School Board Work Session | October 28, 2025

001[music] Heat. Heat. [music] Heat. [music] Heat. >> [music] >> Heat. Heat. [music] >> [music] [music] >> Oh. >> [music] [music] [snorts] >> Good afternoon. Good afternoon. >> Yeah. All right. Y'all are live. Very good. Very good. Um, welcome to the PK County School Board's work session on this fine day. I would like to call the work session for October 28th, 2025 to order. Um, as I was sitting chewing on my pencil this morning, uh was thinking about, you know, historical uh days in history. So, I've got one, well, actually two facts. I'll bring one tonight, but the one for work session today. I was on this day in 1636. Any guesses? Any guesses? You don't have to answer out loud, but uh on that day, it was our oldest higher education institution that was started

002and founded. Anybody know that one? Harvard. And here's the connection to the state of Florida. It was really interesting that um it didn't really take on the name of Harvard in that year. Uh the given name for it was actually New College and and we know historically it was um an institution of higher learning for clergy and it was then later in 1639 that it changed to Harvard. Pretty interesting. So I just want to thank our staff. I see you all back there inquisitive today. Um y'all look great. Really appreciate the smiles. thanks for being present uh and accessible as we work through our agenda today uh to help us address any questions that we have. Uh we're humbled to serve alongside the most highly educated workforce in America and the most dedicated workforce. Uh

003so I'd like to start off by reading our who are we statement and it reads this way. We are the Pulk County leadership governance team. If we were to pick one phrase to define us, it would be student centered. Because when we come together to work, we lean on our diverse backgrounds and experiences to ensure that our decisions are focused on providing a highquality education for all students. Uh the four most important things to our governance team are one operating with integrity. Two, respecting our students, staff, families, and each other. Three, establishing this culture where stakeholders feel valued. they're supported uh and have opportunities for personal and professional growth. And then lastly, supporting an approach of continuous improvement to ensure student outcomes. And then collectively uh we need to work on behalf uh of the

004children we serve and find avenues of agreement so that we can govern the district in an effective manner. There is no acceptable alternative to that. Uh we will always collaborate in a respectful manner in order to enhance opportunities for each student and staff member. We will not disparrage others. Our students, they're going to thrive because when we remain committed to supporting the whole child, that happens. Uh we hope to engage and empower our students and stakeholders to create this community of lifelong learners. So at this time, I'd like to turn it over to Superintendent Hyde to lead us in our work session today. >> Good morning, Mr. Chair, Mr. Mr. Vice Chair, members of the board, members of committee and staff, thank you for being here. Our first item on the superintendent's report is Mackielle

005Academy for Malberry Charter Application and Presentation. I know several board members had inquired about the presentation, but we'll go ahead and bring Miss Amato up and ask her um to go ahead and summarize their application. Mackil, as you know, is a high performing charter. I I don't know that the board needs a lot of background information on their application, but I'll leave that up to you, Miss Amato. >> Good afternoon. >> So, as you know, McKill Academy has submitted an application. They submitted their new application on September 29th. They're seeking to replicate the high performing school at of Mul McKielle Academy Central at the new Mackielle Academy Malberry, formerly known as Kingsford. And so, with that, I do have Mr. Alan Black, chief strategic officer of the schools of Mackielle to give you all the

006information. It's their time to give you their pitch of what they want to do and what they envision the new Mackielle Academy to look like. >> Good afternoon. Um, first off, I would like to begin by saying thank you that on behalf of the schools of McKill Academy, we are very grateful for the gift that was Kingsford to our organization. Like to thank the superintendent, the board members. Um, as you are probably very well aware, the cost of land and the cost of construction are to the point where we would not be able to make this happen if not for your generous donation of the Kingsford property. So, I just wanted to start with that and also I'd like to introduce um I was dually elected by my esteemed colleagues uh to give this presentation

007and um there are three of us, four of us here actually. We have a founding board member with us today too that probably most of you recognize. Um, but on my right is m Miss Michelle Papel. She's the current principal of South McKill Academy and will be the principal of McKill at Malberry. And then to her right is Michelle Spurgeon, the new director of the McKill Schools. And to her right is Miss Jennifer Kart Johnson, a founding board member of McKill Malberry. So, they're they're with me today. So, I am not really great. I do not like PowerPoint and um probably not going to be really great at following, but I'll do my best. >> Actually, Mr. Black, let me let me reject here. Board members, um again, you have an attached PowerPoint. [clears throat]

008We know the Mackil Academy system very very well. Do you want him to go through his presentation to reiterate what Mackil is about? I I'll defer to the board. >> I think so. Just show the public. >> Okay. Okay, you have at least Go ahead, sir. >> Proceed. >> Thank you, Mr. Superintendent, for trying. Um, [laughter] >> it's all right. >> I owe you. Um, so let me just start with a quick overview. Um, as you are aware, it is our intention to open McKill Academy Malberry in August of 2026. It's a very short time frame. Um we are currently in the process of demolishing not the school but portions of the school. Um we've cleared the grounds, we've raised the trees, we've taken down trees, we we've uh the curb appeal has has increased.

009Um but we intend to open in August of 2026. Small school, 430 students, uh approximately grades prek through six. Um, and you know, we're just excited about the opportunity to be in Malberry to work alongside the other Malberry schools. Um, our academic focus, much like it is in all three of our other schools, you know, we will focus on math and English and social studies and science. But in addition to those things, we will focus on critical thinking. Um, we'll focus on how to get along with others, how to cooperate. um just the basic things that we do in all three of our schools. I understand that it is modeled after McKill Academy Central, a high performing school since its existence. Um and so we'll be doing the some of the very same things there

010that we do at McKill Academy Central. What will be a little bit different is we intend to have an innovation studio on the Kingsford property. Um we would love to have those at each of our other elementary schools, but we do not have the space. Um and this this idea kind of came after the fact. Um but that will be a central focus point of McKill Academy at Malbury. Um it will u be that it'll be that kind of that center educational goal that the core subjects kind of rotate around. Um and we'll give the the students opportunity to participate in robotics, um 3D printing, all the things that because I know that the public school system has has innovation studios at multiple campuses. Um and so it'll be very much a mirror of what

011you guys are currently doing at some of your other campuses. Um inclusion and student support. Equally important to our academic model will be inclusion. Malberry mackil malberry will serve all learners um those with exceptionalities, English language learners and and any student facing an obstacle. We intend to work with those families much like we do with our current families at our other campuses. Um, every student will be known, valued, and supported, and we hope that they reach their full potential. Leadership. I've already introduced you to the future principal, Miss Papel. Uh, she's been a 20-year McKill employee. She's been, uh, AP or principal for the past seven years [snorts] at South McKill. Um, we have a lot of faith in her. She's a fantastic educational leader. She's compassionate. She's fair. She's kind. Um, and we felt

012like that we wanted to bring one of our best to Malberry because we wanted to have a fantastic start and she was our unanimous choice um to go there. So, and then the organization and facilities. We seem to have Mackle seems to have um a history if you will um with facilities. We have a school that used to be uh connected to a church as their education building in downtown uh that is now McKill Academy Central. South McKill is located in what used to be a skating rink and a bowling alley. Um we like to remodel things and so the opportunity to remodel and rework Kingsford is kind of perfect for us. Um we like doing it. We've done quite a bit of remodel work at the high school. Um it's just something that I

013think we kind of fell into it, but in the long run I think it works for us. So we turn these um older buildings, I guess we can call them, and and repurpose them um for education. And we enjoy that part of it, but also we enjoy seeing the result of it when you get students back in those buildings um and revitalize those buildings. And I think one of the best ways you can revitalize anything is put people in the buildings. And so that's something we've done for a very long time and it's probably something we will continue to do. Operations and facilities. Um, which I'm not following along on this PowerPoint thing at all. Uh, I told you I warn at least I warned you in advance. Um, we'll modernize the school obviously. We'll

014bring it up to the safety standards that are required. We work with safe schools. We're already working with safe schools. Uh so we'll follow the safe schools protocol. Um the school will be filled like our other schools with uh technology. Um they will not be treated any differently than any of our other schools. They will have everything that South McKill and McKill Academy Central have. Um we provide our own transportation. We have 26 buses. Um, we intend to transport students to um, Malbury McKiel. Um, and like I said, the facilities will be uh, upgraded and remodeled um, hopefully by August of 2026 since that's kind of what we're that's the date we're shooting for and kind of the the date that's out there. Um, so that covers operations, facilities, governance, and finance. The governing board

015are a board you're very familiar with. It's the schools of McKill Academy governing board. Been around for a little while. Um and they will also oversee the finance of the school. Um we are very sound financial institution. Um we are loaning I call it loaning. I don't think that's the correct word, but we are loaning uh the money from our reserves to do the remodel of Kingsford. Um, and then we'll structure a payback kind of sort of. Um, when they become one of your own, it just seems kind of silly. You're just transferring paper. Uh, but we will also engage with the community. We've already engaged with the community. We went to the harvest festival, I believe, this past Saturday. Um, you guys passed out 400 plus applications. Um, so there we're generating interest in

016the Malberry community into attending our schools. Um, and we will continue to do that. We've always been very good working with our business leaders and our business partners. Um, that is something we will continue and we will continually work with our families. Um, that's what we're known for and that's what we will continue to do. And finally, on behalf of myself and Michelle and Jennifer and the other Michelle, um, Michelle Squared um, and the entire system of Mackielle schools, I I once again want to thank you for the partnership. That's what we're labeling it. That's what we're calling it. When we're in the community talking about this, we call it a partnership because that's what it is. And we're grateful for the opportunity to partner with the PK County School Board. >> Miss Miller. >>

017Hi, Mr. Black. Thanks for coming today. [clears throat] Um, I just want to thank you for meeting with me after our last meeting. Um, and you're always open to doing that. And PK County was the first district um with charter back when UCP had the Apple School, which is now Achievement Academy. And I think we're most proud of our homegrown charters because of the collaboration. Um so I appreciate you being here today and explaining your model and the fact that we're partnering with you in the community. Um also that school is a heavy lift. So I can't wait for the tour of the remodel. Um but thank you for being here today and I know that you've brought your p, you know, the people that are coming right behind you to lead the work. Um,

018you've also shared that your willingness to work with families and I think that's most important for our community to hear. So, thank you for being here today. >> Welcome. >> There are no further questions or comments. Thank you, Mr. R. Well done. >> Great. Thank you guys. >> Board members, the next item up are the proposed rule developments for schoolboard policies. Mr. Davis, Miss Griffin, Good afternoon. >> Good afternoon. >> Okay. Um before you today there are 26 policies that come from our so 2000s mostly the 2000s and 5000s groups which are our policies that impact students our and um curriculum like student programs that kind of thing. Um, like I said, there are 26. So, I'll go through them and just take breaks for questions as you guys have them, so we don't have

019to wait until the very end for for any questions. And then all of these policies um that I'm presenting today, the ones I presented earlier this month on the 14th, and then the ones that I presented on um September 23rd, that work session, those are all going to be um this evening. Um Mr. Green will ask for authority to advertise a public hearing. That public hearing will be on December 9th. So that's the first opportunity we have for public hearing for all of these policies. Um the first one is policy 2120 school improvement and this is revised from Florida rules 6A-60.053 and 0.0533 0533 and it's related to deficiencies in reading, mathematics and early literacy skills. Policy 2125 which is our school advisory councils for school improvement and accountability officers and this is policies being

020revised to incorporate language from Florida statutes and includes an explanation of the powers and functions of a school advisory council. A provision permitting council members to attend meetings in person or virtual modifications to the composition of a school advisory council. a requirement that bylaws be adopted and a reference to the requirements of Florida sunshine law. Our district advisory council policy, policy 2128. This is a policy that um is not required by statute. Like districts do not have to have a district advisory council. We do. So we have this policy that exists. Most of the changes in this policy are staff initiated changes. I worked with Janette Crowley on this one. Um the policy now mirrors more so what our bylaws say for district advisory council. The things that were in this policy, the last time

021this policy was um visited was in 2013. And just the way our district advisory council functions now was not accurate. This policy was not accurate anymore. So that's the bulk of the revisions in this policy. And then we there's also a reference to Florida sunshine and some language from Florida statute 101.452 452 policy 2260 or non-discrimination and access to equal educational opportunity. These are mostly um technical changes just some updates to terminology and then updating contact information for staff and we are required to list actual staff names in that policy. I know sometimes that question comes up. There are certain policies where we're required to list actual names of contact um not just a department. And then policy 2280, physical education. And these revisions are in response to House Bill 11:05, which recognizes that the

022completion of two years of marching band can satisfy one credit of PE or performing arts. And then there's additional revisions in that policy related to the review of the district's wellness and physical education policies. So I'll take a quick pause if you guys have any questions on any of those. >> Dr. Allen. Thank you, Superintendent Miner. At this point, I've got other ones along the way, but in policy 2280, uh, does this apply retroactively to juniors and seniors, uh, that maybe have already completed two years of band? >> I'm actually not sure about that. I don't know if Joe if you I know Tiffany's not here I don't think but um with the physical education policy with the ban the two years of marching band >> it's we're adding in there about satisfying a PE

023requirement but I don't know if it if it's retro we'll get >> we'll see we'll get that okay sorry about that >> thank you that's all I had at this point >> okay moving on is policy 23 340 are field and other district sponsored trips. Um these revisions are consistent with Florida rules and it includes retitling the policy, new definitions, a requirement for parental notification and revised language regarding the acceptance of gifts. Policy 2410 is our school health services and it incorporates um amendments to Florida statute as a result of Senate Bill 1514. and it includes new requirements related to anaphilaxis training and student emergency action plans in our K through8 schools. Policy 2417 is our comprehensive health education policy and House Bill 1607 amended Florida statutes to incorporate a requirement that school districts provide

024basic training and first aid including CPR in middle and high schools. policy 2421, our career and technical education policy. House bill 1105 requires um that high school career and professionalmies provide students with the opportunity to attain the Florida Gold Seal Cape Scholars Award. And then House Bill 1145 includes requirements related to the moneyback guarantee program for students. Then there's some additional revisions related to Florida statutes and rules that include revising Department of Economic Opportunity to Department of Commerce. There's optional language addressing the statewide uniform statewide award of uniform post-secary credit and then additional legal references. Policy 2423 is our school to work program and this includes um a new title removing some outdated terminology from the 1994 federal school to work opportunities act and the inclusion of references to career to CTE workbased learning opportunities.

025Any questions so far on those couple of slides, >> Dr. Allen? I know I've got a bunch of them. >> Um, so for this one on policy 2421, the money back guarantee policy or program, >> has this one been with us for a while. >> This is, I think, the second or third year. >> Second or third year. Have we ever had um a student >> contest this? I and you know I don't necessarily need my questions answered at this point. They're probably broader, but I was curious. Does this only pertain to Travis and Ridge or does this pertain to our >> only to Travis and Ridge and specified programs? Three were only required by the state. Next year in the summer, we'll have to identify three more. We've had one student that would qualify

026for money back guarantee because it's after they it doesn't count their PEL grant, any of that. It's only self-paid students. So, it would only be the portion that they paid themselves. >> Gotcha. All right. Um, you know, obviously like a heavy tracking mechanism in place, right? Six months, I think, is help. >> Yes, I think they have six months we have to get hired. So, we have to keep track of them for that time. >> Okay. All right. Thank you. >> Proceed, Miss Griffin. >> Okay. Moving on to policy 2430.01, which is our community volunteers policy. Um, we already have policy 9200, which is our volunteer policy. So, this update to this policy is actually a staff initiated revision. We noticed that the community volunteers policy still listed a level one background check for volunteers,

027which we now do at level two. So, we just updated that policy now to just kind of reference policy 9200 because that's where we outline all the specific requirements for volunteers. Policy 2431, intercolastic athletics. This is revisions to incorporate House Bill 1070, which requires students to receive an EKG before they participate in high school athletics. Policy 2431.06, which is name, image, and likeness in athletics. This is a new policy. If we adopt this policy, it would be new to our policy manual, and it outlines the requirements for student athletes that desire to use or benefit from their name, image, or likeness. And this policy um largely tracks portions of the FHSAA bylaw. So that's where this language comes from. >> Mr. Sharpless. >> Yeah. I was about to ask about the uh you know this

0282431.06 the NIL. >> Um you know [clears throat] you said it tracks closely with FHSAA bylaws. Um >> you [clears throat] know it's it's part of athletics now whether we like it or not. Mhm. >> Um, you know, it's, you know, started at the college ranks and now it's coming down to the high school. I'm not a huge fan of it, but, you know, it's it's the world we live in, right? And so, one, just one thing that I saw on here, um, I understand why we have it in there. I just don't think we're going to be able to police it. Um the top of the second page it says NIL activities and agreement shall not be used to recruit student athletes to attend a particular school in order to participate in intercal athletics.

029>> I understand why it's there. We put it in policy so that way it's not allowed. I'm just saying from the realities of it that's it's probably not in policeable from us at least. So you know nothing against the policy. Just want to have have opportunity to say that in the public. >> That's it. All right. No further questions. >> Okay. Thank you. Um so moving on to policy 2455 which is our dropout prevention and academic intervention programs. It's revised to include an optional definition of the dropout retrieval program which is from Senate Bill 1402. And then there's also just some paragraph headings that have just been added for ease of reference. policy 2800, which is our educational services for students in DJJ programs. And these are revised from Florida statutes and Florida rule updates

030to include the removal of the CAPE acronym, a requirement that contracts must be reviewed by the Department of Juvenile Justice and the requirement that school boards select appropriate academic and career assessments to be administered at the time of program entry and exit. Policy 5136 is our wireless communication devices. And this revision incorporates House Bill 11:05's amendments to the student use of wireless communication devices at school, including a requirement that the policy designate locations where a student can use uh WCD with permission. >> Proceed. >> Policy 5200 is our attendance policy. These revisions are based on Senate Bill 1344 and include amendments related to student attendance, truency, child study teams, and a notice to DJJ in the office of the state attorney. Policy 5223 is absences for religious instruction. And this policy is revised to align

031with Florida's expanded protections of parent and student rights by removing the requirement that a parent or guardian must indignify release the school board as a condition to participating in religious instruction. Policy 5410.01, promotion, acceleration, placement, and retention. These revisions incorporate House Bill 1255's amendment to Florida statute 108.25, which requires school districts to immediately provide notice in writing about the New World Scholarship Tutoring Program um to parents who exhibit parents of students who exhibit a substantial substantial deficiency in math. Dr. Allen, >> mine goes back to 5200. Um, I know we do have the option there and was wondering um we we chose both designations for you have a law enforcement officer and then um the other one is slated designated school representatives. What was the rationale to um select both of those? and then >>

032it's on page three. >> Yeah. And then help me define or help define I guess what a designated school representative would be. And the reason I'm asking that question is because as you go down deeper into the policy, uh this this is literally what it says. It says the designated school representative shall have the right to access or right of access to and inspection of establishments where minors may be employed. So, it's I don't know. I'm just curious like who uh a designated school representative would be, but the policy seems to be um and maybe this could be something that goes back to Neola as an overreach. I mean, uh that we would empower or enable someone to inspect um a business, an establishment seems a little too far. Um so, I don't know, you

033know, where that language was coming from. And it it's you know basically establishments where minors may be employed may be employed or uh detained only for the purpose of ascertaining whether students of compulsory school age are actually employed there. [snorts] Um so I don't know. I'm I'm just curious if we can maybe get a little bit more clarification on that paragraph in particular. I I can speak to that designated school representative is already in statute and that actually was already in there before it got modified by this last session. Um I do not see a definition of designated school representative in the beginning chapter of that statute. So we will have to look a little further. Maybe there's a rule that defines that. I don't know. But this language we have in our policy actually

034comes straight out of the statutes. >> Interesting. I mean I can understand you know may visit the home or place of residence but they're also empowering um in this policy they're empowering the designated school representative to take custody as well and I have a little concern about that um outside of law enforcement um as you know one of the options there without clarification but so I don't know if we can maybe you know have a little bit more clarity on that. And so >> we'd have to have staff uh that works with truency speak to that. >> Did you have anything that you wanted to add, Brett? I know I worked with Daniel Rosson a lot on this policy. Um Daniel's in Brett's department, but I'm not sure. >> So I would say I was

035more in tune to thinking you were going to ask who the designates would be. It would be no different than our assistant principles or principles or deans going out to a school for a disciplinary action that they can't get a hold of the parent. It also includes our social workers that work at the schools to go check in on students. It includes our attendance personnel at the district office. And then if it was an attendance person from the school, it would be the dean or the AP that is over the attendance program out there. And then of course they have the option of either calling our office to have an attendance uh outreach person go with them or law enforcement go with them at the same time. >> Yeah. Okay. So there wouldn't be a

036scenario or situation where they outside of being um in partnership with law enforcement where they would take custody of a student or >> I don't know just curious. >> I would not say there would be there would be a phone call to DCF and law enforcement if they did see something that needed to happen. Okay. >> Then of course they would act on that. I would never tell one of my staff to take custody of a child while a parent is there. If a parent's not there and there's an endangerment there, they would call law enforcement, wait there until law enforcement showed up, and then turn it over to law enforcement. >> Nice. Okay. Yeah. And I I think those are the the criticals for me, but I would like some clarity on what this

037means, that they can have access in the opportunity to inspect um an establishment like a business if that's possible. >> Okay. >> Mhm. Could you clarify what you mean? I mean, I I I'm trying to figure out what it is you're asking because it seems pretty clear that if we are being told that the student is chronically absent or missing school due to employment that we would have the opportunity to visit that place of employment to verify that yes, they're actively there. I mean, that's what it's that's what it reads. So what? >> Well, it it seems odd that um we would empower an employee to go into a private business and enable them to inspect the business. I and I I guess I'm trying to understand what the language of inspection means, you know,

038especially for a private business. Um well, I mean, if they're if they're operating I I I hear I think I hear what you're saying. I think the issue is if they're operating above board and there's not unsatisfactory working conditions or violation, >> you shouldn't be concerned. >> There shouldn't be a concern. >> Yes. >> And and I think we're I mean we're going to be accompanied by law enforcement. >> We cannot simply direct law enforcement. That's not a function of their role or responsibility. But >> you know this is this happens in so it's such a rare occurrence >> where that specificity of the language is going to be applied. I think it gives us based off the statute the ability to do so. Um, but if you'd like, I think I think maybe a

039better way to answer your question is for us us to outline the procedural steps we would follow >> to to enact that and you know, as you know, all policies then defer to my office for procedural development. So, we can do that. I think that might help allay and address your question, which is >> are we just going to show up randomly to a business and say, hey, open your doors. We want to see your warehouse. We want to see everything about it. >> I don't know that that's going to be our procedure. No, but it's a great question. I hear what I hear where you're coming from. That's why I wanted to clarify. >> So, I'll work with the team and we'll develop some procedures that we're recommending to follow and then >> get

040board feedback and then we'll go from there. >> Yep. Okay. Thank you, >> Mr. Keys. >> So, two things along the line of that. I think from what I'm hearing from Mr. Butler that designated school representatives ones that we've already identified these certain per Okay. So, that that is good for that. Thank you. And then I'm thinking that we I'm not saying substitute policy, but it sounds to me like inspect means verify. Verify employment of and if there is a case of chronic truency to say, hey, um to inspect, what are your records to show us that the students been there is my interpretation of it that they were verifying employment. So I don't [cough] I think it's [clears throat] just um not a a good use of word. I would I would say that

041in instead of inspect it should be verify that student is indeed employed there if that is a >> and it does why they're true like further say only for the purpose of ascertaining whether the students >> employed there you know like it it says it further in that paragraph but I understand the >> and I and I think that's kind of the spirit of it like and we're not saying that the the student's absent and saying hey are they working here? Yeah. And they're say oh they're hiding behind the pallet in the warehouse. We're not we're not doing that. Um, but I think that's probably the spirit of it. So, I just was trying to get some clarity on that and it's more of a procedural thing again. So, >> thank you. There are no

042further questions on that topic. >> Okay. Thank you. Um, we have a few more. Policy 5460 is our graduation requirements policy and this is um revised as a result of House Bills 11:05 and607. House Bill 11:05 requires schools to provide students with workrelated internship materials and specifies that districts must revise a student's declared intent to earn a certificate of completion in the annual review of their IEP. And House Bill 1607 requires districts to provide basic training in first aid and CPR in middle and high school. Policy 5463 credits from other schools. It's revised in response to amendments to Florida rule 6A-1.09941. 09941 related to the acceptance of transfer work and credits from private schools, home education programs um in students in 6th through 8th and high school. [snorts] Policy 5500 is our student conduct policy

043which is being revised based on House Bill 1255 and addresses the school board's zero tolerance policy. It also includes a provision stating that before the expiration of an expulsion period, the superintendent can determine whether that um it's a superintendent with a capital S which means superintendent or designate. So it would be like could also um be like a principal or something like that. Um determine whether the period should extend be extended and if so what educational services will be provided. Policy 5514 is use of bicycles. Um, and this policy is being revised to incorporate other student methods of personal transportation. So, when this policy was first adopted, um, back in 2013, it didn't take into account other modes of transportation that students would be riding, like now like motorized scooters and things like that. And

044so, it just adds in those other types of personal transportation devices. Policy 5600 is our student discipline policy and it's being revised to include provisions from Florida statutes requiring principles to give full consideration to discipline recommendations made by instructional staff or bus drivers. Then our last two policies, policy 5780 is our student parent rights policy which is revised based on house bills 597 and 1255. It addresses issues related to diabetes management and the and the administration of glucagon. And then it also requires students participating in athletics to have um an EKG. And then policy 6661, purchase of instructional materials, is just revised to be more consistent with Florida statutes 106.40 and 108.25. Requires the superintendent to certify the estimated allocation of funds by July 1 of each year. It adjusts the purchasing and adoption cycle

045and revises the priority of allocation of remedial and supplemental instructional resources. >> Any additional questions? >> Mr. keys. [clears throat] >> Yeah. Referencing 5780. I guess kind of what caused me a little bit of confusion is >> down on page four. We I know that the title of that section J F epinephrine use and supply and then where we removed the word diabetic. It just says carry supplies. I'm assuming that that reference of just supplies is defined under the paragraphs before that because when I see that I'm just thinking supplies. >> Well, what we looked at is this was actually um staff noticed this. This wasn't this correction didn't come from Niola because like you said that section talks about epinephrine use and supply. It's not even talking about diabetes. And so I think that

046was just a scribner's error from the beginning. um when this policy was originally or when this language was originally added to the policy. So we just took out diabetic so that it's just supplies >> in that section. >> It would be in reference to the title of J. Yes. >> Okay. That that makes sense then because I I that doesn't really fit there. Right. >> Thank you, >> Mr. Sharpless. >> I just want to say that I think it's great that the the electroc cardiogram the EKG is being required overall. Um, you know, my question is in the policy where it talks about um, unless parent objects based on uh, various different things there. Um, I'm just wondering from a legal perspective when a parent objects um, what [clears throat] first of all, I support

047parental rights in the in the and having that in there. I'm just wondering from a legal perspective um what does that for liability for us if um if the student objects to an EKG or the parents object to an EKG and then and this and this isn't a question for you okay it's a question for potentially superintendent Hyde or Mr. screen, what liability does that put on us if that student does have an episode? Um, and that that would be my first question. Uh, and so I was wondering if we had do you know what what liability is with that? I mean, >> Mr. Green, >> sorry. I'd have to look at the policy to see what it says about waving that or or objecting to providing consent. I >> Yeah, it says unless the

048parent objects in writing based on religious tenants or practices or secures a certificate of medical exemption or the district's unable to obtain a public or private partnership for the provisions of an EKG pursuant to that. >> Just wondering what our liability is if the student has an episode that they're going to um forgo that we're providing it as a service. um if they object to it for some reason, then I I would like to have a form in place where they're not holding us they're they're holding us harmless for for not otherwise finding what some condition that their child may have. So that would be something I'd recommend is to have if to the extent they're going to object having a form where they say I wish to forego this and I based on that

049I hold the school board harmless for any >> and Mr. But is that currently the plan to have some sort of form to opt out of that or >> So the Florida High School Association is currently working on a form that will be provided to all the school districts that will have because right now the only exemptions currently which we we anticipate a lot of changes to this in the coming months um just because it's the governor from what we we are being told by lobbyists is that it needs with the choice in our state of Florida right now that the religious exemp exemption or the exemption that a the student athletes pediatric cardiologist can wave the right for them not to do it that it's too stringent. So we anticipate more but the form

050will include that has to be signed off on that we will carry and keep with us and attach it to the physical and consent form. >> Excellent. And then just my only other question I have on that is um you know this is a initiative and obviously it's in it's in uh law so it's something we're going to do and I think it's a good thing we need to catch these things save lives right um my question is is this uh is there funding that comes with this to help or what what is our how are we going to pay for this is it just in our budget or is this going to be something that there's donations superintendent hide I'm just curious >> it's either going to have to be free or it's going

051to be a cost to the family. It's not going to be a cost to the district. >> Okay. >> So, so right now it's an unfunded mandate. Um, but we are partnering with a company called Who We Play for. Um, they charge $20. So, we're going to extend that cost to the the families, but if there are families that cannot pay that, then who we play for will step up and scholarship those student athletes. >> All right. Thank you, >> Dr. Allen. Yeah, that was the question you got to already was I was curious and you know because it does require that public um private partnership. So sounds like we're already and I think superintendent had mentioned you're already making progress uh with that if they cap it out right at how much it would

052be per um within the statute. >> They did which um most people were going to do it for 10 or $20 but when this state law came out and it was 50 everyone's like okay 50. Um, so it kind of put us in a little situation, but we're working through that. And we have great partners here in P County where, you know, there will be some sort of cost, but I don't exceed it to be, you know, a financial detriment. We have enough people in the community that will step up for our student athletes to assist. >> Indeed. And it's uh at least once for middle school and then twice for high schoolers. Is that how it plays out? >> No. Right now, the current law, and that's where the confusion is, the interpretation of

053the law, um, is they only need it one time in their high school career. Um, current student athletes in the eighth grade that get it this year, it will count towards their one-time requirement. And so, that's where the confusion is coming in is because some people are interpreting that all student athletes need them, but then some people are saying that if you currently play a sport, then you don't need it for this year. And so who we play for is the one that basically you know has pushed this bill which I think it's a great thing about 3% we will look at the national average about 3% will will have to probably get reviewed to a cardiologist which who we play for will then assist us in getting those student athletes to cardiologist to help

054with um it's just going to be interesting with you know what happens in this next session and where it goes. The Florida High School Athletic Association wants to delay it for a year because the national standards of what is acceptable reading and not is going to change. >> Um so that we're just kind of in a waiting game. I'm meeting with who we play for tomorrow. Our plan is to roll this out in the spring. We're going to divide the county up into four sections and hit each section three times to get all our student athletes and then come up with a plan for um during the school year when we have the student athlete that either move into Florida. We got to figure out a way to get those. But we'll have all those

055lined up. But right now we're kind of just the form's not even ready by the Florida High School Athletic Association, which is, you know, surprising, but just because there's a lot of, you know, hearsay intension that you hear with legislation and stuff like that. So, we're we're monitoring the situation and and we're ready to go once we move forward. >> Yeah, appreciate that update, Mr. Talmet. Uh, just one more question. This could go to Mr. Green. Uh, will we see that, you know, that form? Does it come from your office as it relates to the uh conditions? What what conditions qualify for the certificate of medical exemption? Is that something that we would approve or it's just something? Well, it sounds like uh the for association is is >> yeah the only current exemption is

056religious and then if the student athletes cardiologist says they that >> Dan Taba does not need one uh and that form will be signed off. So the form once we receive it I'll send it over to legal to review it. Yep. >> The nice thing is about it is if you look at the Florida High School Athletic Association's consent form, we include all the things on our consent form >> and we add some other things that we have that relate to our school district. We will be we will be able to do the same thing with this ECG uh consent form. If we feel we're not protected, then we can obviously revise it. We just can't delete anything that the Florida High School Athletic Association has, but we can [snorts] amend the form and and

057suit it to our needs. >> Great. All right. Thank you. And that's all I have. Miss Fields, >> I had a question similar about the cost and I I thought I read something in the um policy that said that we could pursue community partnerships to see if uh we might be able to get folks to maybe um donate the services or reduce the the cost. I thought I read that somewhere. >> Yes. So, right now the state law said that no that a community partner can't charge over $50 per ECG, but like I said, we're partnering with um who we play for, which is the initiative that uh wanted this law passed that has enough money and scholarships to take care of P County. >> Okay, thank you for that. And then I had a

058a question on the discipline, the student discipline. Um Superintendent Hire might be able to help me with this one. 5600. Uh the first on page three, I'm sorry, page two, it says, "Each school principal shall fully support the authority of their teachers and school bus drivers to remove disobedient, disrespectful, violent, abusive, uncontrollable, or disruptive students from the classroom and the school bus. and when appropriate and available place such students in an alternative educational setting. So my question is what is considered supporting the authority? What authority? That's the first question. And then the other question is what happens if there is no availability? >> So staff have the ability per statute and per district policy in our collective bargaining agreement to request a student be removed from their class. Um once that's done then the referral

059process begins whether the teacher or the employee submits that or the administrator completes it. That is what we refer to as far as the supporting the authority. Um but what then happens is a determination of cause determination of supports. Um making sure that the IEP was being adhered to that the BIP was being adhered to that other strategies were put in place. Those are the kinds of things that are taken into consideration. Um because obviously the goal is not to just simply remove a student and then place them in alternative education and the board may require recall that this was a topic um that our education association had requested to bargain. Um, our concern and the reason why we recently said we declined that request um was to allow time and we requested that there

060be a small committee convened to address specific behaviors because when we talk about disruptive behaviors that interrupt instruction, that's any behavior. Anytime the teacher has to pause to redirect a student, that is a disruption to the class. So the question is, does a student have to be removed for the entirety of a day or for several days because they were popping their gum in class because they're tapping their pen or are there very specific things that we need to be more attentive to such as disruptions, profanity, abuse, those kinds of things. So um that'll be an ongoing conversation. If there is no space in the alternative education setting, then quite frankly, we would have to get creative with providing [clears throat] supports for those students because they could be placed on home instruction for a

061temporary basis for 45 days depending on the child's specificity of of need. The child has an IEP or 504. We simply have to continue to provide services. Those are not required to be provided for the entirety of the day. They can be provided in part-time settings or with walk-in walkout kind of services. is it really depends on the specificity of the student and his or her needs. Um so we'd have to explore that, but I'm I'm not aware of us being close to capping our alternative education enrollment. Um and we will actually be bringing some suggestions to the board in the very near future about creating another middle tier um for placement purposes for students who are too disruptive in the school setting. >> Thank you. >> You're welcome. >> There are no further questions.

062Thank you, >> board members. The next item up, we'll bring Nicole Bennett, regional assistant superintendent for division of schools, our transformation group, um, to come down. Board members, you'll require recall, excuse me, that we already submitted our top one plans for both schools. This is a subsequent followup by the state board of education um that requires us to submit our top two plans. And so, Miss Bennett, if you want to summarize those for the board. >> Absolutely. Um, good afternoon, members of the board, board chair, um, Superintendent Hyde. Um, I'm here to submit for your approval the top two plan is, which is really just our step two plan for North Lakeland Elementary and Crystal Lake Middle School. Um, as you know, our top plans are for our schools that are rated a D or

063F for two or more years. Um in September, if you recall, um you were presented with the top one plan and it was approved by the state board of education on September 24th. Um the top two plan is really just our implementation plan at the district level um for the option that we chose which was district managed turnaround. Um this plan will also be submitted for approval at the state board meeting um next month. Um the plan addresses three key areas for both schools for North Lakeland Elementary and Crystal Lake Middle School. The first area is transformational leadership. The second is standardsbased instruction and learning and the third is positive learning environment. So for transformational leadership um within the plan we just summarize the qualifications of the principles or leaders that um have been chosen

064to lead this work at both of those schools. um standardsbased instruction and learning um that really um outlines the supports that are in place not just for the students but also for the teachers there as well and that highlights what the school is doing and also what the district is doing to support that work at the school level. Um and then positive learning environment that's where we talk about PBIS MTSS um attendance and discipline and outline a plan for that as well. Um the two key pieces that um we needed to update within our top two plan um includes the incentives or bonuses um that Superintendent Hyde w was able to make possible for the teachers at both of these sites. Um it truly helped support really um pulling in some highly effective and effective

065teachers at both of these schools to support learning for our students. Um we are at we are below the district average and needs improvement in unsatisfactory teachers and again we have increased the number of effective teachers at both of those sites as a result of this. Um lastly the top two plan works in conjunction with the individual schools school improvement plan as well. Um but it's our commitment and partnership with the school-based efforts to achieve success in each school's areas of focus that they have outlined in their school improvement plan. um and to really help support them and meet the asurances also at the state level. >> Mr. Sharpless. >> I [clears throat] just want to say in both of them uh both plans, I really appreciate under the positive learning environment the uh the

066Renaissance program uh being implemented at both these schools, I can tell you from someone who has been to a few schools in my own district that have used the Renaissance program. It's been highly highly effective and I think it's something turnaround that could potentially impact the entire culture of the school. >> Absolutely. >> So, um I just want to say bravo on including that in the turnaround plan. >> Absolutely. We would not leave that out. >> Dr. Allen. >> All right. We we look forward to hearing positive feedback um after next month's uh meeting with the state board of education. I was curious looking at um the you noted the effective and highly effective. You're sitting at 80% um between those two at both um schools. Do you know what the percentage was previous to

067the incentives >> for the number of >> of effective and highly effective teachers? >> Uh it was way lower than that. It was about I think we're at like 26%. >> Wow. So we're sitting at 80% now and both. Um yeah, well done. That's great to hear. >> Miss Fields. >> Superintendent H. This is a question for you, please. Um, this is a heavy lift for the staff and for the leadership of the school, the principles. So, my question to you, I know that we did something for the staff. What are we doing? And and I might have missed it. What are we doing to um uplift and support the principles and the APS >> from a financial perspective or from a >> ship support? So the schools receive daily support from the teams. Uh

068Miss Collins works very closely with Miss Bennett. They identify uh potential areas of concern and then they specify which staff have to be there. They specify the type of interaction staffer to have which means they're not there for observational purposes. They're there to actually engage and and provide supports, active support and u modeling and and other things depending again on the specificity of the need. And then um Miss Bennett, Miss Collins, and others provide regular walkthroughs to make sure that we're reconciling what they believe they're seeing instructionally happening in their classrooms with what the district's expectations are. So, we're level setting in every regard. And we monitor their data on a regular basis. They conduct instructional reviews and walkthroughs at those campuses on a regular basis. again not for the purposes of of identifying potential

069problems but really to con ensure that we're seeing a continuum of improvement. Um they work with them directly on staffing. They work with them in all those areas. As far as the financial incentives are concerned, we are working to finalize those. Um and we were waiting to see what our final UNICEG and other funding um would that we have remaining from the state would allow us to do because we have three other schools that are not considered top schools. But we're working to create a proposal that will then present to uh the union um to ensure that we are able to address those schools as well. They won't necessarily get the performance enhancements um the full um level of what we provided at the two top schools, but they could receive the bonusing for school

070letter grade improvement. Um and so we're working to finalize those proposals now. >> And thank you for that. And and I probably should have phrased it a little bit differently. uh self-care for the that's important as well. So I don't know how we how we encourage or how we embrace that. >> I'll let Miss Bennett address that cuz she coaching on a regular basis. >> Yes. So really it's it's working with them to find a balance because we recognize that this work at the schools that they're at is challenging. So it's really frequent check-ins and it's not just about talking about school. is talking about just their life in general, how is everything going, different things like that, check-in points, and just trying to remove any barrier um to the work that needs to happen

071in these spaces for them because we need them to show up again the next day. Um so just making sure that we're checking in, we're walking with them, really functioning as a mentor for them because they are both newer leaders as well. So, we want to grow them, build their capacity, and um you know, just make them feel like you are the right person for this for this job, and we're here to help support you in every aspect. So, yeah. >> Thank you. >> There are no further questions, Miss Bennett. Thank you. >> Thank you. >> Board members, the next item in front of you or before you is the STEM career exploration bus. It is actually a trailer and a truck. It's not a bus. It started out conceptually as could we convert a

072school bus. Um I'll ask Tracy Porter to actually join them too cuz she's been very much involved in this. Jeff and Leanne um really have done an amazing job conceptually designing this. Um and so this is actually going to be included in one of our legislative appropriation requests. Um, Miss Kincart Johnson, Representative Kart Johnson, excuse me, and Representative Colleen Burton have both indicated an interest in pushing that forward for the school district. Um, the benefit is um, we could then use funding that we've already we've tentatively allocated to support this project to purchase the vehicle. So, thank goodness this doesn't require a semi because that was one of the initial designs. Given its weight, it does not require a semi. It will require a s a larger truck, probably a uh type vehicle. Um, but

073that's something that can be driven by most individuals, thank goodness. And then we have a process in place or finalizing the procedures for how and who will be responsible for relocating that trailer because it's a very long trailer. Um, so driving it and towing it in a straight line is fantastic. Parking it and backing it into spaces on our campuses becomes the issue, right? So, I I'll go ahead and turn it over to them, but it's an exciting project that's really had a lot of moving parts and and we're very excited that we have so many supporters um across the school district and community for this. So, go ahead, Lean, it's all yours. >> Thank you, Mr. Hyde. Um as you mentioned, Mr. Robert King had a passion for ad and is an advocate for

074STEM education and he approached um Mr. Hancock, our senior director of science, with a bold idea to bring STEM education directly to our students, no matter where they are in Pulk County. And from that stem the idea of a STEM um bus that has now transitioned to our STEM and career exploration trailer. Through our partnerships together, we have um worked to add the career exploration piece so that we can use some of our cape funding um to initially begin the project. So I'm going to let you take over. >> Yeah. So you can see this is a 48 foot long quad expandable trailer. Um it has learning opportunities both inside and out. So as you can see you're looking at the outside of this trailer. It has um make sure I get all the things

075it has in there. Full graphic wrapped ADA accessibility um multiple entry points, hydraulic slide outs for spacious learning environments. They are also building us a drone cage as you can see. We have a jumping station. I know Mr. Talbot's already left. This is an opportunity for kids to measure their vertical leap. We know that we the boys will really like that. Um you can see those entry points. It also has underneath it um belly boxes so we can for storage that we have there as well as two outside AV opportunities and monitors which we can show anything that we want to scroll on there. Um interior again there are four slide outs which we plan on using. Inside students will find advanced STEM stations, VR simulation areas, an antimmage digital anatomy table where you will

076be able to see all the layers of the body. Um, a commercial pause for a second. >> Well, all [laughter] right. All the layers of skeletal Yes. Yes. The nervous systems >> because it's it's it's not just a tablet. I mean, you need to really explain the table and its function for a second, please. So um they they would be able to choose individuals that have >> research >> been deceased in some reasonable time that this company has said that it's okay to use them and they would go through the different layers. So skin layers, musco muscular skeletal system, um nervous systems of what a person that died from this particular thing what it might look like which would be pretty interactive. um this company that is building out this trailer for us has put

077these in for medical schools and whatnot. So, this is a pretty high level um type table. Uh >> yeah, it was actually more in Leanne's area, but I was like, "Oh, we can use that." That's for sure. Something we can be a part of. Um, we also have a commercial interactive sprayer and I will >> and it it will simulate an agricultural sprayer. So, it's a tractor but they're going to be out in the field spraying but in a simulation um platform. >> so the idea and um I'll go back to Mr. Kinkart who uh we we initially had met with the miss Porter and I had initially met with him and after we were done he took me around to his his business and he we asked every he asked every single individual what

078what is our purpose here and every individual in his company says we solve problems and that got me really thinking that this is what this trailer should be about because we don't know what our kids are going to do in the future like there's a lot of jobs that think about when you graduated from high school are all those jobs that are out here now were they there and they just weren't. But if we learn how to attack and solve problems in the right manner, our kids will be better equipped for what's available to them. Our goal is to obviously make that a reality and b we're going to showcase our uh opportunities that students would have in our high school career programs. So it's a dual purpose for us. Um, which is why I

079came to Leanne. I was like, "Hey, can we can we do this? Can we do this together?" So, um, she was all in on it. So, this is a layout. It would have electrical flight. There are a lot of different simulations. Um, not all pure approved. I don't know if M Pasco is listening. >> They're in, >> but they're in progress. So this is um not set in stone what will be in there at this point but this is um just kind of an mockup of what we have already resiley to some companies got quotes and and think this is a good idea and a great showcase not only for our students but also for our community >> the career exploration um there'll be VRs so they can choose a career of interest for them

080it's in English and in Spanish and it's in a kiosk mode so it wouldn't require any um registration of the student information but it would allow them to see and try a variety of career opportunities. That was one of the things that when Jeff came I was like well I have to have something that leads them to our programming in that space. We could also advertise what our schools offer you know our careermies and what high schools they could leave with that information whether they were at a fifth grade classroom or an eighth grade classroom. Miss Miller, >> thanks so much. That was a great presentation. Um, I want to say this is what I was thinking when we had our staff come and say they hadn't heard of anybody who wanted appropriations for anything.

081Um, this was one of the things that I thought would be amazing. Um, there are about three or four other counties that I know of that have this. Valuchia has more than one. Um, and one of theirs is even powered by solar. Um so it's a great opportunity to add that um you know option for students. I think once we have this up and running is the conversation about um the students and the access because sometimes we have STEM programs in our schools but due to lots of things the access is limited based on the students um academic performance or just the school is very busy. I just want to make sure we get this lovely equipment and it's used and we can talk about the age groups and what it looks like for different

082for different schools. But I'm excited about it and thank you for presenting and if we find one or one day we can have one that's solar operated, I think that's even more lessons we can teach. >> Mr. Keys, >> I [clears throat] will say great presentation. I am really thrilled about this opportunity. I think it's going to serve our district well. Um, and and just, you know, thank you for the for adding the narrative that we're trying to connect those experiences with our already existing CT programs. I think that that's key. If we take this this um investment and we say not only are these opportunities out there, but this is the pathways to those opportunities. Um, what a great opportunity for those students to engage and and to learn those. And so, I'm I'm

083really excited about this and can't wait to see it come to fruition. This is this is awesome. So, Jeff, I think you were starting to respond to Miss Miller. >> Uh, yes. So, after Mr. Kar after we had that first initial meeting, um, our science supervisor meetings are also in October. Um, so I went to and it's always in Semino County. So, I went and saw Semino Countyy's buses. Um, actually someone who worked for me in Orange County is now running those buses. He's the individual who runs those buses. That is, they were, how can I say this? They're not the kind of buses you want to showcase in a community. I'll say that. I'll just leave it at that. >> They're listening, >> right? I mean, I I just don't think it's something you

084would drop off at a harvest festival or first Friday or something like that. I did go see Valuchia Countyy's buses as well that week. Um, and after speaking with her, then I spoke to her last week at our science supervisor and she actually advocated against the solar panels because they were causing them some problems, which is why we moved away from buses to begin with because they had an engine and everybody that we talked to, anything with an engine is likely to fail. And now we've got a bus sitting over here that's not or a trailer is not usable. So that's when we pivoted to let's make it a trailer. where we can drive any take any truck that we have big enough, put it at a school for a week. So, we were going

085to our plan was all eighth graders would see this in the first semester prior to open enrollment. They would get to see all the opportunities that the high schools have. So, every student would get the every eighth grade student would get the opportunity to work through this program in the first semester. >> Thank you, >> Dr. Allen. Yeah, I mean this is a symbol of innovation. I mean, it's great. Um, you know, I'm all in favor. I've seen, you know, board member Miller. Um, I think she wants to be a welder and in her future career because she she did some virtual welding not too long ago. Um, but, you know, I really appreciate um, you know, the Johnson family and, you know, Rob Kim Kart. Um, it they're they're always innovative. I mean, even

086the fact that they were simulating CDL um driving and and their facility here in Barto, they're always doing something innovative and great for our community. Um so, I'm really appreciative of their contribution to this. We look forward to advocating uh around this uh as well from a lobbying standpoint. Um but yeah, it's simple innovation. I love it. Great vision. You're starting to answer some of the questions I had on like utilization uh and so forth. So, I probably won't probe, you know, more deeply, but it's it's clear you've got a great vision for the utilization. So, I'm really excited about it, >> Mr. Sharpless. >> This just this is awesome. And I think the one thing that um I want to highlight is this helps you talk about having students get opportunities potentially in places

087that they may not have as many opportunities around our county. Um this opens up eyes. It prepares students for career technical education. It's a, you know, as you know, it's a huge passion of mine. Um, and it helps with the equity piece across our county. Um, I really like the idea of the of the having the trailer or the mobile unit, whatever you want to call it. Um, because we have a great uh lease program with Enterprise, you know, that presented in front of us. And so, we'll always have a new vehicle uh, you know, in rotation to help pull this. So the maintenance cost is not going to be there if you were to have uh you know like a bus or something like that. I think it's very it's very uh w a

088wise move for us to to not have a motor attached to this. And um and I just think it's it's a good thing. And so um you know not just from a cost standpoint but also from an employee safety standpoint you know not having uh something that potentially wear out as quickly. Um you know you can easily maintain a a trailer. you know, you you check tires, you grease uh you know, axles, all sorts of stuff like that. So, um again, from a maintenance standpoint, I think this is really wise move to make it a a a trailer. So, and it looks really cool, like just from seeing outside. I I love I love I love our our our school uh district color there. It's going to be a a a mobile uh billboard for

089our district. So, >> Miss Fields, >> when I looked at the uh picture, it reminded me of a food truck. [laughter] >> They do those, too. >> Yeah. I said, "How cool is that? The kids will think it's food." [laughter] Um, >> I think it's beautiful. I love the concept. You can also use this for training for the staff. Uh, that's an excellent uh piece. And then I'm thinking outside of the box. This could also be uh an offering possibly for nonprofits in the community. Uh just many opportunities in my opinion to uh to utilize these resources. If we are blessed enough to pull this out, >> I think we'll be able to do it. >> Mr. Keys, >> more as a comedic relief. I'm just glad also to Mr. Sharpless point. This is a

090trailer. Um because I think the only board member having a class A CDL at least now I don't have to drive it behind a semi. So thank you for that. [laughter] >> Your third job. >> Third job. >> Thank you. There are no further questions. Appreciate it. >> Thank you >> board members and those are guests and staff. At this point at this time we're going to ask to clear the boardroom. We'll be going into a close session. Mr. Chair. Thank you, Superintendent. At this time, uh, I'm going to adjourn our meeting and give opportunities for everyone to clear >> [music] [music] >> It's pretty [music] >> [music] [music] >> Heat. Heat. [music] >> [music] [music] >> Heat. Heat. >> [music] >> Heat. Heat. [music] >> [music] [music] >> Heat. Heat. [music] >> [music] >>

091Heat. [music] Heat. Heat. Heat. [music] [music] >> [music] [music] >> All right. At this time, I'd like to call this meeting on this fine day back to order and turn it over to Superintendent Hyde to finish off leading our work session today. >> Thank you, Mr. Chair, members of [clears throat] >> Thank you, Mr. Chair, members of the board, and we have staff here with us. Um, so we've we decided based off the board's having adopted um both a resolution and language for the referendum, we felt it was important to start part of our communication strategy now. Um, and that's in keeping with your interest as well and your your expectation that we make sure that we're communicating all things Pole County and why referendum is a good idea. So, what I've I've instructed staff

092to do is break out school finance into multiple presentations that then we can replicate, put online with video support and others. But it's important that people understand like today's presentation first and foremost, where's our money come from? Um, and so what you'll find is at each subsequent workshop, Miss Jenkins or Mr. Pittz will be doing presentations um, again that we can then use as part of our marketing strategy um, to help support um, our interest in a referendum. And uh, I'll leave it at that. So, M. Jenkins, if you'll please come down. Good afternoon. >> Today, um, we're going to talk about a really high level funding breakdown. We'd like to start with just telling you what different funds make up the budget. So, this first graphic actually comes from our budget book. Um, it

093tells that we have a $2.5 billion budget and of that the general fund makes up 53%. Which is the largest part. Then we have special revenue food service. We're going to go into each of these with a little bit more detail as we go through. Uh, we have other special revenue. I put ESSER on here because I just wanted it to be visible that it had been part. It no longer is, but it will show up in some of our five-year reports in our budget book. Debt service, capital outlay, internal service, and our agency funds. So, first all of we have our general fund budget. Um, and it's made up of different we categorize each fund into different components. what comes from federal funding. And even though general fund is a a a general fund

094in our operating fund, we do have some federal sources and those are ROC. They reimburse reimburse for a portion of our ROC officers and Medicaid. Um you've heard the superintendent and our um learning support department talk about our Medicaid reimbursement. The state funding is predominantly made up of our FEFP, workforce development funds, state license tax, uh transportation, class size reduction is actually part of the FEFP, but it's so large we break it out. Our preK early intervention programs and educational enrichment instruction is also part of the FEFP. It was formerly formerly supplemental academic instruction, but we break that out as well. Then when you look at local funds, you see district school tax. Those are that's the millillage that we talk about when we do our trim notice. Course fees, that's tuition for our technical

095schools. Interest including profit and loss on investments. Those are where we um actually [clears throat] make our investments and earn interest, indirect costs. We do receive gifts and grants. And then we have miscellaneous revenue. Um, also you see transfers. So transfers out of the general fund are typically for things like health insurance and we'll get into that in a little bit. Transfers in our capital from capital. So we pay for a portion of our salaries from our capital funds. Those would be a portion of our bus drivers maintenance custodial and then we also pay small dollar maintenance um activities out of the general fund and then transfer from capital because you have to do an analysis to make sure it's actually eligible to be paid from capital funds. This is a graph of our capital

096expenditures or sorry I was just talking about capital our general fund expenditures as you can see salaries and benefits are 74% of our general fund um other expenses are nominal capital outlay is about 78 million materials and supplies 56 energy services 18 contract services which includes our charter school transfer or charter school pass through is 329 of that 329 215 million is the charter school payment leaving 114 million that the district can expend employee benefits 243 million and that's the amount that's covered by the board for our health insurance. Do you all have any questions so far? Okay. Um the next fund is our food service fund. So out of food service our um primary source is the federal USDA grant. It's our national school lunch. We have donated commodities which are USDA donated food,

097the national school breakfast program, summer feeding. Um, and then there are a few state grants for supplemental lunch and a breakfast supplement. And then we do invest all our funds separately. So we have an interest on our food service funds that go back into that pot. Um, and then food service sales. Our graph is um not very exciting because as you can see 100% of food service funds go into food service special revenue other um these are federal funds and in within these federal funds it includes head start our PEL grant career and technical education the AG grant which is adult and general education adult migrant parent education, teacher and princip principal training and recruitment, individuals with disabilities, our idea grant, ESSA, title one, title 2, three, four, etc. and workforce. When you look at

098these expenditures, you can see that the largest category for special revenue other is instruction. Um other areas are technology services, uh school board. When you see that it's for administration, curricular development, instructional media, pupil personal services, those are actually positions. That's a function support services and again you see instruction is the biggest pot. Um this is the slide that represents ESSER. It can show you what the shows you what the prior breakdown was. We have no funds remaining for ESER and no expenditures left. Special revenue miscellaneous. Um this is adult general education a different grant for $2.5 million. So it's coded as miscellaneous because it is different than the former AG grant we discussed. You can see the expenditures u operation of [clears throat] plant administrative technology instruction and um facilities and acquisitions are the

099categories in which we expend that grant debt service fund. Um this appears as revenue. So, it's a little interesting to explain the federal direct interest subsidy that is on a bond that we had in 2010. And what it is, it's an actual tax credit that the um investors receive to offset the interest generated by that bond. So, how we pay for this bond is we actually pay ourselves. We put the funding into a into an account and it accumulates over time. We earn interest. we receive an interest credit and then we make what you would think of as a balloon payment at the end. It's called a syncing fund. Um we have CO and DS which is capital outlay and debt service that we pay or we receive funding from. Um transfers those transfers in

100or from our capital funds in order to pay debt service. It typically comes from impact fees, sales tax, and local capital improvement. And I've included the beginning fund balance because that shows you the balance that we've been paying into for the sinking fund. The Q skip. I did actually while we were here want to tell you all um our cops for our cops loans we have a balance of $51 million. Our sales tax bond, the balance is 115 million and our state board of education bond is 1.5 million, meaning we have 167.5 million in debt. We have almost no debt remaining. So our next workshop is going to be on um debt. You can see here um we have interest that we pay and our redemption of principal. Those are our only expenses from our

101debt service fund. Capital outlay and debt service. Um capital outlay funds we receive revenue of 3.9 from CO and DS capital outlay and debt service. It's prescribed. We typically use that for roofing. There are certain things that you can spend capital funds for. PICO, public education and capital outlay. Um, we don't receive an actual PICO allocation any longer, but this a portion of that 2.5 million is actually for Bistown. It was allocated from PICO funds that we can draw down. Um, charter school capital outlay pass through 7.6 million goes to charter schools. We as the district serve as a pass through. We receive the funding and then we pass it on to the charters. Capital improvement tax [clears throat] under local is our LCI. Uh we're looking at about 117 million this year. Sales tax,

102we've estimated our revenue will be about 84 million. And then impact fees, I haven't included anything because we submit the projects to the county and then we actually receive our funding. We typically budget about 50 million a year, but last year we drew down a hundred million. So we actually analyze the projects, submit the request to the county, bring the funds in. Our expenses go towards buildings, site improvement, furniture and equipment, remodeling, and do a tiny portion to do and fees for our licenses for our capital professionals professionals that work within our construction. And um uh yeah, internal service fund. This is the health insurance fund, the workers compensation fund. We have a general liability fund. There are five different funds that make up internal services. Um you'll see revenue services provided to other funds.

103So how this works is if for example I'm paid out of the general fund. So when we determine the board portion that pays for my health insurance, that piece of from the general fund then moves into the internal service fund. It's the reason it's called internal service. the revenue is generated from other funds and because we don't have a um employee portion all of this is from other district funds. Miscellaneous revenue that is for credits. Um it used to be for rebates like rebates on drugs that we received and uh transfer in from internal funds. We do a lot of work for workers comp at our health clinic. So, the workers comp fund pays the health insurance fund. And since they're all grouped together here, that's what that payment is for. Um, you can see

104$144.7 million of the internal service fund goes to claims. That is 94% of that budget. The remaining is 1% for transfers out to an internal fund. That's from workers comp into the health insurance fund. Salaries um is less than a percent. Purchase services is about 5% that's for contracts. Supplies 212,000 and energy services 21,000. Agency fund. These are our internal accounts that are at our schools. Um the internal account receipts $13.6 $6 million. Those are for clubs, athletics, um all internal funds that the schools take in. They're all recorded as one um on these reports, but we do have them split up by school and we also invest their funds which have generated $280,000. And these the way internal funds work at schools, the funds have to be used for the the reason that they

105were taken in. So, if you take in $10,000 for um cheerleading uniforms, you have to spend it on that. Whenever you set up your fund, it's prescribed how those funds can [clears throat] be used. And then that's what our accounting department does to make sure they are used for that purpose. So, these in you know, as a very broad overview, um are the funds that make up our budget. So, not sexy, not highly entertaining, but it's important, right? And and there are several slides in here. Here's what [clears throat] I'd ask board members to do. Obviously, if you want to provide if you have questions or want to provide feedback here, please do so. But I would ask you to look back over the PowerPoint when you have some time. Um, and think about your

106stakeholders. Think about who we're going to be communicating with and how do we kind of clean up the slide deck to make sure that it makes sense to everyone. So for example there are a lot of title slides. I I can say for example the the the example that we called the um one of the funds in particular was our health our health policy the agency fund I believe. No >> internal >> that's internal. So they have to be titled differently and far more explicit. Like we use that terminology internally and we understand that. But for the community those terms don't mean anything unless we provide a description behind them. So please if you do get some time look at it, provide feedback and say you know what and even go back and watch the

107video of the pre presentation we just did. I know we're going to meet because I've taken some notes as we sat here um to address a few of the slides to make sure that we can break them out. I'll give you an example of one in particular and and then I'll recognize Mr. Sharpless, but there was one area that we called when we did contracted services and we said it includes all charter schools. Well, I'm going to ask that we break out charter schools alto together. Um, and then have the other contracted services reflected there because charter schools comprise a big portion of that money. So I think including it creates a little bit more lack of clarification and clarity for for our community members who don't realize how much money ends up being allocated

108out of our total allocation from the state and feds. This is the this is the the share that they receive and this is how it impacts our overall budget. Um because because between that alone if 74% of our budget it goes towards salaries and benefits then you've got another big chunk there that's not accessible to the district. That's the point I'm trying to make is how do we let the taxpayers know we're being very fiscally responsible, but there are dollars that we receive outside of our current commitments to salary and benefits and what we're obligated to give to charter schools, whether it's capital money, whether it's traditional funds from a from the general allocation, those dollars are not accessible to us any longer. So, while they're included in our overall budget, it's misleading at times.

109So, I think those are the types of clarifications we need to make. So, Mr. Sharpless. >> Yeah. One of the suggestions I was going to make um was on on slide uh number four um where we had the big pie chart under our general fund expenditures. Um you know because 80% of this uh millillage is going to go towards uh recruitment and retention of staff specifically school site staff. I think it might make sense to break out that salaries with school site versus um non only because um you I think people would be surprised to see the percentage of that it's actually school site based um that it could um just highlight the need for that u referendum even more um and I know this is budget right and this is not the necessarily the

110final numbers because we're still in uh bargaining. But um you know potentially uh in future when we're being presented budgets um maybe have uh you know with different how much have we budgeted for you know raises that kind of thing would be important. I know again it's negot we negotiate that out so we don't know the final numbers but the lease have that um so it would be transparent to the taxpayers I think would be important but I would definitely I would suggest breaking that out between basically the m the the 80% of the referendum that's going towards like these are the these are the and I don't know how I think I think maybe school site might be the best way to phrase it but you guys are the experts where will the the

111money from the referendum go be going to which which employees, right? And having that broken out in that pie chart, I think would help. >> Yeah, that's very helpful because this is just meant to be a yeah >> high level overview. We will dive into each fund. >> So, thank you for that. >> That's all I have. >> Miss Fields, >> I was basically going to say u what you said, Superintendent H. I think that some of the categories need to be very simple and easy to follow. I even had written down maybe define categories at the bottom of the presentation. And then um breaking out miscellaneous. People don't like miscellaneous. What is that? Tell me what are you going to do with with my money. And then I agree about the charter schools. I

112think that we need to break that out too and show exactly what they get. um so that uh everybody can understand what it looks like. Those were the three things that I immediately thought of. >> Thank you. >> You're welcome, >> Miss Miller. >> So, mine is similar, but um overall, I think I'm still in favor of a short video that talks about our, you know, how money is spent, how we get it to come in. It would have to be at the level of um you know the people who have nothing to do with education who are voters will be able to understand and and um be able to respond to that. I think this presentation is difficult for most anyone who's not in education to understand all of the different facets. But my

113biggest concern was that we do show what charter is getting so that people who are attached to the charter schools understand that this just isn't for Pulk County Public Schools uh within the BTO offices. That were my com that was my comments. Thank you. >> Thank you, Miss Jenkins. There are no further questions or comments. Thank you, >> Mr. Chair. That concludes topics for the superintendent report and budget and staffing. I will turn it over to you. >> Thank you, Superintendent. All right, board members. If we could at this time, I'd like to uh like for us to go over our agenda for this evening's meeting. So, if you need a moment to switch over to your agenda, [snorts] give you an opportunity to do that. All right, there we go. So, I'll just go

114from the top as typical. A through F is our foundational items that we're going to work through this evening. Um I I don't know if anybody noticed but the timeliness of our our guest if you did see that um Samuel Spalding and his story of his parents are from the beautiful island of Jamaica. >> So um yeah that hit me when I read that. So all right so um moving through from F. We've got G through K. G through K. All right. And from there, I'll just go L to O. L to O. Mr. Chair, if I may, um, I received a question about the pre-qualified vendor list that I believe everyone would benefit from. on that pre-qualified list. You notice that some pre-qualified vendors listed a dollar amount and others did not. The ones

115that listed a dollar amount means that they're willing to bid on projects up to that dollar amount. Um, anything above $300,000 requires B requires bonding. Um, anyone who responded and did not provide a dollar amount in essence is saying that they will stay below the 300,000. Um, and so [clears throat] understand that they're not looking to bid on larger projects. Um, or they're I believe I misspoke. I'm sorry. They are willing to bid beyond um so not willing to set a a parameter, right? So they may bid on projects up to $80 million or or much lower than that, but they're leaving themselves open. But again, anything uh anything beyond $300,000 requires bonding to protect us um if we end up contracting with someone in that regard. Thank you, Mr. Chair. >> All right. Thank

116you, Superintendent, for that clarity. So, we're up to letter O at this point. And now I'll transition. We'll go from P to T. Any questions on those items? All right, seeing none, we are now down to our action agenda for tonight. And Miss Miller, you are recognized. I just want to clarify and maybe get the board's feedback. Um the legislative priorities that are here as the draft that was presented us to us in the work session and I know we can make amendments to that and I don't know if this is a question for the superintendent or the chair or both. Um there were several things I think fine arts was brought up. Um there were a couple things listed if you go back and listen to the work session where we were going to

117hear back from staff. I didn't receive anything else on this and I don't know what the procedure is, but I there were a couple of changes that I think that we discussed and were looking for further information on that I didn't get and I can specifically name the one I was concerned with. I listened to the video again and I know some of them weren't something I had but other people had asked about. Specifically, the one I I thought of was um that number two under funding. If you look at the email we were sent back in August, which was the DOE's suggest, you know, suggested budgeting, they did list an increase for mental health and transportation of $10 million, but ESC was not um listed in that. And I think it's more effective if

118we had if we had put pulled that one out so we could say we're in agreement or we're supporting the DOE suggestion suggested amounts and then list ESC because there's conversation that's going to keep happening right now um with our delegation members about you know switching funds or not funding that like it's been in the past that we hold you know that we list if we're going to list ESC that we list it separately and put um in order to meet the needs of IDA in our district, I would like, you know, we would like to support increases in like we have listed here, increases into that categorical. I just think putting them all together doesn't describe the needs or what we're asking for, but I know I wasn't the only one that had questions.

119I think fine arts came up and how that's going to be funded. I just don't know what if we want to try to amend this or if we want to try to get the feedback from staff and have it on the next agenda. So that's what I'm asking the board. [clears throat] >> All right, board members, if you have any contributions to that, here's your opportunity to speak to that. And Miss Miller, if if you um want to amend that this evening, you are willing. Uh if you're able, you you can. So, um, as we get to the action item, unless you have a recommendation at this point, >> I had talked with the superintendent. I don't if everyone else has no other concerns or any of their questions were answered, then I can offer

120up that that as an amendment, but if you're still looking for clarification on some of the points that were given in the work session, we may need to look at it and put it on another agenda. So, it's up to the needs of the board. after. >> Yes, ma'am. >> I asked and I was told it's we've given it at different times over the years. Um, but they are in committee now. I mean, they are in committee meetings now, but we have another meeting in three weeks. So, it would be up to the concerns. Um, also appropriations aren't listed on that. Do we have to approve those? I don't I don't know. In the past, we've had to approve those asks, so I don't know if there's a timeline of when that needs to be

121approved because it's I don't see it listed here. >> Superintendent, you want to you are recognized. >> Thank you, Chair. Um, so a couple things. I did check with Miss Dodge. Um, any amendments would need to be made today. Um, any revisions would need to be made tonight. We do not have the luxury of another 3 weeks. The legislative platform for appropriations requests is being finalized. M Dodge is progressing with several of those. Um they we just concluded meetings with other staff to make sure that we've addressed those. There are priority projects and working with Miss Dodge, for example. Um and I'd be happy to address those. I don't know that the board needs to approve those. I don't think that requires a board vote, but I'd be happy to explore that during the break.

122Um however in in an effort to be continue to be transparent as I always am with the board we would summarize those those are coming from Miss Dodge and from Mr. Davis who have met with staff including myself um to prioritize rank prioritize some of our requests. Now there are probably more requests out there than we will submit. We have to be very intentional and strategic in how we ask for things and what we ask for. Um, and there are things I believe at times that we ask for that are convenient asks and not necessary asks. And and I I think we need to be very careful with that that anytime we ask for funds to support something. If the legislature could easily point and say, "Well, wait a second, you're funded. You just need

123to prioritize that." That's the problem, right? Some of really what we're trying to fund here through legislative appropriation requests are innovation. Um, if you look at the history since I've been here, all of those have been innovation strategies. Homeland Project, Junior Achievement, Biztown. I mean, those are the kinds of things we've been going after and and so I would I'll be happy to summarize those for the board and get your feedback on that, but I don't know that has to be done formally in meeting, but again, I'll confirm that. But I would ask that if there are any amendments specifically, I I know that Miss Miller in particular had requested that we break out the the topic into two separate topics um or the one item into two separate items. Happy to have staff work

124with her during the breakout session between meetings and we can get that done. And if there's anyone else that has concerns, we can definitely have staff do the same thing. >> All right. Thank you, Superintendent. Mr. Mr. Sharpless, you're recognized. >> Only point I would make is uh number four under funding is normally an appropriation. So I don't know if that really needs to be on on that part if we're going to have a separate area for appropriations. Uh the state academic tournament normally that's something that we we I mean every every year we ask for it under appropriations. Um so it's just a thought if if that needs to be something we vote on to on tonight or not. >> All right. Thank you, Mr. Sharpless. Mr. Keys, you're recognized. >> I'm just going

125to be a voice of agreement. I think um with Mrs. Miller breaking out the ESC, um I think is helpful and with Mr. Sharpa said that that would to me fall under appropriations. I think that we do need the opportunity to review those. That way we can advocate on behalf of those. But I don't think that being that um the timeliness of us having to have these initiatives down um that that requires us to to review the appropriations at this time. too. >> All right. Thank you, Mr. Keys and Miss Fields, you're recognized. >> Uh, basically agreement about the ESSE. Uh, if Miss Miller wants to propose a different way to word that, and I don't remember in the past specific projects being listed as a part of the legislative platform. So, >> thank you,

126Miss Fields. Um, so this is what I've heard and in recommendations from board members is during the break, Miss Miller, you'll have a chance to connect with staff, um, we'll break out the ESC guaranteed into a separate item. And there was a proposal also, uh, on the floor to remove number four and um, group that with our appropriation ask. So, it doesn't necessarily need to be on the legislative platform. I just want to confirm that the board does um it is okay to say that we agree with the DOE's recommendation of the mental health and transportation increases. >> Okay. >> Mhm. >> Absolutely. >> Yeah. >> All right. Very good. Thank you, board members. We are um moving down. Anything else uh in regards to public hearing? And then superintendent, you'll have a report for

127us tonight. >> Yes, sir. >> All right. Very good. And uh we have the attorney's report. Got two of those items for us as well. Uh nothing from the auditor. All right. I do have reference to several items that came to you via email since our last uh meeting as well. So, I'll note those and then we'll move to our board member reports and wrap up with public comment at that time as well. All right, seeing no other comments on our agenda tonight, we'll go back to our work session and we've got a couple more items here. basically you your opportunity to um bring some comments forward in regards to your committee work and super or rather Mr. Sharpless, you're recognized. >> Definitely not Superintendent Sharpless. [laughter] Very clear with that. Um, so I just

128wanted to say, uh, you know, this board, uh, chose me to be on the Head Start Policy Council last meeting and, um, I attended the Head Start Policy Council, uh, last week. Very impressed with with that, um, that group. um representatives from all the different schools, hearing from parents uh from those schools. Um and of course there's the Head Start service report you see here um reflected in our uh on E uh three of our of our agenda. Um some great work happening and I got to tell you uh not this Dr. Allen but Dr. Lori Allen um very clear um did a great job leading that meeting. Um and [clears throat] I I hope that I let her know this. I hope that uh when we do our our uh committee reports or committee

129assignments for the next year since I just got on like in in uh in October. I would love to be on that committee again. It was great. I really enjoyed it. I'll just I'll just leave it at that. >> All right. Very good. Thank you, Mr. Sharpless. I don't see any other board member comments at this point. I was just going to give you a quick update. You have received uh emails as relates to the evaluation process of um our auditor, internal auditor, executive assistant, and uh the superintendent as well. I did get feedback um from one of your fellow board members that would like a little matrix at the top of the quantitative data for Superintendent Hyde. So, I've worked to pull that together and I'll make sure I'll communicate with the superintendent on

130that and get that back out to you at this point. Um, the superintendent as noted in the board manual, that one does come to us in the agenda. Uh, and that will come to us in November. The other evaluations based on the board manual just needs to be sent to you uh via email. All right. U Mr. Sharpless, you were recognized. I >> do have one other thing. I was um wondering if if I should introduce it during new business or not. Um but and this isn't a a motion by by any means, but it's a request. Um, so I know I I attended um FSBA's um uh last uh board of directors meeting and the leadership um uh retreat, not retreat, development, I can't remember whatever it's called, but um in Orlando and one

131thing that I heard from one of my fellow executive officers from Marian County is the fact that they've created a um a student um a student representative that sits at their dis um and so I talked to to uh to our attorney Mr. green and I looked for policies around the state and then I talked to superintendent Hyde and was like hey this is something I want a student voice you know as part of our meetings and one thing that the superintendent mentioned and I think is a great thing instead of having a student up here on the DAS and all the different legal ramifications that might come from that um especially during public comment we know how sometimes that can get a little spicy um was to uh potentially bring back his uh or

132at least bring a a report to us at a future work session on his superintendent advisory council that the proposal he uh he discussed um that would be with students um having that student voice um and that those they would report to us potentially um and it would be more of a global perspective because if you have one student board member up here so to speak that's one person's perspective but his um superintendent's advisory council would have rep potentially representatives from all of our high schools uh or again however he deemed I'm just asking potentially superintendent could you bring a proposal to us in future work session uh when it comes to that superintendent's advisory council. >> Yes sir. We'll put that on the agenda for the next meeting the next workshop um doesn't really

133require board approval but essentially every school would identify one or two second one being an alternate um who could serve on that. We would meet remotely once a month and allow those students to provide voice. we'll I'll I'll develop an agenda with a core group of students um that we can identify um to help lead that initiative or we can rotate it um to give everybody a leadership opportunity. But the purpose of that would be to gather feedback. What's going well? What's not or discuss policy? Um hey, we're thinking about addressing this in the near future. What are your thoughts? What are the AI great topic to to empower students to give us feedback on? Um or technology and other types of things. So, um, happy to revisit that. We started to do this a

134while ago. I decided to pull back because our principles were dealing with so much. I think we went into several hurricanes that year that we looked to first launch it. So, happy to revisit that with Miss Collins and the team and get that going again. >> I I appreciate that. Um, you know, bringing that back to a future work session. You know, our our motto is student first and so I would love to see have more of a student voice um being informed of our board. So, I I appreciate that. and they'll be invited at least once a quarter. A representative or group of representatives will be invited once a quarter to speak before the board. So, >> thank you, sir. >> All right. Thank you, Mr. Sharpless. Miss Fields, you're recognized. >> I just

135need clarity on the evaluations. Are we getting a compiled sheet with all of the board members scores? Are you understanding what I'm saying? As we've done in the past. >> Yes. I I think what I was from a clarity standpoint um Miss Vega had sent me the request and it was basically the matrix that was at the top of the evaluation from last year similarly. Is that what you're asking for? >> Okay. I can verify that but yes. >> All right. Very good. >> Thank you. >> All right. Thank you, Miss Fields. Seeing no other comments, board members, this work session is now adjourned.