05/13/25 - Flagler School Board Agenda Workshop

001I have a motion to adopt. Now we have to We'll start with this approval. request. Question. Is that just Thank you very much. That was easy one. Any other questions on this agenda item? Just a comment for the for elementary. So that's great for security for our kids. So glad to see that happening. So now we'll move on to 7.03. Approval of vendor payments questions for staff. Yes, I'd like to talk a little bit about the Dayton State College for our students going to Dayton and other colleges as well and just wanted to get Mr. to talk a little bit about this process and I want to ensure what I'm really getting at here is I just want to make sure that there's not any potential where our colleges where our students are going from

002here that they're potentially the colleges are getting money from the state but we're also having to pay money as well without them having so that may not be the case however I do want to talk a little bit about that make that our dollars are being appropriately I believe in the diploma class this is not what this question is about this is making sure that there's not going to So we've had a long relationship as established with state colleges college and so when our students are dual enroll usually where it's a pass through and a few years ago so those monies and textbook monies go that direction our students to cover those costs years ago through a process to make that students were not taking within our district for a number of reasons. One tied

003atmosphere that also take courses on campus retain revenue. And so those are some of the things to help with that. In addition, we offer everything college. What's the um like if a student were to go to DSSE and pay out of their pocket, the cost per credit hour The amount we're paying them is that less than equal to credit to college. So the district pays it though not correct but they cannot charge in excess of their credit hours. Correct. Correct. And that's for summer that's on them. So have there been in the past where we were ever sort of um identify what the cost is and that is what is on that that contract as Remember when ME came before you for we made the adjustment for what we did not use in the agreement

004um in order to ensure that we're paying for what our students are that information that will come. Thank you so much. There are any other questions? We'll move on to 7.04. This is a board for deletion of inventory. hearing nothing. We'll move on to 7.05. Request board approval of a finance budget amendments. Nothing we will move on to 7.06. Uh request board approval of district financial statement. We'll move on to 7.07 request board approval of financial and federal audit report. I would just like to make a few comments on this um item. This is our fiscal audit for 23 24 fiscal year. It is audited every year by the auditor general's office from the state. They look at all of the financial data as well as our federal audits. They're required to audit a certain

005amount of federal grants each year. It has to make up 25% of our total grant funding. And they rotate the grants that they actually audit. It's usually always title one um and school food service. Uh previously it was the grants, but with those gone, they're now back to their normal rotation of of grants. In the in the board 7.07, I added some financial highlights from the audit. The overall um story of it is is a very clean audit. The gist of it is what is presented by myself and Miss Whitmore in September for our annual financial report remains the same. There are no audit adjustments that the auditors needed to be made, which is what we strive for. There are no findings in this audit. It is something that the district should be very proud

006of. It's a it's a very good audit report. Absolutely. Kudos to you. Um they if you if anybody out there wants to find a quick way to go to bed at night, it's reading this audit, but it is indepth and they dig into everything. Um and you know, even to the methods of having do this investigation and to be able to manage these funds um with the ever changing landscape especially in the last two to three years of how uh financing has gone is a testament to your skill and so I would just like to hear from you in terms of u what do you attribute some of these this successful audit to what do you need to ensure that we continue to have clean audits of this nature and um know that we're spending

007uh the the money according to all the regulations and restrictions that are placed on. Sure. Um, thank you for the compliment and also thank you for the questions. I was thinking, wow, Mrs. Ry really read this report from beginning to end. Thank you for that and I'm sure you slept well. I will say, you know, the biggest thing and and Carrie, chime in here if you have to add, um, is con consistency, especially in personnel with with finance. Carrie and I, every time we hire someone, we are very big about saying that we can train you on anything, but we can't teach personality. We culture. We're very big with our culture. So, I think getting the right group together in in the finance department and keeping them and maintaining them. Um, training is a big

008thing. Um, the ability for Carrie, myself, and some staff to go to the permanent trainings uh throughout the state um during the year depending on who works on what. Sometimes like we have a training coming up um a big finance state training that will take u carrians to take one or two people for a day because it's very important to what they do and they're trained on something new and she has this opportunity with with a contractor that's going to really help them get trained in this new area that they're learning. So I think just the the ability to be able to to continue to learn. Uh we have a really good relationship with our auditor general's office. Uh the supervisor of the auditor general I used to years ago and he was my supervisor

009back then. So, we maintain a really good relationship. So, if we have questions about anything, we can always rely on them. I was just on the phone with him today about some new Gazsby standard coming out and we were just bouncing things back and forth. Um, obviously the support of a superintendent who knows the importance of making sure things are kept tight so we can stay within our means and make sure that we can produce a a decent fund balance that the board's going to um be proud of and within their limits every year. That's that's key, too. Yeah, I would just say just professional learning for our staff, really keeping them engaged is huge. They support us a lot. So, just having the ability to do that with them is keeps them engaged and

010consistent and there are several different directors that really tie into this as well, especially the sales tax fund and the 1.5 mil and the grants with Tammy York. There's a lot of collaboration and those names I just mentioned, there's a lot of consistency with those names and how long we've been in the school district. Well, that was my next question. Um, Miss Moore and Miss Mormack, what what is your confidence in our ability to maintain the talent, have a continuity there, right? Miss York has been here uh I can't remember the school district without you in here. So, right, you've been here forever and uh you know, while we cherish that, we going anywhere. Um, but we've got to make sure that we're going to be able to keep this continuity and not have a

011dip when transitions take place. So, if you can speak a little bit about that. I think for us, one of the things that we've worked on um over the last two years is making sure we have standard operating procedures so that as individuals do leave, we're not, you know, scrambling at the end trying to figure out their role and what they're doing because the reality of it is is one day Miss York will retire. Not anytime soon, but she will. And so we need to make sure we need to make sure we have procedures. confident that we still offer a a great organization for people to work for um and that our salaries are are are still competitive in order to draw individuals in. So, um I'm I'm confident in our ability to keep the

012workforce that we have as well as make adjustments for individuals as they are retiring or electing to do something different. And you guys provide um opportunities for other staff in the financial department to maybe shadow and upskill because you could be an accounting CPA but all of the special rules and yes to this no to this and maybe this that is something that's very difficult to just hire for right without building that institution. Sure. Um Carrie and I um have consistently rotated responsibilities at least every two probably about every so that everyone's crossrained. So if somebody does leave, we're not in a lurch. Um so that has worked out really well for us. The way our department is structured is our department secretary acts based on the job the job description as a secretary but

013also kind of like an accountant based on their duties. So we are unique in a way that we can hire someone in as secretary but promote them throughout our department. So they always have room to move up. So we're really fortunate to have that. um to to to go with. So based on the way we have structured our department, we're able to retain nobody's stuck in a position. There's always, you know, room for movement. There are several different conferences throughout the year. Obviously, Carrie is very good about making sure that if we strategic choice to make sure it's it's going to benefit them. So we have continued to do that over the years. Um always making that it's not going to be a waste of money that they're going to want. Well, thank you so

014much to you and your whole team for really stellar. Thank you. And it shows and you know, just just to kind of go back in time, you know, when I first came on the board back in 22, you know, our our fund balance had gotten down to a very critical dangerous place where we were very close to the point where the state could potentially come in and take over our books. The at that time gave strong direction to get those reserves up to the the requirements by policy and by you moving things around and prioritizing uh I believe now we we were at a 9% of recent uh counting which that was a monumental feat to get it from where it was from like three to nine and if we hadn't done that we would

015probably be in a world of hurt right now as you you will see in the media in our numbers that our enrollment numbers are are down right now and that's going to affect our our fund balance significantly this year. Um so kudos for making sure that we had those numbers to offset that. Thank you. And I will just reiterate again it's not that kind of position making that happen is not just finance that includes chief operations you know Jy in New York and especially the support of our superintendent that knows how those numbers are so it is a a welloiled machine. Absolutely. You guys are a great team. Thanks for coming together. Thank you. I just want to add um the training so that members are able to get so they talked about uh the

016easier convince the IRS to change anything. Yeah. There's no leverage. We have no no leverage. Yeah. So I mean they were very I mean you can't This is it. So, it's easier to work with the IRS than the congratulations. And I will say with that meetings for school board members, they continue to have those trainings and the last things change. All right. Thank you very much. So, we're going to move on now to academic services 01 and we have Miss York. Yes. Right. Welcome. Superintendent. Um I've come before you today to ask for approval for the ACT contract. Um this is an annual contract with an agency out of seminal county. They are an independent but they are part of uh several county schools and we actually contract with them to provide technical assistance across

017all of our federal programs. And one of the reasons that we can have such great audits is because my staff is diligent about attending all of their trainings. We reach out when there are questions when regulations are changing whether it be at the state level federal level. They are always advocating for us and keeping us um up to date on all of those changes. If we have questions, I can pick up the phone and call and say, "Hey, it's Tammy. Can can we get on the Zoom this afternoon?" And so they do a lot of um technical assistance and support as well as training. I've been taking all of my staff, rotating them through because as the superintendent alluded to, I am in drop and so someone is going to have to sit in my

018seat within the next few years. So just trying to that I am training my staff. I know you say no, but I'm going um trying to to bring my staff up to date and and with all of the changes and I will say with cares and cares or all of the uh postco issues that we've gone through. It really put a a strain on my department, but we you know we trudged along. did well and it really didn't allow us the time to be training as much as you know you can't train the work when you're so busy doing the work. So now I'm having to backtrack and so this contract is integral to being able to make sure that my staff have the level of comp competency that they're going to need to support

019the district. So just to break it down that this is knowledge and support specific to your title one department in relation to it is all of the federal programs title one title two title three title four students and they actually have just started bringing in as well because postco we have seen so many directors and top organizations in the state education pool leaving are so I was the young person just a few years ago and now I'm probably like in this meeting I'm probably the senior one in a lot of our tech meetings because there have been so many turnovers and this organization was a lifeline when I came in I don't know if you remember Jamie I took over for Betty Le and she was gone six weeks before I moved into the position

020so I walked into an office full of federal grants and I was like okay we can do So, you know, organizations like this that really um help keep the standard for our programs and what we do are just integral because it is such a finite set of skills that you have to have. And I would imagine that right now there's a lot of things changing regarding rules, financing kind of digest that and make sure that hey, let's put it in simple language. We don't have to spend extra money in terms of additional legal fees, right? Trying to understand what those changes. Absolutely. and they have such a great collaborative network at the Florida Department of Education as well as with NAFTA, our federal agency, that we actually have um you know, attorneys that work directly

021with and and um all the federal programs at the the federal level and their lobbyists come and they speak to us and they train us and they give us the ins and outs of, you know, here are the most egregious audit findings that we've seen across the United States in the And sometimes I look at it and I'm like, I can't even believe that could happen. Um, is this the only organization in Florida that does this work? This is the only one that I know of. And of these 67 districts, I think we're up to like I think 58 participate in my research. It seems absolutely similar to us as members. We have association which they are there to help us and then yes and that's usually based on it's usually based on the free

022and reduced lunch ratio of the district so that and it's a sliding scale the larger the district the more you pay per similar to what you see in how your title one dollars are allocated and this is 100% paid out of the administrative fees that my office uses for um title one so It doesn't it doesn't take away from the schools. It doesn't take away from other resources. This is the primary primary resources that we put into our administrative cost to make sure that we can maintain the level of competenc asked about additions and changes. I failed to request a a change um for the atlas We do have a member of Atlas that is here. Um, and I do um ask that we make an adjustment to hear that item, item 16.03 um now

023in order to um be mindful of that partners. So like a motion to amend today's agenda to move 16.03. Correct. Um and second for M. Motion by Mr. Bars and second by M. All in favor? I hear none. We will move forward with that adjustment. Uh we will welcome presenters for the goodelcome. We have some I think very exciting to share with you today. We are very hard relation academy organization that specializes in working with students with disabilities who have more involved sensory start former schools. Those who are at risk of those diagnosis leaving. There are certain students that I saw. So, right now we have students who are professing those classrooms. school. Students might What is the students? Yeah, I've seen several instances where in our district we can provide some similar services to

024students who are older, but it really is heart rate change when it's a kindergarten first grade student who is going to be potentially combined with those much older students. So, um, we definitely need an alternative that's better suited and age appropriate. Um, with your ABA community partners, are you saying that you vetted that they're ADA certified? Yes. So, these are people that you're out to work with. So for the purpose of district shows for our purpose through a variety of reasons. What is the student instructor ratio? So I know you have 57 location. So we have one mill. So right now teachers have teacher assisted tech. agencies that service our students. I know that's really vital, but I know it's not always that doesn't always happen. How many behaviors do you have? I hear a

025lot. So, I'm just kind of curious. I just want to make sure it's such a I might also piggy back off that you're using the term behavior technician whereas in our behavior interventionist behavior interventionist is typically a teacher who works at supportive analysis model and they work under the exact amount but what I will tell you is that one of the challenges that a school district will have is working through recruitment finally keep enough. So every Wednesday that kind of sits location how does students location. So our split models two phases phase one phase two phase one is our mostensive student. We also have our Just small class instructions. Great conversations with parents. So phase two. So I see in the agreement here that there's a flat fee no matter if the student needs the

026deeper behavior inensive therapies and support they just need a So, um I imagine do you change the ratio if they need that particular support? Um and so you could talk to me about the reason for the cost. So for students, I see. So you're saying your open door policy is for general public, but for us this would our requirements. So, um I just want to add for this partnership, this agreement, this would be us identifying students that are school students that we need to service in a different manner that we're struggling to service within the office that we have. So, that is how connected to them. Yeah, I just wanted to make sure that is that clear the that a parent cannot interpret this as another uh private or charter school or something of that

027nature. SP agreement. Um this is strictly between a relation the student that we are reference referring out if a student is going to atlas whatever their charge whatever their agreement with a student that's entering by another mean we would not be a part of that but this is just we are we are referring to okay I think the last question is regarding obviously um you know data security potentially HIPPA in some of these cases does this agreement allow us to essentially vet uh Atlas's systems so that we don't run into a situation where perhaps there's a data breach in us transferring the needed information. So this agreement is like all of our agreements to say that Atlas is responsible for ensuring they are complic We would then come back to the table and possibly void

028that agreement. And so if we transfer data between them, then we are not harmless if it's not so much that it's Yeah. You're using a lot of tech and you know Look at P school. P school. They're a massive SIS system and they have a huge data. You know what I mean? How long does one transportation talk a little transportation? How is that going to be part of the plan as far as transport happens to the our student at just making sure that's the minimum liability part of that I just because these are our students as we're saying right they're just being serious. So I'm trying to cover you know our cost here and what that may potentially happen. I'm wonder what is the comparison related to what our insurance coverage on students. Is this

029similar? Yeah, I think what I'm using right and they have to put that student information there student data privacy for students is like it's even their email address you're not allowed to technically release they have to be very careful so messes up and somebody takes their student I wanted to know what's our liability they're still our student Am I just not usually language? I had Um I just wanted to understand the transportation just a couple more questions. So if a student, you know, they live here in the Daytona campus and their parents are not able to bring them and don't have a bus available to drive them or would it be a van? I I don't know. So then it's $1,800. And then if there's two students and it's $1,800 $1,800 per student, then um

030but then for us to use, let's say we had a bus for us to use our van, would that exceed the time for them to be in any opt? So what I would imagine is we may take a look at what you know there are some cases like we're already busing students the line, right? So I think we would probably to say what's the best choice, what's the most economic, what's the best or the quickest time student there, but this leaves open. Well, it would be awful if we didn't have any way to get them there. So, they're saying, "Okay, we'll provide the transportation, but we additional cost." That's the way I also um what is needed for the student. There may be a situation where it is best for Atlas based on the students

031need to transport um and for us not to but that will be an agreement that will be made by student between the district and um Atlas. I would like to just bring um to your attention that there are many programs that are Valuchia Flagler programs that are um geared to service students that are here in Flagler County, but they may be located in Valuchia. And um we have struggled over the years um to find sustainable solutions to get the students to those programs on a regular basis. And so having this option says to us even if we cannot we it's we cannot provide that transportation there is a means to allow for Atlas to be able to provide it especially because Atlas will determine where that student needs to be educated if it's in location

032one two or three and so we may be able to get students to the location that's here but we may say to Atlas if that student needs to go to a location then that we would allow for them to provide the transportation. It just gives us that f flexibility to partner with um Atlas as well as a parent in this to identify what is best for for that student and then um thank you. I'm just trying to get it clarified. Um then with the tuition so I see you know it's approximately $15,000. So if we have a black student that know this is a better place for them and they're learning that money from Yep. So then it just gets transferred rightly back The only thing not question but just so kind of what I

033was asking earlier like I would love to see just more of like the exact titles of the students you know just because there's so many different opportunities and titles and um we have contractors that come into our school but yet there may not be enough but you have enough of them. I just I would like to who they are, you know, what which um certifications they have, you know, just to kind of get a breakdown. So, if I had a child that that was a better place, I want to know like how do I know like who is it and at which And if I could just remind the board, the these are decisions you're giving you're you're providing the allowance for us to have conversations about individual students. These are IE meetings. So, the

034the team um they can give you here are the people that we Right? We we staff teachers, we staff RBTs, we staff these individuals, but the individuals that will work with the student is based on the individual needs of the student. And so that team, that IEP team, you're just really giving permission for us to say we will partner um with individuals like Atlas to come to the table um to problem solve with our parents and then identify what the student needs and who will work with the student is based on the individual that that student has. This is the first of its kind here. Correct. So this is the first in this manner. However, uh we do have partnerships with indiv um or like PACE. Yes. Halifax behavior. Um we do have but I

035will tell you that when we look at our students ability to get to those programs historically and and Dr. um when he was the ESC director, one of the things we we have struggled with is being able to provide the transportation because it may be one student for a few weeks. It may be one student for a few months, it may be one student for a whole year, but being able to make the adjustments for transportation to get those students to those resources, those resources, it presents a challenge for us and we are work we work through that to meet the students. But this line in this agreement allows for us to say Atlas, we are unable to transport this student for whatever reason. It could be safety, it could be efficiency, whatever. Here um

036here this is going to be a part of your service to those students um if they have um that need. And I think Miss Ramirez's point, I don't we it wouldn't do any good to say, well, who are the people right now in those roles, right? Those people are going to I think maybe what you're wanting to see is what are the hiring practices? Like what does the vetting system look like? Is that what Yeah, just to make sure because I know like now we have challenges getting like specific rules and just kind of seeing like it sounds like it really sounds like this is something that a lot of our kids could benefit from and it sounds so good too. I wouldn't say a lot. very specific for these kids and like so I

037know Hillsboro County has center. I don't know if you've heard of it but um you know I feel like we lack something like that. So this seems like you know these are for um individuals with very specific needs. I we do not foresee this being you know a lot whatever a lot means. Um we we see this being a a very specific group of And right now that means this could be changing for them and their family. So I'm just like absolutely absolutely because when I think about this right now I can think of one or two students right now that could really benefit from having this and that may change. It may be zero. It may be three but it gives us the option to say we want you to stay with us. We

038want to be able to provide your need. It is not working in this environment. Let's look at the other options that we have and the partnerships we have just like we would consider a Halifax behavior, just like we would consider PACE, just like we would consider all of these other resources. In the past, we've had to send students to programs in different states, right? And so this is we're identifying the students have a need. Let us partner with this family in order to make sure we're we're meeting the needs that they have. What I think might address some of the concerns, Dr. is if you would um uh define what is ADA certification because Dr. King has referenced that his staff is uh certified or uh are a behavior technician in which they're getting hours

039to be skilled in that area. And that's a very niche uh uh item that not all teachers have, right? They're they're this is a specific program. So I think that the it's just like if you earned an RN, right, degree, you have that certification. That's what ABA is to this type of model. So I think if you could speak to that, that would probably help um the the board get a better understanding. And I think Dr. O'Brien probably behavior technician or registered behavior technician and that really is a high school diploma. And one of the things that distinguishes it continue to be supervised by an entire time you're see analyst previously though are practicing students. We have them here and they're in the role of computer specialist at our district. So it becomes difficult to

040kind of um and that is a master postmaster certific experience it becomes difficult to maintain some of those school district and hard for us to maintain supervision. So we could hire a bunch of technicians to help you know provide services but then we also have to be supervising them who is able to provide that direct clinical oversight throughout the entire time they are seeing their contracture The number you need could fluctuate dramatically from semester to semester and where the students are located within the district and case loads are very specific. The ethical guidelines are differenti who they are So we have lighthouse therapy course. These are all based to us or they have a client that is strugg So we already it's just a different I All right. Any other questions? Okay. Thank you very

041much. Okay. So, we are now going to move back to 9.02 student code of conduct. and good evening chairman school board superintend the provisions that we're looking Both codes of conduct have been updated version. So to start I just legislation. So I'll address that in some of our processes. We have the langage there. Also changes technology. So next slide is the timeline. May 27 the next slide. about them all. In addition to that, we also roll out online Facebook responses. I'd also like to highlight both also the opportunity summit particular next children concern. The rest of it as a quick review. We have that addressed in our current our current So not participate next. So we have to see something that's also included along the district website. Lastly, addressing timeline. Look at the considerations. We

042did language self-defense also language offline as we go through just some editing notes Whether it's on anything new or amendment to the in blueirect. So the first one is taking language as far as what does it mean to be criminal law enforce So crime students who witness the alleged crime. suspected violation of state law enforcement. Next slide. victim or witness. A student witness Um, I see that the first infraction in all of these is a phone call to the parents. So, is that defined districtwide as to who's responsible to do that or is that per school decision? Should that come from the teacher, the dean? Where is that coming from? So, as far as our code of conduct, we also have our discipline that pairs up to it. So, we do have creates allseenc So

043you're saying this is just to the point that it gets to referral for clarity. Most teachers are required to say, you know what, they've got to do the same offense in your classroom within one academic quarter three to four times before it goes to a referral. So you're saying after three to four times of the same exact offense within a quarter. They're encouraged to teach that in their room and they can do something prior to try to think. I understand what you're getting at. So we usually use those tracking forms in the classroom, but it's a classroom management issue. It's a violation of classrooms, not necessarily school. So a student that's out of their seat without permission or a student that's calling out, those are behaviors that could be managed through a behavior tracking form

044where the teacher will call parent rules which are being violated. And then they would document it on the form and then they would work with the family to resolve those behaviors within the class. If it's a violation of student code of conduct, the district rules, those would then follow our participant referral process. So what you're referring to is that step formation of classroom rules, but not necessarily something. Um I think it would behoove us to ensure that that understanding is common throughout the district is looking at some of these level for example, profanity. Um, there are instances where that is being pushed through on a tracking form as opposed to saying that that is a behavior item. So, um, and you know, some of this might have kind of changed and adjusted, but that's where

045we get this idea and parents have these complaints that these students keep doing these same things and and things aren't being done to them, right? Um, And where's that gray line between you're telling the student to sit down? So you can have an environment conducive to learning and they're just being defiant, you know, between, you know, it can seem small, but when it's in the environment of trying to teach and learn, it's it's prohibitive, right? And so I think that's what I would like to ensure we have some clarity and consistency uh amongst the schools. I related to dress code. Uh the items that I'm seeing on the dress code, which I believe haven't changed, we don't see that being followed. And the thing is, well, we really just want them to show up to

046school. Are we really going to write them up and give them a suspension for violating the dress code for the 30th time, right? But yet, uh it can be the tipping point, I think, or uh for some parents to say, why are youing my child all these other children, right? I'm also curious where it says uh pornography is a level two but profanity is level three. So that is definitely something that we can look at and address the level. Yeah. I think that's I was comparing the pornography is a level two. I don't have I was saying well it's profanity to staff but yeah on campus using a school device I'm assuming they're not allowed to have cell phones that seems out of whack for the most part our filters students ability to access such

047as that. So, a lot of times it is on a personal device on a cell phone or something. And is that a different um let's say if somehow they're able to bypass is that different like for example they could take photos of themselves at home and put it in a Google doc and it's not it's not going to be so 100% right. We have our different levels of technology misuse. So we have technology misuse and depending on what it shared it and that does in that particular policy that does cover pornography as well at what level but we can look at that because if we need to adjust or clarify that level I think another item that I would like on is my understanding that there's also statute that if a teacher feels that students

048being disrupted the learning environment they have the ability to remove that student is the policy process in order to inform the parent if that happens. What are those cases uh for documentation? Because it sounds like that is in those cases the teacher is making a judgment to keep the learning environment safe, free of distraction and circumventing uh in some cases the drawn out process to do this. Five tracking times, two statue um describes the process that must be taken when a teacher requests that a student be removed from their class including um that going before a committee. Um at that committee um there will be someone of the um uh who have been who's been identified by that teacher to represent the teacher as a position in that. So the statute lays out exactly what

049has to happen in that process and we can if a teacher makes such requests we must follow that process in order to make a determination. Now statute um does not it's not that they must be removed but that you must bring forth that committee in order to make that um that determination. I will tell you based on um my knowledge is that that it is typically um approved unless it is a student who has been requested and the um only location for that student to be educated is in in that spot. And so then we would have to put some additional supports in to make sure that the teacher is is supported. But that's not something that happens very often. So I and I if our council can educate me on this. I thought I

050thought there were two different statutes relating to that. is the teacher's right to say um in a committee format here's the reasons why I feel this child should be reassigned and the other is I see an immediate danger or situation in which today right now I'm not waiting for committee it's not going for a process but I have the right to remove the child from so that's I think the one I'm talking about here I'm not If that were happen, what's the requirement of the teacher documented to communicate to the parent? So if there wasn't an um incident that occurred and the teacher said, you know, this student needs to be removed, that student will be removed for the rest of that day and until the committee has made a decision and it would be

051the responsibility of the administrator in order to contact the parent to inform the parent of this process. Okay. That's if the teacher goes through the administrator. Otherwise, they don't have the ability to act on their own to do this. Well, a teacher can always call for support from an administrator if there's an immediate need that has happened. But if it is a request for the student to be removed from that classroom um out of that classroom that will so that that teacher is no longer the teacher of record for that student, then that's the process. But if there is an issue happening right now, every single of our teachers um have their uh centics bag where they can call for support to their classroom and in that moment that administrator responds and provide support as

052appropriate and necessary. Also to the point of the referral um there is also language that says that we as the district cannot manipulate the language that the referral that the teacher has written on the referral. And so the teacher writes the referral and the dean receives the referral. The referral is u processed as appropriate and the consequences identified um by by that dean and the language says that we must follow up with that teacher. If a teacher has questions about the discipline that was provided to that student, why that was um selected that can it's a little bit um different for us because we do have a matrix and most of um not every county has a matrix and so our matrix is very clear around the consequences um that students receive for different so

053there's two different sections I'm assuming because 103.32 is the teacher conduct There must be another one related to what you're talking two different things. One is a refusal is a refusal or a teacher has the right to refuse a student to return to their class. But that's usually more drawn out. You're not in my class. And the other one is an immed office or you might say go to the in school detention room or something um depending and so I don't see that language in here and I could see if that is statute where a teacher has the right to do that but we don't have that in our code of conduct as a potential and the language around that to inform parents parents going to go to this right they're not going to go

054to search board statutes it's policy But I think it should be, you know what I'm talking about. Like if you're gonna say, "Hey, this is our student code of conduct and we need to pull out everything in one spot, right?" Even though there may be references, address because That's the whole purpose that we try to um reference as much as we can. However, sometimes we have to put a blanket reference to say in accordance with board policies or in accordance with state statute because those things are changing and we are aren't able to get into this one document all of the pieces that families will need to reference because they they are different. You have for policy and we do reference for policy. We reference statute. Um but those things are are also changing as

055well. Well, you know, one thing that could be helpful is, you know, most of of those who access this probably access it online. So if those could be hyperlinks to the policy so or to the statute so it references it because for them to go an extra step if it's just there. Click it, it takes them to board docs, right? Because there's a linkable link. Uh it just makes it that much easier and you know allows us to hold them accountable that hey we tried to make it as easy as possible for you to see what the policy is. And we do have a lot of live but that is good and we have new ones that we're adding to it. We'll make sure that yeah, you know whether we is it a PDF document

056that or is it a HTML? um on the website like is it actually like a web page? Okay. So, right. Yeah. I mean, for sure. I mean, but they if they're getting the printed one, there's no expectation for that. But the but you know, usually you just have the statue and then you have just a little blue like view at the end and it would carry forward and you know, like something like that. Could I also have the actual responses to the survey, the feedback from the community members that Oh, just to try and be, you know, head the game using technology. Um, we could for the printed version add QR codes that they could just use their phone to scan, you know, and just click. That is just a commonly accepted thing. Now, everybody

057knows it. They all have the technology on their phone. And that might be a quick way to to link for for non-digital anything that we have digital that has uh linkable references. and we will share the comments to the entire regarding statute. So we were talking about the responsibility of the teacher statute and those two statutes that you process. Can I just ask for this one that's on the screen? So you are that child that you're in trouble maybe did something and the teacher whoever is asking they don't want to say anything what happens to that child I see what it says but just curiosity what is the process A lot of times more times than not But if they won't speak to you because say, "Oh, I'm not talking to my parents." But even

058though it says that we still contact the family and often times these are students are writing their statement out. This is what happened. But even in that example, if they of course call their parent, have them if they write a statement and then once they get home, they have identified some parts that they've missed and the parent wants, they can provide that. We're still going to take provided and investigate to the best of our ability to see what has occurred and then provide consequences um based on that. They do they have the right not to speak. If they say I don't want to talk about it, I'm not going to write a statement, they can do so, but we let them know we're going to make decisions based off of the information that we're provided.

059We share that with the parent as well. Like we have to make decisions off the information we provided. Your student has chosen not to I guess that's where So, it's important for parents to we do have parents who um email and say, you know, when my kid wrote the statement, they they left off some key um pieces of it. No problem. Provide that information and it's going to be utilized in in order to identify who what from your lens, what happened, who was there, and then that information is going to be used by the deans or the administrator in order to investigation of the situation. Maybe a silly question investigative investigator. We made it through. All right, let's move on. So, so moving forward to provision student offseern among students. includes via social media outside

060school hours. School administration will consider the circumstances including escalation Whether the behavior affects safety or operations you bring it to school. Yes. operations. Yeah. Incidental investigation. invest in circumstances. explain the way to add to that investigation and that's why of investigation happening. So this will be conduct violations of thection submitted beyond this windowed fairance. title. I imagine also anything that was uh related to a terminology but let's say that not school discipline but like an actual misdemeanor or battery or rape or something that is not going to be within this because it would be a police Law enforcement process verification modification. Full transparency was a long procedure for concerns related to student should be resolved at the lowest possible to promote timely and effective communication. Parents and guardians are first addressed to the district level.

061The original issued by assistant principal The school days of the incident will concern responsi respons will review the matter is a final written days. resil incidentary decision. matters in cases where the multiary student will receive notice of the proposed action. This notice will outline charges evidence to request out. Any questions regarding if there is going to be something that's overturned or whatever, Mr. Glass keeps me breast of it so that when he is making a decision around it, it is one that has support. So this is I like this how you have it broken down. So my question is currently anytime there's an issue I always basically don't necessarily need to go directly to you connecting based on action I'm definely I just think that's one of the things we have to be extremely careful

062about jumping the steps like that when he's at well I heard from this side first so instead of this side next I just like to be more independent to where make sure he follows that chain to ensure that you and you're looking at both sides and and even when they come to me um I will do the same thing. I will move in Mr. Glasco as well as that school so that we can push it back through um the appropriate change that it needs to go through for that process. Moving to this one. So our multi team by team within that current operating procedures for specific. So we're able to remove all the language of all the totally maintain what can expect all the procedures in the house. Inordance with school policy. including charges levels

063have been exhausted or a major event for general education students. suspension alternative All 45 days or more must be 45 recommendations. So by expulsion consideration the multiary team school board Any question was struck through it was that one sentence with the note and we've expanded on it. The current proposal All behaviors listed in the code are not allowed behavior disrupts instruction. requis the opportunity participate in the process. This gusees offensed Glad to see it. Yeah. So that was that was the under general that was just in the policy that those two lines Well, seeing things like this shows the value of this effort that we're doing here. We're working hard to make sure we policies addage of actions in response to threats. With this one, I could see where like if somebody goes to strike

064another person, they go like this. This is technically self-defense as well and is a force to keep, you know, that strike. Can we maybe solidify the language to mean I think what you're saying is will you punch me, right? So it's almost like a retaliatory I think that final line I think it's that final line of looking at if you go to punch me and I punch you back looking to see if I had an opportunity to help. Well, in that moment, I may not have. Maybe there were some things that happened before that we said we were going to fight and all of that. That's going to say, "Well, that really wasn't self-defense." You you knew this was coming. You participated um in it. Um so, did they have an opportunity? Did they have

065an opportunity to to deescalate? Well, if you punch me and I didn't know that this fight was happening, I don't have that opportunity to do that or to avoid the conflict of the individual looking. Like, let's say somebody goes to kick you and you just grab their foot. You're not trying to kick them back, but you're just trying to prevent injury. I feel like this could be taken that that is also going to receive consequences as if you provided a direct hit or a kick and I don't I would feel that a person has the right to avoid a hit. Absolutely. And we can look at that because I read this and I do not read that. I read from the lens of if you know we're looking to see if you had these opportunities.

066If you did it, if you grabbed the foot or you grabbed the foot and you know yanked them to the ground, I didn't have an opportunity to seek help deescalate or avoid the conflict. I had to defend myself or protect myself in that moment. So, we can look at this language to make sure it is very clear um as to to the conversation that we're having right now um is ready. Yeah. And one thing two if I look at it in two perspectives, you have two scenarios here. one student's walking down the hall, somebody just comes out of nowhere and and then punches them and you know they don't know if another punch is coming and they they hit back to defend themselves, right? Or if two kids show up at a time certain to

067have a fight, they both had an option to deescalate or so I think of those two examples. Um but what what I I would like to see is um because it still objective based on on person the person's looking at it. So I think there needs to be some um maybe some sort of a a multi- tier review of of that in a sense where it's just not a one person decides when it comes down to this particular thing. Self-defense I there's there's so many different scenarios to how responded that way. You know, it could also just be the title of that self-defense. You can say physical retaliation, right? Then that makes it distinct to me from self-defense, right? Because I see the difference like so if you hit the back and then um and

068then that person goes on the ground and then you go continue to go at it, that's you know that that's escalating, not deescalating, you know. So ju just kind of having some framework the deans or whoever is going to evaluate this here to come to what what because otherwise you know parents are going to say even parents themselves will have different views of what self-defense is right so so what we're hearing is you want us to look at this language and add um maybe some layers in there that one person is not just making the determination that it is or is not self-defense and I think if a parent hears from three different I think let's just three u views of that um and it was reviewed by three different you know people in charge

069of this um the parent has three perspectives right and it's just I think I'm bring okay so I think you you get where we're going with this and this is the purpose of this advertisement right to get additional feedback allow for um us to make these um adjustments so we will definitely bring this back and that's the purpose of us putting it in there we want to clear understanding of what self-defense is. We often say, you know, it's going when you're on defense, it's self-defense. As soon as you go to offense, it's no longer self-defense. Now, now you've become the aggressor. But it's hard to to clearly define that for our deans to know where that line is and how to support it. So that's what we're trying to do with this language and I

070think it will take a collaborative effort to get a good encourage retaliation but they also sit there and take a beating they can do our general. So we are currently watching also process. Just so everybody watching that 11:05. Okay. So that that did pass legislation. So So that would ban the use of cell phones in uh K through. Okay. Not having them on person either. Oh, they can have they can have it. Okay, it's got to be off. Okay, got that. I would love to also encourage faculty staff to do the same many of them use them as a source of communication we don't give them walkie talk to every staff member well it just there was I saw some of the the comments about the legislation from parents and one of their biggest concerns

071they they wanted to be able to contact their in case of emergency. But if they they won't be able to directly contact them, but but I mean at that point the kids still have their phones. Yeah. They go to the office, but they still have their phones on the in their backpacks and and things like that. Okay. And I will say for for us here, maybe middle school, you know, students definitely have their phones, but elementary schools are not The biggest changes being middle school. All right. So we will move on and that leads us to 9.03 3 University of Florida and Dr. O'Brien back. I know. I don't know. It's really What's the catch? University of Florida University. So they are supported from department. Okay. Any other questions on this? I'm justing concern. Are

072you referring to Mr. Delini? Oh, I'm sorry. Delaney's office. So, I don't know if they were speaking. Were they reviewing it or um and it will go before Mr. Delaney before it comes to you for review. So, now that it's um Mr. Attorney Smith has reviewed it. Now, all of those things go before Mr. Delaney for his review. With that being said, make sure that we can get some kind of response back from office. And he does that for anything that you sign and approve. He is reviewing all of those agreements prior to. And so if there was if there is an issue, he would get with myself or with um attorney Smith to make it make the adjustment prior to you um approving it on the 27th. Yes. So these folks are going to

073come on our campus to help support. Would they be they're going to be employed through UF? So they would be doing the um background checks, all of that. They would not be under our uh expenditures or even Florida retirement system contributions. Okay. And now do they also have uh you know let's say their particular employee is injured on our property is that covered under our insurance then or do they have to have separate uh you know insurance is that part of their workers? state. Okay. So, it's the same as ours. They're a state agency. So, it's the same. Okay. And these folks too when they're coming on our campus they will go even though they have level two background screening we still have a process of running them through HR so that um they we

074do a check for that for those specific. So uh with the you know it says not limited to you know to determine exceptional student education. previously had discussed doing some universal screeners potentially for gifted or dyslexia. Would they be qualified to do all of those? They would. The target audience that we're looking for for this is our children. The collaboration All right. Thank you very much. So, we'll move on to 9.04 uh career pathways articulation agreement. Mr. Revenue for this afternoon. First is our articulation. career pathways. This is an agreement between us and state college number currently offer 11 credit earning pathways as outlined programs like allied health principles of teaching carpentry and cyber security. This allows students that once they complete our programs and earn certifications completion that can translate into credits for them

075as they enter college. But we can also offer some of these same options for them. We still have some of those have that ability to be able to do some of these trainings. opportunity for completion to rob Yeah, I mean that that's kind of my question. I I do see some many of these there are overlaps where there are courses like we see the carpentry program here and the difference is obviously here they would be getting an industry certification or there are several programs here that FTC would offer. I'm wondering if there um you know if there's some discussion to have to say maybe we shouldn't be competing with other folks for our students and maybe look to them for different u uh search pathways that we cannot provide or cannot provide through MPC or

076else you know we don't get enough students signing up for that we can't get the coverage to teach those courses right offers Um so like the and it's really about um options not to take away from anything that FTC is providing because we want our students to be a part of that as well but um to give them options if the timeline does not work for them or those students you know prefer to go into Daytona State. We don't want to limit those opportunities for our students. The the other item was, and I think we brought this up before regarding the ability to earn some of your teaching um uh courses while you're a student here, right? Um and then saying, well, maybe there could be an agreement where they work a year in Cloud

077County, you know, kind of a pay it pay it back type of thing. Have we explored any of those options? Is there law that prohibits us from kind of doing that type of agreement. We have college Well, the one we have is professionals. As far as the high school level, they would have to be all of that would have to be dual enrollment and there is a limitation state allows as far as number of dual enrollment courses they allow high schools to have. So, we couldn't run a full state like academy. We'd love to state their courses for their campuses. state of opportunity and success and then with that shift that number one What are we going to take off the plate off of those? So, it's very limited. This is kind of flexibility that

078space after high school. Carpentry for them as a student to do. So what we would do I would hope is try to funnel them to that particular program we have here before there. And are we doing any type of, you know, voice of the the student, voice of the customer here, that these are the career pathway programs they're wanting to see? Like I do see cyber security that seems relatively new, but are these the items that our students want to see and want to get certification high school. That's where we're standing up as well. That's what college I have a question already. So I think of this as transfer, right? So you are at university or state college. This is this is for student. So I think this a lot of universities have this or

079um we market this in a way like if I'm a high school student and I'm told you know I mean not just to our community we offer transfer credits are pursuing a career let's say certific students can earn that opportunity for hours. It's not high school. Yeah. And I don't think that's well understood. I think most people assume it's just for college, but it can be for trade schools. It is for state college but it is towards a certification right they could be working as I know and that is something we can definitely improve the communication on to this point to say this doesn't have to be just to a traditional college if you seek right you put a dollar amount hey you know you hear everybody complain about student debt you want to be

080even like welding school I thought 25,000 a year but uh you know right but look how many of our academics who are going to college who are graduating debtree our trade okay so we will move on to student travel cassette 9 There are eight school year. I have a question regarding your book. Um, is the teacher at either [Music] FC duties being covered by a substitute in order to do typically what they have but they should never have like let's say social studies English there's a substitute so I can go work they have a course they have students that apply Right. So they are with their students. So we will move on to 9.0. There are two travel departments. So this first trip is for specialist Mr. about two months ago now. But this is

081an opportunity for him to go and learn more about his programs and offerings to our district to help [Music] certificates with Energized forum for professional development sharing their ideas experiences related to certification in the classroom. So are you saying this is career pathway certifications in the classroom? A couple things. One, it's going to help them with their students but also help our staff. Remember most of our staff that's in this space are all certified. along but only Mr. Evans is going to use this as well. So if you could help me differentate you know regarding bringing certified professional development. Why is that sitting with the CTE team member as opposed to under Mr. office? This person is um the one that is directly working to support them. They uh Mr.'s office through um our leadership

082development as well as through teaching and learning through our professional learning coordinator will provide additional support as well. But this this um training here is going to be specifically from that lens of um individuals who are providing um industry certifications to students. Okay. So you're saying these are industry certified folks who are licensed to teach and he is coming in to learn how to provide how to have industry certified people transition and understand the teaching. Got this professional certification for all little meta there, but any other questions on this? Okay. Thank you, Mr. Reeves. We're gonna take a five minute recess. Okay, we will now resume our workshop meeting and uh we have at the table Mr. Olette and we're going to be doing uh human resource service consent and we'll start with 11.01. Yes.

083and board this district. He will be presenting Yes. based on our relent that's pretty awesome. So I love how He was in a fifth grade play. [Music] We need Do you remember his part? Oh, yeah. He was like He was couch potato Santa. I am sure I have to find a recording. That will be a little present for you. That is priceless. I love it. That's excellent. We will love it. I just want kudos to him. Okay. So, we will move on to 11.02. Oh, wow. Okay. Um, what we working on this point description, it's been a long time coming. I know Dr. I got to know this is one of the things you'll notice in our department is that we tried to do one top and then a lot of supportership As far as

084one person already worked. create level. That was my concern is where we are in our climate. We do not know yet at this point. I think it's probably So as long as Is it a match 100%? I don't I don't know. It is completely 100%. And we do have some positions that are that way where um a portion of it comes out of the general funds, but this is strictly through the dollars in order to service the students at those dollars. Can you help me delineate a little bit more of what this role would do? staffing specialist to help run some of those. I will just share a little bit about just a couple of the things this year that have been a challenge for me to be able to support and a lot of

085it has to do with as as pointed out instructional support for our schools and being that I I oversee all of the things in exceptional student education being able to participate in some of the walks and supporting our schools and going academic coach. Correct. Yes. but also being a go to when uh if we have advocate uh meetings or attorney we have I don't want you to think that we don't have a phenomenal staff my team is strong they are highly capable individuals but when it comes to being able to supervise and support and really provide that uh hands-on attention to our administrative team I I know right now our teams our schools deserve the very best and it is very diff Yes.ifications. Well, I can't say they don't have all these qualifications, but at

086this point in time, their role is under I know it's grant funed. Um, but this is so because I mean just how many times just me as like school member, right, or even a parent, you're you're the one always getting emails like there has to be and I know you have a great team, but we need more support and this is, you know, we're getting closer, but I know it is grant funed, but hopefully this is something that really help You can't do everything and I know you have support but we have to come to a lot of children else whoever gets starting in August. July. Then we'll move on to 11.2. Thank you. Thank you very much. Appreciate that. All right. So, this is board approval for personnel items. growing. And on that list

087also just itines that we must meet contractually um for any indiv that we are not reappointing. Um, and this time of the year, those individuals are often reaching out to maybe our board members, reaching out to me. I just ask that you send those individuals um back to me so we can address their concerns over the next couple weeks that this information will come before you vote. And I know we've heard it before, questions members, the So we offer surveys to individuals why you left actually survey I was talking about was um what your plan is for next year so we can how many we need to hire. So everybody in the district receives a survey to their email and it basically ask them are you returning are you return are you leaving but when

088they do so is putting in their notice we do provide a survey but it's an optional survey for them like you know why they're leaving and is that public record or obviously not for me but Well, I mean general shared last time everybody situ as we progress through our okay so we will move on to academic services and is a 16.01 and we have her name Oh yeah, thanks for the correction. This is a college and we have had these throughout the years, but this is a different product. And so we wanted you to see what it looks like now. And tempies and for every eligible training provider. And so it allows to pay for eligible participants and it allows for up to $9,500 program. Um June 30th7, those students must apply for that first

089and these career certification programs, those are the ones that are outlined by the governor, right? programs as what what's kind of like a ballpark estimate in terms of how much totally certificer that funded the the road to success program a while back and um what's has that just still continued something they're not willing to participate in or that is a program adult number that programed and they decided to channel all of those dollars into a company that provided services for so they they have that program there and they do have a office here's different services out of school not just it could be career services interviewing skills and resume writings like that which is what provides and then they work towards giving them a job. So in essence contracts and works as long as they

090meet their questions on uh this. Okay. Thank you. All right. 1602 uh school choice policy and we have Dr. O'Brien and back requesting that we adopt policy 5121 in advance of the rest of our policy book. And this is so that we can make some necessary changes to the language around how school district capacity is defined. Um I know there's a lot of attachments on there. Part of this is because this doesn't just reference it from our current policy. So we were asking to remove the section of control open enrollment from policy 502.1. There's a section that lives there and we would be replacing it with 5121 which currently you see most of our current policy. The main gater flexibility to really look at our school choice protocols. Uh policy 502.1 right now has capacity

091for our schools at 90%. We're asking that we change the language for that. So just to clarify right now it's going on the definition of capacity that the state uses to also allow us to determine to build additional schools. And you're aski defined each year by the superintendent at a number that's up to his or her discretion. Yes. For the purposes of control. So would that trigger that trigger a need? If you if you lower that number then you're saying there would be reduced movement. We would like It is our desire that the number be increased. Um so right now looking at increasing the number and we would identify and bring before um the board place on our website what that number is each year to allow for our families to actually have choice in

092the school that they would like to attend. So for instance for us this year right now students are unable to go to Indian Trails Middle School. However we believe that there is still room at Indian Trails Middle School but your board policy prevents us from allowing the how many of our students that are sitting in wait in order to be able to attend that school. we are not allowed to approve them because the for policy says 90%. So what we're saying is we want to increase that number but instead of just putting a number in the policy um giving me the authority to each year identify what that um that threshold is up to 100% up to 100%. So um however and my memory may be failing me because it's been several months but review

093with Mr. Bush, I thought elementary was the only one that was in the 90% range and our other schools were in the 70s and 80s. So, are we saying that that percentage of uh capacity according to the state or according to a different because I know they do a little sometimes a little bit more rigorous or making it more difficult to achieve that number. So, So right now there's three schools that we have um that impacted that's beltier elementary school um Indian trails as well as Palm Coast High School. So Plago Palm Coast High School right now is over 90%. Right now they are over 90% and what we are saying is that there there is room for us to bring students in that there may not be room you know in three years but

094there is room for us to educate students that want to attend those schools. You know, I I would I would like to take a look in terms of what we're defining the room because also we're not expanding the number of administrators. We're not expanding other, you know, kind of like additional support staff that aren't necessarily. Yes, we do. We do. So, you would increase the number of Yes, we have um um our staffing allocation identifies how many of each position generates by the number of students that are in the school which is why we see like last school year high school went up in an administrator they went up in campus security they went up in several different areas because their enrollment increased and so now they're in that window for that current but we

095would make adjustments um across the board with the number of staff, the number of students that are in the building. The part of the flip side for this for me is though many times in our small community a school gets a reputation that it's not really based upon anything, right? So, uh, you know, I worry about us also cramming more students. Like, you know, when you look at what Indian Trails can handle, 1,500 students, should,500 middle school students be in one space, that is a little bit like chaos or,200 elementary schools in a building. I guess maybe oldfashioned like coming from up north where you know you had 300 kids in the building but I just don't know is that do we know that's healthy and conducive in an environment or are we sacrificing that

096somebody is assuming this they feel this name is a name brand versus you know faded for no I don't think we're making that assumption at all I think what we're doing is um two parts to to your point is we are identify we're saying that we want to allow for families to identify the school that they want to have their child educated in and for us to be able to allow us to be able to say yes to those individuals as they are wanting to um attend different school. I think that's the first part of it sacrificing some of the environment for people who are zoned there. We we are I do not believe that we are and we have data to show where our schools um they are definitely larger versus some other districts.

097However, we have data that our schools have performed well academically over the course of years with more students in the building. But we would provide the the necessary staff in order to support. But I think what is the responsibility of um this the staff and this board is to identify those schools where maybe we don't see choice happening in those schools and identify well what is the reason why we're not seeing that and then are we bringing programs to that school in order for those families to have something that they're wanting to choose as well. So I think that's what our responsibility is but I think in this moment right now responsibility is to identify that we have students, we have families who want their children to go to many of our schools and not

098just these three, but for us to be able to say we can say yes to them. So, right now, Mr. Finelia, if you would just pull up the numbers um quickly, we have families are are saying, "I want to go to school at Indian Trails Middle School." Right? Let's just use that as an example. But we have families that choose to go to all of our schools, but in this situation. Any family, any student that wants to go to Indian Trails Middle School, we're saying no to them because the board policy says 90%. However, we do know and identify that we could put more students in there. We don't want to be irresponsible and say we're going to take it to 115%, but we could take it to 95% 97% and 98% in order to

099be able to accommodate the choices that families are are looking to have. So I I have one thing to say here. The you know u I'm all for more access and more options for parents. So 100%. But whenever we make a change like this, whether it's a percentage, a dollar amount, a threshold, when you're changing a policy and I think it's important to go back to the policy when it was when it was written and say what was the spirit of the board at that time to say we needed this 10% threshold, right? Why did they Did they just pull that out of the air? Uh, is that a good sound like a good number or was there some methodology behind it? Um, before we move it forward, does anybody have anything to add on

100that? I I will tell you I don't I I believe that that was appropriate at that time. And and to also um Miss Ruddy's point of being able to say um all of our schools are great and you can go. We saw more students choicing into certain schools, not necessarily any um reason, but the times were very different where you did not have open choice the way that we we have um right now within our within our community and across the state. And so I think that they made the decision based on what was appropriate at that time. But right now, um I I believe that um we should allow for students and families to be able to look at our schools, identify what they offer, and make a decision around where they want their

101child to be educated. I do feel it's responsible to reserve um an amount that makes it available for, you know, you might get additional students in that area. The the demographics could change and now you don't want to lead especially in a school where in the K case K5 school where you don't want to have a situation where you're over capacity because a apartment complex went in there and now we're going to tell these other folks well now we revoked your school choice in order to save this space I'm not saying 10% as being an unreasonable buffer as well as agreeing to this. I think one thing I would like to see is what are the spaces we're counting as classrooms because when the school is built, my understanding is you designate this is a

102classroom, this is a classroom, this is a classroom and from that moment on it cannot change. So if we're talking about the capacity against that original number, is that still up to our standards today to consider that space available? Can we invite Mr. Bush to to the table a little bit to talk about um our fish report and how we go about identifying. Again, this we um looking at this is to say that each year we want to look at what that number should be to Miss Ready to your point that if there is a change where we we're unable to accommodate additional students going into that school, we have the flexibility to make that decision. However, right now, um, we have families within this community that would like to have a choice within the

103public school of where they educate their kids and our current policy does not allow for those families to choose us and choose the place. We have a lot of choice. I would like to know how many students and how many families each year are not being able to get into the And maybe what are those what are those reasons? Is it after because I think we've asked this question before and we said it was a very limited number. In fact, we go to a lottery system and we did not have to uh use the lottery system. If we now change the bar of what the capacity is every year now we also put ourselves at a position where they're going to say well no they said it's full but it's really not full. they moved

104the bar just because all of a sudden those students wanted to go there. I feel having a solid set number that allows for particular and responsible growth in a particular area makes it clear and transparent. We have the deadlines apply. If it runs out, we have a lottery system. That's very sense to me. I feel like we're going to squeeze more students into a space. we're gonna compromise the environment and what's uh you know add a little bit of a a stressful environment to when we don't need to do that we have the space we have we have statuto sizes I mean they're not going to be any larger those statutes can now be overridden without any no they cannot the classroom spaces that are identified as classroom are the spaces that we student teacher

105ratio no so I was going to And I know I know through 8 is 22 students 9th through 12 is 25. So that's the bas with what you're proposing would it stay within that range for like the state and I'm talking like budget. So that's that's what I'm wondering. Sounds like it is. But they they removed the um disincentive to go against that. So yeah, I know you're saying class size amendment is 17 or 18 students, but they are no longer punishing districts financially by going over that. To the point we meet class size, we meet class size and if we did not meet class size, that will be brought before this board and presented to the state with a plan of how we rectify that. That's off the table. You're saying that you want

106to increase the capacity under our agreed upon class sizes. No, I did. That is not what we're asking for. What we're asking for is to say currently the board policy says that capacity is 90%. What we are asking for is that we are able to increase the capacity in your board policy to allow for students in this community to have choice within the school. All of our capacity could mean bodies per square foot versus ele kindergarters per teacher. So Mr. Bush, can you explain to us how capacity is defined and it may not be appropriate included in that? Mr. Bush is not the person to talk about capacity, but he is the person to talk about fish and then we can to my understanding is supposed to include guidelines around how many people you can

107put in a space. Let's let Mr. answer the first question. We brought him up here to the table. Let's So, a lot of it's based off of student station count, which is also your classroom size, what the size of that is per student. that you have in each classroom which gives you the total capacity and when you say student station when was that student station count defined before the class size amendment after it considering this is a kindergarten class only what are we trying what are we trying to actually get to do what I'm trying to get to is when we say we're going to increase the number, are we going to consider class size in that as well as what is the capacity numbers he's referencing that allow us to build other schools? So,

108when we say we want to exceed capacity first, which of a capacity? Are we talking about just the capacity to build another school? And that that would allow us to a common definition. If it's this one, this one's much more restrictive than the student teacher ratio and to me would allow would potentially allow a lot more students in that space. Well, this would just be for existing student stations, right? We have seats that are not no there's no cheek in that seat, right? And then we can we say we're going to put student in that seat that's already available that's vacant that is not in there. Um I understand that I'm just trying to hear uh Miss Ruddy's concerns. I hear two one concern and you can correct me if I'm wrong from from your

109your your input, but I hear one is that if somebody want moved into that district, the choice would not allow them to there would be a space for them. Two, that this could trigger building another school because we reached No, that's not because I believe that we would then say no. What I'm saying is you are going to compromise the environment for the students that are already zoned there if we're adding more which in some cases there are schools that are at 90% saying they said we can fit 10% more in I don't know where we would put them right now so then if we don't also have a definition of what what does capacity mean right now at this table with all these people who have all this knowledge how are we going to

110make that transparent to parents when we define yes we have capacity or no we believe we do and we put on the website and we do a rolling count on the website of what seats are available in our in our Okay, so I'm going to go back to my original question. Is that based upon the student stations or is that based upon hey this is how many current kindergarten classrooms and it's 1 to 17 and so no this is about students and so that to me is a much more restrictive or lenient number you can fit more students in there and so I'm sorry if you have additional items to say regarding there's no one answer for me because depends on how lens you're looking at. You're asking it and there's a couple answers because

111when you get into fish and do and their percentages, they're different than what they're also talking about. So, it's hard to give you one answer because really there isn't one answer that answers it, right? But so, we're saying, do you see how muddy this is right now? And now we're going to say, well, we're going to change that capacity. Mr. I'm not sure it's it's not muddy crazy muddy I don't think because we're going off on different things that not do not matter. We're talking about do we have seats? Right. We have seats. Yes, we do have the seats. Yes. And so we have somebody who wants to go into that seat. Yes. We're telling them no. Yes. Because of 90%. Yes. We could go up to whatever that percentage is. You just evaluate that

112to say yes, we do have that. However, if there was someone who was in that zone, yes, and we happen to be at that 100%. What would we do at that point? We would have to move someone out or we would we would not allow for students to choice into that school. So right now to your example, which was a great example, we're sitting at 90%. There are additional seats. If that student lived in that zone, that student would be able to go to that school with no problem. What we're saying is to allow families to go into the schools of their choice if they do not live in that zone. And we re-evaluate that every single year. So I have one I have one follow that I think. Um I'll come back to you.

113How about that? So I had it on the tip of my tongue. I apologize. It means additional buses, additional at one location. lines, right? It's the environment of the school time and access to library materials, resources if it was 100% full. If it was 100% not every school is required to be 100% I believe it's the elementaryaries are required to be 100%. But we can't run all of our schools up to 100%. We could every school could be at 100% capacity, right? But the state says high school or I can't remember which one you can build a new school based upon. It would allow for us to build a new school. It would allow for us to add portables or concretables if we would want to do that. But do we want to do that?

114I mean, I'm already asking I'm already hearing from the community. They're thinking that our schools are overcrowded already. And I'm like, well, technically we've got 30% more kids. So half of that school could almost have that school could double and we'd still we are not asking for this board to put a school in a position that we have to add stations. We are saying there are seats available. Your current board policy does not allow for students to um their families to choice into three of our schools at this time because the capacity for choice is set at 90%. Our request is that we increase that. If you want to increase it and we give you a number, we can do that. But what I believe would be the most responsible thing is for us to

115identify that it is by the superintendent, we can bring it before the board. We say this is what it is. We put it on our website and we do all the things that are required for us to be do be and I would just want to make sure that the the spaces that we're defining as a student station. We're going to put students in classrooms because, you know, I there's there's a particular school where there's a classroom that's at one that's a changing room off of off of the um Well, we would not have a we would not have a 18 student station class in that classroom. Can I I do have I do have one other follow. I remember what I wanted to say. Is it on the same topic? It is on that

116same topic. I apologize. So my question was with these comments that we've heard from parents saying that they wanted to go to these schools in your conversations with them and they said, "Well, if I can't go there, then I'm going to go." Absolutely. And we can read you those requests. That's what I just private on this on this particular question. I'm going to ask the board that you still have time to to query staff and and and review. We're not voting on today. I think the the exhausted what they have to give us right now. Well, they did say they had data about how students perform with low and high numbers. I'd like to see that as well as what are you can look back over historically of what our school performance has been. We

117have had um student um uh our student population in those school those schools have been different historically across. I mean when we look at where Belter was or um uh um Old Kings was but when we had sixth grade in there those they had 300 more. Yeah. So, I would appreciate the person who does the deep data if they could provide. So, on this particular question, I'm I'm going to close I'm going to close the conversation because this has gone on quite a bit and I think we've got it is it is and I think we've got we've got the information ready. I think that they've given everything they can give. Sometimes we we need to do more of our research off outside the board. I think the public has heard the concerns here. anything

118beyond on this because we're just continually going in circles. So, um if anybody has a different question regarding this um choice policy, please bring it up now or we'll move on to the next agenda. I just wanted to say perhaps this offer at different schools which I'm assuming in the past and now you know more for our high schools. Our our elementary and middle schools do not have that that ability, but like 3D printing at one and maybe they want that and then maybe this one. But I'm just trying to think, you know, there's different things kids want to be involved in. And we will share with you the data around the families that are currently waiting for a decision as to if they will be approved or not. So, we currently have 16 students

119that are waiting to be approved for Indian Trails and 12 to be approved for Belair. Um, but along those same lines, we've also seen 18 students that were approved to go to Buddy Taylor. Um, all of our schools are are the six that are open are all having students choice into and this for next year. These are the There are just three schools that currently don't have that capability because of the 90% and we're not hundreds of students, but we are talking about groups of students for one reason or another who feel they can be best served within those schools, but those schools are currently closed, even though we do have seats that we could currently educate them in those schools. So, that's that's what the superintendent is asking for um not not to get

120to the point where there's no capacity left, but um as Mr. Dr. King said earlier, they have an open seat policy. There's a kid that would have been charters and other community schools do that. They they offer seats to students throughout the community and they don't live in a by zone. Um and so this would help us to have the ability to provide seats to students and schools that that for one reason or another feel that they best meet their needs. I I would say too we know um that the community is asking for this because we've seen a balloon in our number of hardship applications. So these are the applications we outside of the control of an enrollment window and for preference that they're not true oftentimes what's in the application is not a

121true hardship according to the definition but more of a preference that they are looking to attend a different school. However, our our policy um does not allow us to do that in a way where they can apply and we can have them start at certain windows. Um and we really, you know, like the flexibility to be able to set those school choice protocols. So we we have not included in the hardship and we did not do that because there are other factors that have to be considered especially um sports and so we don't want to put our families in a situation where they're having to create a hardship or go out of their way in order for their children to attend the school that they want them to attend. But last year, I mean, we

122did have several hardships into like high school, but sports is not supposed to be a reason for school choice, right? It can be. It just depends on our protocol. I thought I thought we had discussed this previously that that is not part of like potential recruiting which violates. They cannot recruit, but students can choice if your policy allows for it. They can choice into schools for sports. Even if there's a sports program at each school, they don't have to give a reason. If we have a policy that allows that to happen there, there is no reason. It's just I want to be here. They don't even need to say why. So, it very well could be the hardship. No, for controlled enroll. And it doesn't it really doesn't matter. It's I'm choosing to go to

123this school for whatever reason. catch with my cousin. Oh, we see plethora of all different reasonings behind. Okay. All right. So, we will uh move on here. We've already done 16.02 earlier. So, we will move on to 16 or sorry, 16.03 earlier. Now, we'll move on to 16.04. Thank you very much. I am asking the TNL team to I'm bringing here in the front row or here at the table in if there is a question. So I'm bringing with me today I have Miss Acriman who is our ELA 612 specialist. I have Miss Frank who's our prek ELA specialist. I have Mun who is our prek math specialist. Miss Butler who is our K12 social studies and Miss Wagowski who is our K12 MTSS person if there is a technical question regarding the content. So

124uh just let you know as a We we began this process back in October and uh as far as our adoption of instructor materials for K4 math intervention, K3 ELA intervention, 912 personal finance and 612 intensive reading, we've been doing and following our timeline that's added to the board docs and we're now at the point of recommendation materials for the workshop. We've listed for you uh on the agenda our items based on our rubrics based on the information feedback from our staff and from our community members and our parents. And before you today, we have our our option for K3 ELA tier 2, which is foundations firstly for second. You see our tier three ELA K3 K4 intervention materials are 68 and 912. You see that we've aligned with HMH 180 and these also align

125with our staff's request information as far as how they were information and lastly personal finance with materials. Any questions regarding this next step? Um a couple meetings ago I asked if we were going to be like advertising this. I personally don't remember that. How did we get that out to the public? I missed it and I was upset like No, no, no. Absolutely. So, it's been through social media, through Facebook because request for that because a lot of our parents aren't driven by Facebook, but also on our websites and information, our public notices through our board meetings. No direct. No, we put it out there like I know like PTO and meetings they talk a lot about it. So they put out newsletters and there's links and I I saw we we gave our parents

126access digitally as well because that was an issue a few years ago and they asked for that. So during the review process we gave them digital access to do that. Not many did, but that's it was available to them to either come into our office records of that or to access it digitally. Yeah, that was my next question. How many parental reviews andor feedback did you? So, do you want us to go down? So, we have um for our K3 ELA, we had 10 parent rubrics completed. For our secondary ELA, we had 29 responses from the public or guardians. And from our K3 map, we had uh about 10 that were parents, administrators, campuses. Addition, this is all additional instructional staff. And for our 912 personal finance, we had reviews from parents. No, no parents

127weighed in at all. on the personal finance. Oh, correct. Would you at least there's one coming in July, right? So, so our next set of adoptions, right, is ongoing as well. You go to the next slide. So, for this process here, the board can still review what the proposal is. That is correct. Yes. Yeah. If you're asking for the window, so the next window, if you look, so we're going now to the board. materials adoption for the 27th at the 6 p.m. That'll open up the next 30-day window. Okay. if someone wants to contest the adoption items and then that window closes uh with us for the 27th of June but we can still access this right now. How would I get to that? I know it's online but I did look at it today.

128I know I while there's a lot of resources there and I mean any different. Yeah, I remember going through a lot of access to it. So based upon your expertise, can you tell me a little bit about um you know being here and what's the core instructional strategy that stands out? So for K to3 the adoption for this program is just foundational skills for reading. So we're looking at phonological awareness and phonics. We do use Wilson's foundations for our tier one core program. So this is actually the foundation and focus is the program. It's built for tier 2. So it's built for the meat and potatoes of our tier one sequence to be presented to students before and after they receive tier one. So the instructional strategy I would say is systematic one of the

129essentially is almost a teacher script. and one lesson relies on the other even from year to year. So how does fidelity and play into this? If you have a teacher who's going to pick and choose or doesn't use it, it would impact the success from one year to the next. So how are you going to essentially ensure that that is going to be followed through that they understand that the way this works is it has to be incripted. I appreciate the question. So is we're working with school administrators to kind of identify where those barriers live. If it's a certain grade level or a classroom teacher that might need to be retrained by the school based literacy coach, myself, it is an evidence-based intervention, meaning you do have to follow the script and that is

130something that we are broadcasting very loudly. Um, we're also training our administrators to be sure that they understand what phonics intervention should look like so that way we're not tricked by things that just look appropriate. Um, there's walkthrough tools that we're going through with our administrators and I personally walking with administrators and school coaches through the foundations strategically to look for fidelity of implementation and then the school based administrators take it from there if they see a gap in. The other thing with foundations is there are unit assessments that we gather data to see across the classroom and the grade level and we can really determine lack of fidelity of instruction based off the unit data. add to that is each year with adoption no matter what the adoption we provide instructional learning for our

131staff. So in this situation coming up in pre-planning we provided professional specifically instruction and I'm doing a lot of messaging with the school based coaches and the teachers as I know Mrs. math as well, helping them understand that there's absolutely a time for autonomy in our profession, but evidence based interventions is not that time. That when we take those times, the type of autonomy we're watering down the evidence basically. And it also really just goes back to making sure they understand why, why business lessons will require me to do this, why am I doing the magnet, why am I doing the multiensory technique? All of that matters. and to a new teacher it might just look like stuff you know and that's behavior management issues and things like that so helping them understand the why

132and how that supports the science of reading research is a list that we continue to really focus on and then the UI so foundations it's actually the foundations funded focus is the title for the tier three those two things are both grade level specific and then about one year below for scaffolding support comes in at tier three because can come in. It's not specific. It's spelling pattern. So, we use a universal screener to determine what specific patterns are. But we can provide that instruction. It's not grade level. addition to that instruction to help our instructional leaders in space. I guess from you know reading has been uh really that highlight the practices and that protected 90 minute reading black has been going on for a long time in Florida. There has been reading initiatives and

133so that's what I'm wondering is all of this uh protected time at the expense many times sometimes of other um curriculum let's say social studies I think we've gotten better at trying to do across curriculums but um you know those are elements that we've done like every year with every new program so what's going to make this especially with the need to still overcome this learning loss that is specifically um you know plaging us in reading the curriculum the tier one foundations program to be part of the unit so it's not an additional it's part of it handles the decoding part of the learning work if you would part of how students are and then we use benchmark advance for the comprehed to be there. Some people have a locked intervention model. Some people have

134the foster teachers delivering it. So the time is not additional. It's just giving them an evidence based resource that is proven to work. That also for the first time ever supports our tier one program instead of being completely different. So this tier 2 reading block that is within the 90 minutes requires it to be in addition to and already laid out in our school building the needle to help our students be more successful. It complements the tier one resource that we're already using. Yes. Versus and the teachers already like said have this time carved out. There just has been choice and program that has in our my opinion not allowed us to maxing our students how to read. Okay. So science of reading is the basis for these intervention material. What about math? what's the

135core that's going on with math in terms of the philosophy of what's the latest on that? So I'll speak to the program and the fact that in the 20 years I've been advisers comprehensive curriculum specifically for intervention for these students and the founders found across the board and starting in kindergarten. So this goes levels through G and it also provides a progress monitoring that can be common across the district. So every third grade student or every third grade facilitator interventionist can have common assessments. So now we can finally compare data for this population that we haven't. So you're going to require that teachers are giving the common chapter unit assessments at the same time relatively based on it's every week. So I wouldn't say that exact two weeks but in those two week increments they

136have to have data every two weeks and so it would be able to have a common in the past we have had supplemental resources that they've been able to use a little here a little there because you know ideally should be the tier that is filling the gaps learning tier two teachers are class teachers and they taking that tier. So, we're teaching tier one. Now, I'm a classroom teacher. I have students that need two interventions. So, taking that current topic, previewing that topic in my class mostly status materials, which I taught with tier three, too much learning. So, now separate teachers still on that same topic as tier one, but able to really fill those gaps and go back. And this would be able to provide them to resources for those understanding districts around the

137state to focus on intervention specifically outlined by the legis And so to the credit they have funded it and they stand up for us to have a systematic approach to helping students based on y'all know your I appreciate it. Absolutely. The next two items, there's nothing has changed for it. These are items that will um that are following over from your previous meeting, but we have Mr. here to answer any additional questions that may have come up for 1801 or 1802, but there there's nothing new to that. I saw the first flyer to come through my mail. Yes, the open enrollment postcards went out in the mail. So, you should be getting them yesterday, today, or tomorrow. So, any questions at all? Nothing's changed. Okay, that was an easy one. You wore us down. All

138right, so we are now um at public comment. Do we have anybody sign up for public comment? Hello everybody. How are you? No worries. We're watching a out of those windows. It really does make a difference. Yes, no. Okay. Thank you for your prompt acknowledgement of my emails earlier this week regarding the need of the high school athletic programs, particularly the the physical concerns affecting our football program. As outlined in the attachments I shared, there appears to be a substantial disparity in the funding allocated between the two high schools in our county, especially concerning football related facilities in structure. I respectfully invite you guys to tour to tour our athletic facilities at the Kansas High School to observe these challenges firsthand. I truly appreciate your willingness to review the matter and I look forward to

139continuing the conversation and working together toward a solution. Thank you. Thank you. Thank you so much. Do we have any other public comment signed up for this evening? Okay, then we will close public comment and move on to board member requests. We have any more board member requests? All right. Um, so I want to talk about some zoning real quick. Some things that are happening in our county. How does this impact us? How can we play a role? What should we do? A lot of this conversation is taking place on the west side of our county right now. city. We'll discuss quickly just a couple of agenda items that have recently been discussed. On April 28th, there was approval to submit and accept a grant if awarded. Unfortunately, we do not know what this entails.

140The details from this project are exempt from public record for statute 288.075. So, this agenda item, it lacks some transparency. We don't really what this grant is for. On May 6, there was a request to amend the city's future land use map for 1,842 acres of land from agricultural cultural land use to the industrial and agricultural community industrial land use facility. This was approved by the planning board to be added to the agenda. I definitely not against economic growth. Um, you know, maybe something really awesome is coming to the city, but right now we kind of really don't know uh what that's going to be. There's a lot of concern from that side of the community. We're all aware that recently the city of Palm Coast, they opposed having terminals, which would be a large

141field. There was even a comment from a council member stating it can go to that raised a lot of concern in the community. So that brings me to my number one concern in the resoning and a potential future we don't really know is the environmental safety of our schools as well as any other nearby private schools that we can advocate for this fuel farm were to come to we know the impacts it would have environmentally pollution respiratory issues. So is there is this for something you want to come back agenda item topic um possibly or just a consensus. Could we just raise our concern in a similar way that I don't know that we need to really discuss it or just give our superintending comments unless you want to come back as an agenda item

142to discuss or some action that we would take toward this. Yeah, my goal is to just kind of support our community. And yes, if you would like more information, I could see where we could take a look at in terms of the proposed area. What is the distance between that area and the other especially kind of thing. How close is it to, you know, water supply? Maybe we could take a look at that and maybe we could direct staff to to look at to see maybe contact schools and see whatever additional information we get on this. And I guess the what we want to know is what what kind of impact this could have on our this is within the Lucia County. And I think it's a couple um items that is in the discussion.

143Um you know, are you wanting to have um a voice into the resoning that is being proposed? Um are you wanting to have a voice to say you don't support things of this nature because we don't know that that is coming specifically? I think that's what you would have to identify which is it or is it both? Is it just ing of the amount of land that they're looking to resone. Um, are we I don't think we can say you can't resone this. That's not our job. But, um, no, not necessarily our job. But, you know, is this board concerned about the impacts of some type of of that resoning? Are you concerned about the impact of resoning if it's going to bring um companies like the Bel Fuel there? I think those are the

144things we would need to know. um so that we can either draft something up for you along with um the attorney um bring more information to you because we can definitely have Miss Lisa Deina in intergovernmental um to look into this and bring some more information as to what we know. Yeah, we should know what is the plan and how is it going to affect our schools. Yeah, I think it for anformational workshop that we should have this u but but I think what you know what other councils school boards have done is they they've drafted sometimes a you know a letter like this but usually with some support behind it and they'll ask for our a resolution of of support for their effort as a as a neighboring government entity right um if uh

145if they if they have something like that I'd like to see that to see but the question is is how this affects Flagger County how does it affect Flagger schools and our community are we are we the right body to be um involved directly or is it the county commission? You know, who who is who's really uh the one that to spearhead anything that has to do with this? Um I just want an outcome if we bring this back. Is it just for information or per what action should we be thinking that we're going to take this information? I'm super like way ahead of this because I don't want to wait until kind of raising a red flag saying, "Hey, take a look at this." Can I get a clarification? Are we saying that we

146are concerned about this particular project or you're using this as an example? This is an example. This was last year. They tried to go to county. Correct. City of Palm Coast has now denied it. voted against it last night in they voted against it over the other side of town. The city council I think voted against council last night voted against too. What they did was they res00. Oh, now I know what you're talking about. Okay. So, so you're talking about that industrial and you're saying this is in count. Okay. So, this is just now I understand this was just an example. Well, I think we we we would I think everybody in the community would like transparency on that. Uh I think that's something that we need to talk to the Benell um council

147and and say, you know, what information can you give us? Uh but that's a that's a community effort. I just I I But to Mr. Bar's point, did it pass the reason? And what we will do is we will have I'm not sure. I don't I have I don't know that answer that. We will have Lisa Deina and Integral Provincial to look at what if it did pass or not and bring this board information um on what the process they're taking right now so that you can have that. She will send that information to you in an email, but we will add it to a future board meeting for her to be able to provide any update of what we know. Thank you. But it's a good thing to shine some light on here. Any

148other board member requests? Yeah, I would like us to explore potentially um reviewing a uh and setting a policy for display size versus distance uh in a classroom. Um we're in the process of converting some of what we're using to display the majority of our educational content to 85 in screens. Some of them were 75 in. I think you know here in this building they've constructed the rooms in such a way where it was thoughtfully set up so that the distance from the display to the back of the room right is not but in some classrooms that were not built around kind of this new display feature. Um I would like to ensure that the students furthest away from the room and that the instruction in terms of students being able to share uh their

149work on that display does not slow down the educational process. But I think to start is to review the possibility of creating a policy of what is the minimum display size. And the second item is to explore a discussion regarding setting a policy on staff transfers during the last quarter of the school year. U away from schools that potentially like title one schools that might have a difficulty uh finding a replacement and or student scores, you know, are super critical at that time of year. We're having inter uh county transfers that then are leaving other schools with long-term subs and if they are struggling to meet the state assessment requirements, it's not setting them up for success and putting principles in the seat of being the bad guy to say yes or no. Um my

150recommendation for the display versus business is that we bring forward um Mr. D and his team at a later meeting to to um have a discussion with you about what operationally we do and how we um attack this and then that board will then identify if this is something that needs to be policy um versus is this something operational to the to the staff transfer. That is something that needs to go through. Bargaining at staff transfer is the language that is in our contract um um with our pro for both units. It is a an area where we negotiate. And so as we go into negotiations in the future, um this board can identify what some priorities are that you would like for us to um have as we staff transfer. We'll add that to

151the list. Um, and so, uh, I do have one board member request this evening as well. So, I I've been contacted by, um, several parents some in the time past and then felt like maybe those issues were involved resolved and uh, but I I've gotten a few more recently and and it has to do it has in regards to do with FPC athletics and some of the the players um, that are on the team that feel that uh in some ways the the athletes are not being treated um in in a way that u their parents feel should be with certain language and uh and sometimes maybe demeaning u responses. Um and uh unfortunately they feel that if they come forward that they would uh their student be some sort of retaliation and um they

152will not come forward um and and write statements or do that for that reason. So uh this is not normally a a way that I'd like to deal with this, but as a representative for these uh families that that are that are afraid to come forward, I feel it necessary for me at least uh make you aware of this concern by some parents. Um and I would just ask that we look into to see if there's any validity into these uh complaints and you know I'll I'll discuss more with you um at at a later date. Okay. Um so that uh leads me to um upcoming uh board topics. We've uh we have a list request for Okay. Yeah, the board member requests are are which is fine. The upcoming ones are just to have

153a Oh, sorry. But if you still we still can go back and have and add your Yeah, I was just waiting my turn. So, I wanted to Sorry, I I moved on without knowing that. I apologize. Go ahead. No worries. Um I just wanted to just add so when we have time to um what Miss Kathy was discussing again, you know, with emails, um just maybe we can set up time with Mr. Bush maybe setting up just discussion over the documents that were sent and just clarification on the high school versus fund allocations just when we have a minute just to go over the documents that they all put together and sent to us. I think that would be good to have and then I just I don't want us to forget about the health

154initiative incentive for next year. So just thank you. Okay. So now we will now move on to upcoming board topics. I know that Superintendent Mo has a running list of those, so we're good there. Um, and closing comments. Do we have any closing comments? Starting down with Mr. Ramirez. Well, so I just want to say thank you for High School. So thanks to Matan High School. Uh, they have had a lot of growth going on. and you know elementary school they had a really wonderful activity for all the students and so I appreciate all the staff the grants the things that I learned with the budgeting team so I think she's gone but she spent a lot of time and um I think I just want the public to know that there's a lot of

155money that we have to go out and get and we are doing that and it'sing back to the students and resources and you don't realize it until you really look at the numbers and then you ask the question. So I was just very impressed. So and including a national school lunch assistant grant for supplies for elementary school hundreds of thousands of dollars. So I just want to say great job keep it brief. Uh obviously this space that we're in tonight um so pleased to have our meeting here was a great idea by you all. But think about this. It had a several transitions in school boards. It had transition this building project had transitions in leadership uh transitions in superintendence. But uh you can see that when there's a common vision, a common mission, uh

156as well as a high standard of quality in terms of all of these people coming to do what's really right for students, we come out with something amazing. And um I've just been really impressed with this space, the thoughtfulness in the layout. Uh I know that some people don't really the small touches that from an instructional point uh really stand out. Uh but even just in this space today, anybody can appreciate the open light. It clearly plays a difference in uh in your demeanor and your ability to stay focused. I think that's really important. But this is a testament to the cross collaboration and even when you have to have difficult decisions, right, that go into these and hard conversations when it's all about having that north star that we're all aligned with really comes

157out to something beautiful. So, congratulations to all of the leadership, all of the um facilities folks, all of uh the finance people finding every dime and figuring out very creative ways to ensure that we can bring in this project within budget. It's kudos to So just a couple more. I want to thank our community members for participating and being a part of that. We talk about stakeholders and how important that is and the relationships that we all have with different people in our community. I think school so special. I've said this time and time again. I'll continue to say it that I believe that I know this that we are on the cusp of doing some really really great things in this school district. I do get frustrated. I'll be honest with you. I try

158not to look at this stuff online because it is u it is frustrating because if there are issues that I feel like that people should come and talk to us about, they should come and talk to us about it instead of being keyboard warriors. And one comment that I heard this saw this past week that really got under my skin and I'm going to just say it because I hope people will hear it is if you think that Blacker Schools is corrupt for whatever reason, I expect that they would come to one of our schoolboard members and come and ask us and say we need to look into something like that instead of making remarks that I'm not sure if they have basis or merit or not, but I would really like for them to

159be able to share that with us because if there is corruption we would root it out. I would make sure that and I'll be the first one to bring it up if we need to. So, if it's out there or someone needs to make that statement, I surely hope that they will come to one of us and say and show us what that issue is. We have some phenomenal people that are here doing some good things. Are we perfect? Absolutely not. We're trying our best to try to do the right things. Kathy, I want to thank you for your email and I look forward to working with you on your topics that you brought up, not only this one, but in the Thank you for your involvement of what you do in this school system.

160So, thank you very much. Look forward to working with you on that. The other part is I just was overwhelmed by joy about the phenomenal students that we have and how we were able to recognize them for their scholarships and going and honking horns and all that kind of stuff. That was the same. It's just the look on some of these students faces as you roll up and give them a scholarship and some of them have multiple scholarships and so the great work that we're doing in this district. We want to be the choice for all of our students to come and be a part of schools. We want to be that way. Again, we need to have a level playing field. And I know that's been said today, probably somewhere else, but I agree

161with that wholeheartedly that we can continue to be a great choice as long as we're doing the right things and we keep moving forward. That little star that you're talking about trying servicing our students and servicing our families in this district. It does get frustrating. Not everything is true. Um, yes. Thank you. I'm so glad we had a chance to come and see this facility. It kind of reminds me of like an early 2000s movie saw high school. It's like I wish my high school. So, thank you. I know a lot of a lot of hard work has gone into this. Yeah. And I just, you know, sad we have to discuss it, but it's really something that needs to be said to the community. Um, you know, when you put stuff out there like

162that, negative things, um, and make statements of corruption, things like that. Um, this does not help the effort of education in our community. I said, because number one, it's not true. And like Mr. Bar said, I guarantee you that one of these board members, we will we will hold anybody accountable that's involved with corruption or anything like that. That's what our job is. And we will fight for our community. We will fight for our students. We will fight for our parents. We will fight for our faculty. Uh we are we we are facing in we're coming into a environment here where we are another choice. We are comp we are in competition and that is okay and I I welcome the competition, right? But you know what? If we're in competition, we're not going to

163be we're not going to take the slander of our organization. Now, when we get it wrong, we will take the hits. We'll be the first one to admit it, but we're not going to take these slanderous attacks on our school district. It is uh because that is attack on our students, on our parents, on our faculty, our teachers and it's not merited and enough is enough. We are doing a great job and everybody uh in this organization works hard every day to deliver the best education for your students. school board works very hard to deliver the best that we can and give all the tools and resources that we can to the superintendent to lead this school and I am confident that we are reaching great heights and we will continue to communicate the truth.

164So I ask you community reject the lies. Come here and see it for yourself and to in a transitioning. Come and see this building. Schedule a tour. Volunteers. You have a badge. Get over here. Right. Uh if you're if you're just a member of the community, you can access this building. We will make it available for you to tour. See uh what what years of work and time and effort. Um, and I just want to shout out to Mr. Coats and Mr. Bush. I mean, they worked uh very hard. I mean, I from the beginning, I remember going through the bidding process and what a challenge, you know, who do we pick all that, right? And and it it was not easy. And, you know, we we we look at we look at the promises

165and and because we we we hold the if it doesn't go right, it's on us, right? And they made us promise. We choose the best country and and I I I believe we chose the right one because they they they delivered, right? Um so again, just a a a joyous day um to see something that was a vision in renderings, blueprints, and then to be able to sit here on the ribbon cutting day and hold a meeting. What an amazing day it was. So thanks to everybody, our community stakeholders, our elected officials, our building administrators. Thank you for coming out today and celebrating with us. And I will leave it to superintendent. I know that the game, the softball game is very intense right now. It is tie in the bottom of the seventh. So,

166if you have time, please go by and cheer our students on. But, um, to sum up all that you have shared, each board member has shared. I think it really just sums up perfectly into our guiding principle because principles because that's what we're working towards um, every single day. So I will read those and then I will yield my time. Children first, trust and respect for all, empower others, teamwork, excellence, quality and consistency, commitment to individual needs, and get to