School Board Work Session | October 14, 2025

001All right. [Music] Hey, [Music] hey, hey. Hey, [Music] hey, hey. [Music] Hey, hey. [Music] One [Music] Yeah. [Applause] [Music] Hey. [Music] Hey. [Music] [Applause] [Music] Good morning. >> Good morning. Can you feel the chill in the air? I don't know. Oh, I see thumbs down on that. What? Winter is coming. I I don't see any sweaters out there today. >> Sweater weather. Yes, indeed. So, good morning and welcome to the P County School Board's work session. We will now call the work session for October 14th to order. Now, I do have a couple jokes for us today. So, um here's my first one. What's a skeleton's least favorite room? The living room. Okay. Okay. Um, now you know we do have a little break, you know, that's just right around the corner. So, I thought

002this one was timely as well. So, why don't mummies take time off? Because they're afraid to unwind. All right. So, >> yeah, that was that was a good one. I like that one better than the first one. I don't have any more this morning. >> Yeah, I love it. All right, so I just want to say thanks to our staff as you're all lined up back there. I appreciate your availability and accessibility to us as we work through our uh agenda today. Uh we're definitely humbled to serve alongside the most educated workforce in the United States and the most dedicated workforce as well. Uh I would like to start by reading our who are we statement. And it goes like this. We are the PK County leadership and governance team. If we were to pick

003one phrase to define us, it would be student centered because when we come together, we lean on our diverse backgrounds and our 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 would be one operating with integrity. Two, respecting our students, our staff, families, and each other. Three, establishing a culture where stakeholders feel valued, they're supported, and have opportunities for personal and professional growth. And then four, supporting an approach of continuous improvement to ensure student outcomes. And then collectively, we need to work on behalf of the students that we serve and find these avenues of agreement so that we can govern the district in an effective manner. There's no acceptable alternative to that. We will always uh collaborate in

004a respectful manner in order to enhance opportunities for each student and staff member. We will not disparage others. Our students will thrive because when we remain committed to supporting the whole child, uh that's going to happen. And we hope to engage our and empower our students and stakeholders to create a community of lifelong learners. At this time, I'd like to turn it over to Superintendent Hy to lead us in our work session today. >> Good morning, Mr. Chair, members of the board, staff, and committee members. At this time, it's my pleasure to introduce Miss Linda King, senior director for risk management employee benefits, and she has the first item before us today on open enrollment communication plan. >> Good morning, board chair, >> board members, and superintendent Hyde and staff. Um, it's open enrollment time.

005How many of you have gotten either a recorded message, an email, have seen it on social media, we've done quite a much larger campaign than what we had done last year. All really to the credit of my director, Lisa Hollis. Um, and if as you probably know, the change to fleet came so quickly that we did not have time to get a company in place to help us with communications. So that's why you see us working closely with PR and all of our other partners to put together our own campaign again this year. But next year we will have a much more robust um team and planning time ahead of time to help us with that. Do you have any questions for me related to I gave you like a list of have a list

006of the items as far as what we were targeting that we worked with PR on as well as a timeline you want to add anything? >> No. Um just we're trying to hit the sweet spot of communicating enough uh so everyone can see it across several modes of communication. We know not everyone is tied to their email every day uh while some are and we know some are more on social media. We know some see posters in the workplace. So we've tried to hit all of the ways the variety of our employees would know about open enrollment. Um, and we also provided a PowerPoint with to date what we have done, what avenues of communication have been taken, uh, and projected all the way out through October 25th. >> Miss Fields. >> Thank you. Uh,

007good morning, ladies. Um, as most of you know, I serve on the health strategy uh committee. And I want to thank uh Miss Linda and her team and uh public relations been doing to me a very good job of uh highlighting the open enrollment. I received a text. I know I did personally. I don't know about the other board members what they were able to receive, but I've seen a lot of information and so I know that the effort is stronger this year than previously. And that was one of the things that I shared in the uh committee meetings that the board wanted to have strong communication and make sure that uh folks knew well in advance and I think that uh that is the uh the goal that the uh team has been working

008towards. So I wanted to just thank you all for for your efforts. >> Ma'am, we appreciate it. >> Miss Wyatt, >> thank you. While this is definitely better than last year's because last year's was essentially non-existent, um I still am very frustrated because a year ago when we sat here, we talked about having an extended time period that two weeks is really not enough for open enrollment. It should be a full month. Um and we were assured that was was going to happen, which clearly it's only two weeks. Um, there's I spent half the day on the phone yesterday with several issues of either someone in on our team couldn't answer. The email that went out last night says that meetings are only available in person at the district office. If you need help to

009sign up and oh yeah, they're only available during school hours. So, if any of our teacher or schoolbased personnel need to to set an appointment, they're supposed to come to the district office during the workday to do so. Um, so I I still have many concerns. Um, one of them being that it's it's October 14th and open enrollment started 3 days ago and we're just having this conversation. Um, that this should have been presented to us in August or September, which again, when I was going back through my open enrollment emails talking about this last year, that was one of the requests that we were assured would would be happening. Um, I'm thrilled that we're looking at a marketing team, but we had that conversation a year ago, and so I'm I'm going to argue

010that a year is plenty of time, and I know that you were not on board yet at that point, Lisa. Um, and that you have been key to to getting some of this done this year. Um, but a year is is quite a bit of time to be able to have a much more robust campaign and get some of those things satisfied. So, I still have lots of concerns. Um, I've shared some of those with the superintendent. Um, and I know he'll be working with the team to address many of those, but I I want to make sure it's on the record again that the plan for open enrollment should come to us in August or September, not after open enrollment has started. Um, my last question is I know we have started doing the

011um fairs around the county. The first one was on Saturday. What was the attendance at Elbert and what what is the breakdown between people working it versus people actually attending? >> We um I think we had five or six staff members there and we had about 68 employees that signed in. So actually it was very good for the first weekend. Um and it was obvious that people had gotten the message and a lot of people also registered for screenings much higher than what we've had in the past. So I I think it was a great start. We traditionally have more um more attendance in Lakeland and Jim Miles which is usually the last weekend. >> Okay. And as to as to your comments, I guess about the other things, we're we've got quantum also available

012and we did use Quantum's 800 number this year as well as our communications and we've trained that team extensively so people can chat with a quantum rep when they have like a planning period or call and ask questions and I know we've fielded quite a few questions. So we we are available more than just necessarily and that's why we've tried to cover the district on those Saturday mornings um and tried to offer alternatives for folks. >> So just so you know, Quantum is not able to until they are actually enrolled. What they are telling people is that they are not able to help. So if you are not on our insurance plan currently, they cannot answer plans about it for next year. So, if you're on your spouse's insurance right now and just calling to

013ask questions, they are not providing those answers. So, that may be something that we need to work on. >> We'll address that because they do have the plan design and all of that information that they can they can help with. I mean, verifying that the person is an employee is first paramount, but we'll we'll look into that. >> Thank you. >> Yeah, >> Miss Fields. Oh, sorry, Mr. Keys. I apologize. I'm sorry. Um, so I didn't have the fortune or maybe the misfortune of being involved in the process last year having not been on the board at yet, but I will tell you that I did receive multiple communications. So kudos to you and your team for putting that out and I just I felt like at least from what I've seen this point that

014the communication was very well received multiple notifications. Um, and I I want to say thank you also for having those fairs in different locations throughout the county because I've seen correspondents on other events where said, "Yeah, we're going to offer events and they're usually got one in Barto and we got one in Lakeland." And I'm like, "Hey, what happened to the east side of the county?" So, thank you for doing that. I see the next ones at Hay City and on Saturdays to make them accessible. So, um, just thank you for that. >> You're welcome, >> Miss Fields. I apologize. >> No problem. I don't remember u Miss Wyatt the 30 day window that you requested last year. I have made a note of it this year. Um I in conversating during the committee meetings

015I thought that there would be options for employees if they had questions or concerns at the health and benefits um fair. That's what I thought. Maybe I'm misunderstanding that and I know that everybody's not going to go to that but I thought that was an option along with what you were saying. So, I think again communication is key and I know that uh it might not be 100% but it's much better than it was this time last year. And so, I'm sure that the superintendent will make a note of it and well as well as I or Miss Linda that um 30-day a 30-day window and you wanted to come in August the the the conversation. I don't remember that request either. So, I think we just have to make a note of it and

016and work to uh to uh to meet the needs of everyone's uh concerns. That's what I would say. >> Yeah. >> Thank you. So, there's a couple things that we'll address. We'll talk about extending the timeline. um whether there's current restrictions to do so during this time period or ensuring that there's a 30 to 45day timeline for the next round. The other issues that have brought to my attention not only by Miss Wyatt but by others is our customer service concerns that when individuals are contacting risk management they're not getting the answers they need or they feel like they're being dismissed or it's not a professional courteous phone call. Lastly is the availability of staff. I know that we have asked them to schedule times, but I have expressed this before. We're here all day.

017>> I don't care what everybody else is doing. If teachers want to schedule a virtual meeting, it does not have to be in person. If they want to schedule a virtual meeting with staff, then you need to accommodate that and that needs to start. So we will remessage different options and communication because the whole point here is to support our staff with their healthcare needs and their healthcare initiatives our healthcare initiatives. So we'll be talking about that more later but you have heard you know the communication process which is why I wanted you to present it is much better but there are still some areas where members are expressing concerns employees are expressing concerns and quite frankly these are some of these things are things that we talked about last year that we should have

018put in place. So, um, so thank you board members for your feedback. Um, and staff members who may be listening today's workshop or may be watching at a later date. Please make sure you're opening those emails. You're looking at the opportunities have been scheduled for you, but there will be a follow-up email basically explaining as you have. Here are some other options during the day that you can call. Here are some ways you can schedule a meeting. Those kinds of things. So, we'll we'll talk later and then we'll vet that message and we'll get that out as soon as possible. Thank you. There are no further questions or comments. >> All right. Thank you, sir. >> Board members, this will be more of an abbreviated presentation. Um, you received a lot of this information during

019the retreat. Uh, but I did want Miss Collins and Mr. McNottton to have an opportunity to provide a summary of of goal area one initiatives that have been concluded and those that have been extended, added, or needed to be modified. So, good morning. >> Good morning. >> Good to see everybody. >> I know, honorable. >> We look forward to coming and speaking in front of you. I don't know if you like to see us, but we were hoping we didn't get the hook and get pulled today. So, it's good to see everybody. >> This is like the sequel from the board retreat. So, we talked about a lot of data last time. So, this is actually focusing in on Well, maybe. >> Just kidding. Okay. >> No, not open enrollment. >> Not open enrollment. Okay.

020uh with uh goal one the strategic plan but also talk about some of the new initiatives that we have this year to really increase our student outcomes. So uh for goal one we do have four uh objectives. So what we're going to do is we're going to go through just a highlight and where we are regarding to it. So uh the first one is increasing academic outcomes and attainment. And so this is really our instructional alignment to our uh Florida best standards. So we're looking for a 5% our KPI is a 5% increase from the 23 24 school year to the 25 26. So the this year and then last year but I wanted to show you where we are the previous 2-year gap. So if you take a look in that time we have

021an over 8% increase in English language arts over seven in science four over four in math and over 10% in social studies. So just saying we want to get better each year. So just showing you where we are measured to that uh the KPI where we're looking for. So we're looking at increasing those growth. But just to say where we're at. So >> the fundamental piece here that I think is important we underscore this is really due to a very uh strong vision that Mr. Green and Mr. Hyde set forth for us four and a half years ago around getting the right what in front of kids. This all started with us changing our planning protocols and our planning support of teachers and we continue that. We are confident um not only do we continue,

022we're expanding it. We will continue to see sustained growth there because it this isn't cohort data. This is absolutely intentional and that's why I think we can attribute to see the increases that we have >> right now. Actually, we've been working on uh actual curriculum and I mean curriculum all the resources almost like dayby-day lessons that teachers can use and they can you know add materials to it to fit their teaching styles but the materials are all there place for it. By the end of next year all tested content areas and all tested grade levels and courses will have this all this material for it. So >> we spent some time at the retreat talking about graduation. Obviously we're very very proud of this and I think at that time I shared that a lot

023of this was due to intentionality around data and data entry making sure withdrawal codes were correct but also the schools have done a ymen's job and a heavy lift around intentionally targeting kids early around making sure that they have the tools and the support to be able to graduate. And we've seen some some schools already had very high graduation rates and they challenged themselves to continue to grow. And then some that really struggled, we have been able to support them with some systems to make sure that truly no child is left behind and we get very granular and we're excited about that. One thing I would like to point out here is give our A&E team um a big shout out. They created a dashboard um and so principles and school personnel can go in

024monitor what it's looking like around graduation rate for all of their cohorts and get down granular to kids and that has been a big tool of help for us around that. >> Okay, the next one is talking about uh increasing number of students with industry certification and endorsements and and this is just one of the staggering facts down at the bottom of the data. We take a look at the 23 24 school year to last school year. The increase is supposed to be 3%. That's what we were aiming for and it was like 40% increase over the previous two years. So we're well on the way. So what happens we started putting uh structures in place and then and also deals with the counseling of students to make sure they stay in the programs and

025that's so important. Uh, one of the things that we are working with, we'll talk about some one of our niches is our college and career acceleration. We didn't really see much movement this past year, but what happened is also with industry certification, it's also a lagging effect. So, we're going to be reaping those benefits for years to come. >> Hang on. >> Oh, go ahead, M. Miller. >> Oh, I I could have I could have waited, but thank you because I'll probably come up with something else by the time you finish. >> You are okay. Um, I appreciate that and the work that's been done in industry certifications and endorsements. Um, recently there we've had some conversations with students um with IEPs and 504s that are looking to complete these certifications and endorsements. And I

026would like to see the data because I think it'll show that we've increased in that area, but I also think we have a lot of work to do on access for those things. So, um I would like to see the data on that u maybe at the next time year when we when we look at this to see how we've increased those opportunities for for um young people as they go to post-secary um experiences. >> Most definitely. >> Thank you. >> That data request is going to require some time because it's not disagregated that way as you know and we're going into PM2 so you and I can talk about a timeline and Miss Miller made it very graciously said the next time we're discussing this. So, I'll bring it back as an update probably

027second semester. >> Okay, no problem. >> Okay. And then and then our last one, and I think we touched on this at the retreat as well, is that we are focused on increasing the number of students that not just get into these courses, but they actually complete programs. So, I don't just take culinary, I take culinary, and I'm a program completer. And you can see there that some of the data is not complete obviously because this is a lag component but Miss Bennett and her team especially aroundmies have become very very intentional and are doing a better job tracking the data and so we're excited to see that those increases will reveal themselves >> and just to make sure concentrators means that it's like two they complete two or three in a sequence where the

028completers complete all of the requirements for it. So just >> certification. >> So we're working more to have more completers. >> So this is really why we're excited to be here today. We want to tell you a little bit about our way of work. You I think I mentioned this as well. You always wonder like when do you why when do you see Joe? Do you see Tracy? When do you see Tracy? Why do you see Joe? We our our way of work is again very intentional. Something we shifted to four and a half years ago. Teaching and learning used to do anything that had to do with teaching and learning and division of schools just kind of did schools and we did a lot of supervision stuff and operational stuff. And about four and

029a half years ago we came and we said you know what teaching and learning can really work on curriculum scope and sequence materials instruction needs to sit with division of schools. And so at that time we embarked in on an effort to work intentionally around those things and then collaboratively. That's how we've grown our instructional leadership on our school side because the fact of the matter is the principles, the assistant principles and the coaches that are in the building need to be able to support that. They need to understand what good instruction looks around looks like every day. So teachers are getting the support. And then Joe and his team do a phenomenal job providing us with the ongrade level resources, interventions that we need to get the job done. That's our secret sauce. And

030so we feel in the past four and a half years we have reached a point of stability and growth. And so now we're at the place where we can look at how do we just really get great instead of always being in reactive mode like oh we have all these turnaround schools and now we're just really have a very clear vision of where we're going and I'm not going to belabor this too much but I think it's important Joe and I had an opportunity this year to read a book and I think I had shared this with Dr. Allen at um graduation and it's called infinite game if anyone's looking for a good read and it basically had nothing to do with education had everything to do with organizations and mindsets around there are finite

031games that you can win and then there's infinite games things you don't win like you don't win education and you don't win life like he won life no one says that at your funeral but there are those kinds of games. The goal is just to get better every day. And Joe and I are old, as Mr. Hyde likes to remind me. Been here a long time. Yeah, you >> you said it yesterday. Um >> I said, "Who has the longest tenure?" >> Yes. Translation old. Um, and Joe and I very much sunk into this book because our whole goal at this point in our career is just to make Pulk awesome and build those systems so that when we're long gone, everything can continue. And that's what the premise of this book is about. And

032so with that, we sat down in the spring and said, what are four focus areas that we can look to that we're not going to solve overnight? We're not gonna we're not going to win algebra one overnight, but that we know is an Achilles heels for us. And so, what can we do to start to bring our teams together to focus on four different areas that every year, even if it's incremental, we're just getting better. And so, we identified those areas. >> And so, what we did during a retreat for DOS and TNL, we have co-leads. It's always a regional paired with a senior director from TNL. And so we pair them together and what happen is we have members of the team every time we have a DOS&T meeting two of these areas report

033out what how are we monitoring what's going on what do they need and so we're just happy to share with this uh the first one is algebra one if you take a look at our data I know superintendent Hyde has been very critical and and we're not satisfied where we're at and we're going to get better so the idea is to improve so what we have is is double blocking algebra 1 and you get data. So instead of having uh algebra 1 A for instance for our struggling high school students, algebra 1 A and then algebra 1B the next year, combine it into a double block, but also use research. One of the things that we did 4 and 1/2 years ago was something called the new teacher project. There's something the opportunity myth and

034that generally said students were succeeding but they weren't succeeding on on grade level oncourse level material and that was the basis of our really our success what we based our whole last four years on. there's a new study they did about algebra, the algebra project. And so we've started taking a look at so we started basing off of these um indicators and these so so we created ladder lessons to fill in the gaps before we build on top of it. So it's not that we're teaching below grade level. What we're doing is we're getting the skills caught up to and then carrying it through to the current benchmark. So, it's not like, oh, this is just pre-alggebra, but we realize some of these indicators go all the way down to kindergarten. And if they miss

035a certain skill, we build it up and it's student specific. It's not like we're teaching the whole class. So, there's a pretest, we find out what their needs are, we teach it, we scaffold it up, and then we go on from it. So, we're really excited about it. But to do this, we chose pilot schools. So, we have four middle school, four high school, and there's one of the uh documents uh from the board retreat that goes by uh each of your areas, each of your districts, which schools are participating in which projects. So, we're really excited about this one. Generally, what happened is we had to reinvision algebra 1. So, we redid the algebra 1 curriculum. And it's not just saying we just added more problems or new tasks. Actually, we had a new

036philosophy of how to teach it. So we come a lot a lot more instructional pathways for it and provided the resources to go along with it. Uh our team as I said do and t TN tnl they go on calibration walks they go walk with the administrators I say they have weekly or bi bi-weekly walks with these pilot classrooms so they're not just saying well I hope this works and we'll find out at the end of the year. They're actually working in the classrooms with the teachers for this and then they're going through all the data. Like we've had these unit assessments that some some have used, some have not. The increase on the number of students taking these unit assessments is just remarkable. And they're they're sort of like mini EOCC's. They have they're

037on the computer. They have the same item types. And so we're we're following along with that all year. >> Okay. Another area that we know that we can just get better every day is around serving students and families of ESSE students. And so you you can see our objective is obviously to increase the performance index. If you look at the ESSA federal performance index, the expectation is that all subgroups achieve it of 41% or better. And so we have some schools, a lot of schools actually not meeting that specifically for some of our subgroups. One of those subgroups being students with disabilities, which is why we chose this. And um Mr. Hyde and I have had been having many conversations along with Miss Williams and her team like where are we missing the mark? Where

038why are we falling so short? People will go well you know it's students with well every district has that. why do we stand out against some of our benchmarks districts? And and through some probing questions of his, we we really realized we we haven't done a necessarily great job of supplying all the teachers and school-based administrators with the tools they need to get the job done that we expect them to do. And so at Mr. Hyde's direction, we have um worked really closely. Tammy and her her team have taken the lead. We are doing a professional learning series with our administrators, all of our principles, and then another version of it with our assistant principles. We did the first one last month. They're 2 hours, and it was by far, and I've been here 30

039years, the very best professional development we've ever done for school-based leaders around students with disabilities. We taught them LRE. Many of them didn't know LRE, which is least restrictive environment. They certainly didn't know how to pull it. And so, again, we can sit in judgment or we can provide them the tools. And so, that's what we're doing around an initiative. Um, and I couldn't be more excited. So, a lot of it is just identifying roles and responsibilities, making sure that the district is aligned with what school-based need is, that professional learning, which is key, and it has to start at the top of the school so that expectations can be understood and monitored. If we expect people to meet what we expect, we have to be really clear around what that is. And then the

040accountability as well. So that will again not be something we win overnight, but I guarantee we will be better at the end of this year than when we started. >> Okay, the next one. >> Miller. >> Yes. And this this is also for future planning and I think um the superintendent and I have talked about this. You're right. A lot of these people came up without any experience in any subgroup. um which is unfortunate but I think what's in in the past they would get assigned a role like an AP or maybe somebody a dean may have more information and I think and you can remind me of what we're doing now but I think when I talked to Mr. green. This was a part of the Ignite program, some kind of training. So, that

041training that you talked about that was so useful. I wonder if we could um I think they were doing APS. I don't know if that's right, superintendent, but this training may be something we can add to that to try to bring to the leaders that we're going to send out to these schools if they're not in these pilot schools. >> Well, everyone that's in Ignite is either sitting as a principal, sitting as an AP, or is working at the district. And those people in Ignite do come to our principal meetings. Okay. And so I I'm I'm most excited about this right here because I feel like in the time I've been here, this is a substantial game changer for our school leaders and our f I just think understanding is going to spring us into

042really positive action. I do. And the other part of that is two hours is a great is great if that I've always wanted it someplace they could get to and they could access it because sitting in their office, you know, when they have something come up, I want them to be able to go to a resource >> and it's 2 hours every other month and then on the off months they have school-based tasks they have to do. Okay? >> Like not to go too far into it because I don't want to drag this out for you, but we can talk. >> We talked about least restrictive environment. We had them kind of say, "What do you think your L re is?" Many of them. Then they pulled it. And then one of the things they

043have to do is they had to take a sample of 25 kids and go match their IEP with what their screen is showing. And we we are seeing a lot of times in focus what it's showing. There's such a mismatch. I'll be honest with you, to to just be really um vulnerable. a lot of them have no idea what the IEPs say or how to access those or read those. And again, we're not going to sit in judgment. We're gonna we're going to train them and so that's what we're doing. >> Thank you. >> Well, and I'm going to add to that because this is not just an administrative function and many of our classroom teachers are not performing their statutory obligation either. So when asked at last Friday, I had the opportunity to ask

044our assistant principles to raise their hands and tell me if their school has an explicit process at their campus at the start of each year where they require teachers to sit down or provide them time to sit down and review the IEPs that are showing up as red folders on their on their enrollment rosters. If you had to guess how many hands were raised out of 110, how many hands would somebody guess? >> I heard six. >> 10. >> Lower. >> Four. Now, here's what's happening, though. So, administrators are assuming at times that our instructional staff are doing what we've always assumed. When I was a classroom teacher, at the beginning of every school year before school, you even know started during pre-planning, you were required to schedule time to go into the room. We

045didn't have it all electronically like we do today. You had to go into a folder room because it's illegal to take those files out of that room. And you had to sit there and you pulled every file and you read through every student's IEP or 504 or BIP. I'm going to throw the BIP in there, too, because that's one of the issues. And you made notes. You made notes about generally what are your best instructional strategies to meet the needs of all learners. Then you learn specifically what are some individual needs that students may have. That's not happening. So the number one complaint that we typically get about students with disabilities in their IEP or their 504 specifically is about parents frustration with the lack of implementation of what they believe is outlined in the

046IEP. And so if we're not reading them, we're not preparing for the year for them, then I would have to argue that yes, that's a deficiency as well. So this is not just an administrator's deficiency or an opportunity for improvement. I shouldn't say deficiency. These administrators are highly skilled, highly qualified, but they've got to understand the process so they can manage the process and inspect the process more frequently. So I'm pleased with the progress we've made. We worked very diligently over the summer to develop the training guide, identify the hot the most important topics for this year's focus going into summer institute and you'll see another round of this. This will continue to be an explicit training that our our school administrators and others will have and then we will have further conversations about how

047to address the prechool pre-art of school requirements for staff to have to review the IEPs and 504s and BIPS behavior intervention plans for their students. So, thank you. >> I still on. I'm still on. Um on that I just want to say th if it was a this is where I want to in defense some of the teachers which I you know coming in thinking they all know what to do and they don't but when we we have processes in some schools that were not recorded so back I forgot what we call them now we used to call them eleas tell me again there's something else >> facilitators >> yes okay when we changed that model and we shared them between schools you had some of those people filling in that role where they would

048make a sheet for every student and especially the schools, elementary schools that maybe only had a few, not 300 like a high school would have, they got it to the teacher. This is the sheet about this student. You understand what his needs are, but that wasn't ever written as part of their job. You just had a few of them doing that. And I think it became like sometimes happens. The procedure people believe is just how it will go and it kind of lacks because I remember those rooms and and getting signing those folders to look at them and but if you had somebody else doing that for you and then that went away, I don't know that we have a procedure in writing. We just had some people doing things that were working >> and

049and honestly that's also part of the great PD that we're doing. Very good candid conversations. We want to hear this. We didn't create this PD with Miss Williams for the whole year. Like it will evolve as their needs are revealed. That did come up at the last PD about we used to have these. That was a big thing because then teachers had it right there. Um, so that's >> I want to be clear here that's never coming back. >> That is a responsibility of each individual instructional staff to sit there and for us to ever have assumed that we should spoon feed everything to everyone. That's not appropriate. This is an instructional responsibility. It's within their lensure. It is it is a statutory responsibility. And so while somebody should help and that's why we're training

050our administrators to monitor to ensure that it's been done the obligation's on staff and it always has been and always will be >> and and back then it was because to Mr. Hyde's point you had to go to the room and pull the hard copy. We don't have to do that anymore. And so part of this training is going to be about how can I access that information from a classroom level to a facilitator level to an administrator level because it's all right there at their fingertips. So So thank you for that. >> Okay. Next one is dealing with our English language learners. We again very similar to what Tracy just talked about with our uh students with disabilities. Uh in we have our pilot schools. Each of these pilot schools are on year six

051of being under the 41 percentile on ESSA. So uh for this again I cannot brag on Sandy and her team for AAE just pulling creating these spreadsheets and dashboards that we can look at. What happened is the team got together and they started taking a look at uh learning gains. We looked at we had proficiency but started taking learning gains in mathematics and ELA and looking at and we could filter down to our uh our ELLs and how are they performing and so we started finding out some things about especially the schools that were not meeting the subgroup. So what happened is they came together started doing some trainings and really it's a two-pronged attack in elementary it's really focused around uh imagining learnings the language uh and literacy and in secondary is the weed

052to can do descriptors and so the team came together it's not just the Esau team it's the DOS and TNL team on this are are leading this so started going through already started over the summer started to do the training right away I mean we almost hit the brakes on, hey, let's do our plan first. Let's not just jump into this. They were so excited about, but they got such a good response from schools that other schools wanted to start joining in on this. So, it's it's success breeds success. They really are hungry for it. And so, we started going through just started doing the monitoring. I think that's a a big if we're not monitoring it, we're not inspecting it, how are we gonna expect greatness and to get better? So they've already started

053doing their plans for the year. They're going to be doing monitoring at these schools how they're but they're walking handinhand with the schools. It's not just hey you came to one training congratulations. I hope this works. It's it's an ongoing process and just as with ESSE the professional learning is going to evolve to the needs of each school and that's what we've started seeing already. And one of the small keys, the ELA curriculum that I talked about earlier, what they've started doing is they started putting in these WEDA can do descriptors within the curriculum and they start highlighting them different. So it says, hey, if you want a different teaching strategy that may reach a different learner or may have a student with need, it's highlighted already in the teacher notes in the curriculum. So

054we started working with one with the other. >> And then finally K2 um K2 if you know about accountability there's nothing graded in K2 but we pay for it in grade three. And so again, because we're not in that on fire mode that we have been for so many years before, it gives us a time to go, let's look at K2 and let's have some expectations and some supports around K2. One of the things we noticed when we looked at our walking tool, very, very few walks were happening in K2. That's where we're teaching children to read. That's where we're teaching them numeracy. That's where but we're finding because of the accountability system, our school administrators aren't in there as much, no fault of their own, to support that very very critical learning stage in

055our kids' lives. And so we are working specifically with a group of student or um schools here and we targeted those that tend to have very low proficiency in third grade to say if we scale up some support and some expectations around K2 and we can monitor that a little closer will we see that pay dividends? And again just always trying to how can we get better and better? Um when we were on fire we just focused on 35. Those were the teachers we focused on. Those were the planning we focused on. And really, it's just an expansion of what we've been doing down to the K2 level. >> And one of the nice things, for the first time, when we got PM1 data, we included the K2 data, too, to start seeing what's going

056on with that to make sure we start looking for trends in there. So, we're looking truly at a full the full testing in PM1. And that is it. That's it, >> Mr. Sharpless. >> Excellent. I was waiting till the end because I just have a list. I just started making a list of questions. So, um I I'm going to start with the most recent thing that you talked about and work my way up to the very the beginning. So, um for me, uh algebra one is something that, you know, we've highlighted. I really like the unit assessment data. I'm just going to tell you that I think you you you can't improve what you don't measure. And if we're constantly measuring that, I think that's important. Um, one thing you mentioned and I I just

057wanted to make sure I had a clarity on this. We are no longer doing algebra 1 A and algebra 1B. Correct. >> We are, but what we're doing is we're double blocking 1A. >> So instead of doing it over two years, we're doing it over one year. >> And they get two credits of mathematics in one year. >> Okay. So, >> and and the point I'm I'm think that's a good thing because to me I'm thinking all right the old model of algebra 1 A and 1B where we're doing it over two years when they're get to that EOC you're asking kids to remember something that happened over a year ago and I could see where there's some loss there. Double blocking it like that I think is going to hopefully help our assessment data

058there. So, want to say kudos to that in the unit assessment. Um going back to the grad rate uh one we looked at. I know that's a lagging indicator. We've talked about that many times. I just want to know when when should we expect the grad rate? >> Like Novemberish, Decemberish. Always November. Okay. >> November. >> Thank you. I just wanted a a refresher there. And the last thing um I really like that idea of make pul awesome. Um you know, you mentioned this a little bit in the ESC, but um there's two ways to really make an analysis and you know, I just taught this lesson in my financial analysis part of aggra business management in my class. Um, and so you can do what we call a trend analysis or a comparative analysis.

059And so I think we're doing a really good job at the trend analysis, knowing where we were and where we are. And one thing you mentioned that ESC is comparing us to surrounding districts or like-ized districts or peers. And so I would like personally like to see um on this some more comparative analysis as well because again we we can't control what other districts do and I understand that. But I do like do like to have like a just a thermometer of of you know where we are. are we are we are other districts around us improving at the same rate you know that kind of thing which um again I know you guys have a lot you're doing and so I'm not just like superintendent height said earlier this isn't something that we're expecting

060I'm like I'm not like making a demand like or anything I'm just saying I think it would be important for us in the future to just have that comparative analysis with the trend analysis because it's obviously that we're trending in the right direction >> I'll go back um board vice chair sharpless because I do believe I provide a comparative ative analysis each year when our test data comes in. Um, we don't do it with PM. I don't think we have access to other districts PM data, but for progress monitoring purposes, but I do believe each year when I provide the summary, Sandy does a good job of comparing us to the big seven. Um, I don't typically do it with surrounding districts because we're not similar size or similar in demographics as many of our

061surrounding districts, but the big seven we are. So, I'll go back and look and if that's wasn't included this year, I apologize because I I typically do it. Make sure that I include that so you know how we're performing. And that's where the concern about the fact that we're lagging in algebra performance in 9th and 10th grade by almost 30 percentage points compared to our peer groups is is alarming because again they're teaching the same kids we are. Same lowest cortile kids, same kids who struggle with math in middle school. um same kids with disabilities, same kids who are in gened, same kids who come from poverty. There's a demographic there and we're all teaching the same kids except some people are just simply outperforming us and that's the stimulus. We've been talking about this

062now for a while and I'm glad to see the changes that we worked hard and implemented over the summer. they were very proactive in in helping to address that >> and I would just like to see that for all those objectives like for example the industry searchs too and all all the ones we have just comparative analysis and again like you said probably like size districts is the best way to do that. Thank you, sir. >> Sir, >> Chair Allen, >> thank you, Superintendent. Uh, just like, you know, vice chair, I was waiting till the end as well. Um, and and then at the very beginning, you mentioned this is a sequel. So, I think there's some great sequels out there. Empire Strikes Back, The Dark Knight, and uh oh, uh, Maverick as well, Top

063Gun. There's some great So, this was a great sequel. Appreciate your energy today as well. um and and I think I mentioned this during our uh retreat as well, but um the sectors or the career pathways that contributed to that most growth and again from 5 a half thousand to 9,000 remarkable growth. Um so I was just curious if that's you know tied to those student program concentrators. So I I appreciate the clarity too between the concentrator and then the completers as well. So you know sectors that really uh contribute to the most growth within the career pathways I would be interested in. Um so and then secondly um again the pilots I appreciate the energy and you know your vision around that as well. And by the way I'm I'm going to read that

064book as well. It's on my list. Um there's a couple in between, but uh mid-year indicators and I was just curious, superintendent, if we'll get some type of a mid-year indicator on the pilots that you're rolling out and then if there's like a vision to include the non-pilot schools earlier than, you know, just more of a a hard start next year. So, if we're seeing those, you know, trends within the pilot uh initiatives from a midyear, can we include some of those early on? I don't know if there's a vision for that to roll in some PD for the non-pilot schools at a particular timeline if you're seeing success. >> Well, for instance, for the algebra, it's actually available for all schools. They're just doing the monitoring at the pilot schools. So, uh we can

065always look at that and as I said, each meeting that we do, the team comes together and actually goes through all the data of where they're at. So, yeah, we can get definitely updates. Yeah, >> we meet every other Friday for all day. And so we have every other Friday when we meet two groups go and we spend a great deal of time that they give us progress, any data they have coming out and then collaboratively as the whole team and there's about 22 of us in the room, something like that. we all work together and then we continue to push through and and so we we do it with um pilots so that we can fix it along the way and then hopefully scale it up but as he said we're not holding back

066the resources and in any of these um are touching all schools but the intentionality and the monitoring is around these pilot schools. >> Yeah. So when the board gets their midyear update, probably mid to late January, PM data, when when PM2 data comes in, we'll be able to provide you an analysis of >> Absolutely. >> as I did it, I sent you the PM1 data that was districtwide, but also school specific, so you could look at your schools. Um, and then obviously there'll be a highlight on our five top or our two top schools, but our five low performing school D T D T D T D T D T D T D T D T D T D T D schools um to show their progress. And one of the things that that Tracy's

067done um based off some feedback and conversation I've had having attended some some DOS meetings in the past is they're moving conversations away from feelings to justifying it with data. So when when somebody's doing a share out about their schools and I'm sitting there and I hear somebody say, "Well, I feel it's improving. I think I I believe no. I think those are great things to talk about at the end, but I want to see the data and I want to see how you're measuring that feeling as a demonstrable outcome because feelings are what gets us in trouble. Um, we really need to make sure we're substantiating and validating our positions on things. and and so it's a really good shift to have them be able to validate um their their their thoughts in particular

068about how their schools are performing and there's a lot of things that they monitor there. There's a lot of conversations that take place um beyond just the academics because academics doesn't happen in isolation. It happens as a result of an effective school climate as as result of you know adequacy in staffing results from a lot of different things. So, it's a good opportunity for them to advocate too for their schools based off needs and patterns and trends that they see emerging so we can address them before it becomes a critical need. Um, so very proud of the of the DOS teams and the meetings that they hold and these two are doing a great job. Our principal meetings are phenomenal. Um, you know, the focus on data, focus on instructional strategies, but rather than being

069sit and get, they get a lot of table talk time with peer groups. Um and there's a lot of feedback and very intentional in their practices. So even when they do their breakouts, you know, the regionals and others are walking around listening into tables, becoming thought partners with tables and then they identify staff to say, "Hey, I'm going to call on you because that was a really good thing you guys said." So there there's a forced share out there, too, which is good because some people are a little shy than others. So thank you. >> Thank you. That's all I have. >> Thank you, >> Miss Wyatt. >> Thank you. I just wanted to say thank you. I really do enjoy the Joe and Tracy show. It is nothing puts a smile on my face

070at our 9:00 a.m. meetings like having you guys come present. But the enthusiasm that the two of you have as leaders of these departments really does trickle down and we can I at least as one board member can feel it when we're entering our schools and they're starting to talk more about instructional walks and things like that that just the excitement of getting back to education. And I know Superintendent Hyde, even since he he got here, we've said, you know, one day we're going to get to talk about educating kids again and not transportation or, you know, school safety and all of the other things that we're responsible for that this really is the exciting stuff and why why we're here. So, thank you for all that you guys are doing. >> Thank you. Because

071we love it. >> Mr. Keys, >> I'm not going to belver it anymore. I I think this we had some good comments and questions from the board, but I would also echo what everybody else has said. Thank you for your energy. I know that you're passionate about it and I can see in the way you present and I'm glad that we have two individuals who are so passionate leading the charge to make sure that our academic progresses are continuing to increase. So, thank you for your hard work in that. >> Thank you, Miss Fields. >> Ditto with the comments from all the other board members. Uh my question centered around the monitoring and I think you answered that with uh Dr. Allen. I I do have a question uh and it might not be related

072directly to what you're presenting but at some point in time I would love to see data I would love to see uh the curriculum that our our alternative ed uh programs are using. >> Absolutely. >> U because I think that's very uh key and critical to the academic success as well. Um and and I'm happy to do that and we can share but I will leave you with this on that in the past our alternative sites many of them just did virtual learning through egeneuity or something else. We've changed that both at Bill Duncan and Don Woods as an example. When kids got there they were taking classes on egeneuity and we knew it wasn't the best educational model. We just didn't have an opportunity to get to it yet because we had so many

073other things going on in our traditional schools. This year, I'm very very happy to say under the direction of Mr. Bellamy and Miss Akens, they're providing direct instruction to those kids. So when kids go, they are getting direct instruction on grade level grade level lessons with the supports that we're providing in our in our traditional schools. And that goes for all of our um including Real Academy, all of our alternative. we've moved more towards direct instruction with certified teacher >> and I think that's good and I think that the uh community and I think that the parents and uh others that care about the education of all of our students need to hear that >> because Superintendent Hyde and I have had that conversation before. We had a young lady who attended Girls Inc. She's

074no longer a part of Girls Inc. But she uh basically told me that uh she needed to just basically go to school and uh and do the virtual uh but there was no uh class instruction. So I'm happy to hear that. >> Yes. And we are working hard and I will give Mr. Brun a lot of credit around that. He and I have been working on that for a couple years. He's kind of taken that over now as the regional that oversees those schools and supports them. But that is a priority for us in DOS. Absolutely. >> Thank you. You're welcome. >> Thank you. There are no further questions or comments. Board members, I I'm not looking at my phone, so I don't know if I've received any text messages. We're an hour in. Are

075you requiring a break? >> Sorry. >> Okay, >> good. >> All right, we're good. Next item up is comprehensive high school resoning. >> Mr. McLemore. >> Good morning, Mr. Chair, members of the board, Superintendent Hyde, uh we're pleased to come before you this morning after the district has conducted several uh in-person town halls as well as a virtual town hall. Uh the intent for uh this morning's presentation is we'll go over uh pretty much how the town halls were structured. We'll go over the survey results by region and then we'll wrap it up with some Q&As's at the very tail end. So without any further ado, first up, oh let me just go go through this. Uh first up will be the southwest region. Again just as a reminder, this region included Barto, Fortme, George,

076Jenkins, and Malbury. I won't necessarily uh spend too much time on reviewing the current boundaries, proposed boundaries. You've seen this data before um similar to the utilizations. Uh but just to reiterate the point, district staff was laser focused on really focusing in on the proposed utilization without portables based off the board's direction to stop the reliance on portables. So really to the meat of the uh subject here. So in the southwest region based off the survey data itself uh Bartto High School we had one survey uh and again you see some of the pictures from the actual town hall itself. um really didn't um uh care for any of the new boundaries themselves. However, with these surveys here, with this particular survey, it really didn't give any guidance as to what they would prefer anyway.

077So, it was more of a okay, message received, not necessarily didn't like any of the proposed options. Uh Fort Me, uh Middle Senior, uh no surveys were submitted with regards to this school. George Jenkins. We did receive three surveys and uh one of those surveys were really was not gerine to the resoning process. It was more of an operational staffing uh student teacher ratio kind of a response. Nothing really substantive uh to the actual resoning boundaries themselves. But the other two really focused and they uh suggested that they wanted to extend the proposed boundary for George Jenkins uh closer to the Lake Mariam Publix. And then another one wanted to ex wanted the boundary extended to Ule Road. Based off of looking at these two requests, um it would almost be counterintuitive to the goal

078that we were trying to achieve for George Jenkins and that is uh relief because George Jenkins is very much at capacity. So it almost be counterintuitive if we were to start to address and try to expand or move those boundaries because to move one boundary for one school, you're going to be impacting three, possibly even four other schools. Uh and in that part of the PK county, we're looking at trying to give George Jenkins some muchneeded relief. Uh lastly, uh moving to uh Malbury Senior High School, uh two surve two surveys were submitted. Uh the one was uh more toward u likes the current boundaries, but they were opposed to pulling in homes with Lakeland addresses. This is a point I need to clarify. When we all have mailing addresses, those addresses are established by

079the postal service. They don't necessarily aren't reflective of a uh your city limits. Just because you may have a Lakeland address doesn't necessarily mean you fall within the city limits of Lakeland. Oftent times people fail to realize that fact. And then lastly, uh the other survey made a comment of they were they were pretty much neutral based off their current boundaries and any of the proposed boundaries. But going back to uh that one comment uh one survey result from Malberry Senior High School. Um that was an individual who uh attended one of the town halls in person. We did speak with them. Uh we did look at the area they specifically called out for and looking at the entrances to where that uh those communities are and the students that were in that area. So

080we're talking in that Shephard uh West uh South Florida Avenue area. uh it it really didn't seem to really make a whole lot of difference in terms of the utilization rates, but it would actually be counter uh productive to the bus routing and transportation uh improvement that we're also looking at improving for these schools. So with that, we'll move to our next region, Northwest region. This region included Kathleen, Lake Gibson, Lakeland, and Tener Rock. again seeing that uh in this region here, Kathleen High School, you had three surveys. Um one uh uh one survey was really more about uh the parent preferred option one, which was the recommended option. And then we actually had uh input from our students. Uh a student actually preferred option three. They didn't necessarily uh agree with the current boundary.

081Um but really that was just their input. But it was great that we're actually getting input from our students themselves. So we actually get the enduser, if you will, uh get their feel on these u uh recommended boundaries. Uh with Lake Gibson High School, uh again, one uh survey felt that they were pretty much neutral to all the boundaries, but if they actually had to make a selection, they preferred option two. And then the other survey, they're pretty much neutral all the way around. Moving to Lakeland High School, uh four surveys, community member liked option one. uh wanted the district to include other uh neighborhoods if possible. They cited specific neighborhoods. However, based off of our analysis of looking at those key specific community areas, again, it would be counterative counterproductive to the bus routing

082uh transportation aspect as well as uh the area they were referencing. We were going back and forth between George Jenkins and Lakeland Senior. So, again, we're trying to provide George Jenkins some relief. We're trying to balance those enrollments between those two competing high schools. Um, and then two others, uh, really preferred option two. No surveys were received for Tenok. Moving on to the central region, this included Auburnale, Lake Region, and Winter Haven. Auburnale High. Uh, parents currently uh, like the uh, current Auburnale Senior High School boundary. uh but if they had to, they would uh prefer option one. And then uh another survey is that they really didn't prefer any of the uh proposed options. Lake Region High School, uh parents didn't um really um like any of the proposed options for that. Um and

083they really didn't necessarily provide reasons why or suggestions as to hey consider these communities, move this boundary to this area. Um, so we really didn't get any indication of, okay, well, how can we re reook this boundary to to make it better responsive to the community, excuse me. Uh, and then with Winter Haven Senior High School, uh, they, uh, one parent uh, survey respondent uh, dislike the current uh, boundary, but they did prefer the recommended boundary itself. And then the the other um survey was the parents currently like the existing boundaries and did not uh agree or prefer any of the recommended options. Winter Haven is again one of our high schools that is very much seeking enrollment relief because of what their numbers are are as well as their reliance on portables. And and

084to give you a breakdown on the surveys for that, we received two uh surveys for Auburnale, six surveys for Lake Region, and three surveys for Winter Haven. Moving up to our uh Northeast region, we have Davenport, Hay City, Senior Ridge Community, as well as already looking at our uh new proposed attendance boundary for the district's newest high school in Northeast. again looking at our current boundaries and the proposed boundaries and looking at utilization figures. So in this area here uh Davenport Senior High School had two surveys. Um one parent did not like any of the options presented and they were not they didn't they weren't located within the current Davenport Senior High School boundary. Um another was the student felt neutral about the current proposed boundary. Um but uh they also did not like any

085of the proposed boundaries. Hayne City uh did not log any uh surveys and neither did Rich Community. But for the new uh proposed attendance boundary for the new high school uh one was neutral towards the recommendation and the other was again very in favor of it. And rounding out our town halls going to the souththeast region to uh that covered Mclofflin and Frost Proof Middle Senior. Mclofflin did not log any respondents. However, uh there was one survey for Frost Proof Senior High School. Parent did not prefer uh prefer the current boundary and actually preferred option two, which is the recommended option for that uh for that boundary itself. So again in summary uh again you've seen this uh this data table here uh uh the district uh based off all these town halls are in

086person and our virtual ones the district recorded 31 surveys uh we've uh we received 10 emails from families and we've been back and forth of those 10 emails. Six were just pretty much general inquiries. Hey, I live at this address. Does this impact me? Uh three uh three of the emails were more of well why are we doing this right now? Can't you just post postpone this a little bit later? And then uh one was adamantly against uh their uh recommended um boundary option. The website itself logged more uh 6,828 views as of 845 this morning. So with that, I stand ready for your questions. >> Miss Miller, >> thank you. And I know we're still trying to meet because I have a couple of questions about that Auburndale zone that includes a a cutout

087of an apartment building for Tenerok and um the airport of Winter Haven zoned to Auburndale. Um which may not be a big deal other than if I live across the street and I want to go to that program, I'll be going to Winter Haven High School, which occurs anyway. Um that was the feedback that I've received. But I did have a question and it might be for our future planning. Um, you know, I was contacted by a family that is being zoned from Jenkins to Malberry, but the neighborhood goes to all of our magnet schools in Lakeland. So, she was concerned that, you know, with these magnets, they all feed into your Lakeland high schools, but then I'm, you know, we're pulling out to a different school. And I kind of talked talked to her

088about options for high schools and high school is the area where you really can um, if you have interest, you know, look at other options for you different than elementary and middle. I don't know if we need to talk about that when we if we have more magnets and how we plan that. Um that I understand her, you know, I did understand her point that um coming up coming up through school, you would assume they would be going to school with the kids they went to the magnet schools with and they won't be off that old 37 area. Um but I think that's something more of a magnet conversation than a than a zoning conversation. And I will try to get back with you because we've tried twice and I know we're both busy. >>

089I apologize. I've been >> No, I it's okay and I'm we'll work it out. Thanks. >> And if I may, with regards to the um Winter Haven airport, the Winter Haven airport is a is a unique situation in that if uh if you looked at our current existing uh high school attendance boundaries right now. Technically, that airport is split already as exists today. the uh official terminal, the main terminal for Winter Haven Airport actually falls within uh the Auburndale Senior High School attendance boundaries. Whereas uh your main uh runway uh runway 23 and 28 uh they start falling into the Winter Haven uh attendance boundary as well as the uh uh Arrow Club on the the the ancillary hangers to the south. But it it's an interesting uh situation, >> Miss Wy. Thank you. Um,

090and thank you all. You know, I was able to attend one of your sessions and the questions that got thrown at you that you all were able to answer were were very impressive because it was every topic under the sun when it comes to uh um where my school student will be going to school. My one question and I sent that I thought it had been covered originally when we added Harmony to the Lake region pattern is Snively Avenue is still considered Winter Haven. It's that little dip down into you literally it it I giggled a little bit when you said at the the meeting, you know, we don't have moes or things around districts because there's literally a canal that you have to go over to get to the other side of um into

091Eagle Lake. And that is very much by the community considered Eagle Lake region. Nobody really understands why it's zoned to um Winter Haven because you're it it just doesn't make sense. that I would love for us to look at that again. It's a really small strip, but we're essentially taking kids out of the Eagle Lake region community to send them to Winter Haven, which is one of our trouble spots that's over capacity. Um, again, I thought it had been addressed as part of the Harmony conversation. Um, and I forwarded the email or reforwarded the email to Superintendent Hyde as well, so he has that information. Um and then the other question I had gotten was Lakeland Har Lakeland High School in Harrison. Um just a concern that those Harrison students are being included in that

092number for Lakeland. Um just concerns of if we add 600 students to our roster, where are they going to go? Because classrooms right now are currently at capacity. Um so I don't know if we have an answer for that or if you can get back to me, but that's one of the >> So we looked at the Harrison intend. Uh so yes, when we were looking at the total enrollment for Lakeland Senior High School because the Harrison students do occupy core classroom space. So we do have to acknowledge them but we also looked at okay well what is the Harrison enrollment figures where have they been and we did sort of go backwards in time to look and identify their trend enrollment figures as well as Lakeland Senior High School proper. Um so when we

093were looking at these boundaries uh we are accounting for those um two distinct student bodies if you will uh but again Lakeland Senior is actually one of those areas that they actually do need um again our goal for a utilization for a high school. We're wanting to get them up closer to 85% and Lakeland Senior sitting around the 76 threshold. So we we are wanting to expand the uh their boundary a little bit. So they definitely have room to grow. So, is the fish fish capacity including all of the more specific spaces at Harrison that wouldn't necessarily be able to be used for a Lakeland traditional classroom? >> The total fish >> for traditional classes. >> The total fish reflects every student carrying capacity room across that campus, both Harrison and Lakeland senior proper. >>

094Gotcha. So, our are schools that have these 800 seat auditoriums, those are counted as fish capacity. Not all rooms car technically carry student capacity. When we're looking at when you're looking at a list of rooms, okay, what what constitutes student carrying capacity when we're adding up based off all the room types to get to your overall capacity. >> Okay. >> If we could get something on what those rooms are. I just there's you know their film students have a movie theater that's not so there there may be some just looking at the uses of spaces and you know could you you couldn't necessarily put a chemistry lab in some of those spaces. >> Well hang on hang on hang on hang on actually. So, we need to be careful about restricting certain areas because it

095doesn't seem to support an instructional space. Absolutely. Those spaces will be used anytime they're vacant and a class is not scheduled for them. But to your point, an appro schedule a chemistry class unless unless it's the unless it's the class portion, not the lab portion of of the course. So if a school requires because of space, because of need, renovations, repairs, whatever the issues are, yes, those spaces are flexed all the time to be used. So our cafeterias or our media centers, but in the event of or or in a specific example of an auditorium, I would absolutely expect for a principal to figure out when it's not being used and schedule courses in there because students can absolutely be in there for certain coursework. Um, but to your point, you're not going to do

096a physical education class in there, but you could do a health class or you could do an English language arts literature class. You could do all kinds of different core instructional areas in there as well. But it's not going to be used as an enrichment space per se in a traditional sense because of the way it's structured. But that's our expectation, which is why I do believe most of those spaces are included in our fish capacity numbers. But we'll go ahead and do an analysis and make sure everybody understands what the capacities are for those areas and how it affects our overall fish capacity calculation. >> And I think the my bigger concern would be if we were to add um and I don't know the exact number of students is, but even if we

097were to add two or 300 students, that's two or 30 hund students that now need additional science classes and additional classes that do have to have more. So is that are we going to have some >> No, I think it's already renovation costs and things. >> Yeah, I don't think we're adding that to our fish capacity. that's already that should already be included because it is considered an instructional space. It's it's however we defined that space when we submitted the information to the state which is what has to be amended or revised and updated. But I see them nodding yes. So Mr. Fix >> the only thing I would add to that is that that's correct. So there are certain spaces that do carry student capacity and certain spaces that don't. So for example when

098you use the auditorium there in my career there have been many of school that have used that as an instructional space but it doesn't carry student capacity. There will be other um specialties related to drama or whatever and if they carry capacity it's very minimal. So so many of those things are taken into account when it's programmatic. So, and we can certainly look at all those spaces, but those those spaces that are strictly for the drama are going to be if they carry capacity, they're going to going to be very minimal and their cap capacity bearing um um capacity. Uh that's just part of that design when it comes to fish. Now, however, as the superintendent said, when schools schools can use those spaces however they deem to use those spaces, we we don't come

099in and check them on that. So, thus um they can use a classroom, put a classroom or two in the auditorium if they feel that that's a a a good use of a space. They could take a blackbox theater and if they want to hold a class there, they could, but it's not going to be carrying capacity. I don't know. Hopefully that helps relieve some of that concern. >> No, that is helpful. I just my biggest concern, like I said, I just want to make sure we're not approving increasing enrollment because we have an empty dance studio for three periods a day, but if we increase enrollment, we're going to need a chemistry lab or something that had that has very different needs. So, I just want to make sure that that's something that and

100if we are doing that that we understand what the costs are to to renovate some of those spaces. So, thank you. Miss Fields, >> thank you. Um, I wasn't able to attend any of the uh the meetings, but I thank Mr. uh McLemore and his team for meeting with me. I had a couple of of follow-ups and you might have sent me the response and I just haven't seen it. But I know that with the Kathleen High School uh proposed resoning, some of those kids were going to be uh proposed to go to to Lakeland High School. Do you remember how many students that would be? >> I'll go back and double check the email. I know our staff we did we did calculate that and we'll get that back to you. >> Okay. And

101then the other thing is um how do we respond to the survey um participants because I think it would be neat to respond to the students uh whenever it's appropriate. it might not be appropriate now, but for them to have uh an interest in and giving us their opinion, I think is is very uh very good and positive. >> Um we did include it as an optional feature if they want to provide their email address. We some of them did, but a good majority did not, but to your point, absolutely. Uh those that we do have their uh a means of contacting them, we're definitely going to reach back out and follow up and, you know, just thank them for their input. And then the the survey, has it closed now? >> Yes, ma'am. They

102are all closed. >> Okay. And I just want to thank you and your team for doing a great job. This a lot of work and you're not even done yet. >> Actually getting ready tonight for another ABC meeting >> and that the work actually uh continues even beyond that. So kudos to you and your team. >> Mr. Keys. >> I want to say first and foremost, I'm glad that the process has has carried on. um as someone and Mr. Sharpless can attest to this is there's a lot of work in sitting on that committee and and making recommendations and crunching the data. So um thank you for that. Thank you for answering those questions and fielding them. I think that's one of the most integral parts of the process is as those concerns arise from

103parents and I'm very pleased to see students responding to those um addressing those concerns because um I think communication is the key as we go out and establish new boundary areas and that was that was B and and your wealth of knowledge to be able to spit out data numbers when when you started telling me about Lakeland or excuse me Winter Haven Airport and what runway numbers were in different boundary zones that that that's an um true. Um gosh, I'm having a loss of thought here. Just to show how much, you know, effort and time you put into it. So, thank you so much for that. And I'm just again to reiterate, glad to see the processes moving forward because it is a heavy lift. Um and then I guess maybe finally also thank you

104to those who serve on that committee. Um it's sometimes a thankless process and a lot of times you would get more criticism than anything else. Um so I appreciate those who have volunteered to serve on that. Um, it's very important. So, >> Dr. Allen, >> thank you, Superintendent. Yeah, definitely would ditto that. Appreciate the time uh that you and your staff has put into this. Uh, I had a chance to attend the one in Barto and the one in Lakeland as well. Um, do we wish for more data? Yes. I I think community inputs beneficial. So, I I wish for more of that. Um, and I I do appreciate you noting the student feedback. I do wonder um you know maybe maybe we didn't you know you know connect with particular families whereas you know

105we could have some type of student engagement where then that communication gets back to the parent oh you know and so the timeliness of that or top of mind for families could be using the student as a voice in a sense in the household. So, I'm not sure where we're at with that and because that's going to be my last question as far as timeline um finalizing our public feedback and then recommendations that are brought back to us for us to vote on. But that would be my last question. So thinking about Barto and the way that we've communicated for that in particular. I know when I was there on site just um hitting a couple different staff members um they felt um that they didn't have communication like why that relief was there. So

106you know obviously the concern we're we're going to be losing units and yada ya because that's a pretty significant number. So then you know how can we uh communicate some of those relief um spaces um and and a timeline right because obviously you see the future right we can see the development um and I think the data on our website's really good just to note the development I I appreciate the GIS data is very smart um as well so um but communicating you know a timeline of when they're going to get back to that utilization when we have those relief scenarios um would be beneficial and I'm not sure if we can provide that to our staff members um at those particular schools. Now, and then the followup on the Lakeland and Harrison 600 is

107a concern. Definitely a big concern and I'm hearing that over and over from our community and you know I don't know the last time that uh Lakeland and Harrison would have been at that capacity how many years ago. So, you know, concerns of, you know, bathrooms and and things like that to jolt the school with 600 students um is is a challenge. Now, I lived on Hollingsworth Road for 12 years, so I know the traffic patterns. I know that dilemma um as far as Franklidd Wright, you know, sort of merging into Hollingsworth Road and just so many um traffic fatalities at uh 98 and Hollingsworth Road. there so many times that that main uh artery was shut down and you know traffic was piped into um some of those areas. So I I just I

108have concerns of you know 600 students all at once in a sense in that space. So from a traffic standpoint, you know, have we analyzed that to really account for 600 students and, you know, if we can truly have a facility audit, that's important to me because, you know, we just did a ribbon cutting for the uh teacher initiative academy with Lakeland High. So you know is that space now now let's allocate it to that academy and that initiative you know is that space going to be taken away from them or you know I think about as new specialty programs have developed over the years um for me somebody that teaches in the visual arts I'm very protective in my space um and I can imagine like we have a painting studio or a drawing

109studio and you've got easels and now like that was reallocated in a sense. So, um, and then now that's going to be open to general pop or whatever. I just know that sometimes we can be very protective of our spaces, um, especially when you're utilizing things that, um, you know, technology and so forth that you'd be concerned about as an instructor or, um, so forth. So, I don't know. I I'm I I think to me I'm more comfortable with three, maybe 400, but not 600. Um so I I I just love to hear us uh you know have we done a walkthrough with both principles um on site to evaluate the facilities as far as you know the 600 number. So that's those are my questions and then that last um or thoughts the last

110question is like timeline superintendent as far as when the final recommendations are brought to us >> and and so to help answer maybe not completely >> I'll I'll answer this enrollment question and the facilities question but if you'll just go ahead and address the timeline I'd appreciate it. Uh the timeline then um so as it stands right now we have uh because this is a considered a rulemaking action uh we have it uh tenatively scheduled for the board meeting at the end of October uh with the second slashfaladoption when it actually gets approved uh either at the November 16th or possibly the December one. We're still wanting to double check to see if uh uh if there is a specific number of days we have to separate the board meeting dates. November is kind of

111weird because we're having to shift left because of Thanksgiving obviously, but uh at least for for now the first uh reading, no action taken will be at the end of this month. >> Yep. And I I appreciate your comment, superintendent, because I I'm sure you have an opinions, but I would prefer to hear from your staff on those two questions. >> You'll get a written response from staff at a future date, but the issue with 600, I think what what has to be remembered here is you're not going to have 600 students automatically reszoned at one time. That is not the proposal before the board and I've made that very clear every time we brought this topic. >> Do we have an >> for 600 students again it's a phased in proposal so that students

112who are currently attending elsewhere may not necessarily have to attend there unless they make a choice to do so. Additionally, beyond that, if the amount of school choice that currently takes place will ensu ensure that 600 students do not attend there, and we've provided that data to you previously to show the number of students zoned for Lakeland who opt out of Lakeland, and we'll resend that to the board. But as far as overall physical space, yes, we can incorporate 600 students into the master schedule and show that it has the capacity to sustain that level of enrollment increase. It also had the number will also address the issues of of parking and so many of our schools do restrict parking to juniors and seniors. Um and so we'll have to work with the administration to

113determine how to do that. As far as instructional space is concerned, I'm very much appreciative of the fact that um instructional staff want to maintain a classroom as their own. But the reality of it is classroom spaces are paid for by taxpayers and should be used to the maximum occupancy um to provide the best possible ROI to our staff. Um and obviously those are not decisions that are made callously. They're made with a great deal of intentionality. They're made by the building principles. They're not forced into that issue. So it's it's important to clarify that as well. >> I agree. And I and I think the classroom is more than just the walls inside the space. I mean there's other uh elements that make up the space itself. So I mean do we have an

114estimation of how many new students would be on that campus next year? >> Next year? >> None. >> I mean >> not next year. >> Well it would >> implementation wise. Yes. Um >> we can we can look get you that number. Back to you. All right, I think that's all I have for now. >> Miss Wyatt, >> thank you. Um, and I also earlier just in looking at the survey results leads me to question if we if as we're looking at middle and elementary school, there should be other things included in those surveys. Is that something that we're looking at already? here even just requiring if you don't select you want option one two or three you have to give us a what else what what do you want that I just >> so

115we are taking some lessons learned about the surveys that we went through the high schools and we're going to build upon them for the middle school and elementarymentaries um but in terms of requiring them to really provide the data I mean there are some fields that you you before you can even submit the survey you have to fill this box out >> right >> yeah I that's that's one that I would be interested in. You know, I great for you to tell us that you don't like it, but if you're going to tell us you don't like it, that doesn't help me unless you tell us what you would like. So, if they select no to I don't like any of them, I would prefer that they be required to if we're going to view

116your results and and take them into consideration, you can't just say you don't like anything that you have to give us some sort of feedback. Um, I also would be curious are have we worked at all with Zin City on this or is this something that we can work with them on as far as developing the survey? Um, just because I know they specialize in trying to get the the best results that would because I I love that we had people fill out the survey. I don't know how beneficial it was in being able to >> we're able to >> truly make any changes on that. So >> in some and with how these surveys the this the survey software is nested within the GIS software. So the two were able to talk simultaneously seamlessly

117between the two. >> I don't know that we have a responsibility to address the concerns of 15 people. I mean I think respectfully to Miss Field's point we have an obligation to respond back and we could if we have their name and contact information in the survey then we could write back asking them to clarify that point. But this board would not be making a decision based off of the limited amount of survey responses. And you know, it is frustrating as a school district. It's frustrating as a superintendent to be bringing you recommendations when this in particular was incredibly well advertised. It was in print media repeatedly. It was in regular media media repeatedly. Every news station covered stories on this. It didn't happen just once. It happened every week. There were announcements on all

118social media pages. All of our middle school principles that have feeder patterns to these high schools. All of our high school administrators used their connected c or their school messenger system to communicate this. So it went out via text or went out via email, went out via phone call. Um and to see the limited number of responses, I I really don't know how to interpret that other than we're going to proceed. Um but so we can definitely if that if their survey data contains contact information we can ask them to clarify further. Um and then what we'll do is use Zen city and to utilize the AI aspect to see if there's conversations about this taking spa taking place out in social media that are not directly tagged to us. Um, that's one of the

119benefits of that program. And, um, but from our perspective, you know, again, I I don't know how to interpret the lack of feedback. Either everyone's okay with this or people presume it's a done deal or lack of engagement until it affects them after the fact. But I think we've provided a great deal of opportunity for voice and choice in this matter. So, as a superintendent, I'm going to take the data and I'm going to make the best recommendation to the board that I can. >> And and I don't disagree with that. My concern comes that in looking at the surveys, overwhelmingly we keep hearing they didn't like it, but they didn't tell us why. >> So, is there a better way to get the why and if they're filling out the survey, you know, it

120may be >> I'm I'm fine with whichever one you choose, but I want you to recognize that my neighborhood is being split in two. >> Yeah, I think we can definitely that. So, I want to make sure that we're we're capturing anything like that. >> We can incorporate that into the elementary and middle school surveys that will be developed for the next round of school resoning. I think I think by and large, if I if if I had to speak from position of just what my gut tells me. Um, I don't think high school's as disruptive for families and students as we initially thought it might be, especially since we're grandfathering people in as a recommendation. And I've made that very clear from day one. There's so much choice. every school has an average of

121about 40% choice, 30 to 40% choice already impacting their enrollment. So, and and I think it's it's an issue of convenience at times for some high schoolers for freshman and sophomores. But by and large, we see a great deal of mobility across the district and we bus quite frankly for many of our programs. Um, and many school districts don't and that's going to have to be a conversation at some point in the near future. I think the board in in the district are going to get a great deal of feedback when we start talking about elementary and not so much maybe even middle school but elementary will definitely hear some feedback because people want a concise neighborhood school zone and and we'll do that to the best of our extent our abilities considering all the

122rules that we do follow with ensuring that we're not having kids cross major roadways to the extent possible you know we're not disrupting apartment complexes and I think a lot of the feedback we've received for high school resoning has definitely helped inform the process moving forward. And we do have a tendance boundary committee tonight. So, they're already ready to kick off and go into the next area. So, and then remember the the final recommendation actually the attendance boundary committee will review the survey data and then make recommendation my office. I'll either accept or reject that recommendation and bring ultimately bring one to the board. Um, so that's that's the process moving forward. >> Thank you. And then my last question just as we're talking about the marketing for it and I again high school I

123think is much less disruptive to your point that there's so many programs and you can can transfer to another high school to to do any number of things you may be interested in. Elementary and middle I think will be a slightly different conversation. Do we have the capability and have we looked at sending postcards if they are change if their zone is changing? We have not >> because I think that the response that we I mean if if I'm zoned for Winter Haven High School and I see on the new map I'm going to be zoned for Winter Haven High School, great. I don't I'm not changing regardless. I don't care. But if I know that my boundary is changing, it's going to be a very different conversation. And I don't know how many people

124realize at my address it's changing that. I just would be curious what that would would look like and if that's something that we've considered. It's we could explore that because I'd have to come back to the board with a cost and I I'd love to say yes, but knowing what it takes to set that up and get those mailings done accurately, >> right? >> I mean, we get complaints every year about bus assignments. I I just don't want to make I want to make sure we do it well. I think what I would prefer as an alternative, just thinking about it, is we could attach something to their end of the year report cards. we could attach something um so we reduce our overall cost um but we would just basically print out something for

125those students um >> just let let me and a team look at that and we can come back to you so Jennifer if you'll make a note of that >> appreciate it >> I just think if I know especially if I and obviously we we're not going to be able to catch the kids that are three and it will affect but if they're six and they have a younger sibling at home those are the parents that I think are going to be most engaged in the conversation. Um, >> there may be a way to f flag it in focus >> that tells a parent when they go to reenroll that your child has to enroll here. >> Um, I I'm I'm a little cautious about this because again, we're grandfathering in families. And so, I

126don't want to create any undue concern for a family who is going to clearly choose my kids's going to be a senior next year. We're not changing schools. um I don't want to create any undue concern for them, but it it may impact transportation because part of the recommendation that has not come before the board yet is what are we recommending that while we're allowing students to remain on that campus, are we going to continue that bus route? Um and and I won't say anything yet, but there will be some recommendations that are going to we're going to have to struggle with. So, >> well, and again, I you know, I think it's it can be an opportunity to be able to clarify all of that in a direct communication of your child will be

127grandfathered in. This is, you know, that may or may not include transportation, but if you have younger students, they would not be grandfa whatever those those conversations are. It just may be an opportunity to have a little bit more target. >> I I I my concerns hesitancy is not cost. It's really just the accuracy, our ability to be accurate in our communication for every single individual student because some parents should not get a notification, well, you're grandfathered in because they'll misconstrue that. If I put all of that in one message, I guarantee people will just assume I'm grandfathered in. And I I don't want that to be the case. So, let let's explore the options and and I'll bring something back by the October meeting, second meeting in October. >> Thank you, >> Mr. Keys.

128promise I'm going to be we're going to be short because I know this uh Miss Griffin and Mr. Davis are really excited about coming up next. So, um I can tell you as the vice chair of that committee from pretty much its inception I sat on the board that I can count on one hand the amount of public comments that we had during these meetings and this whole process right community meetings were attended. So, I'm kind of the superintendent on that. I think it's probably doesn't happen until you know you realize you're affected but again it's being grandfathered in. I think what most those that are going to be most affected on those those incoming freshmen thinking they were going to this school now they're going to a different one. Um I can understand that

129but I think asking the why is important when we see those responses. We didn't like these choices. Well why? So adding that I think for the next two phases the uh middle and elementary will be significant. Um, and I I'm I'm I'm worried about correspondence as well because I think what will happen on that is you're going to get this massive amount of uh parents what what's happening here and us being able to field those when a lot of the times again choice is so large in this and especially with our high schools all the programs available. So I don't I agree with every with what has been said multiple times. I don't think it's as important well not say important that's wrong word. I don't think it's as significant impact in the high schools

130as it was be in the middle, elementary and middle. But I am I really really like your your asking. Well, tell us why you didn't like those choices. But um I think largely we have to move forward with it based on the recommendations of the committee and what's recommended to superintendent because this is long overdue and it's it's drawn out. So that's all I have. >> Miss Fields. I would have to agree with Superintendent Hyde that while there might not be much conversation now after the fact there will be uh and then if transportation is a piece there will be as well and then um hopefully if there is a lot of conversation it will help to u encourage the parents to be more vocal and to uh provide more input for the uh next

131phase because it will come but it will come after the fact in my opinion. >> Agreed. >> Thank you sir. Appreciate it. No further questions or comments. >> Board members. The next item for today is my board docs went down. I apologize. The next item for today is proposed rule development for school board policies. Okay. >> Okay. All right, we're going to recess for 15 minutes and we will return. [Music] [Applause] [Music] [Applause] [Music] Heat. Heat. [Music] Happy. [Music] Hey. Heat. Heat. [Music] Heat. Heat. [Music] Heat. Heat. Heat. [Music] Hey. Hey. Hey. [Music] [Applause] [Music] [Applause] [Music] [Applause] [Music] I don't know. [Music] [Applause] [Music] Hey. [Music] Hello. [Music] Daddy. [Music] Hey. [Music] Heat. Hey. Hey. Hey. Heat. Heat. [Music] under school. Yes, >> I don't remember. I think about >> All right, welcome back.

132I'd like to call this meeting back to order. I would say during the break, uh, no one actually came and shared any good Halloween jokes. So, I don't have any more Halloween jokes for you today. So, so, Superintendent, I will hand uh hand it off for you to lead us in the rest of our work session. Superintendent It's all yours, superintendent. >> Yes, sir. I heard. I'm sorry. I was trying to get back to my board docs screen. My screen went blank. They did something during the break, I think. Um, so up next we have proposed rule development for schoolboard policies. Board members consistent with past practice. You have all of the updates below. They do have regge and strike through language, underlined language to provide you a summary of the changes. Most of these,

133if not all of these, are legislatively mandated changes and/or changes that came as a result of changes in legislation based off Nola's feedback. There are two in particular in here that we've talked about previously. Um, citizens um, excuse me, the one in here in particular, I'm looking for it, I apologize, is >> background screening. >> No, it was the one on uh, uh, clerical staff or uh, collegial >> ministries >> volunteers. >> Yeah. So too that's in the criminal background screening policy and then also in volunteers. So that's going to be 8475. And >> so the recommendations that are before the board today for consideration when you adopt the policies potentially adopt the policies at your next meeting. understand that that policy was written after, if you recall when we first had this conversation, I

134had expressed some concerns about whether or not the requirement for honoring uh a conversation that is had with a parishioner through traditional confessional or non-traditional confessional practices would interfere in any way with a mandatory reporting requirement um on our campuses. And so, um, Miss Wyatt and others provided me with names of several of our leading, um, religious leaders. I spoke at length with Bishop Mincy about this. Um, he had some great recommendations actually about the fact that, you know, he didn't see a conflict, but and and as well, none of our other faith-based leaders saw a conflict because they made a very strong distinction between what happens in the process of their ministry or what they believe would happen in the role that they would be serving here. Um but that training would be required

135and so if approved we will develop a training module so that anyone who's interested in serving that capacity will have to complete that before we allow them on our campus. So that being said I just want to bring that to your attention because there was a reminder there of a conversation we've been having um over the last probably 8 to 10 months on this topic. So I'll turn it over Mr. Davis. >> Mr. Griffin. >> That's right. Good. Um good morning everyone. I today we have 16 policies that are before you and these are from our um we've been breaking them up to bring them to you and these are from like the 8000s and 9,000s um groups of our policies. So I'll take um I kind of group them by subject area so that

136um if you have questions we have staff here if I'm not able to answer them. So the first ones that we'll go through all are all related to school safety and security. So policy 8405 and 8406, that's our school safety and security policy and then reports of suspicious activity and potential threats to schools. Um these just have minor revisions that incorporate um Florida rule 6A-1.0018 and it just is related to strengthening of the school safety requirements. And then policy 8407 is our safe schools officers policy. And these revisions are based on Senate Bill 1470, which includes specific requirements that training for school security guards be conducted by the sheriff's um office, which we're already doing. And then additional revisions surrounding the new FDLE reporting requirements. There's a few technical changes to terminology in the policy.

137And then just an updated reference to the guardian program is now the Chris Hixon, Coach Aaron Feice, and Coach Scott Bel guardian program. Policy 8420 is our emergency management, emergency preparedness, and emergency response agencies policies. And these are also this policy is also updated based on Senate Bill 1470. And it addresses school safety requirements. It um provides distinctions between exclusive zones and non-exclusive zones and then door and lock requirements. It also adds a provision that substitute teachers will be provided the school safety protocols before they begin their first day substituting at a particular school. And then policy 8470 which is our registered um sexual predators and sex offenders policy. It used um the current name of that policy is like community notification of registered um sexual predators and sexual offenders. So one of the suggested

138revisions is to take that community notification part off because the policy expands the scope. It's not just about notifying, it's about um those sexual predators and sex offenders as a whole. And so you'll see a revision to the title and then just a section addressing the presence of those individuals on school property. Um I'll take a pause if there's any questions on any of these because that ends our none this far. Okay. So we will move into policy 8431 which is preparedness for toxic hazard and asbestous hazard. And this policy incorporates new requirements that when conducting the best abatement projects, the contractor or consultant should be licensed and regulated by the Florida Department of Business and Professional Regulation as opposed to the Florida Department of Health. And then policy 8452 is our automated external defibrillators

139or AED policy which policy is revised as a result of House Bill6007 which is all related to cardiac emergencies and AEDs on school grounds and it requires schools to develop a plan for urgent life-saving emergencies. Um if ani individual on school grounds is experiencing cardiac arrest policy 8462 is our student abuse abandonment and oh >> Griffin let me let me just clarify for the board because I know I've had some individual conversations with board members about how we're going to fulfill the requirement and expectations of um making sure that all of our students have EKGs and things like that since that's related to the defibrillators. I just wanted to go ahead and and make that connection for them. Um, so there are several partners that have stepped forward in Pulk County and will be assisting

140us with implementation of that in the near future, including our department of health and others that already do physicals for our students. And so I will in the near future, let me rephrase that, Mr. Talbot in the near future along with Sher Scott um and others will be bringing a presentation before the board outlining how we're going to make sure we're compliance in compliance with those things. So >> um >> thank you. >> And on that point um Mr. Hyde brought up EKGs. We do have some revisions to policies along um the lines of EKGs and those are actually coming at the end of this month. So you'll see that um later this month. So policy 8462 is our student abuse, abandonment, and neglect. And this is based on House Bill 1237, which just requires

141school districts um to provide training around human trafficking to all employees. And this is will be a training that's provided by the state. And then moving into these are the two policies that uh Mr. Hyde was referencing before I began. policy 8475, criminal background screening for contractor access, and then policy 9200, our volunteers policy. And revisions to both of these policies includes the optional language surrounding school chaplain. And you can see in there um that we've selected the option to allow school chaplain and then the different requirements that are selected in there. And as Mr. Hyde mentioned, um there will be training training module that comes along with that. Um, outside of the school chaplain revisions to that policy, policy 8475 also adds language regarding the care provider background um, clearing house, the AA clearing

142house. And then policy 9200 has some additional revisions um, related to stat statutory references um, in the background screening process. Do you have questions about any of those policies? >> Mr. Sharpless. >> I have a question about 9200. Uh when it comes to um chaplain specifically um on page two um under the qualifications, I just want a clarification. >> Um when you looked at it, it selected both of those options. For the purpose of this policy, a chaplain may be any person who the superintendent concludes can fulfill the responsibilities described in this policy. And the second one says for the purpose of this policy a chaplain shall be and you you can read the rest of that. So I was just confused is are we doing anyone the superintendent concludes or the second option there.

143Are we doing both options? I'm just I I just want clarification >> to do both. >> Okay. >> To have both options. So >> just to clarify too the second group is what I will base my approval off of because it's established in policy. So it says I have to refer to policy is in the language above. So they basically have to meet one of those conditions in order for me to approve them. >> Okay. I just wanted to I was confused. Thank you. That's only my my only question. >> And if we needed to, we could tweak that sentence just to say >> for the purposes of informing the superintendent's decision, a chaplain shall be a person of but we can work on that. >> I think that would make it more clear. Thank

144you. >> Yes, sir. Any more questions on >> There are none. >> Okay. So then we'll move on to our um school nutrition policies. And so policy 8500 is our school nutrition policy. And then policy 8540 vending machines. Policy 8550 competitive food sales. The major um the bulk of this renovation is to rescend the vending machines and competitive food sales policies, but to incorporate that language into the school nutrition program policy. So, you'll see that 8540 and 8550 are complete strikethroughs. It's just to make our school nutrition policy um just as a whole include everything related to school nutrition. And so, it will just be one policy. So that's where a bulk of the green language added to 8500 comes from the rescended language in the other two policies. Um in addition to that, there's

145just some paragraph headings that have changed just for ease of review and reference. Um modifications to the language related to school breakfast and that aligns with Florida statute 595.405 as I mentioned incorporating the language regarding vending machines and competitive food sales. and then modifications to language regarding meal charges, bad debt, and negative account balances. And then um that's it for um those policies. And then policy 8531, free and reduced price meals. This is these revisions. They're almost technical in the sense that they include some new legal references. There's a deletion of one legal reference and then modifications to a couple um areas like terminology in that policy. Do we have any questions on any of the school nutrition policies? >> Mr. Sharpless. >> Yes. I've uh on two different policies. I have questions. 8,500. It's

146not really a question. It's more of a comment. I just want to say um I really like the options that were selected for this one. Um to me, a kid just because they have a negative lunch balance, there should be no stigmas around that kid, >> right? Um, and you know, I know some in some I've heard stories of some school districts where that kid gets, you know, a cold lunch or something else where this policy would not allow that, right? >> And I I can tell you I think that's really important. And so I want to thank you for when you presented it to us to selecting those options because I think um it's really important that our students feel um supported and it's not that kids fault that they that's necessarily that they

147have a negative lunch account and so I just want to thank you for that. >> You're welcome. And I did work um pretty closely with Katie Taylor on that um in school nutrition. And so um her you know she's the one that made the recommendations for what the selections would be in this and it's based off of how things are currently being done. >> Correct. So I I I'm glad it's now it's that the policy >> will specifically state that though. So thank you. Um my my question is on 8531. Um, and I'm just curious the the terminology on that of economically needy children. Um, I just don't know if that's the term I would I would I would use there. Um, you know, you could say disadvantaged. You could I there's a lot of

148Again, I'm not I'm not I'm not going to wordsmith you here. Um I'm just >> I just don't when I read that it just something struck me. I don't know if I if I would like to use that term. That's all. >> Perhaps I because this is all set um you know by federal regulations maybe we could just choose to eligible students. >> Okay. >> If that makes sense. >> Yeah. >> The language in there before was just needy and so that I don't like that either. >> Yeah. No, I understand. I mean, you're making it more descriptive, which I don't understand that. It just >> again, yeah, it just when I read it, I was just kind of like, I don't like I don't like having need the needy part of it is part

149I don't like. >> The problem is finding a phrase that's going to be a little bit more explicit because economically disadvantaged does not mean you qualify for >> for free mill service. Um, so we what we I mean, we could word smmith it a bit, but um this is residing in policy, too. This isn't something we're putting public facing. Um, >> I understand. I just it when I read it, it kind of it I don't know. I just >> Can we check with Neil to see if anybody has modified that to a different format? >> Yeah, it does say eligible in the next paragraph. Um, yes, I will definitely um check on that. And then currently right now we obviously are a C district so we don't have the free and reduced price lunches currently.

150Um but we still have this policy because there may be a time where we do >> for two years for two more years. We were lucky to get our application renewed and extended. Um if we qualify it'll extend again but we'll wait to see what the federal government does with that program. >> That was my only point. Thank you. >> Okay. Mhm. Um, are there any other questions on that one? >> Miss Wyatt, >> thank you. Um, I had two. One is I have to go back up and find it where it talks about >> and I >> Yes, on the sorry on 8500. >> Okay. Um on page two towards the bottom, school breakfast, we selected option one, which at the end of it talks about the um bus less than 15 minutes before

151the first bell rings, but then if you go down after opt after option two, it has that same sentence again. Is that just duplicative or is there a reason that's in there? So, are we talking? So, option one, we selected that and then option two, you're saying the last line of the green in option two. >> Yes. >> I don't know if that's part of option two or if we're just >> Yeah, that's part of option two. >> Okay, got it. Which is what we're not selecting. >> Right. So, that same sentence is >> just is in both. Okay. Thank you. I just want to make sure it wasn't in there twice. And then the other one was, is there a reason that we're not that we'll allow the sale of other foods 30 minutes

152after lunch periods and not 30 minutes before for clubs and things like that? Like that they can't sell things before school. >> Actually, if I recall the rule correctly, and it's again things sometimes change when you're not paying attention to it. I believe the rule is 30 minutes before and 30 minutes after. So, it looks like what we selected is in is just >> 30 minutes after. Please come down. Katie, >> introduce yourself too, please. >> Good afternoon. I'm Katie Taylor, the director of school nutrition. Um, the current rule is if it is if it meets the smart snack compliance, it's 30 minutes after the bell until 30 or until midnight the night before. So, that's just during that time frame. Is is there a reason that we wouldn't allow it 30 minute where they

153could sell things before school whether it's smoothies or >> again it's just USDA guidelines if it's not smart snack compliant at midnight we have to stop selling until >> Could you ask your question again though I I didn't follow that last part >> yeah so on page three and then it bleeds over to four it gives the options option one is for 30 minutes you can select how how long beforehand option two it gives the option of adding the food and nutrition services department shall be the sole provider of food and beverage items sold in all schools until and then we could select again 30 minutes before or >> right but give me your give me your example again. What would you >> like if if they were if we had a club that was

154wanting to do smoothies or something before school? Is there a reason that they can do it after school and not before school or is that just because >> if it's smart it's not compliant they can do it before >> they can. We just have to put in here that they can. So, is there a reason that we can't or is there a reason that we're not selecting to sell before school? >> I would encourage the board to keep their language as vague as possible and just say 30 minutes before and 30 minutes after. I'm uncomfortable that we don't put 30 minutes before because that defeats the same purpose that kids won't buy their lunch because they'll buy a cookie or they'll buy a popcorn bag or they'll buy something else that's really not compliant with

155with the process. So, and because the same thing happens too 30 minutes after. So if a kid realizes there's going to be a snack sale after lunch, are they going to spend their their money in the cafeteria, they're going to spend it on the snack item. So 30 minutes to be 30 minutes before 30 minutes after. What we have always told schools is that in order to be compliant so long as what they're vending aligns with the requirements, they can sell coupon books, they can sell other things as fundraising opportunities, and then students can receive those after the gates close, after lunch is finalized with serving. The the requirement really is you cannot direct compete with the food sales. And then also, we want to make sure we're adhering to the nutritional guidelines. So I

156think simply saying or modifying one of these to say 30 minutes before 30 minutes after let procedure guide the rest of this not the policy because if the policy starts to become so prescriptive then you don't give me the latitude to operate and create opportunities rather than having to come back to the board for a policy revision each time. Okay. So, currently we say um sold until 30 minutes following the last lunch period, but you want to add in there or 30 minutes before. >> I would say 30 minutes before and 30 minutes after the students lunch period, but I'd have to work with Katie to see if that's compliant. >> Yeah, we can look at that. Because a lunch period, if you wait till if I have first lunch shift and there's six lunch

157shifts at my school, which we do have in some schools, that's 2 and 1 half hours I got to wait. So that's not I don't think that's the intent. The intent is to ensure that that child is not being marketed to and being sold. And I'm going to exaggerate because this used to happen back in the day. The PTO decides that they're going to bring in um Papa John's pizza. Mhm. >> You can't sell that at the same time they're selling their lunch, but if you allow it to be sold immediately after lunch, that's the problem. So, we created that 30 minute rule as a buffer. But telling kids they got to wait two and a half hours to participate in that fundraiser is probably not a great idea either. So, that's why I'm saying

158if we let let Katie and I work on that language a bit and with with Chad and Teresa and see what we could do. But I think restricting it to 30 minutes before and 30 minutes after is really what we need to say and not until the last lunch period is concluded cuz that could be a lengthy time and that's not really the intent. I I think we can tighten it up a bit. So >> thank you. >> You're welcome, Katie. Does that make sense? >> Okay. >> And just as a matter of process, the these policies today wouldn't come back for public hearing until December 9th. So there's time in there for us to work on that language before we have to actually advertise. >> There are no further questions on those items. >>

159Thank you. And then >> thank you, Miss Taylor. >> I just have a couple more. Um policy 9140 is our citizens advisory committee's policy. And these policies, this policy is not updated on a specific statute. It's just u reviewing of the policy templates and just adding some things in there that um that they noticed weren't in the policy. And so there's permission for committee members to appear at meetings um electronically or virtually. And then clarification that these advisory committees will not interfere with the work of a school advisory council which is our um policy 2125 or the district advisory council which is defined in policy 2128. It also adds a provision in there addressing Florida sunshine law and then there's um updated legal references in that policy. And then finally, it Oh, questions. >> Dr.

160Allen. >> Yeah, just a minor one on the 9140. Um, as it relates to our committee charge sheets, um, I don't know if this would pertain to that in any way, but uh, our quorum standards, what are the quorum standards for is there a standard in regards to online attendance compared to the face toface? Do we know that may be a mess? A question for Mr. Green. >> Yeah, they're they're laid out in the charge sheets or if they're silent then it's it's the same requirements that um the board would have. So depends a little bit on how large the committee is. if it's 15 members, 12 members, what that quorum might be. But, um, it might be good to be more explicit in the charge sheets with what a what exactly is a quorum

161because sometimes the full membership might not be at a meeting and um, when voting happens, it's important to make sure you've got the right quorum. So, I didn't really answer a question. It depends on each committee and how many members it has. >> Does that answer your question? Yeah. And is there any requirement in regards to sunshine in regards to face to face uh within our advisory? Uh not sunshine but the Roberts of order have requirements on um whether just like the board here whether you can attend virtually or not. Um, I'll have to I would need to look at each committee to make sure that uh to see what the rules are as far as virtual attendance >> um and whether that's even an option. >> All right. >> Yeah, just a point of

162clarification. >> Okay. Thank you. >> So, that was one of the updates that we made to each one of the charge sheets. So, a committee shall have regular meetings, additional meetings may occur as up needed. A quorum shall consist of 40% grounded to the next highest number of the existing voting members. And we did allow And we do allow similar to the board, we do allow for other members who are not physically present to participate and vote electronically um with good with good reason why they could not be in attendance. So it's not something that we would allow a member to do consistently over time. There are expectations and we'll just address that on a case-by case basis. But that language was specifically added following the board action and the updates to the committee chart

163sheets. >> Right. Great. Thank you. >> Yes, sir. >> Is that it? >> Go ahead, Miss Griffin. >> Okay. And then our final um policy that I'm bringing before you today is policy 9800. It's our charter school policy. And this policy is being significantly revised, but the bulk of the revisions revolve around removing portions of the policy that merely restate the statute. So the statute surrounding uh charter schools, Florida statute 102.33. In this policy, we would quote um or the policy would have just chunks of the statute in the policy. And so the goal is to just um remove those portions of the policy and just reference the statute, which just so when there's changes to the statute, it's not always changing every spot that it's listed in the in the policy, restating the statute.

164So that's a bulk of the strikethroughs that you're going to see in there. Um and the additional revisions in the policy outside of that are from House Bills 443 and House Bill 11:05. Um one that adds provisions to um the charter school governing board that um just requirements around landlords. And then um there's a requirement that charter schools or contractors be provided access to the school district student information system unless prohibited by Florida or federal laws. And then requirement that school boards provide charter schools coordinated screening and progress monitoring student results in the same manner that we provide to other public schools. And then new funding, a new funding section outlining the school board's responsibility to provide certain information to charter schools pertaining to shared revenues um by discretionary halfcent sales tax sir tax voted

165district school operating millage and nonvoted district capital improvement mill. And if you noticed um on the attachments, there were two copies of 9800 attached because of this um there's the green and red strikethrough which we always provide, right? It lists all the new revisions, the things we're taking out in the policy. And then we also included like a clean copy just so that it was a little easier to read because there were so many changes to this policy. I know it gets hard to read when there's like a whole page of of strikethroughs. So that was just um to be able to give you a clean copy of that. When you look at the clean copy, you may notice on one of the pages there's like a random floating like number. Um that board doc

166just wouldn't allow us to delete that out, but it will be in post-production when Neola before it goes uh live on our manual. It it will be taken out. But that's with those two versions. It's the same policy. It's just one is clean what it would look like and then are they not both on there? >> No, >> the clean versions on >> Okay. >> Yeah, that's my We I thought we had both of them on there. That That's a clerical error on my part. I will send So you guys have the clean copy but not the Okay, I'll send you the green red strikethrough. So everything I said probably didn't make sense if you didn't see all the all the strikethroughs, but um I will get that to you here in a few minutes.

167Dr. Allen. >> Thank you, Superintendent. I mean, that was actually, you know, one of my questions. I was looking for that. >> Yeah. Sorry. I don't know what I thought I attached both. Maybe they were named the same and it didn't let me drag both. I'm not sure. >> No worries. Uh, but in general, um, are we seeing anything that's going to require us um to move forward with any charter agreement addendums or anything at this point as it relates to this policy? I I was looking at our previous policy because I didn't have the strike through one just to see how much additional language is in that policy. So that that was a question I had and I don't need an answer for it at this point. But I'm just wondering uh how much

168um addendum are we seeing as it relates to this policy in regards to our current charter contracts? And I will say that um Candy Amato couldn't be here today because she's in Orlando, I think. Um and so she but she did want me to tell you guys obviously um if you had questions that I couldn't answer, she's more than happy to answer that. You can reach out to her directly or I can pass along those questions so that you can get it answered. Um she just wasn't able to be here today, but we needed to >> All right. Great. Thank you. >> Keep the ball there. >> I don't know that there's contractual changes. Um, Chair Allen, number one is the only one that would come to mind that potentially depending on how explicit we

169get in our contractual agreements with charter schools as far as the operations because what that stipulates obviously is that they can't serve as the board or chair. Um, I think a lot of these will require notification for for charter schools um to ensure compliance. And so what we would do is send them the requirement as of its effective date say please provide us verification in writing of the following and by virtue of that submit a board roster submit so we can see that there's no um conflicts there. The others really seem like more of a burden on the school district to provide certain information. So I I don't know that those are contractually stipulated. Um, and if they are, we're already in compliance with with data sharing. Um, I think the only one I had

170questions about is is number four. Um, or excuse me, number three requires that the school board provide a charter school coordinated screening and progress monitoring student results in the same manner as provided to other public schools in the district. I I'm going to need to get some legal clarification on that because as you know we have no rights or purview over their academics unless they show that they're not meeting expectations or they're it's a failing school. So I don't I I just need to get a little bit of clarification further about what that's going to entail, but we can provide you an update on that. >> Great. Thank you. Yes, sir. >> There are no further questions or comments. >> Okay. Apologize, Miss Wyatt. >> I have one for when you're done on a policy

171that's not on there. >> Um yeah, that was my last policy for that for today. >> Okay. >> We the um September meeting we talked about the residence area policy for um redistricting school boards because state law changed 2023 that changes the window. I know Mr. Green sent me an email saying that that would be >> yeah I reached out to Niola on that and so the way it was explained um to me is the way it's written it still allows for the because I think we still had in there the um >> odd odd numbered years >> oddnumbered years and um >> to number of days >> correct um and so they were looking at that and so they were going to it was going to be included in one of their future updates

172is to um probably just reference this like use the exact statutory language maybe um referenced that because it updated, but so we'll bring that back. >> Okay. So, is that my question was going to be is that something that we'll be voting on in October or are we waiting to bring that back until it >> So, that is still slated to be um voted on. I'm trying to remember when we I feel like that's going to be voted on. Did we not already vote on it? >> We had not at that point. We were It was >> So, I brought that in. I'm doing it. >> It was September 9th. So, we haven't had a board meeting since then. >> I brought it on September 9th. Okay. So, then it's going to be voted on

173on October 28th. >> October 28th. >> Yeah. >> Okay. So, we're voting on it with not accurate statute. >> Yeah. Well, from and Mr. Green, you can correct me if I'm wrong, but it wasn't that the way it's worded, it still lends itself to the it's said in there the odd number of years, but it's still correct. Like, it's not inaccurate. It's just not stated as clear as the statute. >> Right. I think the the current language was accurate as it as it read. Um maybe not as clear as it could have been, but there wasn't a need for a change there. >> Well, the statute would allow us to to still modify it in January of a a year that we have elections, whereas currently you couldn't modify it after December 31st in the

174odd year. So, it does the the new statute actually gives a little bit more of a buffer in timeline, which is why I just want to make sure we're we're not restricting ourselves any more than we already have any restrictions. So, >> okay, >> we can um we So, we have a couple options um that we can do with that. We can, like I said, it's slated for public hearing on October 28th, so we can vote on it as is. Um, we can, a board member can make a motion to change, you know, during the public hearing that board members can always make a motion to change that. Um, or we could pull it, but um, I know Nola was looking at addressing it for a future update. So, it's just whether we want to

175just pull it entirely, um, and wait for that or make our own revisions during public hearing. >> Okay. I just know I probably won't be here on the 28th. Okay. So, I just want to make sure that that I had the answers to that before I >> I go out. So, I my preference would be to make sure we're not join >> Listen, I you if you want me to call in in labor, I will. Don't put it past me. >> Um but so, Miss Field said no. Um >> um [Laughter] um but so I mean my preference would be to only update it once and to update it accurately, but that's me as one board member. So I don't know that we have to wait on Niola to get language if I would think

176we could reference the statute on our own, but that's just that's just me. But I appreciate you giving an update. >> Okay. Um, so right now it's still it's it's on there, you know, it's on there for public hearing on the 28th. I can still make changes if that's what I'm asked to do. I just don't know. >> Yeah, I I think we just need to discuss that further with Mr. Davis and Mr. Green just to make sure we're citing the appropriate sources and making the appropriate references. But absolutely. And then if any change is going to take place, the board just needs to be apprised >> prior to your vote. because we've advertised it already. Um, it's going to go on the agenda with the current language. We could >> I don't believe a

177scribner's error, which is basically what this is. If we cited the wrong statutory reference, that's not it does not change the totality of the policy. So, >> the statute is still the same. It's just it reads the way the old statute read versus the new the language reads what the old statute said versus the change that came in. That's fine. I we can talk about it. If it requires to be pulled, then we'll pull it. But I think we've duly noticed it and so long as the substance of the policy is not changing, >> you can make an update. But we'll address that and give the board an update after this. >> Sounds good. >> Thank you. That's awesome. >> And that concludes questions. >> Thank you, >> board members. Next item before you is

178Mr. Chad Davis with our legislative platform update. Board members, you will note that yesterday I sent responses to several of your questions that were submitted. Um, but Mr. Davis, uh, who conferred with Wendy Dodge, who assists us in this regard, um, were the ones that drafted those responses. So, if you have any follow-ups, he is prepared to address those at this time. Go ahead, Mr. Davis. >> All right. Good morning, Chair Allen and members of the board. Um, Miss Dodge could not join us today because she is in Tallahassee representing us during the second committee week. So I am here to present our legislative platform and before we begin I just want to say thank you so much for your engagement. It's been uh great hearing the feedback as we prepared this and I will

179get started here. Uh the first five priorities that we're bringing these are all related to student support and accountability. This is more of the substantive uh platform items and then the next will be funding related. Uh so the first one we have here is to allow the use of federally recognized high school equivalency assessment options to demonstrate uh the high school diploma equivalency in addition to the GED. Uh those two uh the two that we have so far recognize the the high set the high school equivalency test and the test assessing secondary completion as alternatives. Um 23 states already use these tests. So, we would be um just joining those states and being able to offer that that that offers a little more flexibility um for for students trying to meet that that uh equivalency.

180Second, uh to allow the highest valid score from PM2 or PM3 to be used for school grades and for grade level promotion determinations. uh you know this just kind of gives students an extra opportunity to show their proficiency and and you know they've already demonstrated that mastery and and makes it a little bit uh easier for them. Stabilizes a school accountability by reducing the single day test risk. Um third is creating a rolling three-year average growth rate to set a predictable annual cap on total new fees awards statewide for the subsequent fiscal year. This kind of ties in with what we've been dealing with uh this last year where we've we've been trying to figure out, you know, what the funding should be. This might be able to help us out in that that regards.

181Uh fourth, amend the Florida statutes and department of education policy to include PM1 and PM2 assessments for algebra 1 to provide early and mid-year data. We know we've been struggling with algebra, so this would give us a little bit more data to to try to uh you know address needs as we as we get them early on. And then fifth, allow acceleration points to be included in the high school grades calculation formula for students graduating with the Florida Seal of Fine Arts. This is a carryover from last year. Uh so you may remember what that does. Uh it would it would give us that those acceleration points for all the students who qualify for that uh seal of fine arts. Before I move on, are there any questions related to this? I did have those

182questions uh that you had submitted and and if you got the answers, I I have that information here as well. >> There are none. Okay, next our funding priorities. Uh these are actually all carryovers from last year. Uh one will be to continue funding increases of at least 5% in the BSA along with covering the cost of FRS increases and continue to protect all students funded in the FEFP from having funding prrated. Uh two is to support increases and that that should say the department of education's recommended increases in mental health and transportation categoricals. And then for the ESSE there the DOE is actually recommending less funding but that's because uh you know more of those students are leaving us but they're in recommending an increase per student funding. So we would also support what

183they are recommending with that increase per student funding. Uh three is provide weighted VPK funding for students with disabilities to cover the additional costs of specialized teacher training and smaller specialized classrooms. And then for continuing funding funding for the state academic tournament, which is something that we we've been uh receiving each year in the budget. >> Any questions on those? >> Miss Miller? >> Yes. >> I sent some feedback on the funding number two and what you just said I am not in agreement with. Um, not only do we need per allocation, but we cannot support a decrease in funding to exchange for that for that allocation because the funding has always been limited from the federal government. We really don't know what's going to happen with it. But I I think I understand your

184where you're going with that and I do want to make it more descriptive because we started out it wasn't des suggested increases in mental health ESC guarantee and transportation. Um, what I suggested to the superintendent was something that was more measurable than just support. And I do like what you added at the beginning, but I would be cautious in because realistically if we were only getting 16% funding from the federal government um for the last 25 years to increase our needs are all so great that that is keeps us in a deficit that they need to increase that plus the student allocation. So I don't know how we should word it to support what to support a increase but not limit it to say um that I'm in agreeance to agreement to shortch changing one

185side and adding to the other. That's that's my input also. Is there anything and this might be for the superintendent over the past few years. This is all great information. Thank you. I think they're all great initiatives. A lot of this is very state uh driven and it's good because we can join what other districts are doing for um promoting these. But in the past we've had some pulk specific asks and I really other than every year asking for the state academic tournament I really don't see a lot of pulk specific. So was there just not a need or um when compiling the list we just decided that this was a better way option to go? I guess a new question. >> There's no list. We we were no we requested we got no feedback.

186So, this was hold over from last year's. Um, we, you know, we've been talking now for a month and a half about these things. Uh, we asked, we sent out the request. Uh, I believe y'all got some of the emails also our cabinet level and we've asked people for what their needs are and we didn't hear anything back. So, >> so we haven't had needs in the past. We um requested money for the farm that we're going to build out off Highway 60. >> Well, that's but that's different. That's an appropriation request and that's not included here in funding. So I work separately with Miss Dodge to submit our requests for appropriations. Okay. >> Those are not typically covered here. >> It's it's been typically it's been covered in the past. So that's So at

187least we have the ask. They're just going to be shared differently. >> Correct. >> Okay. Thank you. >> There we go. >> All right. Dr. Allen. >> Yeah. I mean I I could speak to maybe a little bit there. I I appreciate the um student support and accountability. Number one, this was an item that um birthed from a local discussion probably three four years ago. So um I thought it was appropriate to resubmit that this year and so I appreciate even the language cleanup um compared to what to what I had submitted u specifically around that one. So, I think in a time where we value choice at the state level, um I think that's um a really a good initiative that does benefit us locally uh in several different places, east area, west area,

188adult school in particular, and I think a lot of the adult learning that's happening across our county uh within other areas uh nonprofit work as well. So, I appreciate that one being there. Um, speaking of the student support and accountability in number five as it relates to account accountability points for the Florida Seal of Fine Arts, uh, I'm wondering and I'm in favor of that for sure. Um, just because it'd be good to to see that from a quantitative standpoint, you know, the success of our students in this particular area. I think this is um a good a good thing for us to see. Um, I'm wondering though how it relates to our funding because if we've moved to the categorical now as it relates to our accelerated points, do we get a funding mechanism

189off of that? Do you know the superintendent now based on the f Florida seal of fine arts? If we ask for acceleration points on that, I think now the way that it works is we have the categorical correct on acceleration points rather than the calculation formula that we previously had and that that change happened last um session. I I'm just maybe seeking clarification on that because I'm wondering like is there a value of seeing it from um a funding mechanism or could it be considered we just you know we're wanting to be able to track the success of these initiatives um because and because I could definitely see the value of adding it in that column in the FTE reports that we get um but I think with it being a categorical now it sort

190of filtering through our base student allocation. Right. Not sure if you can answer that, superintendent. >> I'm I'm I'm tracking a think a little bit, but I I think our request is more focused on why aren't we getting acceleration points for students who are earning that seal. >> Yeah. >> And we should we should get it for a seal of literacy. We should get it for all of those seals because those are exceptions or exceptional students that go above and beyond graduation requirements. So the request is why is that not being recognized? Um to the point of generating additional funding. That's that's another question we could be asking as well. Um why shouldn't that be included in CAPE funding and those kinds of other funding mechanisms for AB ICE or ACE excuse me? Um and

191IB programs. So we could we could definitely explore that. >> Yeah. >> But >> yeah. And I don't I mean I'm still trying to understand the change where we went from as a weighted mechanism for our accelerated to the categorical. So right so we're noting in the funding we're supporting increases in mental health esse guaranteed and transportation categoricals. So, I want to make sure that we're supporting the accelerated categorical moving forward now because I would say we as a district have benefited in a dramatic way as it relates to the accelerated in the categorical comparative to the weighted mechanism. So, and I'm not sure how other districts are seeing their acceleration categorical comparative to how they were earning funding as it relates to their weighted mechanism. So, all that to say, um, I would be

192in support of the way that the acceleration categorical is currently now in state statute. >> Okay. >> Are you asking that we add that to the request for an increase in funding? Um well I'm not sure if I would say increase because you know I would say that we did receive an increase when we transition from the weighted to the categorical but I want to make sure that we are sustaining and protecting that. Um because I could see maybe other districts evaluating it differently. >> We could add that as but it wouldn't be a funding. it would because it's it would be under more support, >> student support and accountability because that item number two is specific to requesting an increased funding allocation. So if if your interest in the board's interest is to have

193that as essentially a statement of affirmation saying we'd like to see stability in this and the continuence of it, we can add that to the overall uh legislative priorities. But I don't I wouldn't put it there. In fact, I I'm even a little uncomfortable after listening to Miss Miller's feedback again. I don't know that those shouldn't be broken out into separate requests >> rather than trying to lump sum the three topics under one. Um so we can definitely explore that. Um because I think Miss Miller is getting to a very specific issue which is is this a real trade-off? Are we going to benefit? Are students going to benefit? You know, what's the rationale behind it? So, can we better address that increased request for exceptional student education? Um, transportation has always been an issue.

194Transportation is woefully underfunded and has a huge impact on our operational budget each and every year as a result. So, um, but let us explore that with Miss Dodge >> and absolutely if that can be just added to the top as far as one of our overall requests, we can do that. >> All right. Thank you. Miss White, >> thank you. Um, going off what Miss Miller was saying, I would encourage us to include our um, appropriations requests in our legislative platform. They have been included in the past. I just went back and looked at um, 20 22 through 25. Um, I know last year we had money that we were looking at for the modular unit for um, East Pulk um, health clinic. Um, but I think it's important that we're also as a

195board looking at those and approving those as part of our legislative platform. So, if you could send those what >> Yeah, I'm sorry if I if you misunderstood. That's not to say that the board wouldn't be included, but we've not finalized that list because a lot of our initiatives have been met. Um, we've asked for a great deal of money for Bistown. We received it. We asked for money for Homeland. We received it. We did not. We got denied for those for that project in particular you just mentioned. We've received millions of dollars for the generators. There isn't much left to request appropriations for. Really what we need is maintenance of our current budget or an expansion of our current budget to best support what we have in place. Um, but Miss Dodge and I

196spoke on the phone the other day about what would be our legislative appropriation request. And so I have to I have to meet with staff and finalize that. But yes, that will come back before the board. >> Okay. Um because the modulars I mean it I don't know if it was outright denied for a reason but I think most of what we've brought as appropriation requests have taken us a couple years to get I know Bistown in particular I think we ran um Representative Bell ran at least three years before we got it maybe four years before we got it. So um I just want to make sure we're not asking for nothing other than the the uh 250,000 for >> Yeah. I I I think I'd like to have an offline conversation with board

197members about with each of you um to explain why that item's not on there again this year. Um it may it's we we might find ourselves in a situation where we we could get an appropriation only to have to turn around and give it back. So there's details there that I can't share here because we're not far enough along in the insurance committee conversations and there's an implication there. Um but I can explain that. Thank you, >> Mr. Sharpless. >> Um, want to thank you for answering my questions uh that I submitted to Superintendent Hyde. Um, I I first I got to tell you I think that our strongest item on the whole thing is uh student support and accountability number one. Um, I think it's well articulated. I think it's defensible. I think we

198have to be strategic when we go up to to Tallahassee. I think framing it in a way that invokes Florida's competition with other states uh education systems is really a good framing for pushing something like this through. Um I think it has a lot of bipartisan appeal and aligns with our current administration's workforce development goals. So I think number one is a home run. Um I also think funding number one you have to ask for increase in the base student allocation. Uh if you're not asking is this won't be given. So we have to do that. Um one question I had um that was answered um through email was on the cost of implementing uh PM 1 and two for algebra 1. Um I and the reason I asked that has to do with uh

199student support and accountability number four. Um I think that's going to be the first question that's asked. So we have to I'm not necessarily saying we need to not have it on our our uh priorities. However, when we go to Tallahassee, we're going to be prepared to have some sort of, you know, answer to that because when we're meeting with legislators, they're going to ask, you know, how much how much is this going to cost? And I know we may not have that answer, but I, you know, hopefully maybe, you know, talking to DOE, we can potentially get an answer for that. Um, I just know in a fiscally conservative uh legislature, they're going to ask that question because we're adding, you know, potentially and I'm hoping it's not a big cost. But, you know,

200that's just something we I think we need to have an answer for. Um, other things here. I I did ask the question um that was answered, you know, should any of these items be held for future years? And the reason I asked that um you know, having these nine things going up there is, you know, I feel like the the less the less number of items we have, the more um we can be hyperfocused on those and we can try to get those passed. Um, you know, I don't I I would like to I don't ha have the the data for this, but when we you know, we have what is our success rate of advocacy when we have, you know, per item? I don't know. I just that's just a concern that comes up

201in my head, you know, having these nine items on there. Is that too much? Is that too little? I I I don't know. I I can't give you an answer. So, I'm not saying to pull anything. I'm just saying I I think having a hyperfocus um would be beneficial. Um let me see here. I think the one that's going to get the most potential push back is going to be student support and accountability number three. Um with the rolling caps, I like that the the growth rate. I personally like that, but you know, with the makeup of our legislature, I don't know how successful we'll be with that. But maybe maybe I don't know. We'll have to try, right, Superintendent Hyde? If you don't try, you can't it can't be done. >> No, it has

202pulled favorably with many legislators actually. >> Okay. Excellent. >> Glad to hear that. >> They are frustrated by their perception of the lack of accountability data that they're receiving, the number of students who are being dyed, um whether they get a scholarship and then the district either received FTE or the district received no FTE. while the students families still held on to a scholarship. So I think there's an opportunity here and and again like I said we've pulled this with several legislators. Um >> so I think then I think then going back to my other question about coalition partners I think that's going to be critical for something like that um for us to have coalition partners um across the state that are doing the same thing. I know in FSBA there's been some discussion

203around that platform on on the just the um the scholarships in general. Um, and so, you know, it's going to be important to have partnerships there because just us just our voice voicing that I don't think is going to be enough to push it over the finish line is what I'm trying to say. >> We're not alone in this. >> Yeah. I I I would assume so. But I even think, you know, potentially getting a partner like Step Up on board with this, I think, would be good for them. If if we're both saying the same message that, hey, we need to make sure we're we're uh being accountable for these scholarships. I think that's going to hold much more weight than just the district. So, that's just my two cents on it. Other than

204that, I think it's a it's a pretty good uh legislative platform. Kudos to you and Miss Dodge uh and all the fellow board members and superintendent. Thank you. >> If I can offer a little insight on that, um some items we know will take multiple years. Uh the the fine arts seal was one of those that took a few years. So, sometimes you put things on there just to keep the conversation going. Um, and then in in my experience from working in Tallahassee, the priority sheets, what what usually you get is like a one page. If you can fit it all in one page, that's about how much you want. You don't want much more than that. And our documents usually look really sharp, full of color, you know, it's a it's folded in half

205and it's got all of the stuff right there. So, I I think it's it's probably um it's not going to get lost in the shuffle. It's I don't think we're asking too much. I do think we have items on there that'll appeal to different legislators and and their interests. So, it's good to have something on there that might catch their attention, but also some of those things that we don't think will get done this year. Um, by keeping them on this year, it just keeps that conversation going and you never know what what's going to strike and when they when they decide, you know, this is the year to to make something happen. >> Thank you, sir. >> Mr. Keys. >> Yeah, I'll keep my comment short. Um, just really happy about how this is

206put together um on the student support and accountability items 2, four, and five. And thank you for Dr. Allen for mentioning that. And I was curious too how that, you know, attributes to funding and if there was something we could kind of tie to that there. But I think um um and Mr. Sharpless, what you brought up too about point number three, I'm glad to hear that we have buyin from other districts because that is I felt like that was going to be an uphill climb as well. Um especially with with the popularity that's had in the legislature here of recent years, but um I think it's very well put together. Um and and then again on the funding side, number one, um with Mr. Sharpish, if you don't ask, you don't get. and I

207think we need to keep striving for that as funding the way it is in P County and making sure that we're moving forward. But all all said, well put together. Um excited to see that we've got something that we can speak intelligently on and and start to advocate for. And and I think I'll I'll sum it up with this is we all realize this is a long game, right? These initiatives carry out far beyond unfortunately most of the time that we this board is sitting here. Um but to put them out to advertise them I think is great and u that way we can all get behind them and start advocating for. So thank you. >> Thursday Miss Miller >> I think I want to go back to that one we were talking about and

208you know creating legislative platforms and and Chad knows this from all your years. So, we're waiting to hear from your um experience, but usually in the it's the vague statements get looked over quickly, but the but the action statement when you're asking for something specific and the reason you're asking for it gets a little bit more buyin, that's been my experience. Even last week watching that education subcommittee, you've got people on committees who have no educ like you start naming um acronyms and they're lost, but they're they want to know. So, you know, that ESC allocation can be easily sold to someone as we're helping. But if I had the district staff, you know, describe the deficit we're in and how another way of funding would be helpful. I think that would be more impactful.

209And maybe we need to decide which one is the climate, our appetite for improvement. Maybe it won't be for all of those that we listed. Um, transportation is something that we need to be specific. We need to we need them to understand that we start out millions of dollars in the hole because of the size of this county because of how it's calculated. So I think we need to be more descriptive in the ask. Um because you know like like we're told you know to make laws or rules for the masses if they don't understand how it affects pul Broward and Dade transportation looks very different. Our friends in the Keys have large budgets. like I think we need to be very specific with the deficits in some of these areas and how it would

210benefit PULK if we changed how the funding mechanism worked. Um, and I want to be very cautious of someone hearing that improving ESC is a is a you know switch one for the other because it's not going to it's it's going to leave Pulk County in the same position. Um, so I'm looking forward to input on on how you think that would be more successfully submitted. So, uh, first regarding appropriations, if, um, when it comes to individual, excuse me, I keep bumping this appropriation requests, uh, we're still early in the process. Those deadlines are still are not until later on, uh, in probably in November, I think, when when they have some of those deadlines. House and Senate have different deadlines for their appropriations requests. Um, so those haven't been filed yet. So, for for

211us, you know, that's a meeting. We have to meet with the legislators, find a sponsor. So to request something we haven't even filed yet as an appropriation request, uh it's we wouldn't be able to have that on the list for today. Um and trying to get these priorities done by the end of this month when committee weeks are spread out from September through December. Uh it's it's we're we're trying to anticipate what we think we're going to be prioritizing before we've actually met that point in the committee weeks when we actually know where the direction is going, where we need to be focusing our energy. So there is a little give and take in trying to have a platform um as early as possible and trying to have it all nailed down before we've actually

212started to hear the conversations and see the direction of the legislature. Um as far as uh trying to have more specific um asks and how they affect you know that that really does take more input and feedback from from folks within the district from yourselves. And so when we've been asking them I mean I'm I'm a lawyer. I'm not an operations specialist in education. I don't know what we need transportation wise. All I know is to ask and we sent that out. We've been talking about this now for two months. So, um unless it's brought to us, um you know, we did we got some feedback from a couple of you. Uh we we got your ideas. We uh we we met and talked and and so we we've followed up with the requests that

213we've been given, but you know, Miss Dodge, she's you know, she's an outside contracted lobbyist. She's not here on a daily basis. She's not meeting with folks. I've sent out the ask. I'm not getting any response. So, I don't know what else to do to make it more uh effective or what you're looking for, but I'd be happy to, you know, maybe massage and I can meet with you and get your ideas and see if we can come up with something a little more specific. >> Miss Fields, >> thank you. Which is a good lead to my comments. Um, you're absolutely right about Miss Dodge and I am sure that whatever is being proposed here, she's had conversation with a lot of people uh in Tallahassee as long as well as with superintendent and the

214team. And so, uh, I am sure that a lot of the items that we have here, other school districts are probably proposing the same thing. Uh, and I know that the Florida School Board Association is working on the platform as we speak. And in the past, we have always had our present platform when we discussed our proposed platform and we've also had the Florida School Board Association platform. And then someone made the comment about the progress that we made from the previous year. I think all that would be good to have uh for review before we get the proposed uh platform but I feel comfortable with what is before us. Uh because of the leg work that I am sure that's been done. I don't think this was just thrown together. Uh I think that

215a lot of time and energy has been placed in it and I think that it's doable. So I am uh okay with uh moving forward with whatever minor tweaks that might need to be made. >> Miss White, you were on there. Did you withdraw? >> I Yes. >> Yes, ma'am. >> Okay, Mr. Davis, there are no further questions or comments. Thank you. >> Right. I I do have one more slide, just a timeline to give you an idea. I think most of you are familiar with this. Uh committee weeks began last week. We're in the second week of committee weeks. We will be bringing back the platform uh to you for your final approval in October 28th. If you have some some tweaks and things you want to see change, you can send those to

216us. You know, this is really not a policy, so it's not a rulemaking kind of a thing. So, we can make those changes um and circulate them around, get feedback, and and make sure we have a finished product hopefully October 28th. Um hopefully because Mr. Keys and I will be presenting October 29th at Inside PCPS on our platform. And then November 21st, that's when all bill drafts must be submitted into drafting. So if we have anything that's uh substantive uh for a bill, we need to make sure we have our sponsors lined up by then. By January 9th, all bills must be filed and then regular session will begin January 13th. So thank you. >> Thank you, sir. Board members, the next item before you is behavioral interventions and strategies presentation. This was request from

217board member Miller that we go ahead and address this and outline in particular what supports are in place for both classroom teachers and for schools. So we have Mr. Butler, Denise Santos, Tammy Williams. >> Hi. Good afternoon. >> Good afternoon. Good afternoon um board members and superintendent Hiden staff. So this presentation this morning is going to provide some a continuum of supports across the district. That's why you see all of us here. We actually um have been working with division of schools with specialized services our department and um wanted to kind of outline what we do within the whole division of learning support. And so um as we support schools and we look at um the multi-tered system of supports and make sure that there's a clear understanding of the tiered interventions and then um

218Dr. Allen's role as well is to support the positive behavior positive behavior intervention supports that are in the schools as well to make sure that the foundation is set and that and that that's clear um by the administrators and staff at the school level. Um I also wanted to address um Miss Santos. We'll go into a little more detail about it, but um Mr. Hyde has also spoken in and about students who have um needs in the area of discipline or behavior supports to be successful. We're always looking at how students are accessing instruction. And so there are times when we we may need to make sure they're evaluations that are done and we want to make sure that there's an understanding that comes from the student support services department um overseen by Miss Scott.

219And then she also has social workers that can also support families as well um in in these areas. And then um crossing over into behavior mental health supports, we also provide counseling um to specific students based on their needs. And then um there's also additional behavior supports provided from Miss Santos's um staff as well with training and modeling um and specific circumstances. So um especially going into exceptional student education as well. Um, we like to look at, you know, ES exceptional student education students or general education students first, but there we also have to make sure they're accessing instruction and and being provided the additional support there. Um, what we say prior to getting to um, Mr. Butler having to address some of the alternative placements. We want to make sure too that we are

220recognizing the need to have individual education plan um IEP meetings um prior to a manifestation meeting um so that we're making sure that we're providing proactively providing the support um in as far as looking at the IEP to excuse me to ensure the services are in place for the students. And so um I just want to turn it over to Miss Santos now. She'll go into a little bit more detail. Uh thank you so much All right, good afternoon. Now, um thank you for having us today. So, um today we're going to talk about behavior support um within the district. Um this is what we're going to focus focus on today. Um key strategies and support. So, we're going to have a real high level overview of the multi-ter system of supports or MTSS. We're

221going to look at our district's behavior support procedures, our crisis response, training and resources for sitebased leaders, and some professional learning opportunities we have for our staff. Um again this is a very high level review. Um obviously Dr. Allens and her team um have provided um more extensive professional learning on MTSS. For the purposes of this presentation we're going to go ahead and give you um a little overview. So what is the goal of MTSS? Um to improve student outcomes this achieved by providing targeted support and adjusting um interventions based on the students evolving needs. It is that dynamic responsive framework that ensures every child receives um the support necessary to thrive academically and behaviorally. Today we're going to focus on um the behavior interventions within the MTSS framework. This is the inverted payment model.

222Um it reflects a shift in mindset. It goes from identifying students for intervention to ensuring that every student receives high quality instruction and support. The elements are prevention focused strategies, a student- center approach, a collaborative culture um where every educator shares responsibility and real world alignment to student needs. At tier one, which is at the top, we focus on strong core instruction and then tiers two and three provide increasingly intensive support based on datadriven um decisions. Child study team. So, one of the ways that schools support our students is through the child study teams. Um, HB1255 um strengthens schools district's ability to manage persistent student misconduct by expanding the role of child study teams addressing behavioral issues. Um, our team, our CST helps identify and support students with serious or repeated behavioral concerns. The team

223is activated based on the district's criteria or when a single event um is severe enough. CST brings together educators, administrators, and families um to provide early collaborative um interventions and promote positive behavior and academic success. So, PCPS are procedures. Um each school has to establish a CST, a child study team. It's composed of administrators, counselors, any behavior support staff on on campus or any of the support staff within their school. Um the student behavior is monitored weekly. Students with three combined referrals for serious misconduct are referred to the CST. Some of those serious misconduct include abusive language or conduct towards school staff, aggravated battery, bullying, fighting with or without injury, inciting violence, and confrontations with schoolboard employees. Students may also be referred um immediately if a behavior warrants urgent attention. The district reviews data monthly

224and notifies schools um of students meeting criteria. This year, schools have access to the discipline dashboard which provides them with the information um that the district reviews as to where the students are when it comes to the referrals. Um parents are invited. They're a core um member of this of this team. If they do not attend um we document the outreach, but we do want them to be part of this discussion. And then meeting notes are shared with both parents and the regional superintendent. So now for behavioral supports in general um this is what the schools have access to behavior support procedures. This was created um with a couple years ago Mr. Green and the division of schools team to basically provide the schools a guideline as to how do we get from school support

225to district support. And so the idea is that we build school level capacity. We streamline supports and request um processes. We ensure consistency and clarity. And then we deliver timely and effective interventions for students with challenging behaviors. These are the steps that we're going to go through just to see what the schools go through to make sure that they get the support they need for their students. So step one, the schools are going to identify um the students and provide and review all the data components. So academic, behavioral, attendance um and any intervention data. So anything that has already been done, the team will come together and review that. Some of those records include discipline records, restraint data, maybe threat assessments. Um if they have a behavior prevention plan, any of that data is considered.

226Once the review is complete, then the school team can take some actions. Classroom observations are going to help the school leaders better understand both teaching practices and student behaviors across settings. Um the observations can help identify when students are most successful. One of the things that we always look at where is it working and how do we how do we replicate it in other areas. Um and then whether teachers may benefit for from additional training or coaching. Um the collected data is then shared with division of schools where they together collaborate and review the the data and and determine the best um next steps to support the student. our division of schools team um they may conduct additional classroom observations and recommend more targeted actions. Um they may also collaborate with directly with the district

227behavior support team to ensure appropriate interventions. So the district u behavior support team that is my team um and so I guess I own them. So um our district behavior support team is organized by regions. So each is led by a senior manager of behavior and then we also have academic behavior support teachers and we al have access to mental health facilitators within regions. Um we try to align this way to make it easy to communicate between regionals and our senior managers but we also work alongside our student services partners and our ESC partners um to make sure that we provide a comprehensive support to our students. Once we are involved um we complete observations and then we partner with the principles to create um a case action plan. This is a tool that we

228use that's a structural tool to identify what the student needs, coordinate targeted supports and outlines our observations, our recommendations and our interventions. And it also allows us to identify action steps and identify staff that's responsible for the steps. We meet with the schools monthly at minimum. It could be every two weeks depending on situation to determine if the plan that we created is act is working. Determine if there's an implementation um fidelity if we need additional um training for the staff. Those monthly meetings are very important. We invite ESC senior managers. We'll invite regional superintendent the senior directors of DOS and we also make sure that the ESC represented whether it's a facilitator ESC facilitator or is manager. Um so their input is very important in this process. And we monitor this. Sorry guys. And

229we monitor this on a monthly basis. Again, if not um more often. Um we want to make sure that it's working. If it's not working and people and and we're not seeing success with the students, we will make changes as um needed quickly. But we do monitor data. We make sure that everybody's aware of the data collection um tracking and how to appropriately get that data um to the people um in the team. So one of the strategies that we do use is a behavior intervention plan. So behavior intervention plan um is a practice strategy designed to address behaviors that disrupt learning both the student and the classroom. It has it includes targeted interventions, supports and teaching methods to help students replace challenging behaviors. It allows us identify a replacement behavior that we can teach

230the student um to engage in that in that behavior instead of the um challenging behavior. And behavior intervention plans are for all students. Oftent time um the thought is that it's only for students with disability. But a behavior intervention plan is for all students. Um, one of the things that we always talk about with behavior intervention plan, that behavior intervention plan is for the adults, not the kids, because it's what's it's telling the adults what they need to do to help the student be successful and learn um the replacement behaviors. Some of the main components for the behavior intervention plan. Um, first and foremost, we want to know what that behavior looks like. What is the target behavior we're trying to decrease? What does that look like as far, you know, is it open hand,

231close hand? Often times, we'll get, well, they're off task. What does that look like? Um, it's very important the behavior intervention plan has that clear. The function, why are we doing the behavior? Often time if we don't pair the right intervention with the function, it's not going to be successful. And so we also have preventing strategies. Again, what does the adult do? What is the adult actions within this process to make the student successful? Replacement behavior. what is a behavior that although it's not the expected behavior is something that the student can do while they're learning the expected behavior instead of the um challenging behavior and then reinforcement. How are we reinforcing the student? Not every student gets reinforced the same way. So we make sure that we have the right reinforcement strate strategies listed

232for every student um behavior intervention plan and then crisis response protocol. If there is a situation where behavior escalates quickly, how do we address that crisis? How do we implement the protocols to make sure that we keep the students safe and the staff safe as well? There are times where we have immediate action is needed and so we do have a crisis response. So when we look at um when a student exhibits unsafe, aggressive or escalating behavior that compromises the learning environment, our district uh behavior support team steps in. So it's a phone call we go we send who's available to make sure that the team that um we are maintaining we we get this the stabilized situation ensure safety and implement the escalation strategies. Often time the adults in the situation have a hard

233time seeing what's going on. So we step in we help we provide some support at the time to make sure um stabilize the situation. Um once we are able to stabilize situation after the fact, we are we are going to be meeting with the staff and we're going to we're going to debrief and we're going to we're going to um look at the individual student intervention intervention plan. Is there a behavior intervention plan? Is there a plan? If there's not, let's go ahead and create it. Um we also look at staff training. Is there a need for staff training for, you know, for for when this happens again? Our goal is to build that capacity at the school level. So, while we're in there supporting a crisis situation, we're also modeling for the staff and

234saying, "Hey, this is how we can do this." And modeling our our language and modeling our our our um the way that we interact with students. All right. So, what have we provided or what can we provide the the the schools? Um this is some of the staff, the support staff that is available. This is obviously not an extensive list. There's many more. Um there are other other people that could come in and and support. Um behavior interventionist that is a position um that the schools can it's a school-based decision to have this position. Currently we have 32. Um I've been working with Dr. Bruno I mean with Mr. Bruno and his team on and and Dr. Allen on training the behavior interventionist, giving them a little more focused training to make sure that they're

235all at the same level. um we found through surveys last year that they had different levels of um skill sets. So we've been really focused on them. We do have 32 um currently um and that is a school-based decision. The rest of the staff listed here is district support. Um and the one thing I know and again the numbers um differ between you know vacancies and and and who's on place but this staff they they cover multiple schools. So um NTSS PBIS facilitators there are six of them for all of our schools. So they have to share they have multiple schools. Same thing with the coaches. The academic behavior support teachers those are the ones that sit under my department. Um and then you have your mental health providers which sit both during student services

236and with behavior mental health. Um, but they do have multiple schools, but they each play a part within this um, behavior support because we may be able to provide, you know, deescalated student enough to be able to go have a conversation and get our mental health provider to come in and maybe continue that conversation, talk about some strategies um, instead of, you know, engaging in that challenging behavior. So, all of these people work together um, constant communication on how do we support our students um, in during a crisis. So administrators have received some of this training threat management training. Um that is something that is ongoing. Um Florida changing to the new model in January 2024. Um we have continued this this um process. Um we make sure that my department also sits our district

237threat management coordinator and we ensure that everybody um completes their training. We actually just completed all of our the 60-day um refresher requirement where everybody all the team members of the schools have to complete the refresher training. Um we make sure that um we provide the one-on-one assistance to our school team. So if there is a question, they do reach out to our our our team to make sure that they are clarified on what the process is, how we're supporting students through this process and what their responsibilities are. Um we provide summer learning leadership academy. Um principles and APs get updates on all this information as far as behavior support. Um ESC has presented during the summer leadership on maximizing roles for an effective IP meeting. We have the new and novice cohort training for

238principles and AP. Um beginning of the year training for APs and deans. They go they review code of conduct. They talk about the process for alternative ed and expulsion. and they did a lot of reviewing with the child study team since that law did come over the summer. Um and then every other month the AP trainings um they do have opinions operations. They talk about discipline, behavior, threat management, ESC and they also offer regional assistance um per request for the APs and the deans and that's Mr. Butler's department. Um for our teachers and our staff and our support staff um we do have some professional learning opportunities. We provide verbal intervention. Um and this is anything verbal deescalation is alongside um the nonviolent crime intervention but is all the verbal deescalation piece. Um that is

239a virtual training that's available to teachers. We have nonviolent crisis intervention that is every school should have a team in case there is a crisis and physical intervention is needed. Um this is a select group of staff that's um selected by the school. Um youth mental health first aid. I'm happy to report that we are you know last year we are 84%. This is statemandated. Um, but a lot of our schools are striving for 100% because it's just good training. It's good training. A lot of staff find so many positive things. We've trained bus drivers. We've trained um, you know, schools and and the feedback has always been that is amazing training, not because it was required or mandated, but just because just good information to be able to help our students. And then they

240do have PD on demand um, addressing student behaviors. These are some of the some of the um, things that we do offer. There are other times where we will do behavior 101 for a school. We'll do verbal intervention just for schools specifically. Um and if there's anything specific within a a behavior intervention plan, we will do that as well for um our schools. That's it. Questions? >> Miss Miller? >> Thank you. Um Denise and I have worked together a long time. I'll tell a good story where I've watched her wrap her arms in pool noodles and get on a bus to help a kid on the spectrum who had trouble traveling on a bus. Um, so thanks for being here today and going through that quick overview. I do have a few questions because um,

241over the years our crisis response team has kind of changed. At one point we had an orange team, I think it was called. Um, I just have a couple of questions that maybe you can help with. So you've mentioned that those behavior support people belong they're district employees or are they contracted employees? >> So currently everybody in my department they're district uh employees. >> Okay. So we have maybe other departments who have behavior services contracted >> as at this time we do not. >> Okay. Well that's >> we have different contracts for different um support specific to classrooms. >> Okay. >> But not in my team. >> So the interventionists go out the behavior analyst we employ. Is that like a se I'm trying to figure out. So, we currently don't have any board certified

242behavior analysts in our on our uh department. We have our academic behavior support teachers and they're the ones that go out and provide support in the classrooms. >> Okay. The feedback um I love that you have some of this you've listed online because you know when I have calls the first question is does the principal know what's happening? Have we made calls to the district? um they have all of that readily accessible to them and I just want to make sure I'm giving people accurate information. If I was a principal and I had a student in a classroom that was disruptive ESC or not ESC because all behavior I tell all parents that labels do not matter especially as they age with this with violent behavior. Um but there is a resource at the school

243to show these steps to get people to help. >> Yes. >> Okay. the feedback I have been given um and I just want to ask about the the timeline from the class observation to a behavior intervention plan that is there a timeline requirement for that can it be accelerated if there's an issue how do you treat those cases so it's on a case- by case basis because there are times where we do just act quickly and we're there within the day or the next day depending on what's happening in the classroom who's you know the safety of the students and the school and the staff and so we can quickly come up with, you know, a very brief um FBA because remember when we create a behavior intervention plan, we have to determine what the

244function is first. And so we do have some tools that allow us to do that pretty quickly based on observations and conversations. And so we do get in there, we could it could be a week, it could be it just depends on on the situation. And sometimes we just go ahead and implement interventions that we know have worked in the past sort of quickly just to sort of settle and then we get more data as we going through our observation to make sure that we really pinpoint the function. Okay, my last question. Uh, you mentioned Mr. Green at the time had created a dashboard. Is that accessessible? That dashboard you mentioned, is that accessible to admin and teachers or is that just an admin? >> So, the dashboard actually was created this year. Mr. Green

245helped us create the behavior guidelines and the dashboard belongs to Mr. Butler. So, I'm going to let him talk about that. >> That was my last question. I just want to understand the dashboard. >> So, the dashboard is created for the administrators at the school. uh school APS deans run their data on a weekly if not daily when they do their process their referrals. Well, those nine qualifying events, it gets kind of in the weeds when you start looking at 40 or 50 referrals during a week to figure out which kid had two of this and which one didn't have three of that. So, we created a dashboard that actually gets updated each month to let the APS and the principal know, hey, if you haven't caught this kid and done a child study team

246on him yet, here's your list of students who actually qualify underneath our rubric. Here are the list of those. And then if you drop down further, we've also created as part of that dashboard for the administrators. Here's any kid with five or more referrals. Here's any kid on your campus with 10 or more cumulative referrals. Because let's be honest, if we've got a kid that's got 10 tardies, well, there's probably we need to investigate what's going on there. Even though it's not one of those nine qualifying events for a quote true child study team, it still needs to be investigated. We still need to figure out what's going on and offer supports so that student can be successful. >> Thank you. That's helpful. And um you have good participation from principles with that dashboard. I'm

247assuming >> it's just recently been rolled out. >> Okay. It just rolled out >> and I'm going to give credit where credit's due. So hang on, Mr. Butler. This is Tracy Collins who did this >> and Mr. Butler who did this because for two years I've initiated a requirement that schools report every quarter on any student who's received 10 or more disciplinary referrals. But more importantly, I don't care about the quantity referrals. I care about whether or not that student's been referred for other evaluation or what they're doing to determine what's the issue. why is this kid developing a pattern of behavior? And so in order to best support that, they made the decision proactively to develop a dashboard so that they can monitor it, but also so their superintendent can monitor it on a

248regular basis. Because when student discipline issues are brought to my attention and I see a student, for example, that just recently had 27 referrals in a single year for a classroom disruption. I'm going to be honest with you. That student after the third classroom disruption, it's no longer classroom disruption. It's gross insubordination coded effectively suspend the kid. That's it. Our goal is not to suspend students, but our goal is to change behaviors and protect the classroom so that other students can learn. And so I just had this conversation and reinforced it again with our assistant principles. Actually sent out a memo to all principles and assistant principles stipulating just that. I don't care what our numbers are. Our numbers should be up. If students are disrupting the classroom environment, yes, I clarified for them. Can

249a student with an IEP be suspended more than 10 days? Absolutely, they can. so long as it's not a manifestation of his or her disability with the caveat that if a new pattern is developing. So let's say a student has an IEP for ADHD or for something like that, but all of a sudden we now notice this kid has four referrals or five referrals for fighting. That student has to be referred for re-evaluation because I don't believe the IP accurately is capturing what's going on. And so now we can't keep punitively punishing a student if we've not put the right interventions in place. We also class clarified and that's why I made sure I was intentional this morning to bring up the BIP the behavior intervention plan because a lot of our schools again in

250talking with administrators how many of them understood that a student who does not have an IEP or 504 can be issued a BIP and there were those that said no. Yes, they can. It's for every child. that's not restricted to a child with a disability or a 504. It's it's it's an intentional practice to make sure that we're correcting behaviors, but we're putting the right steps in place. And our numbers are our numbers, and they're not inflated. They're not high compared to the 7,8ear average. And I I'll give you an example of an area that while there was a recent media article that that alleged these huge percentage of increase in disciplinary events, we've talked about this before. If you want to grab someone's attention, misuse the data because if you go from zero to

251one, that's a 100% increase. I'm not going to panic about that. I care about the actual number, not the percentage. I also care that some of our data is not being calculated or excuse me, entered correctly. And I was very happy to see that in our recent trainings, we're re-emphasizing that because the definition for an aggravated battery is a serious felony offense that involves an intentional battery with an aggravating factor such as causing great bodily harm, permanent disability, permanent disfigurement, or use of a deadly weapon. And yet we have people coding it as aggravated battery rather than a simple battery. So we've got to be better at making sure that when we're entering data, we're entering the right data. By the way, over the last 7 years, aggravated batteries are actually down. And so, it's

252important to look at the actual numbers and not allow someone to skew or inflate the data for their own personal benefit to mislead people. And so, I I'll take a strong position on this because our data is very good when it comes to student discipline. And if someone says, "Well, you have too many offenses you're reporting." I would rather be the school district that over reports successor than to be a school district that reports nothing. And I don't know Brett if you remember the number that mix that Ricky used in the training the other day, but he used another school district as an example and said how is it P County has 116,000 kids and we had x number of events, but this district that's three times as large as P County had three. It

253all comes down to honesty and integrity and how you're reporting data. And so we've got to do a better job there. But I would tell you, we put a lot of things in place and and staff, you will call board members because you were copied on this. I shared the commissioner's memo with staff at the beginning of the year based off his expectation, his mandate to do so. The teacher bill of rights outlines exactly what teachers and staff can do if they feel that a student's disrupting their classroom and what rights they have if they feel that it's not being addressed fully. So I think I think the teams put together a great thing. We still have orange team. Our threat assessments for example in our when you look at our student discipline data one

254in particular the four highest that we have when you look at percentage of increase the four largest that we have is arson, drug use and possession threats and intimidation and tobacco. So when you look at the actual numbers, I will tell you that threats and intimidation is the one that has the most statistically significant increase in total number of events. Why do you think that is? Because we took a strong stance three years ago that every child that comes on campus and makes a verbal threat or written threat or an online threat will be assessed because we never know. I understand the argument. Well, some of these kids are elementary school kids. They don't know what they're saying. They're just saying it because they're angry. Do we have the luxury of taking that chance any

255longer? We do not. So our position and that of our sheriff is we would rather intervene now determine there is no credible threat but put that student on a threat assessment team so we can continually monitor that issue but that's why the numbers up. It's not because there's actual threats. Our numbers for aggravated battery are absolutely misrepresented. So this is a training issue. It's a data cat cataloging issue but the systems have to be in place to better support schools. had this long conversation yesterday with Miss Collins. And what I appreciate about Miss Collins is she'll say things that she knows I'm not going to want to hear, but she says them. And then we argue them through or talk them through. We should say talk them through. Um, no, she's not. Sometimes she's right.

25650/50. I'll give her 50/50. But there are protocols that we used to have in place that we don't have in place right now. and one of those is the district review for discipline and bringing that back is Miss Rouse is actively working on that. Um the other thing that we're working on is an intermediary step for our students with exceptionalities. We need to have a placement option for students who are demonstrating a new pattern of behavior because we can in institute a 45day removal, but that requires services. And so we got to make sure that we have a place, an alternative setting we can send those students to while they're being re-evaluated, whatever the process is going to be. For those of you in the district a long time, we used to call it countywide.

257You dismantled that program. Miss Bird dismantled that program rightfully so. >> For a good reason. Yeah. >> For very good reasons. And I'm not going to go into that here. So we will we are right now in the process of developing what might that look like again and what are the safeguards we'll put in place to make sure we don't make those same mistakes that were made previously or let me rephrase that to allow the program to evolve into something it was never intended to be and and best support our students in need. So there are strategies both current and in the works. So, I wanted to go ahead and address the data piece, too, because I know that's been an ongoing conversation out there with individuals, but the data does not support the argument

258or the narrative that's being woven out there. So, >> I'm still the current speaker. >> You are. >> Um, no, thank you for presenting more. I you know you can hear respond to different reports or even different inquiries but I think it's important that it's recorded what the process is and that um principles can because I can't chase down every um single you know singular issues but I can say we have a process it's readily accessible um you can find it here your admin should find it here um I think that's what's most important and I also think that being very um you know we can car what do We want to I want to try to say this without well I'm just going to say it. ESC behavior is not the same as gened

259behavior. All behavior is under one roof. There are instances where it blurs and it crosses lines and there are certain behaviors um no matter your label are very significant and are treated and should be treated that way. Um, in my meeting last week with Grady, we did discuss and he was very aware of our numbers and how we are now um, having to code things and and he agrees with that, which I do as well. I think behavior could be a discussion for all day because it is very different. It looks different for a kindergartener who's not yet been diagnosed with maybe some kind of disability than a kindergarter who comes from an environment where you can cuss a teacher out and not be penalized for that. That's two completely different students. But behavior is

260communication. And I think the unintended consequence of choice, the unintended consequence is when I was a teacher a hundred years ago, you may have had one or two kids in your classroom that needed support. My regular school title one schools, they have majority, you know, 40% in their class may need support. 60% of their class may need supports. And I think having a tool for them to use uh to find out what those supports are important. So I think today was important for a lot of people especially our staff. So I appreciate you presenting and it might have uh brought about a lot of questions. I have a few but we're not going to continue today. We can meet separately on on those. Um but I appreciate Mr. Butler being here because he also has

261to deal with differentiating between what a disability looks like with a manifestation um and what that means when we call those meetings. So thank you for your presentation. >> You're welcome. I see no further questions or comments. >> Thank you. >> Last item, Mr. Chair, was an information only item on our Head Start Services report. Um, unless you have any further questions or concerns, I will turn the meeting over to you, sir. >> All right. Thank you, Superintendent. So, now we turn to our board member comments. And uh just to give a a couple thoughts here, I just want to say thank you to all board members for getting your evaluation submitted in a timely fashion. Um and at this point, I'm actually meeting with Miss Matthews today and then I'm scheduled to meet with

262with uh Miss Evette and the superintendent next week to go over those evaluations. So I appreciate your work on that. Um, just wanted to draw attention to as well, uh, last week the FSBA board of directors met at the Orange County Technical, uh, college. And by the way, that's one of five of their technical centers in in their district. I want to draw attention to that so the superintendent can hear that. Um, but, uh, I've got several research documents and other information that you may find helpful. I'll submit that in my board comments during our next meeting. Um some of the key topics uh was Orange County's extensive work around workforce housing initiatives. Um it's pretty interesting uh what their deputy superintendent had shared with us. Uh and then we had the Texas Association of

263School Boards uh associations in as well and they were sharing some of their initiatives with Diamond Communication on um tower cell tower spaces on different school campuses for extra revenue generation. And then also there was extensive conversation conversation around the recent rulings on the summary judgment uh in the Parnell versus Escambia County Schoolboard case regarding a book removal. So there's some really good information and I'll uh enclose that in my um board comment category as far as the documents for our next meeting. And then as an update, Joe McGee, uh, who is the legislative affairs lead with the FSBA, uh, along with Kim McDougall, who's now with the Arrow Group, um, who the FSBA consults with in regards to the legislative platform across the state. They met on Friday afternoon a after the board of

264directors met to solidify uh, the legislative platform as well. So when that's solidified, you should get notification from uh FSBA FSBA representatives on that. So those are just a couple of my updates. Um so here's your opportunity if you have any updates to share with us as well before we um end our meeting today. All right, seeing no comments, we will now adjourn.