001Heavenly Father, we come before you this evening and first of all, we want to thank you for the many blessings that you give us in our lives each day. Please surround our schools and our students and our teachers and this whole community during this last few weeks of school and the testing. Please be with the families that need your healing. They need your peace at this moment. We always know that Those that are hurting are not far from us. So we always ask that you give your peace and surround them with your arms of grace and healing at all times. Please be within us today and give us the wisdom and the knowledge and the discernment to make the right choices when we look over everything that comes before us at this board meeting. Please
002be with the presenters tonight. And as always, you're the one that knows our hearts. I always say, please make us inside a little bit more like you are each and every day. All this we pray in your name. >> Amen. >> Please address the flag. I pledge algiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Miss Hogan, are there any changes to the agenda? Madam Chair, >> do I hear a motion to approve the agenda? >> So moved. >> Second. >> It's been moved and seconded. All those in favor say I. >> Motion passes. >> My class is madam superintendent. Thank you, Madam Chair. >> Good evening again, everyone. It's nice to have a packed
003house. Um, we have a very special evening and I'm honored to be here and read a couple little stories first. Um, we are honoring somebody very special that is among us tonight. So, I didn't I want to read the words that were written and then just possibly give a little bit of personal feedback on how I feel about this person as well. So, let me just read the story. I would like to share a story about what it truly means to be a school and a community. Just two months after arriving in Cedar Key, three children, ages 9, 11, and 16 experienced the unimaginable. Their mother was suddenly taken from them in a tragic car accident. In a place that was still new to them, their world changed in an instant. In that moment of
004heartbreak, something extraordinary happened. The Cedar Key family stepped in. When the situation became known, Jenny McCain immediately ensured that school leadership and the school nurse was notified. Principal Cheryl Allen, Counselor Lisa Pender, and school school nurse Shelley Collins moved quickly, not just as professionals, but also as people who care deeply for children, recognizing the urgency of both the emotional circumstances and the significant medical needs of the 11-year-old, Shelley went directly to the home. Standing alongside the Florida Highway Patrol and the Department of Children and Families, the children were told of their mother's passing. She was there to offer comfort, stability, and a familiar, caring presence during one of the hardest moments of their lives. Then she did something remarkable. Knowing their father lived out of state and would need several days to arrive, Shelley arranged
005for her family to be emergency background screen and welcome the children into her own home. She and her family provided safety, consistency, and love when these children needed it most. At the same time, Principal Allen and counselor Pinder worked quietly behind the scenes to ensure every physical, emotional, and mental health need was met. Jenny McCain helped coordinate community outreach and support. Every action was carried out with compassion, dignity, and deep respect for the family's privacy. The entire entire Cedar Key Shark community responded with the same heart, surrounding these children with care, kindness, and understanding. In a time of overwhelming loss, these individuals gave more than their jobs. They became a lifeline. They became a safe place. They became a family. Because of their compassion and selfless action, the impact that made they made will live
006forever in the hearts of these children and their loved ones. It is my honor to recognize the extraordinary team of Cedar Key School individuals who showed us all what it means to lead with heart to serve with compassion and to make a lasting impact when it matters most. Please consider them for the school board of Levy County Impact Award. This is sincere sincerely Angela Phillips. The next one that I'll read, on the afternoon of February 9th, 2026, a tragic car accident on County Road 345 claimed the life of a single parent of two Cedar Key students. Mrs. Shelley knew these students through her work as our school nurse. As soon as she learned of the accident, her thoughts turned their t turned to their safety and well-being, and she made a visit to their home
007where she met law enforcement, waiting for the Department of Children and Families to arrive. When it became clear that a placement had not been arranged, Mrs. Shel without hesitation offered her home for the children until family members could arrive from out of state. The impact of this courageous and compassionate act has resonated with me and many others who learned of the situation. Her response went far beyond the expectations of her role. In a moment of profound crisis, Mrs. Shel provided stability, protection, and compassion. She gave the children more than a place to stay. She gave them reassurance during uncertainty, comfort in the midst of grief, and the knowledge that they were not alone. The impact of her generosity will be felt for a lifetime, reflected in the resilience, hope, and comfort she helped make possible.
008That's by Cheryl Allen, the principal of Cedar Key School. Personally, I met Shelley back when I was a school board member and still getting to know folks at Cedar Key School. Um, I know she had other things to do for some time, but then you came back and you promised you would come back. I remember you saying that because we had built like this friendship and would always talk and uh she said, "Tammy, I'll be back. I really will." Um, there's a reason for everything and I think some people have an opportunity and maybe they miss it, but I see you um going far far beyond that. Um, this was something that not anybody can do even if you want to. Um, I think it's an emotional calling and you were called and you stepped
009up and I just you make everybody incredibly proud and I have no doubt that you will keep in touch with this family and those children for the rest of their lives and they will never forget you and we will never forget a moment like this either. So, thank you for your courage and your love for other people. So, with that, Apologies. I am. >> No, >> I am. >> You're really surprised. >> Well, we're pretty good. That was really a life. >> Do you want Do you want to You're welcome to say anything you want. Really, you know, I really don't have anything to say other than I was trying to be a blessing. someone else, but it blessed my family and myself much more. We learned a lot about ourselves that week. >> Thank
010you so much. >> Next on the agenda with Madam Superintendent, we have the AVID certified educators. Mrs. Taylor. >> Hello. >> I'll just be up here briefly because the real magicians are out there. >> Well, bring them up. >> They're going to come up with to welcome everybody. >> No, actually I don't explain something super brief that we had some professional learning federal funds available to support our teachers with professional learning and AVID center created an opportunity for the first time this past year called the AVID certified educator program where teachers could work through a cohort over a year-long um asynchronous opportunity and really magnify what's happening in their classroom. And so today the three teachers that were a part of this journey this year are here to showcase what change um existed through this
011opportunity in them and just showcase what is available now to our teachers to go witness in their classrooms at showcase classrooms. So without further ado, Megan Weatherford from CBS, Megan from Middle and Caroline from Yeah. from Middle. All right. So, I have a task for our board members. >> Um, we're going to treat you like we treat our AVID students and we want to get your brains thinking. >> So, what I would like for you to do is I would like for you to take a minute and normally we have our kids write. So, if you have paper, it' be great if you could write it. >> Post-it notes are our our favorite. >> Postit notes are our favorite. We're going to give you one minute and what we would like for you to do
012is write down anything that comes to mind that you feel are ideal foundations of instruction that should be in a classroom to execute an effective lesson. We're going to give you one minute. So, what do you think should be in a classroom to execute an effective lesson? >> Anybody have any questions? >> What kind of lesson? What are we teaching? any any >> the teachers have an unfair advantage. >> Yeah. >> Just making sure everybody stays on test. just to check in. You have 30 seconds. >> Hey, don't lean over my shoulder support. All right, 10 seconds. If you'll go ahead and start wrapping up your thoughts. >> So, first step that you just did is what we call quick breaks. We give our students a time frame of brain dumping is what I like
013to call it. They get off their thoughts based off of whatever the question is or topic. The next step that we'd like for you to do is with an elbow partner. So, I'd like for you to share with your elbow partner what you wrote down. Mark anything that you find as commonalities uh by underlining it. Put an exclamation point if there's an aha moment where you say, "Oh, I didn't think of that." But you're going to add it to your list with your partner. and just share what you found with your elbow partner to be something that should be in a classroom to execute an effective lesson. Again, you have one minute. >> Better partner is what I need. >> You got engagement too. >> No, the same thing. individual dialogue. >> So participation is
014what we want. Yeah. Full. And you said my >> under to it. You're going to keep stretching. >> Can you come up with anything new with your partner? Anything that you were shocked with or anything that you've seen? >> Always partner with somebody smarter. >> All right. >> Well, that wasn't hard for you, was it? >> It's not hard. Do we have any academic risk takers willing to share with us something that you've had on your sticky note or something that you've added to your sticky note? >> I had engaging activities. >> Engaging activities. Okay. Anybody else want to share? >> Similar. We had participation by all. Dialogue. >> Okay. Dialogue. >> Engagement with peers. >> Explicit teaching. >> Lots of practice. >> Practice. Absolutely. Practice. Practice. But there also has to be good classroom
015management. >> 100%. Absolutely 100%. >> She's real teacher. >> Mr. Asel, what did you have on your sticky note? >> We just give us something. >> You may not want to know. >> You did for sure. >> I will tell you everything I had on my sticky note. >> You had organization. >> There you go. Absolutely. >> I had relatable instructor. Okay. And and I speak only from me. >> Absolutely. Growing up, >> I did better with ones I could relate to. I had a teacher who was very kind of and I never got it. But the ones that are >> fun and willing to opportunity to express like you've let me do here. >> Absolutely. >> I can express you express. >> Thank you for participating. >> Teamwork. >> And my partner here, he
016came up with this respect. Not just respect from student to teacher, but teacher to student and between the students. >> Absolutely. So you all have shared some very valuable pieces of information with us that are definitely valuable pieces of information to have in a class or elements to have in a class. We're going to share with you some information that we came we gained knowledge through the ACE program um regarding foundations of instruction. As we're going through our presentation, we'd like for you to kind of take note of what you have on your sticky note. You'll hear about five foundations of instruction and see where you think they might fit fit into those foundations. >> So, why are we here? This would be me. Um, and I'm I'm not able to wing it. My brain
017goes completely blank whenever I have to present in front of somebody and use big words. So, um, so what we have here is basically a breakdown of what I'm going to talk to you about, which is the overview of the AVID certified educator course. What it is, how long it takes, and what kind of work we put into it. Um, it's a fairly new professional learning and certification program designed to strengthen instruct instructional practices through the AVID foundations of instruction which include positive relationships, appropriate learning environments, diagnostic teaching, clear learning objectives, and student agency. Um before beginning the AVID certified educator program, candidates complete an application process as well as a reflective essay explaining why they want to pursue this certification. Once accepted into the program, the certification process lasts approximately nine months. It goes
018the entire school year. It includes both synchronous and asynchronous learning experiences. Um we participated in launch sessions, collaborative learning opportun throughout the school year, reflection activities, classroom application, and a final capstone synthesis project in order to earn our certification. Uh it's then valid, that certification is then valid for five years with continued implementation evidence required for renewal. So once that five years is up, we have to show continued um reflection and application in order to renew. Uh the program was developed as a part of AVID's ongoing mission to close the opportunity gaps and prepare all students for college, career, and life readiness. Through this certification, teachers gain researchbased student centered instructional strategies that increase engagement, rigor, inclusion, and student ownership of learning. Um, one of the most valuable parts of this experience was the opportunity
019to collaborate with teachers and educators from across the country. Um, working alongside individuals from different schools, districts, and educational backgrounds provided new perspectives, fresh ideas, and opportunities to reflect on and strengthen instruct instructional practices. Um, teachers would pursue this certification not only to improve their own classrooms, but also to grow as an instructional leaders who can positively impact their schools and districts. As more educators become AVID certified, schools benefit from stronger instructional consistency. increased collaboration, shared leadership, and a greater capacity to implement effective teaching practices schoolwide. >> Hi, I'm Megan Wooten. I'm the chief of middle high school. Um, and I'm going to talk to you about the foundations and instructions that Carol kind of introduced to you beginning without you knowing it of what do you need in a classroom to to give an
020effective lesson plan. And so what uh there's these categories there the five foundations of instruction that if you could build a blueprint on what the best kind of inclusive, trusting, respectful, open uh environment for a student to be in with that has the most organization in it. Um, effective learning goal. This is it. And so it starts with the positive relationships. Mr. Asel, you talked about that. A personal a personal relationship with the teacher. Students don't learn from teachers they don't like. And it starts at the door. It starts at the door. When you meet your kids in the classroom, do you have names for them? You hit them with a high five. You know, if they played a game last night, did you meet them at the door and say, "Hey, I missed you
021yesterday. You went in class." Are you in their business? Um, and once students realize that you care, they care a little bit back. And then the next thing you're looking at is your appropriate environment. What does your classroom look like? Does it look like a waiting room or does it look like colors and ideas and uh examples of student work and expectations and classroom rules and responsibilities? Is the learning goal there present? Is everything that you need for your student to be able to look and learn without having to ask you or someone next to you? Is there reminders of what vocabulary they're working on during content. Um my fa my favorite is pictures and a student's work. It's examples. It's they're 17 years old with driver's license, but they still like their work posted
022and they still like a role responsibility in class. Um the next one is a little bit more structured. It's diagnostic teaching. You can probably get through one and two plan and on the surface and but it's deeper with This is where you're looking in the middle of a lesson and you see or you feel the confused faces. They're not so sure or they've checked out or they've gotten tired or they need a walk or um you're not comfortable with moving forward and you're asking for a fist of five. You're asking for a finger thumbs up, thumbs down. We're looking for a brain break. I'm looking to give a a relatable scenario to my content. Um it could be a It could be a thing pair share. It could be something that even if a student
023is reaching out and given a misconception to something, how can we change direction? How do we call an audible if we need to? Because a lesson plan is is sometimes excellently designed, but maybe not for those kids in that classroom. And you have to adjust it. So, this right here went beyond relationships and the high fives and how cool my room looked to being able to adjust adjust instruction in real time. And and there's clear learning objectives, not just something that we put on the wall, but do do you know what your goal is by the end of a lesson? Do your kids know? Could your kids identify what it is that you're asking them to do for the next 45 minutes to retain it and to be able to address it in more than
024one way? Not just at the beginning of the lesson, at the end of the lesson, in the middle of it, if someone asks them, but also, do they know when they've gotten it? Are they able to say, "Actually, that's not right or we're venturing off from it. Um so it is that organizational piece in class like are you staying on task yourself as well as a teacher and the last part is student agency and that is how do you empower students? How do you make your environment and that's and that student feel like they can be responsible for their own learning? How can they advocate for themselves? How can they safely feel to voice misconceptions in a classroom? How can you get very tough age to be vulnerable in a classroom and feel empowered at
025the same time. And if you can hit all those five things, your classroom is the ideal place for students, for teachers, for staff, the school, the community. That's what we're trying to hit on every one of those things. Those are our five foundations instruction. And that's for nine months what we concentrated on on each one of those. Not just self assessing ourselves, but how in classroom evidence of classroom student teacher impact and results. I'm going to focus on how I improved my practice looking at the first two foundations of instruction. Um I'm going to look at appropriate environment and positive relationships. I've kind of divided my first screen looking at how it's connected to the Danielson model. Um and also how it has had an impact on my students in my classroom. So when you
026look at the Danielson model domain two dealing with classroom environment creating environment of respect and rapport like you said Mr. Asel not just student to teacher but teacher to student that reciprocated rapport is crucial domain three is the instruction and being able to communicate with the teachers those are the domains that um appropriate environment connect to the Danielson model looking positive relationships. Again, domain two, but we hit a few of the others with establishing a culture for learning, managing managing classroom procedures, and managing student behavior. When I look at reflecting back on my class, um I take pride in saying I always feel like I have good relationships with my students and feel like they feel safe and comfortable in my classroom. Um it's always something that I kind of have been able to find
027connections with them no matter what. When that was one of the the appropriate environment in positive relationships, I'd be lying if I didn't say at the beginning of this that I was kind of like, okay, I don't have a problem with that. That's not an area of concern for me, so we're going to encourage. We're going to reinforce what I do. I was totally wrong. Um, as with everything, there's always room to grow. Um, and while my students trust me at this point, they are trusting me with a higher level of expectation out of me that I need to rise to the occasion because I expect that out of them. So that expectation is reciprocated when they're seeing it out of me that I'm expecting it from them. They turn around and hold me accountable
028in ways that I have never had students hold me accountable for. Um, students lead their thinking instead of me saying, "Okay, so what are you thinking?" A lot of times they will have that dialogue or that discourse with each other and try and expand on it and dig deeper into the thought process. That takes being comfortable where you are. That takes students being vulnerable because they're not always right. And then being able to dig deeper and find errors and find misconceptions and be able to work through those amongst the students themselves where I don't have to get involved is very powerful because we all know that teenagers think that adults don't know anything. they know everything. So when they can they can work it out themselves and I'm there to facilitate it's it's a sight
029to see. Um a lot of times students ask questions and we respond to those questions. A lot of times these days my question back to them or my response to them is a question back to them. They'll say, "Well, why did why did you explain it that way?" Well, let's think about it. What have we talked about up to this point? What can you pull from the conversation? what can you pull from your research and make them actually think critically about what the concept is that we're talking about. So that's a sense of um throwing it back on them, that responsibility, that ownership of what they're doing. And then positive relationships. Um I teach AVID high school elective, but I also teach the middle school ESC students. And if you know middle school students, they
030think they know everything, even worse than high school students. A lot of the times um they are very hesitant to use their accommodations. They're very hesitant to understand why they the supports that are there for them are not a negative. Um after holding my students accountable, the reciprocated accountability with me, some real conversations that we could have in our environment, 77.7% of my students in the middle school ESC made growth on their Simon SLE at the end of the year this year. So that was phenomenal. Um, civics, when I put this together, we didn't have the civics, but the civics, our eighth grade civics students, they did amazing as well. I don't remember Miss Schuler's exact, but it was at 70 something. So applying their accommodations with that ownership has definitely shown some great improvements.
031Um, organization with accountability. We have planners. We don't think we need them. We think the school thinks that they're just, you know, pretty. Beginning of the year for semester 1, my average planner check grade was a 64.25. Semester 2 was a 94. And that that planner is specifically every single class, the learning goal or the expectation, and any assignments that they're going to be doing. So, there's an expectation to put something in for every other every class, not just mine. And a lot of times teachers will do a planner check for their class and that's it. But the accountability and expectation of them having something for all of their classes would hold them accountable there. Um the greatest growth was my class of 2028. Semester one, their average grade for a planner check was 48.8%.
032And now they're at 97.7. So that's definitely a reflection of them feeling responsible for their their learning and their organization. Um, and then also stretching their comfort zone. I ask my students a lot of times, what what have we done differently? What is what has made made the greatest impact on you this year. That was our capstone activity that we had to do was kind of tying in what what has changed. And everything that my kids, every student said, you push me out of my comfort zone. You push me and stretch me beyond where I ever thought that I could be because you believe in me and you you encourage me. You support me. So that was definitely an eye openener for me is that even though I've always had that good relationship, knowing that
033they can stretch and them know noticing that they're stretching is phenomenal. Um I think I probably hit most of what here. Let's see. Um what I did before the ACE program, we had collaboration activities. My students, they'd be partnered. Sometimes I'd let them select their partners. Other times I'd assign them. Um a lot of times I'd count off three, four, one, two, three, four. Groups of ones go here, groups of twos go here. Um, we've also done a gallery walk or carousel where we have different things up on the wall and they have to rotate through. However, through the cohort that I worked with, um, some of the things that I bumped it up a notch was random leaders when they're in their small groups, they didn't know who was going to be responsible for
034what, and they had to, sometimes I would say something like, "Who's the oldest?" And they would think that they were the up having to be the leader and then no okay you pick who's going to be the leader so they'd have they're held accountable of who's going to be their leader for their group just different things like that the discourse and dialogue um the thing that my students liked the most as far as activities was the digital carousel we do the gallery walk or the digital carousel but it was something that we did on Google slides where they each created their own slide but then they had to go to another person's slide and give them feedback on it and then come back and look at their slide and make corrections improvements or changes based
035off of their peer feedback. Um, I touched on the AC accomod accommodation application um because they are finding themselves accountable for using their accommodations. Sometimes they have to push through it. um reflecting on if they use them or not and then being able to set goals for themselves that especially for my middle school ENC students and then the planner um how that has grown instead of just checking for one class I hold them accountable for all of their classes and it's not just we did work will know what assignment did you do what was the expectation that you class so that has helped them be accountable um all built off of having an appropriate environment and positive relationships and so what I'd like for you to do is look at your sticky note. Do you
036have anything on your sticky note that you feel like would fall under appropriate environment or positive relationships? >> I know Mr. does. We do. We do. >> All right. Does anybody have any questions for me on appropriate environment and positive relationships as a foundation of instruction? All right. Anybody have any questions for me? All right, next upgan. So um so I'm my name is Megan. I actually um teach fifth grade ESE inclusion. So I have gened students along with ES students and I even have some gifted mixed in there. So it's quite a group that I have. Um so for my growth area I uh focused on creating clear learning objectives and increasing student engagement through this process. My understanding of learning objectives has changed significantly. Before this course learning objectives often focus mostly on
037the tasks that students were completing. But through AVID, I learned that strong learning objectives should actually clearly communicate the thinking skill, the content, and the product. So students understand not only what they're learning, but also how they're going to demonstrate their understanding. Um, this work connected strongly to the Danielson framework, especially domain two, which is classroom environment, and domain three, which is instruction. I work to create more student centered classroom focused on collaboration, engagement, and positive relationships. also improving instructional clarity through wicker strategies, collaborative learning and engagement checks. One of the biggest changes in teaching has been the shift from teacher centered instruction to stu student centered learning. I became more intentional with lesson design and began using engagement data to adjust instruction in real time. students are now doing more of the talking, thinking,
038questioning, and collaborative work in the classroom. Honestly, one of the clearest signs of this shift came from a colleague who mentioned um noticing that I seem to have more energy this school year. And uh that really stood out for me because previously I often ended the day more exhausted than my students because I was carrying most of the cognitive load during instruction. Through the AVID certified course, students take greater ownership of their learning which has created a healthier and more effective classroom environment for both students and myself. Um the impact on students has also been significant. Students are more engaged, more confident, more independent in their learning. One of the most meaningful outcomes has been the inclusion of my of the inclusion and participation of my ESSE students. During an observation, administration shared that they
039could not distinguish students with accommodations from the general education students because all of the students were actively participating, collaborating, and engaging at high levels within the classroom environment. Um, and so before and after my certified educator course, uh, this slide highlights how my instruction has changed. Before AVID, my lessons were much more teacherdirected. I would introduce learning target. I would lead students through a coral reading of the text. I would group students to answer textbook questions and then we all would check the answers whole group to determine understanding. Now my lessons are more intentional and student centered. Learning objectives clearly identify the thinking skill, content, and the product so students understand the purpose of the lesson and what successful learning looks like. Students interact with the text through collaboration, annotation, quick writes, accountable talk, and
040higher level questioning strategies. Instead of relying only on textbook questions, students are actively discussing, writing, questioning, and demonstrating their thinking throughout the lesson. Another major shift has been the use of frequent engagement checks and visible thinking strategies to monitor understanding in real time instead of waiting until the end of the lesson. Most importantly, students now carry more of the cognitive load during instruction. They are collaborate collaborating, they are problem solving, they are discussing, and they are taking ownership of their learning. This has especially impacted my special education students who are now participating alongside their peers in a way that feels inclusive, rigorous, and student centered. Overall, the AVID certified educator course has transformed not only how I teach, but also how my students experience learning in the classroom. Hello friends. Um so uh I'm Megan
041and my focus was on the clear learning objectives. Um early in the year I received some audacious feedback from a tutorial visit from Miss Taylor who uh had the nerve to ask my students if they are aware of the learning goal or if they knew what they were doing in class. And um to my dismay bewilderment they didn't. And her follow-up question to me was how my learning goal was connected to my learning. Something else that was completely out of pocket. Um but if I can say anything about this program, it's really brought about some accountability, not just for students in the classroom, but for teachers because those first sections of instruction, I have it. I'm I'm great at relationships. I'm great at my environment. I'm great at knowing my content. But that doesn't mean
042my kids do. And um so I had to make something my own. I had to buy into it. I had my learning goal up every day on that board. It was always checked on that box. But whether or not I followed through with it or I stayed on course or whether or not we achieved that goal at the end or my kids knew what the expected outcome was was maybe not revisited. And it definitely wasn't reconnected. or my exit ticket. It was not revisited in class. So, um it called me out of things of uh where I was falling short. And so, I did what I normally do, which is just be ridiculous with it. And I needed something in the classroom to signify it as a reminder. And this is my learning goal manager
043uh position in class. I told you before that they might be 17 with driver's license, but they love the role and responsibility in the class. We don't have line leaders as juniors in high school, but in my class, we have a learning goal manager. And every day it's a new student that comes in that fights over this banana to be able to announce yesterday's learning goal, fill us in on what we did, introduce the new learning goal. And their favorite thing to do is when a guest comes in the room, whether it be administration, whether it be somebody uh any kind of visitor, their job is to greet and address the person coming into the room in such a way that only allows for dramatics. >> Hello and welcome to our class. Today's learning goal
044is this. And so far, this is where we're at with it. Do you have any questions? And then they properly sheet their banana and they put it back on their desk. Um, what they also love to do is alert everyone when I have derailed. So, um, I love to tell a story. History allows it. History allows great storytelling. Um, and I can off topic. So, a student loves to hold me accountable. Miss Wooten, Miss Wooten, that's not on topic. Um, it happens less and less because there's accountability there. And yes, don't often interrupt my classrooms anymore. But, uh, what it is made, it's made for students to be responsible in the classroom. It's made them responsible for themselves. It has made sure that every day we're coming in with a purpose and we're leaving without
045achieved. They know every day what they're coming in to do, how they're going to do it, and what it looks like when we get there. It's going to be addressed in the beginning of the classroom, in the middle of class, and at the end of the class, and we're going to come back around to it and like, "Hey, did I get that?" And they're like, "Yes, you did. It won't." And then there's a fight on who's going to have it tomorrow. So, it's something simple. It's something I had to do. Kids don't buy in if you don't. They won't. If you don't believe in a role or responsibility or an an initiative or a memo, it's not going to happen. So, where this falls on the Daniel Rub rubric is all those places. It checked
046a lot of boxes. Um, you can't have a learning goal if you're not planning for your class. So, it helps you backwards map and makes you it's like, okay, I've got to I've got to have this outcome. How do I get there? Um, and then Uh wait, can you absolutely see if I had learning a little manager? >> Okay, so um I've identified uh what the roles are for this person in the class. It rotates throughout the class. Um they have it on their desk. Surprisingly enough, it's not been an issue of disruption in the class. No one has misuse the banana. It's not been a source of contention um because they know that they will not they will be knocked off the banana list and you can't have that. So, uh, it monitors class
047focus and, uh, they identify it when we need it and it's just a flare for the dramatics, but it gets them involved. The impact for me, um, it's helped me be able to call that audible. If needed, I can I'm now consciously aware of what we're trying to do each class that's present for me. Um, it's allowed for higher order questioning, um, adjustments, and, um, again, accountability that's made that in the classroom. If a kid is comfortable enough to say, "Miss, miss, we've we've gone off topic and they are not only paying attention to what they should be doing, but they feel safe enough to be able to say something to me and it's done in a respectful way and it's made us more community and my uh students have learned the definition of the
048word fallible because I don't I'm fallible kids and they've learned through content what that means." So, um here's my favorite part, impact on students. Students are absolutely aware of what they're learning, why it matters, and what success looks like. They have to know why it matters. If it doesn't, they don't care. Um, so we've had increased engagement, confidence, and participation, accountability in class. Um, academic numbers, everybody wants to see the data. Midterm proficiency went from 41% to 90%. So, an exponential jump. And then today, actually, my US history students took the EOC. And uh, their proficiency level at 82% uh which is a number we've never had. >> Um thank you and that's actually because I attribute everything to the AVID program not just to ACE but last year I found it I didn't know
049how we were going to make gains. We had 79%. It's an incredible number. Did not know how we'd make gains on that. Um and these kids this year have bought into it. They bought into a $4 tu banana and everything that I asked them to do in my class. and the idea that I've got they because we built that relationship and they know the end result and today a lot of kids got to pass uh cash their academic paychecks with their passes and um so it has kept me on target and it's made already a rigorous respectful community classroom even more organized and uh even more room for growth and it showed it today. I owe everything to this program, not just to the certified educator program, but to have it in general. It has
050made me who I am as an educator in this classroom. >> I do want to say really quickly and um thanking you for the amount of vulnerability that you brought to this room today and sharing you three I've been on a journey with for many many years, but your who you are as a teacher is So to see that you found so much value in this program and were able to stand up here in front of everybody and share how it made you a better teacher and even greater impact on students blows my mind. I think that's something you are already always doing and the fact that you could come here today and share that with us. singular comment from the entirety of first period. Well, that team >> she also received a five this
051morning. >> Oh, >> congratulations. So these were meant to ask you if there is anything on your sticky note that you are unaware of or unclear of which foundation of instruction. >> I think I think it was >> I think we're clever. >> Thank you very much. >> Okay. Next on the agenda we have Stacy Drummond. Is here. >> Miss Fields is here. Miss Steel and I don't know who else is presenting the >> She's back there. >> Yes, that's it. >> Can I make comment, please? >> I'm sorry about AVID. Thank you so much for that presentation. Uh, I I go back to when AVID started in our county and um all of this is just plain old very good teaching. All of it and very effective teaching. And the key things that you
052said that is so important for us to reach our students is that you teach them thinking strategies no matter what their abilities are. you help them through their own agency find success and that it applies to all of them, not just some of them. All of them. >> And um I I hope Tara you don't mind if I make this comment, but my my grandson uh was uh very much empowered by by the AVID program when he was in uh school at Cedar Key. and um he they it taught him how to think. He had a different way of thinking and he wasn't successful with the usual way that we were teaching him. But Avid um and the teachers who used the Avid strategies consistently empowered him and gave him um the strategies and and
053the feeling of um the ability to believe in himself. And before this, he would say to me, "Nana," you know, when they would be giving him tests and he was totally um boggled by it, he'd say, "Why are they doing this to me?" And then Avid came along and I thought, "Thank God they're doing this to him because uh he became a powerful thinker. He was a very successful student in school. He graduated, is doing great in his job, and and I thank uh I thank all of the teachers who did use the AVID strategies. And that's the most beneficial thing about AVID. You can say a lot of different things about it, but it's the strategies and the consistent use of the strategies that makes it successful. Thank you. Thank you. >> Yes. Thank
054you, girls. You all three were already fabulous teachers, but I can see where this is has has it helped even you three and that's thanks to Tanya. >> Thank you very much. >> Thank you, Miss T. >> Thank you. >> Next on the agenda, we have Guardians of the Gulf presentation. >> Hi, I'm Amy B. I'm super excited to share the Guardians of the Gulf project that we did this year. All right, we have our awesome team and we have a few of them here with us to to kind of share what we did so far all year. We still have a couple weeks of some things that we're working on as well. Thank you for coming here to support us. So, the golf is a uh grant funed program that brings real science into
055the classroom. As science teachers, we try really hard to make it as real as possible for them. But this is just like the next step for the kids to really get them into science, into collecting real data, and then presenting it. I'll show you about that. So again, this is it's in the classroom, but it also pulls the kids outside of the classroom to really get to know some of the stuff we already talked about. We've learned all about dolphins and sea turtles and manatees and all kinds of cool things with the dolphin project. So we appreciate being able to learn from them and I think you guys learned a little from us too. >> So a little bit about it some of the some of the goals that that we had for the students
056um to like I said to get into the the real part of science to collect real data for them to present it to community members and to you know really see hey I'm learning this in class what does this equate to outside in the real world? So we try to build their knowledge, build their skills and help them to know that learning these things they're going to make a difference in their community and make a difference in the environment especially in our our realm. So again goal number three there we are trying to see them teach them to see what it's like to be be a scientist. We have actual scientists come in and show off some of their as well. All right, we had four main modules that we worked on and a conservation
057project that we are currently working on. So, our first module, which was very cool, uh they got to study a baby dolphin that was right off of CP. >> So, we had scientist. This the students got to actually dig through their actual data and uh their observations and uh what they did with the mama dolphin and the baby dolphin and how babies were observed and just they did finally get them >> what's the right word. >> Disentangled. Okay, disentangled. And they went on their way. Uh but the students love this because it was something real that really happened. They got to meet She was the scientist, one of the scientists that was part of this. So, for them that was just super cool to see somebody besides myself and some of the other we're definitely
058way cooler. They got the woo woos more than uh but in the classroom some of the the things just a piece of evidence from what they were learning with that specific Module two kind of jumps back into part of my field. Not only have I taught science, but I'm now teaching civics. And uh the kids I thought they were, I'll be honest, I thought they might get a tad bored with the history part of it, but they really liked it. They got into it. Um they had all different types of journal articles, newspaper things from year, 10, 20 years ago, things that happened in Fanny Springs, Cedar Key, Chief, and we're just like, "Oh, wow. This is stuff that that happened around us that happened back then." And they're like, "We want to know what's
059going on now." Which I just think was great. Trying to see get them involved in what happened and and how are we fixing it now? How is it not being fixed yet? What can they do in the future to maybe work on something? So, that was module two. And here are some of them working in the classrooms. And oh, I don't think I mentioned, sorry, I jumped right in here. Uh, this program was with myself, Miss Mr. Kid at Chief Mill High School and with Miss Snder and Miss at Cedar Key. So, there were four of those teachers that were the students. Module three was probably the student's favorite module because we got to go to Manatee Springs and actually film underwater video of the manes in the area specifically looking at the um scars
060and collecting data for those. Then they went back to the classroom there along with some other really neat projects they were learning about different physiology biology parts of all the different there. Uh they went back to the classroom. They viewed the video. They each man that they looked at they meticulously drew the different scar patterns uh to identify the I don't think we identified any specific ones this year. Did you guys have one last year? I think right that was very cool. One that had not been to Springs in a while and showed back up after a few years. So they were able to actually identify one that has been known to return to Springs. And to me, module four, I think, was the most eye opening for the students. And this is what they're
061going to share with you guys today as well. This was a symposium that they shared uh they had a journal that they kept for 8 to 12 weeks and they chose a specific environmental issue to collect data for whether it was cash people in an area. They were counting manatees, counting a certain species in could be at Manatee Springs, Blue Springs, a couple different areas they chose and they kept uh data on that. And then they put it all together in a poster, went to the University of Florida and shared it. And this is where I think they got kind of freaked out and scared because there how many people were there? Almost 200 people. all stakeholders like fish and wildlife service like leadership in all of the spaces. But the kids were like the
062kids you'll see you'll see our experts but >> they're like all these people are here for us >> and we're like yes but they're here for you. They're here to hear what you've been learning and and how you're putting your data together and what conclusions you came up with uh from the data that you collected. So I think that was the biggest eye opening part for them was was module 4 and seeing all these people and wondering why are they here? they're here for you, you know. Uh so I think that was a great way for them to just be be wowed by um everything all the work they've been putting in so far this year. So, we also got to tour a couple of the labs of the University of Florida and we were
063excited about that. Some of the stakeholders and community members and other groups working together. And it was super cool because we were at the stadium at UF. So, some of the FSU fans were not too excited, but we had some fans that were very excited to be there. And here we got to work with some community members. Ste, we got some league. >> And of course, we had to go out on the field and get all the students together and take a big picture. All right. So, >> I'm gonna pass this over to the students, but here's the four of us that we've been working all year long. But we're definitely honored to be able to work with the students with this. Um, I really appreciate the opportunity. I think the the students have learned
064so much from this and all right I'm gonna call up my middle school students Marilyn and Bri and they are going to share with you the data that they collected and the poster that they put together and presented at this Wherever you're comfortable. >> That's fine. >> Yeah. >> Hello, my name is Summers and my name is And Today we are going to be doing a presentation on the Blue Springs man. So we started journaling a couple of girls we had seen on the underwater spring and we would write them down for a couple of weeks and focus most other options. After that we make charts and we kind of look for patterns and pretty much we messed up. >> We messed up. How we messed up was because of the temperatures of the water.
065And as most people know, the Blue Springs water kind of stays the same exact temperature year around. So we reached out to Miss Yes. And they suggested looking at different rivers in different area to see about the other temperatures. And we found River St. We picked St. river and we plugged in the temperatures into the dates and count manatees in two separate graphs at first until we combined it together to get this pattern which shows how the St. John's River whenever it was very cold the manatees would seek warmth so they would go to the blue springs that's how we found the higher ones and the lower ones are because You're right. >> I'm so sorry. I had a brain fart. >> And then whenever the St. John River was very warm, the manatees would
066go to the St. John's River or any other river, which meant there was less manes in our science. We had thought that like it says in our study research that depends together. Then we watch this one off the internet which mostly look like the one that we see on the more days. >> And this one we first thought But then we kind of thought some people really don't care that much about animals. So maybe then when we went to we had actually told by experts that was a tracker and that they use trackers now and so some ideas we kind of had to help the of manatees decreasing was back to the tracker. You can put more trackers on manatees and try to find like certain roads of how they get to the St. John
067River or different rivers to avoid them getting hit by boats. Meaning like if you found the roads, you can ask boats to avoid those ways if it was a certain temperature in St. River or the >> Yeah, basically that because if it was very cold in St. John's River, people would want to avoid the roads to the Blue Springs. So they wouldn't hit manatees on their way to the Blue Springs. Same way back to the St. John's River or any other river. I have questions. >> Good job. >> Yeah, >> good job. >> All right, bro. She >> Go ahead, bro. Go ahead. You can start. Go ahead. So I did the house in the lower house down there. We stay fishing do mini season and all that down there. So I just didn't go
068down there because I'm just familiar with it. So the background of this is the lower keys are home to diverse fish species of snapper grouper parrot fish tarpon and they live in coral reefs, searass beds and mangroves. These habitats provide food, shelter and breeding areas that are essential for maintaining health healthy fish. I said this area because it was most comprised of important local ecosystems that support marine life incl. So the message was I monitor fish populations including reef seagrass and main I had two cameras. One that was out in the reef it was but out and then one that was close right up to the seven mile bridge. So environmental wildlife data reflected between January 2nd and March 13th every Friday including fish species observed water clarity and signs of pollution data was analyzed
069using Google sheets. So the findings was fish populations are most abundant and healthy reefs and seagrass habitats but areas with pollution or human activity showed lower fewer fish. The take away is that protecting habitats like coral reefs and reducing population is a critical is critical to maintaining fish population. So we seen our ex there was over by the seven mile bridge there was a diver out there diving on the poles and picking up trash and taking it out but there wasn't many fish there also it was cold I would want to swim there either so but out in the reefs where nobody can really drive in there was more in there and not as much pollution but there was also a diver up trash. So we have these are parrot fish all swim around but
070that's out in the reef and then you have a cor habitat where many fish species are found buy each other food they swim up in these corals and just live in there and then these all this is a grouper and then you have a parrot fish that are that are the main ones down there and I did the fish presence in the lower keys and it was going higher but also got warmer the way so There was more fish that was in the reefs than over by the bridge because of traffic through like traffic through the bridge with the boat because there's only a little part that's like blocked off for like the beach area. Other than that, they can pretty much drive through the whole thing. And most of these, yes, they live at
071the bottom, but they also swim up to the top and just swim around, find what they can find. So, discussion and conservation ideas, fish populations depend heavily on healthy habitats like coral reefs and seagrass beds, but threatened by pollution, over fishing, and climate change. But you can also fish off the bridge. They have little bridge in the back. You can walk, do whatever you want. And then like again, there's not a way boats you can just pull up, go through the bridge. People lobster through there. So there's all kinds of different things going on. The continued protection of these ecosystems is necessary for marine biodiversity. So the conservation idea is reduced pollution by limiting plastic waste and runoff into the ocean. So don't eat much fertilizer by the on the grass and everything and it
072run off when it rains and then like don't throw their trash in the water, put it in a bucket and then protect coral reefs and searass beds through conservation slow zones. Like so out there at the reefs they have buoys where you're not even allowed to anchor out there. You have to tie off to the buoy and leave your boat. Can't fish, can't do nothing. You can go snorkel around, dive, whatever, but you can't nothing that'll mess it up. You will actually receive a really good time to do that. And then following fishing regul fishing regulations over fishing and allow population to remain healthy. Don't take so many snapper out and then remove the snapper and then that's gone. Y'all have any questions? >> Good job. That's great. Wonderful. show you a few more examples.
073Um, we're not going to talk. So we had uh each class I don't know how many >> seven >> I had seven or eight so they made seven or eight class we did research uh once a week uh they had to do with them for a couple months they had to compile their own data And they created >> they did a great job. They were enjoying. Well, they were scared. They're like, "What? I'm going to stand up for a no like a science around you." >> So, they were okay with it after that. A lot of them didn't want to go when they first heard about, >> but what an experience. That's a neat experience. and getting to meet biologists, >> right? >> Okay. Does that conclude the presentation? >> Yes. >> Thank you very
074much. If any of you guys want to slip out or do you want to take a picture? Do you want to >> Yes. Yes. Yes. up. Yes, you do, Mr. Kid. You might even have to smile >> in this one. I know it's difficult. >> I know it's >> Yeah, there you go. >> Um, you about to give me You're going to get it. Okay. >> I know. >> Thank you. Does anybody need a break? Are you guys good? Do you want to do a five minute break? Keep going. >> Thank you very much. Next on the agenda, we have Mr. Stockman >> and Mr. Eastman. Breezy. Ready? >> You're ready. >> Once again, it's left up to Brandon and I to bring some excitement. >> Don't you love following that? >> I mean, we
075thought we had something good to talk about, but now just so Brandon's going to kind of start off, go over some things and, uh, I'll do some speaking here in a minute. >> Yeah, we've got four separate beds that, uh, for our reopening projects over the summer. Um, we've got Chief Elementary. He's got two roofs. Cedar Keyy's got three. Y town four and Joyce Ber six roofs that we went out for. Because of the timeline and the time frame we have with the number of roofs and some of them are low slope, we had to get a scope of work for some of those. So, we ended up reaching out to CRA architects and they helped us write this bid and helped us throughout the process. Um, we had a mandatory pre- bid that lasted
076about all day. We had 18 to 20 different contractors show up. So, that was good. >> That was good. As you can tell on the bid, we ended up getting nine bids submitted back for each site except for Cedar Key. We got seven, which was a good number turn. >> Um, I just think with the involvement of CRA, first off, we would not have been able to get this project off the ground without some professional help with scopes of work and there were just so many variables, so many details and their uh company that we're under contract with. and for small projects and they really I mean untold the amount of background stuff. This didn't just affect my department, his department. This affects every department in the district and every school in the district, not
077just schools are happening because we are in uh meetings with Mrs. all Mr. Complet and uh prevention coalition and school staff. We have consolidated the schools that will be open this summer. >> So, which in turn lets us open up more contractors to >> keep our cost down, don't have to meet the all the requirements for students on the campus. That's a big deal. It really was a big deal. have to do security fencing and uh and like I said it's affecting the schools. is not even getting the roof done because they're getting students that they wouldn't have >> but think also going help us with cost savings and more >> good it will be from May 30th to July 29th >> that's good >> the other thing we want to do on your spreadsheets
078or on the bid sheets we gave you a total at the end so you can kind of cost of each building, but we labeled a one, two, and a three >> because we're in a time frame. We've got to bring a contract back before y'all at the next meeting. Okay? >> So, what we're wanting to do is award number one, two, and a three just in case number one falls through and can't get a contract signed, whether it's warranty issues, some something issues. We didn't want to have to bring that back or it's going to delay the process and we won't get as much done this summer. >> Um, so Chief Elementary, number one was Lewis Walker that second was Next Dimension and then third Do we need to have a motion on each? >>
079Unless the board requests to split these out because you want to address them individually. They can be in a group. >> If that's the motion, >> it's fine. >> Should we have a motion? You want to wait till the end of all the areas or we're going to vote on each one. >> And I'm saying it's up to the board. However, >> do you guys want to separate them out or would you rather vote on them as a whole? >> Oh, we hold off and do one vote on all of it based on one, two, three on each individual as recommended by these folks. Does that make sense? >> Okay. >> We'll vote do it at the end. Just one big >> keep going >> one, two, and three on each one and then one.
080>> So we mentioned Chel Elementary. Cedar Key is going to be number one. Lewis Walker roofing number two Apex number three roofing for Gates of Town is going to be Jenkins roofing is the number one Louis Walker roofing the number two Apex number three. And then Joyce Bulock the number one next dimension roofing number two Lewis Walker roofing and number three. If y'all recall last uh over spring break, we did some roofs at Bronson Elementary. We had to go back to our second Yes. >> roer of choice and that due to warranty issues, >> right? >> Well, one of these, the same company that won originally at Bronson Elementary has one again, but their manufacturer in that amount of time has completely changed their warranty nationally >> and had to do a lot with this
081them losing that work. So, they got a comp warranty and with us and the CRA, we have really dove into them. We don't think we're going to have that issue again. We've got all that on the front end. We're pretty sure. And I just want to say to all the schools, Miss Alen can attest, we invaded the four schools. >> We had 30 people between the contractors, ourselves, and CRA. >> Wow. And uh >> I thought it was a food truck gathering when I drove by. >> There were trucks everywhere. >> About double the size of that campus. >> Yeah. Right. >> Mr. Gore made it uh easier for us to get badge for the resource officers and kept everybody on. We did not have to go through process at each school with 30 people.
082Yeah, chief doesn't run that. That was a big help. And like I said, every department in the ITU transportation is affected by this and all the everything. It's just been a big deal and been the most aggressive roofing projects in the 30 years that I've been in and out of the system that I've seen. We're talking a million dollars. That's a It's a lot of roofing county, but it's going to address >> all of our pressing needs. >> Pray for no hurricanes. >> Yeah, >> I know, right? I should have said that. >> Guess we're asking for a motion to approve the top three. Any questions? >> I move approval based on y'all's recommendations for the top three with y'all to enter contract with bring back forth. I may have to say that out loud.
083>> It's been moved and seconded. All those in favor say I. >> All those opposed, same sign. Motion passes. >> Reminded and these Levy ladies. >> Yes. >> Did what we had to do. We >> That's all right. >> Thank you guys. >> Thank you. >> Okay. Next, Mr. Mlen. >> I guess I need hearing aids. That just that just proved it. >> Hey, good evening, board. >> Good evening. >> Um, so want to give you all some information here. Um, district office was informed on 423 of this year that an employee may have been involved in appropriate relationship with a student. The sheriff's office and the director of personnel conducted an investigation and determined that this did occur. The employee was arrested immediately and placed on unpaid administrative leave. FL DOE was also contacted
084immediately. Um the board chair and superintendent will complete a final order stating that the employee will be placed on the disqualification list and will not be eligible for hire in any school district in the state of Florida. So at this time I'm requesting approval to terminate Mr. S. >> So move second. >> Moved and seconded. Any discussion? >> All those in favor say I. >> I. >> All those opposed, same sign. Motion passes. >> Thank you. >> Now is the time for public comments. Do we have any public comments? The podium is open. Seeing none, now is also the time for public comments regarding school start times. Do we have any comments from the public regarding school start times? Seeing none, we will move to the approval of minutes. Do I have a motion to
085approve the minutes? >> So moved. >> It's been moved and seconded. All those in favor say I. >> I. >> Motion passes. And now we are moving to the consent agenda. Madame superintendent. >> Yes. Thank you, Madam Chair. Um, before you take a vote on the consent agenda, I wanted to give some feedback on one of the items. And I know we have we have talked about it individually, but I thought it was appropriate that on record it be said as well so that when staff and the schools read the minutes or they even watch the board meeting that they get clarification. Um, if you look on that consent agenda under the item of assistant superintendent of instruction and accountability, you will see at the very end something new that we're doing. And we came
086up with this from sitting down and having meetings and trying to figure out when we make these consent agendas and we do changes to employee status, how can we make it more transparent and how can you understand it? So, I I want to hit on that first. If you look at the bottom of that, it'll say collapsing, not collapsing, removing the director of that job position of director of assessment and accountability. So, we're we're trying to put in there if you see something that looks like a new job to kind of look towards the end and see if that is replacing something that's already there or we're getting rid of one or two positions and putting this one in there. Does that make sense? So, we're going to try and do that religiously for you
087so there's, you know, transparency and you can understand it when you read it. Um, with that, I just want you to back up a little bit to Mr. Mlen coming over as assistant superintendent. So, this position was added. The assistant superintendent at that time was added and that was for a couple reasons. Um, I knew that the assistant superintendent of administration, which operations now, Mr. Lot, he was going to be retiring. who was going to fill that role. Um, in addition to that, there was the consolidation of the director of curriculum at that time as well. Looking back on that, if you look at and talk to the instructional team here, they took a lot of responsibility on from the consolidation of that position. And after speaking to them and assessing everything over this year,
088they were coming to me and saying, "Hey, you know, we we need some leadership. We need some clarity. We need which direction to go." Coupled with that, move fast forward to now, we have a very experienced staff member that's leaving. um as you know the director of assessment and accountability. Looking back on the the peace meal of the director of curriculum responsibilities, that's a big chunk. And I I'm I'm sitting here and I'm thinking, okay, so now I have another objective to fill and then responsibilities that people have to take on. And I'm sitting here thinking, we're asking during staffing allocation meetings at every school to make cuts budgetary. We've we've heard Miss Lake talk about the budget cuts. So h in my role, how can I look at these positions, get the responsibilities filled
089and met, and also have everybody see that at district we're trying to be mindful of the fiscal responsibility as well. So moving forward, sitting down thinking, okay, let me look at this director of accountability and assessment job description. Let me look at of the assistant superintendent position that's already that's on the books now. It's already in in our system. How can I combine those two? So, I did some research on that and it could be done. The assessment side of the accountability has been dispersed for now at the district level among two people that have experience with testing um at the school. testing coordinator positions at the school and more. The accountability side thinking, okay, who who at right now at the district level can kind of get some background information of that those responsibilities
090and that's being done. So that person is there looking at the accountability side. I sat down with finance and said, "Okay, if I do not fill the director of assessment and accountability, I leave the assistant superintendent position there and not create a whole another position that also optics may look strange to everyone. What will that do financially? Is that going to put us out more money with salaries or is that going to save us something? So, if you look at Mr. Lot's part-time assistant superintendent, that is no longer. If you look at not filling the director of assessment and accountability and you leave the assistant superintendent and you put the accountability side with that and then you give the instructional team that leader the leader that they need combine those um fiscally the expenditures go
091down about $95,000 and since the last time I think Linda and Lisa and I spoke um the first calculation was about 35 and it is after reverification it is at 95,000. Um I know sometimes it the optics like I said it says oh my gosh there's another admin position going on at the district and how come we have to cut it the schools. So I felt it was necessary to sit here and go this was my thought process. These are the steps that happened. And the third thing that I want and I shared with council earlier is it was late getting on the agenda and I remember as a school board member I was like oh you know that's too late. Um I apologize for that and we are always looking in that and that
092will be improved but I wanted to get that position on the consent agenda because I want to advertise for it and I think that if if you talk to the majority, they want to give everybody an opportunity for that position. So, to get it on the agenda now, it can be advertised for and then hopefully we're in a time time frame crunch with u Mrs. Lewis leaving. We can get some interviews done if that's the case and then fill that role as necessary. So that was my brainstorming moment and I wanted to share and I wanted it to to be on record so that the schools can read the minutes and also get a grasp of of what's happening. Any questions for me? Any questions out there for me? >> No. Okay, we'll we'll move
093forward with questions from the consent agenda as a whole. Mr. Asbel, do you have any questions? >> All my questions were answered earlier, >> Miss Campbell. >> Miss Baxter, >> mine were answered earlier as well. >> And mine were answered as well thoroughly. My concern was the budget. So to know that >> with Mr. Lot, Miss Lewis leaving from what I understand, the breakdown. Um, they're leaving. It's just kind of a reorganization, a different structure, two assistant superintendents, and we're saving $95,000. >> Is that correct? Okay. And then you take those average for what this position could be. >> Do I hear a motion to approve the consent and finance agenda? >> It's been moved and seconded. All those in favor say I. >> Motion passes. And next on the agenda is superintendent comment. Thank
094you. Seemed like it came fast. Um the superintendent reading awards and the scholarship awards are all happening right now and it's a beautiful thing. There are I mean with the Levy County School Foundation too going to the awards and listening to how many thousands of dollars that our Levy students are gaining from so many community members um b you know smaller businesses individuals that have been doing it classes previous classes just giving thousands and thousands of dollars it's amazing and we're very blessed our students are very blessed um I want to give a shout out to I don't know if all of you know this but Mr. Wayne forwarded me an email and to me this is a big deal because you know if you all remember I don't want to bring up the sadness
095but the the bus crash on 19th >> um there was another incident and you know we met as a team at the district and I think you you all saw it when you saw the video of the the bus arm being broken, too. But there was another incident. It was that exact same stop and a vehicle went by the bus. You could see where it almost clipped the bus again. And not only were the police there, but while the police were there and everybody was making sure everybody's okay, um, another vehicle went by and FHP took off after that vehicle. They didn't even stop. So, we were brainstorming and we came up, we were talking about, well, where could the bus go? I mean, can we get the bus off the highway >> somehow turn
096around? And we looked at certain things and there wasn't there there just was no place for that to happen because of the size of the bus and then the intersecting streets where the kids would have had to walk to get to get the bus if they turned down the side street. So, Mr. Wayne contacted DOT. Long story short, um, one of the managers at DOT connected with someone else at DOT. They came down, they surveyed the area, and what they have done, I don't know if you've noticed it, but they built a pulloff off of 19. >> Oh, that's great. >> And it's complete and it is being used. And that bus just pulls off. on they they tred it right from what I could >> Yes, it's Mill. That's what it looked like when
097I went by. >> Yes. >> Um but >> I just think that I mean, what are the chances of having such a severe incident and then the same stop having an oh my gosh moment? >> And I'm I'm beyond a shadow of a doubt. I think this cut off area just saved another accident, another serious trauma from happening. So that is I mean it's it's wonderful and I think the gentlemen that you wrote at um DOT I think they were very appreciative >> Yes. >> of you writing them and I don't maybe >> they knew we were passionate about >> they did that >> and it didn't take that long Joe. I mean, it didn't really compared to when we started talking about it. >> Um, but thank you for doing that. Thank you for
098following through. Uh, the next thing I wanted to just briefly mention is uh something that we implemented at the last admin meeting is called boots on the ground. Did you get my little email to boardroom.com? I wanted to show you a picture. But um we are talking about how we can honor our schools for attendance. Kind it kind of started with flowers I got in a vase one time that was a boot. So that's some that's how that came about. But Miss Miss Morgan pulled some of the data and figured out how we can look at elementary schools and secondary schools the same so that you know you award together. I mean we know they're different but how can we get the numbers to look at the staff intent? So, Cedar Key School received the
099first ever boots on the ground award for student attendance and Williston Middle High received the first boots on the ground for staff attendance. And that's for for one month, the highest student attendance and then the highest staff. >> And so that award will rotate and they had a small monetary incentive present in there along with the flowers. Um, but I think it's nice that they get recognized for the hard work they're doing, too. And attendance matters, as we've been talking about all night. Uh, last night I was able to speak to safety patrol briefly. This Lieutenant Hires has invited me at last year and this year. And I kind of got to thinking, okay, how can I get some instruction into a trip that happens during the summer? So, I spoke with Maria and Darby
100and talked to the kids last night, asked them if they would like to win a gift card when they come back from their trip. Of course, everybody's raising their hand. So, I introduced, we'll get the logistics out, but I introduced that when they come back from their trip, I would like them to write a one-page paper. So, Darby's going to figure out the prompt to kind of keep it along the lines of our instruction, and we'll figure out a place where they can drop them off because I think waiting till school starts is a little too long. They might forget. >> Um, but we'll have a first, second, and third prize winner. And those winners I said last night will probably come here to the board meeting and read their essay >> and I know
101everybody is tired and the testing and the teachers are tired, admin's tired, but it's almost to the end and district staff is tired, but they're all working hard very, very hard. So, thank you. That's all I have. Thank you, Mr. Asbel. Board comment. >> Oh, thank you, ma'am. Um, we're at the end of the year, in my opinion, the best time of the year. Um, and it didn't seem like it took very long to get here. If you notice, by the time we meet again, we will have graduated. Uh, but right now, we have all the banquetss, all of that. And that brings us to something. We We have banquetss. We go and we see these kids awarded, but we're going to do something different tonight. I have an award for each of you from
102a kid. All right, you have to choose. All right, we have a Bronson FFA member. If you recall, he won grand champion at the Swany River Fair with his woodwork of a big FFA. >> And he makes custom pins. >> So, we have a pin for each school board member. Devon's out of luck because he chose to be with his kid. >> He gets the leftovers. And for our attorney, all right. And these are from M. Mr. uh Antas Blackco. >> Oh, >> and he does this and and it's remarkable that he actually turns these with wood, creates himself. So, pick a pen, pass these around. >> Uh this is this is this is a little Bronson gift to everybody. So, everywhere you go and you write checks, you'll remember We'll remember the Eagle. >>
103Well, please tell them you said thank you. >> And so I think I think it's remarkable now that he does it. >> Now I'm also going to I'm gonna bash an organization too while I do it because I'm never good without some bad. >> I'm fascinated. This everybody here, we all support the FFA and this fascinates me. The FFA does not recognize that woodworking as an SAE project. >> Oh, that's too bad. >> And so it's like it is too bad. And There has been comments about that that needs to change and it was somebody higher up the food chain than me in the FFA organization has said until the right school and the right person comes along and wants to do that that won't change. And so we bring this to say if you
104got any connections with FFA on a state level, national level, this needs to change. That that is that's a pretty good SAE project right there. >> Um so anyway, want to share that with you. >> Name again. >> Antasos. >> Spell please. >> Antaside. >> Block is B L A C O S. I call him Fuzzy because he's got this great big hair that has to keep pulled back and it's hilarious. >> COS. Okay. his uh he's a he's a he's a he's a senior um if he does the 18 credits, but he may not do that. We all wish we had the choice to do that kind of stuff. But whatever one you don't take, I'm going to let our our attorney choose one and we'll leave the other one behind for >> Mr.
105White. >> Thank you. >> All right. There you go. There you go. And uh that's all I have. >> Thank you, Mr. Russell. Campbell. >> All right. I'll be very very quick because I know we're all tired. Um just um all the presentations today were wonderful and I appreciated them very much. You did a great job. I love seeing all that's going on in our schools. So much is going on. Um just that we're coming to the end. Um our young authors conference uh is on the 28th in Cedar Key and you're all invited. If anyone can come by, please do. Um we have our balorate on the 17th and of course our graduation on the 23rd early in the morning. And um that's about it. >> Thank you. Well, I want to say thank
106you to to Breezy and Brandon for all the work that you guys had to do on those bids. I know that was a lot and looks like you guys did a good job on that. I too enjoyed the presentations. Um Tanya does a remarkable job with the AVID program and we're appreciative. Everything is is the same in Chief as at the other schools. We're having uh grade level awards, um banquetss, the drama club, Mr. Kid that was here earlier, their drama club just finished putting on a a play and it was a huge success. FFA banquet last week. The students were so impressive and many awards were given out. They're having they have a tradition at Chief to do a senior walk at both the elementary and the high school and that will be this
107Friday and of course we're looking forward to graduation next week. That's all. >> Thank you. I'll be quick to you. Um thank you everything that Lisa said, Breezy and Brandon Tanya. Um Mr. Joe after you after we watched that bus presentation that time. I don't think I' I'll ever look at a school bus the same. I'm like a sleuth just looking to see if anybody's gonna pass out of mine. I'm ready to call FHP. So, thank you for going the extra mile and getting that in on 19. Um, Yankee Town's in the thick of testing. Ricky said that they're showing positive, lots of growth, which is a great thing. She wanted me to shout out the IRC, the English Recreation Committee. They provided everything for the middle school dance, the DJ, photographer, food, that the
108whole community is just so wonderful down there. Um, I wanted to thank you guys for coming to Yankee Town, too. We had such a great meeting with our school visit to just sit and talk and bounce ideas off of each other and >> see all the great things that um they're doing in Yankee Town. I wanted to and when we popped in Miss Good's classroom, I was thinking when they did the AVID presentation, the five points that you're she hit all of those things in that class. She did such a great little classroom visit. Um, I do want to say one thing that I didn't say about the consent agenda. These teachers that are being dismissed and let go. It is like all hands on deck right now. I heard something the other day. Wherever
109wherever children gather, you're going to have bad people. So, I'm glad that we're being vigilant in terminating these people as soon as possible. So, sometimes it's hard to jump through those hoops, but I appreciate you in one case in particular being stern about that. So, and if we have nothing else, meeting adjourned. >> She