06/24/25 Flagler School Board Information Workshop

001Good afternoon. I now call to order the Tuesday, June 24th, 2025 100 p.m. school board workshop. Uh please rise for the a moment of silence followed by the uh pledge of allegiance and the national anthem. Please join me in the pledge of allegiance. 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. [Music] How? [Music] Thank you. May be seated. All right. So, uh, we'll move on to roll call. Starting down at the end of the table, Lauren Ramirez is present. Derek Bar's present. Christy Chong, will Furry Lakam. Okay. Um, so we're going to move on to uh board member liaison updates. Uh, do we have any updates, Mr. Ryers? Yes. All right. So,

002um I'm just trying to pull this up. So, um Matanzis High School, they have been hosting different camps as well as a lot of our other schools. So, they had a mini football camp and it was a huge success. So, thank you, Matanzis. Um and then Belair, they're hosting all the all the summer camps this summer. So, it's always packed their parking lot. Um I have some kiddos there. They're having a blast. And they're also having a t-shirt contest. So, the school shirts, the spirit shirts, they decided to have the kids put something in. And it doesn't have to necessarily be a drawing, but it could be, you know, digital, but as long as the child had the idea, the parents can help them. So, uh, June 30th, we'll know the winner for that. And

003then I have some FSBA, so Florida Schoolboard Association updates. Um, I know it all came through email. I was in Tampa. Sorry, I'm having computer issues right now. Um, I was in Tampa for the training and they had a lot of different updates, but a couple things that just to kind of summarize for budget overview, I believe a lot of people um may have received the email and they went into discussion. We were at it was on a Friday, day 102 out of what should have been 60 days. So, we're done now. Um, but everything, you know, basically I think the big takeaway I think for parents that are listening and faculty and staff. So there was a 142 increase in per student funding. So now totaling $9,130 per student and uh we'll go I'm

004sure in more detail with updates, but a lot of good things happening with FSBA and training. So thank you. U Mr. Bars, do you have anything to share today? Uh just a couple things. Um, since graduation, we had a lot of, uh, good gradu graduations were great. We've already talked about that a lot. Um, I haven't been out a whole lot for the last month. I've spent a lot of time in bed, uh, being sick. So, um, but it was, uh, those were fantastic events that we already talked about. Did get to spend some time before that of with uh, with Flaggler Cares. Uh, do want to just mention that a little bit. I encourage our board members to reach out and work with them. uh just go for a tour. Uh I really enjoyed

005the tour that I had spending some time uh uh with the team there uh understanding uh how they work closely with us in the school district um and with our families and then others just in our community. So I encourage all of our members if uh if you have not done that to spend some time with them. Uh uh legislative wise uh we have the Sarah group here with us uh today. So I'll kind of leave that for our time uh with them to give us an update about our legislative session. I'll give my time, sir. Very good. I do not have any updates. Okay. Yeah, over the summer it gets a little light with the liaison updates. So um we will move on from there. Uh superintendent Ward, do we have any changes to

006the agenda? Yes. Um I do request that we move the legislative update 10.01 01 up to after public um comment. Um I asked for that change. I also want to just mention some changes that we had. We're having some issues with board docs and it was going down and some of the updates. So just for for transparency, I just want to make sure that I I mention for the good of the group um some changes um that have happened since uh last week. We did add the FTC fee schedule. We're presenting that today. Um the high demand teacher needs and is an area that we have to bring before the board each um each month. It's been on there, but I we're not sure if it was reflected every time someone came. So, we just

007want to bring that forward. um the school choice um job description that specialist that position we're discussing today that was a change since um last week that we want to bring to your attention. Outside of that, no no other changes. Okay. So change the agenda is um to move 10.01 to after public comment and then follow the agenda as printed. All right. Uh, I'd like a motion to approve the agenda as modified. Motion to approve, sir. Okay. I have a motion by Mr. Bars. Second. Second by Miss Chong. All in favor? I opposed. Hearing none. We will move forward with this agenda. So, uh, that leads us to public comment. Um, do we have anybody signed up for public comment? No, we do not. Okay. So, we'll bring that back to the board and uh

008we will move on to our uh first agenda item and that will be 10.01 2025 legislative update presented by the Sarah Consulting Group. Uh Mr. John Sarah and Bob. Sarah uh is chiming in online. Welcome to you both. Thank you very much. It's great to be here. I'm John Sarah. It's nice to see you all again. Um, we have Bob Sarah online and if we can click to the first uh slide. Excellent. Thank you so much. First of all, once again, it's happy to be here. It's great to have Bob and I together. One Bob in Tallahassee and me here in person. Uh, we do a little bit better when we have 400 miles in between us. So, we appreciate that. Uh, thank you to the superintendent and the board for having us. once again

009uh for the work that you helped us do during the legislative session. Um and as we went into special session, we're going to report to you that the the the end result of our legislative session. Um our leadership in the state of Florida, we'll stay with slide one if you will. And ultimately, as you all know, the governor Ronda Santis, Speaker of the House Daniel Perez, and Senate President uh Ben Albritten. Um the Senate had a priority this year relative to what they called uh rural renaissance. And unfortunately, by the end of special session, uh the rural renaissance did not take off the way that the Senate Senate President would have liked to. Um the governor wanted to start with some local property tax uh adjustments and that was his priority for our session. And

010as we move through the session, the governor did win some of those items. One of the items he won was the reduction in the lease tax and so he received a win. Um the speaker in the beginning did not have a specific priority. The speaker asked his members to work together and to do the best that they could to move forward and within the first two weeks of session we had a first special session. Uh the first special session did derail our session a little bit and the second special session uh created a little bit of a slowdown in the legislative pro process. the speaker through the middle of session determined that he wanted about $5 billion in tax uh reform. And so that created another speed bump within the legislative session, which brought us

011to the special session that we just completed. The only one that got the majority of what they wanted by the end of special session was the speaker who got about 1.3 billion in recurring cuts. our Flagler delegation, if we can move to slide two, uh we are very lucky. They were both new folks, but uh Senator Leak was a former House member, did a fantastic job. His staff was open to us and met with us anytime that that we needed to, and we really need to thank them and appreciate their help. Uh Representative Sam Greco, same opportunity. Uh his doors were always open. We really appreciate the fact that he worked with us anytime that we felt that we needed to share information with them and he was always um open to work and by

012the end of the session I we believe that their capacity has been built a little bit higher there. We'll be in the second year of the legislative session next year and our leadership will continue to grow. If we can move to the fourth slide please. uh the Florida education budget uh statewide the workload rose about 1.69% but the students served by public schools shrank by 0099%. The increases the major increases to the statewide education budget will be found mostly in workload and in the vouchers. If we can move to the next slide please. There was a minuscule increase in this in the base student allocation, $4162. There were no increases to safe schools and the mental health allocation, which was interesting because it's the first time in about 8 years that there was no increases

013to those. Uh, and within the legislative session, we had an unfortunate incident at the Florida State University. So you would have expected for mental health funding and safe schools funding even though this was at a state university system school you would have figured that these increases would have gone up because of the need. Unfortunately the state being in the position that we are they held those um harmless at the rates that they were last year and no increase was was added. um the FFP increased just about $945 million, but again, most of that increase was within the vouchers. And so, um with that, we will not be able to spend a lot of that those dollars. We can move to the next slide. Uh more on the education budget. um loss to students for school

014choice options uh will be extremely challenging for the board to continue to make their budget uh moving forward. The average loss of 1% of students with only 1.59 on average in the unweighted FTE funding vouchers above the line hides exactly the total amount and it hides what is actually happening to 67 districts across the state. We are having our own issue. Uh other districts are having a worse time dealing with vouchers and the new budget situation. no increases in state uh in the safe schools or mental health. Um new policy on the add-on weights came through ACE IB cape. Uh these were funded in a in a in a silo and hopefully the state has provided enough funding to provide all those bonuses to all of those teachers. FRS costs are going to go up.

015And so even though we've talked about a small increase to our budget, but reduction in students with FRS going up and other healthcare costs, we are going to have to be very uh very smart with our money to make sure that these increases are able to stay with stay in line with um our employees and our parents and students and what they expect from the school district. The legislature provides basically a 1.59 increase per student uh statewide and Flaggler is getting about a 2.36% increase. But once again, there are a lot of factors that will not make that 2.36 a true increase. Legislative priorities is about $19 million increase to the district total potential funding. Um requires the district to spend about 2.2 2 million more next year on legislative requirements leaving small small bits

016for us to do locally. Other local commitments for next year I I I briefly spoke healthc care um and other raises will increase our budget by a significant amount. Um, Senate Bill 2510, the conforming bill, um, expands the existing schools of hope program by creating special funding for those schools, expands the definition of persistently low performing schools, allows collocation of schools of hope at district schools that are under capacity. And within this bill, one of our wins that we received was uh recognizing universal prek students in capacity and our fish report that was uh done within this bill. So um within a lot of good or a lot of bad potentially sometimes comes a lot of good. And so that was one of the one good things that we were hoping to receive. The bill

017removed all the weights as I expressed and now creates a a uh funding silo for all of those um weighted uh funding and according to the state that will be fully funded. I question if if all that will flow through the way that they expect. I hope in the end that all of our teachers will receive the bonuses that they've earned. Um the DOE is required to submit updates and FFP calculations without any duplication uh of students between districts and voucher programs. This was supposed to be a part of the bill. Unfortunately, it did not come through with the final negotiations. The DOE presumably will accomplish this same uh factor through rulem. Um but hopefully we can get a hold of where students are and when they are at their choice opportunity. Uh the DOE

018will also recommend as part of this bill a new title one performance incentive program and that will be coming no later than July 1st of 2028. So they have three years to to get that completed. Um we'll move to the next slide. Some of the that's you were on the right one. Thank you so much. No, one before uh we had three platform issues. Two of them we were able to successfully um get off the table. One was the school start times bills. And so thankfully uh the board will use their autonomy to decide when um those schools should be opened. And lastly, um the request to have our prek students not uh be a part of that fish report and allowing capacity at those schools to be shown where they are truly the classrooms

019are being filled with prek students and the fish report would show that we had extra capacity. So thankfully that was fixed in this legislative session. Um, so two of the three of our platform platform issues were addressed. Um, slide 10 is next year and Mr. Fury and I briefly talked as we walked in the door as quickly as we just finished uh this year's session. Um, and I we apologize to staff and the superintendent. We already rolling into next year before July 1st. And so uh just be aware that starting in October we will have committee meetings beginning. Hopefully we can get a platform u provided a and and and finished before uh September so we can start um advertising and um providing that information both to our legislative delegation and our community at a

020whole. And with that, if we have any questions, um, I'd be happy to let Bob answer any of the questions you have. Okay. Well, thanks for the um for the overview here of this uh session. Are there any specific questions for the Sarah? Uh, not a specific question, Mr. chairman, if you don't mind. Um, but I think what uh John and Bob have been working on this year and as a group is really just showing us where we're where we are. And it's not like this is a shock to anyone that's in this room of where we are. Um, and we've fought diligently to try to increase the numbers, you know, with FRS retirement rates and stuff like that really plays a huge issue in where we are and what we're doing. um for this

021particular district. I mean, I I was telling John when he first came in here that we could be in a whole lot worse shape, but you know, we're not in a in great great shape. We're still going to have to make some, you know, hard decisions coming up in in the future here. Uh that's the cold hard facts, and I think that's what everyone in this room and people that are listening need to be uh have have that understanding. Uh with that being said, we've talked about this numerous times and I know this really isn't a question, Mr. chairman said if you can allow me some leeway here. Um is that we have really got to be and I believe that we are on this trajectory to be the best choice for Flagger students. This

022just shows us that we have to step up our game and we have to make hard decisions that are going to really affect um to bring to find some way collectively with our community and everyone that's in this room to be able to say this is where we want to bring our students to whether it's hybrid, whether it's this or that, whatever those situations are. Um I think we're on on track for that. But this really sets the stage for us to set ourselves apart of being the best choice and seeing graduation and seeing students go across there. We've got some really, really impactful students that have left here and other ones that are coming behind. We just need to increase those numbers. So, thank you for giving me that leeway, sir. Maybe Bob has

023something he wants to add, but I really appreciate working with both of you this session and uh being able to to go around the halls and talk to our legislative delegates and others to really help us through this process of where we are. So, thank you very much. Thank you. Great. Did you have anything to add to that, Bob? Uh John and I were disappointed about the outcome with Rural Renaissance. Uh there were some real opportunities there that would have helped uh the district and its budgeting and uh provided opportunities to move um some of our our core issues forward. I do believe that the Senate President will be bringing that back next year and um I suspect that he will lock in on that priority um at that time. Great. Thank you, Bob. Has

024there been any discussion in regards to that on the House side of where they stand with that for next session? Not yet. This this was lost in the big picture of the tax cuts and ultimately having just the 1.3 billion in tax cuts when the speaker was demanding five. That was something that the the president eventually uh gave up on. Um, I was told um uh by a a legislator from Baker that um at one point in time Rural Renaissance was going to get approved and and as the those final negotiations fell apart, it was lost at that time. Thank you. Yeah, just to add on to what Mr. Bars was saying you know in slide seven you know it clearly as you've outlined here that we have uh the legislature has provided about 1.9

025million increase uh to the district but with that the new legislation is going to require us to spend 2.2 million uh in the next year. So this is uh a a continuing theme of you know unfunded mandates that we have to manage here at the district level. So as we go into this next budget session you know we are going to have to really sharpen our pencil to to to to fill that gap. Um, so I just want the public to know that we we don't always get dollar for dollar for the expectations that we're supposed to to provide from the state. So um if I can just add um Bob and John will come back they will do a um session with our staff um and that at that session ensuring that we have

026the proper procedures necessary in order to move forward with implementing um anything that was um passed this session. So we appreciate their work with that. At that time um in July, we will be challenging our um leadership team to begin to identify any type of legislative um ask that they would want me to bring forward to you as a board as you begin to look at what the priorities um will be for the platform um for the for the next year. A lot I'm with you. There were some gains and there were some losses. Um, but for me, I agree with Mr. Bars. We have to just continue to focus on ensuring that we are the best choice, that we are giving and providing to our our students and our families um the best options

027available, that we are making adjustments in order to meet the needs of education. Um, today I do believe that we are u positioned to do that. And I also want to continue to remind we'll talk a little bit about this um as we move through the agenda. I also want to just be mindful that 13 plus thousand students their families are choosing us and we are a choice um for their I think we often think of choices around the people who are doing something different than us um but we are a choice and we have 13,000 plus students um who's their their families choose us and we need to remain the best choice for those um for those students and their families and um we appreciate the the Sarah brothers and all that they do

028to support us in their availability to us when we have questions in session and out of session. So, thank you. Thank you. Thank you. All right, board. Is there any other um comments or questions you have for Sarah? Okay. Well, thank you, John, for coming down and Bob, thanks for chiming in. We appreciate the overview and update. Have a great day. Thanks, John. Okay. So, uh that's going to lead us now into uh academic services 6.01. Um the annual comprehensive evidence-based reading plan. And we have Miss Kristen Frank, uh Jamie uh Everidge, and Anna Lowski, and Scott Reynolds. Are they all Is everybody Mr. Reynolds is not here? Okay. Yeah. Um, and we will start with introductions because we're now a new team supporting ELA BPK12. So, I'm Kristen Frank, the elementary literacy and teaching

029and learning specialist. And Alaski, MTSS, and I'm Jamie Everidge, secondary ELA curriculum specialist. And Miss Everidge is joining us. She was the um literacy coach at Buddy Taylor Middle School um and is joining this um team um as we continue to just move forward. Absolutely. Glad to have you supporting all of our secondary schools. Thank you. Appreciate it. Continuing to talk about why we are the best choice in Flaggler. We're going to talk to you about our plan for literacy um and what we call the SER, the comprehensive evidence-based reading plan. So, the SER became in statute in 2008 as a requirement for districts to notate how we were following state statute, things that we're doing to be in compliance, but also ways that we are growing and making ourselves better. So you'll see here

030um an outline of some of these items are our achievement goals in reading um our current performance and why and how we're going to grow. How we use our literacy coaches and the responsibilities that we have in that position. The literacy leadership teams that each school is required to have but how we use those to determine and and grow student growth. Um the professional development that we will offer as well as how we notify families when students are determined to have a significant reading deficiency. and the MTSS decision trees which is what our educators use to determine what resources are proven to work for students in need of intervention. It is a requirement now that our charter school Imagine School at Town Center be included in our SER. They did elect to do their own

031that will be approved by their own approval board and it will be attached to ours before submitted to the state. This is the third year that state statute has us have our plan approved by you guys, our school board, before we submit it to the state for final approval. Okay. So with this year's reading plan, uh some of our focus includes measurable student achievement goals and ensuring that our students are working toward those, building continuity across the across the district or continuing that continuity across the district and having our leadership and our district schools work together as well as continuing a data-driven focus on instruction and instructional practice and following that Justread Florida coaching model to ensure that we are getting the most impact out of the use of our coaches in the classroom as

032well as across Ross the school. So our student achievement goals that we're planning for our 2526 school year um we based those goals based off our reflection. So in 2425 we saw some big gains in many substantial grade levels. One of which I'm very proud to share. Our third grade proficiency grew from 61 to 67% which is the highest we've been in Flaggler since 2017. So, we're really starting to see big moves happening. Um, we're doing a lot of work, as you'll see later, and have probably heard in years past, around ensuring that our K2 instruction set students up for success in learning how to read. So, beginning in third grade, they can really branch into that reading to learn. Uh, we saw district growth in all 10 grade levels, um, exceeding the state in

033K5 and exceeding the state in 910. And then in grades six through eight, we were in within two points of the state averages. In grade levels where we met our 2425 goal, we're increasing that proficiency to 2% for the next school year. In grade levels where we did not meet that goal, we're still going to hold ourselves accountable with some plans that we have in place to reach that goal and also increase by 2%. It's important to us continuing to be the premier choice in Flaggler County. Our students deserve that. So, we're going to be laser focused on the benchmarks that our data is showing our students need more instruction, the coaching support that we can offer to our teachers, as well as some professional development that we're going to be provided for administrators to

034be able to be up on the current research of science of reading, what that looks like in the classroom and what it does not look like in the classroom, and then continuing the district support to be sure that we are making those gains and making up for loss time for our students. Um, and this SER does now include VPK proficiency. So, our VPK goals for this next school year is to maintain the percentage of students in earn urgent intervention because it was only 3% this past year. Um, and then to increase our percentage of students who are at or above benchmark ready for kindergarten, which will increase us to 88%. Like I mentioned earlier, literacy leadership teams is a requirement of the statute for school improvement for literacy. Um there are a couple of of

035ways that school leadership teams have perview to make this committee be what they need for our schools. But our principles do have to have certain members like their literacy coach, their media specialists, lead teachers and a variety of administrators on this team. The main function of this team is to watch data trends of the school both summitive progress monitoring diagnostic and then make literacy decisions around any instructional changes that need to happen any supports they need from the district office. Um and then the teaching and learning specialists are always available and are requested often to be a part of these literacy leadership teams as well. Part of what our focus continues to be on is the just read Florida coaching model and it is a welloutlined plan for the best usage of our literacy coaches

036across the this the district. One of the things that we hold fast to is the modeling of our professional development. Our coaches are both leading them and participating them to ensure continued growth across the the district. The use of effective uh instructional strategies is huge for our literacy coaches. both them modeling them and then teaching our our teachers how to use them effectively. Data chats and learning walks continue across the district with a large focus on how we are using those instructional practices appropriately and those um evidence-based strategies to continue the growth. And we also prioritize our time with teachers and with districts and roles and or I'm sorry, not districts, schools and roles and activities that are going to gain the most impact for our students. One of the things that we hope to

037continue or we plan to continue this year is that assurance agreement that is modeled around the just Florida coaching model and it's a signed document between the the coach, the school and the district to ensure that the uh literacy coach is being used in the most effective way possible. So some of the professional learning that we plan on practicing is we're going to continue with the state initiatives of strengthening tier one instruction. strengthening tier one instruction using our best benchmarks and standards. But some of the district initiatives that we're taking on is to continue the solution tree professional learning um as far as being a PLC at a district level, a school level, a grade level, and sometimes, you know, a quad level. Um, but new, we're going to do, like I mentioned earlier, the

038science of reading training for administrators. That will be offered for all school sites, elementary and secondary, um, over the course of the year to help them really understand the body of research that is the science of reading and what that should look like in our schools to support all students. Um, we're also, Miss Everidge and I are going to continue, we've done for three years now, offering free reading endorsement coursework for our teachers. Um, we're going to continue to help our teachers understand the practice of scaffolding, which is how to basically build on a student's present knowledge to meet grade level expectations. We're partnering with our ESC department and Dr. Holidayiday to provide professional learning on standardsbased support facilitation for our students with disabilities and also our students on access points, their receiver modified curriculum

039and using the instructional focus boards, which is something that we learned from the state BSI team as an instructional tool. So, those are our main district initiatives. When a student in BPK through grade three um is notified or is determined to have a substantial reading deficiency, the state has us using our STAR assessments and our fast assessments to determine that. We have an outline in our MTSS decision tree on triangulating that data, meaning that we use multiple sources of data to make this really big decision for students and also to be sure that we have the information to know what to do about it. So there is some some statute, but here's our process that we go above and beyond to make sure that our families are involved. So when a student takes the first

040progress monitoring, which is within the first few weeks of school, there's a school-based team including the teacher who really is analyzing all of that data. When it determines that a student reaches 15th percentile or below in VPK2 and then 20th percentile in third grade, then that team rallies, reviews the data down to the standard level and determines what are we going to do about it. The student is immediately put into our MTSS intervention cycles to receive instruction and the family is involved with what the data is showing as well as what we plan on doing about it. The family is then empowered with resources to be able to support at home. They're given our readath at home plan, information on what dyslexia is and language based learning disabilities and how to support all these things

041at home as well as how to apply for the New World's reading scholarship that they're eligible for and the New World's Reading book delivery system. And then every month at a school and teacher level, we notify those families of how their child is responding to the intervention and if any change is needed, what that plan is going to be. and they're involved in that process of regularly monitoring the student data and this continues until the student is performing on grade level and reading. So in some cases it will be a multi-year level systems of support for our students. Um our SER uh outlines the state approved evidence-based resources for all three tiers uh of academic support. So let's just take a quick overview of the tiers. So all students receive tier one supports uh with

042ongrade level instruction using the adopted evidence-based resources that align with the uh grade level benchmarks. The tier 2 support is added uh layer on top of the tier one and is a support for students showing learning gaps uh generally about a grade level or so below or in a specific area of need for reading. Uh and then a tier three support is an additional layer to the one above. um and support students showing intensive intervention needs. Um the plan outlines the data we use to identify these students, their resources that we have um that have been proven to work and uh how we will notify the students uh using the reading deficiency notification process. So in review um this goes out every year since 2008. We are very pleased with the way it has turned

043out this year and are looking forward to continuing to implement these great strategies including setting goals for our students and monitoring those goals, supporting continued professional development. We've had some great success in the last couple years and and are looking forward to continuing that growth and also setting those literacy goals with our coaches, establishing some great goals and responsibilities for those coaches and continuing to see that through and to continue the growth of our MTSS process as we're moving forward with students and to help Flaggler forward. What questions do you have that we can answer for you? I just want to say thank you because this past year I've seen such a proactive approach more than any previous years and and it really shows just having all my kids going through the years. I really

044got to see it and yeah just thank you. Thank you. Yeah, I have a comment um a comment and a testimonial. So it really what the district has done. So for parents you know or anyone listening um you know things change technology changes but the data changes and as a parent with kids that have been here I've seen such a like an increase of like just like you guys like wanting to know like okay why aren't these scores the way they are? Nothing will happen overnight. know that and that's for any like reading obviously but anything but I will tell you like if you haven't sat down so parents that are listening with students at um you know reading challenges it's not easy but sit down with Miss Frank and her team they really will

045like guide you they'll put the books out there they'll show you the data and our teachers have the opportunity the ones that want to do this because not everyone should be a literacy coach and shouldn't be forced but I feel like we we provide the ones that really want it and have gift, but they have the tools. So, what they have, they can get these these tests and these certifications that they want and it's covered, you know, and then it allows them to provide more to our students, but it's showing that it's working and like my one of my sons, I mean, like it's it is I can't I mean, he's beyond the moon, but it's because of the team, but it takes years and years, but I've seen it. So, every all of this

046this is it's really good. So, I'm very proud of you guys. Thank you. I will echo that, but I did have a question of what do you think maybe the biggest challenges related to the goals will be for the district? That's a great question for elementary. I think we are still seeing challenges in first and second grade specifically for students who have a lot to to make up time for. So, we ask students in second grade to really read pages of text. um answer pretty complex questions and for students who maybe didn't go to BPK or had a late start or had trouble in their early years, it's a lot to ask of them. So, we're thinking about the rate of learning and how like the mental capacity of a six-year-old and what we can

047teach them, which I think is why it's so important that we are laser focused on our benchmarks and using our data the way that we can and the way that we're training to um to maximize every minute that our students are with us. We know that reading at home helps and all of those things are really important, especially the bond and love of literacy at home that we really have to be sure that in every classroom, it's not a lottery of teachers, but in every classroom, every minute of instruction matters and that it's used in such a way to be sure that it's on standards. And I would say in the secondary world, um I think our one of our biggest pitfalls is the gap. when they come to us and they've already got a

048reading gap, we've got to find ways to correct that gap, meet students where they're at, and fill those gaps as they move forward. And we were lucky as a district last year and the year before to be able to instruct some of our uh literacy coaches and our teachers with Lexia Aspire, which is a program designed, it's a professional development program designed to teach secondary teachers how to meet those student needs and fill those gaps. And it's I think it's been a big help. We we were lucky enough to have even some content area teachers that took those those courses. So filling that gap for students and then when we don't have the opportunity to fully fill the gap, finding ways to also assist them in building background knowledge, exposing them to complex text. So

049finding those ways to reach them where they're at and get them where they need to be, I think is the the big caveat for us in secondary. And again, every minute matters. Every minute. We need to use every minute with such intention. Mhm. And then I guess a followup to that is is I I agree wholeheartedly and then we we start talking about, you know, we already have a packed day. We have everything that's already going on, just normal everyday stuff. And then how do we fill that gap? And how do we get how do we get our teachers and our staff and everyone who's going to participate in this? How do we really I don't want to use the word sell, but how how do we how do we do this from your perspective

050of being able to fill those gaps that you're talking about? I think a lot of what I've noticed is that it takes obviously buy in from teachers, but the buyin comes from seeing that little bit of of success. So, we get that little taste of success and we know how we all we all are. We get the little taste, we want a little bit more. And I think when we start to see the buyin with our our ELA teachers and our our lower grade um ELA teachers as well. And then realizing that there's so much more benefit if our social studies teachers and our math teachers are helping. It's and I don't have the statistically important data in front of me. But it is researchbased, evidence-based that students who are exposed to literature in their

051other classes, in their social studies classrooms, in their science classrooms grow exponentially compared to students who just get an extra reading period. So when we start telling teachers things like that and they see the results of the work, we get that greater buy in. And I think we've done a lot of work around like ensuring that when we're providing professional learning to teachers, we're backing it by evidence and by research. It's not just because Kristen cares for it or in Kristen's 21 years, this is how she taught reading. It's because we have evidence and research that says this is how the brain learns how to read whether you're five or 18. And so I think that helps my buy in as well. And then that support is in that work in that content area teacher

052of if you're reading your bio manual and you're reading your algebra 2 textbook, it's still reading. So this is still how the brain needs to attack this and the strategies that you can support students to get everyone on the same page to get us moving. And I think one of the greatest helps in that was so many of our teachers think they have to be reading teachers. And when we take away the idea that they have to have to actually teach reading and can instead just expose students to reading and we take that pressure off of them to teach it in a certain way or to whatever like we we ask them just use the vocabulary. So if you're teaching anformational text, just use the vocabulary. And so then that's a part of also the

053this and now we're doing that with teaching and learning for our teachers to make sure that they understand this to give them that tool. So you have the testimonies that are being said like the two schoolboard members here have with their children and others that would be that way. So be sure that we're teaching skills and instructional practices, not you know teach students skills of what to do when they encounter a word they don't know. not the old antiquated way of giving you a list of all these words you need to memorize and remember on Friday but not remember how to use next week. So it's kind of just being relevant and and intentional with what again the research says supports all people how to rate how they read and so we know how to

054teach and we're making big gains there. There's more to do but we're making moves. I have one last question Mr. Chair if that's okay. Mhm. The the grade level where we meet where we met 24 25 goal, the 25 26 goal is going to increase. So we met it, but you're going to you're going to go up two more. But then in grade levels where you didn't, you're going to even go up again from where you were. We're going to meet the goal that we anticipated to meet this year and still add to. Okay. I like the aggressiveness. I do. I mean, you have to set the goals. you have to have the team pushing through to get these kids to where they need to be. And I I will say this is very encouraging

055to see this progress. Um when I joined the board in 22, this was a a high priority um that that I had shared with the superintendent. I'm glad to see we're seeing move um uh real meaningful movement in these numbers and that's great. And I can say that uh as the other parents on this board have said as well, you know, my my sons have gone from kindergarten to now going into high school. And I and I knew the struggles that we had back in in that day. So to see that we're we're addressing these needs um in this fashion is very encouraging. Um and I did have a question though regarding you know the notifications. Um, you know, one of the the struggles, you know, as you know, that every child is different and

056and and where why they have struggles with reading um and and some could be just not not applying. But there are those that that are clearly have some uh issue with their eye to brain and and how information is being processed, right? Yes. Um, and you know, from personal experience, it it seemed like that that was not being identified. You know, again, going back many years ago, right? Um, uh, so what are we doing in that area to for those children that really are having whether the the words move or it's just fuzzy or they jump around the the um the page that that type of scenario? How how are we managing that? Great questions. So the first thing I will add is that this the scenario that you presented is the reason why we

057use more than one piece of data to determine who is truly substantial because two of the assessments that are are called for on our state policy are digital, meaning they're on the iPad. Well, sometimes, especially in BPK and kindergarten, the data might come out and it's solely because the student didn't know how to answer the question on the iPad or got lost in the classroom setting. The other assessment is one-on-one with the teacher. So the teacher that's a more of a screening assessment. So the teacher is able to really see and there's no distraction of a device really see how a student is performing. Our I would say especially our elementary educators are very in tune and they're constantly hearing from their speech language pathologists that are on campus to know warning signs of something

058where something might need another look. And then we have a process inside the MTSS process which I'll let Miss Lazowski take over. But we that's really the reason why there's a team and we really empower our teachers to say you know what this is Kristen's data but I noticed it took her a little bit longer and she was constantly getting these things miscued and in elementary teachers you want to talk about being like meticulous on notes they really are because all of that anecdotal data matters when I then go to my team and meet my speech language pathologist and say hey you know what I think there's a language processing I ask one question and that her answer is way over here on left field or I ask a question I kind of get a

059blank stare for a minute and then she like needs me to reanswer. So that goes through our MTSS process which I'll let take over. The um the team can decide to do several things like an observation and uh look at student samples provide uh additional time with the different supports and then looking at the response to intervention data to see if uh if the gap has been closed or if an intensive more intensive approach needs to be taken. So there's um different uh pieces that of data that it gets looked at after that along with the tier one data that everybody takes. Um and then next steps are are taken a look at and strategies are shared with the teachers and all instructional staff that support the student whether it's an interventionist, an instructional PAR,

060classroom PARA and the interventions for the academics don't wait. We get started on those right away and then we include the strategies that are suggested to either eliminate possibilities or really fine-tune on what the the concern is. And then we have those steps for evaluation and things like that that the the process handles. But that's your scenario is exactly why we need more than one piece of data to make these decisions and why we have protocols and procedures for a team approach to support students. And if I can add, I think that we've also um done a better job of really communicating to the families and and ensuring that they know that um they're we we see the need or if they've identified the need that we are addressing this immediately. Um because I you

061know a few years ago we would get many many many complaints around families who felt like there was this waiting process. Um, and I think we have done a really good job of helping to better partner with families so that they know if a need is identified, that need is addressed immediately and how that need is being addressed. We still get a a few that come up where we have to um just kind of reiterate what's being done in order to address the the needs. But as a as an organization, I believe that we have gotten much better with communicating to our families what the um need is and how we're addressing that need and how we're going to keep them a breast of the progress that their child is making related to that area.

062And I think one of the strengths of the state statute bringing interventions required down to BPK is because early intervention matters. Yes. And so although that's a lift in some ways, I think it really helps us get started. And we've been doing a lot of professional learning around what really is dyslexia, what really dyslexia is not. Because starting in BPK and kinder, if we can provide solid phonological awareness and phonics interventions, a student with dyslexia can be an on-grade level reader in third grade. It absolutely can happen, which the way our process is designed is to ensure that that happens. For students, we're not waiting too long. we attack it looking at multiple pieces of data and have the best interventions out there. Our father was really blessed in that area and defining roles of

063who when we when we identify the need who is the person that is going to be providing this intervention who will be when will that happen when will we come back and and review it another thing that I think aids to the success that we've seen um we came on with our professional learning communities we've really embraced that as an organization um we so Now we have our teachers that are coming together in structured groups to plan and to talk about their benchmarks together and identify what is it that we're going to use, what are we going to do in order to address this benchmark. And so we're stronger and better together. And so those professional learning communities um have really helped us to see the increase that we're seeing as well as the um

064instructional reviews that we're having at each of our schools where we're going into the schools, we're talking about the data as a collective team, we're walking the classes, we're seeing the instruction that is happening. Um so I I'm super proud of of the work that we have done and what we've been able to accomplish. um proud of the success of our students and um I know we're just getting started. Yes, that's great. And um so we're we are we are making interventions starting in the VPK. Yes. Great. Yes. So that substantial deficiency process that 15 percentile using multiple sorts of data starts in VPK on all of our sites and then we have um some relationships we're building with the private centers in Flaggler to be sure that they have that information and we can

065offer any support um that they will receive to help ensure that it's happening so that all of our students who come in for kindergarten have received it and they're ready. Now I do you have the data on the gaps that you mentioned earlier on you know the cause of that? Are we seeing that when say if if if somebody came from a VPK outside and and coming in or are we seeing it for students um within that started within our organization or uh are we seeing it for people just coming into the district say in second grade from moving to the area? Where are we seeing the the the the larger gaps? That's a great question. If if it's okay, we'll gather that and when we come back to the three o'clock in two weeks,

066we'll have that for you. Okay, that'd be great. Piggy back off you said about VR preK a while ago about the other V preks in the community. Are you we pro we're providing some sort of information or support to to those centers. So, they're connected through our early learning coalition, which is a Valuchia Flagler partnership. And yes, they have relationships with Miss Sebastian Elli who is our VPK um coordinator and then I could go out and and they had a position as an early emergent literacy specialist. I will not fill that role and support those centers with literacy practices. But it is a relationship that has to be initiated and maintained on their end of course. Sure. I think that's again talking about the relationships we've had in the past about just our other schools

067in in the county um you know private charter whatever you know we're all working together for the students of Flaggler County specifically and so that I surely encourage that if we're not hearing from them how do we reach out to them and that's not just let's not wait on them to reach out to us let's reach out to them and what's interesting is you only have to have four students to be considered a VPK center which I did not know that until recently. And so that means we have a lot more centers out there when we know the big ones, right? The ones that you see when you're driving down the road, but there's actually centers and homes that we are trying to make relationships with to be able to support. Yeah. And I think

068for us, one of the our main things is that um we are committed to um wanting all students in Flaggler County to receive a great education. And so, how can we partner with those individuals to say um if there is a need that you have or information that we have that we can share, we're willing to do that because at the end of the day, we want to ensure that our students of Flagler County are receiving a great education. And so, making sure that um these the smaller centers and the larger ones, they know that is our intent. Our intent is really how do we partner together to ensure that all of our students are receiving a a great first start because we know that the kindergarten readiness has a direct correlation to the performance

069of our students in grade three. And so to provide early intervention is critical for the um not just the start that the students receive but their success over time. And there's a lot of research to it. And I I know that you guys will bring more data back to uh Mr. Furry, but I just want to mention the 20 the 2023 numbers of the students who ca came in to um VPK into kindergarten ready for kindergarten starting ready for kindergarten for with Flagler County is 53% of those students come in ready for kindergarten. So when Miss Frank says that in kindergarten and first and second grade we have some catching up to do, right? That's saying those students have to come to to kindergarten ready. And on our website, families can go to our website

070and they'll see the list of all the things that the student should be able to do by V by by VPK. Now, for the students who did complete a portion of VPK, they've gone to VPK prior to going to kindergarten, those students come in, 65% of them come in ready for kindergarten. So, you see an increase there. For the ones who did not attend any type of VPK, only 36% of those students come in ready. And so what we say to our families is we respect the famil family's ability to choose to say, "I want to keep my child home and not send them to BPK." So for those families, we encourage them go to our website so you see the skills that um your child needs to have prior to entering kindergarten so they

071can do those things at home. But for those um um families who are electing to go to a provider that is outside of us or with us, we encourage them to go to the website as well, look at what those skills are so that they have a gauge into the progress that their child is making as they u move towards kindergarten. Good number. Very good. Thank you all so much. Anything else? Appreciate that. How is our VPK? You may not know this, but are we full or do we still have space? We still have rooms. Um, right now, you know, it's usually July one when it starts to get ramped up. I think our families and our students, I think most people try to take off a little time in June to not think about

072the next school year, but I really really encourage our families to go ahead and do that because we always fill up quickly. Um and then we will begin to offer space at available schools. But if you want to get into the school of your choice, you need to do it now. You can reach out to um the registar at our elementary schools in order to do that. And I want to remind our families as well as introduce to our new families that on our website we have our annual registration for our new students that is a digital format that they can go online and get that done at the Flaggler schools website. But if you want to go to the the BPK program of your choice, you definitely need to do that now because after

073July, we will begin to fill up and then we will be offering um spots at those schools that are not yet um to capacity. We can bring updates on those numbers to the three o'clock when we're back. Yes. I'm glad though. Thank you. Everything has just been every year better and better and better. So, thank you very much. Thanks for appreciate it. So, they will come back at the 3:00. When they come at the 3:00, they will not be doing a full presentation, but coming back with the data that you've asked for as well as to answer any additional questions that you you may have um at that time. Okay. So, we'll move on to 6.02. 02 strategic plan spotlighting goal six and we have Dr. O'Brien and Mr. Foley. Hello. Good afternoon board chair

074furry superintendent Moore. We are here today to give you a spotlight on goal six of our strategic plan which is communication. Um this goal is really about how Flaggler schools aims for exemplary leadership in communication. Uh we have creative support for initiatives that will educate and increase awareness and clear communication ensuring student success and district goals. It's okay. Um why do we have this goal? It really aligns with our guiding principle of trust and respect for all and the belief that open communication, honesty and trust are essential for providing a quality education. Uh we believe that improving communication will ensure all stakeholders receive those consistent messages from our district and Mr. Foley is going to give you an update on where we are with our outcomes. Uh when we look at our two outcomes that

075we measure and we look at um first is increasing social media reach and engagement as we measure with our metrics across Facebook, LinkedIn and Instagram. uh we were targeted a growth for 5% from this past year, but fortunately due to some precision moves and lots of content, we have we've really up updated and uh increased our production content. We've actually are at a 93% increase from the previous full school year. Uh so it's I don't know it'll be 93% again the next year, but uh we definitely have set a bar now. Um so first thing we do um we just look at what works and what doesn't work. And of course, for those of you who use Facebook and Meta, you know that it gives you breakdowns of what's the most effective times of day,

076the content to share, who to share it with, and so we've been using that pretty um pretty actively in what we do each week. Uh you'll see that there is a difference in the what we've been uh actually gathering data wise. We now use LinkedIn. Uh previously it had been X or Twitter. Uh last year we noticed the numbers taking a big dip on X and Twitter. And we also were at a point in time where I'd heard a lot of content from some of the other departments saying we're working on recruiting employees as well. Well, LinkedIn happens to do very well at organic searches u without having to be a member have an account and in turn comes up in your Google searches or your zero results as they call them. So we've been

077using LinkedIn. So if we have any kind of content that we can share uh that we can also skew to a recruitment angle, we rewrite reproduce for LinkedIn. Um then the other goal area increasing positive perception of school district communications is measured by annual family surveys from 82% in 2324 to 84% in 2526. Um I will say in this middle year we've went up 1% uh to 83%. But there is an underlying number that we're very proud of. Uh the previous year we had a number which has now uh jumped 5% and that is the highly satisfied. We asked the families how satisfied they are with school district communication and serving their families. That highest category, highly satisfied, uh jumped 5%. Um and that's uh we're hoping that's has a lot to do with some

078of our plans that we've had in place. Um next slide. You see some of the social strategies obviously some of the things messaging we put out and how we put those out. Um, and two things to keep in mind with this is we're very proud of the amount of time this kind of content has been consumed. Um, this past year we didn't have a single month where we had fewer than 2,000 monthly views of digital content alone. So that's graphics, video, photography. Uh, that's just on our district Facebook page alone. That's not the other which still perform quite as well. That is our primary channel. Uh, we actually had two months where we gathered just shy of half a million views. Um and why it's simply an increase in production and cadence precision working along

079with Miss Henderson in that regard. Um and then in support same slide in support of venturing into social ad buys which I'm a big fan of we had our VPK team uh give us a little bit of money uh very small amount to do a oneweek buy of as you see to your left there baby superintendent. Uh so had to do a lot of selling with a lot of people. Uh and in and in turn what came out was it all started with we have a very creative digital content provider that likes to help me back there. She's actually manning the cameras right now and she wanted to use the baby trend and I said well I've had people tell me through the years we don't just do things because it looks cool have a

080reason to use it. And then of course Jeff Reeds came to see us and said we need help with enrollment with BPK. And then I was told that it might be a good idea to talk to Miss Moore about a great idea. What a good support. For fortunately, she rolled along. Well, it was definitely to our plus. Um, so what we did was we did a oneweek buy the last week of May, graduation week. Uh, and we compared numbers as far as what kind of action we had on our BPK site as well as the application page itself, uh, to the week before the buy. And what you see there at the bottom, uh, week to week, we had three times as many BPK page visits as a result of the ad. and then more

081than two times the number of visits to the application page itself. Uh next slide. So strategies uh that we'll actually be implementing and working on this year as we actually have a little bit already. First growth of communication plan at the school level and the district level. Um, so at our local, excuse me, at our leadership meeting next month, uh, as well as our instructional kickoff in August, we'll share family feedback from our annual parent communication survey, uh, which will guide staff in tailoring their communication. We'll work with them on what the survey results mean and how it's going to help them actually communicate best with them. Um, we're also preparing update families on the latest version of our communication platform, which you'll hear more from it, I'm sure, here in the coming weeks between

082district and our families. Uh, and as far as particular messaging, we, you know, we've been working very hard. I know a lot of you have mentioned the best choice in Flagler messaging we've been using uh for school choice references. Um so currently we're helping design I Flaggler enrollment plan for them. Uh we're hoping to have video and a small another small ad buy here in the next week uh that will hopefully help that. And as a side note, the assistant superintendent said we might want to share uh regionally we've been asked to present an Effects communication focus meeting for member superintendent next month uh with a focus on some of our more successful comms including baby superintendent. Uh so second one increase oh second one increase outreach uh within our community to include community organizations,

083business partners, other external partners, keeping them informed and big step we've taken there and thankfully the district's allowed us um with the old historic courthouse which we're in the process of moving different programs into our new facility. Um we have a dedicated space for the community engagement specialist. Uh that includes conference space. Um, and that has been a a a point of contingency for me where I definitely wanted us to not be someone where we just send somebody like a Miss Henderson to everyone else's shop. Um, if we're going to be the center of the community, bring them in. Uh, 6C, uh, focus on internal communication cadence to improve the employee experience and external communications cadence to improve the community experience. So, we're analyzing those communication methods, deliver the best results, to help us share

084messages through the right channels at the most effective times. And then finally, improving crisis comm efforts and implementation using our templates across the district and departments. Um, I know we'll be working with IT uh and we'll be working with Mr. Postad, strengthening our safety response protocols, updating new crisis communication templates to our new platform and also clarifying the roles from superintendent to the district safety person that comms the digital media to our web master on down so we can give swift and coordinated messaging so families get the timely response they need. Can you do this for me? Do you have any questions for us? I I just have a comment. So, I really appreciate the Facebook um marketing that you guys have been doing and always, but it's very clear it's getting out there. So,

085continue that. Appreciate it. Mr. Chair, um I I echo that. I mean, you all do a fantastic job. A couple of things really what I I like to see and what you all do is just the community engagement pieces that we are really involved in. Really showing the the Flagler schools brand and being able to expand that out even further and further and further. Um and you know I noticed it like you over at at Flagler Beach doing something with um the mascots and all those type things, but just really being involved in community efforts and events and so forth. And I think that's really important being able to have different people that are there and then showcasing that. With that being said, the the school sites, I think we're doing a really good job

086of our on our district site. So, I guess my question would be is how do we expand their brands at their schools to really enhance what they're doing because you can't put every single school on the district site. They've got to do some of their things. So, how how do we how do we make that better and more informative? And that's actually one of the points we're bringing up at our kickoff meeting for our instructional staff u and getting people we've had people in positions at each of the schools in the past who have been lack of better words in charge of the social media page or in charge of the website, but as we quickly learned in doing our own inventory the past few months, Miss Henderson and myself, some of the pages don't

087get updated that frequently. They have other things going on and they're not able to tend to those. So, we're going to come up with some sort of process hopefully that'll allow us to keep them on their toes, remind them, but we want to try to encourage them at the instructional kickoff, get a couple of people that are truly dedicated that realize the messaging is not going to get out there unless you do it first. Um, and then by far and away, I think if anything, those numbers show that's exactly where they are, so all we got to do is say it right. Okay. for that. Have we and I don't know if this is a possibility, but just have we ever considered where high school students it could be like an internship, you know, a

088non-paid volunteer because some of them are really great at that. And I don't know if that's an opportunity, but uh just to make it all across the board, but I definitely love the idea. It's definitely something I want to share with them. I like that. I like that a lot. volunteer or low paying like you know entry level out of the but I've only done it before on collegiate level uh and we had students that did help out with that. there are different points that you need to be aware of and things we'd have to investigate. But I definitely like that and seeing the principles, the stakeholders there would encourage that. I know some of them do like student takeover. Um, but I think what what I'm hearing you say, how do we um get

089our students really involved in supporting um that yearbook, you know, they're like high school level the yearbook, it's all them like those teachers are not I mean, so they could definitely handle something like that obviously based off of campuses and principles, but could be interesting to see. Well, I love the idea simply because most of the people that we probably would handp pick for a job like that if we went to the schools, they're they're walking our message already. You know, they they are de facto PR managers. They're amazing. Like our engagement coordinator back there, everywhere she goes, they know her as Flagler School. So, we want to make sure that everything she does, everything she says reflects that. Well, these guys, they do it. They're not getting paid at all. So, we definitely want

090to find ways to utilize them if we can. So I like the idea, you know, and and if we looked at it kind of, you know, when we have need to get information out right away, obviously that's not a very efficient way to just have that sent out. But we do have our annual our scheduled events every year like back to school jam or, you know, the the the the tailgate or whatever, whatever it is. And you know, one thing we could do is kind of put out a schedule of these future things we want to communicate and then we can make it kind of like the um how the um what is it the the election guide, right? They submit uh their their entries, right? And then it gets selected the one that we

091use, right? So, I mean, this is I think that would be a great way and it would have plenty of lead time to to work that through. So, it's not like, you know, oh my gosh, we got a deadline, you know, come on, come on, come on. Right. Absolutely. But I I I think that that in including our students because I I know that they are very talented when it comes to social media. I mean, if if we were to probably look at some of their um personal social media, some of the things they're creating on their own, it's probably pretty amazing. So, um and it goes with diploma plus, right? um really helping the students to be able to identify what their strengths are and how they can use the talents that they have

092in order to help their community, but also looking at what are those ways that we can incentivize them um as well. And I will tell you that I have experienced firsthand some very successful uh social media influencers and people that promote influencers and I was astonished to learn that I was selling a house at a significant value to a 22 23 year old that are in this field. So uh there is uh opportunity in this space. Um so you know to cultivate and promote and and uh nurture this uh could be a great asset. Anything to help it grow because we spoke earlier about uh this amongst leadership uh Kevin um that it's turned it into a de facto communication method for families. There's not a lot of people that will reply to our emails

093and if we get a phone call they'll just take in that information. But now that they know this is an effective way. We get a lot of two-way communication attempts. Sometimes it's things that we need to take off offline, but at the very least, it's one more way for them. They speak when they wouldn't before. So, I think a great resume builder for these students and then getting that job, you know, like you said, almost like a diploma plus program, but anything that promotes that we're training the next workforce. Yeah, I'm all about. I mean, I think that's a great idea. Um I I had some questions in more specific to um how we are we are disseminating the social media posts. Are we just posting them? Uh how are we promoting the posts? Do

094we are do we buy ads or targeted ads and things like that? The our very first one was the VPK one. Well, at least since I've been here, this is month 20, I think I'm on. Uh, so that was the first one we've ever done and it was it was $100 for a oneweek buy. We marketed directly to only families in Flaggler County that had three andor four year olds. They're the only people that got it and those were the results we got. That's great. Well, you know, I as I've as I've been more engaged with social media marketing, I've seen that there there are some pretty significant targeting that can be done to increase efficiencies. I mean, to the point where you can even upload a list of your well, normally it's referred to

095as customers, but I guess our parents are our customers also. So uh you and and it and it will it will target that th that list you know so it's not kind of like blindly geographically when the when when that use case makes sense right but I mean there just there's a lot of great ways to just rather than have it just you know put it out there and hopefully the people that we want see it that you can really target the ones that we know our audience is there small they're small purchases that with the right amount of information and just enough time put side, you can get a lot of results. Yeah. Especially when we're reaching, if we think about the population of our county, the the spend to reach that many people

096is far less than when you're in a larger, you know, so to reach that. So, we could actually really maximize our um our uh return on investment there. I would imagine especially when we start thinking we talk about BPK or the early learning um preK, all of that. Those may be families who are not yet connected to us and so they may not be following us yet. And so being able to use a a targeted ad to ensure that they get the information um that they need. And keep in mind too that that age group that family may not have decided if they're public school students yet. And so you're getting to you're the only if I'm the only one talking to you then we already have a leg up. So that's why some of

097these things I think it's important for the schools to be monitoring what you're doing and pushing out what's coming here so they can push it to their sites because some people may be just monitoring them and not the entire district. So I think that's important and then we don't need to forget about the how we communicate with print as well. Um I think that's important. There's still a means of Flagger County that uses uh print communication and getting that message out of our good things and then uh like you were talking about Mr. chairman about, you know, on, you know, things that are coming in the pipeline, if you will, for the future. So, we really need to to work with I think we need to work with our print uh newspapers and so forth

098with that as well. We've been very fortunate here lately with print and with radio. I've just got recent information with uh radio. We've talked about uh we advertised with two of our four Flaggler broadcasting stations and got some institutional knowledge just this morning uh that apparently before COVID we actually were on all four stations but then we decided to streamline it to make it to just the two stations that really focused on families. So it's like 25 to 54 stations. So, we're not on all four getting all their demos that they can reach. And we we don't put out a lot of money to them, but it might be something where we need to start rethinking, do we need to be all four or switch up those stations? And I'll be actually presenting some information

099as soon as I get a chance to go back and read through it more. I think the data with that surely we need to look at that before we start investing in what that looks like. But I do think we need to look and see if if there is a a bang for our buck in any of those uh in those areas because there's again we have a segment of our population that that's what they listen to and that's what they what what they read. They're not online. So we need to be focusing on everyone is my point. We did a a printed uh mailer like a large postcard for programs of choice, programs of study to promote those for our high schools this year with support of the Ed Foundation. that was a um

100we saw a great return on that. We had a lot uh more attendance at those program of study nights. Um so and that was something that we hadn't done as a district before. So and I and I think well my is especially when it comes to our like our transportation and things of that nature and how we get information out. I see a transportation person in our audience and made me think of that is making sure that you know we're pushing things out for transportation how important that is and how parents can get information you know through this this and this means and where their students are and how that all this information works and putting that out in every level that we can and you do a great job but it's we have to

101focus on that. Yeah. especially as we get ready to gear up back to school. You know, we know school is starting, but there are members of the community that do not. And so getting out in the newspaper, on the radio, on social media about school starting, students at bus stops, like just there I believe that all of the different platforms um have a purpose, but their purpose for each part of the information may be different. There may be a platform that we use um for everyday information and there may be platforms that we need to have a broader reach of general information that's good for um the community as a whole versus what's um important for the our families that are attending our schools. And so um I will say that um Mr. Foley, Mr.

102Henderson, they do a really good job of following up with families when they reach out. they do an extremely good job um with that and and um that's important because we want them to come to us with the questions that they have. Um and so I want to just continue to say the families if you have a questions re reach out they can email um the board they can email myself they can call us um but they can also reach out to Mr. Foley and Mr. uh and Miss Henderson and they get back and they respond and that's important. I will say the important part of that if I can this that Miss Henderson I really like to focus on is we love that we're getting to help these people and we hope we always

103hope it's a topic that we can discuss in the public eye a lot of times it's private it's about your student and we get a hold of you offline but we love when we're able to help and then everyone else knows we're helping you I mean that means a lot I mean I think that's really going to go a long way in getting other people to reach out that way well you know and I think that when it comes to the type of marketing and we've talked about this before you know there but there are, you know, there's two types of marketing. There's, you know, branding marketing that, you know, just keeps us aware of our brand out there, but there's also a direct response type of ads where it's call to action, right? and

104you know the timing of those ads on when we're you know as we're coming up for uh you know enrollment of different various parts of our organization you know it's you know having that those call to action messages you know and also you know I I think it it needs to be again more getting in the creativity to get people's attention things like baby sucked right not every time but but uh not every time um but the but having these things there because you know where I've always was taught in in marketing early on was in an ad you either want to make them laugh, cry, or think, right? And that's what's going to get their attention, right? Um and then it should be pointing them to, you know, what you want them to to

105to respond the way you want them to respond. Uh, but I've always found, you know, in the mix too, testimonials can be a great um way to promote things. Um, and u I was thinking about the when you mentioned about the district website versus the school um not website but the u the social medias, right? Okay. Do we post into their social media or do we only put our stuff out on our page and they only do on theirs? Currently they only do on theirs. We post ours for the district and then of course we also post individual stories if we think it's going to impact the at large community or be a good selling point for the entire community that we either share their elements or we'll make our own version. got. Well, I

106was thinking more the other way out like so if if uh if you think of it like um you have you know NBC and then you have the local affiliates, right? You have they have the national ads always run on the local affiliates but the they run their own ads, right? So I and I don't know the logistics of pushing this out if if there's technology where you can send it out to, but if the district could all if we have a message on ours that's a general message that it it pushes out to all the schools social media pages, it just broadens that broad reach that we're trying to commun and they're still able to add their content too, but we can communicate to everyone. I think with leadership uh with our leadership k

107our instructional kickoff I think that'll be a great topic because it's twofold. Um the numbers that we've seen recently show that if the school is actually keeping up with it fresh elements fresh content that is a great way to go. Um if you don't and all the we have two or three right now and we're not naming names. We're not naming names. We're working with them. Um but they don't have anything updated recently. If we continue to send district stuff, it weakens our numbers across the board. It's it's an algorithm thing to where they won't show our elements to everyone. You know, for those of you who aren't aware, and I don't know how common knowledge it is these days, if I post something on our page, not every person is a fan of ours

108gets it and there's for different reasons. Different people get it. It's not going to everybody. If you look at your wall every day, you're not going to get everything I get. You you'd have to come to us. So right the algorithms impact exactly what all is going to get disseminated and how much it's going to get disseminated and if we don't have that true uh follow through by all the individual schools which we'll have to work with them on. This will be a first time talk for me to actually talk with them individually. So I'm sort of looking forward to it. If we get that kind of interaction then feeding district elements too makes a lot of sense. If for any reason it doesn't we we just have to look at it. Yeah. cuz I

109would imagine there's some parents that might like, you know, Old Kings Elementary but aren't aren't following the district page just because they didn't think about it, right? And and uh but it it would have to be something that's efficient because I know there's ways where you could where one person can manage multiple pages, there's technology and if you can click a button, not say, "Hey, forward it to somebody at the school and say, can you post this?" It should be something that we can just fire off and boom, send there. But again, these are just high level ideas. You the the logistics of it. I know you can figure it out. Uh the other the other thing too is um is about, you know, branding certain things as as we're as we're as we're trying

110to communicate to Flaggler County that we are the best option. Um and you know I I started thinking about what what is the bridge between homeschool and you know inerson school and I Flaggler may be one of those bridges right so you know what if we had a different we modified I Flaggler a little bit or just had a different branding in a certain way calling it you know homeschool assist rather than I flaggler where a parent might say you know they don't really understand that IF Flagger could be a great way to to take a lot of the the load off of, you know, what the daily curriculum and and all the all the testing and all that. Uh they think they they may not know that is really an option for them. So

111maybe rebranding it a little bit, they might say, "Oh, wow. I could use some assistance." And our latest Flagler buy that we're we'll be doing uh the language that we played around with. I'm glad you said that. Uh two lines from it's homebased learning powered by teachers and curriculum of Flaggler schools. real educators with real experience here at home prefer the flexibility of what homeschool education has to offer and then we sell flaggler. So it's exactly the angle we were looking at. So I like hearing that. Yeah. And you know again if you if you take an ad and you show and you can create a a a mom or a dad um out there having a a busy day and trying to to teach their kid at home and saying, you know, is there

112a better way? the image that we've had and Miss Henderson will tell you that I talk about it all the time. It's a time lapse of a young student at the kitchen table. He's there or she's there all day long as that's where breakfast is served. That's where someone's folding the laundry. That's where they threw the mail. And the whole time he's just sitting there like, "What am I doing?" And then going to black and saying, "You know, we do that." Yeah. I can see the baby flicking the applesauce on the schoolwork. Right. It's like right. Absolutely. Okay. Well, I think we got the kind of the idea what what one more word to that for because I think we're probably at the end the homeschool that I know we want to partner a lot

113like you know if homeschools for them and but how can we help them or vice versa and we have the pep scholarship that might be an idea with your social media you know joining local homeschool co-op groups as a partnership and then even you know I'm sure you know making meetings I know you mentioned like just but that would be great with the homeschool like sharing it with them and uh events like or hey you know this is what we offer because a lot of them want to take these programs through that pep scholarship but yeah you guys are doing great I like that very encouraging I like the way where we're going with this here Mr. chair. This may be towards the end for a um board request. I'm not sure, but if it

114is, I'll I'll I'll change it. But um towards here recently, we've been when well just before school got out. We were getting a lot of uh text about crashes with uh between school buses and so forth like that. My traffic deputy over here reminded me of this. Um is that we need to do some sort of connection working with the sheriff's office as we start back into school. I know we've done some things to that in the future or in the past, but we probably need to be focusing on that with with our transportation folks, our traffic folks with the sheriff's office and us and how we kind of coordinate those efforts together and some sort of campaign if you will. So, Mr. Bars, we actually I just saw my calendar from last year. I

115looked year to year and last year this was the week um Miss Henderson actually went out with me. We went to transportation because they had had a process already in place where acting city manager uh came out with I don't remember who it was from SCSO you Finn was it Finn and uh they together did an on camera at transportation about all right school's coming back all the things you need to know when it comes to getting on the bus safety on the roads and so it's definitely a time for us to revisit that and make sure they're on the same page a lot of little fender benders towards the end of the year it seemed like I mean it's all during the year but seemed like it was getting more and more and more.

116So, very good. All right. Thank you. All right. Thank you very much. Great job. Okay. So, we're going to move on to 6.03 mental health plan. Uh, Miss Williams, Mr. Finelli. Good afternoon, board attendant. Good afternoon, Chairman Furry, school board superintendent Moore. Um, we are here today to present the timeline for our mental health plan. So, today will be a little bit of an overview and then we'll be coming back um at future meetings to discuss the plan in more detail. I'm going to turn it over this time to our counseling coordinator, Miss Williams, for uh presentation of the timeline. Good afternoon, board and superintendent. Um, so today we're really just talking about notification of what to expect and what's coming. Um, so the the mental health plan is a annual plan that we put

117before or we uh place an application for at DOE's site um by August 1st. What is required in this plan um and its purpose is indicated here. So it establishes and expands uh school-based mental health care. Um it trains educators and school staff in responding to mental health needs and uh we have to have a goal around connecting children, youth and families who experience behavioral health issues with appropriate services. So those are our three um goals that we try to meet with our mental health assistance allocation that we receive from uh DOE annually. Uh the mental health plan overview and sections. Uh there are four uh sections in each one of the plans and the first one uh indicates what the asurances are. Uh this grows on an annual basis based on all of the

118new legislation that comes out. So we are now at 16. Last year we were at 15. The one addition this year is a system in place to measure program outcomes as outlined in statute. We already do that uh for our program outcomes to identify how often our students and our our um our providers are actually connecting. So if that is the outcome of the of the definition of what they consider uh measurable program outcomes, we already are doing that. Um the next portion of the of the plan indicates what our evidence-based practices are that we use for the mental health uh program and those are will all be listed out and indicated within the plan. And then in direct employment, what they want to see are our ratios uh for so students to mental health

119staff that we have available to support mental health needs. They also want to know what our policy roles and responsibilities of staff are. And that's really just with a a goal of reducing those ratios. What things are we doing to attempt to reduce ratios? And they would like a list of ourou providers. So these are providers that we have memorandums of understanding with where we refer students to them for mental health services. And then the last portion of the plan is our budget. And so um this was already shared earlier, our budget isn't projected to change this year. We're we're flatfunded and that will be um indicated in the final plan. So for timeline purposes, July 8th, uh we'll be going over the plan in detail and uh we'll be uh presenting on the final

120review of the 2024 2025 mental health data. So that'll show all of the the outcome measures that we had for last year and the things that um that we provided for students. Um as well as again the detailed mental health plan for 2526. Um on the 26th, we'll be asking uh the board to approve the mental health plan for 2025 2026 school year. And again, the plan has to be uploaded to DOE by August 1st. What questions can I answer for you guys? Anything. Okay. Yep. Thank you for the update. Yep. The July 8th meeting, um that is typically a lengthy conversation. And so once the plan is uploaded to board docs, if you have questions to um questions about the plan or any of the data or any of those things, um feel free

121to reach out individually to Mr. Finelli and um Miss Williams. Um but we will definitely go over it in detail, but that is typically a a nice lengthy conversation. Okay. Thank you very much. Uh board, uh you want to take a a fivem minute uh recess here? Yes, please. That'd be great. All right, I think I want [Music] our meeting and uh we now moving on to 6.04 uh student code of conduct revision process and we have uh Mr. Glasco, Mr. Finelli. Welcome. Oh, w good afternoon to everybody. Um I've traded out Miss Williams for Mr. Glasco and um he's going to take us through some of the latest revisions. We've had some statute uh house bills signed into law now. So we've had to u update our student code to reflect and um some

122other changes. So he's just going to update you on those changes today. Good afternoon board. Good uh good afternoon superintendent Moore. Um just real quick uh briefly for the adding notes. Um anything that was done in red is just a general new uh or new amendment consideration and then anything in orange is based on legislative updates. Um here in the last few weeks we have had uh two legislative updates that directly affect our code of conduct and um those will be two of the changes out of the three that that we review today. N can you go to the next please? Um, revision nine specifically for cell phone use. And what that is is that um, gives direct language of elementary and middle school students may not use uh, their cell phone communication devices during

123the school day. High school students may not use a wireless communication device or an instructional time except for when uh, expressly directed by the teacher solely for educational purposes. Um, so that's the language that we've updated in the in the code. Does anyone have any questions regarding the cell phone use? N you can go to the next sir. Expulsion review. So, in House Bill 1255, uh it gives an excerpt about um providing um some support to our superintendent and when students are experiencing expulsion and they're returning from an expulsion period that uh the superintendent um is going to work with the threat management team and assess it to see if um an extension of an expulsion is needed. And what that looks like after working with our legal counsel is um prior to a student

124going on expulsion, they would have a plan put in place. Uh we would be using that as an opportunity to review that plan. Um were they successful on that plan? And are there any outliers or pieces of information that we as a district still are are seeking um to help us make a well-informed decision for having the student return to our school. Any questions regarding the expulsion piece? What does so if you can extend it? Yes, sir. It and there's no definitive timeline or to what extent? It just says that the superintendent has the authority in working with threat management to extend an expulsion. And then so the legislature didn't give us any guidelines to go along with that just other than just May. So so they did put in that particular language that uh

125the superintendent would be required to provide a description of the educational services that would be rendered to the child while they continued on the expulsion. So although still vague, there are some requirements on um how we would um afford that child their education in lie of returning them to campus. H okay. So is the initial expulsion term the remainder of the school year or what what would the how does that work? So in working with legal um we ran that scenario by so right now current expulsion can be through the rest of a school year and up to one additional school year and then I asked the question well what would happen if it was at the end of that year too. What would that look like? And it really takes a look at not

126really it being so expulsion is a disciplinary consequence whereas threat management is more of the safety piece of it and support piece. So if there are still things that a student needs to be supporting in order to be safe within our schools, this gives us that that leeway to be able to do that. Okay. Which is very important on the threat manage I I I believe it's um critical on the threat management side of it and really reviewing um students that are coming back into our campus. take out the extension part of it, but students who are coming back after exposion that they've had here in our district or in another district and bringing that through threat management to ensure that we can transition that student back onto campus um safely or are there other

127um um services that we need to look at, but also giving um the opportunity for that team to look and say if those there are other services that or needs that are presented that we cannot provide here on campus to be able to provide for an extension of that um exposure with some services rendered to the to the student in a different environment. So, where is that going to go with us with our, you know, what what policies then we're going to need to address when it comes to this or either your operational uh I say operational policies if you will or procedures that we're going to need to look at. I would think from this kind of how we're going to handle this or is it going to be a case byase basis, but

128it seems like there probably should be some steps in place of what we are going to do should we have a a situation like this. I mean, I don't see we having very many, but we need to make sure we've got a policy or some sort of procedure that's going to be in place that wraps around this. So, we do have our our standard operating procedure for threat management, as well as the Florida model for threat management, which really outlines our processes and procedures for looking at a student who may pose a threat. And so that'll kind of guide the process to see if they've met all of the requirements that we've put in place for them to safely return to the school. And so that that committee will meet and make some determinations and

129then make a recommendation to the superintendent based off of that criteria of if they feel that they've met all of the requirements and are safe to return. I guess what I'm just saying since this is this exigent circumstance like this, we probably just need to make sure that it's specifically targeted towards that specific incident like that or issue that we've got someone who is, you know, we want to extend and we know that there's going to be some sort of legality potentially that's going to go along with that if we want to extend out that time. So, we really need to make sure that we have something in place the reason why we are going to extend that. Mr. Yes. To that before, as was mentioned, the timeline for the max expulsion without educational services

130would be current school year plus all the following school year. I think what this statute does is it gives the superintendent and the district the option, but also puts the responsibility on the superintendent to do an assessment. And instead of just immediately admitting that student back to school uh with like a regular student, there's an opportunity to review what the student's status is, what's been happening, and see if those educational services are going to be delivered in a different way than traditional onampus in person. And I think um to the point of policy um for for the board's knowledge of it um there may be a need for us to add language um now that there these extensions are um available maybe to add language that an extension will be brought before the board just

131like we bring um traditional exposions. So right now an exposion is brought and brought before the board. Yeah. You know if we're going to do an extension that extension could also be brought before the board or um the board be notified of that extension so that you know that that that it's going to be um continuing continuing past what the board has approved because the board is essentially approving for that um for that whatever that period is. And if we're going to extend beyond that period, it may be ne it may be beneficial to bring that back um as not necessarily a new one, but just as an extension so that the terms that they agreed upon are now different, right? And it may be helpful to think of the period of expulsion without educational

132services is concluded, but based on the evidence that's available, how are services going to be delivered? Yeah. Yeah. versus just completely readmitting back to school. Well, but you got expulsion though with services too, but you may want to extend that as well. So, that just goes into an issue that I think we need to bring back to us. And I do like that idea potentially we do bring that back to us that we take a look at that to say yes or no. We're at least aware of what's going on the recommendation is. The bill does require that um that the superintendent write a rationale for the extension. So there there will be that part where we'll have to write a rationale for the extension and then what those services rendered will look like moving

133forward and that's going to be an an added piece. I guess that's where I was going with a while ago. This will be an added piece in your current procedure. That piece would be is all. Okay. Yes. So, we will um get with um uh Marcus. We'll draft up some language with um Attorney Smith and then we'll bring that through with our um policies for for Neola just to say that we will bring those extensions. So, we'll we can definitely do that. All right. Any other questions regarding expulsion? No. N you can go to the last slide, sir. Behavior documentation. um just putting in a blurb uh to support our teachers and families regarding uh behavior tracking forms. They're also called PB4 forms, but um just really giving a description of when an appropriate time

134would be to use it and then when would be an appropriate time to actually complete a discipline referral. Teachers have the ability to address low-level behavioral concerns that impact learning proactively within the classroom. As part of this effort, a behavior tracking form may be completed to document patterns of behavior, outline interventions used, and communicate with families prior to referring the matter to school administration for disciplinary action. This approach is intend to preserve the authority of the classroom teacher, foster collaborative problem solving, and ensure families are informed and involved early in the process. patterns of behavior that persist despite teacher interventions may be referred to the school's administrative team for further action in accordance with the code of student conduct. So there was a little bit that just helps clarify what the purpose of that tool

135is within the classroom to try to address the low-level behaviors in the class prior to going any further within the code of conduct. Does that anyone have any questions regarding this hearing? None. Anyone have any questions at all student code? So I do have a question on the behavior. So sir, when it says the teachers have the ability to address low-level behavior concern, how how exactly is it being addressed? Is it by documenting it? So there's an internal document and it's a behavior tracking form. It's based on four steps basically three steps of intervention and then the fourth being a referral to the the office. Um, with that, it's it's best practice to try to handle it in-house and build that relationship with the family, with the student, and then if if those measures don't

136stop the the undesired behavior, then more um stiffer penalty or consequence would come from it. Gotcha. So, this form on starting with the first documentation on the form, are the families notified then? Okay. So it's a it's a collaborative on the way up till it gets to referral. Okay. Gotcha. So it gives the family an opportunity to work with the teacher and the student to resolve the issue within the classroom before referring it out to the dean's office or to administration. And these are you know again low-level behaviors because we you know we don't want families to think that every behavior will be moved through a tracking form. That that's not the case. some behaviors um would be an automatic referral. Absolutely. So they so it says they have the ability and they may so

137they don't teachers don't necessarily have to use this tracker but if they feel that the child is having some challenges then they would reach out to parent hey I feel like we should start tracking it and we'll keep you updated. Yes ma'am. Yeah it's a tool for for our teachers and our our students too. Um, but within that we would never discourage our staff from if they see a potential violation of code of conduct, we we would never tell them not to report that to a dean's office. So that's why that language is in there is that they have the ability to. So in these lowlevel there there isn't really a consequence to the student uh at that point other than the conversation with the parent. Is that correct? and then the conversation with um

138an administrator, a dean when they're referred to the office around that behavior. But beyond that, it it then becomes referrals. Gotcha. And it's good documentation that you know if a parent says, "Hey, you're just picking on my kid." You know, if you have dates and records, you know, it's clearly documented. That probably helped the dean out, too. So, it really encourages collaboration between the school and the family. So we're all working together to to make child successful. Okay. I just want to make sure it doesn't discourage them from, you know, if the if they need further interventions. True. It does not at all. Absolutely not. So what is this? This may be outside. This is surely outside of this I'm sure, but classroombased behavior, but what about in transportation as well? something similar to this

139for that because we have an issue in transportation as well like potentially low level that needs to be addressed. Is this going to be in the same category or should it be named something different if we're going to incorporate the tra transportation piece? So, in our current transportation matrix, um there are behaviors that um that we do ask um transportation to notify the family of of a an unwanted behavior on the bus at a low level, very low-level behaviors. Um if they are higher level behaviors, those behaviors go directly to a referral. Anything that would impede the safe operation of the bus, go straight to a referral. But if there's a kid chewing gum or something, that that would be an opportunity for transportation to reach out to the family, speak with the student, say,

140"Hey, um we're not allowed to have any food on our our buses. We we ask that um that from here on forward, we don't have that same issue. And if it was to reoccur, then a referral would be warranted. Is it captured? Is that portion captured in our in our code regarding transportation?" regarding transportation not not regarding the beha behavior tracking piece to it it's not explicitly I think that we add similar language around it I know that there is some workshops I would definitely get with um OJ get with um um Tucson on some of the things that they've been working on and then we we bring that yes and that's a good point just because you know there's always challenges on a bus it's you know they're in a bus for a long

141time and they want to get home or get to school or whatever. But I think tracking and having the data because riding the bus, it's a privilege and if they're starting trouble and then it escalates and then it causes more issues, maybe we can mitigate with having that and then, you know, just stop that. But yeah. Yeah. I I just want to make sure that no child has fear to ride the bus because of behavior that's going on on the bus, right? Absolutely. Thank you for that. Absolutely. Good point. I'd already brought that to you, but No, it's all okay. So, any more on this uh agenda item here? Is that everything? No, that's everything. All right. Any other questions or comments? I one last as far as getting feedback. I was looking at the

142numbers here again on the 200 plus or so. So, we had our communication folks up here earlier. So, and I know we've been pushing some things out. Is this something that we can really have a focus on in the kind of the last leg to get this pushed out from families to, you know, how we can get this to get some more feedback? So, we started in we started the process in March and then we did work with Mr. Foley on that. Um, and we did a a roll out of it so that way we could kind of pinpoint where the information was coming from. So, when we're sending out just generally, everyone can do it. But if we did the gradual release, we could tell that our PTO and SAC meetings, that's where we

143were getting some of the information and then it was to faculty and staff and then finally it was a roll out to the whole community. So we went from approximately about 170 responses to about 205 and it's been sitting there now for about two weeks in that. But absolutely. Yeah, I think we can do another push to say, hey, we're about to um bring this forward for approval. Speak now. Yeah, hold your piece. We are getting to that point. Yeah. I mean, we're coming to the we're coming to the final leg of this thing. So, just to get their feedback if we can, I would like to make that recommendation if we could. And I just just had a thought. Um, when a student is suspended from the bus for a period of time, um,

144what what what happened what has to happen for them to be able to get back on the bus? Is it just they're suspended for a period of time and then as soon as that's over they get right back on? Um most students like if they have a day suspension that's happening unless they've done something egregious sometimes there is a need for um a conference um with the family related to um safety on the bus. Um but typically once they've served um whatever that consequence is they are allowed to return to the bus. I was just I was just thinking that if there was you know if we had a you know a static you know video um that had what we expect on the bus right and that you know if they are suspended they

145have to watch that and a and just a parent needs to certify that they they made sure their child watched this video um to to re to remind them of what we expect some something that they have to do to get back on the bus, right? It's not just so that they they get kicked off and then they're just back to doing the same thing again. Just a thought. Absolutely. We can definitely have that teachers conversation for sure. A lot of times with the out of school suspensions, there are other interventions that'll be provided as well like a seat change, you know, identified new seat on the bus. uh usually parent contact, student contact depending on if it's um an issue with another student, there may be mediation involved. So usually um with a out

146of an off the bus suspension, there are other intervention components that are identified in the matrix to address an ongoing behavior. So it's not just that punitive exclusionary practice, it's and what are we going to do? Sometimes it's a safety plan goes in place before they return to the bus. Um, but to to Miss Moore's point, if it's, you know, just, you know, this repeated egregious behavior, it may just be one day out and then they're back, right? Just, you know, it's just something that the the the parents now we have them accountable, too, because they said, "Listen, you I made sure my my child watched this video and now they're up to date on what the expectations are." So, uh, they after that saying, "Oh, I didn't know." you know, uh I mean these

147days you could probably just take the student code of conduct and put it in chatb and say make a video about this and it will make an automated video. There's you know there's some tools to make a podcast. Yeah. Or something like that. I don't know. But uh just more accountability that that's all we're looking for. The the end result is we want them to come back on the bus. We just want them to behave better. Yes. So absolutely. And I just wanted to ask so I know the with the cell phone use which I think is really great. Elementary, middle, but you know the middle school students, they've been used to, you know, being on their phone at lunchtime. So I just So that's starting like right next year, correct? So I think like

148the communications aspect just, you know, a good transition because kids, even adults with transitioning and change, you know, no one likes change. It's not a bad change. It's a great change, but it's bad because it's a change. But I would like to see, you know, teachers and faculty and staff, and I I know I mentioned it and I know We use our phones for work a lot and teachers, but I think most of the time it is not for work. And so I think our teachers and everyone on staff needs to be aware of not using their phones. You know, if you they can't be on it, we shouldn't be on it. Um, unless it's an emergency just to kind of help with the transition of especially middle school because they're used to that. [Music]

149Okay. Anything else? Okay. Thank you. appreciate. Thank you. All right. So, now we're going to move on to 6.05 FTCP schedule and we have Miss Kirkland joining us. Welcome. Good afternoon, chair, board superintendent Moore. I bring to you today the updated fee schedule for Flagger Technical College and the changes that we're making to year 2526. We bring this to you for information yearly and to increase transparency. First up is our adult general education classes. There's no change to the tuition or fee for adult general education classes. those uh tuition dollars are set by legislature and they haven't changed. So that will stay the same. Then moving down to community education programs, our extended day and summer camp fees are staying the same as well as the daily use fee on Saturdays for Belt Belt Rocket

150facility. We do have a few changes to other community education classes that are um that are exercise related and then also to Spanish. Those classes are being increased to be slightly more online than what is uh charged through other facilities for these types of programs. So yoga would increase from $7 a class for a daily drop in to $10 a class for a daily drop in. And then you see the um other classes if paid in full are moved from $6 to $7 a class making that total from 48 to $56 per session which is eight classes in this case. Spanish has we've done the same thing with Spanish, moving it to $10 a daily drop in as well as Aqua Fusion, Aqua Splash, and the circuit classes. Then you'll see just some other red

151additions. That's just for consistency so that all of these uh little rows look the same. There was just some cleanup that needed to be done there. I just had a question real quick on aqua when you're doing say aqua fusion that's at the pool I take it right um so then are is at that time are the lanes open for swimming if somebody comes there is that what the the the daily use at the belt daily no daily use is for Saturday swim okay that's the only time it's open to the public at this point okay Saturday so and and these classes are during the week okay those specifically are Tuesday, Thursday. So when when the classes are going on, it's it's not open to the public at that time. Correct. Okay. And on Saturdays,

152are we having other programming there on Saturdays or is it just for public swim? It is for public swim only from 9 to 3. We do have swim teams practicing prior to that and after. And is that is that just for the summer or is that year round for the Saturdays? It is. uh it is for the summer and then if we have classes or anything running where a lifeguard would be there anyway, we agreed that we would also uh open for for swim. Gotcha. So when when there's a lifeguard there, that's when it's available to the to the public to look at things. Um career and technical education course fees are also mandated by legislature and were not changed. So you'll just see that the year was changed on those and then the workforce

153education tuition and fees that exact amount is listed for you with just a change in the dates at the bottom. Have any other questions about the fee schedule for next year? I'm glad we didn't have to make too many changes. We are as well. So again, this will come before you as an agenda item um at the 3M um meeting, but it will be just for for questions, additional questions that you may have um as we move towards the 6:00 asking for approval. Okay. All right. Thank you. Thank you. All right. So that leads us on to human resources 7.01 high demand teacher needs and we have Mr. Wlette furry members superintendent more. Each year the state puts out um used to be called the critical shortage. Now it's the high need list. and then

154we go through what they share with us and we add to it most times things that we've found to be particular to our district. Um uh so this year on the high need list um and these would be needs that have you know post for an extended period of time some more than others particularly uh if you look at the school psychologist and the speech language pathologist um this is a need that is across the state and across the nation. Um and uh uh part of this is because we cross over with the private sector in these two areas and their pay rates are in the private sector is uh well they beat us out so it gets a little challenging to get these two areas. Um and then the rest of the list um

155those are extended postings and some have been on that list for multiple years particularly in the core curriculum areas of science and math. How many do we have? How many vacancies do we have in that right now? Um, you know that right now? Um, I probably should have scanned it for you. I did not scan particularly for that, but I can get you that information in an email before board time. Okay. Okay. So, this is just a we're just reporting this. it just it's required reporting and then um um the state you know they process it as well just to kind of see where the districts are. Uh I will tell you anecdotally we're much better place than we've been um since before co Okay, good to know. Okay, so then we'll move on to

1567.02 school choice specialist Dr. O'Brien. Oh, hi Mr. Finelli. And there's Mr. Finelli on the other side. Nice warmed up. Good afternoon again, uh, board chair, superintendent Moore. Um, so what we have before you is a new job description, uh, for a school choice specialist. Um this position is really um we are are seeing a need to have a person who is is uh dedicated to ensuring our students and family families are able to have clear, timely, and supportive guidance when they're navigating all of their educational options uh within Flaggler County. um we want to ensure that this person can provide personalized support to those students and families um uh in a way that can best meet their needs as they are navigating these traditional and non-traditional educational pathways. This particular um allocation we already

157have a um student uh engagement specialist in the student services department. That position has been vacant for a few months now. So, this is not asking for a new allocation, but rather to flip that current allocation to doing different duties that we believe will better suit our needs as a district and for the the community. And I think also allow for us to hire someone into um the position as well. Yes. And this is a a transition that several counties, Miami Day was probably the first, but several counties have have kind of uh trying to uh get ahead of the curve on where we are with school choice so that we have, for lack of a better word, a liaison. Um so that when somebody is looking at availing themselves of different choices um we

158can make sure that we clear up any misunderstandings as far as uh um what we offer and um as opposed to what our neighboring folks offer and why we offer it and uh because sometimes u um if we aren't in front of the information the void gets filled with Facebook and other places. Some of the main differences between this position and uh the allocation that it replaces um are an increase in educational requirements and experience. So this is a professional position while the the current one is uh the current allocation was clerical and really was just dealing with um home education uh paperwork notification kind of a leazison just for home education. So um it expands uh their duties and their capacity. Mhm. How long has was that role vacant for? How is it? A

159few months. We've we've held it vacant until we uh Yeah, a few months until we decided kind of where we wanted to go with that role. And but prior to that, there was turnover. There was turnover in that in that position. And it um there is definitely a skill set that is needed for the individual because whereas years past when that allocation came on, it was really just processing the paperwork of um individuals who are on helm education, you know, making sure that they were submitting their portfolios in a timely manner, all those types of things. Um and now what the expectations are are completely different. there's still that portion, but really when a parent comes in and they're wanting to um do a hybrid to your to your point or they're wanting to go

160in a different um different direction that maybe includes us or maybe it doesn't include us. Having that that person be someone that can provide them with proper um guidance on okay, here are you have your choices. Here's what this looks like. here's how you get registered. You want to take these courses. I mean, it is it is very complex. I mean, we look at home education and dual enrollment. and we look at students who are on the PEP scholarship and if they're wanting to take courses with us and how do we set up for invoices for us to ensure that we're receiving um proper uh compensation for the courses that they're taking with us and all of those things this person um would be doing. you know, being that this is somewhat um new, I

161mean, the way that is structured now anyways, um you know, does a person like this exist out there that has this wealth of knowledge to to facilitate this? And if not, how do they stay informed with continuing education and so on so forth? So, definitely not under the knowledge requirements in the prior job description. And that's part of the reason for this is we do need to find somebody with that level of education and that experience and knowledge with the education system. But to your point, it's growing and changing every year. I mean, we work hard to stay a breast of of all the new legislative information and the changes that are made. Um, and and it's to our families in a lot of ways. Um, sometimes they're making decisions and those decisions aren't fully

162informed. um regarding the outcomes of of what could happen. Um in some regards, they may not be able to get a standard high school diploma because of the decisions that were made. So, I I think it really is important that we have somebody that is able to answer all those questions and clearly walk them through virtual to school choice to home education to a blended model. Um, but to your point, it's it's very difficult for even us to stay up on and I think someone that's going to be a champion for that. But to to answer your question, I do believe that um this will be a position we are able to fill. Um what I'm excited about is that this position unlike many other positions um in public education, it is looking at um

163degrees, multiple degrees, right? This person could come, this could be a a a current teacher or a fir former teacher. This could be um someone who has worked in communications at at a at with a a district. And so they've learned how to get this information. They've learned this information from um creating the content and put pushing it out. I mean public administration, human resources. Um it could be someone who has come from um a collegic level and so they are experienced with this type of um uh process of registration and enrollment and how to create an alocquart um type of educational experience. So, I do believe that um the person does exist, but in order for us to really get the the best candidate, I think we needed to open it up to um

164individuals who may not be coming through a traditional route in education. Well, the way I kind of view this too, this person should be the the oracle of, right? If they're we're going to have this role that that's our if we all have a question, we're going to go there and they're going to have the answer, right? And so, and they're going to like someone that's going to be a champion that's going to help. We received a a great email from a parent um this week for um this parent was doing was is making a different choice for for a child. But because of how um our team worked with that parent, the parent sent an email and said like, "Thank you. Um, thank you for to for creating another partner with me and that

165I can go to and ask questions um related to my my children because I I want our families to know I mean we're not upset with them when they make the best choice for their children at all. We just want to be able to um do our part well and make sure that we're can we can answer their questions. But the way that it was currently structured did not allow for us to to do that because the people that we were hiring for the position did not come with the experiences that they needed in order to be able to to do that job anymore. Well, I'd also like to see I I I do believe this this position is needed um in light of what we're facing right now. Um and uh but I I

166do want to I I want to see here that you know using like PEP for example like to that as we we we engage that platform more and and are able to articulate the services that we can um offer to uh our our choice families. Um that that could also be where that could be directed right. So we can try and recapture those dollars when it suits when it's in the best interest of the student. Right. Absolutely. But again, it's it's that I think I really believe there are are services that we can provide that either we're not putting it out there yet. our parents are not even aware that that is an option and they would likely take it if we could present it um to them in an easy way to to engage

167it right with this hybrid model for certain parents and clear points of contact. Yeah. you know, that a family can go to and they can get the questions um that they have have answered with accurate information. Uh a a smooth process for them to be able to register and be able to se to select the courses or the services that they're wanting to have provided to them. All of those things have to be done um in a way that makes it actually actually accessible to to the students. And um I'm ex I'm very excited about this um this position. I I see this person out also um in the community and building relationships um with individuals. you you spoke to um co-op parents to be someone that would be a liaison to say again we

168we are here to just we're here to add value to ensuring that our our students are getting the best education possible and for some of them that is going to look like a mixture of um many types of educational opportunities and but we have to be able to do that in a way that allows us to be a premier learning environment, right? Because there's a lot of reporting that goes into this and when that reporting is not done accurately, there are issues for the parent and there are issues for us and making sure that we can receive timely payment and those families can have a true um understanding of the the um funding that they still have remaining um in order to make choices for for their children. Is this person also going to be

169your liaison or work with you when we come to our issue that we had or not an issue but our moving away from the 90% to you know you making those choices and looking at each school specifically of where we are on that school choice as well. Is this going to be your your point person for that as well? I would assume. Absolutely. Absolutely. So I think again that goes back to what we heard related to that particular topic was making sure you know we're of course we're being transparent. We've got this person. This is one that you go to. Um this is one that's going to give us a lot of the information. Not that we don't already have it now, but this is really your point person related to just specific school choice.

170So I I like that. Yes. Just Yeah. I I I I do believe that this position is is critical. I think it's something that we we likely should have um probably had already. Um but you know, hindsight um but is positioning us as we go into this year to make sure we're providing a high level of service to our our families when they have a question about choice. To your point, it could be for the family who says, "I really want my child to go to school, you know, to Banella Elementary School, but I'm really zoned here. How do I go about doing that?" They can go to our website, of course, but now this is someone that they can call that can walk them through the steps, the timeline, all of that. And I

171think that's the piece extremely important is being able to have that followup and so forth like that of making sure and I think whoever is doing this and who has this job whenever we're interviewing for them that has those strong skills of you know it's great to have those degrees and all that but this being able to work with people and being able to understand what how important it is to follow up and communicate. Yes. so important because right now if a fam um a family um is going to um uh withdraw their student to homeschool because we have not had this position filled and filled at um with um someone with the qualifications that that is needed for this. When those families leave, they're leaving. But this person will be that person that will

172be, to your point, following back up to say, "Hey, we know you've been doing this for a little while. How is it going? Is there anything that we could do to support you?" Again, we're not upset with you for making a choice, but we do want to make sure that we're here as um a support, as a partner to say if there's something that we could do to support you as you are providing your child an education in a different um way, um we're here. Yes. Good. I know other districts do similar things. Um I know every district is different every every size but like talking to other school boards uh schoolboard members and districts they do sim they have like similar positions so uh even with transportation so I I think this is needed

173like you're taking two things needed putting it into one um but other people are doing it and it's from what I'm seeing it's working for them so it might be worth a shot. This will really provide a level of customer service to our friends, to our families that we just haven't had before. It's it's kind of next level. So, very good. Okay. Thank you very much. Thank you all. Okay. So, that will now move us on to 10.02. Yes. So, um this is really for information as well as to get you as a board um um thinking about um some next things. So, we are about to begin moving into what was known as the or is known for some of us as the historic courthouse. We have um our programs that are beginning to

174move into um that space beginning in July one. All of the programs that are there um those programs will begin the year out there. Um, but when we think about safety uh for the community and response, we have to call it something other than the courthouse because if there were an emergency and there was a response, they're not going there. They're coming here to to this one. And so what we um are calling it at this time is Flaggler School's engagement center because it has so many different programs. But I want to just bring your awareness to your board policy and we are in the mi the middle of two board policies right now. So the current um board policy um says that you as a board will um essentially create a committee that would

175um name a building. The uh board policy that you are transitioning to if approved is one that um I as a superintendent would bring forward to you some options for you to select. Right now um we are in between two two policies. Your current policy says that you bring forth a committee. Your new one says that I would bring forward to you a name. However, for safety of the community, we have to call it something right now. So that um the the we we delineate between um what we know it is and it is definitely the historic courthouse, but what the terms that we're using so that there is some commonality um um across the the the the community. And that really came from our fire rescue and stuff. They're like, "You guys got to

176stop calling it that, right? this is and you got you can't you can't call it that. It makes sense. Um and so that so it's to bring bring to your aware awareness. Um we we can move forward with any I believe that you um lean towards the policy that you're moving towards as when it comes to the timeline that we're under. Um but because by the time we put together a committee um we would have adopted if approved the new um policy. So I just want to bring that to your um attention so that you can um have some discussion and identify what you would like. Do you want the input like now? Well, did you say that that the new policy would be in place in time for this? So the new policy um

177would be that I would bring it bring forward options right to you but that's still not in it's not in it's not in place right now. Right now your current policy says that you will create a committee and it outlines how that committee will be formed. So if we wanted to we'd have to adopt that a policy in right away like if there well I mean what what would be the what's the real value of the committee um of naming a building versus the superintendent bringing us we're still going to decide um I think if it was a school I think that the community definitely wants to have a lot to say but for a lease a temporary lease I Oh, so it's a lease. Yeah. So on a So maybe if it's if it's

178on a non you know it's a leased building then there could be uh an exception made there and and and we we can go either way. We just you know if you want to form a committee we can definitely um do that. We can bring um we can we can do that. I think he bring Yeah. I I don't know if it's uh so as far as to keep things in compliance. Uh Mr. Delaney, uh do we just do we just make a motion to to temporarily, you know, modify that our existing policy to allow this or what's the proper way to approach this? I wouldn't recommend that. It seems to me like the timelines might line up that a recommendation could be brought forward around the time that we're getting to final adoption of

179the the new version and then so get it across the said you didn't think it would be in that's it is absolutely right now we're calling it something because we have to right right um but right now if you want it to be a part of the naming of it your policy says committee. If not, we will be bringing this policy towards you with a recommendation for what the name is. Got it. Um I I don't have any problem with the engagement center personally unless you guys But we got to follow the policy and we can't do the policy. We have to wait until we adopt the policy before we can actually have a an official name. We can call it that. Yes. for what we want to right this minute. But we have to

180wait until the policy is adopted to do what you're talking about. But you were saying you're going to bring back the policy and the name to the business meeting. Yes. Which will be July, which I'm I'm just saying right now we're calling it. This is what we're calling internally. Yes. In July, we would bring that forward to you to say this is what our So it'll be simultaneous with the new policy, the policy and the name. So I guess we're the the what we're doing here is in the future it that's how it would be. So no more committee would be required from here forward if we do that. So now like let's say we build a school what what's our would it be the same thing or we the board would discuss that? The

181current policy says that I would bring forward to you names. I think in that in this particular scenario though, I think you know when you start thinking about names bring back to us I you know the historical piece of where it is and not losing that historical value piece of the location of what we're renting and so forth like that. If there's a way for us to bring a name that has something tied to that would be that's just my recommendation for you to be thinking of when you bring back some names. which we do we we offer like the historical the historical but you know and I think working with local community our law enforcement and our first responders on that part as well. Yeah. And I I I do have some concern when

182it comes to naming buildings that are going to be landmarks in in our community. Right. So and and having the the community be part of that I think is important. Um, you know, in this scenario, yeah, it doesn't seem it's a lease building and we may be there for a long time, we may not. We don't own the building right now. Um, so the question is, do do we want to are we going to adopt that new policy and just allow it to the superintendent? Um, or are we going to have a committee going forward? Um, well, we can discuss that when we go over the and we'll bring that up. July, we'll be discussing But how will that affect though if we decide to go to committee then at that on um then we

183just we can just delay the the it's it's not uh if you decide that you want to do the committee that's not a problem. Okay. This is just the naming is it's not timesensitive is basically what what I'm it is not but I don't want to be in violation of your contract calling it some just calling it something without bringing it forward to you to say this is what we're doing right now because of this reason but July 8th we'll make sure that that policy is on the list for you to review and whatever you decide we respect um which is why we're like let's you know we probably could have just been calling it anything But we want it we want to honor your policy and say this is where we are right now.

184We have to call it something um that allows for our um our p our first responders to to be able to identify what we're talking about. Concur. Okay. July 8th. July 8th. Okay. Perfect. Um speaking of July 8th, July 8th we will be going over um policy review. I will send um another email from Mr. Sanfalippo that outlines the policies that we are going to be reviewing. It'll be just like um the last review that you um had. Okay. Um I'm sorry I'm out of order. I am not in the proper um section. I do apologize, Mr. Chair. I was about to just go through my list of closing and so I am completely off. Okay. All right. So, we will uh I'll take I'll send it back to you. So, are you done with

18510.02? Okay. So, we will close out 10.02 and that leads us to uh public comment. Do we have any public comments? Okay. So, uh that now um leads us to board member requests. Yes. Um I just just a reminder um I I know I've been working with district staff with uh capital expenses for future projects between campuses. So just you know with the community reaching out um just keeping every everyone in the know just future workshops or some type of discussion from so the five-year plan will come before you but what what will also happen and I think Mr. Bush is back there. You can tell us exactly when the 5-year usually in July. July. Okay. So, the five-year plan will come before you. You'll be able to see all of the things that are

186on the five-year um plan. To the direct question, um Mr. Chair, if I could just kind of address a little bit um of u Matanis and the question about the allocation of resources uh for Matanis. Uh we have um met with the uh principal of Matanis, Miss Boseman. We have walked the facilities of Matanis. Um we have identified facility needs um for Matanis and a plan to address um all of those um different areas that were identified. So the locker room was an area that came up. Um the team has been working to address the um AC for the locker room. I think they we have a great plan now and it's been rectified. Uh the locker room is going to be uh we're recommending that uh we bring in um Belffor to come in

187and do a professional cleaning of the the locker room, identify any um things that need to be repaired in the locker room and then we can kind of get a better idea of um what's needed um continued there. But it definitely is in need of some housekeeping. I would say um housekeeping needs that we need to provide but some housekeeping needs that um are also necessary for the people who are utilizing the facility every day. And so um that is on on schedule um as well as the ticket booth is on order. the um goalpost there. They there some of this some of the stuff is not just like, oh, let's go order goalposts, right? Um but making sure that we're working with um our architecture and all of those things to make sure that

188they're structurally sound um as well. And so, um, we have gone through all of the requests that have been brought before us, things that we would can see with our eyes and things that, um, maybe we were not aware of, and we will be responding to, um, the the parent that asked that question with where we are with all of those areas. Just on that, weren't aren't these uh school level um items for for for maintenance? uh or is this is this a district uh lack of oversight on these items? Um it's a combination uh of things. Some things are um things that the school maintains um and then there are some things that the district does. And what we identified in this process that even things that the school maintains, we should have a

189regular um check of those things. So, um, identifying appropriate timelines to say, "All right, this is a dis a school-based maintenance thing, but at the end of the day, the facility still is a facility that is a part of the district. We still have um a standard um that we want u presented. And so maybe every year or every two years, we need to go in and see what the status of that maintenance is because there may need to be an intervention in that way." And so that was one of the main things that we identified are are timelines that we need to go back in. Um but timelines that are written down and put on a schedule so that those things are are are done. Yeah, that's good because we don't want our our

190buildings to fall into deferred maintenance because a school prioritizes something else over that. Absolutely. So absolutely I think that's a good practice to implement there. Do we have an asset maintenance um GIS system? I'll just use GIS for a way of tracking that for us to get the notifications that all of our assets are tagged and how we want to check. I probably should know the answer to that question, but we currently use the master library, which is our work order system, and we have the assets in that. I'd love to say that we have every asset in there. We track that. Um but that is an ongoing thing that we have to keep up with um as far as tracking it. How how easy is it for us to get the notifications that okay

191if I'm coming up on you know it's time for whatever to be done. How am I getting that notification without having to go to it? Are we getting alerts to say okay these things are coming up in you know this month? No, we have to we have to look at them to be able to know and mainly what our assets that we have in there are heavily in the air condition the equipment on the air condition side. Um the roofs and the buildings we do that we have a spreadsheet that we keep track of based off of when they were installed how long that they're usually the warranty or how long they're good for and it changes colors when we get close. Um, and we put that also in the our plan when we're building

192that out. In your opinion, do you think that we should be able should we be looking at a a software program or something that's either homegrown or whether we need to go out for a service for something similar to that for us to be able to track all of our assets that we have to give us a better idea of what we need to do and keeping track of it that way. That that is something that we often talk about. Um, we we looked at a couple things or a couple different software and it's just the expense and and the to try to do that and and sell that and then it's us keeping up with it. So, we're we're doing that more manually. That's getting harder with the more assets that we got too

193many. I believe that we are at that space. I think that um Corey and his team, Mr. Bush and his team have um done the best that they could with what they have. But I do believe that we're at a spot that we are in need to look to see is there a way so that it's not so much manually done by them, but there is a more efficient way that they could they can do that. Yeah. And I know there's GIS mapping systems that allow you to be able to track all of your different types of assets that you have and where they are. I think Mr. uh Dave showed me that that he has and I'm wondering if there's a way for us to be able to enhance that particular system to be

194able to put what you need into that. I'm I'm not I'd have to look as far as what the the asset trackability with the the GIS. I know Dave was working on the the inside because a lot of that the way we use it is for outside. um when it went to the inside it got very complicated with the RJS and what he was trying to do it was very um it was challenging to get the maps of the school the layout and get that in the system. Well, I say this because I know you can do it. Um we've we've done it, you know, just in my day job, we've done it for the Department of Transportation to be able to track all of their assets like that to understand where they are and

195so forth. So, it's it's worth looking into to see what they have to be able to track their assets and when they need to do maintenance on all their generators, just for example, across the state and so forth. So, it's just something that we need to to look into because it's better for us to maintain it than it is for us to be in the position that we're in now of the the non I hate to use the word non-oversight, but that's what happens when we're doing it manually. Absolutely. Okay. Thank you, sir. Thank you. Appreciate it. Thank you. Um, did you want to did you want to do that now on closing comments? Your I didn't know if Miss Ramirez was finished with her. Yeah. So, no, thank you. That was way more than

196I was expecting. So, I appreciate it. Um, thank you, Mr. Bush. Any other board member requests? Okay. Um, I do have just a couple um updates. of July 8th. I I mentioned the Neola um session that will be reflective on your calendar as well as on the calendar for the public to be able to see. Uh we are looking to schedule an executive session on safety on August uh 12th. um working with the sheriff's calendar that is a uh Tuesday working with the sheriff's uh calendar um may require us to make a slight adjustment to the board meeting. However, we have enough time to be able to do that. Um we're thinking um changing that board meeting to a four o'clock start so that you would have enough time to be able to have the

197executive session on safety and then go into the um into the uh board meeting. So please um um we will be bringing that for to you for you to approve for us to make an adjustment to to that schedule. But right now August 12th is when we're looking for the um executive session on safety. Our wellness center opens tomorrow. Opens tomorrow. See, they will see their first patients tomorrow. We will have an uh a ribbon cutting on July 8th. And so, if it's not already on your calendar, um it should be and if it's not, it will be in a few moments as I look around at the team. So, July 8th will be our um wellness center ribbon cutting. I have not gone to see it in person, but um Mr. Sanfalippo has shown

198me pictures of it and it looks phenomenal. I am very proud of the work of our team. Again, Mr. Bush and his team, uh thank you um human resources. Thank you guys so much. I know this has been a labor of love for sure to get this to finish, but tomorrow we will be seeing our first um patients there at the wellness center. And then I want to just bring to your awareness July 4th will be the parade on Flaggler Beach. We will be in that parade. So um we hope that you um as board members will join us. We do have a team that's working on a float. Mr. Bush, Jack of all trades, Mr. Bush and u Mr. Foley as well as Miss Frederick from um from FPC, Carrie Henderson just they're working

199to to you know get us something more than um just having our school bus. Say actual actual Yes, we're we're working to do it. We're working to get it done. If not, we know our transportation team will be old faithful and have our bus there and we will have it decorated. Um but we are working towards that. So July 4th, parade, July 8th, our wellness center o open u ribbon cutting um executive session and then July 8th we will also do our neola uh board policy review. Those are all the updates that I have. I'm just curious, are people taking appointments? Are they signing up? Oh, they are. We are booked into July already. 200 appointments. That's really good. Yes. Yes. Right. I'll just meet 200 time, but to say to our employees, please, please,

200please utilize this benefit. It is a benefit that is going to help and support us as the board and um um our unions um work together to help drive down our insurance costs and get it to a more affordable place. And I just want to give um recognition to the um individuals who serve on the insurance committee. Those individuals have been meeting and meeting um just so often. And I just want to say thank you to them. Thank you to the board for working to to get our insurance to a place that it is more affordable, but also to enhance the benefits that we are offering to our employees. So, it's going to be a great day. Get your appointment scheduled. Very good. All right. So, we'll move on to closing comments. Does anybody have

201any closing comments, Mr. Mayor? Uh, no. I'll see you all tonight. Mr. Bars, I'm good, sir. Okay. Okay. And, uh, any other comments? See you tonight. All right. This meeting is adjourned.