001Good afternoon. I now call to order the November 18th, 2025 1pm schoolboard workshop. Uh please rise for a moment of silence followed by the pledge of allegiance and the national anthem. Please join me in the pledge of allegiance. [clears throat] I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. [music] >> [music] >> Heat. Heat. [music] >> [music] [music] >> Heat. Heat. >> [music] [music] >> Please be seated. [clears throat] All right, we'll take roll call. Lauren is present. Famine ready present. Christy Chong >> Will Furry present more. >> Okay. Um so we will move on now to our board lesson on updates and we'll start with you Miss Ryers. >> All right. All
002right. So focus on youth coalition. So they actually partner a lot with our virtual teen hall. So think of those kind of as team players. So, the update that I have, they recently, well, we recently had our first town uh teen town hall meeting. So, it's online virtual. It's for middle school students, high school students, and it was really really well attended. Uh our two uh schoolboard members, the students, they hosted it. They did the whole show. So, I was physically there or online there um but didn't speak. It was all for the students. So, I really highly recommend that. topic was local threats and bullying and we were joined by Haley Harrison from the state attorney's office. So I believe Mr. John Finale got that connection for that uh meeting. It was great. So
003they shared a lot of feedback. Um they'd like to see more of the wellness Wednesdays. So if you're a student or a parent, maybe that could spark a conversation uh with you know campuses. um they want um more engaging ways, like more fun ways to make it more engaging. They really like wellness Wednesdays, but they want them to be more engaging. They said more in-person discussions. They feel more meaningful than any type of virtual that they have. Uh they like hearing real stories. So, the topic was bullying. They felt and it it was a great conversation, but I know bullying has been, you know, the topic a lot just everywhere in this country and the world and our district, but they like hearing from real students, real stories, how they can help each other, but
004not just with students like they want the adult presence in the room to kind of talk through it. So, it was it was a really really great conversation. So, they emphasized the need just for more communication on uh Fortify Florida. So they love that we have it, but a lot of them mentioned that they would love for students to know more about it, like more accessibility, easier access. So it was really good to hear because, you know, overall it was a really great productive session and they have an event coming up um November 22nd at Buddy Taylor Middle School. So Matanis High School, their enrollment now has reached 275 students. So that has exceeded the projected number. So they are growing. So, the pirates are growing. The school recently completed its instructional review with the
005new review scheduled for November 4th, which was obviously recent uh past. Uh Matanza celebrated Hispanic Heritage Month. They had a lot of participation with students, uh a lot of campuses, um you know, at campus activity. They appreciated their custodial appreciation day, CTE ribbon cutting, Apple tour with over 30 visitors, homecoming week. They h had a great success. The school has added two new positions. So, Esau IR and um ELA teacher. So, this will support the class size relief. So, they increase students. So, because of that, they were able to add on additional staff, which is great. Traffic flow improvements continue to be refined and the parents they're sharing very positive feedback. So, anyone listening, any feedback is great. You know, positive is awesome, but if it's not positive, you know, let the campus know. So,
006they have a principal, Mr. Ronaldi, so he will definitely listen to you. And we had the recent ACE parent meeting and um new ACE counselor. So overall, they're doing great. Beltare uh great with their spirit sales. They have an online school store. So we heard that Banell has an in-person school store, which is really, really great. So uh Belter has an online one. It's continuing to grow. They now have their golf cart ready and the school is running a coin war fundraiser through November 21st to let the students name it. So, they're bringing their pennies, nickels, dimes, all that. Uh, fifth grade dance, they they raised over $4,000 and that's in profit. So, that all goes back to the school. The carnival was last week. They had a dunk tank. So, Mr. Ready was in
007there. I ran into Miss Ready. Um, the line for the cotton candy was longer than the [clears throat] dunk tank. So, and Miss Ready actually did all the cotton candy giving that out. So, that was pretty funny. Um, it was a great success. Lots of families showed up and they have more things coming up in February. You know, I'll talk about that at our next one. Florida School Board Association, they are preparing for the annual joint conference um the week of December, the first week of December. So, I think all of us are aware of that. Um, they'll be um electing anyone for any type of, you know, meetings, memberships, things like that. collecting questions for governing AI in K12 education panel. So, that's something we're going to be learning a lot about at this
008conference. And um they also have the chairmanship academy, uh Florida School Board Association Day in the Legislature, uh January 28th and 29th. Several new K through2 bills were filed this week. So, including proposals on multilingual state assessments, required patriotic displays in classrooms, and changes to liability limits for school districts. And then final reminder, schoolboard members across the state, you have until December 31st for your 4-hour ethical ethics training. So, get that done. And uh that's uh what I have for this week. Thank you. >> Thank you. Yeah, I was covered headto toe with sugar after that event, but it was fun. Um uh yeah, this time of year brings a lot of activities. Um the FBC has a bulldog block party coming up at the Carver Gym. I wanted to address that there were some
009community members who were inquiring why doesn't every school hold such an event? Um, and in checking with the different schools, every school has their version of a fall or holiday activity, whether it be fall festival like Beltter. Our uh county offers flexibility to the principles to run the events that they see fit that fit within their culture of their campus and the age level of their students. And of course, Carver Gym is right next to uh FPC making that convenient. So, um, uh, that's exciting. That's coming up. Um, 20th, so day after tomorrow is National Substitute Teachers Day. I just want to give a shout out to all of the substitute [clears throat] teachers. And I was recently doing a review of just kind of um, you know, [clears throat] uh, hourly wages for substitutes
010in our county as well as other counties. and also took a look at some of the starting wages at uh some of our favorite fast food establishments and they're essentially the same. So when people take those roles and work as a substitute um they're doing it because they love the kids, they love the mission, not for the pay. And uh we would have severe you know uh gaps in education without those substitutes. um essentially, you know, having a a a a passion to support public education. So, we appreciate them. Um I do want to recognize a couple of losses in our county. Um first of all, uh former bulldog uh Malik Joseph passed and there was a wonderful uh celebration of life ceremony that was um uh offered to those who uh wish to attend.
011who's a former bulldog. You know, once a Flagler [clears throat] family member, always a Flagler family member. And it's always um extra painful when somebody so young, full of potential uh who is making his way to become um a mental health professional uh tragically dies. >> [clears throat] >> Um, additionally, we had a uh celebration of life service for Kelly Fox this past weekend as well, who's a teacher for over 25 years in our county. Um, and his wife Emily had a wonderful words to say and we had a great showing from uh faculty, teachers, students uh to support that wonderful family. And um this past week uh Doug Peters passed who also served and retired and from our great county um for decades. He didn't start here um from cancer. Uh and so we
012wish his family well and thank him for his indelible mark that he's placed on our Flaggler students. Um FTC uh just recognized the fifth year of a collaboration with the Flaggler County Sheriff's Office um in a program called Homewardbound. And that involves uh some of the reform efforts for folks who are trying to turn their lives around after serving particular sentences in our um in prison or on probation. and they are able to take advantage of some of the programs and uh career uh uh offerings that FTC has uh in conjunction with the sheriff's office who put some requirements in order to keep u keep them going forward on that path uh to turning their life around. So, thank you to that collaboration with the sheriff's office. Um FTC does have a spring semester registration
013coming up December 1st. So if you're interested in pursuing those career programs, please make sure um you register by [clears throat] that date. Um for FPC, the student government association. This is a wonderful group of uh of um leadership orientated students who uh from all the grade levels at FPC participate in not just you think of president vice president of your class. Uh but they actually participate in competitions uh for student government and um think of like uh policy think tank type of activities that they participate in. Anyway, they're um hosting a dinner with Santa event. Uh and that is a fundraiser for that group on December 10th. Uh so uh I believe the event starts at 5:30 and Santa is set to arrive at 6, so you've got to be there on time. um
014um applications for uh FPC and Matanzis High School. There's a 911 tribute scholarship uh that has been formed with some of our local businesses uh under the uh Flaggler Ed Foundation where they're offering scholarships for those pursuing EMT and paramedic studies. Um so take a look at that. That's a wonderful new I believe it's new. I haven't heard of that before. So, that's exciting. And um definitely those you don't want to have to see an EMT or right a nurse, but when you do, you you hope that they're well prepared. And I'm really excited we're offering those career uh pathway supports. Uh so, football season, you know, has come to a close and basketball season has kicked off. Uh there's some basketball uh there's a basketball game at FPC I believe tomorrow night. [clears throat]
015Um I also want to thank uh the uh FPC and Matanis bands. They put on their final uh symphonic show. So in addition to all the wonderful uh uh music you hear at a football game, uh many of those students took additional time to learn uh one or more pieces of repertoire to perform in solo or small groups and it was really wonderful. Um I was a little bit disappointed in that the number of students in the band um there were fewer parents in that audience than there are students in the band. So you know when somebody is going to put that amount of time and needs to know if maybe live performance is a career that they [clears throat] want to pursue they need to have an audience. Um, you know, even when they
016when when your kids in high school and they say, "Ah, no, mom, you don't have to come. I'll be embarrassed." It's still hurts when when you don't show up. Show up, right? Um, IB class of 2025, they're having a diploma ceremony on the 17th of December. I know this seems odd, but the IB diploma is not a participation diploma. [clears throat] you essentially need to take assessments in the spring and those assessments aren't scored until late July and by that point the students are off to many times of postsecary uh programs and so uh the uh FPC faculty is really nice enough to [clears throat] hold a uh mid December promotion uh or uh certification uh program for them because uh that's the break that they often have when there um perhaps in [clears throat]
017college or career programs. So um we thank those students for taking that rigorous uh diploma and uh looking forward to uh receiving the official version in December. BETMS uh has an art show on December 12th and they're also holding a canned food drive uh and a winter dance. to attend this winter dance, you do have to have uh be referral-free since November 12th. I think that's definitely within uh reach. And uh I was honored to take part in as a judge in a recent spelling bee that they had, which was very impressive, especially in this day and age where spelling very often is um just automated for us. That's all I've got. Thank you. [laughter] >> Okay. Uh, not a [clears throat] whole lot for me, but um, for Benell Elementary, they had their homecoming
018dance and that was super cute to to be able to join one of my my children with and um, it had really good attendance and a lot of parents came out. So, that was a good fundraiser. Um, also the registration is open for the 2025 giving store. Um, that is for children K through five. um if they would like to choose a gift for their um family members, that's something that they can do. And that will be December 6 at Cattleman's Hall. And November 20th is family art night. That is a free event for um BES families. [clears throat] Uh for student health advisory, the next meeting, I believe, is January 27th. And yeah, that's really all the updates I have. Thank you. Well, I'd like to start off by just thanking the entire community,
019including Fliagra schools and all the stakeholders for participating in the Veterans [clears throat] Day parade. It was an outstanding turnout and it was a freezing cold morning. Fortunately, the sun came out and helped out with that. But, uh, that didn't stop, uh, a lot of local patriots to come out and line the streets. And uh we had our bands, we had our JOTC's, we had our schools, of course the district and uh a lot of people have said, "Wow, you know, Flagger Schools was really visible in in in that parade along with others as well." So uh a great day had by all uh to honor our veterans. Um and >> we had the Grand Marshall, >> pardon me, >> the Grand Marshall, none other than Dave Freeman. >> Oh, yes. You know what? Thank
020you for uh Yes. Thank you, Mr. Freeman. And thank you for your service, sir, as well. Uh yes, and um uh it was honored to really hear your story and share your story that day, too. So, thank you for that. Um and, uh also, uh the Ed Foundation, uh they had put on their the the career fair and that was a a real big success, a great opportunity for our uh students to explore different career opportunities. Uh it had everything under the sun from uh from colleges um from uh you know career and technical opportunities uh military service, municipal service with the parks and wreck there and the fire department. So it it really gave an opportunity to get a real well-rounded understanding of opportunities that are here right in our town for them uh
021after they they graduate. Um and uh the uh also the Ed Foundation hosted the 15th annual Josh Cruz uh fundraising event and it was a success and they raised uh uh good amount of funds to go toward the Josh Cruz writing project and that is continuing on and um it was once upon a quill a fairy tale land and if you want to see some really neat costumes go on the Facebook page of uh the Ed Foundation. You'll see a lot of the people you recognize dressed up uh in some very creative costumes there. Um uh the chamber is also having um a business after hours event November 19th at the Palm Coast Lanes from um uh 4:00 to 5:30 and they also be hosting a holiday party in in uh December on the 11th
022from 4 to 7 and that's going to be at the Flagler uh broadcasting uh studio here in Benell. Um, Old Kings, they are looking for volunteers for their Polar Express room. Uh, this brings back a lot of great memories for me. Both of my kids went through, uh, kindergarten to to fifth grade there. And, uh, I remember my wife was involved in that. And, um, it it's a magical experience for those kids to go into that. So, if you're able to volunteer some time, they could use some help setting up that room for the kids. And that's all I have for today's updates. Um, so we will move on with the agenda here. And, uh, do we have any changes to the agenda today, Superintendent Moore? >> No changes. I do want, um, to bring
023to your attention that we did have a fleet comparison that was originally on that we pulled that will come back to you for December to give them an opportunity to be present as well for that comparison. >> Okay. >> Sorry, what was that for? A fleet. >> For fleets. Okay. >> For a fleet, the um health trust. >> Okay. Gotcha. All right. Okay. So, uh I'd like a motion to adopt uh today's agenda. >> Move approval. >> Have a motion by Miss Chong. >> Second by Miss Ready. All in favor? >> I opposed. Hearing none. We will move forward with this agenda. We have uh public comments up next. Do we have anybody signed up for comments? Okay. Then uh we will close public comment and we will move on to our first agenda item
0246.01 gifted services and screening and that's going to be uh Dr. Holiday and Miss O'Brien. Welcome. >> Good afternoon board. We came before you um spring of 2025 to provide an update on our gifted services and since then we've assembled a gifted task force including district school members um and staff members to review our data and refine the identification screening and implementation practice practices. Your first uh slide outlines what our current practices are to the left which is basically our our teachers or parents um request that their their children be considered. We do a checklist. If the score falls within a specific range, evaluation is requested. Um, and that is consent for evaluation by a school psychologist. Um, that's that's done to determine the student's IQ score. From there, the team reconvenes. Um, the IEP
025team or the EP team, excuse me, convenes and determines whether or not the student meets eligibility. The process wouldn't change that much um other than the addition of uh of a screener. And the screener process would include a parent or teacher could still do a request, but we would take the initiative to look at our PM1 and our PMD data for our second graders, determine that 95th percentile of students who um are falling above grade level and start the process with them. We [clears throat] would let the parents know that we were going to do a standardized screening tool and then based on that tool and the results of that tool, we would then move to consent for evaluation just like we did otherwise. I do want to [clears throat] share with you that right
026now at this point in time, if we were to implement a screener, we do have 290 students that we would identify as potentially moving forward with with a screener. >> 2990 >> 90, that's correct. That are today. Now, keep in mind that is PM1. That doesn't include PM2. So, after PM2, that number might might shift a little. Um, but that was we found that to be something that was worth worth looking into. If we were to implement the screener, how many additional students would potentially capture >> and that would be second to fifth grade. Just to expand on that, um, >> second to fifth graders. So, moving forward, moving forward, it would be a practice in second grade. But if we looked at who how many students will we have in that 95th percentile or
027above, it's 290 in second through fifth grade right now because we would capture those that perhaps were not previously captured. Okay. So, um this task force uh took the initiative to look at a few different screeners and uh Mr. Reynolds spent a pretty good bit of time looking into the two in uh on this particular slide. The NNAT or Nagliier non-verbal ability test is one that we reviewed and the cost for it digitally would be $11,265 or the OLSAT uh is also similar. It's a standardized measure. For 5 years, it would cost us almost $30,000. He also took the initiative to look at what other districts were doing and it is recommended that the NNAT is what we use. [clears throat] >> So our next steps um would be to make some decisions as far
028as uh selecting that that screening tool, move into implementing a new practice here in Flaggler. Um communicate these updated changes to our Flaggler schools personnel, our students and our families. ensure that we had adequate training that this would be implemented with fidelity and we wouldn't miss any students and then of course we would have to update our student progression plan. Do you all have any questions for us? >> I do. Thank you for taking the time to um analyze this and from my understanding you guys really did uh just kind of a 360 feedback cycle to try to um come up with a program that wasn't going to be kind of a knee-jerk reaction. So I appreciate the time. Um so first I think I want to ask why second grade as um the year
029uh to evaluate some of my understanding regarding brain development is once a child is about nine that kind of locks in their cognitive um capacity not their ability to learn but let's say um uh you know you've expanded their potential IQ as far as you can go and so if you don't challenge them before that age level that that um kind of hinders that cognitive growth later on. Uh I don't know if there's new research since you know u out there but I'm wondering why the second second grade and not earlier. >> Second grade is the standard practice when we look at other districts um that are doing universal screener if if anyone has a more detailed developmental answer for you. I don't have that um right now. But >> yeah, second grade. >> That's
030the standard grade that it's >> nine is grade. Is that Were you saying nine thinking it was second grade? >> Um so when you're I think what what is it? Second grade. You're like 8 to nine. >> I I have two nineyear-olds fourth graders. >> All right. Um, >> and of course if a student is in kindergarten or first grade, we still have what we currently have in place, which is a parent or a teacher could um make that recommendation. Of course, we would continue to look at the the data um for those students as well. But we know in grade two will be um the grade that we would be um looking at, you know, identification by um the district. >> Okay. Um, and when you say 290 students, um, you know, not all
031of them would necessarily pass that screener. Are we seeing that that's in alignment with essentially a a projected gifted and or advanced population in our country or is that like how basically if this is the pre pre this is the the screener we're using and um I forget the metric that was previously advertised to us. Let's say it's 8% of people generally in the United States have an IQ above 130. Does 290 represent generally that 8% of that population that was tested in that PM? >> I think we're too early to say with the the 290 is exactly what we have right now. So >> students at the 95th percentile. So what's the denominator then? >> What's the total number of students took the test? >> Uh Mr. Reynolds is that's is pulling up the
032the and you can come over to the table, Mr. Reynolds. [clears throat] >> He's on the next agenda item. >> Yes. >> So, another let me pull up. >> Um, so in our elementary schools right now, we are looking at grades 2 through five. So this this was 290 across that whole grade. >> Yeah, >> that's about 8.4%. >> Okay, nailed it. Um so uh my other question is with regard to these two uh recommendations for essentially the final gifted test are have we what was the rubric that used to evaluate it? For example, there has been some arguments and there have been valid about let's say uh gender or racial bias in some of the assessments or even e economic level bias on some of the assessments. Um from the data of those who
033pass those assessments, are are you seeing a representative number of u those diverse populations? So the the things that we looked at when we were looking at the different tools is we looked at the list that the state recommended as a list of screeners. I do want to point out that this is just a screener that they would take the actual IQ test afterwards with the school psychologist. >> Um and so we looked at from the list of screeners which ones would be easily implementable with a group instead of individual. Mhm. >> Um and then also that were used in more wide range of ages. >> Um the NNAT is non-verbal, so it helps with any age. >> Um any language spoken because it's not words, it's pictures and patterns. >> Um and then we
034also looked at cost and what other districts were using across the state and and that in the districts that we surveyed was the most popular and fit our needs the best. So, uh, just to sum up what you're saying is because it's nonverbal, you feel that it would eliminate some of those biases, um, but that we don't have hard data on the outcomes to determine if uh, the students that go through and successfully pass that screener are good, diverse representation of the community in which they live. I do not have data on that. Um, we did talk about as a task force that after this first year of implementation that we were going to look at the pass rate of this screener to see one, are we capturing enough students in that 95th percentile, >>
035but then we'll also look at their demographics to see if there's anything that sticks out with that. >> And NAT doesn't have that data for us. >> Uh, I can look to see if they do, but I >> that would be super helpful. I would I would be very interested in making sure that we're having we're choosing a fair and appropriate test. >> Right. I guess my next question is um what do we determine the uh ability for us to absorb the additional services that would be required if uh well actually would um you know surface more students who need some of this challenge. I I think it's a worthy investment because remember one of the the impetuses for this was in looking at our data we noticed an uptick of students enrolled in high
036school um who did have a gifted designation who never took part of from public school. So if we had something earlier because maybe the parents feel their needs are better met in other non uh traditional public school elements, it would help us better serve those students and also increase our um student numbers. So but it's not if we identify them but then we don't have the capability to service them that would be a challenge. I'm just wondering if that has been uh worked out yet. If that's the next stage of this, it >> is definitely the next stage. So when we start talking about um the the training pieces, it would also be the incentives for gifted certified and to take that another look at the service provision that we have right now >> is
037I don't do we know how many gifted certified teachers we currently have? >> We do. We have that data, but I'd have to grab it. I believe it was in our last >> it was in our last >> presentation >> like if we assumed that 80% of these three 290 passed it >> I remember last time you said we at that time we had enough gifted certified instructors at that time I don't remember >> go back go back and pull that if it can't be >> quickly pull I put up our old presentation. >> Yeah. I don't if you need to get that back to us, you know, I don't want to put you I know it's hard to look for things when you're under pressure. It's it never comes up, right? Um but I
038think that that I would be curious uh Miss Moore on what the um impact would be to us in terms of costwise. Do we project that it would balance with the number of students we may be able to retain and attract? Yeah, I think right now um the um focus is um getting of course um individ additional individuals endorsed um which we've been really pushing for reading and ESOL and all of those right. So we want to make sure that we're still doing that for um for gifted and then once we start rolling um with this we will have to come together with the board to make a decision around what will these service models look like for us um going forward. Will we keep with the model that we currently have? Will we go
039back to the model that we've had before where we've had um um a a location for our elementary students where they will be um serviced which in the past that's been Banell Elementary School. So we'll have to make some of those decisions as early as going into the 26 27 school year. Um as of right now I am confident that we are able to um service the students that um that we currently have as well as as weident identify additional students because those students are serviced through a consultation model right now. >> Okay. >> We have about 75 gifted endorsed. [clears throat] >> Okay. >> Yeah. Thank you for that. >> Yeah. I had a similar question kind of along those lines like if we do have gifted students is it just that they would
040be in a different class or would they test out of certain things and they wouldn't have to take certain courses? Um so like what does that look like? >> So all of the um those are options for students. So um students uh there may we right now we don't offer a separate class in elementary. However, we could um change our course offerings to offer um an advanced um class. We could um absolutely um put them into a separate class where all the students in there are either gifted or um high achieving. Um students are able to accelerate past a grade level. Um they don't have to be gifted to do that. Um we do offer that right now. So if a student is in kindergarten and they're gifted and maybe that student will be accelerated
041to first grade. Um so all of those are options um for for those individuals >> and sometimes it's just consultation services with that gifted endorsed teacher and then as they progress through secondary we tend to have more more options as far as the rigor of the coursework we can offer them like they might opt right so there's >> I would say more options as they um metriculate >> yeah because and you know fourth grade you got fourth grade math and we definitely can offer an advanced version you know love that. However, when you get to secondary, you have different levels in of ma math or science or whatever it is that the students need. So as of right now we this um this information for you is for information we will this will come back
042uh before you um in the form of a PO um in order to purchase the um assessment that we're the screener I'm sorry that we're going to utilize um and that'll come before you in the financials. So this this whole process is right now forformational once we get get the PO submitted that'll come back before you with the financials and an opportunity for you have any additional dialogue on that. >> So that's $11,300 for the per year or for the total five years. >> It's over five years. >> It's the five years. >> I mean that's great. You're talking about a dollar a kid, right? >> Yeah. >> And I had a couple questions. Um, so with your question, Miss Chong, I know some districts they actually have a separate school like campus like you
043mentioned like Benel so they would bust them over and I [clears throat] guess that that would time with how we would do that. >> And we've done that um before here and that will be um a decision that we'll have to make going forward. >> Yeah, I would like to definitely hear from students and families. Uh you know, I've uh I've had some personal experience with some of that. You know, there's pros and cons to all of it. Absolutely. So, um I I think that it would be um it would behoove us to engage some of the public who would be affected to see which model they might >> for the testing. So, you mentioned fast. So, second grade they take the star test. So, would we be utilizing the STAR >> information and then
044fast for third and fourth and fifth? Although tech completes the star test, it's still called the fast. >> Okay. >> It still falls under that umbrella. But you're absolutely right. >> No, I just got it. No, I just because, you know, I know I'm like um All right. And then um and you may not know the answer for this, but with you know, obviously being gifted, you still you have you could have an IEP, you know, because you have different learning capabilities. So with that in that IEP team, so would it be similar? So, if we have a student that's gifted, they have their IEP meetings. It's the similar setup as whether they have they're considered gifted or not. I guess my question and challenge and maybe this is for the future but do we
045feel that we'll be able to set up those IEP meetings in a sufficient amount of time like with if we're going to increase more um just because you know now it is challenging to get that if a teacher parents usually want the teacher at the IEP meeting when the teacher cannot attend for whatever reason you know they have a doctor's appointment you know whatever it may the meeting needs to be changed and sometimes that pushes it two months later or more and that's just the reality. So I'm wondering is there a plan or potentially like what other districts do to kind of fix that because I can see that becoming a real issue. >> So what I'm understanding first you're are you thinking about the eligibility process of a student who might already be identified
046as a student with a disability and now we're doing a gifted procedure? She's talking about when we bring on students with gifted. So, if you could answer what type of plan do they have, what are our requirements for how often we need to meet with them to to review that plan and update and she's asking do we have the capacity to do that in a timely manner um because there seems to be delays in our process right now. >> So, if it's a student that is dual diagnosed with gifted >> No. So, just imagine just a gifted I'm just referring. So right now we have IEP students that have a >> disability students have an EP. Yes. >> Well, yeah. So right now we have IEP students and there's a process for getting meetings and
047you know and everyone has to attend you know so with gifted it would be similar. Correct. [clears throat] Where we would need a similar meeting. Absolutely. So I'm just imagining like more so now we have 290. So I'm just I like this but what are we how are we going to fix what could potentially turn into something like do we have a plan? Some of it though is the difference in people who attend. For example, some of the scheduling blockers would be you have an ESSE teacher uh or self-contained teacher who um needs to be at all those meetings with a gifted meeting. It's the gifted endorsed teacher that would be present and so that's probably a lot but they're not at >> so who would be present. So I that's my question. If we're
048talking about a gifted, let's just say that for a second. Gifted exclusively for an EP. It would be >> the ES the gifted teacher. >> All right. So the gifted >> the general education teacher >> and the what teacher? >> The general education teacher would be the present folks. And most of the time we would still have an LEA participate. So a staffing specialist for example. >> So So yeah. So like right there that I'm just saying that's similar. >> But you wouldn't have to have the staffing specialist. If you have those two that I just mentioned, that's sufficient. >> Okay. If you're talking about >> No, we're just talking about just making sure. >> And so, um, can you clarify for individual that is gifted, >> they have an EP, not an IP? What's
049the difference? And how often do you have to review and update the EP? >> Okay. So, those that are gifted, it it's required that we meet every three years. However, we have a practice where we do meet every year. >> Okay. >> Until we get to high school and then we do meet every three years. >> Okay? >> That's required. However, a parent can request an EP meeting at any time. >> Yeah, of course. All right. So, I'm just I love this idea. I'm just trying to think you you know, we'd have to make sure we really think through this and baby steps because that's a you know, it's a challenge now. So, thank you. That helps knowing like who would be on that team, but still you need [clears throat] three people usually like
050a parent usually would want all of them in there. Um all right. And then um cost with training. So, we kind of you covered that cover that when we get there. Um do you feel the amount of faculty that we have now. That's that seems like a lot. So that's good. So or how how do they have it like what's the standard for a gifted instructor ratio? Do we know? Is it like what would you want to see? How many would you like to see? Like in an ideal world of instructors having that gifted certification if we went through with all this? Oh, right now um I would say 25 to one would be great, but um >> anywhere in that area >> and we're currently meeting the need with with um the teachers that
051we have. So, you know, we would need to see um where we're landing. We could we could I guess um kind of predict it from uh the number of students we gathered who are at the 95th percentile or above and and try to kind of figure it out from there. But >> um and then element here with the consult model, you could increase that case load at the beginning and then work on getting more staff [snorts] endorsed to [clears throat] ease that. you know, because right now it, you know, if it was the 290 divided by the 75 endorsed, you're talking about like 38 that so we're out of ratio. But typically the the stumbling block is if you're in high school and you're taking IV, not all of your teachers are going to be
052gifted endorsed and we wouldn't want to, right? If they choose AP, we shouldn't say no, you can't take that because your teachers aren't gifted endorsed, right? It's generally, as you said, when you're in the younger grade levels up to middle school, when there's less differentiation in uh the the curriculum that they can take, that's when it becomes more of a challenge. Even in the middle school, it's typically more of a consult or they go with the accelerated math. I do wish there was more of a accelerated English. Not everybody is math orientated. So uh but those are all all depending on models that we choose. Right. [clears throat] >> Okay. You ready to move on? >> Yep. >> Thank you. Great. Thank you. >> Thank you. So we're going to go on to 6.02 strategic
053plan. Um goal three and I have Dr. O'Brien's going to stay with us and Mr. Reynolds and we have um looks like Mr. Let >> and as they're coming, I do want to um acknowledge Miss Alicia Ali as well as Miss Nun who came before you originally at a part of the gifted team and so they were here as well and just acknowledge their work. >> Yes, thank you very much for that participation. >> Um all right, welcome all. >> Thank you. All right. Today we are um doing a spotlight on goal three which is resiliency and well-being. And that goal um is to provide a structured framework for improving resiliency and well-being throughout our school community and district. Um why uh do we have this goal? It's really aligned with our guiding principles of
054children first and commitment to individual needs. Um and it uh includes that strategic focus on resiliency and well-being for our staff and students so that we can get closer to meeting our vision and mission. We do have um two outcome goal areas. So our two objectives uh within this goal. Um and as you may remember when we extended the strategic plan, we did uh reduce one of our objectives in here which was actually two of them. one was related to our referrals for uh social work and mental health and one that we had met that goal um in completing those in a in a timely fashion and connecting students to services. The other um goal was related to youth mental health first aid training and getting our workforce uh trained in up in that and
055according to state statute which we had met as well. Um so we have shifted to these two outcome goal areas. Um the first one is about chronic absenteeism which is acrewing 21 or more days of unexcused absences. Our goal is to be below that 5% level. Um and I will say that I mean right now we're at half a percent but we're at you know almost midpoint throughout the year and a lot of these students if they do hit this level happen in April and May so we don't really have data to compare currently. The second one is about the wellness center and the implementation and participation rate of that. Our goal is to hit that 36% um which I believe was the threshold that the company um identified as um about the break even
056pointish >> was one of the metrics that would get us closer to that. >> Um and currently in as of November our overall participation rate is 36.6% 6% and for employees only it's at 39.7%. >> So we're going to talk a little bit about the initiatives and kind of the work toward these goal areas. First starting with attendance. >> So we we were a little forward thinking in our attendance goal as uh the state of Florida actually had a new house bill that came out in past legislative session uh house bill 1355 which added some new requirements on attendance. So we were already doing some of these things and working towards others in that regard. So some of the things that we have done is we've streamlined some of our attendance processes in regards to
057when students um are chronically absent. So we have a tiered system. Tier 1 A, B, and C at the school level, tier 2 at the district level, and then uh tier three working with our legal counsel Smith and the courts. Um hopefully our our goal is to resolve the issues at the lowest level so it never ends up at tier three. Um we've also updated our data processes and monitoring students who are chronically absent. Um as I'm sure you've seen the quarterly report that was just presented to you that outlines every student what tier they're in and what interventions are being provided to them. Um also we've updated our tenants notification processes with the utilization of parent square. Parents are notified in real time when their students are absent and the parent can actually respond
058in parent square um making the absence excused. Parents have five excused absences for the fall and the spring. So this is a very easy and userfriendly way for our parents to notify us in real time when their student is absence to excuse the absence. So that has helped greatly as well. Um we've also updated our barrier resolution communication to families. So before it was um a a required phone call to the parent. Now through parent square we're able to send a link to a Google a Google document where they're actually able to fill out the um barrier resolution so that we can get that information back sooner and then work with the family to to break down those barriers and improve student attendance. Uh we've also updated our school choice procedures. uh we've just included
059we're in the middle of a controlled open enrollment window where it gives students the opportunity to attend a school of their choosing. A lot of times one of the barriers that our students run into is um which school they're zoned for and which school they're going to. Um, for example, if um there's a parent who may have a health issue and they're seeking treatment in Jacksonville, it may be um it may work better for the parent to utilize one school over another based off of their needs and their, you know, what's going on in their family. So, those school choice procedures and windows through hardship choice, controlled open enrollment give our families access to schools that best meet their their famil family's needs. Um we've also strengthened our sinsfins processes which stands for children in
060need of services, families in need of services. Um working with Schill Mclofflin from SMA. [clears throat] They are the Sinsfins provider for Flaggler. And so we've worked on streamlining our processes of when and how we refer to her for community support and services for our families. It sits currently at at our tier 1 C level, which is the third step in our process at the school level is when we um seek help from community providers to to work with us to resolve truency issues with our families. And then we've also started an initiative uh it's called Flaggler Shows Up and you may have seen it on our social media pages. We've been posting about um once a week. You'll see on the next two slides there are some examples of the Flagler shows up. we're
061just continuously um sharing with our families the importance of daily school attendance and just keeping that information in the forefront. So those those are some of the things that we have done this year in regards to increasing um or decreasing truency and increasing attendance in schools. >> Um will you share where we ended the year at? I know our goal was 5%. Can you share just where we ended the year um last year? I know we were a little bit above that. Um I think it is important to bring it back to Mr. Reynolds comment about sometimes um or maybe was Dr. O'Brien that sometimes these individuals are hitting above the um that 5% um when we get into those later months. I know that I've spoken with um at least one board member about
062what is our mindset as a district around attendance in the last days of school. Um however, anytime they're not coming to school is going against that percentage. And so, you know, not [clears throat] that we encourage anyone not to come to school any days, but even those last days of school um count towards that. And so in those last few weeks of school is when we start seeing ourselves get outside of our range of that 5% that we're um shooting for. So do are you able to easily pull that information? Kind of share a little bit about that. >> Yes. So um this past school year we were at 8.8%. The year prior we sat at right at 5%. So it it kind of fluctuates. Um during the years uh that we had COVID uh
063that number had spiked up close to 10%. So we've we've kind of been able to rebound from it. We've seen it come up a little bit, but we're hoping with the intentionality of the things that we're doing this year, we're going to see that number continue to fall below that 5% >> even at 8% that [clears throat] we are in a better place than um many of the districts across the state because I want to say the average for the state is like 14 or something like that. I'll also add on the teaching and learning side and uh on the data side, they do have an attendance dashboard that was just uh released. And so during one of our principal data chats, we talked about that and we're really focusing on attendance overall, not just
064unexcused, but excused absences and really targeting all of those students early and not waiting until the spring. >> Every day counts. Um, so I like the idea of a of a social media campaign or a communication campaign, but you know, in this day and age where you think, well, you know, why does it matter if I'm in a class? You know, sharing that, hey, you should come to school. I don't think that's a compelling enough reason. I think we need to underscore it with some data. For example, what percent of students are more likely to graduate high school when they have better attendance? What percent of students are more likely to pass the state assessment? Um maybe even something to do with mental health. You know, these are more like coaching like come on, we
065can do it. Whereas, is that a compelling reason for a parent to have the argument with their teenager that doesn't want to go out the bus stop at 6:30 in the morning? Right? So, I would just push us to kind of be more uh thoughtful in that marketing effort and use some of that data that's going to resonate as well as um to your point ensuring that the practices that we do in the classroom are not seen as a waste of time. Right. Uh we do have teachers where yeah, I get it. It's easy to say, "I need you to study and I know you're not going to study at home, so you need [clears throat] to study here." However, there are engaging ways to facilitate study without just saying, "Sit there and take notes,"
066whatever it may be. We need to have better engagement when we have pockets of students maybe not attending school in those particular um grade levels or even by teacher. have we looked at by teacher, which teachers have a higher than average um absentee rate with their students? The the other question I have is you mentioned that you have a barrier to entry form. So, I'm assuming what you mean by that is when parents are having difficulty bringing their child to school, maybe they lack transportation, something of that nature, maybe they're afraid to put their student in the bus, there's >> somebody that's crazy hanging out at the bus stop. Um are have you seen any themes or are they just kind of all one-off unique situations? >> So um some of the themes that we
067do see is if there's um you know a virus or something that's going around we may see a spike and there are patterns there. >> Um they they are all over though. We see a lot of families with health issues, housing issues. Um those are some of the trends that we see. There's a lot of times our families are struggling to find uh housing and so they they may be rooming or living one place for a while then moving somewhere else. Um so those are those are some of the things that we see that are more common. >> Okay. And we did have a families in transition program. >> Um we still do. >> Okay. So >> can you just briefly remind me of that program? Is it that they can choose they can choose
068to stay in whatever was their last school even if they're housing at opposite end of the district right so that we don't disrupt the child as long as they can get them there is there a busing exception >> so a forest um family that is a part of our families in transition program essentially what common language would be or what we would have said in the past like homeless um those and those students we do keep them at their school of origin and we do provide transportation to those students to get to that school of origin. >> Okay. All right. Awesome. They just need to be made aware of it and sometimes that's difficult I imagine. Does that often happen or is identified through the um guidance counselor? So when when that comes up a
069lot of times through this barrier resolution um they'll reach out to Rashonda Lloyd Miller who is our fit leaison and then she will contact the family and work you know to support them with whatever their needs are. >> Okay. So how is this form given out? Is it when you see somebody or like it's in the automated email message? Hey your students been absent like 10 times. Do you have an issue? that's in that email. >> When a when we send out um at the tier 1A, it's the first step in the process. The family gets an email um stating that their child has been unexcused absent for at least 5 days. With that email, there is a link to the barrier resolution where the parent can click on that link and then share with
070us what what is the cause for the absences. >> Awesome. Okay. Thank you for that. >> Yeah, of course. And the parent square I think I'm excited to see once we have it for a full year just to see the difference because it is a lot easier. It just populates it, you know, post. So it makes it it's user friendly. So I think that should help and I'm glad to see that and thank you for doing all this work and and yeah, the Facebook post I think you know baby steps. So I like it. Um you know you know they always say oh read 20 minutes a day and when they say why the data you're like oh. So, but I think this is nice like when they see it, you know, parents be like,
071"Hey, you know, just let their kids know." But, um, you know, a lot of the campuses are doing activities and I think just pushing them more and they've I think they've been getting better and better every quarter. So, we're getting better. So, >> a lot of the information around the data around why um does come from the school. When you think about this um uh this is really about as a district bringing all of that together to to really try reinforce what it is that the schools are doing because they're each doing like different you know campaigns and stuff >> and they're doing a really great job like this year >> the elementary especially are doing a job Facebook page and so you know social media um so great job to all the schools but
072thank you >> very >> all right we're going to transition to the second um goal which was um just to kind of remind you enhance staff wellness by implementing the wellness center with participation of 36% of employees receiving services which we have already exceeded. We're at 39.7% um and that was our goal through the end of this year. So um Joshua, you want to >> So we are very excited to be able to share that we've hit this early milestone, but we're also not going to become complacent right now. I would say that hitting that goal of where we are right now is just a testament to having an incentive in place, having a strong communication plan in place, um being able to visit the schools and departments at the beginning of or at the
073end of last year, beginning of this year to explain why we're making the move to a school district-owned wellness center and getting that early buy in. And at this point, we're going to keep looking at the data, seeing what things we can do to modify our approach, what areas we can enhance and reinforce so that we can continue to see this number grow. Um, things that we had the opportunity to share at our last board meeting in October was getting really down into the nuts and bolts of it. So, we're going to continue to look at that and come back uh for you guys later on as we continue to see a growth. But, we definitely aren't complacent. We're happy, but we want to continue to see that number increase. >> Yeah, we're I mean
074uh not a year in yet. And so it really is about being able to sustain that. So the initial work was a was uh successful. Now let's [snorts] um sustain that. We've taken a lot of the feedback again that um you provided as a board for um in the at the October um briefing um looking at the hours adding some additional information around um what's uh opportunities that individuals have when they are sick for like sick appointments or reminding them that they have teleaalth [clears throat] all of those things. Um so one we can keep our employees um healthy um but we can also provide them a great service and benefit. Now, we have a very good relationship with not [clears throat] only Marathon in general, but the providers specific to the wellness center. And
075it's a big part of uh how it's kind of as we move forward will be receptive to uh changes um from our standpoint to what they do every day. Um so I think that's a positive piece as well because the wellness center is only going to be as good as you know the folks that are are meeting with our staff every day. >> Absolutely. Nice work. >> Yes. Any questions? >> That's very encouraging. >> Um, any other questions, board? >> Okay. [clears throat] Thank you all. >> All right. So, that uh moves us on to uh 8.01 quarterly compliance report with Mr. Bosette. >> Good afternoon, school board members, Chair Curry, and Superintendent Moore. Um just as a reminder, each quarter the district safety coordinator is responsible for presenting to the board any deficiencies found
076um in relation to our security inspections done by the state. Um during the first quarter uh the office of schools came and visited two of our schools um and there was no deficiencies found at either school. >> Awesome. And this was the same report where the last time I think there were eight. So it's big improvement. Um, no, there there wasn't eight. There was um last year we had three total throughout the year. >> Okay. Maybe it was a percentage thing, but yeah, that's great. Great improvement. Thank you. >> That was an easy update. [laughter] >> Thank you. >> Keep on keeping on. Right. >> All right. Uh and then we have uh 10.01 technical correction of policy 069.1. Mr. Smith, welcome. Good afternoon board. >> Good afternoon. >> Looking at um requirements when providing
077public input, there was a slight uh modification to uh letter C. And this is um was a uh policy that was previously approved by the board, but we noticed this uh small change >> weward article. >> Yeah. [laughter] >> Okay. Just to >> Yes, sir. >> change. All right. Seems pretty straightforward, right? Okay. Great. Thank you very much. >> Thank you. >> This um Uh technical correction will go out for does this one have to um go out for advertisement or is is a technical correction. So it's it's okay to go right in. Okay. >> And that's with our policy 131.1 specifically addresses technical corrections. >> He knows that right off the top [laughter] >> which is why we went in this this direction. So this um technical correction will not it's just in effect.
078Thank you. >> Very good. Thanks for that clarification. >> All right. Well, that leaves us now to public comment. Is there anybody signed up for public comment? >> We don't have any. >> Okay. So, then we will close public comment and move on to board member request. Are there any board member requests today? >> I have one more of a share and something for the district to look into. So, I know a couple meetings ago we talked about um the cost of GLP1s and some new information has come out um for Robi and Ozmpic. The new cash prices now are $200 for the first two months and then $350 after that and that's the cash price. So, I'm curious um are they going to lower the prices for the insurance companies as well or how
079will that change? >> Oh, man. Mr. Walker just left out. He would have loved the opportunity to have this conversation. >> Mr. Walker spoke at length with us about this today actually because we had just had a meeting with Marathon about this. Um and that is one of the uh >> Brown and Brown >> um Brown and Brown. Yes, my bad. It was a Brown and Brown discussion. Um uh and uh because that is one of the current um highest cost >> um drivers where we are in the pharmaceutical end. And um there are some ways that uh they're looking at lowering the cost uh to kind of allow our folks to possibly do it through that um outside vendor kind of thing instead of strictly through the uh prescription in-house pharmacy. >> Kind of
080a good RX type of thing. >> Good RX or sometimes you've seen the commercials now where um I can get you know this prescription um online. I apply for it and I see it. So there are some things in the works with that uh that we'll be bringing forward first to the insurance committee um in the very near future and then um the next time we come to you to have uh more discussions about our current state of our healthcare we'll have that discussion. But it's so funny that you brought that up because the word is spreading >> that was that was exactly the meaning that uh Joshua had uh today. >> Yeah. And I don't want to eliminate it for you know people with type two diabetes. I I want them to be able
081to get that. Um but I also don't want us to pay more than we have to. >> Yes. because the spend on that u I was I was astounded to really have that discussion on the spend. So there's an opportunity to lower lower it almost 200,000. >> Yeah. And there's an opportunity I guess right now um through the FDA there maybe in January or so there will be um um appeal form u form instead of just the injectable. And so Brown and Brown has been providing those updates to us and um they are going to draft some options to the insurance committee. Again, not to um not not to eliminate this as a benefit to our to our staff, but what are some options that we could have that are available that will allow for
082the um district continue to provide this as an option, but that we can also be um fiscally responsible and the options that we offer as well because I think our cost right now for GOP1 is like almost $800,000. Now, is it when they go through our insurance and you know how you typically have a >> well this prescription even though it costs $50, I pay five even though it doesn't go towards your deductible. Do you know what the average cost is for GLP1? Like if they paid if they went through a good RX type program or this kind of program where they they go outside of our insurance for it with the $200, is that comparable to what they would be paying under the insurance plan? And we can we can bring it we can
083bring it back because I you know we'll bring some additional information back. Let us get before the insurance committee so we can keep our regular our regular order. I will get before the insurance committee with some options. We'll bring that information back to you um as to what the cost is um >> because I think it'll also come with um overall changes for where we are with our PBM. >> Yeah. So I think that'll be a good time to kind of put it out. I think it's going to be a huge conversation as well during like >> our become a huge spend not just this but in general you know our our PBM our pharmaceuticals are are >> the big cost driver as far as increasing >> sure >> um >> a lot of people
084don't cover a lot of insurance companies um and we we do right now which is great but >> and the other thing was also having a discussion with the insurance committee uh regarding what our current requirements are to trigger that coverage Um, and what is the industry standard? Cuz we might be moving to an industry standard, but there's more to come. Like I said, we're kind of getting ahead of some of the different things, but it's very appropo. >> Bring it back on another agenda. Okay. >> Um, any other board member requests? I I was wondering if in um anticipation of some of our enhanced security measures, which we won't name specifically here, if we needed to uh review some policies in order to make those security uh processes uh more efficient if and when
085they should come to fruition. Is that something that we do in a public meeting? Is that something that would be required in a private meeting first executive and then the policies that we develop are then presented because those have to be public. I guess that's a Mr. Delaney question. >> Sure. I mean anytime we would be engaging in rule making we do that in public but our policies in relation to safety and security tend to be very kind of broad-based and not into the specific strategy. Right. So, uh, the reason I ask is because let's say we're discussing what a policy might be related to the facilitation of a security enhanced security measure. I wouldn't want us to accidentally kind of state or make blatant what that security measure is when we're trying to determine
086how our administration can execute on that and, you know, be protected in doing so. Th this sounds like a conversation that we could engage with for just common board understanding in an executive session talking about safety and security. Um I think a lot of the specifics about execution on strategy is more of an administrative procedure than purely a policy >> right I'm what I'm saying is we need to have the foundation of the policy so that they can then >> execute on those administrative procedures um you know just kind of in relation to some of the observation that the the >> threat assessment team took in some of those conversations in reviewing our policies I think we need to fortify them. Uh with regard to allowing the ability to >> so none of the um
087based on anything that was discussed in a private meeting regarding safety would require us to change any of our policies. if um you you as a board or any board member have any policies that are in question about our ability to move forward um with anything related to safety, then if you could bring it to my attention um please, but as of right now, there is nothing within our board policies [clears throat] that I am aware of that will prevent us from being able to make any of the um safety enhancements that that we are considering at a time. So for example, if there were you feel that our policies uh related to the ability to go through um items, you know, of a visitor or a student um there that that's that's already facilitated
088in our policies, you feel? >> Yes. >> Okay. >> I'll take a look and see if there's anything else that stands out and I will look again as well. And state statute governs a lot of this which we don't have to adopt policies. >> Yes. >> Okay. >> We were saying yes to state statute also governs a lot of those those things. [cough and clears throat] >> All right. Uh then we will close board member request and move on to closing comments. Mr. Mayor, do you have anything to close? >> Yeah, just two things. So, it's not necessarily a request because it's not something we'd vote on, but I did want to just talk about the Fortify Florida and um the gym membership discount opportunities that our employees may have. So, um I did want
089to just, you know, make sure that we like maybe as a district we just talk more about Fortify Florida um campuses like you know how students can use it, how parents can use it. And then anyone that's listening, parents, you know, go ahead and look it up if you haven't heard of it. Um it could be something you may find useful if you need to use it. And then um health and wellness. So may >> may I may I ask um the chair a question just for because it is related to safety um and I Mr. Boster is here. Are we able to just bring him up quickly to explain what Fortify Florida is and address those things for the sake of time? >> We have a light schedule of day so we can take
090a little extra time. >> And I I wanted to bring it up just because it was such a hot topic on the the virtual teen hall. So I want to try to >> and we can actually >> because wasn't there a required um there was a required student and teacher training at the beginning of the school year that they took. >> Yeah. >> Yes, >> there is. So Fortify Florida is an anonymous um reporting platform that [clears throat] allows anybody to go in and make um make reports. The the the unique thing about Fortify Florida compared to some of the other reporting systems, it goes to school officials as well as law enforcement at the same time. So essentially somebody's monitoring um 247. Um what we do is and and Miss RDY spot on. Um
091it is required that all of our um parents and students are provided training with how to access Fortify Florida at the beginning of each school year. And then also on our website uh we have additional information um for parents to go and review Fortify Florida, how to use it as well as consequences if you use it inappropriately. Um part of our part of our um quarterly training with students is we make sure they know um 454 is embedded on all of their student issued devices and staff issued devices as well. So to make sure they know where to where to find that as well >> and then it's it's promoted in each of our campuses um on monitors on on on posters and things like that. >> And but I think it's great they're talking
092about it because then they know they can potentially stop something from happening. So just, you know, little things like that. I think posting it more is great. So yeah, >> and we always have the ability to to to continue to promote it. Um, you know, as >> I do see on our website that the link to Fortify Florida is all the way down at the bottom. So if there was a small, you know, visibility improvement, we could bring it up to the top up at the banner level. But they they liked it. they thought like they were really talking about it and learning about more and they're like, "Wow, I can't believe it does this." And you know, I just think it was great for teenagers, middle school and high school level. So, just wanted
093to make sure, you know, whoever's listening, you know, parents and students just fortify Florida and look into it if you need it. Hopefully not, but >> it's a it's a great tool. >> Yeah. So, I'm glad >> Thank you for allowing us to be able to provide that. >> Thank you. >> Yeah. And then just one more um just for closing comment, I I really love what we've been doing with the wellness center. Um, I can't wait to see the data. Like it it looks great so far and I'm excited that our provider is so wellliked. It sounds like she's doing a fantastic job and she loves what she's doing. So, I think that just helps people more uh to go and get healthy. And then, you know, just the gym membership discount opportunities. You
094know, if you're someone that has our insurance, just make sure you read those emails and, you know, take advantage if you can because that could help in the future. But thank you and I'll see you guys tonight at the meeting. I'll save uh my comments for the meeting this evening. >> Um yeah, just uh Veterans Day again. That was also such a great turnout. Great to see the community participating in that. Um just a great chance to honor our veterans. So I'm glad that Flagler schools could be a part of that. And yeah, we'll see you tonight. >> All right, then tomorrow. >> Guess what? Tomorrow is >> the 70th day of school. So, dust off your 70s attire. Tomorrow is the 70th day of school. And because tomorrow's the 70th day of school, I'm
095sure you all know what today is, the 69th day of school. All right? And it's a great day. Um, so we cannot wait to see you guys this evening. >> All right. Thank you. This meeting is adjourned.