Superintendent's Workshop 12 p.m. 8-25-25

001I wish to welcome everyone to the superintendent's workshop being held at the Joe N. Idollet Jr. TEC. I ask that out of respect to everyone that we please silence all electronic devices. Also, if you have any material you wish to share with any board member, please give that to our executive assistant, Mrs. Mo, to my right. We'll take a break every two hours or if you need one earlier, board members, please just let me know. And at this time, I'm going to turn it over to the superintendent for the purpose of the workshop. >> Thank you, Madam Chair. I know I'm on uh the purpose of the workshop is to present items to the board that will eventually come for board approval as well as provide updates and information seeking guidance as we finalize other

002pieces of action. Um the first item on the agenda is a lofty one. It is the closing out of our district's 2025 strategic plan. um final feedback from the board regarding our 2027 plan and then a lined budget presentation by Mr. Green. So those three areas will be covered by myself, Dr. Jacobs, and then um we'll close it out with Mr. Green and take feedback from the board. Prior to doing that, we have to give away our our white hat award. And as a reminder to everyone, the white hat um was my opportunity in my own reflection to figure out a way to acknowledge um so many different units or groups of people are are acknowledged for all of their hard work, their alignment and efforts towards making this district where it currently sits today.

003Kind of leading from the front in in the state of Florida, but wanted to find a way to acknowledge and celebrate some of our cabinet members who go above and beyond. And the volume of work that is done by this team, just to say it again, ultimately is absolutely outstanding. And it is a thankless job. We manage over $400 million uh thousands of people. And the work that this team does is is absolutely uh above reproach. Uh they they go above and beyond. That the white hat was simply a way to say, "Hey, let me let's take an opportunity uh in front of our board to acknowledge that that hard work." Uh our initial white hat went to Dr. Jacobs our our chief of staff and that has set off a great deal of competition

004amongst cabinet. Um Beth tells me when she's providing service to principles that is white hat service to principles. Uh Dr. Shafty has told me that is that marketing campaign was white hatw worthy. Um so there's a great those things actually didn't really happen but they they think them all all of the time. So it is hard and it is complex to identify uh which one because I need seven or eight white hats so I can put hats on all of them. Uh but this month's white hat and looking at where we are in the time uh is going to go to Mr. Green for his ongoing Let me Oh >> my my fear is that he'll actually wear it during the entire um >> Mr. Green came in. Uh >> yeah, looking good. >> Oh

005bless. Oh lord. Mr. Green came in just over almost two two years ago. Um, and I had heard so much about Mr. Green. And when you have so many great people tell you about someone who is great, you had to go find them, uh, make them go to lunch with you and talk about what this s system currently is and what we want to be. Uh, and no, no. So, um, it's service with a smile. Uh, it's ne never a bad day, even though I know there are bad days. uh it it is uplifting everyone around him. It is providing a great deal of support to everyone on this cabinet uh as we push and the push is unwavering. The expectation is unwavering. Uh but Mr. Green has been uh absolutely outstanding in uplifting that

006that expectation and the body of work over the last several months in terms of balancing our budget, presenting it in a way uh that is transparent and easy to to to present and shifting to what five budget updates uh just a significant lift and so proud of the work that that he has done. So Mr. Green cannot behalf of the community cannot thank you enough for everything that you do for our community. the presentation today uh as we move into it and I'm g to be distracted as every time I look to the left um is to provide an update and we're going to kind of combine some updates kind of talk through some of the opening of school initiatives and strategies as well as close out the 2025 uh strategic plan. So, if you

007know, Mr. Rosario was here five and a half years ago, Terry was here five and a half years ago, and all of you uh were intimately involved in in supporting this district worked and later uh ran and secured office, but where this system was five and a half years ago as to where it is today literally is night and day. Um, so as you think back of the struggles and the challenges over the last five and a half years, it's exciting to think that this is probably one of the most complex periods of time in public education. And I say that not as a negative reflection, as an exciting reflection uh that we were chosen to lead in a time that the focus on public education literally across our nation. uh the curtains have been

008pulled wide open for everyone uh across our nation to look at what the reality of public education is and for us to have the most influence around how to create it, how to design it, and how to ensure that we're providing quality services to kids across our community. And that is a burden that we joyfully accept that we take on and say, you know what, let's be a shining example uh through service to our community uh really to lead from the front in the state of Florida. And as a result, we have seen significant significant results. So my intent today is to quickly go through some of this will sound like a broken record um but to close out the 2025 strategic plan. This strategic plan I've had the opportunity to share uh at superintendent

009conferences uh at state board um meetings regarding the design of this plan and the intentionality of driving accountability in this plan. One of the overarching factors of this plan was what initially designed it is my evaluation. So as I share out the findings of the strategic plan and on an annual basis I am modeling what accountability looks like uh as I engage in the conversation uh with the five bosses regarding the progress around this specific plan annually. Most strategic plans are about the implementation of things. uh we do these things uh and held ourselves accountable for these things where this plan is solely about outcomes and it has been uh a great deal of dialogue and conversations with each and every single board member uh from their own perspectives and their own realities ultimately to

010pour in and invest in me to push me uh to help push cabinet and can't thank each of you enough for for that support uh but at the same time that push uh and I truly mean that from the bottom of my heart. Um I want to start with some some initiatives. So you all know we've had a lot of conversations around food service. Uh we've been running in a deficit for the last two years. We made a significant change in bringing in an experienced leader. Uh Mr. O'Keefe to begin to really evaluate and make sure we have the right leadership in place before we make other drastic changes regarding food service. And when you look at this particular program right off the bat, significant increases in summer programming. So Mr. O'Keefe is doing an

011absolutely outstanding job right out of the gates. Uh increasing breakfast by 9,000 over the summer, lunch by 9,000, snacks by almost 2,000. Uh that is absolutely outstanding. Uh bringing uh food into the community. Um some great work taking place there. When you look at kindergarten, I've had the opportunity to share this with most of you today. Two very specific areas and our strategy going into the upcoming school year. One at the bottom of the list is kindergarten, I mean sorry, sixth grade. I've shared with the board numbers of a number of times we have two exit points from parents. One going from fifth to sixth and we wanted to be very very strategic in creating programming. This board unanimously approved the design of K8 models as well as our classical model really to begin to

012dive in to address that exit point for parents and we've been able to increase sixth graders across the board uh by over a hundred. So we're very very excited about that. The level of competition for kindergarten is significant and we had share I guess they just updated the numbers because it was over a thousand. Uh now it's 999.98. Uh an increase of of kindergarteners uh at the range of 49 is exciting and that's just advertising and marketing. Uh we'll be much more strategic as we go into the upcoming recruitment fair. Uh a lot of branding, a lot of specific marketing to reach parents wherever they may be in order to continue to grow those numbers. Um when you look at PM1 this year, so this is the 11th day of school and we're already uh

013from a district perspective over 95% of our students have taken PM1. This is progress monitoring uh the state's design and as you can see in elementary and ELA, middle school and high school. We're starting off at a significantly uh advanced rate in comparison of last year as well as the previous year. So what this demonstrates is as we on day seven or eight whenever our elementary students took this assessment 33 are already at a level three or above. And what that speaks to immediately is the same conversation we had last month and over the summer is that we need to step up rigorous instruction for our three fours and fives because what we're going for this year is not um playing the points game that you can play across the state of Florida with PE

014being an A school or an A district. We've been bold enough to say, let's hold ourselves accountable for 100% of our students accomplishing a learning gain, whether they are the smartest student in the district or whether they're within our lowest 25%. That's bold. That is very, very, very bold. And when you look at this data here, it's exciting to see from a system perspective, uh, 5% higher this year, um, and over the last several years, just continued growth. So the expectation uh is even higher now when you look at what we're walking into. So the summer slide the regression that we typically experience we're not seeing here. When you look at mathematics obviously they haven't been exposed to the content. Uh so it's a little bit different than reading. The numbers are lower but the

015grow rate of growth is very similar in terms of where students are starting. So we're off to an absolute great start academically um for this particular school year. some some on onboarding. This is a brand new system that we implemented and kind of have refined over the course of the years. Uh just making sure students uh faculty and staff hit the door uh 100% ready to go, are accepted, are embraced, know where to go, how to access things, significant results. Happy to share that uh Business View magazine has highlighted our work for the second time. So, we're excited about that. um our opening of schools uh me has been competing aggressively for the white hat. Uh significant improvements and upgrades building on the work that Mr. Chesky did. This is the opportunity for himself uh

016and me to greet our our deputies making sure they're aligned and we're all speaking the same language in order to grow that work. If you didn't get the opportunity to attend Thrive, this was without a doubt the best one yet. It was a day of celebration. It was a day of just connecting with our faculties as well as a day of professional learning. And I couldn't think of no better way. This being my 31st start of a school year, 31. Hard to say. Um, but this was the absolute best. So, we had a lot to celebrate and I think everyone left with a clear understanding of the work that lies ahead uh to obtain the goal that we've set for ourselves going into this upcoming school year. And then the first day of school uh

017was extremely aggressive. We started very early at the bus stops. Uh once again instruction taking place in the first day of school was very happy to see it. Um our pillar events are also a very strategic way for us. Uh just not to have parental involvement but a key strategy to connect parents. And when I say connecting parents, the intent is to connect and build relationships amongst parents who share uh the commonality of raising their children in this community, the commonality of sending their children to the same school. The stronger we can make those relationships and those connections with parents who have that level of connectivity, the more accountable they're going to be uh to pushing and growing us. the bigger demand that they're going to have through their connections, through their conversations. So, we're

018very excited about the initial pillar events and building strong relationships with parents uh to help push us to to grow as a system. I'm just pushing the heck out of this thing. Uh and then our carline celebration, which I'm going to be very honest, guys, we need to rethink this strategy. We may do it in December and and wish everyone a good holiday break because it is it is deathly hot uh doing those dismissals. But a number of you guys were there celebrating and and thanking uh all of our parents for an absolute fun first week. And then the first full week of school we had the uh closed down the street. It was a great great celebration. Uh the community showed up, our teachers showed up, uh and we just kind of celebrated the

019first week and all the accomplishments that we've had as a community. Lots of bubbles. Bruce was a he was a br he was a bubble king. Um and this event to me speaks of what community is is all about. This was as a board um really not only embraced but said, "Hey, give them lifetime tickets." And I did that. Just so you know, that that was that was said at a board meeting. So I went with it. Um Tesy Terrace dedication and just to see uh that level of of connectivity uh someone being in service of our community in our school system uh for for 31 years uh just a legacy in our community, a family legacy really. And I was excited that we were able to bring that to life for him and his

020family and ultimately our community. And then both Friday night football games are off. We're running uh both the way games this week. So we got a little bit of a reprieve And thank you for viewing. Now we move on to what is the strategic plan update. And I I just assume that's going to pop right on up. Um that is not it. That's a good presentation that Kelly's going to be doing a little bit later. It's the bottom left. Yep. >> There. There you go. And for the sake of of time, I'm going to jump if I have the ability to do so. I want to jump. Am I doing that or no? I want to go to the targets. >> The targets >> page 27. So when you look at the targets, this is

021the annual update and I'll transition just a little bit smaller. And there's some very key areas. I want to bring your attention back to the baseline information because ultimately what we're doing here is closing out one strategic plan. And when you look at ELA achievement 3 plus from the baseline of 1920 to grow from 52 to 64 12 percentage points just continuous growth every year outstanding. Math achievement three plus a 10 percentage point improvement absolutely outstanding. Science and social studies 15 and 14 um point percentage not percentage points increase across the board. academics has continued to grow and I don't know that system see growth after growth after growth. Um so for us to be able to accomplish that and for us at the end of every year to acknowledge and celebrate that growth while

022at the same time pushing and saying let let's not become complacent. Let's um shift and and push a little bit harder and further. uh ultimately through the dialogue that we have collectively had and in this forum uh we've adopted 100% of the students obtained a a learning gain uh which is bold and courageous and Dr. Jacobs will take us a little bit deeper here. When you look at the safety culture and climate and just to speak safety, this board collectively uh speaks in one voice uh quite often. But the one area in which is a non-negotiable for every board member and really our community as a whole is safety. making sure that we have these systems, whether it be the new Centiggics, which works really well, really, really, really well because we had a teacher

023um push it uh one four too many times and lock down a school unintentionally last Friday. But the learning from that was absolutely out outstanding and I'd rather that happen as scary as it may be for students on the other side of the campus. Um but really really excited that we have that system in place, the the zero eyes in place, the metal detectors in place, uh the ID systems in place. A lot of those things, the cell phone policy, um a lot of those things that I just referenced, we did first or close to first and other systems followed y'all's lead in doing that work. So, in terms of safety and and Bruce will talk about it uh in a little bit, uh we we're doubling once again the single point entries going we

024did two last summer at the high schools which is uh the biggest b the two biggest schools that we have but doing four this summer. So excited about um that expectation and you're seeing the action aligned to that expectation. But when you look at the rate of growth of our ESSA subgroups, comparing it back to 1920 uh where 35 20 50 uh percent of those subgroups uh in specific areas were hitting the gains or not to pretty much close to 100%. Once again, it's speaking about education up and down the quality of education up and down um the board. When you look at community engagement, community engagement was a more focusing in on engagement for me, true authentic opportunities to connect and engage with our community and just not from my perspective. And I understand

025um I start my day early uh and I end it very very very late and look for opportunities to connect with our community absolutely all the time. Uh and staff has followed suit. So the authentic relationships that we've been able to connect and the expected outcomes that we should have of that uh will continue to grow. When you're looking at talent development and support, one of the things um that we're most proud of there is some of the shifts that you're going to see. So the instructional staff maintaining that, we're excited about that. The maintaining of talent, this is key within this specific area. maybe not a a metrics, but you continue to hear about the teacher shortage. We haven't had a teacher shortage in over going, this is going into our third year because

026the investment that we're making in our teachers who are currently here uh and making sure they have the resources, making sure that they have voice, making sure uh they have the authority to speak and give us ideas to shift for change their reality uh is absolutely outstanding. And as Dr. Jacobs will share in a little bit. Some of the shifts in our strategic plan is now we're tying accountability to these specific areas. So, if we continue to invest in core content areas, we should continue to see growth. So, we're taking growth across the plan and tying it to where it matters the most, which is academic um and improvement around talent development. and the work that we've done whether it be class size getting all to 100% uh managing our fund balance meeting uh with

027our audits just an absolute outstanding body of work and you all have heard me say multiple times you know I celebrate the academic achievements but because everyone can relate to academic achievements um but I've said it you know this system was academically bankrupt it was systematically bankrupt and it was on the verge of being financially bankrupt bankrupt. Uh so to improve our improve our financial ratings uh in two consecutive uh windows which it takes two years to receive an update or an increase or a decrease in a very very challenging fiscal time is just a reflection of uphering upholding um this the board's priorities around uh how we spend money. Every dollar that is spent uh is linked to a strategic initiative. uh every item that comes before you is linked to a strategic um

028initiative. So, as we roll into the new strategic plan, and I don't want to steal some of Dr. um Jacob's thunder, but just to highlight some things, uh the rate of improvement, we no longer can wait five years. And in receiving board feedback, we struggled as a team on how to really really set a stake in the ground five years out. and know exactly if we can deliver on that and then create the strategy and action over the course of five years to hit on that stake in the ground that we put five years out. And the reality is the rate of change uh is just too fast. So rather we took the goal that we had for five years and we said you know what let's draw it back and only go for two

029years. So the strategic plan that we're going to engage in a conversation and receive feedback in is only two years and then we will have a update every two years. So it's just not a five-year plan that you're going to approve uh board ne next month. Um it's a structure and a way of work uh to continuously evaluate the impact more frequently uh without pushing the the goalpost to keeping the goalpost exactly where it's at and really allows us to move faster. We've coined the phrase and we've given the presentation I don't even know how many times now wired to learn fast. uh so we need to set goals that are closer to enhance our urgency around delivering on the shifts or the change of practices uh as we move forward. So very very excited

030about that shift uh in the proposed strategic plan. Also very excited about taking uh what matters the most uh and doing a deeper dive and connecting it across the strategic plan. So we are a system that's responsible for educating our community's public uh our community's children uh and all of the strategies in some way form or or shape impact the quality of instruction. So having the ability to really think deeply about how what academic component are we growing this system in um or grow growing academic outcomes and then connecting everybody's work in our organization. Uh we've done a lot of work over the summer in making sure everyone fully understands how their work directly supports principles and teachers and then highlight that work because ultimately at the end of the day uh with the billions

031of dollars that we operate and the thousands of people that work here, the most valuable thing that we have is time. And from a a systematic app approach, what this new plan does is allows me to at a very very deep level hold individuals accountable for their time. Making sure that we're spending our time on the things that matter the most. And that when people who work for us, look at our actions, not listen to our words, but look at look at our actions, they can say, "Yes, this leader uh this colleague, this friend uh is doing the things that matter the most." uh and I can see a level of connectivity to the systems plan versus shifting in realities and diluting expectation and changing purpose or direction uh time over and over again based

032at the the whim of of whatever may or may not be happening. So Dr. Jacobs, if you can take us on a little bit deeper dive, uh we would greatly appreciate that. >> Thank you, Dr. Moore. Good afternoon board members and through the chair. Today I will be sharing with you the draft and proposed Ignite 2027 district strategic plan. As Dr. Moore mentioned, we are moving away from a five-year cycle and into a two-year cycle of the strategic plan. I'd be remiss if I did not mention my gratitude for Dr. Began and her collaboration and thought partnership in the development of this plan. Um it definitely is helpful when you have people working uh around you and in support of you to help develop and think through this work as we move through the process.

033So as you go through the plan, you'll see that some of the first documents within the plan or the some of the first pages within the plan really are welcome from Dr. Moore commentary on the intent of our Ignite 2027 district strategic plan. We also thought it important to provide acknowledgement to the role that the board plays in providing feedback and helping direct the priorities of the strategic plan. On the bottom there, we have talked and as you know, we have talked over multiple superintendent workshops about the plan and very distinct stages of the plan. One of the more recent workshops, we talked about the strategic pillars that were developed out of the feedback not only from board members but from the numerous focus groups um that were conducted with both internal and external stakeholders.

034Based upon this feedback that was gathered, we identified three strategic pillars. The first being connected by community, the second one fueled by innovation and the third one driven by leadership. As you proceed to the next page in the plan, you will see that we have maintained the unified mission that was outlined through our achieve 2025 district strategic plan as we felt it captured the continued focus and mission of the district. But also based upon those strategic pillars and in alignment with those strategic pillars, we've drafted guiding principles of we thrive together. So that's connected by community, fueled by innovation. We challenge what is possible and driven by leadership. We lead at every level. So that really gives legs to those strategic pillars that uh we are setting apart as our anchors and our priorities for

035the district. As Dr. more briefly mentioned, we have been doing a great deal of work um with our leadership and our teams on how we operationalize these strategic pillars so that they are not just something on a page, but they are lived out in a daily way within our district. So on pages 8, 9, and 10, um you'll just see some illustrations of what we mean by that. As mentioned at one of our superintendent workshops and discussed with the board, um we will continue to maintain five focus areas. Those five being academic success, safety, culture and climate, communication and engagement, talent development and support, and organizational and fiscal responsibilities. As we again moved through the feedback that we were receiving as well as the work that still needs to be done, we felt that these

036five focus areas uh comprehensively uh um really address the work that needs to be done both strategic wise as well as the outcomes that we are pursuing. On page 12, you'll really see a summary of our Ignite 2027 target. to those targets that are set out two years. But more importantly, since this is really a presentation of what we're going to be doing for the upcoming year, I'd like to direct your attention to page 14, where we start with our strategies and action for the year, as well as our annual targets. So, the first focus area, as was mentioned, is academic success. Within each of these focus areas, you'll see a bit of a change from the achieve 2025 district strategic plan in which we have identified those strategic pillars and also linked those pillars

037within each focus area to specific strategies. So the strategies that you'll see range from everything but um from learning focused family engagement strategies um to design thinking processes in our K through eight and traditional middle schools as well as a mention of our um classical education model and and our early learning settings alignment. So, as you know, during our annual reorganization, we have fully aligned our prek experience with our K through5 experiences. And so, that strategy captures the work that will be done in that area. Below those strategies, you'll see the annual targets that really relate to parent workshops, the innovation enhancements that we'll be doing, as well as things like increase in enrollment in our classical magnet school and also increases in our foundational reading achievement as well as mathematics achievement. What does that

038mean? That's really the achievement of our students in our K through two on the state assessments. And so the theory of action there is that if we are able to have our students achieve at higher levels earlier, we will continue to accelerate the achievement process um progress over time. The next page, page 15 captures our strategies as well as our targets and safety, culture and climate. This particular focus areas has been of particular interest um by board members. you'll see that we will begin establishing a family partnership framework. And so there's a real focus um an eye towards how can we enhance and improve the our connections with our families as well as provide tools and training to our staff in order to maximize our impact with our families. Also integrating agile school security enhancements.

039Many of you know that Mr. Alberti has already been um very quick to identify different areas in which we need to enhance our school safety and security and that work is already underway. Um that will directly feed into our FSET that we do on an annual basis and continue to work on continuously improving the safety and security experiences within our school environments. of note um we really have started doing some work on family entry to exit experiences. So this is part of our charge to really have a deep look at the culture and climate experiences not only of our families but of our staff. So this part really captures the families. We are um we have a team Dr. Shafty and Miss Flood is already working on a systematic way of capturing the data for

040why do families enter our system and why do they leave the system and we feel like it's important to gain a deep understanding of this information so that we can target our efforts in the correct spaces and with the correct strategies. So that information will be um gathered on a systematic basis and analyzed for next steps. Additionally, you'll again see um leadership uh or you'll see strategic uh innovation within different learning spaces in this area. It has to do with student leadership opportunities. There's a number of those opportunities that are going to be built out during the upcoming year. Also aligning our support facilitators within exceptional student education. Those are the teachers that go into general education settings and provide supports and services to our students with disabilities. We thought it important that we align

041that work with the work happening within our general education environments and the supports that we're providing for the education environments to accelerate the progress both of our general education students but our students who are identified with disabilities who frankly are general education students first. And the final uh piece here in that deep look into culture and climate is establishing an employee feedback framework. So looking at those state interviews also conducting systematic rounds of our districts and schools to understand the impact that the different initiatives are having and where things are working very well and what needs to improve in order to promote the retention and satisfaction and self-efficacy of the staff that we employ. On the bottom there, you'll see the annual targets. Um, that only includes the types of tools, but you'll see that

042um, as we thought through this process and gathered feedback from board members, really having an understanding of how those tools improve the experience of employees within the district. So, are we seeing improvements on climate surveys? Are we seeing improvements on um, employee satisfaction surveys? So that target was um also added within there. You can see our compliance on the FSAT um entry and exit interviews, our leadership programs, differentiated instruction. So you may very well know that we conduct systematic instructional walkthroughs and school leaders at the school level as well as at district level. We collect information on differentiated instruction and the observance of that within all our classrooms within the district. And so the theory of action behind this is if we align the support provided for students with disabilities and the expertise of our

043support facilitators to incorporated incorporate different uh differentiated strategies into general education settings and we'll see an increase in this area and then finally that retention rate which is just one of the indicators of employee satisfaction. The next area is communication and engagement. Um we've talked a bit about those school pillar events that we are doing districtwide and those are really to engage our families with our school communities. But um and it's not to say that our schools haven't been doing a great job of this. Many of them have been doing um this already. However, we wanted to create consistency and connectedness in the experience districtwide. So we we will be doing those or having those experiences at similar times of year um with similar types of events leveraging the agile communication tools. Uh many of

044you have noted some of the enhancements that we've done on our communications both internally and with our external communications such as social media or um press releases. And so we will continue to do that. We hope to increase our viewership as well as the number of impressions um on social media to ensure that we are getting our story out in a way that is reflective of our district and the impact that we're having on students. Also, you will see um the community engagement in district activities. We've maintained that because we feel like this is a high lever activity to be able to have um individuals form our community engage with us in during various experiences. And then finally, you'll see in there um and I think I jumped to the I just jumped to the

045targets. Building strategic partnerships with businesses and community organizations um in order to provide more diversified opportunities for our students that will support middle school and high school acceleration. So that ties directly into those targets 3.6 six and um and 3.5 that talks about um continuing to improve our middle school course acceleration as well as our high school course acceleration. And finally, we have been doing work not only with our communications, but how we are able to systematically engage our school leadership teams and telling the own their own stories of their schools in the community and using those communications to effectively engage families within their schools. The next area is talent development and support. As part of some of the feedback through either strategic plan focused sessions or workg groupoups that we had during the last

046year, we re received really clear feedback from our teachers that way they wanted to engage in more social and networking opportunities not within just within their schools but across the district. Also they asked for rollike professional learning opportunities. So again, they um are able to access those within their schools, but there was an ask to be able to do that districtwide as well. And so we've already started work during our Thrive um opening session of schools and professional learning. There was uh there were opportunities for our role like teachers to engage in um learning with their colleagues across the district. Also in in the same vein, our sixth grade singleton teachers at our new preK through eights. There may just be one teacher often just teaching um that particular content area in sixth grade. So

047setting up proactively opportunities for those teachers to collaboratively plan um and engage in problem solving about how they're serving their students is something that we thought was important as we roll out this new initiative. And then finally, um, one of the big levers for this year, as you know, a district continues to make progress and at this, uh, rate of change, it's important that we continue to look for ways to continue that acceleration of progress. This year, we'll be really looking at our core instruction and supports and not only how rigorous are our interventions, but how rigorous is our problem solving. So, do we have the level of understanding of each student's needs of the the instruction we need to provide in order to continue to enhance that instruction? And that work has already started

048with our school leadership teams. It will continue throughout the year um during our principal and assistant principal meeting. And um based upon all of this work that we are doing in increasing the capacity and expertise of our already expert um principles and teachers, we believe we can continue to accelerate progress in English language arts, mathematics, science and social studies. So you will see the targets in this area not only um monitor how we are providing those experiences but also the impacts that those experiences are having on our academic achievement of our students. And then finally organizational and fiscal responsibility. So these again are subdivided into our three strategic pillars. There is a great deal of work we are doing around the area of innovation and it's important for us as a system to not only

049do that innovation, deliver the innovation and make sure that innovation is as effective as it can be but also to share the impact of that innovation on both our students and schools and staff. And so we will be um sharing out monthly innov uh innovation investment spotlights. So this can be staff resources, human resources, fiscal resources that we are expending in order to ensure that we are having the impact that we need um to drive student achievement forward. Also leveraging fiscal resources from the Indian River Education Fund. The fund was actually uh the theory of action behind the development of this fund and the uh philosophy of this fund is to fully align the priorities of the Indian River Education Fund with the strategic priorities for the district. So we are um fully uh moving

050forward in full alignment with the Indian River Education Fund. our strategic priorities as you know community innovation and leadership they have the same strategic priorities and um of two of the three of them innovation and leadership is where the strategic priorities of the fund are. So we will continue to be intentional about aligning what fiscal resources are leveraged with the strategic priorities of the district. Finally, um also looking at differentiated compensation frameworks for teacher um contributions. We already piloted one of these experiences last year. It was very well received by our middle school and high school teachers. We actually engaged them in a process of design thinking around our new prek through eight uh models as well as potential um future models for providing secondary education. and they were provided a stipen in compensation for

051their expertise and participation in that and um a lot of really good work and feedback came out of that and then finally establishing an artificial intelligence leadership workg group. So we fully believe that if as a district or as a district when we leverage artificial intelligence, it needs to be done in a responsible way with very clear guidelines and frameworks, guard rails on how we will and will not use artificial intelligence, stages of development where we are right now focused in our staff use of artificial intelligence resources. And so we thought it important to provide oversight from a district perspective on how we'll use that so that it is used in a responsible and safe way. So you'll see the targets that involve our district total ending fund balance which is always important to the

052fiscal health of the district. Um the alignment between the Indian River Education Fund and the district as well as different course offerings and differentiated compensation approaches we have. And then finally, you'll see the target really focuses in on how we're leveraging AI from a district level um to maximize operational efficiencies. And then following this information, you will just see that we have some summary pages that really help summarize, you know, all of our focus areas, our mission, our transformational impacts, also the different targets from our baseline, what we see now to our target 2026 and 2027. As I shared with each one of the board members, some of this work is very new to the district and as a result, we have not systematically collected baseline information and you will see that indicated as a

053new innovation in baseline 2425. And what we've done is we've taken a uh educated approach to where we can be and should be in order to have the impact that we want to have um in those different areas. And that brings you to the end of the drafted plan at this point. >> As we um switch over to the budget presentation, >> are we still are we are we moving to a is this still within the strategic plan? >> It's all part of the the same the same item. >> Same item. Okay. Okay. >> Same item on the agenda. So, as much as I um appreciate the white hat award, if you were here yesterday as uh we I was finishing this workshop, you would um see that staff was working on the budget and

054um even though I tell her not to attend, I have a feeling if I turn around, she's probably in the room um as well who um should be wearing this hat that works. that goes into this, even as I've been around it for many, many years until you're in it, is um unbelievable and it's um constant, as you'll see at the end of this workshop, it is certainly not over. So, um just to catch us up a little bit and a few new updates possibly. There we go. So, we're just going to review the final budget. On September 9th, you'll be adopting two resolutions, one for the final millage rates and one for the final budget. We're going to review the general fund, some charter school funding. We'll look at our FTE full-time equivalent over

055time. Take a look at some next steps. Um, and then we'll get specifically into those certified mill rates, the public hearing for the final budget, and the tax anticipation note or the TAN, which helps us through our funding. And as usual, we have some acronyms. I added the TAN here as we have the tax anticipation note. U but most of those we've gone over as uh we've gone through the previous four workshops. So just looking at the final budget by fund remembering we have seven major funds and the general operating at 57% of that 238 million going around extended day. Remember that's a self-operating fund. We call it an enterprise fund. We collect fees from parents for providing before and afterare services. Um that is mainly made up of uh fees that come in and

056salaries for the individuals that work the program. The health insurance fund, we are a self-insured health insurance fund. So that is a collection of the board's contribution which we'll talk about later on the um agenda which is going up as well as premiums from employees and then that provides all of our healthcare services including our on-site clinic. You have two federal programs. We break those out into food service and federal. federal meaning um title one, title two, title three, all of the entitlements and then food service specifically your capital projects which as Dr. more alluded to. Um as we move into this budget, we have strategically positioned the capital project for a couple things. We're going to talk about um the increase prata share to charter schools as well as um focusing on doubling again

057our initiatives on the hardened vegetables. As you know, all of our schools have single point of entries, but tackling those schools one at a time would be a lengthy lengthy process to be able to get those accomplished. And so this year, we uh we tackled the two largest high schools, and those are complete other than a few minor decorations to be hung up. Um but as we go into this year, we are engineering and working on four um additional ones and there'll be more information specifically on those as you go into close session on your security. And then the debt service, as we've briefed pre um previously, we have um several debts that will be falling off between now and 2023, which is the end um of or 2033. Thank you. So, a total final

058budget all funds of $420,356,693. What we um in several board briefings um and in individual meetings with board members, I often get asked, well, how much of that is salaries? And you know, it used to be 75 or 80% we would answer and we would know that would be true. But um as we've changed a little bit, it's more difficult to answer that question because as you can see, um this is just a a different way of breaking it down. It is by no means all of the things that we expend out of the general fund, but it's some large buckets. So, as you can see, out of the 238 million, 22 million to charter schools, 20 million family empowerment, you have your Now, just to be clear, your fund balance is a 5% of

059revenue. Your entire budget is more than revenue. It includes other items. So, it's a 4% of the overall budget even though it was 5% budgeted of revenue. Um, I hate the next word, schools and department discretionary because discretionary sounds like you can do what you want with it. But for example, um, Sean Thompson's group in the back, his discretionary budget includes 500,000 to buy Microsoft Office and all of the server products to run the school district for all of the students. So I um software uh at schools, it's copy paper, it's everything, it's unities that you know it's about $4.2 2 million in electrical alone. That's your propane and fuel and all your other waste management utilities. Cape IBAP dual enrollment. Um as you'll recall this year there's a $2.6 million um actually taken out

060of the BSA and rolled into a categorical which is opposite of what usually happens. Um and then there's other budget for dual enrollment in there. Your property casualty and all of your other insuranceances, your student accident insurance. um which leaves and again I could go into the next bucket and carve that into all textbooks, instructional materials, safe schools in that remaining $20 million. The rest of mental health that's not a salary, grounds, maintenance, repairs, um instructional materials. So the teacher classroom supply that we're required that's rolled into the base student allocation. So there's lots of things that go into that, but it just gives you a little bit um better idea. So when you see salaries and benefits as 60%, as we go to the next slide, you'll see that taking out charter family empowerment

061and the budgeted fund balance. Now the fund balance is part of your budget, but we it's not available to do anything with. It's budgeted and not appropriated um to spend. then that uh puts the salaries and benefits at 77%. So you have 23 cent on the dollar um remaining to operate everything else in the school district within the operating general operating fund. Um just taking a look at charter school funding. So this includes their portion of the FEFP as well as there is a state allocation for capital outlay that comes through that comes through our operating as a pass through and then um they also get a proratic share of the capital. So this slide shows that prorata share of the capital just reminding the board that we're in the 60% or year three. um

062as we move forward the prata share um so however many FTE charter school students represent of the district that proportionate share of capital um we'll move to 80 and uh finally to 100% fully funding that I fully anticipate that that state allocation of 1.4 4 million, which is currently still in state funds, um would most likely disappear as we move into 100% funded from uh local dollars through the 1.5 mil. And just going back to this slide, we've um updated it as we've come into the beginning of the year. Our second calc, if you remember last year's second calc, which was the this time of year, beginning budget, the um family empowerment was at 1672. And then if you recall, when we got the third calc after the students showed up in October, that number

063jumped to 1850, which is when we made the $2.7 million adjustment to the budget in March. that uh family empowerment now is at 2234 in the second calc. Charter schools, the second calculation doesn't break charter schools out. So, we use focus and our uh we have an estimating revenue sheet for charter schools. So, we have them at 22.90 currently, which shows uh them staying right about where they were, which leaves the traditional um and we talk about this a lot. Back in January, we had projections and the state gives us models and if you don't accept their model, you have to show why. So, we were on model eight of the nine models, which was the most aligned to where they believed we would be, which was 13382 plus some uh virtual brought it to

06413417. And our second calc, we are now sitting at 13522. So, we are above projections in the funding. And as we uh just finished the 10-day count and we're looking at numbers, it does look like we've increased some FTE and students above that. So, we are analyzing that on a day-to-day basis over the last 10 days. Um just some next steps as we talk about on September 9th, you'll be adopting a resolution for a tax anticipation note. for those in the community. Our funding is um 75 to 80% local dollars which do not come in until October and November. And many of you got your tax bill, you got your trim notice in the mail. Those collections don't happen until November unless people pay it early to take the discount. Um last time you published

065your trim advertisements in the TC Palm for the tenative budget. We don't do that for the final budget because Mr. Davis does that for us and he publishes the dates of all of the final hearings for all the municipalities. So we are published at 501 on September 9th for our final millillage and budget hearing. Um so in order to pay our um salaries as we move forward and just as an example if you uh if you go back to the chart that had charter school and family empowerment if we could just go back to that pie chart um it ties in a little bit right there. Um just as an example, our net state FEFP the funding from the state for the second calculation was 24668 24 million668,000 and that comes in every twoe payments

066that we get. And our funding to our charter schools is 22,867 which we pay out in payments to the charter schools. So as you can see any state almost all of the state funding we receive on a bimonthly basis is u paid for the charter schools. So the only dollars we have to operate would be the local dollars which do not come in until October, November, thereby um the need for the TAN with the fund balance we have. Um we can go back to the slide we were on. Thank you. That puts us in a negative cash flow in midocctober. So adopting the TAN on September 9th would give us the ability to get that um out. Uh go back one more slide. Stay there for one minute. Thank you. So on September 9th, right

067after that, you'll have two resolutions. You'll have a public hearing on the final millage rates and then on the final budget. And for everyone behind me and in the finance office, it is not over because they are they are feverishly trying to finish the annual financial report and the program cost report that's due to DOE at the same time. As we finish up, we'll be um on September 12th submitting those millillage resolutions to the tax uh collector, to the Department of Revenue, and the property appraiser. We only have a few days, three days by law to do that from your hearing. And then we have to certify that to the trim office within 30 days. So, lots of steps left for the finance department after you approve the budget. Um just reminding us that you're

068going to certify the millage rates. And if you just click three times, you'll see some yellow just to remind you that the millage rates for this year, even though the required local effort was slightly different by the time you added the prior period funding adjustment, the millage rates are exactly the same. There's no increase or decrease in the millage rates. And those are the rates you adopted at the tenative. They'll be the same rates you'll be adopting at the final. Um, and that's you are required to do so by law. Next slide is just an example. You'll be adopting two resolutions. The one on the left will go through the millage rates as you just saw and the dollars that they will generate. Your 1.5 capital, your 748 discretionary, your 0.5 voter approved, and then

069your 3.005 U required local effort. And on the right, you'll have a resolution which you will be adopting just the budget 420,356693. That can change minor changes between now and September 9th as we're still just finalizing a few little revenue sources coming in, grants and whatnot. And next slide. Um, we talked about the TAN because of our cash flow that we would get that in place. That would be for a not to exceed $15 million. We have put that on the street. Wells Fargo was the most responsive bidder with a 3.99% interest rate, $15,000 in certain fees. We take those dollars and we put them into our Florida prime, which right now is about 4.51, and we invest those as we use them um to offset any costs that are associated with it. We uh

070that tan will be uh delivered on or about September 12th and paid off on the 18th. One thing on the agenda this evening that you noticed the superintendent emailed um a good cause item is something a little bit different this year. In prior years the banks were willing to go out and once we were working toward hand and they were selected they would lock down their investors and give you the interest rate. No worries. But with the volatility in the market, um the interest rate we lock in will be the interest rate we lock in on September 9th unless we exercise what's called a forward rate lock agreement. Um I can assure you that we will be issuing a TAN or by mid October we wouldn't be able to pay our employees if needed. So,

071if our bond council and if our financial adviserss and if um everyone in the finance staff as we watch this on a day-to-day basis found that rates were going to um go up at a level, this uh you'll have an agenda item tonight that would allow the superintendent to lock in the rate as of that date. That lockin rate is very specific to this TAN only and to this bank only for this option. Um, I don't anticipate that we will need to use it, but um, it is certainly in the board's best interest to have it available prior to September 9th to lock it in if needed. And with that, I believe we finish the item. So, yes, Madam Chair, um, just to frame the upcoming conversation, none of these items are before you this

072evening. So, this is the opportunity while there strategic plan or budget questions, we'd be happy to receive feedback or answer any questions board may have. >> Thank you very much. Great information. Miss Baronborg, can you hear me? >> Sorry I don't forget her. >> I can. >> Okay. If if you'd like to go first, any questions, concerns, or comments? We had a lot of great information. >> It was Thank you. Uh well thought out, detailed strategic plan. I appreciate it. Um glad we're adding exit interviews and um the kan I understand um the volatility of the market and why that needs to happen. So I appreciate the fact that you want to do that. Um the last thing is I'm just going to bring up um one more thing I'd like to have us focus

073more on is ESSE supports and busing assignments. I've heard a little bit about that at the start of school. hoping that will smooth well. Thank you. >> Thank you very much, Miss Rosario. >> Okay, so um I think these items should have been separate items because they're they're just so vast and so different. Um even though there's somewhat of an o an overlap between them. Um so I think I'm going to work backwards and maybe start with finances and then go back to the strategic plan if that's okay. Um, I am not in favor of the tan. Um, but I get it. I understand the situation. Um, every year we see I think there was one one or two years that I was here um that we didn't need to go for a tan and

074that was really nice. Um, but since then it seems it's inevitable every year this seems to come before us. Um, so I get it. The other thing that I wanted to bring up was the the chart the pie chart of um the the fund balance pie chart what we have seen before in our budget book when we get the budget budget book um was a clear I don't see it here and I I'm I'm not to assume and I guess this is part of the answer is will we let me ask you again different way will we see another pie chart that will have the alignment of our budget with our strategic plan items. We've had that before. Our budget is supposed to be driven by the strategic plan. Um, and I I have not

075seen it yet. So, I'm hoping that the answer is going to be yes. >> So, the strategic plan definitely drives the expenditures of the budget. Everything that comes to the board, we have to go through how does it align to the strategic plan? How are we change? Why do we need to change a program? We're changing from school messenger to aptagy to increase homeschool communication with families and parents. Um, as you so adeptly pointed out on the alignment of the strategic plan, there are a set of um, budget strip codes and there's only a set number of codes. Facility object, function, project. It's a set of codes that you can that I can go into the system at a $48 million budget and run. So, for example, as we have gone through those project, for

076example, I could align projects that we spend money on to the strategic plan. However, 50% of every expendure doesn't have a project. Projects are very specific to something. um as we found with facility and I think um in the past as Dr. Moore and Mr. Fagan worked on it I think facility was probably the closest thing you could pick because you could say a school aligned to academic achievement as but as you as we learned through it as you went through and you saw bottled gas they have lines for repairs and maintenance within the facility. Um so that only leaves you a couple other choices like objects. So I could say computers, every computer, but if I buy a computer for Dr. Moore, that's wouldn't be academics versus buying a Chromebook for a student. So

077there's not a clean, as you found, there's not a clean budget code that clearly aligns to the things you develop in the strategic plan. So, we'll have to look at ways we can share that that's not in that um strip of codes as it was before, if that makes sense. They're never none of those have a clean alignment to either communications, community, schools, academic um that they're just not coded towards our strategic plan if that makes sense. It should be the opposite. So the budget should be coded to our strategic plan, not the other way around. And so what I'm hearing though is that you're saying we have to find a way to do that even though we've had it in the past. >> The way that we so the the coding of the budget

078is given to us in something called the red book. So there's >> I I get I get that. I understand that. Um, we are responsible as board members for approving a strategic plan and a budget that aligns together that makes sense where one drives the other. We need to be able to look at the budget and agree and say this is our alignment. And that certainly that would be you and your incredible department to be able to create that for us. Um, so what I heard you say is that we have to create that. >> There's not a mechanism in place that would accurately align other than facility. that was the closest and I think it it had a representation because you took facilities like physical plant or Bob Michaels group and put that towards

079operational efficiencies and you took the finance department and took put that towards financial um not using those facility codes as you pointed out they don't align everywhere meaning a school has other things in it than just stuff for kids. um doesn't give us a code for example if I aligned all the computer is a good example I can't differentiate a computer to the areas in the strategic plan so what we do is we bring items forward to the board for consideration um they are aligned to the strategic plan that purchase when they come to the board you'll see we are purchasing X and it aligns to the strategy ies and objectives within the strategic plan to accomplish it. So those purchases are driven by the needs through the strategic plan when they come for board

080approval. >> Dr. Moore, I saw you bring the microphone a little bit closer to you. Do you want to add to this? I >> I I think the answer to the question is is no. Um, as Mr. Green was saying as we problem solved and looked in a in a backwards glance, what we were attempting to do was flawed and the information being presented uh in some ways caused more questions. Why is propane propane is not part of part of a school. So the task to staff ultimately looking at as I was saying earlier time to create it in the rears is not something that we're able to do with a a stamp of approval to provide to the board. Um so yes the board pro approves the budget uh the strategic plan uh takes

081the money available and ensures that the anything that you approve from the board or whether anything that I approve to spend is aligned to the district strategic plan. So I loved the strategy and still still do. Uh I thought it was a great idea. So you can go back and watch me say exactly the opposite of what I'm saying. uh because it was sitting here saying, "Oh my gosh, if there's ability to say, let's take every dollar that we spend and align it to the district's strategic plan in real time means we have to create a mechanism on the front end in order to to do that." And the current system, the red book, we can't manipulate that. That's this the way the state the money comes in, the way it's reported, the way it's

082audited. So it is an additional layer of work. So the decision that I have to make in terms of the volume of time that we have the staff that we have um what's the best most solidified way uh presenting information around the budget to give the board the confidence and everything that we do is aligned to the strategic plan in terms of ultimate spending as well as a fluid strategic plan and the budget is an annual process. the strategic plan uh we update it each and every single year uh but both extremely fluid but ultimately one is always supporting the other. So, what about a a an a a a possibility or a chart or a page or a description or something um that could align that can show us the budget align the strategic

083plan priorities and the budget line items for the strategic plan itself. So, as you I mean, here I go again. >> Do you see what I do? Do you see what I'm I mean, maybe I'm not explaining it correctly, but something >> I think it's just make sure Bruce has room to kick me if if I say something. >> If the intent is to say within each of the pillar areas, what what's the volume of dollars that were spent? I think Bruce's struggle, maybe we could do that. >> Is like, no, no, no. I I I can't ask staff. They're already here Saturday and Sunday to figure out the propane thing. It's one or the other. It can't be both. But it's in three different locations. >> But if the the desire is to say,

084"Hey, >> let's break down the volume of the things that we know, right?" >> And exclude certain things like propane or or whatever would be >> um >> where we could say that our strategic plan, this is the budget for our strategic plan. >> And I I think and I don't want to put words in your mouth. Your your desire is to say are we putting our money where our priorities are? >> Yes. >> But yeah, I don't >> I >> Okay, >> that's very important for me. >> No, I know it. Me, too. >> It's very important for me. Um I know a lot. I know we can do it. I know we we we attempted to do it. What I'm hearing, we attempted to do it in the past. I liked the way

085it was presented in the past. Um that was an error even on my part last year when I looked at it again probably for the third time and I thought finally I saw propane and I'm like that's not instruction you know but um so that's where I have been all year is in that mindset. So I I think we can I believe we can do at the very least that to be able to capture where >> Yeah. >> Go ahead. I hear you >> I just one of the things we are shifting to um is moving into PowerBI with the budget. So we're going to be able to create some dashboards. We're going to have some new ways of presenting the budget amendments and stuff and and Dr. McMahon's group is working on it very

086feverishly to do that. So I do think there will be some opportunities to possibly cross budget strips to say this and this or this and not that. So I think with PowerBI, we certainly should be able to create some systems to do that moving forward. >> That would be good. I I >> I totally understand what you're >> Yeah, thank you. I appreciate that. I know other board members want to talk about budget. I just have two other things that I'd like a a a request myself for budget and that is the pie chart. Of course, I'm a visual person. I like pie charts. Doesn't have to be the pie chart. Um but certainly if it is, it would be great. Can we have a pie chart of instructional of what is instructional? how much

087we are spending on instruction that would incre that would include salaries, professional development, textbooks, curriculum, all of those kinds of things for just instruction. I mean, we are a school district by you know. >> Yes. And actually when you when we when you see your budget summary that you adopted at the tenative and you'll see it again it is by uh function and all the 5000s and 6000s are aligned to instruction and it was uh it's roughly about 77% towards instructional. Um but I can definitely um add that. >> Thank you. I appreciate that. That I said two things but that was just one. So, um, Madame Chair, >> yes. >> Do you want me to just keep going straight through the strategic plan or you want to stop at budget since we're on budget

088and then come back to strategic? >> Yes. Thank you. >> Okay. >> Dr. Posa, any comments on budget? >> Sure. Um, I'll also include my comments for uh the prior stuff just because I'll be quick anyway. >> Okay. Um, so I appreciated some of the changes to the uh strategic plan, including uh reducing the timeline from a five-year to a two-year plan. I think that makes a lot of sense, especially with how your um district is being run and uh how many changes are going on. Uh I think that's a very good idea. Um I like that it's more of an outcome driven plan. Um and it it sounds like we are hardening more schools this summer than we've ever done before. >> Yes. So we I I would hazard to guess we probably have

089more security projects and potentially money spent on security this year than we have ever or close to that in in projects number of number of projects. I'm not sure the numbers on that, but I think that's a lot of I don't think we've done anything close to >> with the addition of the badging system, right? The addition of zero eyes, moving to four projects, the two high schools, obviously they're humongous facilities. So, the cost to do them, >> um, >> that's a pretty safe assumption. >> Yeah, I think I think if anything, in the last two years, we've spent more on safety and security than this district has ever done in a two-year period. Um, but yeah, so I'm very happy to hear that because obviously I'm always asking for it. So I appreciate it.

090Um, and I would say the main comment on the budget, um, the tan, if we need it, we need it. It just kind of is what it is. Um, you mitigate a lot of the cost. Uh, so it doesn't really impart much of an issue to us. Um, but my my primary thing for the budget is just that I would feel a lot better about passing it um if we did at some point a forensic audit and we really did a deep dive into our finances in a healthy way so that we know every dollar is reaching its destination and u we're being good stewards of our finances because it's I mean in $420 million it's a big district. We employ more people than anything else in the county. Um, I these are the citizens

091dollars. They're not our dollars. It's not a company. I I think we do we really it's it's our entire responsibility to make sure these dollars go where they're supposed to go. Um, so I I feel very strongly about that at some point. I realize there is a cost expenditure and it it may be uncomfortable and it's work and all these other things, but I I do think it's a healthy thing for us to do that'll set us up for success later. >> Thank you, Dr. Pos. Mr. Dyer >> uh just a >> budget >> point is it just budget not strategic plan now just budget >> well or you could do it short like Dr. Pusca. >> Okay. >> Dealer's dealer's choice. You can do you can do it all. And then we'll go back.

092>> We can't wait for this budget. >> Then I then I'll just go in order. I first I I thought that the idea of doing strategic plan every two years versus five as you know in the beginning uh most businesses long ago went from fiveyear strategics plans to two or three year and you update them uh consistently and I think that's really a good idea in this changing environment. there's just no way you can can really look out five years uh for for really uh uh measuring measuring anything anymore. You just constantly have to stay on top of it. Um and uh I would say next in terms of uh budget, I think that one of those pie charts when you talked about the uh amount that is now going to charter schools, a lot

093of these monies I' I've talked about many times over the last year about the defunding of public schools and you can begin to see it in some of the numbers when you said that charter schools now are taking more than the whole state allocation. And then when you look at what's happening with capital, many things that were categoricals beforehand are now included in the allocations of the budget which we don't get the funds for. I think that I read a recent thing that I saw come across the email from the taxpayers association that kind of concurred with this without even taking uh uh the look at where the money was going internally. we saw that it was really only a 1% increase in funds for the district. Uh and it just points out to me

094and and it kind of gets back to Jackie's point. I I agree that in a strategic plan, you show me where you spend your money and I'll show you what you believe in. So I I I I really do think that's true, but when you look at the budget that we have, uh you know, how much is really discretionary? Discretionary is where you make the difference. And how much of that $400 million, there's so much of it that's siloed for a specific program that is not funible that you can't move from one account to another. How much is truly discretionary in our $400 million budget? Could I ask that uh to Mr. Green real quick? So out of that 20 million that was left, I think you and I went through it one day and

095we were down to one or two million dollars. I mean, >> that that's that that's what the real issue is. I mean, we can put things to the best of our ability in any category as it supporting the strategic plan, but if you don't have flexible dollars, then you really can't really put money where you can drive something. uh and that it really is the issue and I think that as we keep getting into the budgets and we watch what's happening year after year it really says that now we have a high-erforming which means that we are financially stable recognized more than financially stable recognized by the state of Florida high performing meaning that we have uh a district for more than two years in a row we're three you look at everything that has

096happened last year you can't get much better than what we do. And then you look at comm surrounding counties which have uh more of a um of a sales tax and probably uh I guess the closest would be uh Martin and uh they're they're sitting there with 1520 million more in the budget than uh than we would have with a similar size school district. So I mean it gets down to the point is what are we going to do? I look at the innovation in the budget in the strategic plan and then look at the budget and I say, "Well, where's the innovation?" Well, where's the extra dollars to support innovation? How do we get those dollars? I mean, we look at teacher salaries. I still think that this district is underfunded in teacher salaries

097and uh paying for the performance. This district is performing. Uh I think that as I look at your next year's priorities with a strategic plan being number one, what is the incentive or bonus compensation that we as a board are considering for the district and for the people in it if they achieve something like that? I mean, there's so many things that we need to think about uh strategically in in a district. And I I guess I would, you know, I I've been in the business all my life of cutting cutting funds and separating the nice from the necessary. So budgeting is something near and dear to my heart. And as you guys know, I came in wanting to swing the axe, as uh as Mr. Green would say. And and I really did fight

098for money because I thought there were things that we should be investing in in the district and we needed to find money. I think we found a million or two and I may have found something in in capital and maybe a categorical but you can't use the money where where it's needed. So that's the dilemma that we're facing and and uh I do think that we need the the one thing that that you can't control in in public funding really is The revenue is very hard to control in a business. You can control the revenue and you can control the spense. here. Only thing we can do is control the expense. Uh, do I want to make sure that every dollar we're spending is is done right? Yes. And if there's a good system to

099to look at it deeper and better and more effectively, uh, I I I could could buy into that because honestly, I think we need to to free up some dollars or get more revenue to figure out how we can support the great things that are going on in this school district. the the the the taxpayers in my opinion in this school district are getting more with less than almost anybody in the state right now. Uh even though it seems like a big number, there's a lot of places that this, you know, money is uh money is certainly go to. And I'd also like to say in your in your your slide, uh it was great to see that we have more kindergarteners coming in than last year. we have maybe with through this K through

100eight that we're beginning to stop the uh sixth grade uh exit point. So I think you're working on both entry and exit points and I just wish that we had the budget to do some really innovative things to take that next step in this high performing district like going after uh kids that are are really need to accelerate that are already threes and fours. How do we make them fives? How do we get the boutique high school? How do we spend money uh more effectively and really innovate as a system? How do we put more in prek through through so we can can help uh with remediation down the line? Lots of things that I think we could invest in, but in my opinion, you guys have done a lot more than I think that

101was expected with less than expected. and I really commend you for the job that you've done and uh for the way that you're managing the district. >> Sure. >> I appreciate a lot of your comments. Um and I and that's partly why I feel so strongly about the need to reduce uh waste if it's there, right? We don't really know if there's a significant amount. Um but just based on talking to other people who actually reformed school districts um in New York and Chicago and Maryland and other places um we're not anywhere near as bad as they were. Um but they they found 20 30% of the budget was just going nowhere, not doing anything and there was a lot of waste in a lot of counties. So I I feel strongly I mean we

102like you said we can't increase revenue. It really it's not a realistic goal. they can't find money. Um, really the only thing we can do is reduce waste. Um, so I think I think it's something you you got to go after eventually. And if you eliminate the waste over the course of 5 10 years, you're going to recuperate so much revenue. Um, and to your point about doing more with less, we we as a district spend less on a student than a lot of other districts in Florida. Um, and we spend massively massively less than districts in Illinois, Michigan, California, Maryland, New York, Massachusetts, and we have better grades and better outcomes. Um, so it's not about the money, it's about having people in there that want to teach. Um, it's about using common sense,

103being innovative. It doesn't take a lot of money to make a kid smart and successful. Um there's a lot of parents that have been doing it with little to no money, right, at home with no degree in teaching. So how are they doing it um for a fraction of the cost? Um we we got to look at reducing waste if we want to maintain competitiveness. >> Hey, I'm going to try to summarize all mine, too. Um >> you want me to go first before you or you want to go? >> Yeah, you go ahead. That's okay, Mrs. >> I don't mind. I just go right ahead. I didn't know how you wanted to set it up. >> That's fine. >> It's all right. Go ahead. I'll end with it. Yeah. Um, so I'm going to

104piggyback off of um something that Mr. Dyer said, obviously with the finances being extremely important, and then I'm going to support Dr. Posca on a forensic audit. Um, we do have policies in place that support um an audit committee um and particularly with our internal accounts. um we could look into a financial audit and and maybe you can come back to us. Um even if this is an item that you want to put on as an action item, I'm not sure. You can talk with Miss Enville on that. Um of the costs involved with a financial audit, um a forensic audit because those could be quite different. Um and then going more locally which has been happened before which has happened before where there was an audit committee of local financial advisors who have gotten

105together and so on and so forth. So there are options available for us. Um I do believe that a forensic audit would be um the right thing for us to do. It would be the fiscal thing for us to do. Um I think he made some salient points at our last meeting and then again here today. Um you know in in looking at our budget um or what has been presented to us by uh Mr. Green from 2425 our and I'll just estimate here um we were close to $48.5 million in our budget um for this year. It was projected that we would be at 418.7 million and as we see up here today we are close to if not over 420 million. So our budget keeps increasing even though we've had decreasing um enrollment

106over the la last several years. Um we might happen to be the anomaly because there are districts all over who are struggling Um I know many friends uh who are schoolboard members in other districts who are letting people go because their budgets they've lost millions and millions of dollars in their budgets. So how we are increasing um among the you know with all of the factors just is seems to be a blessing. But um I would I would argue that it would be right for us to be able to um use some of the monies that we have to that end for that purpose. So I would support that. Um that would be the last thing that I would say about um about the budget. Uh, Madame Chair, if you wanted to then continue with

107the budget. Okay, >> go ahead and >> um, so Dr. Posa, you probably need to at the end kind of come up with something on your own. Okay. So, um, I'm going to talk about the strategic plan here if I can. I'm going to piggyback I mean go back to the strategic plan. The strategic plan um really is it's a combined effort where the board works with the superintendent um on uh initiatives that would be um aligned with our stri our priorities, our initiatives, our um vision and mission for the district. And then the strategic plan is how the superintendent is going to see those initiatives through. Um certainly we work handinhand with the superintendent um in this particular way in this particular um uh um strategic plan. We have had some opportunities for input.

108Um I do not believe that we had a lot of input as a board. Um, one thing that we did not have input on was the two year the recommendation for two years. It was presented to me at a meeting that this is what we're doing as opposed to letting the board decide that. Um, and that is something that has thrown me off a bit. We have a policy that says that um, our strategic plan um, and I just missed it. I just pulled it up and I it is plan uh policy 2115 that says that our strategic plan shall be five years um no less than five years unless the board has uh voted otherwise but we haven't done that yet. So um that's just one example um of not bringing something to the

109board for thorough feedback. Um although I'm not opposed to two years, I'm not fully opposed to two years. I just think again process should be followed where um respect for the board as a whole um uh these things should have been brought to us. Um I will provide uh for on my opinion on the difference between the two-year and the five-year with this particular uh strategic plan that's being recommended to us. Um the you know the FSBA defines the strategic plan as a multi-phase process um and it's missiondriven um with measurable goals. So, in part, we have that within this recommended strategic plan. But what I find with the 2-year strategic plan is that oftentimes two years could be just a little bit too narrow of a focus. Um there is not enough time to

110see the transformational goals within two years. Um many times there are um strategies that are just beginning and then oftentimes don't have enough time to see it through to through through fruition um with a 2-year minimum or a limit on there. Um I think that there is a risk of shortterm thinking with two years um that a five-year plan would give us much more of that. Um, we also have uh opportunities to misalign our budget or misalign our accountability cycles with a 2-year plan that we wouldn't have within a five-year plan. I will say that Dr. Moore mentioned something about um having an opportunity after two years to revisit the plan, but in fact, we revisit the plan every year. So, and he has come back with recommendations for new year um changes every year

111even though it's a five-year plan because it aligns with his uh with his um evaluation and it's right to do so in in those particular plan just kind of goes away. Um it remains the same with those amendments along the way. Um the other thing that I'd like to kind of talk about which is a limitation on a two-year plan is um the culture change and the planning fatigue. Um whereas if you have a two-year plan, you know, you're you're already once you get it started, you're already beginning to start that process again in two years. Whereas a five-year plan doesn't have much of a fatigue. You're getting into the rhythm of it and you just know what it is. you have enough time for your staff members to be able to um articulate what

112those plans are for five years. Um on the flip side, we know the benefits of it. I think we know the benefits of it. It would be everything opposite of what I've just mentioned. Um but particularly with what we have in this recommendation, we have the classical school, right? The classical school just started. We need five years with our classical school at a minimum to be able to see where our strategic plan has gone with them with that particular school since we've just started. Obviously, we need our our first graders going to second and our second going to third. And at a minimum, if you were to use three years of our plan, you would really be able to see the full K8 experience, um, which I think would be better. Two years would not

113be able to capture that. A threeyear, at a minimum, a threeyear to fiveyear plan would. The other thing is our six to eight model. That's a huge new initiative that we are planning in our strategic plan um that are throughout that's throughout our district and those schools would need a three three years to see that growth right six fifth to six six to seven 7 to 8 um I just think two-year is too small too short of a time at a minimum I would be okay to support a threeyear um at a maximum five. I'd love board members um thoughts on that and then I'll move on to my next item. >> Go ahead, Mr. Dyer. >> Yeah, I would say say that three-year plans are certainly uh there are two and three-year plans that

114and both of those work. Uh I wouldn't have a problem with one more year. I mean that you could probably could make sense if you looked at you know 678 if you looked at it that way or K12 something like that. So just to really see what the objectives are but uh either way it works for me. What I think that it does when you have a shorter plan with if you have sufficient enough objectives you do have uh a sense of urgency to accomplishment. Sometimes when you have a five-year plan, you well, I'll make it up next year. There's no sense of urgency. So, what I like is I like being kind of in a hurry for results. Uh, as we talked before, I did see that you put some more measurable objectives in

115the plan. I like that. I am not very fond of an objective that is not measurable. An objective without an outcome. That's checking the box. Do five programs. Check. Check. Jack, check Jack. You know, it it just does it. So what you know, unless you can move forward, it's like kind of like a tire a car spinning its tires in gravel. A lot of noise and smoke and commotion, but doesn't go anywhere. And our job is really to move kids forward. And uh so yeah, I could support a three-year plan. I do think five years is just way too long. Uh you know, adding adding another year would be would be fine with me. I'm happy with it with with it as it is and a two-year plan, too, just because we have to be

116expedient uh in in what we're doing. >> Yeah, I I uh support the uh shorter strategic plan timeline. I think it uh it fits well with our district's uh goals and objectives. Um my only question would be, do we need to change any policies or amend any policies to align with that? So, we got to just make sure we review that. >> Um, I'm sorry. You you good, bud? Okay. I I was very excited about the two years. Um, I've done many many plans in my life, and fiveyear just gives you a lot of time. Use strategies, get there. We didn't get there, but we've got time. The two-year is fluid. You know, when I take a look at this, maybe we get there, maybe we don't, but that gives us an indicator of the

117strategies we need to do to get there. I just think it keeps us on our toes a lot more obviously than the five-year plan. I was really excited when this came out because I think about that again the many many plans in my life and it just keeps you on your toes. It keeps everybody looking at it because one of the biggest um some board member brought this up Dr. Pascar or Mr. dire you know looking at s systems growth when you take a look at that it's going to get harder and harder for us to push those level three fours and fives you know when we have our gains we have our acceleration we take a look at it and when you look at all the scores of the schools you know they're moving

118up and up there so looking at systems growth year after year is going to be tougher and tougher so I think this two-year plan keeps us fluid on where we're and what we need to do and how do we get there quicker. So, I'm good with it, too. >> So, can I continue? >> Yes, ma'am. >> So, Mr. Dyer, I mean, Dr. um Pasco, were you you said the earlier are you okay with three years? >> I'm open to a two or a three. I Yeah, I think both of them are acceptable. >> Okay. >> Dr. Moore, >> just want Miss Baron, do you want to chime in on that if you're >> Yeah. Um when I asked the superintendent why we're moving to a twoyear plan, he said because how things are changing so

119often um in this environment we're in, um I agreed with him. I think, you know, that's a good thing. Let's try it and see how it goes. So, I'm all for it. Um I also agree that the goals on strategic plan need measurable. So, they see I'm >> I'm buffering. Sorry about that. Yeah, she was you were good with the two years. >> Um, yes, two years. Fine. >> Okay. Go ahead. >> So, you have three that are in favor with three years. Would you be okay with a three-year plan? >> My recommendation is is two years. >> Right. Now, I don't know if we have three. I I'm good with two years. >> Then I could go with it. >> Thank you. >> Yeah. >> So, you're good with two years? I'm good with

120two or three, but it seems like the superintendent prefers two, and I think that uh for him to be number one in the state, uh I think that we ought to let him be number one in the state. >> Thank you. >> You're okay with two, Dr. Pos? >> That's fine. I don't I don't think there's probably any appreciable difference between a two or threeear plan strategy wise. >> Okay. Go ahead, Miss Vizario. >> Okay. So, I'm going to come back to the um strategic plan page. target 1.4. Um it says to develop more than or equal to 8 K through 12 pro programmatic framework enhancements. What is that? We don't have a K through 12 school. We have so as we had discussed at your board briefing the programmatic frameworks are the K through2

121frameworks that CNI has clearly outlined um on as far as courses of study enhancements to those frameworks as I had previously mentioned um are things that we when we evaluate the frameworks for example for continuity in a K through2 framework for the classical school what are additional components we can add to that classical school in order to enhance the student experience for that framework. >> So maybe I'm still not understanding what it is. I'm hearing a lot of what it might be about but I'm not hearing exactly what it is. So programs programs because I heard coursework so courses or programs >> it can be both. So enhancements when we talk about innovation often people just think of steam or they think of technology. When we talk about innovation, we're talking about different enhancements to

122the learning experience based on various strategies that are responsive to students and student needs. That may be an increase in the grade level. So currently we have a K through8 classical um framework that is currently available. We need to consider based upon the responsiveness to that how adding a high school program for classical school that would be certainly an enhancement to a framework that's existing within the district because that provides increased continuity. Um another example would be that we've already done is Dodgertown Elementary School in which they were designated as having a steam focus. However, they did not have a um learning lab in which DR drove innovation, but we added so that would be an enhancement to a programmatic framework that already exists. >> Okay, that's a good example. Um when you when we

123put down K through 12, it gives the impression that we have a K12 school um rather than this being districtwide in all of our grades. So, that's where my question came from. So I think that is just a kind of for expediency so we don't go K one two three four five. >> Okay. >> Um >> no that's good. That's why I'm glad I'm I asked. Um I have another question on page 14. Couple of questions on page 14. Um so with academic success innovation 1.2 it says uh implement design thinking processes to re-imagine the middle school experience in traditional N through8 education models. So what examples can you give us? What are the measurable outcomes for the re-imagining of our middle schools other than the K8 because it's one traditional and K8 experience? The

124K8 I get because we're going some of our schools are going up to K8. >> Excellent question. >> Thank you. >> So the design thinking process is a process and a framework that we use to um create innovation within our school spaces and for our student learning experiences. We used it very actively last year with our middle school and high school workg groupoup. But an example in our traditional middle school spaces would be um leveraging our critical thinking classrooms and um improving our curriculum mapping and the types of activities and learning that students are doing within those critical thinking courses. and in particular um creating acceleration and enrichment experiences for our level four and five students in order to further accelerate their progress. >> What about accelerating those that are not in the four and

125five? >> So we we have firmly um developed and sustainable instructional support frameworks that support our level one, two, and three students. And so, um, while that this would certainly, uh, rising tide raises all boats, um, this is one of the spaces that we see from looking at the data that we need to continue to grow out is in our level four and five learners in addition to continuing the work that we've already established for our level one through three learners. >> Yeah, I I agree with you there on that one. Um there are some I've been doing some research on some schools across the nation um who have incredible scores and incredible results in their middle school experiences and many of them have shared that they do not uh provide instruction or curriculum uh

126based on level you know they're they're they don't have the ones the twos the threes um their curriculum doesn't um I guess it's not tiered Um, so they essentially have either an allIB or an all advanced or an all Accel accelerated curriculum or an all um whatever honors program for all of their grades in all of the middle school experience so that everyone is challenged to that same level. Um, and so, uh, I think that might be something that we should look into as well. Maybe, I don't know, maybe come up with something down the road, uh, that might be similar. in that sense. Um I'm sure the community would appreciate that. The other question that I have on here, which I brought up, um and I don't remember if we had a an an

127answer to that. I know you showed it to me in a different place, but here under leadership 1.5, I mentioned um what I don't see here, which I know you all do, which is dataccoms and data walks. What was the response to that? um cuz I don't know if you added it. I'm just still looking at my original notes. >> So I would say that um if you look in talent development and support really dataccom um and instructional walkthroughs, our impact walks as well as our school leadership walks are just a way of work in the district. They're not something that we are adding or or believe that um needs to be an added component because it's fully embedded when you see uh t or strategy 4.4 four and talent development and support targeted professional

128learning for school leaders that deepens their capacity for collaborative planning problem solving data form decision making and alignment of core instruction there's a lot of mechanisms that we use in order to do that work uh dataccom just happens to be one of them instructional walkthroughs but what we see is that we really need to further leverage collaborative planning in a different way this year um in order to affect the change that we want to Okay. So, I'm going to take that off here and put it here. Page 17. So, I'm going to stay still on page 14. Um, still under leadership. And what I realize is that we only have a goal here for K through five settings in leadership and not in any of our other grades. Is that was that intentional or I

129think that's a logical roll out stage um implementation process of how we will be aligning our prek spaces with our later grades. So the alignment would be prek aligned with kindergarten as aligned to first grade second grade. So that vertical planning happens in stages. the um connection point for our middle schools would be fifth to sixth and our connection for the high schools would be um 8th to 9th. So something that I think is why not also add here um aligning instructional leadership for the classical education magnet school with their particular growth model other than the innovation which is in the middle because you have K through five in different places why not also because that I know that that's a goal there I know it's >> Sure. So the the uh strategy 1.5 really

130refers to the shift in the organization in which um prek is centralized under one umbrella and now it's um the instructional support will be centralized but the management of prek will be decentralized ensuring that principles have the fullest accountability for the prek units that are on their campuses and so that our prek students are able to fully engage with the the rest of the families and student populations there. So, it's not seen as a separate program. So, this particular strategy really focus in focuses in on our early childhood supports district-wide as well as our early childhood um leadership. >> So, we're not going to focus a leadership on classical models on the classical school. So the leadership for PL classical school would really um be embedded within the previous target that we talked about engaging

131um deliberating targeted professional learning emphasizing rigorous problem solving, data form decision making and alignment. They are fully involved in that professional learning um as well as our other principles across the the district. >> Okay. So I I see 13 as instruction and student centered, not leadership centered. >> I'm sorry, say that again. >> That's okay. >> I see 13 as instructional focused uh not leadership focused. And so leadership for me is leadership focused. >> Right? So that would be target 4.4. And that includes all models within our district because we wholly believe that we have a responsibility to each and every one of our schools that they have worldclass leaders leading whatever model and programmatic focus they have at that school. >> So 4.4 is for everyone. >> Yes. So, >> all principles, all would

132you say K through 12 in there? Would you? >> Yes. And including our >> Because it doesn't add that. It doesn't say >> including our specialized schools. Um, >> yeah, I'm reading it now. It just doesn't say K through 12. >> I think we could actually we automatically >> um assume that for school leaders, >> okay? >> Because we haven't divied that out separately. >> Okay. All right. So on page 15 2.5 in the presentation you mentioned differentiated instruction and you said uh this you said differentiated instruction in general education. And so what I didn't hear was differentiated instruction across both general ed and special needs. So, I think it's the automatic assumption. Um, core instruction we typically talk about with differentiated instruction. When we're talking about separate class settings, we're talking about tier three

133individualized instruction. And so, this is really targeted in on our general education classrooms and core instruction and supports, which includes differentiated instruction strategies, which are supported by both our general education teachers and our support facilitators. Our support facilitators are those that are not in our separate classrooms, but they are in general education settings. They are experts in being able to provide those strategies and accommodations in order to provide differentiated supports in those classrooms. >> So, we will not have a focus on differentiated instruction with our special needs students and classrooms. It is differentiated but it's very individualized and often um each and every one of those students have very specific goals which are automatically differentiated in those classrooms. So this is really an area of focus that we saw as an opportunity for growth within

134the system because we are already providing personalized instruction in our self-contained classrooms. >> Great. So then it should be differentiated instruction for all. We shouldn't actually focus our strategic plan on just general ed. It should be for all. If it's already included, then we should actually enhance those for our special needs students and continue that with our general ed. Do both. >> We do we do both in practice for that's >> we're not writing it that way. not for this identifies support facilitators where which are in general education settings. That would be a separate I think um separate strategy and target given the diversity of our self-contained classrooms. >> Yeah, I disagree with that one. I think that differentiated instruction should be for all um and or add another target for our special needs so

135that we don't see them as other that they are also included within our our our priorities. Um I'm going to come to page and ask can you clarify under innovation what is singleton because it there's no definition anywhere else. >> Sure. A singleton teacher is a teacher that is the only one at a particular grade level teaching a certain content area. >> Okay. So what does that have to do with this? When you're a singleton teacher in a a particular school, you don't have content area colleagues at the same grade level to engage in thought partnership and collaborative planning. And because we have rolled out sixth grade um sixth grades in our four schools that um just naturally results in singleton teachers. So for example, one teacher in sixth grade teaching science. And so it's

136important for us as a district to be responsive and ensure that we're providing support to teachers of Singleton so that they can engage with their colleagues across the district who are also sixth grade science teachers in order to benefit from the collaborative planning and thought partnership that happens. >> What have they been doing up until now? They've been doing collaborative planning anyway with that one. if they're just life science, for example, they would be collaborating with other life science teachers anyway, right? >> So, this is a bit different um because these are sixth grade um sixth grades that we never had in existence. So, we automatically at four schools have teachers that are in new spaces that are singleton teachers. We have already engaged this type of strategy in other spaces. So, for example, curriculum

137in instruction sets up science calls districtwide at regular intervals so that teachers can engage in district-wide collaborative planning. They may not necessarily be a singleton teacher, but there may be singleton teachers within that cohort that engages in that collaborative planning. >> Okay, that makes sense. So, across campuses, when you say across campuses, you mean across different schools, correct? >> Okay, so we're going to allow Now that makes sense. So, we're going to allow a sixth grade teacher in a new K8 space to collaborate with someone from another school, not necessarily that person from that that school. >> That is correct. >> Got it. I did not get that from what I'm reading here, but that makes sense. Now, how are we going to do that? I know that's up to Miss Basur, but are we

138doing are we allowing for that because clearly I guess in my head we're not many people I heard that >> many people um you know typically they have their time for collaboration within their school day campus and they don't have to commute >> right so how are we going to allow for that teacher just now now that I understand it how are we going to allow for that is it going to virtual. Yes, ma'am. >> Through the chair. Thank you. That's a great question. Um, we've attempted in the past and have been very successful having opportunities where we will, it's a blended model. We use teams to um enhance our collaboration efforts across campuses. But we also then strategically target specific days throughout the year where we bring them together. So, they're in face-to-face environments.

139And uh we cover classes in a variety of ways to be able to do that. So there will be a it's a combination of both. >> Okay. All right. I wish I would have gotten that before, but I'm so I'm glad I asked again. Thank you for that. That makes sense. Um and then on the last page with regard to targets, um I mentioned this in our one-on-one. I will say it publicly. I do like the little light bulbs. I think the light bulbs um really highlight those areas that are um new. Um I I would say though in some of these areas they're not completely new. Um so uh I think in in many of them we've already done them, but I so I'm not quite sure where what might be new for some

140of them. For others, I would say um I'm excited to see what is to come with them. The district pillar events is one area. Obviously, if the strategic plan is new and these pillars are new, clearly those events will will show up along the way. Um so, I can certainly see that. The one uh a few questions that I had, well, obviously we just answered the K8 singletons. um the messaging uh quarterly strategic messaging are we keeping that word messaging or are we changing messaging in my view you know messaging is like text message or it could be but what I've understood is that it's communication right it's all forms of communication through social media through emails phone calls text and the new app that we have that has the the ability for personalized communication.

141Yes, ma'am. >> So, if you still see messaging somewhere, it means we've missed it because we changed it to communications. >> Oh, perfect. Like I said, I'm still on my original. So, I'm glad. Thank you. Good. Okay. So, now it says quarterly strategic communications. >> Awesome. >> All right. Um, thank you for that change. By the way, the other thing that I have here that I wanted to ask. Did we are we going to be provided? Is it still in the works or are we going to be provided or maybe both what the engagement tools would be? So, it's still in the works, but what we do on a quarterly basis as a district team is we uh maintain a progress essentially list or log whenever we do these types of targets of exactly what

142are the enhancements, what are the um events that occurred so that we ensure that we are accurately capturing um everything on an ongoing basis. So, essentially like a running record. >> Okay. And then the entry and exit interviews. Um this was something that came up recently uh with specifically with regard to the seniors and trying to capture the senior um data for those who are graduating either with their um with a goal to go to college, to go to the military, to go to work, whatever that might be. Um, and so I don't know if this came out of that conversation or if it was in the works already. I do think that this is um um a good thing to do um to somehow survey parents coming and going. Um I know we can't

143force parents to complete the surveys, but I don't know if we should we could create a policy. I'd be happy to support a policy um encouraging parents to complete the survey as opposed to, you know, just kind of willy-nilly, you know, winging it with our whomever is doing I I suppose the principles. Um if the principles can have a policy that say the board encourages this, it might help capture some of that information a little better. Um, so I'm just adding to that conversation, you know, moving forward if that needs to be happen. Again, I'd be happy to support something like that. >> Finished. Okay. >> Yeah. >> Mine's kind of all over the place. I'm just um trying to capture all this. Uh, first of all, the strategic plan um, thank you for this

144um, and tying it to Dr. Moore's evaluation, I think, is absolutely outstanding. It shows the public, it shows the community what we are about. And I've already said I believe two years is really good as far as being fluid and making sure where we are and where we need to go. Um very glad our kindergarten and sixth grade um population are up and I think I was in one school Dr. Moore when they started the PM1 they were getting excited about that. Um I I really think it's important that when we look at systems growth, you know, year after year where we are and how we have to push harder and that's going to be tough in our level three, four, five. So whatever strategies are really going to be pushed on that or after

145two years you're looking at it and thinking, oh, need to do better on that. I I just think it's good. Um maintaining the talent we have is so important. Um not a lot of people are going to education right now. There's a lot of data on that, but if we can continue to do this and keep our best teachers and knowing that they're supported, I think that's very, very important. Um, you know, Mr. Green, I want to thank you for all the individual uh meetings you've had with board members and all of our workshops dealing with finances. It's kept me up to date on where we are and where we need to go. Um, Dr. Moore, I think you said something that really, you know, struck me. I think it's very very important for us

146and you know Dr. Pasca Mr. Dyer said something about that, you know, spending time on what matters the most. Um, what are we doing to support our teachers in the classroom? What are we doing to make sure our principles have everything they need? What are we doing to make sure our innovations are supported? I think that's just so key if we want to continue to maintain, you know, our top five and even go higher. So, I think that's very, very important. And one thing that I saw and I I see it all the time when I'm out there, not only on paper, but um looking at our our pillars, our community connection, our innovation, and then our leadership. I I made it to every school the first week. Now I'm starting on the charter schools.

147I always like to visit. And I think it's very very important that our community knows that we are out there. Uh we are doing our best every day for our students and our teachers. And I can feel it. not only at football games but at all the activities I've been through through the summer. I mean, look at our summer meals are up. I mean, that's these are the things that we have to continue to do. I think Mr. Dyer said it earlier, too. You know, we've got continue to do more sometimes with less, but we just got to keep that up. Uh, the family partnership, I love that. Um, visiting every schools and I've got to a few PTAs so far. Um, I see a real collaboration there and I think that will do nothing

148but help us. Um, our parents are there for us. They want us to do well. They want their children to do well. So, need to keep working on that. Um, the employee feedback framework. I love that. Sometimes I didn't think we were as good as we should have been on that. Um, you know, why do teachers leave? Why do people leave? What can we do better? You know, sometimes we might not make a difference, but anything we can do better is good. Um, it's been talked about differentiated instruction in general and and I know our teachers work on that and I have been to a couple self-contained classrooms this year already and I do see the differentiation of instruction because it's in their IEPs. It's the law and you have to do it. It's really

149interesting when they were going out with vocabulary how each one was looking at it a little bit differently and believe me those teachers know the IEPs. Um, I have been in a sixth grade classroom at Velsmere, Rosewood, and Oyola. When I was at Pelican, u, Miss Justice showed me the K1. So, I went in there and saw the beautiful furniture in there. I didn't get to sixth grade, but I love that. Um, they are the singletons there now. Most of them are doing the math, science, and doing the language arts, social studies, reading. But I love that Miss Basur said we'll be able to either do that through Zoom or something because this is new and as they get older, I think Felsme had three classes, the rest had two. Um they'll love to have

150that connection. Um I mentioned in my uh meeting with Dr. Moore this morning, I wanted to make sure that you know we have good AI um oversight, you know, to be used in a safe and responsible manner. So continue maybe to talk about that and how that relates to our students. Um, Mr. Green, I have a question. How many audits do we do now? Now, I remember the internal audits as a principal. They were always interesting. How many audits do we remember one time she said, "I was missing a dime in one of these areas." Oh, boy. Okay. How How many do the district How many audits do we have in our district each year? I know they come in and I see them quite often. >> Yeah. And I'll miss some of them because

151there are some in in certain departments in title. There's some in adult education, but we have a annual financial audit that is conducted. >> We have a annual operational audit that's done by the auditor general every 3 years. They actually just completed that. And then we have our internal accounts audits of all of our internal accounts. Those are the three major district um financial and or operational audits. And then individual departments have some like I said in adult education and certain audits they might come in and do a desk audit means they might not come on site for federal programs but they will request you know documentation and and provide findings back. >> So how many are state and federal audits? Do you know I know I I'm asking off the cuff. >> Um these

152are required by statute. So the financial audit is required under statute and we we have to um hire someone to do that. Um the operational audit is conducted by the auditor general's audit and the internal accounts audit again we have to pay we bid it out and we have to hire an auditor to do that. So they're either state or local audits >> and we just got one audit and there was one finding Dr. B remember said that to you but we were appealing that. Which audit was that please? >> That is the annual operational audit. So that operational audit >> was um across a breath of items across the district from fingerprinting, background, facilities, finance. I mean it was in a variety of areas and there was one finding to respond to >> and

153I remember when we used to have the sitebased budgeting we'd always have to look at fun function object and code for every specific area within for example you could have it your categoricals your operational or so forth um >> I know that we're going for a tan and um remember asking Mr. Fagan because there were a couple years that we didn't do a tan and that was because of if I'm correct Mr. Green Esser or American Rescue Plan money. So it kind of tied us over till that November when we got most of those. I think there were two or three years we didn't do one but do you remember that? I know you weren't here then. >> I know there have been at least two and um it is a cash flow issue. So

154sometimes when you have those dollars coming in through like the error and the esser funds, the cash flow um aligns with the fiscal year in a way that um you don't go negative before November and you're able to to function. >> Okay. Um I just like I said I took a few notes on what everybody said, but you know I just like to um say thank you. I know that strategic plan takes a lot of work. Um, I think the two years will give the fluidity we need and we can look at strategies to increase what we need to do and Dr. Moore, from what I've seen, the first two weeks, it's a really good start. >> Thank you. Thank you. And thank you all board members. Uh, great deal of of dialogue, good conversations.

155Uh, we'll circle back with staff um digest the the dialogue and then um brief you on the upcoming plan that will come for approval in our August I mean September. May >> have a >> Yes. Um board members, let's take a 10-minute break before the the rest. Thank you. >> Quest the qu the question just is is do we need to update the policy to say two to we >> the board is ultimately going to approve this plan so we'll be good. >> Yeah. Okay. Good. >> Thank you. >> All right. through F will be presented by Mr. Green and a little bit of Mr. Miss Christopholey. G through I will be Miss Christopholey. H through L will be Miss Bura and M O to bring us home will be back to Mr. Green. So

156I'll give it over to Mr. Green now. >> Thank you. So item C is the collective bargaining agreement. Miss Christophley and I are going to tag team that and I will turn it over to her to go through some of the operational changes in that CBA through the chair. So the contract I just want to say thank you to all the parties on our team and on IRCAS. This is our third year of interestbased bargaining and it's really just a wonderful way to resolve anything that comes up through negotiations. So, we did have a few changes, just a little updates. One was on professional learning. We had it as professional development throughout the contract. We changed the word throughout the contract as well as put in some clarifying language about when and how all teachers

157would have the opportunity to complete the required trainings. Uh we updated based on statute vacation leave and uh the terminal pay for acred vacation leave. We added some clarifying language to reassignments which is in 6.2. um just we had languages about an appeal process but we added language about a review committee and that that's going to work out really well and beneficial for the MBU. We clarified language based on uh policy 5420 and reporting student progress on determin determination of school grades and what ample uh warning was to parents and students. So we were very proud of that work and then the remaining really has to do with compensation which is salary and um health insurance. So for salary we did a across the board cola or cost of living adjustment for all teachers and

158then we have pay for performance which was if you looked at last year's compared to this drastic change in pay for performance which with our new um way of work they will get that before they leave at the end of the year. So I'm going to turn it back over to Mr. Green to finish up on the rest of the salary and health insurance. Thank you through the chair. So um in October we will be paying out last year's retention and performance um pay and then at the end of this year we will be shifting to a um as Miss Chrisa Foley referenced a larger performance payer performance schedule um where it's 1,200 for PSSE and 1500 for annual highly effective as a performance bonus um and also included in the contract which will speak

159to later is uh actually one of the items coming up is um 18 and a half% increase in health insurance rates. So CWA had already done a two-year agreement which they had agreed to hight's recommendation. Um the health insurance advisory task force had recommended an 18.5% increase. So, we've had um 25 large claims over 125,000 and we've had seven large claims over 250,000. And I know we've talked individually about um mechanisms we're looking at to help mitigate um the costs of prescriptions, the costs of doing business, contracts. However, this is purely straight high medical claims on some um very serious type um illnesses and procedures that individuals within the plan have had. So, looking back at per um since 2017, our medical increase rate has been about 5%, AON is right now at about 8%

160and for our rolling 12 month, we're at 40%. So, it's just an extremely high um dose of medical claims that came in this year. So that um 18.5% just to put that in perspective on a monthly basis that ranges from $6 a month to 48 uh to $196 a month with the vast majority of the individuals um 56 individuals on a plan of $6 a month, 245 on a plan of $26 a month and 214 on a plan that will increase by $48 a month. So, um, IRCA and both CWA have accepted HITV's recommendation and then you will also have that on the agenda this evening for the board. The board's contribution going up 138 from 747 a month to 8.85 a month accordingly, which is roughly uh 2.5 close to 2.6 million, which we

161briefed at an earlier budget workshop in the spring as we anticipated it. And those are the major changes to the contract. >> Miss Rosario. >> Um, thank you for that information. Uh, Miss Chrisa Foley and Mr. Green, I have a question for you. Um, so I'm looking at page 57 of the of appendix A1 salary schedule. >> Now, are you in the um collective bargaining agreement or the salary schedule? uh the collective bargaining agreement all the way down page 57 it's opening >> or maybe this question was for Miss Chris Foley these were two separate >> okay got it >> I'm not sure are you there Yes. >> Okay. So, the question is regarding pay for performance. It is in blue. Um, and it looks like for this school year, pay for performance will be

162as follows. Annual and PSSE highly effective 1500, PSSE 1,200, and then effective 1125 and PSC 900. But it looks like we're increasing that from what would have been $125 and $100. Is that accurate? Are we going up $1,500? >> So that is a replacement of the retention pay. So if you look back at the previous contract, you would see retention pay could be upwards of $1600. So there is no more retention pay in this contract. >> Where where am I looking? You said if I look up at where >> if you continue down you'll see >> um in the red below that. If you continue down you'll see it strikes all of the percentage increases. It strikes the pay performance and it strikes the retention. So it takes all three of those structures and um

163removes them >> and puts it into just one performance structure. >> I see. So you've combined Got it. Okay. So, what where the retention pay was 1,200 >> or 16 or depending on the >> or 1600 or the 900, we have now combined all of those in one. Got it. Okay. I didn't scroll too much further down, but that makes sense. >> Yeah. Go ahead. >> Yes. I think you need the mic. >> Okay. >> Any other question, Mr. Zario? >> No. Uh, not on on this one. Just needed a clarification there. >> Thank you. And tying into that, the next item D is the salary schedule. The salary schedule this year actually um is mainly job title names in the um superintendent reorganization as well as you will see the hourly rates for CWA

164increased by 3% which was part of their 2-year negotiated contract from last year. So those rates started July 1st. Um uh and we just have to bring this forward so we can submit it to the state um in October. >> Any questions board members? Good. >> Well, just the only thing in the salary, the compression when you look at 31 years, it's $9,000 difference from a starting teacher and somebody 31 years. I mean, that's really what I've been talking about, you know, and and I I saw in your strategic plan that you had a retention goal of highly effective of 95% which I think is terrific. Uh but uh that is really for the performance that we're getting. I just wish that there was a way that we could find uh to treat our teachers

165uh certainly those that have been here and are highly effective and have been here for many years much better than they're being treated here. We're 50th right in average teacher salary out of 51 state or 50 states >> whatever. So it's it's we're not we're not doing well in Florida in terms of taking care of our teachers. and here when you got a district that's performing, I just wish we could do more. >> Um, >> just a comment on that. Obviously, you know, negotiations. Um, kudos to Miss Christopho and Mr. Green for doing this because I think I've said this before, I'm the labor I'm on the labor relations committee, FSBA, and I'm just listening to them because ours goes pretty smoothly. But I agree with Mr. Dyer. I wish we could get more for

166our teachers because especially with those staying here and and especially for all those doing a great job. Um I know it's hard after 30 years just to see that salary. I've said this before, my children um in the first five years made more than a teacher after 30 years in their in their area. So man, oh man, I wish we could get that focus back on our teachers and look at the funding and see if we can even do more for that. But thank you for having good negotiations. C CE IRCA and CWA. >> Yes. >> Thank you. >> We uh goodness we may be one forensic audit away from giving our salary teachers a salary raise under retention pay. >> Hey, >> you got the three you got three supporting. >> Do we did

167Dyer support a forensic audit? >> He's >> I don't know if I'm supporting it yet. >> I I would if we want to take a look. Usually the word forensic is what I have because that assumes that a crime is being done. If you wanted to have a efficiency expert or you wanted to have a more thorough audit or a larger audit or audit specific uh areas uh much more thor thoroughly, I'm I am absolutely fine in in that. Uh, I'm fine if you want to hire an outside consulting efficiency expert, uh, consultant to come in and take a look at that. The word forensic, you'll you'll you don't like that word. >> You you'll not you'll not get me to buy in on that on that word. That's fair because I know what a

168forensic audit is. I've done some >> and believe me, they are you you uh assume there's a crime and you and you and you look for the culprit. It's not it's it's not uh the right way to go about it or the right spirit. But if it's efficiency and you we want efficiency experts to come in and look at the organizational structure and how there's efficiency. I mean I've done those in companies when you turn them around. >> Yeah. >> They cost with the Bane or McKenzie. You're talking about millions million million and a half dollars $400 million budget. We could do that if you found another mill if that's what we want to spend our money on. >> Yeah. I think that would be a a discussion to have. >> We could do that.

169>> Um, yeah, I don't like forensic. >> I don't like the word, but I but the idea I don't have a problem with looking for efficiencies. >> Yeah, >> I would like to look at the cost of what it would be. I'm not sure I want to go there, but I will tell the story. My friend did a forensic audit on Los Angeles County School District years ago. Oh my gosh, >> it's bad, right? >> Wow. Millions. >> But that was I'm sorry I'm getting off. But we can maybe talk about that again. But yeah, forensic and I don't want it to cost too much either because that we're up $20 million. So >> Tallahassee may do it for free. I I know there was recent discussion in Tallahassee um about dogeelike audits at the

170county level. Um so it may be worth reaching out to the state government and see what they have to offer because it may be completely free and it's going to be efficiency focused. It's not >> forensic focus. efficiency focused is what is I I I always buy into being more efficient. >> Miss Baronborg, any I'm sorry, Miss Baronborg, any comments if you hear us talking? >> Yeah. Um I agree. >> Sorry. >> I agree with the efficiency part. Um but I do worry about the cost. So could we get maybe >> um you know put it for bid or look into it and get up the cost before we to that please? if it could give money for our teachers. >> Yeah, it sounds like a charge for the superintendent to conduct an exploratory committee

171or an explor exploration of to all of the options that our policies would allow us um to gather information of all of the different kinds of audits that we can't have, including Tallahassee, and what each of those would cost and then let the board decide. I I don't like the fact Sounds like to me. Yeah. I don't like the fact of a charge. I agree with Dr. Pasca. See if we can get somebody free from Tallahassee and then go from there. >> Well, that's what he's That's the same thing as a charge. >> It's up to him to bring it to us. >> I don't I don't like it. >> All right, let's keep going there. What are we on next? >> Thank you. The um item E actually um and we discussed this during

172the contract is the review of the healthcare benefits premium. Um and so I gave you those rate changes already. Those are recommendations that came out of Hi-Tech the Health Insurance Advisory Task Force. We um do use AON to monitor those. So, um it's anticipated that the medical claims will decrease over the next year dramatically. It's a dramatic increase, but that's an estimate as we don't know individually on the team. We don't know the people or the individual things wrong with those individuals, nor do we want to know, but we just monitor it from a financial standpoint. So these uh the 18 1.5% increase is to align ex revenues and expenditures um for the program. So you would be adopting the same 18.5% rate on your board side as both um of the other two CBAs

173have done. >> Any questions for members comments? >> Yes, >> Mr. Dyer. >> One more on the health insurance. I don't think 18.5% is really uh viable for the long term for either the employees or the district. Uh I think that you have to do either program modifications and change the structure of the program or you know I know you're looking at a consortium and maybe there's some savings that way but long term 18.5% a year is just not sustainable and so you've got to do something to get that back down to the uh uh four or 5%. I mean, when you know, look look a 1% budget increase this year totally and 18 and a half% in in healthcare just don't work. >> Yeah. And you're and you're right, it typically is four to

1746% increases that we've seen. This is uh >> even that with a 1% increase, you need you probably need to look at the structure of the program long term. It's just not sustainable. >> Miss Rosario. >> So, I completely agree with Mr. Dyer on this. Um, so Mr. Dyer, some years ago, be obviously before you joined the board, um, Highte made a recommendation, and I'm going to butcher the numbers, um, because I can't remember that far back, but, um, I'll just estimate. I mean, Hightech kind of made a recommendation for us to increase our health insurance costs by, I don't know, 20%. I'm going to use that number. um when really the projected increase um would have been I think maybe seven or eight%. Right? I'm going to butcher the numbers but more there was

175a huge gap in between those two numbers. Um district Dr. Moore may remember this conversation at some point. I think he was a superintendent at the time. um it was before you and so that's really where I started to question the role of high so the role of high tough is to make these recommendations based on projections and trae trajectory but what we were looking at at the time what we were looking at were were the impacts of a fairly new program which was our um at the time it was care here right our in-house medical facility And as a result of that in-house medical facility, we were seeing actually a decrease in the number of absences, the number of illnesses because people were utilizing this more. And so as a board, we didn't see

176the need to increase to whatever the 20% was. It was astronomical as far as I'm concerned. Thank God. Thank God the board took uh uh a a vote that night not to adopt Hight's recommendation. We adopted the lesser of whatever that recommendation was which was based on our internal what would be projected to be I again it it was so little 7%. Um, and it worked out at the end. We didn't have to worry. Um, thank God. And so, every time Highte makes a recommendation, it always seems crazy. >> So, >> it seems just insane. And the same amount of medical that I had last year that I'm having that I have now chosen for the new um the new year um coming up. Uh my medical has gone up more than $100. And so

177I can't even imagine what some of these and that you know and I'm just single. I'm just one because my son goes under his dad. But I can't imagine families with multiple children. I mean the cost for them is tre has to be tremendous. Um so I would agree about the 18%. There has to be another way around this. >> Well you have a stop loss but the problem that you've got the problem you got is when you have the actual experience that you've had with the high cost cases is hard to uh get a better stop. So, it really says the structure of the of the program, what you cover and what you don't cover and how you cover. And maybe there's uh I've seen before certainly in companies that you have several tiers

178of insurance programs that people can choose and if they want to do something that maybe covers a little less but costs a lot less, you can you can have that option. But I think there's probably a lot of things that over time you really got to look at. So, it just, you know, it is what it is this year. Uh, you're I guess the claims that you've had are going to dictate where you are and there's not much you can do about it without really getting in and literally changing the structure of what's covered and what's not covered in the program. >> I appreciate it. And we are in the middle of doing that. We do have three different uh tiers. And just to Miss Rosario's point, unlike >> um in three, you have three

179tiers. Okay. Um unlike in the past when there was some operational type things, these are purely high high medical claims. So we have a stop loss that says at 250,000 aggregate and individual we stop paying. We just have so many employees over that that um the fund balance which was $7.7 million is now $4.1 million. So you have to increase the revenue to match those expenditures. It's uh it's a it's a claim issue, medical claims. >> Mr. Green, what is the cost for I know if you're a husband and wife work in the district, it it's good for the insurance, but what is the cost if you just have your family on um just one, you know, one person working here? I looked at that a while ago, but I don't remember. >> So, an

180employee. So, there's three different plans, the 5770, the 5772, and the 5774. And as Mr. Dyer said, the richer the plan, the more it cost or the leaner the plan. >> Um, an employeeon on the 5774, the plan is $781. >> This is current before any adoption of increased rate. The board's contribution is $747. The employee uh pays $34 um a month for that plan. >> That's good. That plan is going to $925 this year with an $885 board contribution and from $34 to $40 um employee contribution. >> That's just one person. >> That's one person on the 5774. And >> what's the one with the families? That's what I'm just looking at basically. Um, if you had just with your spouse, it jumps to $1256 for the plan, which is $59 for the employee

181and employee family complete with spouse and family is 1396 for the premium, $7.47 board contribution or $649 uh dollar to the employee per month. >> Okay. Well, hopefully this is one of the years where we don't have those big claims again, but guess we'll see. >> But you see the these numbers are for family and that's what you're explaining is just the medical. You're not adding on their dental or vision. No, >> I don't hear you adding on there if they want the extra cancer, if they choose the um the legal shield, if they choose all these other options that are on there, the volunteer life insurance, the uh basic life insurance, all these other options, they just add on. So if medical alone for a family of four is 1,200, add all these other

182things on there, you're talking an easy $2,500 for one family. And this is completely guess guessing you know guess a guesstimate of the cost for for one pay period where their in there it could easily be half of their pay period half of their pay. I mean that it's it's it's a lot of money. It's a lot of money for on a on a teacher budget or on a bus driver budget or on a you know a cafeteria budget. It's a lot of money. And yeah, we have great benefits overall and we have um I keep saying care here, but I always forget they're proactive. >> Proactive now. um which is a a a great benefit because someone can walk in, get full care, and come out even with medicine and not have to pay

183anything extra, no co-pay. Um all of that is a great benefit for sure, but these costs are pretty astronomical for the average person who is not making more than $100,000 a year. It is a big burden on some families. And so it really need I mean we really need to start talking about this or make some serious changes because it is hard. It's hard >> Mr. Green. >> Very hard. >> Do you know how we compare like to St. Lucy or Martin with our insurance? >> I mean just for pay period or >> I don't know their individual rates. Um I I don't know their individual rates on their plans. >> All righty. All right, >> members in. All right, go ahead. Next one. >> The uh next item F is the professional learning catalog.

184Um no real changes here other than some name changes and as we've heard from professional development to professional learning, but we're required to keep a catalog for certified individuals to be able to get reertified whether it's a teacher, administrator, whoever. The professional learning catalog is an offering of those courses that the state and the district provides that people can do, how to go about them, how the points count. And so this is an annual item that um you approve so that individuals can keep their certifications up um up to speed. >> Any comments board members? >> Okay. Thank you. >> It's Chris >> through the chair. So my first item is the teacher evaluation procedures manual. Uh nothing has changed since last year. We have the system on with the Marzano focused teacher evaluation model

185which we adopted about six years ago and then two years ago we adopted the Florida model with for all the elements. It is divided into three buckets. their instructional practice score, their deliberate practice score, and then their student performance score, which is basically a student learning objective that is mutually agreed upon with their evaluating administrator, and they're in two different categories. So, there's nothing new. There's nothing that's been changed since last year. It is with the state as we always do, but there are no changes. >> Okay. >> Any comments, board members, questions? Okay. Thank you. And then my next item is the school leadership evaluation system. And again this is um based on the new which came out last year which I changed last year. The new leadership standards there used to be 10

186there are eight. They are um crosswalked and aligned to the strategic plan and we have the same focus areas as was discussed with the presentation of the strategic plan. Um the deliberate practice for all of our school leaders is aligned to their SIP goals as it has been. We have two this year. The academic and culture and climate and so that is sitting with the state but it is basically the same as last year and with the three buckets of their leadership framework, their deliberate practice and their student performance score which is basically their school grade data. comments just um obviously we're doing something right because we have to get principles every once in a while and they're ready to go. Dr. Moore, >> even with one week before school. >> Exactly. >> No, I

187like that. Uh Dr. Moore, when they set the goals, do you work with them on that? Um they may see something they want to do and you see something you want them to do. How does that work with the principles? >> Um very structured in terms of identifying their KPIs which are all aligned to the academic specific areas. So, as we roll into um Kelly's presentation, she'll review these SIP areas. The SIP areas are also aligned to their uh their evaluation process. >> Thank you. >> Okay. And then through the chair, my last item is the SRHS ban trip to Hawaii, which we've prepped a few times. This um we have all the paperwork in. Again, this is not until December of 2026. So, we did uh already get all the insurance. The plan is

188that approximately 200 students, 40 chaprons, and 10 district staff members will be going to Hawaii for the 85th Pearl Harbor Memorial Parade. Yes. I have a real problem with this >> because you're not going. Is that it? >> Uh we were supposed to go to London. Um then 911 happened so we went to Nashville. But anyway, um I talked to Mr. Jenkins and they're so very excited. I love the fact that they're starting now so they can do fundraisers, parents can start to save money. Um, I've had the uh I've been at Pearl Harbor and that will be such a just a moment for these kids. And Mr. Jenkins said they after they saw the band, they asked them to do a couple other things while they're out there. So, I'm just so excited for

189them. So excited. Miss Rosario. >> Yeah, I I'm um excited to support this for the kids. Um I'm glad that uh it came to us now. Um, I think it's the right thing for us to do to adopt it now to give them that time. Um, just uh I just have concerns with future planning. Um, and so I don't know if you all have had a chance to kind of iron those things out. And when I when I say future planning, I mean things like, you know, unforeseen events. I mean, they're going to Hawaii. There could be a volcanic eruption. you know, anything that would cancel the trip, then all these monies that are fun that are raised, where does it go and some of these other kinds of things that happen along the way?

190So, um, can you talk a little bit about that? >> Sure. Through the chair, first of all, a lot of the contracts they're signing all have force major clauses in them in case there was some catastrophic thing that occurred. I did clarify that any you know part of the band boosters are the band boosters are giving money for each student a portion of it the cost but any money that the student raises through fundraising goes on their account so it can be used not just for the field trip if it got cancelled but towards their band fees. Any money that is collected or donated by their parents would be returned to them. Are those um documents on tonight's agenda or is it just the item alone? >> The trip the approval of the trip is

191on tonight's agenda. >> But does it have the the the agreements on there as well? >> It's in the packet. >> Okay. I haven't I haven't pulled it up. Okay. Because it's not on this one, but that's fine. >> So, 10 district people are going. Do I need to talk to Mr. Cummings for you? >> It's all right. No, I'm I'm so excited for them. Thank you, Miss Baser. I think you're next. >> Through the chair. Good afternoon. I am very excited to present to you the school improvement plan process. Um just for a little historical reference, about four years ago, our district decided to create their own school improvement planning process. And it's been something we've tweaked along the way and grown. We've been agile in the way we go about it. and um

192it's been I think very critical in a lot of our success. So pleased to be able to present this. Um and this is really uh I keep this in here more as a reminder to myself and the team that I get to work with. Um habits are the compound interest of self-improvement. And so we really use this continuous improvement model as a way of creating habits around continuous improvement. Our school improvement planning process includes four phases of implementation. Phase one is August through October. Um and to Miss Rosario's earlier question regarding impact walks and data comps which are very much a part of the way of our work now. Um they happen in these different phases as well. And I'll show you in a in a future slide a more detailed version of that. But

193phase one is August through October. Phase two will happen October through January. Phase three, January through March. And then phase four, we we lead into the end of the school year with phase four and our end of year reflection. Our focus areas, uh, Miss Christophley just referenced our focus areas. We have an an area of focus around academics and an area of focus around community and culture. And our schools, while unique in all of their needs and the way they write their plans, um they're all central and unified around the focus areas. And so I'm very excited for our academic goal this year to be all of our students. To Dr. Moore's earlier point, 100% of our students will make a year's worth of learning. Um we will do that through the collaborative planning process.

194We've uh made that a little more rigorous this year. We've we've increased the the we've moved from differentiation and engagement and monitoring as isolated goals and areas to focus on and that is now all very much part of that process because it's more now of a sustainable practice. Um we also do this through the core instruction. We work with our administrators around the monitoring and the fidelity of that work and then we follow it up in every one of those phases with some data analysis and our community and culture. The goal is to enhance and be in service to our students, families, community and staff. Um we are spending a lot of time this year really looking at the way we market our message. Um how what is that transformational impact that we have on

195our families and students? Um we collaborate across the school system around different strategies to be in service of students and families and staff and community. And then we are are very much committed to the partnerships to enhance all of that. And this is what I was just referencing. There is a different model of the continuous improvement cycle. Um we do at the beginning of every phase we do some problems. We do some creating some problem solving which leads to creating of action plans that usually lasts between 8 to 10 weeks. Um in that 8 to 10 weeks we'll do impact review and we provide feedback um data comm also with feedback and that also is compounded with some observational summaries. Uh all of that data is triangulated because no one point alone tells you the

196whole story. But triangulating the data helps us come to a consensus on problem solving and creating action steps. And that's just our continuous improvement cycle. This next slide is also a very similar uh it's breaking down the phase even more uh with more detail. We go through we used fast I ready and the Alex assessments. We do a data analysis protocol. Uh we use goal tracker and PowerBI to to that's updated with this data. We use our principal principal AP and coach meetings as professional learning and growth area around these growth areas. Um again everything is updated and very cyclical and our communication is that outside lens. collaborator, the weekly instructional email, PowerBI with the weekly data briefings, the instructional leadership hub, and um PowerBI through the accountability lens. So, this is really a great

197visual of the way of our work. This is just a quick timeline of everything I just described and it shows you the timeline that our schools will go through. They began developing their SIPs at engage in July. um they received feedback there. They shared it with their staff in this initial in August. They also not only share it with their staff to get feedback, but they also share it with their school advisory council. Um that will this plan and the school in the school improvement plans themselves will come to you for the September board meeting. I'm just going through the process today. Um and then obviously as I mentioned the impact walks in and the dataccom as as just mentioned all of the school the individual school improvement plans will come to you for board

198approval in September. Any questions around that? >> Thank you. Um Miss Bernborg, any questions? Don't want to forget her. >> No, that sounds great. Thank you, >> Miss Rosario. >> Yeah. Um, so thank you for all of this information. I just wanted to provide um a little bit of background for people who just don't know. Um, I know that you touched on it at the very beginning um of the presentation, but um when Dr. Moore, one thing that Dr. Moore um did well when he came on board and >> among many just one thing um and continues to do well, how's that? Um is to um >> one thing? >> Just one just one. Oh, okay. >> Just one in this conversation. How's that? >> Um, it was uh viewing uh it there was a

199viewpoint that I had when he joined um the school district and that was that we had a lot of building ma managers and we didn't have a lot of instructional leaders and um it was something that I shared with him correct during uh the interview process. Um, and I'm glad that he also saw the same thing. Um, and part of that was the looking at the school improvement the school uh improvement plans um which were at the time and and in many districts they are exactly that. They're just standalone documents. They're created, they're sent to the Department of Education because they we have to um and then that's it. They they really are not looked at again. So I think what uh Miss Basora is saying now um is that they are used on a

200daily basis and they're used for true improvement purposes which changes the complete focus of our district from having building managers to instructional leaders. And um I think tying all of that in together with an updated um leadership uh uh evaluation and teacher evaluation like all of these different components end up with an equal sign of not only just accountability but student improvement. And so I'm really happy to see where we were um some years ago when whenever you you joined Dr. more to where we are now under directly under Miss Basora um with curriculum and instruction in this particular way because we see the the results of it um and how we're using it um not just as a standalone document that I think is so key and if you ever get a chance Dr.

201more. Miss Basora, if you want to send Miss Basora to other districts to share this, um, let them know that the board has supported this effort because I honestly believe that many other districts are doing what they what we used to do. They're not doing it the way that it is now. And I think the way that we are doing it is the right way. um because it matters. When you have teams getting together at the beginning of the year and drafting it up, it's because they know it has to go, it has to be in action. Um and so I appreciate that, Miss Burer. Thank you so much. And I look forward to taking a look at the the the SIPs when they come to us. >> Great. Thank you. Any other board members?

202>> Yeah, thank you for your presentation and uh more importantly, the hard work that you're doing to improve our schools. Um, I think by and large this is where our growth in academic success is coming from. So, it's a short presentation uh compared to what we talked about today, but potentially the most important part of what we're talking about. >> Thank you. There are a lot of really uh talented people behind that work. So, thank you. >> Thank you, Dr. Pasca. I agree. Um, I know what it used to look like and what it looks like now, and I'm glad it's fitting what we want to do in the district, how we want to move forward. >> Great. >> I concur. Okay, next one, Miss Basura. >> So, next up is me. And this also

203uh these come together because they really are codependent on each other. As I mentioned in the previous presentation, the school advisory council must approve the SIP plan at every school. So, also in September, you will receive the school advisory council composition reports. That's in board policy and that's also Florida statute. So, just as briefed previously, uh those will be coming to you in September for your review. Um the reason you do not have them now is because they have through the end of the month to hold their first school advisory council meeting. So, I just wanted to make sure you were briefed on that >> and it's still 51% um yes, >> not school related. Okay. Correct. >> Thank you. >> And my last uh presentation today uh I'd like to first of all a

204special thanks to Dr. Shafty and principal Jen Justice. Uh they really laid the groundwork for helping Pelican Island Community Magnet or Pelican Island Classical Magnet School become one of the first public classical schools in Florida. That's a mouthful. Say that three times. Um and so we went through previous we recently went through an instructional materials adoption. This is for classical education at for the kindergarten and first grades at Pelican Island Classical Magnet School. Florida House Bill 1285 defines a classical school as a school that implements and provides professional learning in the classical education school model. Um, and so I'm just very proud of the work that's happened already in the past year around that. Um, as I go into this slide, this work began in October of 2023. Um, where the board authorized the exploration

205of classical education model in for our school. Um, there was an educational models findings briefing presented to the school board February 12th. uh Janu or June 10th, 2024, the community survey results were shared with the board. And then October of 2024, the attendance boundaries and the transition plan for our students uh were also shared with this board. And then finally, December 9th of 2024, there was a public hearing regarding the attendance zones and the boundaries. Um this seems this is all the very logistical work that went into play. What isn't on here is the work that was done with um Flaggler College and um Arcadia Education. Those were two entities that provided a lot of professional learning opportunities for the Pelican Island staff and so we're very proud of the work that they've they've taken

206on to make this successful. In terms of the material, the instructional materials adoption, we did a call for committee members on July 29th. The committee was formed August 1st. The committee meeting took place August 5th. It went through a 20 plus calendar day of public review. We are here today at the superintendent's workshop. Um, we will provide a notice of public hearing. The next step after that is the business meeting will the September 29th business meeting will be the first public hearing and the meeting to approve the materials. After that, the materials will sit for 30 days for any um community members to petition that the meeting overview. The meeting that took place August 5th was at Pelican Island Classical Magnet School. Um the committee members signed up and they went through the sunshine training

207and the Florida Department of Education material media training. They did that prior to coming into the August 5th meeting. Um then we went through a presentation of instructional materials. They reviewed the adoption timeline and the rubric. Uh they elected a committee chair. There was time provided for Q&A. uh there was a re rubric scoring and rankordered of the materials and we are presenting you today with the rankordered materials. So the materials that were reviewed were in ELA, great books and core knowledge amplify math. We reviewed three different math components. Singapore math primary, Singapore math dimensions and envision and for social studies history uh story of the world and Florida social studies along with f Florida first grade social studies with gallipade. Um these were chosen because they are primarily from all of the work that

208Dr. Shafty and her team did in the last year. These were primarily the resources of other classical magnets and classical privates throughout the state of Florida. This is the rank order that the committee reviewed. Great books came in as the number one ranked for ELA. Singapore Math, the primary version came in as the mathematics highest ranked and story of the world peaceill press for the social studies. Thank you very much, Miss Baronborg. Any comments or questions? I just don't want to forget her. Miss Baronborg. Okay, sorry. We'll come back to her. Mr. Dyer, any comments or questions? >> Glad you went through the process and uh it looks like a good outcome. Uh and I think the whole process going through this especially with Flagger College was terrific and uh glad to see it underway.

209>> Thank you, Miss Dr. Pasca. >> Um yeah, I'm looking at the uh the curriculums here. Um, Singapore Math has been pretty widely uh accepted as a great curriculum. Uh, Story of the World I and a number of other people use. Um, and this is for which grades specifically? >> Kindergarten and first grade. >> Kindergarten, first grade is only what we're looking at. >> Correct. >> Okay. All right. Thank you. >> Thank you, >> Miss Rosario. >> So, thank you so much for the presentation. Um I was there for the curriculum adoption the committee um when they met um everything was uh it was nicely attended. Um I think that everyone provided input where needed. Um the review of the materials um were available for them to see right in front of them. Um and

210they had a clearly defined um rubric to use. Um so the process I think was uh was good. Um I actually think that these are great you know uh curricula to to consider for K and one you know for kindergarten and first grade. Um I they're very highly respected in the classical community. Um I'm glad that SAVIS was not one of those that are recommended. Clearly, you know, we have there's an issue with the Florida Department of Ed, not the Department of Education, um Ronda Santis, um suing Savis and uh McGraill for overcharging school districts across the entire state. And not just school districts, I think also um colleges and universities as well. Multi multi multi-million dollar suit. Um and so I'm glad that we that that's not a recommended one there. um I wouldn't

211recommend that as a classical one either. Um so the the first choices um seem to be really um the top choices. The one thing that I did not see though and I don't know if you have feedback on is kindergarten and and first with regard to science. Do we have any feedback on science? Although I don't see them doing science experiments, >> right? >> But there was no review for instructional materials in the science capacity. We just adopted discovery education for kindergarten through fifth grade science. I think it was just this past year and looking at what would happen in science for K&1 there. We felt like we could make that work um for us in the science arena >> from what other schools are doing in the science >> with what the requirements are

212for science. It makes sense for us to use discovery education, >> which is the same thing that the other schools are doing. >> Correct. You mean the other schools within our county? Yes. Yes. >> Non-classical. Yeah. >> Correct. All >> right. I got I got to think about that one. >> Um >> through the chair. A little bit of context. All of the other school districts we visited use the district adopted science because of the accountability of fifth grade science. the spiraling of the curriculum in a phased in approach is really critical that we use the same science textbook and that's what we're finding. U Miami Dade is joining this journey with us and True North uh uses Miami Dade's state adopted science curriculum. >> So >> yeah, I I don't think I've had enough

213time to think it through and research that. So I'll reserve comments. I don't have one, you know, here or there. I my only concern has always been my concern that classical is classical is classical. Um but I'll I'll just reserve until I do a little bit more research on that one. Um the other question that I have is sixth grade. So we don't have anything for sixth grade yet. We have not our sixth grade has just begun. Um, in the proposed plan, um, we were supposed to incorporate some, um, classical within the current model to phase those students into fully classical, but we don't have anything yet. When, what is the timeline for that? I I mean, in my view, it should be right away. Um, for us to be able to get them into

214that into that mode. So, that's a great question and we are I'm actually very excited about this, too. We are working with the current sixth grade and the principal and her leadership team. We're calling it the on-ramp um the sixth grade on-ramp to classical education. In that, we will begin to offer Latin to our sixth graders. Um Socratic Seminar is being infused into their ELA block. We've added a course. It's um out of the course code directory. It's engaged citizenship through service learning. That's an additional course for our sixth graders. Um we've added the civics debate and for the entire school they'll be going through the virtues integration plan through K through six currently. But we will revisit a timeline of instructional materials adoptions based on the timeline of um previously decided integration. >> Good.

215So we're not going to be caught next year at the last minute. Yeah. So then this year um what would be the the goal to do second grade and sixth and seventh next year because well we have not formally adopted anything for sixth grade right now. Are you talking about adding grade bands? So seventh grade we would add seventh grade but we have not adopted a sixth grade curriculum. >> Correct. But next year our sixth grade sixth graders will go to seventh. >> Correct. >> So we would need a seventh grade a seventh year curriculum. >> Correct. >> All classical. Yes. >> And then would we also need a sixth grade next year? >> Yes. >> Or our fifth going into sixth. >> I I have to revisit the original plan. I think the original

216plan was we were commu we had communicated to the families that the sixth grade >> for this year only was the transition and next year would be fully classical. >> Um >> that's in the plan. >> Did somebody give that specific? >> Um as we roll out yes we will have to adopt a second grade curriculum as that will shift. uh the sixth graders are transitioning into Miss Bisura just uh mentioned uh they will move to seventh grade under that same structure and each year the first graders grow into a um new grade level they will >> well if you did kind we've already done first grade so when they go to for kindergarters go to first grade they're they're good um we will shift and to the classical curriculum so the curriculum the trigger

217is the current first grade class. So K and one we've taken care of. Next year two, three, four, five, and then when we get to fifth uh or maybe even before we can do six, seven, and eighth as a whole. So it's one comprehensive step. So I I think just in visiting and walking the school and seeing what what's taking place, it's absolutely magical in terms of what you see in KN1. Um and not to a play on the logo or is it has really taken roots uh in six through in six through two. Um so once again, you know, we will communicate with the principal and if there's needed changes or shifts based on what I just uh delivered, uh we'll we'll take the necessary steps. >> Okay. Um anything else, Mr. Zario? >>

218Uh no. Uh well, yes. So, I'm looking at the uh proposal now that was given to us from Dr. Moore. Um, and what we see here is that district staff will begin the official transitioning. Um, I'm in the wrong space. Hang tight with me for a minute. >> Just so that we know which as I'm pulling it up also the ribbon cutting ceremony originally it was supposed to be for August it's now September 18th correct >> yes >> the hell I'm down here >> okay I have to pull it I have to take a look here but it shows that K7 um sorry K3 3 and K6 will be fully classical 22 26 to 27 school year. This was in the plan. And then K through 7 will be all classical for the school year

2192728. And it says all students in K through 7 will be Pelican Island School on choice for the 26 27 school year. says all 26 27 school year students in K through three and sixth grade will be at Pelican Island School choice classical. So I think you need to kind of look at this. So >> document >> well I don't know if it's different. It says K3 and grade six will be Pelican Island School on choice 26 27 school year. So choice >> choice but not necessarily it's not specifically addressing the cont >> as to what that says but I'll I'll provide clarity. >> Okay. Um just a few things regarding that. I did attend the meeting on August 5th and I saw some really good collaboration with parents and staff. Really really impressed. um

220still don't know the difference between Singapore primary and the other one the math teacher tried to tell me but >> as long as she as long as she knew the answer >> the gone they're going with the primary and and I know a little bit about Singapore so I think that'll be great um what Dr. uh Shafty said about science I visited the Pineapple Academy K8 in Melbourne and the first thing the principal said to me because I wanted to learn more she says Dr. Jones we teach a standards and she did talk about science standards Dr. Shafty just about keeping along with what they were doing in the district and I don't know what BVAR County was doing in general, but um they said they wanted to kind of stick close to the science

221on that one. Um when I walked around the school with Miss Justice and saw the K1 classrooms, they were wonderful. And she talked about some of the things they're doing schoolwide, Miss Spacer. I think you said that with the virtues. I think they're trying to do some schoolwide things right now. But and I said this at the last board meeting, you know, when we do this, let's do it right. Let's build just like we did the dual language at Felsware K12 and so forth and then do as much as we can in the others, but let let's just do it right. Um I think the schools started off with, you know, great success. Um and looking at what they're doing in general um overall with the with the students, I think we're certainly off on

222the right track. So, I'm excited and the parents were excited. >> Great. Thank you, >> Mr. Green. Back to you. >> Yes. >> Thank you. Letter N is a review of surplus property. The surplus property this time there were 15. Oh. Oh, M. >> Oh, I'm sorry, M. I usually have to go straight with you. I forgot. My My apologies. I should go first. >> Okay, that's okay. I didn't have my camera on, so I understand. Um, you know, I visited Pelican Island. They were really smooth. It look great. Thank you for all the hard work you guys did for great film. Science is a unique thing. So, I understand why want to stick to that you're covering standards and science and um like to know kind of is we've expanded like Felmir has three

223I think sections in grade, Pelican has one, oy has one, Rosewood I'm not sure if they have one or two. I'd like to see maybe for the board to know um how much that's helped with enrollment on those specific schools since last year to this year. So that would be something that would be um interesting to look at as well. >> Okay. Thank you. >> Hey, Mr. Green. >> Thank you. >> Madam Oh, I'm sorry. Dr. Moore was going to >> Okay. because I I I believe Pelican Island is the only school that has a waiting list, which is a good thing. So, Dr. Moore, you want to talk about >> our magnet schools have have waiting list. Um, >> yeah, we just trying to >> Yeah, we all have waiting list and in terms

224of the sixth grade, as I said in the beginning, um, the strategy was to offset the reduction of the overall sixth grade class. We were able to do that. And as the board knows, in October, uh, we'll come back with a a an item very similar to the one that we did this morning. uh at noon a comprehensive item regarding comprehensive item talking about um additional shifts in terms of the next phase of innovation in in our school system which would be right sizing of enrollment uh aligned to schools the looking at additional K8s the specific plan regarding the boutique high school that Dr. Mr. Dia referenced earlier. So, there's a big plan that will be rolling out uh in the next coming months. A lot of work to do. >> Thank you, Mr. Green.

225>> Thank you. The surplus property list um coming forward this evening has 15 items. 13 of those 15 are the replacement of old food service items. If you remember, we went through and did a um an upgrade. So, basically, this is uh surplusing those items. The only other two items was a color printer 19 years old and uh in the building department, a Dodge Dakota pickup. Remember when we did a couple white fleet vehicles um at the end of last year and this one was one you could put your hand through anywhere in the roof um from the rust. So it was good to get rid of that one. The next item O is a review. We had a three-year, the board had a three-year RFP with roofing vendors, Vera Beach Roofing, Hamilton Roofing, and

226Advanced Roofing. That had two one-year extensions. This would be the second of those one-year extensions, locking in all the same terms and conditions. And um staff and the superintendent will be recommending to extend that final year of that contract. And item P, I think we've discussed quite a bit, is the review of the resolution of the tax anticipation note. So tonight's item is simply the superintendent's authority to lock in an interest rate if it becomes in the best interest of the district. On September 9th at 501 when we have the budget final hearing, there'll be an item to adopt um the TAN itself as we are working with Wells Fargo to solidify that. >> And that is all of my items. >> Any comments, board members, questions on the last couple things Mr. Green talked

227about? Good. Miss Barren, you good? I I just think that the it looks like the rates may start coming down a little bit. So to lock in a rate is is pretty expensive. You usually do that if you expect it to go up. So, I just want to make sure that if we do exercise to lock in a rate that it is uh I I guess I guess you you do it, but it just seems like that with rates going down, it's probably not the best thing to do. So, >> yeah. And as I mentioned, we most likely won't exercise this, but for the first time, the bank has put it forward. Um so our bond council and financial wanted to make sure we had the opportunity if needed but most likely as pal just

228mentioned I think um they will be going down so we most likely won't need it but I hate to say that. >> Yeah because it jinx it. >> Madam chair that concludes um our items. You do have a number of discussion items. >> Okay. First discussion item uh selection and adoption of instructional materials. Miss Rosario. >> Yes. Let me get my information here. Okay. So board members, what you have um in front of you or in the um backup item >> is a policy um with recommendations for um adding the definition of instructional materials, electronic format, digital format, all of which are in our statute. All of which in a statute um in the statute 10006.29 um are defined under instructional material and somehow or another those definitions are not included in our policy which

229they really should be. Um and some of the other items that are in here um have been shared with the superintendent. Um much of which is just clarifying the process for which non state adopted materials would be adopted in our district um versus state adopted. So with the state adopted, nothing's changed. It's the non-state adopted um that I um just kind of copied and pasted from the state adopted the same process basically. So nothing changes. Um that this came up because obviously the whole question with whether classical curriculum is supplemental or is it really curriculum? Um, and so I pulled this up and I realized there were discrepancies in our policy that really need to be clarified because if an instructional material is used in a major way to support instruction, it is indeed instructional

230material. Um, the the supplemental material um that's different. supplemental are things like um other thing. I'll I'll hand it over to Miss Enville to have that conversation on the supplemental. So then I I asked Miss um Enville to take a look at it just to make sure that you know what I was um recommending to you all was um appropriate. And she provided I don't know Miss Enville, were you able to email the board members? You were. she was able to provide you all um I haven't been in my email um the summary of instructional materials categories um with some backup information um and I think it's great uh she provided additional definitions that I think should be included in this policy as well um and that would be the definition of what is a

231major tool of instruction what is an ancillary ary material and what is supplemental material. Um all of which are critically important so that we avoid what just happened. Um if we had these in our policy, we probably wouldn't have needed to rush through this process right now the way that we have and we would have given it enough time. Um, and moving forward, I think it would only help Miss Basura and everybody else on the team and board members in the future to understand what the differences are, what needs to come to us for an approval and what doesn't. Um, Miss Enville, did I catch all of that correctly? Yeah. Do you want to add anything that I may have missed? Um I I >> there you go. >> Sorry. I I think one of

232the I think some of the confusion comes with the the definitions that are actually in the state training materials and their procedures and policies which are really um it kind of definitively set apart what all those were. I think the supplementary materials issue is we want to make sure that we have the flexibility to buy a fidget spinner for someone or um some sort of u manipulative that would support all publishers. And so it's different than your uh major tool of instruction and your ancillary materials that go with that. So, um I do think that looking at all of this together, we did most recently revise this policy in the end of July, but it was just a technical change. So, I want to go back through with Niola and see if they're making any

233further revisions and then take a look at that. But I think we need to look at that from a a whole standpoint to make sure it's a holistic look at it. >> Yeah. No, I I I couldn't agree with you more. Um I did share this with Dr. more. I didn't get any, you know, um, feedback, yay or nay, either way, but I think it certainly would help. Um, in this particular case, just to summarize, everything is supp everything is instructional except for supplemental materials. According to the law, supplemental materials are not required um to be brought to us. And again, the supplemental could be things like, you know, calculators. I know Miss Enville said fidget spinners um things that are not tied to um the major core support for instruction. And so that that

234that's really the change here. And I would like for Miss Enville and Mr. and Dr. Moore to take both of these together and and team and craft up um the new policy with these definitions as Miss Enville has provided for us. Um and then we can move forward with a new adoption just as she mentioned. Um yes, Dr. Moore. >> So just to be This is embarrassing. >> Both definitions and policy 2520 is your you're right now we're on 25. >> Right now we're just on 2520. I didn't talk about the other one yet. >> Um right now it's just 2520. All right, let's go with board members. Miss Baringborg, your thoughts? Yeah, I'm okay with I'm okay with um I just want to make sure this board what they say. >> Can't hear a

235word. >> Sorry, I'm not we're not hearing you. Can you try one more time? >> She's okay with what? >> She sent us She sent us >> Yeah. Is that better? >> Yeah. Go ahead. >> As long as it aligns with the state board rules and definitions, um, then I'm fine with it. I don't want us to oversee those. >> So, you said you're okay with what it is now, our policy. Now, >> as long as it aligns with the state board uh, rules and procedures, I'm fine with it. But I don't want to um oversee, you know, exceed what they have. >> Okay. Overseing. Okay, Mr. Dyer, >> that was a couple of couple of my questions is first I heard that it was going to help you. Does this help you, >> Kelly?

236I'm sorry. Dr. Moore >> through the chair. Uh, I think clarity around our process and our procedures and is helpful all the way around. I think there it does there will be moments that we will be parsing out the details of that and that's where I think that could get a little bit tricky but uh we have really smart people who advise and guide us. So >> clarity is helpful Dr. Sorry. >> Uh and and uh Amy did you did you write these or you have you >> No, I haven't had a chance to look at them but >> you haven't vetted it. No, >> my question was is how how does it it if we go out on our own and write a policy with Naola it it >> so we're out on our

237own on doing something different again >> right so that's what I want to do I I think I would recommend sorry through the chair I would recommend that we look to see what Nola's latest template is whether or not they're because I know they do them >> uh throughout the year and see if they're revising this one take a look to see what it looks like and then go from there and make sure that I mean this might be actually something that they would want to change in their policy as well. >> Okay, Dr. Pasca. >> Um yeah, I would support uh looking at this and coming up with a more uh clear policy and uh defining it. >> Hey, um obviously I worked with Neiola when we did the science adoption and usually um

238state statutes come to us Dr. Shafty, Miss Baser, Dr. Jacobs twice a year or something like that where we're looking at fine-tuning or tweaking the state statutes from Neiola. Um, Miss Invol, does our policy right now meet all state statute laws? >> As far as I can tell, yes. >> Okay. Um, one thing is when we look at this, I just, you know, when we want to expand from our current policy, we really have to look at this. I mean, are we going excess here and could it result in impact on our staff and looking at everything like this? I mean, our policy right now is is fine as far as state statute. I mean, we have um looking back the years I've been on here, we have done some uh non-state adopted material that

239we thought was best for our district. So, you know, just given the rigor of the standards and what we're expected to do, I mean, this really goes the state adoption or instructional materials really goes through a process. And I think we're we're fine with it as we are now. I I just wouldn't want to do anything right now, especially if we don't know what Nola is going to say. And if we're meeting the guidelines right now with the state, why do we need to change it? That's my thought. Madam Chair, if I may. >> Yes. >> I I believe there's a non-state adopted policy that we could take a look at too that maybe separate the two. >> Yeah. >> Thank you. >> I mean, you could take a look at that. I mean, because

240that's come up a couple times where we said we know it's not state adopted. Will that be an issue? But if we think it's best for our district, we can look at that. And Dr. Moore, what you said earlier, would you repeat that? Sorry. agreed regarding this as far as instructional materials. I mean, the process has worked as far as instructional material adoption. I mean, I'm pretty correct on that. >> Chair, I'm not really sure what I said earlier. Um, >> but but ju just to weigh in, a level of clarity, as Miss Bura said, is is fine. So, the opportunity to work with Amy on specifically what is a level of clarity, okay? what gives us staff and the board as much flexible uh flexibility to meet the needs of kids as quickly as

241possible while at the same time being extremely transparent in what we're doing inside of our classrooms would would be a a win as well. Um so I have not had the time with staff uh want to hear this conversation. Um I've only had brief hallway conversations with Amy basically. Um, so to go back and and put it in perspective to say this is a a policy that I could support from a staff's perspective and implementation and the running of the system. This is a policy that's legally sufficient or policies in in this particular case that that legal can say we're we're in a good space. That would be the task that I would have to work with my staff and work with council to make sure any shifts or modifications are in the best interest

242of our respective positions and advances the the mission and vision of this district. >> And I just wanted to add um I I I have not felt rushed during these instructional materials. If you take a look at the timeline where we start and then where we end with instructional materials and finally the board adoption which you know at the end the board has the approval yay or nay on this stuff and that's very very important to all of us. I understand that, but um that is a long process. Reme I remember the calendar on that and you know staying up with it as a board member each time that it's brought forward to us um takes a lot of work and I understand that because we want to do it right but I just want

243to say I've not felt rushed. >> So may I >> Yes ma'am. So just to um clarify um our our process in which what we do now and our policy is very clear for state adopted materials. We're in a quandry a little bit of a quandry because we now have a new school which is a classical school that we had not thought about before that is not going to be through state adopted materials. And so that's part of the review is to have legal and Dr. more take a look at this to make sure that what we do how we craft it now um would just make it better for all of us for everyone across the board so that this new year going through the the process Miss Basur and team will be able

244to follow exactly what we have in policy so um it just seems to make sense we didn't do this before opening up the classical school um but certainly in the same way that we would adopt a policy for state adopted materials. We should have a process for non-state adopted materials. >> Jared, I would I hope and and I know that we're that although this is an isolated incident with the classical school and we've had this conversation together in this forum that this becomes a more frequent opportunity as we redesign what public education is. uh so today classical uh maybe tomorrow something that is more of a specific need um for members of our community so having a level of clarity is absolutely for having a established process >> I I just want for everyone's behalf

245to be it as fluid and as quick as so we can be as nimble as we possibly can um because we are competing with um systems that don't have these procedures so we're a big system. We have to have them. I just want them to be as lean as possible. So, we could um go as we're well never going to be able to go as fast as a private school that doesn't have to do any of this. Just market what we're doing and do it. Um but we could through our efficiencies that we can create still compete. So, my goal in looking at it is okay, this is transparent. This is this is solid. This is fair. Uh how can we make it as lean and as efficient and as effective as possible? um because

246we have bigger bigger fish to fry for lack of a better way of saying it and I want this to be an efficiency step in our system and not a bureaucracy addition. >> Yeah. And and I and I don't disagree with you. think that um that's why I'm recommending um a review of this policy because a and only because of the comment that what was supposed to be intended to be used for the main instruction in the classical school was considered supplemental. There are the statute provides the definition of instructional material as content that by design serve as a major tool for assisting in the instruction and these textbooks would have been used as a major tool for the instruction. They would not therefore be supplemental. So that's where the need is. So and that's

247our job, right? our job as board members is to identify some of these things that come up um and and address it through policy. Um and so even and so I appreciate it. So thank you for um taking this on with Miss Enville and and your team and taking a look at all this stuff. Um and thank you Miss Enville for your feedback because um your feedback actually provided much more information that I thought was incredibly helpful um to add to the policy. It doesn't um dilute what we currently have. It only adds strength to to the language. I think um the other thing I was going to say separate and apart from this uh Mr. Dire what you said about policy u part of our as long as the statute and Miss Enville can

248confirm what I'm saying or not >> and I don't mean this flippantly but quite honestly because our job is policy the majority of our our job is policy um and we have lots of other things that we do as a board and it And policy is one of those things. Um, we can create policy on, I don't know, anything. Having birthday parties as long as it doesn't as long as it doesn't violate or um contradict the law, right? If the law says you cannot have birthday parties, then you cannot have birthday parties. Um, but as long as the law allows us, we can create any policy and as long as it goes through Miss Enville um and le the what whomever the legal team would be for legal sufficiency just to make sure that you

249know um it's okay. It's okay. That that's that's it's okay. So I appreciate that. I'm glad that we've got some support on this and I look forward to seeing what what you all come back with. >> Can I add too? >> Sure. So, I mean, I I definitely want the district and you guys to obviously have uh flexibility. That's what you're talking about is flexibility. Um, but a place that you we know we we can't look for that is I'm going to use a new new word coined by uh Baronborg is to oversee. You don't want to overseed your authority and assurp the board's authority. Um, and when it comes to curriculum, that's something the board owns. So, I mean, at the end of the day, that's just not a a place for efficiency. Um,

250but I understand clearly your need for flexibility with all the new innovation. So, I I I uh I understand what you're trying to say. >> Um, question, Miss Invo, you're talking about Neiola and the um the approved curriculum and the uh if it's not on the state curriculum and that's in Neola, correct? >> Yes. There's a new there's a new policy actually it's 2521 that is nonstate approve adopted and I think that's the issue here there wasn't state adopted classical materials that we could choose from so that's why we're kind of on our own it's my understanding that the state is looking at adopting some classical materials and that would be much easier for us then because then we could follow our normal process do you know how many Dr. more than your reign. How

251many um nonstate adopted anything we have done? Do you know by chance? >> I I couldn't guess off the top of my head. >> But we have done some. I just remember um but if Niola has that definition um and they're looking at that, I mean just as long like I said right now you said our policy follows state statute. If the issue is um those that aren't state adopted, we could look at that as a board anyway. Correct. Okay. So that flexibility is there if we need it. Okay. Thank you. All right. Next one, Miss Rosario on definitions. Yeah. So um same similar topic um as I was reviewing some of our policies on this particular on the topic of curriculum and instruction um and and curriculum adoption. I came across this policy here

25201 0 which is titled definitions um and it hasn't been updated in quite some time but the instruct the definition that is in here for instructional materials does not align with what statute says. there are some words that are missing. Um and so therefore it is um there's a strike through in red and what is in green replaces the language according to it's just copy pasted from the statute. Um um again electronic format is under instructional materials because all of this in this policy has the bold highlighted um words instructional materials. So these are definitions that fall under instructional material um that are not on here that I think should be here. Um the other thing that I was I in talking with Miss Enville um this policy in general on definitions um there there

253are so many definitions that we could put in here. I mean our all of our policies could potentially be def could have definitions. I mean the it goes it's a lot. Where do we draw the line? I believe instructional material definitions should the definitions that are in here should go in there because there is a title called instructional material. So what are those? Um the other part of this is do we need this policy at all? Because if we have these definitions in other policies, would this be a policy that in general that we could just repeal because it would be repetitive. As long as these definitions are captured in the policies that they are supposed to be in, I'm okay with that. Um, so there's two conversations to have about it. Adjust this as

254recommended through legal, you know, vetting it through legal sufficiency or repeal the whole thing. Okay, Mr. Dyer, any comments? >> In in the right context, we talk about efficiency, but we keep layering on policy after policy. And and my my question is, you know, if we want to be more efficient, should we actually go through and see how many policies we can get rid of? Uh uh I I just think sometimes that policy is the enemy of innovation. And we have as or procedure or process or however you want to take it the word policy out. It's probably process and procedure is the enemy of innovation. And we have as one of our pillars innovation. So my you know again my question you look at you you look at what's going on in the US

255government now with the regulations the way that they're going to unlock efficiency and unlock innovation and unlock really the success is by doing away with policy. So my question is is what do we without nei can we live without? And so to go in and to try to put a straight jacket on on things that we seem I mean we worked through whether we had a policy or not. We worked through it and it worked out and you had a good group. We probably should have done it two months earlier or three months earlier in in the in the uh in the process, but it worked. And uh so you know I I I guess I'm just not for layering and layering on and you know just trying to you know put things in a

256box so much. Uh I I really am for innovation and and that's what's going to drive this district's success and why we have been success successful is because we've embraced >> ideas that are different and uh so I would again you know whether you guys can look at it and decide if the definition is here or there to me it it doesn't matter it it's it's just maneuver IA that is not going to make a difference. >> Hey, Miss Bar. I'm sorry. Thank you, Mr. Dyer. >> She's >> what? >> Miss Baron, >> I think she fell off. >> She fell off. >> Okay. Dr. Pasca >> of the ship. >> Oh, I heard I think I heard >> Miss Baron, are you there? >> No, she fell off. >> No, >> she fell off.

257>> I'll go to Dr. Pasca and come back. I don't have anything further to add that because I've already I already spoke to the >> M Oh, yes. Miss Vizario, you've already talked about >> Yeah. Um, you can ask Miss Enville for legal. >> No, I'm just I haven't had time to talk yet. Hold on. Slow your roll. >> Um, you know, I don't think at the end of most of our policies, we cite the state statute. It follows. I don't think we need to cite the state statute and policy. Our policy should be the inner river county school board policy and I agree with Mr. Dyer that you know sometimes less is more and we can get into a lot of details that I don't think are are absolutely necessary. We could probably go

258through our policy one by one and probably remove several of them but um you know obviously we take our our our guidance from Neiola and state statute following the law making sure we cite it. I just don't see the necessity for adding this when it's in our state statute. I remember we went through this a little bit before. I'm thinking why are we citing it and then reading it? I think legally we're good with that. But Miss Enville, your thoughts? >> Totally. You guys are right where I thought you'd land. Um our definition statute to or policy to me should be like our general definitions, the board, the district, the parent, legal guardian, those kind of things. If we were to add every single definition that we have in every single policy to policy 0100,

259not only you're creating a dual system, maybe those don't exactly match. If you amend it in this stat in this policy because the statute changed because they changed three words, then you have to go to this policy and do the same thing. Um, I think a comprehensive look at policy 0100 for definitions and kind of seeing what's in there. I don't think there's a need to throw all those other things in there because just I mean take our Title N policy for example, there's 30 definitions in there. You're going to make your policy 50 pages long. So I I don't think that there's a need to do that and and I think or else alternatively you bring policy 0100 every single time you make a policy change and that doesn't make any sense efficiently either.

260So I think we're all kind of on the same page. I don't think I'd recommend that you add all those different stat, you know, definitions into policy 0100 because they're going to house. You want your uh community and your staff and your teachers to be able to look at a policy and make sure that it says if it says, you know, we're recess, it has everything you need to know about recess. You don't want to have to then go, oh, by the way, and go look at our definitions policy because that defines recess as well. So, >> and one last thing, it's good good discussion. really good discussion. Um, >> what do I do? >> Just, you know, when you have to fine-tune it and get really specific, >> I think it does kind of

261deter us on innovation a little bit. >> Anything else, Dr. Moore? Or >> uh I vote for send discussion. >> It I mean it is good discussion because at the at the end of the day from from an implementation standpoint, policy protects us. And I had not talked to Miss Inville before, but I kept I remember when we look at policies at the most of them, we cite the state statute of not all of them, but most >> I mean a bigger conversation not that is >> the alignment of all policies and how they're structured when you I think Amy I don't need to say because Amy already said it one change here may contradict something here. It's not a NEOLA track. It's not tracked by Niola. So we have to track it ourselves. it

262it this work has become significant for for from his homes in terms of things that we add that not in Niola and I'm not saying any of those things are bad they're just not in Niola but it's additional thing to to track so to minimize it >> uh to me and make sure that the policies a policy should be able to stand alone at the end of every policy references the statutes in which it was developed um so there's a lot of looking to do in terms of policy >> and to your point madam chair where um I don't think that we need to take a policy and recopy the statute into the policy, >> right? >> Because that just makes things more confusing. I like the we we take the statute as it applies

263to what we are doing and that's what's in our policy and we cite to the bottom. So if somebody really wants to look at it, they're like, "Oh, you forgot, you know, it's in there." I think I think that's where we want to probably that's the >> direction which I think we should go. >> Thank you. >> I appreciate it. >> Thank you. >> I appreciate it. So, whatever you all decide, if you want to keep it in there, repeal the whole thing, Dr. Moore, I'm totally okay with it. Um, so it it is here for you to review and I guess come back and and let us know, whatever. Um, and just to um clarify, when I put in the statute in whatever I'm copying, pasting, I only do that for your reference. >>

264Thank you. I only do that for your reference so you all know where I got it from. So you don't think that it's my words or my you know uh uh my personal agenda. Um and and and I I know that you know that Miss Enville. So thank you for that. >> Our last discussion item is Rosario foreign exchange program. >> Yes, foreign exchange. So several months ago um foreign a foreign exchange um uh policy came or not policy a charge for the superintendent to review the foreign exchange policy um uh was adopted by the board and the superintendent did not have a timeline which is fine uh because this wasn't a pressing policy um revision or change and so I'm just asking for an update on it. Where are we? What does it look

265like? What did you come up with? Um, how can do you recommend it? Like, what's going on with this one? >> So, let me look at microphone work. >> Do you want it in front of you? >> Do you need it? >> No, I No, no, I I don't need it. In terms of the conversation that we had with with the board, um, I thought it was a good conversation. I think there is need a not only to change the policy which is relatively straightforward. Uh that policy change will come with the Neola body of work that we're kicking off tomorrow and everyone's so excited to have that that dayong meeting where we start to look at each individual policy. So we'll have that policy change. the bigger work um is the creating of practice

266or the creating of of procedures uh to make sure that when we bring the policy uh it goes to hearing it's approved that I then in fact have to be able to have procedures and systems in place in order to fully implement it. So let me just say I like the idea. I think it is a a a good idea as it was presented. I fully agree with it. There's no issues there. uh in terms of operationalizing it um we're not where where I I I can share that. So Kelly comes to me and says Ann is working on Ann has done this there's this meeting there's a a visa problem or that that problem and I say keep the main thing the main thing. uh Ann is probably she's like white hat worthy in

267terms of the work that she's doing all year long. Specifically now in terms of the one who creates the master schedules, the one who has drastically um rightsize the work around supporting uh charter schools. uh the efficiencies and the ability a lot of these efficiencies that we talk about from a systems perspective comes as a result of being able to make sure that we're getting class size as best as we possibly can uh and and getting the the projections the ratios we give Bruce a lot of credit for that as he deserves but it's also and and her specific building support helping principles develop that schedule so as the policy comes which we anticipate to come with the updated thing I'll have the time to go back in space to say okay it's risen to

268that specific level. So staff has had it, they've provided me quick little updates to be very honest with you. Uh I have had other priorities in place where I haven't driven or pushed on them. And when they saw the item on the agenda, I said, "Stop. It's okay." Uh because the reality is we're going to keep the main thing to main thing. But I anticipate all five board members would be super happy when we bring the item to to the to the to to the board. and the B I'll know when I bring the shifts and strat in policy the procedures and systems would be in place and there's some barriers and obstacles we were yet still to address. >> That's fine. I mean this this wasn't a um a time uh worthy initiative. It

269was just an an option for us as you recall to if we have open seats obviously and there's declining enrollment and principles get to make the decision as to how many you um they would want in their school building but the whole idea was also to capture as much as possible the FTE. >> Yeah. >> Right. And so that that so it would be a win-win all the way around. Um and obviously for the cultural benefits of of adding these students to the schools and in our community. Yeah. >> No, I think it's going to be a a a win-win um and fully vetted and and ready to operationalize. And it's just as I reflect back in terms of the the volume of people uh in comparison to my previous system, it even though there's

270326,000 kids that were there um it seems as if they have bodies for everybody. So the one of the biggest shifts in my my own learning is how do you take priorities for such a limited number of people um so Kelly's job was probably four or five people um did her work all assistant superintendent all for Kelly same I mean so it's it is learning which I think I have done a great job of of doing in terms of creating priorities but it is I always reflect back of saying oh my gosh this would have been so easy because there's one person who drives that specific work or we just don't have that that luxury. Although >> we are number five and they are number seven. So, >> hey Jose, let me see. >> Dr.

271Pasca, any comment added on that? >> No, I I mean I think we we kind of spoke about this policy in the past. I I'm interested in u implementing it if feasible and when feasible. >> Mr. Dyer, >> that's my thought too. I'm supportive of more foreign exchange students, but uh again, it's just a question of the priority and where we are now. And I think it's a really good idea to have more. >> Um I visited both high schools right now. Sebastian River High School has zero and Vero Beach High School has two. Um I'm also visiting the charter schools and obviously they had one person last year that dealt with all of the foreign exchange and now Mr. Zichek is moving it among three people. But I worked with visas when I was

272at the Florida High School Athletic Association athletics coming in and playing and lots of extra work. Dr. Morris. So, if we continue to build this, we've got to support it. So, there's a combination there. And I had several um well, not us. I had several each year at Sebast River High School and it is great for the kids. But one thing um Miss Wood at Vero Beach told me that always make sure that the credits are going to transfer because we've had some problems with countries that are coming here and the it's just it's just big the credits aren't transferring. So, there's a lot there's a lot with that. So yeah, we'd like to build our um our number of students there and I'd al also like to build them from the students right here

273in in River County, you know. So I appreciate that. All right. Anything else for the good of the cause today? We we do not have awards. So it's six o'clock, right, Doc? >> Six. >> Oh, six o'clock. >> Six o'clock. Thank you everybody. Have a good afternoon. Meeting is