, we have a new uh ELA coaches, you know, um we now are working on having that data ready for them so that we're not wasting a lot of time piecing through that in the time that we have and then looking at how are we grouping students in real time when they take a commitive, a common assessment or a summitative. How are we grouping them in immediate time so that they can remediate or go into groups and that may be working with another teacher in addition like this teacher is taking those students that are needing that intensive

094instruction and then we've got another teacher that may take be taking our students that are a little bit higher and helping to push them even higher. >> Um can you tell me a little bit about the walkthroughs? I see that you've empas emphasized that's been a strength but also struggle with the this emergencies um happening and pulling administrators out. Uh do you have when you do these walkthroughs are you uh gathering data that you're monitoring or um tracking uh through those walkthroughs or they more like hey I'm going to pop in and this is just a capture moment in time and maybe provide um some feedback or do you track that data over time? Are you seeing any trends with those? >> So, our math coach has just created a new tool for us to

095use that does track that information and that data. One of the questions as an admin team that we had is are we giving them purposeful feedback in real time so that they can use it and then adjust their instruction immediately. So, we do have our walkthrough to tools now do involve um us giving actionable feedback and then monitoring it and following back up. Either it could be a coaching cycle or it could be an administrator that does step in to help coach Great. Thank you. You're welcome. >> We also have a flag schools walkthrough tool that is available for schools to use that has a dashboard that they can track their >> the teachers can track or is it for the administrators? >> Um it's mainly for the administrators, but it's not locked down to

096to for teachers to not have access. >> Okay. Interesting. Thank you. >> Any other questions? >> Thank you. Hi, I'm Amy Nomfel, the principal of Wodsworth. Um, we are excited because um, our students are definitely growing um, from PM2 of 2024 to 2025 or 2526 and our students with disabilities is going to be one of the main topics we want to talk about because we are in that sixth year of not meeting the 41%. Last year was 37 um, and our goal is to exceed that 41% this year. some of our barriers that we've had this year. 21% of our students are new to Watssworth. Even though our increase in enrollment hasn't changed drastically, 21% of our students are new to Wadsworth. And so that has created some challenges um just in education. And so

097one of the things this is a trend that Wadsworth has had over the years is we see the most growth after January. So like we've had them for, you know, a few months. They've kind of gotten their routines. They're learning from our best educators and so our growth time is from January on. So to already be seeing the progress that they're making, we're super excited. And of those new scholars, 13% came with needs of specialized instruction in some form of fashion. So with that, there's quite a high level of students who are already receiving when they came in specially designed instruction. our glows for this one. Um we have um increased in ELA 7% in our proficiency from PM2 to PM2 for ELA. And then for math, we've increased 11% for our students with disabilities.

098And they are outperforming our totals. So even though they're part of the totals, they're outperforming the totals, which is um not only are they closing the gap, they are meeting their achievement goals. So those are some things to celebrate. Um some of the ways that we're getting there is we've partnered with Finn Fiddlers and New Horizons. And we are being very strategic with the um uh trainings that we're offering. So what one teacher needs may be different, what one program needs may be different. Um and so that has been something that I think when we look at ESSE, we've done like trainings but not targeted trainings. Um so they are actually also coming in and helping to support those teachers in the classroom. So you talk about feedback, they're getting that feedback from the professionals

099within there, but we've also partnered with our curriculum department every month. Um, our four curriculum specialists come out and they do instructional walkthroughs. Um, and they are very strategic. So they started with administration walking through giving us feedback, then it went to coaches, then it went to PLC leads. And when you get to see them, they walk with the instructional coach, so there's no administration. Um, and they come back with actionable items. And now we're doing new teachers and teachers who just want to walk. So by the end of the year, every teacher will have been able to go on an instructional walk with a curriculum specialist. So they're looking through those loans of curriculum. So that's been awesome. Um and then our next steps are we're going to continue those. Um we do data

100chats both with teachers and with our students so that they take ownership and those are the celebration moments. So we have created an academic incentive program. Um each week there are classroom winners and then there are individual winners. They are so excited to get a ticket to potentially win a prize, but it's allowing them to celebrate their growth and their success. So when they come like I got five tickets, you know, every Friday I get to draw names. Um it's just rewarding. And so having the ownership switch from, you know, the teachers to the students has been powerful. Um, so where we're not where we want to be yet, like there's definitely steps in that mindset and where we're going. >> I'm super impressed with the um outsourcing of uh some of the resources and

101strategies um to the agencies that you've talked about where you're bringing things in. Um what are you seeing in those outsource uh organizations that maybe we're not providing at scale here in Flagler? Um I I think it's that individualized approach like we do have quite a few trainings that go on um for support facilitators for um ESSE teachers but it's not always what that program needs today. Um all >> practice what we preach, right? >> Yeah. All of our students are different when they come in. Um when you think about specialized instruction, it's specialized to the student. And I think that would be the difference is they are in the rooms providing just those expertise that are above just a generic training or um trainings that we've kind of done in the past is very

102highly focused on that teacher and that um those specific students that are in the classroom at the time. >> That's fascinating. Now I know you said that you do most of your growth from January on, but your science right was outpaced the district average. So that's pretty great. So what are the strategies that you did there that maybe can be applied to the lowest cortile ELA? >> So when you think about like science a lot of it um we have two brand new teachers up there which is definitely helping our students. They are growing. There's we have 90-minute blocks for science which helps as well >> and not for the rest of the subjects. >> Well uh no they now have 90990. So yes. Um so it is still with reading and it's still with

103math but having a little bit more time. >> That was new you're saying for some. >> Yes. So social studies is built into reading a little bit. Um and with our win time um they are able to do more science focused activities for those students who are um meeting their um academic goals. Um so they have been doing all kinds of science projects. Heidi has come in um with hands-on, minds on, you know, making it very educational. Um the things that she has brought in with um daily reviews, spiral reviews, the problem solving the table a day, like all of those things have definitely helped the science and um focusing on the scientific method, which is a big piece because they can't apply it to the force in motion if they don't know it. Um

104so that's been Id say a lot of it's Heidi and our two new teachers. >> Awesome. Awesome. So you have the opposite issue. You're seeing some uh revitalization with some new teachers in that area. Interesting. >> Um all right. Um you also have a similar issue to rimfire in terms of your mobility right. Um, do you feel we could do better communication to parents that so that they understand the impact of moving their students around or are you seeing this mobility is something that can't be you know helped like is this a school choice situation or is it >> from out of the county? >> Um, most of them are out of the county moving into the state I would say. >> Um, you know there's I would say definitely out of the county and

105out of the state. >> Okay. Thank you for that. >> Okay. >> And I just have a question. The Finn partnership and so that seems to be working very well. Do we use that in all of our >> They are the state discretionary projects and all of our schools do use them. >> Yes. Okay. >> All right. Thank you. >> Thank you, Miss and then on to Miss Presley. >> Okay. Carrie Presley, Benell Elementary. Um I was just going to briefly mention each one of our areas of focus. Um area one is increasing ELA achievement. Um we do have an emphasis on phonics mastery and second grade. Um a specific percentage uh increases we're looking for in fourth and fifth grade. Area focus 2 was um to increase our fifth grade science proficiency. Last year

106it was 47%. The year before that it was 37%. So we were happy um to have significant growth but we really feel like um you know fifth grade science is its own category and and you can really make some big moves there. So we have set the goal at 60% proficiency for fifth grade science um area of focus three similar to Miss Newanfeld is to um get out of that federal monitoring with our students with disabilities. We were oh so close last year. Um and then area of focus number four is to increase the learning gates of our students particularly those in the lowest cortile. So there's many things that we're doing that kind of touch all these areas of focus. Um a lot of people have talked about PLC's already. Um I feel that

107that's something that we are really bought into at Banell Elementary. Um I do think that we are beyond the procedural um kind of arena of that um the the teacher collaboration that's happening in PLC the the trust and vulnerability of looking at standards mastery looking at you know teacher performance together as a team um talking about you know wow your students really mastered that standard what what strategy do you use to teach that so we're really kind of to the point of talking about instructional strategies and sharing that as a team. So, and that's really across all content areas impacting all these these different things that I've mentioned already. Um, we also have a significant emphasis on walkthroughs. I think I said twice we have walkthroughs coming out of our ears. So, now that was

108the third time I've said that, but um really for everything under the sun and just having intentional time to look at specific things. So, we do partner with teaching and learning um to have that specific time to look at, you know, what's happening in science instruction, what's happening in science instruction in our lower grade, so that once our students get to fifth grade, they're they're prepared to not just have spiral review of all those lower grade standards, but to really be able to hit those fifth grade standards as well. Um, we have walkthroughs where we look at um what's happening with our support facilitators and our tier three interventionists. So, we're walking those schedules, making sure that they're where the schedule says they're supposed to be. Um, that they are participating in instruction. Um, optimally,

109we will go into a room with push and support facilitation and we wouldn't know who the classroom teacher is versus who the support facilitator is necessarily or maybe even a small group instructional para would be what we would um hope to see and and what we are seeing. Um, we do partner with Fiddlers and Finn as well. We've increased our professional learning for our teachers around specially designed instruction um around universal design for learning. So just making sure our folks are are well trained to provide those supports um as we have such an emphasis on improving and having solid tier one instruction. We want those classroom teachers to really be able to provide robust tier one instruction and those support folks to be able to bring those kids and scaffold those kids so that they

110can um participate in that as well. Um we do use the um district's instructional walkthrough tool. So we are seeing good results with our standards aligned instruction, our standards aligned activities. We're pretty proud of of um the results that we're seeing there. Um, we also utilize instructional focus boards. That was something that was brought to us by the Bureau of School Improvement. Um, so that helps us to remember to utilize the language of the standard in the instruction so the students are familiar with the language of the standard because they're also going to be assessed by that language. Um, and also an important component of that is the check for understanding. So we want to make sure that check for understanding is aligned to the rigor of the standard so that we have some kind

111of exit ticket or some kind of way to make sure that the students have learned what they were supposed to learn that day. Um I'm trying to think of what else I might want to share. We do have focus Fridays. That's when our admin team and our coaches walk through and look at those instructional focus boards and how they're utilized as well. Um data chats again I've heard folks talk about that. So, as an admin team with our coaches, we do our data chats um with our instructional personnel, but we also have um folded in our student services team, our behavior interventionist to look at our individual students um our students in the lowest cortile in particular um who we want to see learning gains to talk about student um behavior. So, and that doesn't

112necessarily mean disruptive behavior. Maybe there's a a motivational issue going on or um you know some kind of support that we need to put in place with the students family so that they can prioritize their child's education. So lots of things going on, tutoring 5 days a week, Saturdays, all kinds of stuff is happening. Yeah. >> Um I see you also have a a blip with the second grade ELA um from as rimfire. So I just I can't think off the top of my head. Is that across the board with the elementaryaries? Second grade ELA. >> Second grade ELA is definitely an area that we are in. >> So that is something's happening there. I think part of it is probably there's such a big transition from first grade to second grade as you know

113in um what's expected of of a reader. Um they're really having to do things independently. Again, we did assess early not to make an excuse, but um that kind of jump to a higher expectation and assessing a little bit sooner. Um I think does have some impact because we have been we have been pouring a lot into our primary grades. Um as we are working to move from a school um that's trying to intervene intervene to proficiency is really our focus at this point. We've been trying to invest into those lower grades. So as they come up, you know, now they're they're reading to learn, they're readers. Um, and so I I do see some external factors that that may be imp impacting that second grade situation as well. >> In terms of the assessment

114time, was PM1 and PM2 both early or just PM1? >> Both. >> Okay. >> And we did that intentionally. >> So it's the same amount of instructional time in between >> across the organization. It was the and we did that intentional so that we can intervene sooner on deficits that are >> Yeah. Because the old argument was they go away for winter break and they forget. So, >> you know, you might as well see, well, what did they learn when they were when it was hot off the press, right? So, absolutely. >> Okay. >> Absolutely. >> Thank you. >> Any other questions? >> Thank you, Miss Presley. Thank you. All righty. Um, good afternoon everyone. Jessica Freeze, principal at Old Kings. Um, I'm going to be talking briefly today about focus area number two, uh,

115regarding differentiated instruction. This year at Old Kings, our commitment is ensuring excellence for all students and the work behind that is really grounded in the work that we do in our collaborative teams through the PLC framework. Um, one of our schoolwide goals this year is focused on differentiated instruction and increasing growth for all students. And we do have um a large focus on our students with disabilities and um reaching 54% proficiency for that subgroup of students. We created this goal with the understanding that this might be a two-year lift for us. It is a pretty lofty goal. It's increasing by six percentage points. um from last year and we do understand that or we did understand that we may be in a position mid year to have to say we're not making progress um towards

116the desired outcome. Um but in order to support this goal, we implemented our owl focus time which was really a rebranding of our intervention and enrichment block. Um, and we redesigned our master schedule so that that time is common across all grade levels, which really allows teams to intentionally target and plan for just right instruction for all of our students. Um, and some grade levels have even opted to move towards a walk to intervention model um because that time is available for them to do that. Um so to support the planning and execution of this we have a heavy emphasis on questions three and four um during our time together in PLC. How will we respond if students don't learn um the content and what will we do um to ex extend their learning when

117they do? Um overall when we look across the board we are really encouraged to see that in most state reporting categories we are either at or above where we were at the midpoint last year. Um we are not making progress or we are not on track to meet our students with disability goal but we do have great pockets of growth throughout. Mhm. So you're in a unique position amongst the elementary schools where um you have the highest scores throughout comparatively throughout the district. There is a a gap it looks for like for the for the math. But I guess my question then is focus more on and really for all elementary schools because middle school inherits this, high school inherits this. And I've said this numerous times, so I I'm I'm Please don't take this

118as I'm picking on anybody. Sometimes the way I communicate seems to fluster people. But what I what I'm trying to communicate is that we every school improvement plan, every one of these goals is always tied to lowest quartortile students with disabilities. I understand that and that is important because we get hit from the state as well as it's our ethical and moral responsibility. But then where are we actually moving our ongrade level students? Because every time that we don't push that level three student to the next level or four to the next level or five to the next level, they are regressing, right? Uh you know, they're going to have the same learning loss over the summer. A student who starts at third grade with high potential can end up going into high school at

119average or below average because we have not pushed them um to their capacity and made them you know go through that same level of rigor. Um and so I would love to see amongst all the the schools especially the elementary schools where when they have the the areas of the students who are performing what are we doing to continue to help them build their cognitive capacity so that when they get to middle and high school and there's those very complex uh subjects uh they're not hitting a brick wall, you know. And to me, if we say that we're we know that all students uh can learn and we're here to help promote the growth and learning of all students, it's not being reflected in our school improvement plans. >> So, um I'm glad that you

120brought that up. So, in our owl focus time, that that has been a mindset shift for a lot of our staff and that that doesn't just apply to our lower performing students. There is truly something in it for everyone. um and an opportunity for all students needs to be met throughout that time during the week. Um, additionally, on the January 6th PL day, we did spend a lot of time kind of breaking down our bottom cortile and showing our staff the scores that are represented in that group of students. We actually do have level threes and level fours in our bottom cortile. Um and so between the two goals that we have, the benchmark aligned instruction and the differentiated instruction, we are truly hitting all students. >> Awesome. Thank you for that clarity. >> I

121will also add that although it's not uh in any of the specific areas of focus. Um we have had those conversations during our data chats with elementary principles. Um long conversations about that specific population and what we're doing to address. So we should model our expectation of that by perhaps requiring some of that visibility in the template of our school. >> We definitely that's an area we can definitely add. I I think we were um in dire need to address um some areas and we have um addressed those areas and we are moving those areas forward. And so I think that we you see as well as we see that we are at that point that we can shift our focus to be able to add those pieces to our school improvement plans um as

122well. But there were some definitely some other areas that we needed to put some immediate focus on and we've done that and and now we're at a place that we can shift to add that and include that. Absolutely. >> Yeah. I appreciate the continuous improvement. Yeah. >> Thank you, Miss Free. We'll go on to Buddy Taylor. >> Good afternoon. My name is Katie Hansen. I'm the proud Eagle principal at Buddy Taylor Middle School. Um I'd like to just kind of go over each one of the the goals briefly and I'm actually I apologize for tech. I'm going to start at the bottom um because it is actually the goal that we are most proud of and that is within the area of like our school culture and climate. Um our goal was to reduce our

123office disciplinary referrals for our students with disabilities by 5%. When we compare our data currently to last year's data, we have decreased it by over 21% so far this year. Um, which of course translates into more time spent in class for our students to be able to help reach the goals um the other goals that we have. Um, our other goal that we are really proud of right now um within science, we have strategically adjusted um what we call our Eagle Advisory Time. So for our students um we really used last year's reading and math data to drive the placement of those students in that evil advisory time. So we really looked at do you need intervention and does that look like intervention in reading, math or both or are you in a place of

124needing enrichment? Um and then we targeted that enrichment to align with the state assessments. So our eighth grade students who need enrichment are sitting in a science focused EA. So they're almost getting that double dose of science. Um we've seen um with the support of Miss Alves helping us um work with Penda to create a di diagnostic assessment that at the midpoint in December um it reflected a 55% proficiency and our goal was 54. So we're going to take another diagnostic in March. Um we anticipate that that will continue to improve um because a lot of that assessment was quarter 3 quarter four standards that they hadn't simply even um been taught yet. Um, we expect to see some similar growth even though it's not one of our goals for civics because our seventh graders

125are sitting in a civics focused Eagle advisory as well. And then our sixth graders are really hitting enrichment in reading and math. So they're they're able to do more project based things, novel studies, those kinds of things um to be able to improve that as well. Um we I'm also really proud of the administration team at Buddy Taylor. We have to date done over 500 classroom visits with actionable feedback. Um at the midpoint we really pivoted based on um the trends that we were seeing because we actually give them a physical piece of paper with that actionable feedback but we recorded in a Google form too so we can track those trends just overall and by the teacher um and based on the trends that we were seeing um from our own walkthroughs um we

126were doing the district walkthroughs which we've actually invited them to come once a month to continue that support from the district level. Um, with that combined with the PM data that we were seeing, we noticed that there were still some gaps and some areas where we could improve. Um, so we focused our professional learning in January, um, on small groupoup instruction, especially in our co-e classrooms. Um, some additional classroom management, uh, focused a little bit on PBIS, a little bit on CHAMPS, um, higher order thinking questions paired with student collaboration and discussion, um, as well as graphic organizers that lead to writing. So following that PL um we really revamped our classroom walkthrough tool. Um so it's very strategic and aligned to those goals. Um and we're starting to really see the you know the

127dial move now um that we're giving really targeted feedback to our teachers. Um so we are seeing some pockets of growth. Not quite where we want to be yet. Um but we're seeing in math our seventh and eighth grade um are definitely showing increased proficiency when we compare it to last year's PM2. Um and ELA we're seeing a lot of improvement in sixth grade with our lowest cortile and our students with disabilities. So um we're also at this point have taken 63% of our staff on learning walks um targeted again to small groupoup instruction. Those same focuses um and our goal is to make sure that that happens with 100% of our classroom instructional staff by the end of the year. I'd like to just say I'm very excited with your new role because I

128know you have, you know, you're implementing things that I know Indian Trails was doing and it was working. Um, like they had the Mustang success and now you have that that Wait, what's the title of the >> Eagle Advisory. So, I um like I'm very excited about that and I just can't stop thinking about it because I remember when I learned about the Mustang success years ago and I think that has a lot to do with the end ending scores of everything and then preparing them more for high school and I'm excited to see where we'll be next year and then the year after with your new imple implementation of that program. So, thank you. Well, I mean they did have eel advisory before, but what I've seen is a very strategic revamping of it.

129So, it's highly accountable and targeted um which I think is exact for all the students, not just those who need remediation, but those who need um growth. So, I I I too am looking forward to seeing um some progress there. So, yeah, it looks like the ELA is still a struggle area and declined. So when you see and and you're having these um you know you have a very strategic uh process in which you're trying to push improvement are you seeing the fidelity of what you're asking the teachers to do in the classrooms uh translate >> more so now in this second semester like and I think with with the eagle advisory as with you know all things change sometimes it takes a little while to get the you know get get a little traction

130um so we're starting to see that much more So, um, we also have a new literacy coach and I think her now being in the second half of this year in this new role, she's starting to feel a little bit more confident in her support. Um, yesterday was the first day of the 2526 school year that we did not have a vacancy on my campus. Um, and she was the language arts teacher that that classroom of students has had a long-term sub all year long. They've been supported by ESSE support and our literacy coach. Um, but I do think that continues to be a problem. We've had a lot of shifts and vacancies throughout this year. So, um, so just to ask on behalf of, you know, parents because, um, I think when parents hear

131that you have a 21% decrease in the number of referrals, they're going to be, but are they enforcing the rules? So, for example, it could be, well, maybe there was we're putting less emphasis on dress code. Okay. Because is that in the end going to impact things? I know that you come from a long line of educators and your mom was uh the dean at the school. So I think you probably have some interesting strategies. If you could just touch on that a little bit to uh maybe alleviate any concerns. I think the biggest let me first say we are not you know deleting referrals or wiping any of them or not focusing on things. I think it really has been making sure we have co-teers in those supported classrooms where we often have classroom

132disruption. Um, but we have placed a heavy focus this year on parent communication that there needs to be a phone call when you are having those behavior issues, picking up that phone. Parents are our partners and if we're not engaging with them to get the support, you know, then those behaviors will continue um and get worse. So, that has really been a focus of ours on the academic side as well as on the behavior side. >> Excellent. Yeah. Thank you. And thanks to the parents for helping enforce that. >> Absolutely. Andrews. >> All right, the caboose, right? Um, well, good afternoon everybody. Uh, Ryan Andrews, principal Indian Trails. Um, on the form that's on the screen, you really have two of our goals, but really any of our goals are to improve in all areas.

133Doesn't matter who the kid is or what the subject is, um, even though we've had success in the past and historically highly high scores in a lot of different areas, uh, there's always opportunities for growth. um specifically with our students with disabilities. Uh that is an area of focus for us. Um but we can't put all of our eggs in one basket. We definitely want to make sure that we're improving in all areas. Uh we strive to motivate each of our individual scholars through our Mustang success class. Um as well as providing uh enrichment and support and setting goals for those students. the students are part of the goal making um and they can understand where they stand with their progress monitoring and um if they're on track to meet their goal at the end

134of the year because every point counts. Um right now our data through PM2 is showing a very positive trend. Um all areas are improving from PM1 and then if you look at cohort data from PM2 last year, everyone is higher this year than they were last year. um not only as a cohort but also year-over-year. Um right now our math gains from PM1 to PM2 are a big celebration. Uh they went up 21%. And um notably our eighth grade math cohort uh is 20% higher than they were in seventh grade last year. Right now we're currently monitoring and helping students with semester 1 content recovery. We have had many new students um coming from different areas where maybe their content requirements are different or they're at a different pace. Uh so we're we're working through

135that as well as making sure our students that were struggling are receiving supports uh through the remainder of the year. And we are putting a heavy emphasis on our professional learning communities with their understanding of data and what data means uh so it can better align their instruction and planning with grade level benchmarks. And um we're always working to build common and consistent strategies amongst our rooms. Uh so that way there isn't that learning gap from from grade to grade, but um but even practices from class to class. So our students are using the strategies over and over again in different areas. Uh we've also partnered with other outside agencies like CARD and um they've come in to help support our highest need classrooms and the um the support that they've been able to provide

136with again as uh was it Carrie down there who mentioned that Amy >> they uh they really have had a uh a significant amount of individualized time with a specific classroom a teacher and that group of students. So it becomes more of a targeted learning experience and uh we're we're really excited to see what ends up happening at the end of the year through all that. >> Yeah. Well, big kudos in making uh your desired progress for ELA math and science. That's amazing. Um can you tell me I think you mentioned in your report some weaknesses including um data literacy which you touched on a little bit there but also overenrolled science and social studies classes. So that that's a trade-off that we make intentionally uh through our staffing and in order to reduce the

137case the class sizes in ELA and math the natural compounding effect would mean that social studies and science are a little bit heavier. >> Okay. Um but you're not seeing maybe um students grades dropping in those areas like how how can you still provide the individualized instruction uh with a larger class size like that? It's very difficult. Um the teachers the teachers are great. They they are the best that I've ever worked with. Um you know they they are masters of their content and uh they get blood from a stone. >> All right. Well, thanks for that interesting strategy. >> Any other questions? >> I just want to say thank you to all of you. I appreciate your hard work. I really do. Um, I know there's a lot of challenges, lots of people that

138move here into the county. Um, to see the increases in middle school and just remembering like those are our co kindergarteners, first graders. I mean, it's been an uphill climb and you know, we've seen just the progress over the years and it takes time. So, I appreciate you all and even with elementary, you know, my youngest, he'll he'll tell me when there's a challenge, you know, oh, they changed this and that and so I know you all are working hard and just really >> and that's a that's a good note, Miss Chong. Like, uh, when we say, hey, we're looking for 70% proficiency, and somebody says, well, 5 years ago it was 70%. Well, those aren't the same students in that classroom in seventh grade, right? It's a new batch. we're not, you know, adding

139to a an existing widget. We're always trying to ensure that those students get on grade level. So, um I think that that's an important distinction amongst uh educational data to be aware of. >> I I think it's also important to note that we have new benchmarks as of 2020. Correct. Right. When the pandemic hit, we got new benchmarks and new tests. >> Yeah. >> So, we're being measured on different skills. >> Yeah. and the nation suffered a huge drop um uh postco in which I think we came rallied back from much faster than um the national average >> and I want to kind of mention too so thank you all for everything that you're doing but I think from parents you know and community members you also have to realize a lot of our students

140have disabilities and they're not diagnosed with it yet and so our all our educators in the classroom, they they see it, but they're not medical professionals. They cannot say, "I think you have a disability or your child does." So, they have to, you know, go through that. So, I think um to be mindful, you know, mental health has been really a challenge for everyone like adults, children, right? So, and they're they're here in our schools and you guys are doing the best you can and you have to work with what you have and so, you know, as we move on, we'll see how can we, you know, help them. But I mean I thank you cuz I mean the numbers too. If we had a test, if everyone had a test right now and I

141said, "Okay, you have 5 minutes. Do it." That's stressful. So think about our kids. They're doing that. So to get those scores, we're doing the best we can. I I know you guys are going to continue to try and we're here to support you and um thank you for everything you're doing. >> Yeah. I'd like to just also say greatly appreci every single appreciate every single one of you and what you do. Um, you know, coming today here and being able to present your strengths and your weaknesses in front of the board is not always the easiest thing to do, but you all came prepared. You came with solutions on on on answers how you're going to continue to move that needle forward uh even in areas that need growth. And I am grateful for

142that because that gives me encouragement as a board member knowing that this team is dedicated and is on task. and um I I I I walk away today with even more confidence than I had before you walked in here. So, thank you for for all you're doing and just know that your school board supports you, your effort, your team, and of course all of our students. Um and we and your superintendent, I know, does too. So, >> and I'm glad that you said that because really what they are doing, it's it's like a peak into their diary. It's pulling out the area that they we that they're concerned about. Right? We could sit before you and we could talk about all the highlights and we can bring data to support all the highlights, but they're

143saying here is an area that we're concerned about and here are the things that we're doing to address that. Um but what I am very confident is that we have amazing leaders in our schools. They are doing great work for young people. Um, we have amazing educators that work in our building and in our buildings and in our district that are doing great things for young people and um, you know, I know that we're going to see the benefit of their labor as we continue to to move through this year and we're excited for um, all that is to come um, next. And so I I too just say thank you to you guys um, for all of your work. Um, we are very confident in you as leaders. I know that you get an

144opportunity to hear me say that to you, but um really keep our kids first, keep our kids first, and continue to do great things um for young people, and it's going to make our community better. So, thank you guys. We appreciate you. >> Thank you so much. >> And we know that you would love to stay for the rest of this meeting, but we do understand um if you leave before coming back tonight. Yeah, we'll see you in a few hours, right? >> All right, we're going to take a 5minute recess. Oh, yeah. Thanks. >> Great. Mr. Reynolds and Dr. O'Brien. All right. Good afternoon, board. Chair Chong, Superintendent Moore. Um, as you've experienced over the past several months, we've been coming uh to you with our strategic plan uh spotlight. Today, we're going to

145focus on goals one and two. Um, and note that some of this information was just covered in the the SIP reflection. So, goal one is to ensure academic success for all students from early education to post-secary preparation through consistent monitoring and systematic support. And our focus is on using researchbased strategies and targeted instruction to improve student achievement. Uh, why do we have this goal? activities under it constitute the core purpose of our district to provide a high quality educational experience for all students in our community. uh the outcome goal areas for this is our goal uh academic or sorry our core academic achievement for ELA uh the goal is to go from 55% and 23 24 to 62% this year in math to go from 58% to 64% science to go from 61 to 65%

146and social studies to go from 69 to 73% you can see there that um we have projected our um achievement For ELA and math, we are projecting ELA to meet our goal at 62% and we are projecting to exceed our goal in mathematics with a 67%. We don't make a projection, a formal projection for science and statistics because we don't have those progress monitoring assessments through the state. Um but through our internal assessments, we are on track to um meet any goals that we have um in the strategic plan. Awesome. I mean that's good news. >> The other goal area um is kindergarten readiness. Um that goal in the strategic plan was to go from 53% and 23 to 24 to 55%. Um this is measured in se August and September of a kindergartener school

147year. And so this year our rate is at 37%. This this looks like a very drastic difference in numbers. Um and we did drop from last year. Just a reminder that after we set this goal, the state changed how the cut score for this measurement. Um so it is much more difficult to reach that 53 and 55%. Um so we did see a drop in kindergarten readiness from last year. Um but we have also um implemented a lot of different supports through the teaching and learning office uh targeting kindergarten readiness. So so far this year um we've worked with our VPK program on a standardsbased report card. We have worked and supported them through their VPK deficiency process and their MTSS process. um with our prek students, we have implemented the foundations curriculum that we

148use in K5 and we have now um implemented that in VPK. We've worked with them on a professional learning plan for their staff and their teachers. Uh we've done lots of different walks um with BPK which started this year um both with foundations and with mathematic walkthroughs and we used the CLSD grant funding to um train their literacy paras um in BPK in the future. what we are um some of the things that we are looking at doing in the future. Uh we are continuing to work with our early learning uh coalition on the um thrive by five pro uh program. We are exploring a new supplemental curriculum called age of learning um that other districts have seen great success with in BPK and so we are looking at implementing that starting this summer and

149going into the school year as well. And then we are also adding a early learning coach position for our VP VPK programs. If >> I can just add to that, you know, these are the things that we can do for the VPK um programs that we facilitate. If um you look at our data of our students that go to our VPK program versus uh if we would just take our programs out, our student performance um is higher than this sitting about 50%. Um but what I will stand by and say um is that kindergarten readiness is not a school district issue. Right? Kindergarten readiness is a community effort that we have to work on. Right? This assessment is an assessment that is given to the students within the first two weeks. I was going to

150say 30 days or less than that. So for the first two weeks of school assessing their readiness for kindergarten and we know that there is a direct correlation between students kindergarten readiness and our grade three performance. I did have um uh Mr. Reynolds pull some information that I'll just uh share verbally the top five school districts as far as school district grades their kindergarten readiness Nassau County 38% St. John this is in order of the ranking for the state top five Nassau sits at 38% St. John sits at 58%. They are the highest in the state for kindergarten readiness. Uh uh number three is Walton County. They sit at 47%. Lefayet. Number four, they sit at 38% and number five is Indian River which sits at 45%. Those are the top five districts within the

151state. The top five kindergarten readiness across the state is St. John's at 58, Sarasota 55, Panelis 53, Bvard 52, and Martin County uh 52. And so kindergarten readiness is something that we as a community have to come around in order to be able to address what this is, especially if we want to see higher performance within our schools when it comes to our traditional assessments. And I'm sorry, Miss I'm ready to have interrupt. >> You answered my question. My question was, are these uh just our students going through VPK or all students coming into kindergarten? So, I wanted to make sure I made that clear. Um, and you know, even if you choose not to put your child in VPK, there's a plethora of material out there. Uh, even Dollar General sells uh, you know,

152al letter recognition uh, books. though please um it I'm sure we could post some information about it on our website. you go to our website kindergarten readiness. >> Yes, it will show you the skills that they need to know um in order to be ready for kindergarten. To your point, Miss um ready for students who do not come do not um participate in VPK. Those students are about 31% is their readiness um for those students that come in from Yes. that yes that do not attend a flagler VPK is they sit at only about 31%. >> Do we have an idea of their readiness if they attend a VPK but not a flat like a Flaggler VPK? >> I currently don't have the the the list of students who are getting private provided. >> Yes,

153because the the state changed the way they uh report it. We probably could get loose like close to what it is, but we would not be accurate to be able to dis we would not be accurate to be able to say this is what it is, but we could get close to what that number is and we can send that to you. >> I was just curious because you know if we see that across the board it's high and is the question then are there other socioeconomic factors at play that those who do not attend VPK are dealing with? um you know all sorts of things. Um >> well did you say what did you say for for students that actually attend our VPK coming in their readiness do we have a measure on that

154itself >> 47 >> okay so we're at 47 there >> and when we look at yes so um I'm going to just if if I may just kind of address some of the um different so if you go to our our our website and you type in kindergarten readiness it will pull up for you information. It'll also pull up for you uh resources that families can do um at home in order to assist. The the biggest thing is really helping students to be um rich in their language, learning to take turns, um rhyming, um nursery rhymes, those things, letter correlation, onetoone correlation, those things are so important. I think it's many people believe that you have to come in reading um in order to be ready for kindergarten and that's absolutely not um true. You

155do not you don't we you don't have to teach your child how to read at home for them to come in be to be ready for um VP for kindergarten. Um that is something that we do in kindergarten. Um and there is a science to how we teach uh students uh to read. Um, and there's lots of research about that, but I definitely recommend to our community to go on look at the resources. Uh, we also connect to the early learning coalition of Flaggler and Valuchia to their page and to their resources because this is really a work that um, they are championing in our community as well. I just want to point something out too on that 47% because when back in 22 when I first came on the board that was one of

156the bigger complaints is we had long waiting lists to get on VPK and we've expanded that now to additional four class uh VPK classes giving more access and we're seeing more benefits now uh in the numbers here when you can see where people that have come to RVPK going in with the readiness and haven't we seen some um ELA gains in in the kindergarten from from that. Is that where we're measuring that? >> So, what we know is that the correlation is um it's loosely correlated to third grade reading. So, we want to make sure that we're seeing um you know, higher kindergarten readiness scores. >> We have to do a lot of lift to get them caught up >> because the goal is to get them to that third grade level. So, and and

157I just, you know, for parents that had to face that, you know, do I hold my kid back for another year because they haven't reached that, you know, we we we want to make sure the parents don't have to try and make that decision. So, >> yes, >> very good to hear. >> And I also encourage reading pals. So, if you're a community member that is retired, you have extra time on your hands and I would love to see more reading pal volunteers or you know, I'm glad to hear that we're trying to get other programs more involved, but you know, you as a reading pal, you can come in, you can read to these classes, but just reading. I love that our library has so many reading opportunities. So, I think parents, you know,

158guardians, if you can bring your child more, even if it's once a week, but that extra 20 minutes will make a difference. So, become a reading pal and help the schools out. You know, it is a community effort and um you know, just we can't give up, but just reading, reading, reading and just reading to them. They don't have to read right away, but read to them and it will help >> because what we've seen um in kindergarten this year that we've seen an increase of student that students that are coming into kindergarten that are non-verbal, >> we're seeing so they lack language. We are seeing an increase of students who are coming in um to kindergarten that are not potty trained um who have not been in structured environments and so they are struggling

159with some of the transition into kindergarten and those behaviors are um uh being demonstrated within our classroom. And so when we think about the importance of students being in a rich language environment and how critical that is to the acce that s um success and this is not just one school each of our schools in kindergarten are seeing an increase of nonverbal uh students and I'm not and I'm not talking about um developmentally delayed. I am talking about students who are have a significant language delay that is causing them not to have language to be able to u communicate their wants and their needs >> or even to be able to follow simple instructions. >> Absolutely. And um there's a long-standing study about the number of words a child is exposed to between the ages

160of newborn to age five. And you know people always say well money doesn't buy knowledge. So how is it higher socioeconomic people tend to have students more kindergarten ready? It's because they tend to talk to their children more. So even just the act of talking to your child and involving them in conversation even when they can't yet respond is valuable >> is absolutely and reading to them letting them hear different types of of like language through stories through people talking to them. I don't know if that you mentioned when they not are not yet able to respond, not using baby talk, you know, with them. Um, using full language to explain things to them and helping them understand and reason things that maybe they yet can't, you know, um, completely grasp into their words is

161critical. It all matters. Um, it all definitely matters, um, when it comes to their then future success. Do we know if they still offer the Dolly Parton books in Flagler County? >> Yep, we do. Yes, we uh they do still do that. We also through the state of Florida have um New Worlds Reading where um our students um can receive free >> book every month and it's free. >> Yes. And I will tell you kids and you get >> we go we we have them at a different events because this is an elementary so we have a station at different events. Um, and we still have families that do not take advantage of that opportunity and the they just got to sign up and their books will come each and every month. Um, and so

162we need families just taking advantage of the opportunities that we provide because we are providing a lot of opportunities. We we just have to have them taking advantage of those opportunities. >> Yeah. I know that's not necessarily on us, but I just I wonder if there's a way to get that out there. I mean when they're two, three years old, they can get books and they start picking up vocabulary, you know. >> Yeah, they have it in, you know, like the parent square or, you know, so like they do market it. I think just there's so much information parents, they just have to click on it and register. But Miss Kristen Frank, she always has free books at every event that are these events are free for the schools. So, you know, if you're not

163able to register for the free books, just attend any of the events, you know, and just grab a bucket. she'll give you as many >> and um you know this board is is bold to be able to put that on as a goal knowing it is not something that is um that you fully can um impact. But one of the things that I recommend is that we even bring in um DJ Lebo who is with the early learning co coalition of Flaggler and Valuchia so that she can use an opportunity here before this board to share about the efforts of the early learn learning coalition that may be something that will be beneficial to to the community. and she'll also of course be able to share about the way they support the work we're doing

164um through the flag of schools VPK programs, but she would be able to share the work that is being done across the community in that area. And so if the board would like, I definitely can reach out to her. I'm sure she she would be more than happy to come in and share. I think that's >> you know, and just another thought just as you said, it's a community effort. um maybe putting together a campaign for our other constitutional officers and county leadership and city leadership to have an initiative that we we drive as a community this information through all of our channels maybe at one time a year, multiple times, but have a big ceremonial push for this data. I I just think back of the tax collector, you know, they got tons of

165bicycle helmets. They were at every event giving away bicycle helmets. Well, why not see if we can have these our partners going out and and educating >> uh early learning kindergarten readiness to to our community also. So, >> or like the health department. Yeah. The pediatricians that come in because we're trying to hit kids who are haven't ne necessarily hit us yet. Have a basket of books. Here, get one. Here's how you sign up to get one free a month, right? Yeah. >> Yeah. Great idea. >> We definitely will. >> Thank you. All right. We will move on to goal two uh educational equity. Um this goal is to ensure every student's success and promote equitable outcomes by addressing unique educational, social and emotional needs through a multi-tered system of support and strategic resource allocation.

166And this goal is aligned with our guiding principles focuses on meeting individual needs of each student uh to ensure an academic culture of the highest caliber. And >> there's two main goal areas for this. One is the academic performance for students in our high priority subgroups um which were African-American students and students with disabilities. The first metric was to increase the number of schools that have a federal index greater than 41% for students with disabilities. We were at one school in the school year 2223. Our goal was to get to six schools in 2425 um because this is a a lagging data point. Um and we ended last year at four schools. Uh the second metric uh it was for African-American students. We had six schools above that 41% in 2223. Our goal is to

167get to nine schools in 2425 and we exceeded that with all of our schools getting above that threshold um in 2425. The other main goal area metric in this goal is to um address the college and career acceleration component. Um we were at 48% in 2324. Our goal was to get to 54% by the end of this year. And um although we haven't gotten official official numbers from the state, we do have all of the data for last year's graduating seniors and we're estimating to exceed that at 58%. If you remember with that last year, we dropped down to 47%. So that's actually an increase of 11% in one year. >> Excellent. because when we started working on this because this is l lagging data when we started to work on this we were already

168behind knowing that we were not going to see the impacts of our work um and so until this coming year and so now we'll begin to see this continue to improve um this year we already know that we will be even significantly higher in this area going into next year again um because it's lagging data and we're already calculating what what what this is. We're going to be in a really good place um for all of these different areas as we continue to to work through this year. I have a couple of questions on um you know the strategic goals and how we're executing them. So when we say instructional reviews like is there a specific quantity or cadence um what like artifacts are supposed to be produced by them uh or action items as

169a result? >> Yes. So we continue to review and revise that process. Um this year's model looks like three instructional reviews at every school. Uh we did one um in September, one in October, November, and we just we're in the middle of the third round now. Um we do have a time period identified in April in case we need to do a fourth round at some schools um as we uh deem necessary. Um and in those instructional reviews, we have all of teaching and learning. Um student services and the ESSE department is involved. Um Miss Moore, Dr. or Brian um attend them as well. We also invite our Bureau of School Improvement to our CSI schools um and we walk as many classrooms as we can. We tell the schools any teacher who's providing instruction

170during this time, we want to see their instruction and we look at lesson um benchmark aligned lessons and benchmark aligned student tasks. and we measure that and then we come together and we talk about glows and grows and then action steps um in between the two in between the instructional reviews. >> So what would happen if um you when you do a walkthrough you're seeing evidence of instructional strategies that are missing. Um you you said obviously that's a grow but um for example is there uh information that's shared with the principal so that when they do their particular walkthroughs they can reinforce that. Um are is there uh if if you spot the same teacher multiple times are you diagnosing some professional development or peer-to-peer mentorship work? >> Yes, all of the above and more.

171Um, we do have school support plans for each school that we develop at the beginning of the year based on their schoolwide improvement plan. And at each instructional review, we look at those support plans. Um, and we look at we make suggestions as a teaching and learning and academic department on things that could be added to their support plan or changed. And then the schools also have an opportunity to ask for more support in certain areas. >> Great. When you are looking at this data, are you seeing trends that um you think need to be addressed by the board? are they're um carving more professional development time, professional devel development resources um um anything that could support the growth of um you know the feedback and the implementation of that feedback. >> Sure. If we

172ask Miss Ferrer with professional learning, she would love as many many more days of professional learning. Um I can't think of anything. I think the the cycle that we're in, the improvement cycle that we're doing. So, we have the instructional review um we have data chats and during that we're really action planning and what it allowed for this year moving our PM2 window um earlier allowed us to have that data chat identify some root cause of some issues and then that targeted all of the the PL day on January 6. So, it's really been able to inform our professional learning in a more meaningful way. Um, that that we have found for sure. >> Are you seeing any weaknesses in our curriculum resources? >> Uh, one of the things that we spotted early on through

173our instructional reviews was use. We have seen a drastic shift in that. And so um by having just the the volume of walks um we could see in classrooms or grade levels where they were planning together but maybe not using um the best resources. So that has been a I would say um a big shift for us >> and I think we've seen that in the data too. We talked about algebra >> earlier. Um if you look at algebra and geometry between the two high schools, um FPC tends to do better in the last few years with algebra and machis tends to do better in the geometry area. And if you look at their implementation of the approved resources, FPC's algebra teachers use the adopted materials more than their geometry team. And at at Matanzis,

174their geometry team use the materials more than their algebra team. Let's see >> when we go on the walks together as a collective we are looking for trends of for support. So what do we need to do from teaching learn what services to the point of your questions here what do we need to do in order to address this and so that's really the lens that we look at it from and we identify targeted supports and next steps that we're going to do to address it in those walks. There are times that we may identify something that needs to be addressed in a different way outside of that that global uh support um for a grade level. And schools do have follow-up conversations and put in um individual support to um to an individ support

175to an individual uh teacher. But when we're going, we're really going from the lens of support. What is it that all of us that are in a position to support teachers, what do we need to do in order to ensure that they can go in and do um their do what what they do well and what they are professionals at um doing. And so we've seen that change and improve. When we first started uh year one, um we were not doing that with all of our schools. We really targeted um our schools are that were uh a grade of a C. We saw those improve out of that uh category. We spread across to all of our schools because we had those subgroups that we're identifying here that we needed to address. We saw improvements

176in each of those subgroups. We saw that students uh our African-American students came out of um monitoring completely and we saw that we had an improvement in students with disabilities. In some schools, double digit growth in those areas. And so we continue to focus and look at that, look at the supports, which is why you heard that come up. Um, but then we are we're looking at the data. We're having conversations around that. the April um walk is there as really a catch because when we go and we take um when we look at our assessments um going into this last stretch and how our students are performing, if we need to come in and provide some additional support, we'll come in and do that as as well for those schools that are needed versus

177when we do the first three, we do it at every school. Um and we also I just want to add for for um a point that we also provide this year. We've extended that support to um Imagine at Town Center as well. Also got them connected with um BSI and really helping them to model some of the things that we're doing within our our our traditional uh public schools. And I will say I had a conversation with BSI this week and they mentioned that with their data and their walkthroughs that they're doing at Imagine they are projecting them to be at a B um if not an A. >> Okay, good. >> And I just want to highlight and um nail elementary school and the growth that they're having um and maybe we figure out

178a way to get uh board members to come and be a part of um some of the walks. But we were at Vanell Elementary School. Is that last week or was that yesterday? last week. We were there last week >> and they are sitting at n we walk through 50 classes and they're sitting at 90 plus% uh instruction and task alignment um across the school um across grade levels. So, some great things happening um there and and we're looking and we're you know the teachers already know what we're looking for because it's that one tool that we're using and so we're doing that. Buddy Taylor Middle School is a a school that we're providing a lot of support to and they've done over 500 classroom walks. Um and so it's we you got to be

179in there, see what's happening so we know how we can support. Okay. Any other questions? >> All right. Thank you very much. >> Thank you. We're moving on to 8.01 engagement center renaming with Mr. Freeman. >> Good afternoon board. >> Hello chair. >> Hello attendant. Um couple uh month ago or so you had asked uh staff to bring forward uh the commemoration of how we commemorate a school facility. Um and so that is the purpose of this uh briefing today. Um we have a policy board policy which outlines this process and I've prepared a s a slide which uh gives you some of the highlights here. Um the school board basically can commemorate those facilities through either naming rights or with a plaque that's reserved for um individuals or organizations who have significantly enhanced education

180the district or the nation state community. Uh this the process is that the superintendent would be submitting the proposed name and then the board would be the approval of that name. Um, and as you see, it's based on two different categories, either by location or the individual. Um, once it's adopted, it's considered permanent. And then if we wanted to change it after that, there's a process for that where we have to wait about 18 months. We would have committees at that time. >> Yeah. Hi. Um, so this is in uh response to the suggestion and request that we entertain um naming uh the engagement center after Dr. Jim Gyn who as you know was an education advocate served on the school board for a number of years um had um started the AMP program also

181before computers were in classrooms um initiated the make it and take it program I'm sure a zillion other things that uh you know I'm not rattling off the top of my head um and so I would like for us to uh consider and begin the process of potentially naming this um facility after him. >> So, uh you know, great uh suggestion and I think there's no doubt that um he meets all the the benchmarks here uh to be considered. Um I also have been working with some uh community members uh about uh having some sort of an award or commemoration. um annually at our schoolboard meetings uh with with a similar recognition. Um uh and I I just uh you know asked superintendent to to to explore possibilities for us all to consider. Um I

182I I I my only concern about naming this building after anybody is the fact that we don't own the building. We we lease it from the county. And so if this was designated, um, it it would only last as long as the engagement center exists because that's what it would actually be attached to to our lease. Um, and you know, going forward, whether we would purchase that building in the future, that is really going to be up to this board or a future board. um there's no real legacy that could um stay with that designation. That's my concern about the building itself. I'm I'm 100% um on board with with um with something that can can last a very long time. That's usually the reason why we do this. Um we we want it to

183be go on for many many years for in remembrance um and recognition. So, those are my thoughts on on that and I I would suggest that we we lean on the other for now. Um, in lie of the a naming of a building we don't own. >> Uh, when you say the other, can you elaborate on that because I I >> Yes. So, I I I just I had uh community members came to me and asked me about this. Um, and so I I went to Superintendent Moore and had asked her to explore some opportunities that we could do that with that to bring to the board. And it it just because we we've got this forum now on this agenda item. Um, I'll ask Superintendent Moa what she's come up with. So, so we

184are working with um we are working with um um AMP um to come up with a yearly recognition that we would do uh uh for a student um under the name of Dr. um Jim G. The AMP is also working on some other and I don't want to uh speak to some of the specifics of um what they are planning because I know that they're in some of the beginning stages of it, but every year um we have we recognize AMP during um as we lead into Black History Month and partnering it with the proclamation would be a recognition of a student um in the honor um in the name of Dr. Jim Gyn. Um and we would do that uh with a student that is in one of our mentoring programs. Um and then

185we have a list of different characteristics of students that we would be um looking at and then a process for identifying who that student is that will be recogn. >> There is a there is a scholarship as well, >> but it's just under the general amp. So this would just be essentially taking the same program and attaching his name to it. So the scholarship the difference um I guess would be that um with that scholarship it is much later I mean we can definitely um I can get with them to see if that's what they want to consider is like bringing both is the scholarships aren't awarded until later in the year for for those students and so we would either have to adjust one or the other the other >> doesn't line up with

186February >> and the other people the other uh point is that we have scholarships in the names of lots of other people and so we did not want to necessarily get connected um in that way um so that we would then be you know really um not focusing on him but really focusing on our scholarships and that's something that we already do in the month of May through the Ed Foundation. >> Mr. Freeman, what is the length of our current lease on the engagement side? >> We originally had a two-year lease that was in 24. So, our lease would be coming up in I believe September of this year. >> Okay. So, um does it uh when that lease comes up, are we is there a an immediate situation where we could absorb the spaces

187that we're using there into our other schools or are we looking potentially on extending that lease if not purchasing that space? >> I would think that'd be up to the board on what you would want to do. Um we wouldn't >> we would have the option either to extend the lease and I think there is an option on the uh to either if we wanted to purchase it at that time as well >> and our recommendation would be to extend the lease um to your point not being able to absorb all of those things just into our schools. So our recommend our recommendation would be to extend the lease and then it would be up to the board to consider if you want to purchase the building. um or not purchase did come up. We

188had some reservations with that initially, but I don't know what the you know what you guys will consider at that time. >> It is a valid concern if we do cons continue to have enrollment uh drops where I could see you know if the trajectory of our enrollment drops continue within the next 5 years that we do absorb that space and and not purchase it. in which case, you know, yes, it is a a a temporary uh naming location. Um as opposed to the other schools where it would take a lot a lot larger enrollment decline to um take that out of our inventory as it were. Um and with our current projection um for um FTC our um FTE projection I do not for I don't see unless something happens drastic and we have

189a a drastic decline which some districts are experiencing that we do not anticipate that with the data and that's not how the state is projecting us to go. I do not anticipate anticipate us not needing that building um over the course of the next um 3 to 5 years. we will still need that that facility >> based on if we're just looking just strictly at our current FTE. >> And I know some may ask, well, what about the other schools that are location name based? One of my concerns is the cost that it would take to roll back all the current branding that's on all of the the you know, this one's relatively new um and just has right now the smaller sign. and everything else is a little bit more of a mixed branding

190within it. So, I thought it would be um a lower cost um you know way to commemorate him as opposed to renaming one of the existing schools that were >> we did have that conversation with senior cabinet around it being a building that we do not own. Um, again, it the language does not pre uh, you know, prohibit you from doing it, but it would only be as long as as as your your current lease. >> Right. Right. Um, and probably, I mean, it wasn't probably, you know, thought that we would have leased properties. So, I'm sure that the spirit there is that we own the property. And I would definitely um and and I'm not saying which way, you know, if you guys want us to move in the direction of this one, we

191will support it and make it happen. if not. But I do think regardless of what um the board really being able to collaborate on how we honor our students too that resemble um u his character and characteristics will be something that we can and or do um but not necessarily um you know I think that that connecting it to how we recognize our students will also be a great opportunity as well. Yeah, I I would be willing to table this until we have further discussion on the space in terms of leasing it andor evaluating at that time. Are we looking to purchase that space? >> I think that's a good idea. >> Okay. So, with >> on the naming of the building anyways, but the we we could still move forward with the a recognition

192um right >> that we were talking about >> uh during a spotlight. >> Okay. every February >> and I like involving students too and so but it was a great idea. >> Yeah. >> Um for sure. >> So we will bring this um back um you're you'll table it. So you'll bring it back um Miss Ruddy if it's something that you we want to consider we'll bring it back when we look at the lease lease space. Okay. Okay. >> Okay. Thank you, Mr. Freeman. >> Thank you. >> 10.01. We'll move on to student school policy 141 dispensement. So, as you know, we've had student school board members um here in Flaggler County. However, we did not have any language that really um outlined the role um and any language to ensure that it was something

193that continued um for for years to come. And so this is our um steps towards doing that. >> We vote on this tonight. I I think it was pulled from I know ECG is if this one is I do apologize. It should only be ECG for tonight. Um and I will pull that accordingly cuz I wasn't ready for that. >> Yeah, I will I'll definitely will pull that accordingly. I do apologize. ECG um we do because we're recommending that you mirror language from from state statute >> and I do apologize for that error. That is definitely only >> um so under the section 4 uh letter B roles and responsibilities be encouraged to sit at the schoolboard table during regular open meetings and participate in discussions in the same manner as the public. Um I'm

194hoping to kind of maybe clarify discuss that a little bit more. Um, so that sounds like number one. If I as a school board member wanted to um capture some insight from one of the students, that would not be in line with this particular policy. I would uh they would have to have uh submitted their name in order to speak either on an agenda item or at the end under the regular 3minut rule and not at the dis correct. >> So that was the original intention of the policy. Um and then there was um there was a scrier's error that needed to be made. um after we had changed the the intent to be more of a of a public discussion that that referenced uh the chair >> um but that language should no longer

195be submitted to you and so like that's why we're work workshopping it. So, the policy was originally created because board member Ramirez had uh mentioned that there would that she would like to see like a policy brought before you for discussion >> and uh and so there was some um I think there's a couple opportunities there for the board to have discussion as to like >> you know the way they they see best fit. I think also it would make sense um to uh request council uh council's opinion on that as well um given given their experience with um >> um with various various boards and and the history with regard to policy members because there are a couple different issues >> that arise um as a result of a policy like this. So >>

196because from our recommendation um as a as a district uh staff is we did we wanted to um we did not want to put our students in a position where um uh they were um have speaking on topics that the board is um discussing that would um cause the public to potentially change target our students. and their manual. We want to make sure that they're representing really the student body and having an opportunity to engage around those things. So our language was our recommendation is that of which the the public so giving them an opportunity to express their com their comments, their concerns um as the public will be allowed to. that when the board is in the active discussion, we did not make a recommendation that they be called on at that time. >>

197It's hard to imagine this being becoming an issue, but we, you know, we don't know what could happen in the future. Um, where it could draw negative attention to a minor or cause conflict within the board. Yeah, I I I personally do not like the idea of having student school board members participate in uh the policy discussions um primarily for some of the things that were already mentioned. But but secondly, um we are all duly elected people that represent the community and we are here to put policy together. um and the students are part of that constituency base through their parents. So we um we do have direct collaboration there and also our involvement in the schools. Um, I think right now the way that it's operating is is is how it should be that

198they're they're more of a um liaison between the the the school district uh or their I'm sorry, their their school and the the school board. uh bringing uh awareness to the school board of things that are happening um at the at this at the school level and um and and in turn reporting back that what has happened at the school board itself. Um it could be very problematic if we have because they don't necessarily represent all the students at their school although they are a representative um or as a student school board membership. It's not a it's it that that's not how our our system of government works here. Um you know they are essent they're they're teenagers. Um so bringing in um that perspective at a board meeting when we're discussing uh policy between

199I believe can be problematic not only uh to the process but also to the student itself. So I am not an advocate for that and um I think that we got to be very careful how we put the language in here um going forward. They can definitely uh bring things to us, right? I mean, there's >> and they can speak. They're a member of the public, so they can speak. Um, but to Miss Ruddy's point, it would be before the discussion. If this language goes, it will be before the discussion is had as would be the same that is allowed for the public. It would not be during the actual discussion. Again, this is just the language we're rep we're recommending. it is to this board to really decide on the direction you want to

200go. And we've gone back and forth with where that should be. Should it be the chair um uh giving them an opportunity to speak? Could it be any school board member that uh gives them an opportunity to speak through the chair? Uh we've gone back and forth and we can, you know, I can definitely see all parts of it. Um but our collective recommendation was for it to be um allowed as that which is allowed to the public. >> I think what we're missing here though is we have as part of our cadence and our agenda are the school updates from those liaison representatives and how they use that time unless we are to uh please provide oversight into what they're going to say. right now and more traditionally it's been almost like uh here

201are some event updates right or here are some uh recognition items now uh personally speaking I'm conflicted because my daughter was a student representative liaison and she was uh sat during a contentious time during COVID and she used some of her time to actually speak about um certain a particular item that was going that was on the agenda to be uh voted on that evening. She did not speak during the discussion of the event but used her time um within the liaison updates to share what um was essentially advocated and communicated through uh her and the perspective of the students on that particular item. And so that's where I'm I'm questioning if we're going to say that they can speak but in the same manner of the public then that would need to be including

202their liaison updates and or we need to essentially better define what the leaison updates are if the spirit is to uh remove them from having or sharing opinions on items to vote on that evening. However, that's where my conflict is. They are uh you know a um a liaison, a voice of an updator um provide some insight potentially that is another piece of fact uh or information that could inform the board but in the essence they don't have a say because they don't vote. It's the board that votes. So I I I will say this was there was no intention here to remove their closing comments and we do not um um I'm going to use your term but I it's cuz I'm failing to we do not we do not oversee police whatever they

203say during their closing comments are theirs. I they do meet with their um school leadership and and to ensure that they can um they have the information about all the things that are happening but even that is really their own closing comments and reflection of their representation of the school body. So this by in no means are we trying to remove that. We're talking about for the comment around the public that is for agenda items and we should definitely improve. That's what I'm saying that there leaves space for interpretation and or questioning if we if we're providing them space to have liaison updates but then we're saying well no they shouldn't speak and I think that's what we're having a conversation on uh as well right the there's really two aspects here can a student

204liaison be recognizes by the chair to or be called upon by a school board member to share their perspective when asked and part B during their liaison updates. Do we specifically state that they are not to express opinions or uh you know feelings about upcoming items to be voted on? And that's what I think is uh because that's what I'm understanding is the concern of Mr. Furry and then in that case you're restricting their speech to >> I would I would add may I Okay. Okay. >> Um I would add that they we their resp is is not restricted in the sense that um it says here that to to be able to participate like the public. Well, the public participates through public comment. So there's nothing that prevents a board member to to step

205down from the dis and sign up for public comment and make their public comment heard at one of our board meetings. what is what could uh where there could be problems in the future because remember we are we are setting up policy not just for today for future boards. And so uh you when you leave the um the option to allow the board the student school board member up to one person. Um, you now have made it so that uh if if that view may be in alignment with uh the with the with the chair or opposition uh or opposed to that uh they could they could either approve or deny their ability to participate. Um so therefore uh I I I I think you have to think through these things. We hope that that

206would not come into play but it is it is clearly a a possibility and uh we're as I mentioned earlier the the public comment section at both the beginning and the end uh are um places where they can express themselves like the public. Um and the other issue I have here is that we open them up to uh potential sunshine uh violations. I don't want to put our students, they should not be put in that position um to be put into sunshine uh violation possibilities. Um and the um there was uh and they are not participating in the workshopping of our policies, right? Uh and so we all share the data that we all uh build our policies off of in our workshops when we have our discussion. um they may come with data or

207or support for their argument that has not been necessarily shared with the rest of us to have any context or validity of uh of what supports their argument. So these are these are some things why I think it's problematic that to to to set it up in the way that uh some of this language would allow. So, I'll yield my time. >> Calling upon um sorry, calling on a student for their input, but that's something that could be weaponized, you know, against each other. >> That's my point. >> Yeah. >> So, can I Yeah. Thank you. Um All right. Just so I brought the only reason why I brought this up whenever, you know, what two months ago or so because we didn't have a policy on it. You know, we learn in training if

208it's not in policy, it can't happen or it happens or not. So, that that was the intention. And then secondly, you know, reaching out with other or speaking with other districts and like learning about what they do. You know, we try to feed off of each other like what works and what doesn't. A lot of them do have student school board members. However, they have different ways that they run it. You know, they have, you know, 25 high schools, we have two or whatever it may be. So, they rotate. We don't, you know, so and then I know several years ago there was a board meeting and school board members had the opportunity to speak in discussion. So, it's just, you know, having consistency in a policy. So, I'm really glad that we're going to

209figure this out because I think having a policy is the most important thing. And then obviously, we figure out what's best for the student, the district, and then the board. And then thinking in the future, whatever we put in policy, this is for future boards to kind of go through. So, I I brought it up and then I think just a couple points and, you know, just see what you guys are thinking. But one, you know, I I don't I agree with you, Mr. furry like I don't believe the chair should have the right to say okay I you should be able to speak or you should not just because of the viewpoint so I think with a student school board member they should perform as if they were a board member essentially but not

210voting obviously there's no debate happening because it's not a debate it's a a business meeting so that's why I brought it up other districts do that and that was my intention of seeing you know what would work with the students they're the ones that are bringing in the information and I do understand what you're saying. They're only at this high school. So, Matanis at Matanis FPCF FPC, but they're still part of the community. People go and talk to them and you know, how are things going? You know, just like they're supposed to bring back things from their schools. So, I thought having that discussion so if we were talking about something up for vote and then just as you know, Cher Chong would say, "Oh, any discussion." So if I did, I would speak, you

211know, okay, thank you. You know, you have the floor, whatever it may be, and then if the student were to want to have student discussion, they could have an input as well. So that's what where I was coming from because other districts do the same thing. And again, obviously, we have legal counsel, two different types, so it's good to hear like the pros, the risks, and things like that. So that's what I was >> like coming up. Definitely because I never would have thought that we had kind of this difference and I didn't realize it was u interpreted in different ways just like I said my my previous experience with it. >> I just want to >> yeah if I I just want to go through a few more things. So the sunshine law though

212I understand >> initially may be the concern but from what I've gathered like they're only advisory only. So, I don't believe that they could do anything with Sunshine because Sunshine would be if that student was in with two board members at the same time. So, I was just trying to think, you know, number one policy, we definitely need one. So, >> can I just I'd like to have Mr. Delaney chime in just because you brought up legal >> Yeah. And we have representatives >> when we say we think it's not illegal, that's when we get into trouble. So I want to bring in uh minds into into this. >> I have a couple of other points that I would like to make sure that I add to so that he can provide insight on it

213as well. >> I'd like I'd like clarification on this point right now. Just finished. >> Yeah. So and that's why I've met with both legal teams and I've been asking questions because I'm not an attorney. So that's why we're here today. So I have my notes. So obviously our legal team can let us know from my understanding from being a board member. I do not believe that the sunshine law would be a concern for the students, but we have legal representation who can cover that for us. So, we'll let them do that in a moment. Um, the main thing is the policy. So, I think it's really important that we have a policy. I I really believe that the student should have a voice as a student schoolboard member. A lot of other districts do

214that. If if we're having them allowing them to go and do public comment, so they could go and do public comment for three minutes and say whatever they want, it's they could actually say worse as a public comment student than on the dis because on the dis you have to have a decorum. You have, you know, you have to represent. So I don't know. I I sent re um some verbiage for the attorneys to review and I'd like you know their feedback on it and then like legal their legal feedback and then we can kind of decide from there but policy obviously is the most important thing to have a policy for our students. I I agree. And you know, in here it says that students should not speak to two or more school board

215members regarding and it's already establishing that they're under the sunshine law, which I wonder is even um a con even even enforceable because they're under very often the age of 18. But in terms of a previous um account uh that if we have the the board chair recognize them to vote, there could be some collusion. Well, how would they know what they were going to say if it wasn't coached? And a way to get around that then is to say instead of leaving it up to the board chair to recognize it could be voted on uh like with a motion I would like to move to allow uh the student school board representative to speak and then we'd have to we could vote on it and then it would receive a majority of vote that

216would allow them to speak. if we're concerned about um collusion or you know or um do we allow them to have a space before all agenda items regardless of the topic and that way it doesn't look like there's um that impropriety but finally one of the uh legal questions I would have is I think then they should be the uh up to the same standard as us not that they're uh communicating between two or more school board members But you know just like us we cannot communicate with each other. They should not be able to communicate with us individually if we're going to say >> but they can they can >> they're not I mean they they can >> well then why are we limiting it to two or more in this in this language.

217I guess that's my least I say anybody can talk to a school board member at any given time. um there's no prohibition ultimately for that action to happen, right? Or or e in either direction, right? So, um that that that's part of where that concern is. But it's more or less it's it's we are the elected body, right? If if if we if individuals want to seek collaboration from >> voting, >> if they if individuals want to seek collaboration with the student schoolboard members, they can reach out to them individually if they if they feel they have that need. The the individual schoolboard uh student school member can can reach out to us individually if they want us to know their position on something. They are open to do that. Um the problem is is

218when you bring in that into the discussion on the dis when we're voting the whatever they're bringing forward we we don't uh I would if that happened I would call the table the entire vote and we have to go back to the workshop and and and and look at the basis of the information they've brought forward because the difference is is that we we have all the same data to share. There's no surprises, no secrets. we uh when we go to that das we know that we've all had the same information and we've discussed it right if somebody brings a a a new pe uh a new perspective at the dis right often times this is going to be more of an emotional or political position uh becau and and and if even if they

219bring it based on certain facts we have not had time to review it and this is not the role of the students in a a school board Whether or not um another school district allows this, I I I think it's irresponsible to be quite honest with you to bring in uh minors into a discussion like this where uh adults have been duly elected to to make these policies based on talking to the constituents which are their parents. We we put our students first but our constituents are the parents. So therefore we need to hear from the from the parents that comes through public com that comes through our interaction with the community. Uh parents are not the only stakeholder. There are others that are very much involved in in in the advancement of education. But

220the students benefit from our efforts that the the adults in the room that see that we we know this is the right path forward and this is what we voted on for you and there are plenty of opportunities for them to collaborate in between. And so now I would like to I just I want to know the ramifications of sunshine law because that obviously is addressed in here about not talking to two or more school board members. So how does that look in this scenario? >> And the reason I said two is cuz you can't have two board members discussing a topic. So that's where the number of two came from. >> Well, you can't that's one like >> Yeah, it's already a violation. a student. No, if a stu a student can talk to

221a board member, but if a student was talking to two board members about then it's a sunshine violation between those two board members. That's where I was getting. >> But I think if we're stipulating that to Mr. Furry's point, then we're stipulating they are treated as a school board member where we cannot speak on items even with a with one person. So I think that almost complicates it and make it makes it seem like we can hold them to the sunshine law and that there could be violation even with us communicating with a a a student liaison which is not what we want to do. >> Yeah. So Mr. um Delaney was going to >> So um I'm got some notes I'm going to try to hit uh some of the questions that have come

222up to Miss Ruddy's point. I have not personally seen any cases either applying the sunshine law or limiting the application of it um based on the age of the person involved. U would not want us to be the test case for that. Uh but I don't think that there's a Florida case on that right now. Um there is definitely a concern about uh any person whether they're a member of the board or member of staff um being a conduit of information from one board member to another conversations happening off the dis uh in between meetings. Uh the superintendent is not allowed to do that. I'm not allowed to do that. the staff isn't um say, "Well, board member number one thinks this and board member board member number two is already ready to vote in

223favor of this." I couldn't be having that conversation with any other board member. Um, Sunshine Law is complex and I do have a level of concern that the closer you bring uh a student to the decision-m process, the greater the implications of Sunshine Law would apply. And I think it would be a tall ask for a high school student to to be able to get sufficient training so they could apply sunshine in real, you know, world situations. I would still regularly get questions from board members who have served a number of terms um and they still have sunshine questions and so I I think it would be a lot to ask someone. So, let's address that issue. Would a student have the Sunshine Law apply to them? Well, they would on the conduit of information

224because no one's allowed to do that. And and we got to keep in mind that, you know, Sunshine Law does potentially involve criminal prosecution for violations. So, it's it's serious. The other part about that is it's not necessarily just the voting members of a public body that it applies to. Uh we have situations all the time where staff may be um evaluating bids and ranking bids that then come to the board with the recommendation like on a construction project. Um those meetings occur in the sunshine. They're publicly noticed ahead of time even though no board members are there, right? Because those staff members are ranking options that the board will eventually review. So, the closer someone participates in the decision-m process, I think the ramifications of the Sunshine Law increase. Um, and so I would

225have a concern if if student liaison were participating in the decision-m process. Um, there definitely could be sunshine implications for that. I guess the argument is that if we're allowing them one the ability to speak without any uh guidelines templates during less on updates. We're currently not restricting their ability to share their own perspective on the agenda items just voted on or ones that are coming before the board. So we would if we're really trying to tighten this up, we'd have to essentially restrict that or create that very formulaic. Two, they're not a part of the decision just at because they have no vote. Three, if if we say as a board that when we are voting and the public comments that occur before the board prior to a vote don't matter and that your

226mind is already made up, then we're doing our public a disservice because we're not hearing from our constituents on a vote. So, say that to >> I just want a point of order. I just want to make sure that that no one said that that that today. >> Point of order would be the the interruption. >> Yeah. Point of order on because the making um saying as if somebody said today that uh public comments do not matter. No one said that here. So it's not even a a topic for discuss. the the piece that was stated was that we've already discussed it and no new information should be brought forth prior to a vote. That would then be inclusive of the public comments which occur before the agenda items which occur before the vote. And

227therefore that's inclusive of the information you're stating that should not be considered prior to a vote or is the argument to not share a perspective from the student liaison. And the way our liaison updates are shared, they're shared at the end of the meeting. So, if they were passionate about something, they're either reflecting on a vote that occurred or on a future item that they've seen on a workshop, in which case we would have follow-up meetings about. >> Okay. Can I bring another perspective? We're all public officials and we're used to being in the spotlight, getting criticism, all those things. I I think you also we need to consider um we'd never want our our high schoolers to be involved, you know, in something that was political or emotional where then somebody writes something about

228them and children haven't been written about in this county in the past where the names are redacted which to me is ridiculous because students find out any anyway who it's about. Um and just considering, you know, their mental and emotional health as well. you know, if something bad was written about them, people are very mean-spirited online, um, you know, that it could lead to depression or self harm. I I know this is like a going way out there, but it's just >> even media coverage of of their So I I I just want to say to Miss Readyy's uh >> take the I I I do not believe that the that the stu school student school board member should have the the the option to speak into agenda items from the dis in their role.

229Right. But if they want to step out of their role as a citizen of this county, uh they are more entitled to go down and make public comment. I uh everybody's public comment matters and we listen to everybody's it has nothing to do with whether you've made up your mind or not but in their role a as this policy should be defined their involvement in the policy on the dis is not appropriate in my opinion and I think it's irresponsible to put them into that position and uh but again they are not being silenced because they can step down and and do public comment at any time they can reach out to um to a board member individually anytime through an email or a phone call, right? Um they could arrange a meeting at the

230school and we can go to the school and there there's there's this misunderstanding that the only place that you can communicate with a board member is at the at the at the business meeting. That is the that is the last place that you communicate with a board member. If you really want to affect policy, you reach out to them before the night they're going to vote. Now, if that's the only time you have, then wonderful. Come on, come on in. But it better serves you to be part of the process than wait till the the the night that the the vote's going to happen. So, um but everybody governs themselves accordly and their their their motives are are their own. Um but the end result is here is that uh we are we are the

231duly elected decision makers. These are not legal adults, right? They can't they can't even vote on their own in most cases. And uh so therefore um I think it's our duty to protect them and do our jobs the way we need to do them. And I'll leave it there. I'd like to wrap this up. So, what's going to be our next >> So, if I can just we we appreciate the, you know, that the the passion and the conversation that's happening um for the public. I think it's very important to understand that the purpose of this policy is to capture what is and has been the current the way of work within um these positions and that's the purpose. And so we can go back and um adjust the language to bring forward some different

232additional options for you as a board to consider. Um but but what I want the community to walk away cuz this is is what I hear from this though it may sound differently um coming from different board members is one is that you all want them to have a voice is really around where is that applied when it comes to agenda items and where is that applied when it comes to anything else that they want to talk about. And so I think it's important that the the community may hear you differing on on that, but at the end of the day, it's all about you guys all want them to be able to have a voice, but we have to figure out where does that that live and how is that applied. >> It also

233can't be at odds with each other. We can't say that they can speak at the public uh comment. they can get up from the dis, go put their name in, speak, but yet we're saying we're not allowing them to speak here because we're protecting them. So, you know, it's up to, you know, there that's that's >> from the standpoint of staff when we propose this language. It is to say we want we don't want to take away their opportunity to to speak because if they were not a student schoolboard member they could at least speak on public on agenda items and so we want to capture that. The the second piece of it from you know looking at guiding principles of it empowering them. We want them to have a voice to be able to

234speak on a topic and on their liaison updates and all of those things. We did not want to recommend that they be um uh placed in the middle of the conversation. when you as a board begin to actively discuss this the our recommendation is when that part for them would cease but not to say that they would not have a voice about agenda items and I don't hear that from any of you and I I'm just repeating that because I want the community to hear that is not what I'm hearing from any of you. It is not about them not having a voice. It's just where is it applied and for us once you as a board begin to discuss the topic they will not be uh permitted to then engage in that portion of

235it that is our recommendation. If that is not what the desire of the board is, that's no problem. We can continue to work this language. We were just trying to capture the way of work. To the example that you used earlier, our student schoolboard members, you know, have included in their closing comments um comments about votes and about their opinions as their opinion um as representing their schools around topics. And we still would find that appropriate. And so we will bring lang additional language back to better um codify the conversation that you guys are having today. But I do think is it important that for the community, our students and all of that is we're just trying to capture the language of what we are already doing. We want them to have a voice. We

236want them to be empowered, but we also want to make sure that we can protect them as much as we can as far as their their their um involvement in the um official business of the board and we'll bring back additional language. >> Do their parents sign uh their application? >> Uh if their parents sign anything, it is done at the school level. It is not done at the district level. I think uh regardless I think it would be important for parents then to acknowledge >> I would agree. >> You can definitely add that. >> Yeah. Yeah. >> And Cher Jong, may I have the floor? Um and I think I I appreciate the conversation. I just thought it was really important to have a policy. So I think having the policy and then obviously

237hearing from the legal team and district staff what they feel would be obviously legal and then best interest of the student because it is the best interest of the student. and just having a policy and then between everything that we talked about today making something that you know providing wording that would be legal and provide a voice to the student but just mainly having a policy because a couple years ago we had student you know I as a community member watching we had students talking at the dis in discussion and so it's just confusing like are they allowed are they not allowed so I think today you know just having a policy and whatever is the best and safest for our student I think is the best option I would just like a policy and

238that's why I brought it up. So, thank you for your hard work and thank you for all the discussion. >> We will be back with with more. >> All right. >> Okay. 10.02 uh board policy 2431 ECG update with Mr. Bosterette and >> Good afternoon, school board members and superintendent Moore. Um, we come before you this afternoon requesting permission to advertise schoolboard policy 2431, which is intercolastic athletics. As you know, this board taken has taken a proactive approach to student safety by requiring all student athletes as well as students participating in color guard, marching band, and JOTC to complete an ECG beginning no earlier than May 1st of their 8th grade year. This requirement became effective July 1st of 2025. Since that time, Florida statute 10006.2 and FH FHSAA bylaws have been enacted requiring that

239student athletes have an ECG on file within 2 years prior to July 1st of the year of participation. The proposed revision you see before you today align our current policy with state statute and the rules and regulations of the FHSAA. >> Um, now the EL1 form is done at the provider level. Is my understanding correct that they'll do the ECG uh with their provider? >> Uh it will still partner um we're fortunate to partner with Advent Health and who we play for, but they could they could do it with their own uh personal provider, but they would document on the L1 form and that's a F FHSAA requirement. >> The major change here is that we had the eth May of their eighth grade year. This allows for them to have it two years prior.

240So that'll you know that's one of the uh biggest changes with is that time frame of allowance. >> How is that tracked when you know let's say that a student wants to go try out for a color guard now and you know is the coach is there a listing and there's a database that can be reviewed. So how are we ensuring that the coach is looking that up? Is there some something that must be >> So so there is a database. Um we use home campus here in Flaggler. Um and every year students have to be cleared through the athletic department or with JOTC color guard and marching band through our activities office. Um so parents will go if it's an annual physical or would now be the ECG they'll go get all the required

241forms go to their doctor and then they'll upload those documents through home campus. Um it's not we don't put that responsibility on the coaches. It's it's the it comes out of the athletics office or activities office. They're responsible for tracking all of those and then they'll coaches are responsible for checking their rosters and they can log in and make sure everybody's cleared. It tells you whether you're cleared or not and if you're not cleared for some reason it tells you the reason why. >> Yeah. I guess my concern is because this is uh it can be a twoear span. Sure. >> You know, everybody knows, oh, get your papers. I got boom boom on these papers. So, those are the ones you're thinking about. You're not thinking about well this student was maybe were they

242cleared two years ago and how do we verify that anything not in the current list of the paperwork is also being cross referenced and not slip through the >> cracks. That that's a great point. The clearance for the ECG carries over year to year. So you don't have to resubmit. Um that clearance is it's a one-time clearance throughout their high school career and that'll automatically carry >> show in the database. Okay. Gotcha. Thank you. I know this is coming from the state level. But the only concern I see like I have a student in my office. The mom's like, "Well, we already did the ECG." Okay. Well, I need to see it, you know, or they might fight you on that. But, >> and we've I agree with your concerns. We've reached out to the

243FHSAA. They still have to document it on the EL1 form, but they can they can add the supporting documentation from the previous form along with the EL1 form. So they won't have to go back and and get another ECG or get a physician signature. They'll just submit it along with the the required V1 form. >> Any other questions? >> I would just Mr. Delaney, do you see anything off with that language? >> Um no, ma'am. I don't I don't see anything that is out of compliance with Florida statute. >> Okay. Thank you. >> And um board, just as a reminder, you will see this on the agenda uh this evening for request for permission to advertise. So, we'll advertise it. It'll sit. It'll come back. You'll vote on it again for it to go into

244place. >> Don't do anything unless we do it three times. >> All right. Thank you, Mr. Mr. Smith. >> Thank you. >> Move on to Are there any public comments? >> We don't have any comments. >> Okay. Board member request. We'll start with Mr. Mayor. >> Nothing new. Thank you. Same for this evening. Thank you. >> Yeah, I'm good. Um, I kind of have one uh from the community and just to say uh thank you and congrats to Mr. Bish and all the team on the FPNL rebate. Um, very good. And of course, I was bragging about it, but um, uh, a request from the community, is there any way to direct some funds into um, our field trips, transportation? I mean, I am kind of curious as well. Um, I don't think it would

245be a lot, but you know, >> you'll be surprised how much it costs for transport for Are you referring to field trips? >> Yeah, >> transportation for field trips. We can um we can bring some information back to you. I will tell you that that is definitely um something that comes up because oftent times when when our families or our schools are fundraising, they're fundraising to cover the cost of transportation. Um, and the immediate thought may be that they're trying to cover the cost of transportation for our transportation buses, but that's not usually the case. It is for the chartered buses that they will use to allow for them to um travel outside of the county. And I will bring information back, but right now, Mr. Freeman, we are at 9 to 12:30 span right

246now for bus trips um during the day. It's a 9 B. It's basically a 9 to 12:30 that we can use our buses. Otherwise, they're out from doing runs. >> Yes. So, it unless it's in that time frame, which is not a lot of places you can go outside of the county, some places inside of the county, you can't go between that. And so, they're often raising the dollars for the um charter transportation, but we can definitely provide the board with some information of how we support schools um in student trips and such. >> Yes. And I know we we all know our money goes lots of different places. Um there was also an email to all of us. Um just want to make sure we address >> the parental permission um for students to

247attend a guest speaker at Blackware School. >> I think I recall that public speaker. they were specifically referencing a political figure that essentially when there's a a representative or which then I was thinking well technically then we are voted >> that if we put in a policy around that would preclude us from visiting our own >> yeah I know I remember the comment I know specifically what he's referring to but um it was an an his particular issue was with a an elected congressman, right? >> But you know there are certain um allowances that elected and powers they have. So we have to evaluate those things too before we would enter into policy that >> uh it may not even be enforceable. You know, >> in the same token, we do have to provide per

248uh parental permission slips for having um programs like guest speakers. Uh >> which I don't see uh I don't see that it's outside of the realm to to uh when we have somebody outside of our district, not affiliated with our school district. So, if we're a school board or uh you know, Mr. Bush going to a school or something like that that we we don't need to create extra processes around that. But if it's somebody who doesn't traditionally come to the school um and in the case of very often those visitors even other school districts we include our students and CTE programs or have them go visit special programs. Um, it is an interesting topic to explore and I think one that maybe we we should discuss. >> Yeah, I'm open to talking about it.

249I I just it's just a matter of, you know, if if if if there's a representative that is for that district, there's certain just like us, we can't uh >> if we're going to be in a classroom, you know, that we're going to be there, right? It's just the way that it goes. I I'm just I'm open to to talking about it. I I'm all for parental consent for for for things. So, I I'm I'm definitely on board with that. >> And it would have to be like, hey, you would need to opt out because the volume and the administrative overhead to opt in. And I would think that it just needs to be when it's people who are outside of the county. >> I will I have not read it and so I I

250will not I I can't really comment so I have because I have not read it. But what I will say is we we want to also ensure that we're not going to make it problematic for our community to come and visit our schools. We have and this is not for individuals that are presenting. We have lots of people to that come our stakeholders in our community that come and visit our schools. We ensure that they're clear through their background checks. These individuals are walking spaces. They're escorted. They're with us. there have limited engagement with our our students um for for sure they're just really there um as a stakeholder and and looking at the education that's happening within our school district. So I think um that's what immediately comes to mind is that we don't

251want to restrict that. We want our our our stakeholders to be able to come and be a part and see the great things that are happening on our campuses but while also making sure >> provide us support like Sure. and and elected officials do have oversight powers just like we do. And also we we also need them as a community. They they they're representing us broader than our our local borders. They're up in Tallahassee. They're in Washington DC. So who how we just got to we don't want to to not welcome the >> the people that we need to collaborate with. But I do I am sensitive to a a parental concern. So how do we balance those two things? I think it's worth communication so we maybe put on the agenda and we can

252workshop it >> and maybe it's as simple as putting it on the school calendar and then you know it's on the parent to determine >> how they want to react >> to the Okay, closing comments. >> Well, great job Mr. Bush and the team and you missed earlier. I just wanted to say thank you to plant services for helping out at Matanzas High School for the Beltter Elementary dance and obviously our fire station and everybody. So, thank you and I'll see everyone tonight. >> All right. >> Yeah. Um I just want to thank all the principles, the assistant principles who came and shared updates about the the programs. And to Miss Moore's earlier point, you know, uh this kind of exercise can be very uncomfortable. Could you imagine if you're um sharing you're having essentially

253you're open one-on-one with your boss in front of everybody? But that's part of the transparency that public schools brings. And I would encourage uh you to uh require that type of transparency of all of the educational options afforded to your children. >> Yes, I'm very encouraged by the presentation of our building leaders. Uh, I I know we've got great things to come and uh thanks for everybody for uh and and the staff for for putting everything together today and I'll yield my time there. >> I'll echo those comments. I'll see you everybody. >> Okay. >> Happy 120th day of school.