001[Music] Heat. Heat. [Music] Heat. [Music] Heat. [Music] Heat. [Music] Heat. [Music] [Applause] [Music] Heat. [Music] Heat. [Music] Heat. [Music] Heat. Yeah. [Music] Heat. [Music] Heat. Heat. [Music] Heat. [Music] Heat. Well, good afternoon. >> Good good afternoon. All right. Very good. Y'all are live. So, uh, welcome to the PK County School Board's work session today. Uh, we will now call the work session for July 29th, 2025 to order. I would like to thank everyone for being here today. I'm not sure about you. Uh, but is a great thing to be in the AC, >> right? >> Indeed. We've got some uh crazy heat advisories out there. I think Mr. Wigs looked at me and said, "Hey, have you been on vacation?" Um, and I'm like, nope. Because I, you know, I'm a little bit more tan,
002I I suppose, because of all this heat. But, um, in in reflecting on that, here we are in the midst of a heat advisory and so forth. And I know we, um, some board members and and volunteers and our staff have been diligent um, in in serving our community. and just I love seeing all the social post of how many cleanup uh activities are happening around our campuses all across the school district. Um so I I did have a chance to take part at Philip O'Brien. I think we had over 60 volunteers uh at that school site uh during a cleanup uh just recently within the last few days. So uh it's been amazing and in in the midst of all this heat advisory. So thankful to be in the AC today. Uh and then
003secondly, I would just say I love seeing all the banners that are going up around uh the school district. Um it's it's a quite fulfilling thing to say that our district is a bee. Um so huge huge thank you to everyone involved all across this district to make that happen. Um education I say is the the greatest and strongest pillar of hope in our community. So you make that happen. So thank you. Thank you. Thank you. All right. So, I just want to say thank you to our staff. Uh you're available and accessible to us today and uh here to help us to address any questions that we have along the way. So, I'd like to start uh by saying this would first of all, we're humbled uh to serve alongside you and I would
004say the most highly uh educated workforce and dedicated workforce in the nation. So, thank you. Um I'll read the who are we statement. It says, "We are the PK County leadership governance team. If we were to pick one phrase to define us, it would be student centered because when we come together to work, we lean on our diverse backgrounds and these experiences that we have to ensure that these decisions that we're making, they're 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 this culture where the stakeholders, they feel valued. Um they're supported and have opportunities for personal and professional growth. And then lastly, supporting an approach of
005continuous improvement uh to ensure student outcomes. Uh so we're never complacent. So thank you. Thank you. Thank you for that. So collectively we need to work on behalf of our children that we serve and find these avenues of agreement so that we can govern this district uh in an effective manner. There's no acceptable alternative to that. Uh we will always collaborate in a respectful manner in order to enhance opportunities for each student and staff member. We will not disparage others. Our students will thrive because we will remain committed to supporting the whole child. Uh we hope to engage and empower our students and stakeholders to create this community of lifelong learners. And at this time I would like to turn it over to superintendent to guide us through our work session today. >> Silencing my
006phone. >> Good afternoon everyone. Thank you for being here. It seems like it's been forever since we've met. Um I think it goes back to June. So thank you all for being here. Um, I'll speak later during the superintendent report as far as the school district's grade. Um, and give some kudos and some recommendations. Um, or some some a summary, a very brief summary. We will have a more comprehensive summary for the board in August. Um, but there is indeed a lot to celebrate, but there's also uh a lot of intentionality in our work moving forward um to ensure that we stabilize our performance, but also look at those areas that require some additional improvement. Um so at first and foremost today I'd like to bring up um co-file technologies and our presentation our presenter
007today is tracism uh board members just to provide you a little bit of context I know Miss Winchester and the team are here as well um several months ago we had an incident where um post hurricane we became aware that many of our records had been exposed to the elements and as a result started to have mold mildew and other issues. Um, we do have a requirement to retain those records and so Miss Winchester had done some research and did her due diligence and we were very fortunate to come across Kofile um, which is a subsidiary of Kodak if I remember correctly. Um, and so this is an opportunity for us to make sure that we can retain those records permanently. Um, and I don't want to say too much more if anything else is
008left out, but the one thing I would make I I do want to share with the board and the one thing that we find most appealing about this this process is this is not simply just a Xerox copy of the pages from our historical um documents. This is absolutely it's searchable. Um, and so it's it's an imperative that we keep and retain these documents. There was recently an incident where um someone had donated property to the school district many many many many years ago and the family now two generations further down the road had questioned well if the school district hadn't wasn't going to use that property anymore it should revert back to the family that was in the agreement and if it weren't for the fact that we had these records we would not
009have been able to show that no we actually purchased that property and there was no such agreement for right of reversion and um back to that family. So these documents are important and we're required to retain them. So this is a great opportunity for us. So Mr. Sisum, I'll turn it over to you. >> Thank you, sir. >> So my name is Trey Sism. I'm here on behalf of Kofile Technologies. We're a Dallas-based company that offers not only digital transformation, but also physical preservation of historical records. And if you look over to my right, you'll see some of those historical records uh and the the disrepair that they're in. If if you don't go through the proper pro preservation and conservation treatments and then digital transformation to help make them searchable, that record will be
010gone forever. Think about it like this. The Declaration of Independence, one of the most historical documents in the United States today. If the Library of Congress wasn't constantly working on that document, it would be gone and lost forever. This paper is made from wood pulp, very high in acidity content. And so if we don't get it back to a neutral state, capture the data on it, and make it searchable, those are going to continue to deteriorate until they're gone forever. And correct me if I'm wrong, but this is the only copy of these minutes. So natural disaster, man-made disaster, hurricane, flood, fire, these would be gone and not searchable ever. So my recommendation is the power of digitization. So it converts fragile records into secure search searchable digital files. It enhances accessibility, disaster recovery, and
011public transparency. It reduces physical storage needs and operational cost. Every government entity I go into is busting at the seams to store records because that's what it is today. You're you're a record storage business and none of it's searchable. I I see it millions and millions of times where you're you're trying to find or locate a document and, you know, weeks and weeks, if not months, can go by without actually being able to find it. Our repository will actually house everything and make it fully OCR compliant even with handwritten documents. And that's what those are. Those are from the 1800s. It supports legal compliance and audit readiness. And it also unlocks valuable data for fast decision-m. So if you're looking at that book, she's got gloves on. We don't even want to open it up
012because the paper is so brittle that I mean just one quick would tear the entire document. And so we can actually preserve, restore these these records. We can run them through um an overhead scanner. It's not something that you want to run through a shoot scanner because it's going to, you know, jeopardize the document. And we're estimating over 500,000 pieces of paper between the two rooms that that store the records. Today, board members, these these materials were stored properly. There's an entire cabinet system that's specially built for these books um for our retention of our records and we keep it here actually um in what the back of what used to be the IT server room and so it is a climate controlled area but unfortunately mold mildew humidity are reality in Florida as you
013well know. Um and so anytime too post hurricane we have a concern that if if should we have roof damage here we would lose these records permanently and there are a lot there is a lot of historical information within these um they're they're very interesting to read if you ever get a a moment um to flip through to get a sense of what was going on in Pulk County at the time. What's most impressive about it is somebody typed those every single time without error. There's no white out. There's no white out strips in there. There's no It's It's impressive the recordkeeping that took place. And I can only imagine how many sheets had to be thrown out because there was one typo somewhere on the page. Um, but these are important for us to
014preserve. And so I I just want to make sure that I provided some context as well from our perspective as to why these records should be retained and reassure you that over the years we have properly stored these documents. they're just reaching an age where it they start to deteriorate much like family photos and other things. If you go through your family's history and memory boxes, those things happen. So, um I'll turn it over to board members. I see questions. Miss Miller, >> hi. I think my first question that I asked the superintendent was I thought we had the system already, so I'm I'm glad that we see it now. Are the records just meeting notices or are they also contracts? You mentioned a land contract. Um, and will they be categorized like that for
015searchability of subject? >> Correct. Most of them are minutes. Correct. And yes, completely searchable by year range and then the fully OCR component. >> Okay. Thank you, >> Mr. Sharpless. >> I've got two questions for you. The first, um, I'm assuming that, um, when we digitize these, then we still keep, uh, full property ownership of them. Um they won't be like your company doesn't have any ownership of the images at that point. >> No sir. >> Okay. And the second question I have uh can you talk about the security of the images? Is that something that we talked to an Pasco about to where that that kind of stuff can't be leaked out? Um or >> our system would not allow that. It's password protected and and requires an ID. So no sir that's that's
016not a concern at this time. >> So it'll be so basically I'm asking these images will be kept behind behind our system. >> Yes sir. >> All right. Okay. Thank you, >> sir. >> Mr. Keys, >> mine was just one for general knowledge. Um, as far as the minutes are required because I went through that kind of list of all the things that we have and estimated number of images that would be required and obviously being from the finance side of things, I look at the estimated total of those things. So, I guess my first question is and and not from a position of saying it's not important, but what is our legal requirement as far as minutes to keep? Um, we're we mentioned from the 1800s. Is that something that we're required to keep
017minutes from the 1800s? >> I'll defer to your council on that question and he may have to get back to you, but >> uh there's a retention schedule that lays out exactly the the timeline for records, whether they be student records or minutes like that. So that's a that's a document I can share with everyone but that would be part of the process is yeah scanning and retaining but only for those record there's a certain period of months or years that they're required some are permanent student records are um you know as long as the student is alive. Um so there's a there's a schedule out there that lays that out and we can make sure we're complying with that as we maintain these records. >> Okay. And then my second question was as I
018looked through those and um the I guess description of those was kind of to me vague. It just says banker boxes and binders. What are what is in those banker boxes and binders? I guess I was asking like so I'm like I love history, right? It's but now it's more of kind of a hey what is it what what are in these things? So we have you know 120 boxes of banker boxes. What's contained in those banker boxes? >> More minutes. more minutes. >> Yes, sir. >> Wow. >> More modern minutes that are printed on paper. >> Okay. Okay. That answer >> the only copy. There's nothing else. >> Okay. I guess those are the only questions I just when when I looked at it, someone like Okay. Because I know as far as record
019retention, some of the things that I'm involved with were required for this amount of time and where there is historical significance in it. I want to make sure and I think Mr. Sharpless already asked some of those questions is once we have those documents scanned do they fully belong to us um they're housed on a server somewhere and the minute that we say hey you know uh you know Kofile we're not using your services anymore we don't have access to your server do we lose all of our data that's that was another concern but I thank you for asking that question because once we the data is scanned or do we truly own that data at that point going forward that's I was concerned with >> yes it is it's to oversimplify it is our
020intellectual property >> okay >> and we you by virtue of that it defaults to ownership, defaults to us and but we would make sure that it's behind our firewall and it's password protected. Um and and so we take the greatest extent. I I'm glad you highlighted though while there may be a certain requirement that we only have to go back 10 or 20 or 15 years. The reality of this is there's a historical aspect to this and and it captures Pulk County very well and and if you've not had and I know many of you have not had the opportunity, I I we'd be more than happy to have you go back there, give you some gloves and let you spend some time looking through the archives. It it is it's very impressive what's captured,
021the level of detail that's captured in there. Um, and it shows the evolution of Pole County and the growth and uh, it talks about salaries, it talks about contracts, it talks about all kinds of things. So, we we were very fortunate to have those records at several times during the last four years where we've had requests for information. So, >> well, and and I I see the need and and Miss Miller spoke about as far as contracts that were outstanding and looking back to reference those, which is great, but and not to to get too deep in the weeds of this, but I recently, well, recently about a year and a half ago, was able to obtain records from our Rotary Club, which was founded in 1925, and we saw some of the membership requests
022from from folks from like the 1930s. And some of the stuff is comedic to say the least. Well, so and so should be considered a member because they had a you know pack of gum from the five and dime they stuck in their pock. So while it is there is historic significance there and I I can appreciate that I was just more I think inclined to what are our requirements of keeping those documents and then also true ownership of them. So those I feel like those questions have been answered other other than the what our requirement is but I'm not too worried about that. So appreciate it. >> Miss Fields. >> My question is similar to Mr. Keys. I would just like to know uh how long we're required to keep the documents and then
023keeping in mind there is a historical museum here in Berto and I don't know if any of those documents would in some way enhance what they already have uh on display but I think it would be worth considering >> Dr. Allen. >> Thank you superintendent. Yeah, great questions. And I I think to to probe a little a little bit more, I did see, you know, as it looked uh in that proposal, there were like three installments, but I did see that there was a continuation fee as it related to um licensing and hosting. So maybe could I hear a little bit more on that, you know, as it relates to ownership of those documents? >> Sure. So that's our cloud-based application. it it acts as a repository to house all the records and make them
024OCR because to index this information on a page by page level especially with the handwritten documents would that cost would be through the roof. So our repository it's just an annual maintenance. It's all cloud-based. You don't have to do anything on your IT involvement. We would house it behind your behind your firewall. you know, we could also give you a second additional copy via FTP or a external drive so that you've got all of the digitization. Um, but it's just annual maintenance just so that we can monitor and maintain. We handle all the questions. If somebody's got, you know, certain customer service needs, they reach out. It's all housed here in the United States, too. >> Mhm. Okay. Yeah. So, I think that's the question then as it relates to our public information's office, as
025it relates to Miss Griffin and her work and and what she's doing, then is that tied to your service or would she then house that in her office once these files are digitized and we have them on a database, I guess, is what my question would be. And I don't know, I don't know if you can answer that question. It might be something for the superintendent to maybe just get back with us on that one. Technically, you could, but it's not going to be searchable. So, the the the inexpensive part of this is the repository, our application, our software that's housed again by your public IP addresses. It's only it's not public facing. They would not be able to see anything. It would just be for people that have access or satellite, you know, addresses.
026And once, you know, if you decided, hey, we don't want to further anymore or pay for this, then we could give you all of that data via CSV. so that it's it's still yours but you know looking for a document not being able to controlf or find you know might be a little bit more of a technical techn technically challenged but you know we can also save them as a TIFF image or a PDF and PDF is also OCR so you know you know looking through maybe a year of 1980 looking for something and you've got it all in just one kind of multi-page PDF you would be able to find it it's just if you take a pulk it's going to come up a million times. >> So, >> yep. Okay. All right. Great.
027That's all I have. Thank you. >> There are no further questions or comments. Thank you. >> Thank you, >> board members. The next item up is the Girl Scouts of West Central Florida. Good afternoon. Thank you so much for having me. I'm Mary Pat King, the CEO of Girl Scouts of West Central Florida, and I have with me, you can stand right here, Darlene. Um, who is one of our bronze award Girl Scouts from PK County, and she'll share it in a minute. Um, I'm just so grateful. Our mission is to build girls of courage, confidence, and character. Make the world a better place. You talk about whole child, that's what we focus on, whole child. Um we have a team of five people who work out of um Pulk County and my colleague Christina
028and I support this. I want to recognize Maria Elena Moore who's our regional director for PK County. You'll see her a lot. Um we were founded in uh in Savannah, Georgia, but Tampa actually has the second troop in the nation. But the real fun fact of the history is that this woman, Lenor Gundy Costello, maybe some of you recognize that name in Lake Wales, 108 years old, still an active Girl Scout member, leader, and mentor of mine. She was the CEO from the 1950s to 1976, the year after I was born, and today she still is my mentor. What's amazing about her is she made sure that Girl Scouting was part of the cultural fabric of PK County for decades. And that continued. She asked people like Mr. Ben Hill Griffin to say, "Mr. Benhill
029Griffin, will you please support us? We want to buy a camp, Camp Wildwood." He gave her that $25,000. And guess what? Camp Wildwood is still an incredible place for girls. She also asked her friend, Mr. Jenkins, would you support our equestrian program at Camp Wildwood? And guess what? He provided those first dollars that made for the equestrian program that still exists today. Girl Scouting is a part of PK County history yesterday, today, and tomorrow. In Girl Scouts, we build girls of courage, confidence, and character who have life skills. A range of life skills. Everything from I can sew something to I can tell and communicate with a friend on when I'm struggling with what what's happening in our relationship to a life skill of navigating difficult circumstances. Um changing an auto tire, you name it,
030girl, they learn it in Girl Scouts. And I I would say you look at her the back of her vest and and that's proof. They stand up as peer role models. And that is going to be very important for you in Pt County. You want to have Girl Scouts in your schools. You want to have those courageous bystanders who say, "Hey, that's not right." They connect with caring adults. On average, Girl Scouts have between 56 and 100 hours of adult mentoring. Not just one year, but year over year over year. And that progression of experience creates a lifelong relationship that can support them as they engage as they grow into adulthood. They explore careers. They have mentor entrepreneurial skills. you you know them by cookies, right? And they take action as student leaders in Pole
031County. Last year, we did a study uh my Girl Scout sisters CEOs across the state and I um the state of the Florida girl report. We have a flyer with a QR code for you to access the full report, but what what I specifically pulled out was for Poke County. Too many girls here are struggling with bullying and depression and and high-risisk behaviors. I was at the Poke Vision um event. I know you know these data points, but 60% experienced symptoms of depression in the last year. 60% reported emotional or social bullying. 32% experienced physical bullying. And 43% of girls in high school drank alcohol. I think that that those are things that we um can work together as as Girl Scouts and the school district to support. We're the solution. Through your own data,
032through the data that we've gathered here in PT County, our Girl Scout survey shows 99% of Girl Scouts feel safe. They feel like their troop leader, 89% feels like their troop leader cares. 75% have a positive self-identity, which is the building block of leadership. And 90% say, "I belong in Girl Scouts." Our Girl Scout impact is clear. 95% of Girl Scout alum in the Girl Scouts USA studies that happen every few years consistently 95% say they are happier with their overall life. That includes health, career, finance, and relationships. We did a pulse survey to find out where do we rank compared to other nonprofits that serve youth. 82% of Flidians recognize Girl Scouts as empowering and uplifting girls. And 75% say we see the goodness that girls do in the communities. Goodness like what Darlene
033does. And and that's critical because when choosing among nonprofits, while all are good and layers upon layers of supports are needed for the whole child, Girl Scouts ranked at the top as one they feel the safest with for their children. So this is our program, our proven outcomes, sense of self, positive values, our Girl Scout law, you know, respect, kindness, caring for others, being a sister to every Girl Scout, respect, authority. That's what we teach over and over and over again. Academic performance, we have true data points around how Girl Scouts are more likely to attend school and do better in testing and healthy relationships. And then finally, challenge syncing. And we'll talk about that in a minute. These are our program pillars. So we have programming every every time they meet they have programming
034in one of these pillars. STEM is a big focus for us. You'll hear more about that in a minute. Life skills as we mentioned outdoors and entrepreneurship. So you see cookies, but we see skills like decision-m, financial planning, budgeting, communication. I had a Girl Scouts mom up in Marian County tell me that her girl could not look an adult in the eye until after she worked at a cookie booth. And it was in the cookie booth that she f first saw her child look someone in the eyes that was not a family member. That is the confidence building we do through that program. But they also learn about supply chain and other things. They make a plan for how they're going to have fun together, how they're going to um serve the world together, and
035how they're going to learn together. And that gives them behindthe-scene experiences that they pay for that could they may never have had before otherwise. Many of our top sellers and Girl Scouts fall within the lowest income for families. Girl Scouts is their way to do what other girl kids take for granted. Finally, their perseverance. And we could name all the titles, right? But the one I'm going to focus on is mothers because that's the generalational impact that Girl Scouting has. We are building tomorrow's mothers. So, we're a regional organization. We serve eight counties. Pulk is one of our largest. We have 12,500 girls served um across the region, but 2500 of those are here in Pulk County. Um we have 200 Girl Scouts that we serve in um for free Girl Scouting. We have 15
0361,200 of those here in Ptk County and that's thanks to United Way Central Florida Give Well Foundation um and all those who support those organizations. We deliver 30,000 camp experiences in at our four camps, one of which is Camp Wildwood in Sumpre County. So I mentioned to you that we have uh nearly 200 Girl Scouts in Pt County. you can see this region. Um, our goal is to do better than that. And and the way we do better than that is to look at what makes a great Girl Scout leadership experience. And what is the barrier? And you see those red dots, Maria Elena's job is to erase the red dots. And my job is to help erase the red dots. And thanks to partners like United Way Central Florida, we've been able to erase
037a lot of dots here because no one should not be able to be in Girl Scouts because of transportation or because of affordability. We'll make that happen for them. So, I wanted to give you the landscape of since we've been overcoming these barriers. Um, since the first time I met with you, um, Superintendent Hyde, way back when, I think right after COVID, you were new, I was new, we've really grown substantially. And you can see the elementary schools and middle schools that we serve. We partners with some of the boys and girls clubs which we really appreciate and we want to continue that. We want more schools to want more free Girl Scouting and any Girl Scouting volunteer-led our hundreds of volunteers involved in this. This is a snapshot of who some of our partners
038are. These are both programmatic partners, funders, um, educational partners, and a lot of our educational partners show up at STEM Palooa, which is at Florida Polytenic. We have about 2,000 attendees at that event every spring, and we hope to have them at uh, Florida Polytenic again this year. We're almost there with getting word on that. And that's that's where one of the times that I've met Darlene. And so, Darlene, I'd love for you to share a little bit about your STEM project that you presented that earned her the bronze award, which is one of the highest awards you can get for a Girl Scout. Yeah, right here. You stand right here and just speak up. Good afternoon. My name is Darlene. I'm a bronze award Girl Scout. I did my bronze award with the juniors
039in my troop to share our love with STEM with everyone. Each of us took a different STEM experiment and led the others in doing it. My STEM experiment was cloud slime. I really enjoyed helping the others make soft, fluffy slime. We taped each STEM experiment and started a YouTube channel. We also participated in STEM of Palooa. We made packets to hand out that had cards with each experiment on it and items to try one of the STEM experiments in it. We we were excited and proud to have one honorable mention for this presentation of our bronze word. You can check out all of our videos on our YouTube channel. And don't forget to like and subscribe. Thank you. >> Hey, Darlene, what grade are you going into? >> Fifth grade. And how long have you
040been a Girl Scout? >> Since I was like in kindergarten. >> So for six years. Six years. Her mother is an amazing advocate. and six years of this continuous learning experience through Girl Scouting and and so I want to thank you for your support not only of programs like STEM Palooa when we want to promote it and programs like cookies when we want to share our cookies but also for when a Girl Scout gets her high award like this celebrating her for the amazing work she did. We have 33 Girl Scouts who um earned the high awards here in our area. Girl Scouts has been part of this for generations. Actually later today I'm going to Frost Proof and I'm meeting with the Griffin sisters to talk about how involved they are in Frost Proof
041in Girl Scouting and we want to continue that. We want to continue to support you whether it's field trips to our camps, STEM Palooa passes or celebrating our Girl Scouts. Thank you for showing Girl Scouting the support. >> Thank you, Mr. Sharpless. >> Wow. >> Have questions. >> Wow. I just uh I I first want to thank you for [Laughter] uh thank you for that great uh presentation you gave to us. Absolutely. And thank you for all the everything you do for the girls in Poke County. Um, I can tell you personally, um, I'm a scouting alum myself, Boy Scouts. I'm an Eagle Scout. Um, and I can it it's it's come home here recently how much it really impacted me because, um, a couple weeks ago I attended the funeral of my scoutmaster and
042just reflecting on how much like at the formidable young age um, the just the how much the I'm sure the Girl Scout uh, adviserss as well, how much they give and just help these students. It's it's tremendous. It made a difference in my life. Um and so I can just personally tell you that thank you for what you do and you did an awesome job. Fifth grader up here talking. Congratulations. >> Thank you. And we're sorry for your loss. And every alumni I meet starts with my troop leader. They almost always start with those words. >> That's all I have. >> I don't see any other further questions or comments, but I have one. I'd like to say thank you. each year for the past few years, you've included my office in um the patching
043to award to students who we see out in the community doing the sales and and being brave enough to walk up to people and engaging in conversation and things of that nature. So, I just want to say thank you because I get a I I really get a pleasure out of that. Um so, if I'm shopping somewhere with my wife and we see the students there, you know, I'll ask them, "Hey, have you gotten one of these yet?" And their faces light up if they haven't. And so it's it's a pleasure to participate and support the program additionally. So please please please continue to keep our office involved. >> Thank you for being a VIP chopper. >> Oh, you're very welcome. Very welcome. Listen, >> it's a body built by Girl Scout cookies. >> Me,
044too. Thank you. >> Thank you. Next up, we have Katie Taylor, senior director for food service, who's here to provide an update about adult meal pricing changes. Good afternoon. Hope you guys are all having a wonderful summer and thank you so much for taking the time to listen to our proposal today. It's one of our least favorite things to have to come up and discuss the need to increase pricing at any time. Um, we've been very very fortunate and we haven't had to come before you for almost 3 years. So, we feel that as a good thing, but unfortunately we've reached that point where USDA requirements require us to come before you with this proposal. So the way that adult meal pricing and any type of non-program pricing is determined is they take a look
045at what the cost is to our program and they allow us to utilize two factors when coming up with that. So they have us look at the reimbursement rate that we get from the USDA as well as the value for those USDA commodity or donated food items. We actually just got the official numbers this week for our reimbursement rate and that came out to $4.71. The USDA value has not officially come out, but we were received an update from the USDA the other day and they're estimating that going up to 45 cents, which is amazing for our program. That's a huge increase, but it does mean that we are definitely going to have to increase those prices. So, as of today, the price that we are looking at, the absolute minimum we can go to
046is $5.16. We're currently charging $4.75, which honestly is a steal if you go out to McDonald's or anywhere else and get a meal, but again, it's an impact on our staff's salary. So, we kind of hate doing this when we have to. The proposal we're bringing before you is we have three different levels. Level one is going to $5.20. That's just a nice even number. it's the lowest possible that allows us to meet those regulations as well as wraps in a little bit of a cushion for staffing, equipment, all of those additional things that go into those meals. The next one is $5.25, which is kind of our recommendation to the board. It gives us a little bit more of a cushion and will actually hopefully allow us to go another year before we have
047to come before you. And then the final one is $5.50. Again, that's the max that we would want to go to. this would give us probably two if not three years of having to being able to maintain it back. So that's kind of what we're bringing before you today. Do you have any questions for us regarding this? >> Mr. Keys. >> Yeah. In reviewing this, the only and I think you answered that question. The only I guess statement I had or question would be the main reason for the increase is the re increase in the reimbursement rate. Is that correct? Yes, sir. >> Okay. Yeah. And like you said, it's already a steal anyway, but if if you know the reimbursement rate has gone up, then leaves us with fewer options, right? So >> yeah,
048and I think that's an important part that that Miss Taylor opened with, which is this is not done by choice. This is done because it's required for us to meet our requirements under under the that that program. So it is important that we convey that to staff that this isn't just something we enter into lightly. Um and so again, you have three choices that the board ultimately will vote on um as to where you'd like to land. So, Miss Fields, >> if my memory serves me correctly, we've always struggled trying to make sure that we were not in red when it comes to the food service program. And so, I think that being proactive, this is something that we definitely have to pursue. And I would be in agreement with option two. And that way
049we won't be looking at it next year, the following year possibly. Am I correct? >> Yes, ma'am. Okay, that's the estimate. >> Thank you. >> Miss Taylor, I see no further questions or comments. Thank you so much. >> Thank you. You guys have a great day. >> You as well. >> Next item, board members, is proposed rule development for schoolboard policies. and Miss Griffin, associate assistant director for policy and public records is here for her presentation. >> Good afternoon everyone. Um I wanted to before we get going um I have about I think there's 21 policies that I'm bringing before you today. I kind of wanted to just give you an update on a little change um in our rulem process that I wanted to talk to you about. Chad and I um met with
050Mr. green um recently just to go over our rulem process, make sure we're doing things um efficiently um just kind of talk through that. And one of the things that um we decided makes the most sense is to go back to our process of adopting policies during the public hearing. So you may have noticed on tonight's agenda, we have a public hearing scheduled. If you remember a few years ago, we used to make a motion to approve policies during public hearing. I think um last year, maybe a year or so ago, we switched to not approving those, not adopting them until the subsequent meeting. Um just to give we want to give the public an opportunity to speak to our policies obviously and then if the board from that had any revisions, it was giving
051us more time to make that adjustment. but it's not a requirement and it does hold up our process by another like month or longer depending on how our meetings are are scheduled. Sometimes our meetings are six weeks apart and so that does add more time when we're trying to get policies through the process. So, the way it will work is um like you'll see tonight, the um policies that I spoke on in June are on public hearing tonight and the public can speak on those. If at any point you the board decides they don't want to move forward on a particular policy, you can always remove that one and just vote on the remainder. So, it still gives you an opportunity to vote on the ones that are good to go. So they don't h
052they're not held up, but it gives you the opportunity like we can bring those back if there's any particular ones that you want to look at further. Does anyone have any questions about that before I go into today's rule making? >> Dr. Allen. >> Yeah. No, I I think it's a good move as as long as and I if I remember uh correctly, if we go back to the record, the reason that we um had that new procedure in place was um in the midst of our public hearing u there was a potential addendum, right, that was proposed um in a sense. So, as long as we still have that freedom um in the midst of that public hearing to then go back to the work session side, I'd be in favor of that. Um
053yes, you you do still have that option to make an addendum right there um during the public hearing or deciding let's pull that we can bring it back to a work session to talk through if if necessary and then bring it back to a subsequent public hearing. So that option is still available >> Mr. Sharpless >> and the point when when the reason that started I remember with um uh Mr. bridges was that to amend it there at the public hearing, the public would not have had us time to review that amendment. And so that was a concern. And so I think that's why we changed that. And so would that if we went to amend a certain any certain policy then would they that have to be advertised again for another public hearing? How
054does that work? My understanding is I think we're we're going to continue with the advertising policy as it as it reads, but the the change in the the procedure is basically to bring them to you in tranches of I think there's maybe approximately 60 that are outstanding. bring those to you in in 20 20 at a time so that we can get through the backlog and make sure that our policies are updated in accordance with current statutes that have been updated. Um but the as far as the notice and hearing requirement that that'll remain in place for um as it as it has been in the past. >> Yeah. Does that >> No, it doesn't it doesn't answer my question. Sorry. Um, I think what you're asking is if during the public hearing you want
055to make an amendment to a policy, if we're going to bring that back to a public hearing, we will adver we will do another advertisement that we're going to bring this policy back to public hearing on XYZ date. >> So, if it's a minute at a public hearing, then it will have to come to another public hearing. >> If Go ahead. >> I can speak to that. Not necessarily. That's up to you. Um the public is not entitled to review everything you are going to adopt to the every word and period >> you know before you adopt it. They have an opportunity to be heard. That's what the law requires. So the public hearing is their opportunity to tell you what they want. Um you can agree or disagree with it. That's within your constitutional
056right when you're doing the policym. You may want to have it come back. But the if there's if you're concerned that your amendment might bring some public opinion and you'd like to hear that you that's within your purview, but it's not a requirement by the law. Uh the public their their involvement is one of input and they're actually we've been discussing this with other attorneys. Um other agencies, state agencies will do this in writing. They don't necessarily have a public hearing. They just allow a comment portion where you people can submit in writing their comments. So there's variations on how you do that, but what the law does require is an opportunity to be heard and that's what the public hearing does. And the notice requirement is to put them on notice that the rulemaking
057process is going on, not necessarily to say these are the words that the board will be taking up. So then we have to go back and redo the process if the those words change. >> Thank you. That that explains it all of you. Thank you, >> Miss Fields. >> I think that it is our duty as the elected officials to hear from our public. Uh, so I want to make sure that it it is not anything that we shun and that we make sure that it's inclusive. And if I'm understanding this correctly, tonight we're changing what we've been doing in the past and going back to I mean coming going to something different. Is is that what I'm hearing? So, we're reverting back to how we originally adopted policies where it the motion um to
058adopt the policy takes place during the public hearing instead of at a subsequent meeting. >> Okay. And I still I still want to make sure that it's understood in my opinion that we have to make sure that we allow uh the public adequate enough time if they want to bring comments or anything related to a policy. Yes. >> I want to make sure that that that's understood >> and so um they that could still take place during a public hearing. Yes, ma'am. >> Thank you. >> Miss Miller, >> thank you. Um would there be a time where we would have to alter that? Like would we ever have would there be a time a time frame issue where we would we could change how that works depending on the policy? If there's a if there's
059a policy that requires a that has a lot of public comment or a lot of public input >> interest in it, >> um I just want to make sure we do give people enough time that we're not back, you know, that we're not rushing them to the vote if it's going to be a policy that needs that maybe people aren't hearing until we talk about it the first that first public hearing. >> The board always retains the right to pull that item from the agenda for further review and discussion. So I think that's what would afford you the opportunity that should you receive considerable public input or any input that alters your opinion or your perception or your approach to a policy adoption that you have the right to table that for a future meeting.
060We as you know our policy adoption process. Um the chair has always read each policy rather than asking for an approval for all of the policies as a group. Um and so therefore you always have the opportunity to withdraw one of those policies for further discussion. >> Would it take a majority of the board to do that? >> It would take a motion and then a majority simple. >> So it could happen but it may not if it's not a majority of the board. >> So what I can speak to is what the law requires and the law puts the uh policymaking power constitutionally in the board. Um there's not a public component to making that policy. the due process requirements u as as the courts have said over the over time uh require that
061the public have an that they are reasonably notice and have an opportunity to be heard. So that's why we have the public hearing process. Um, I think that, uh, to always allow additional public comment every time an amendment's considered or to just want to keep delaying the public comment process could turn into a veto by, you know, a outraged public that just doesn't like the policy. But that's your decision, not them theirs. They've make themselves heard. They have due process uh, through public notice, which we have a very, you know, 28 day notice. they have plenty of time to know that we are discussing it at a particular date. That's when they come make their comments heard and then you can take it or leave it as a body um and decide how you're going
062to go forward. If you would like to extend more time, you can do that, but that's your decision. That's not a requirement by law. Um and you know, at some point you're, you know, you just have to move forward. you know, if you keep on delaying delaying, you know, you can see where the tactics could become um a a means of trying to stall as opposed to allowing you to do your your job. >> Thank you. >> And Dr. Allen, >> just as a followup, it it'd be uh beneficial to the board if we had that in writing as we switch back to the process. I know Mr. Bridges did craft that document. Um so just to reiterate so um policies came to us work session then it went to public hearing and then we
063had um a secondary public hearing and then we move to action at that point. So going and reverting back is basically evaluate during our work session and then we would vote in the proceeding meeting. So basically one public hearing right >> it takes out one extra step. So we were doing the work session, then we were doing public hearing and then a vote. >> So it puts it back where the vote and public hearing are combined. So >> Okay. All right. Very good. Yeah. And we can just have that document update it so then it could be placed in our manual would be much appreciated. Thank you. >> Go ahead, Miss Griffin. >> Okay. Um policies before you today are um the first two are um human resource related policies. policy 1210 standards of ethical
064conduct um revised to incorporate amendments um to Florida rule 6A-10.081 which is principles of professional conduct for the education profession and that's just related to prohibited conduct for principles and it addresses actions related to classroom materials or reading list like what the uh principal's responsibility is regarding those. And then policy 3130 is appointment transfer and promotion of instructional staff. And that's um revised based on statutory amendments and it just replaces the term temporarily certified with inexperienced teacher. But it just means they've been teaching for three years or less. Any questions on the HR policies before I move into the next large group of policies? >> Mr. Sharpless. >> Yes. Um it states in the policy um in 1210 to be specific that school boards uh that Nola recommends that school boards continue to require the
065annual training. Uh my question is do we require that training and should language be added to the policy to reflect that. If you look at uh 1210, >> where where are we reading at in the in the drafting note or >> 1210 um certificate holder serving as principal? Uh trying to find where it says that. Yeah, in the drafting note it says that uh that certain statute does not require that administrative staff members retrieve receive training annually on that. But it says all uh where does it say? Niola, after that, Niola recommends that school boards continue to require um that training. And so my question is, should that also be in the policy or not? >> No, >> it's it's in there. >> Okay. I didn't see it. That's where I was. >> So, it's
066all it should already be included in there. Um because Niola left it in the template. Okay. >> It's because it's their recommendation to leave it in there. Um I'm >> trying to find exactly where it is. That's not a That's not a revision. Uh that's existing. >> I was reading that drafting note. It kind of stuck out to me >> under training. Hold on a second. >> If you look directly beneath the drafting note under training >> that it's not very that's current that's our current policy. >> So we're not changing that. Okay. >> We're not changing that. And we actually are working on ethics training that will be provided to all of our employees on annual basis. So >> all right. Thank you. Appreciate it. That's my only question. Go ahead, Miss Griffin. >>
067Okay. Uh, moving on. Uh, program instruction, uh, policy 22:15, it's revised to modify, um, that required instruction related to Medal of Honor recipients, Veterans Day, Memorial Day, and the history of communism. And the required instruction u pertaining to the history of communism must be implemented by the 2627 school year. So, you'll see that notated in the policy. um it's not necessarily for this current school year but um or our upcoming school year but the 2627 year. And then educational options and virtual instruction. These policies are revised um according to Florida statute 102.45 around uh requirements of virtual instruction programs. >> Mr. Keys, >> I just wanted to make a statement. And I know that's one of the things that were required to by statute, but if you looking through there um and seeing the policy
068change, I just wanted to make a comment that is very important for some of these things. Um the statement is on I of that section in order to encourage patriotism. So I think it's very important for the students to to learn that and to to the importance of those that have served before us and then um things of the past because if we don't if we're not students of the past, we're doomed to repeat those things. So just a quick statement on that. Go ahead, Miss Griffin. >> Okay. Um, policy 2371, hope scholarships and Florida statute 102.40 addresses just some program eligibility and school district obligations surrounding that scholarship. Policy 2440 summer program is updated to um based on Senate Bill 704 and it includes the addition of new provisions related to the operation of
069VPK programs and coordinated screening and monitoring um progress monitoring and then there's also a legal reference that was removed just due to um the repeal of that statute. >> Mr. Sharpless. >> The only thing I have on policy 2371 is opportunities is misspelled on the second page. So, we may want to >> just tighten that up. >> My apologies on it. >> Okay. Yep. I'll I'll fix that. >> Policy 2455, dropout prevention and academic intervention programs. And it's revised through um those two Florida statute amendments related to the requirements for dropout prevention um intervention program certification requirements for teachers and then methods of providing written notice to parents and annual um report submission requirements. And it also a Florida rule change um just details what must be included in the academic intervention plan policy 2460
070exceptional student education. um Florida rules related to the legal rights and responsibilities regarding education decisions that transfer um once that student turns 18. And then there's also some outdated exemption language that was removed and additional legal citations were added to that policy. The next three policies are all around instructional I'm sorry, >> Dr. Allen. >> Sorry. Thanks. Uh more so for the superintendent as it relates to that policy. I did have a question as um you know that requirement for um collecting that survey data from um a student that's um potentially dropping out and then it it there was a requirement I believe that's the policy that I was looking at um that we're supposed to offer a list of what the options were right >> options are that's been a couple pol I think
071that's >> and I know there was sort of you know little touch points across as those policies overlap and it was just or superintendent maybe a list of uh because I know we have graduation alliance and some other um what is that official list that we would then hand off to um families um in that situation and then you know survey data see what that survey data looks like. >> Okay, we can provide that to the board. >> Thank you. >> Go ahead, Miss Griffin. >> Okay. um policy is 2520, 2521, and 2522 all surrounding instructional materials. Um it includes and these are things that um just I don't know if I said this this time. Um we're still updating policies of things that happened last school year. We just got a new update from
072Niola that we'll be bringing to you shortly. Um but so some of these things, they're things we're already doing. The law already changed or we're just getting our policies caught up. So, it includes the limitation that a resident of the county who's not a parent or guardian of a student, they can only object to a material once per month. And then it also um specifies that if a school board denies a parent the right to read passages from a material um then the district is required to discontinue use of that material. So, those are things that um were already addressed. >> Mr. Keys. So referencing back in 2520 under the replacement and purchase of instructional materials by students and parents I seen that we changed the language for students child to students may be held
073responsible for the cost replacing instructional material and that kind of so does the district then eat the cost for the replacement of that material or do we have some type of schedule for that because when I see anything from shall from go to Sha to May that's given us kind of an open uh an opening there. So if we have instructional materials that are damaged, is it something that we're not, you know, holding the student or parent responsible for now ultimately or is it a is it a means of um interpretation to each incident? I guess >> I'm looking for that section that you're referencing. >> So that would be on the top of page 405. [Music] That's coming from the finance guy, right? >> So, what I think it's allowing us is the discretion.
074>> Okay. >> Um, I'll make I want to make sure I go back and we revisit the NELA document, make sure um that that was an intentional change. I know that um across the board with a lot of the policies as Nola as we're cleaning up policies or updating a lot of the shells are turning into maze. I have noticed that just in in reviewing that but we can look at that and make sure that doesn't leave us open to >> yeah the intent is to provide flexibility for a school. There may be situations or conditions >> under which we may not necessarily hold the student directly accountable. So I I think of I think of an example like maybe the student's home had some kind of you know there was >> a fire >>
075is that like a fire or something obviously in that so so I guess I guess the what I'm we're stating is that the the the reason is for to give us a little more discretion not being so but also under SHA I would think we'd also have that discretion >> others um to be reimbursed in in a different manner but some of our students are homeless some of our students live in residential settings. Um, and so they may not necessarily have the means, nor is there a parent to hold accountable. So what allows is for the district to make have that discretion. It doesn't mean you're exempting the student, right? There's still accountability. The student will still face some level of discipline. If the if it was related to, for example, a piece of technology,
076their laptop, we have the right to refuse to allow that student access to that device in the subsequent year for take-home use. they could still use it during the school day as needed be issued that but they don't necessarily need to have that to take home because of the damage that took place previously. So it does give us a great deal of flexibility and there are a lot of specific scenarios that come into play each year where we have to make those tough decisions about what to do >> and I and I'm sympathetic to those situations. I just wanted to make sure we weren't willy-nilly saying hey there's and I know that's not the case but to you know to state hey there's still some level of accountability here with some of these situations. That's
077all, >> Mr. Davis. >> So, I just pulled up the Neola update from uh 2024 this from which this came and it references the dereg bill that the Senate did that year. So, this is probably one of those things where they were giving us more flexibility as part of their deregulation. >> Fair. Okay. >> Thank you. Go ahead, Miss Griffin. >> Okay. U moving on to policy 2700, academically high performing school districts. Um, this policy is it the revisions delete the requirement for a district plan for the use of relocatable facilities in the 5-year work program, removes the ability for high performing districts to wave statutory provisions related relating to relocatable facilities over 20 years old, and deletes the requirement for the superintendent um to submit an annual report to DOE that delineates the performance
078of district students with regard to subjects on the statewide assessment program. And then policy 5130 is withdrawal from school. And this goes back to um Mr. Allen, what you were just speaking about before um House Bill that requires when a student seeks to withdraw um a certified counselor or other school personnel must inform the student of opportunities to continue their education in a different environment. Policy 5410, student progression, and policy 5410.01, 01 promotion, acceleration, placement and retention. Um some of these these two policies have some um overlapping revisions. But um in 5410 requiring support for VPK students who exhibit deficiencies in early literacy. And then it also establish it establishes retention requirements for students in kindergarten through 2 grade based upon those students performances in ELA and mathematics. Um it um 5410.01 requires districts to
079develop an individualized progress monitoring plan within 45 days of the date of the results of those screening and progress monitorings once they become available. And then um it also there's a new parental notice meeting requirement related to student progress. Miss Fields, >> I think that uendant Hyde and I have had conversation about the retention requirements for students in kindergarten the grade two based upon their performance in English in English English in English in English in English in English in English language arts. And I think that it's going to be very important that parents are made aware of this change and understand that even if their child has been retained once before they get into a position of not being able to go to the next grade level currently that they know that they can be
080retained more than one time. >> And I think it's going to be very important and Superintendent Hen and I have already had this conversation cuz we already have a student uh that was in this situation. And thank God that Superintendent Hyde was was able to do some things to kind of move that uh barrier for that child. But there's a lot of moving targets here and I just think that we really need to make sure that our uh parents and our staff are well educated in this area. Superintendent Hyatt, >> but I do want to point out that the student passed the required exam to make the grade level promotion. >> Right. Yeah. But there are some barriers and had you not moved those barriers he might not have. >> Correct. Cuz initially he was
081not eligible to take the test because his parents hadn't signed him up. So we were able to do those things. But I don't want anybody misconstring that to think that we just socially promoted a student. That's not M. Fields was was was alluding to. But it is important for us and and in this case really what it talks about is if if the school district's going to work to retain a student, we have to provide basically an academic plan. um that outlines for the parent what we're going to do that might impact the student differently. Um what most people are not familiar with too is um so for example in third grade retention they are reassessed early September in that first PM assessment if that student performs at a certain threshold or established threshold they
082can then be promoted again to third grade um or beyond. So it to fourth grade excuse me. So there are opportunities that are already within the system to do that. But for us in particular, um, retention is an interesting discussion. Miss Miller brought to my attention a parent who was who was questioning retention u with her child and and so we were able to work through some things but through that process realized that that student was facing potentially multiple retentions and that that would not ultimately benefit the child. Um, and so we're working very closely with the family to make sure that the right resources and supports are in place for that student. And those are the kinds of conversations need to happen as a result of this. Um, far more often than not, sometimes
083we make decisions about retention. Now, as a district, I'm proud of the fact we make decisions about retention based off statute and rule and policy, um, as defined. But we also have to be very careful. What I also appreciate about the district is we provide multiple opportunities for that student to continue to demonstrate success and it's really important and and we do see huge variations in student performance. Um so as you know thank goodness the state of Florida moved to three assessments during the school year and that gives a student three opportunities to demonstrate that they're at or above grade level. What we struggle with uh Mr. McNotton and I and and Miss Mr. Rally Hawkins and I have had to work with individual families. A student can score a level three on PM1 or
084PM2 and then decline to a level one on the last assessment because when we look at their test, maybe they didn't take it seriously. They didn't spend any real time on it. They just clicked through it. But it's that last assessment that makes the difference as far as the decision to place the student. And we can't override using some of the other scores. So it's and there are some exceptions within there but we have to be very careful to explain to families that you really have to do your best on each exam and so our students understand that and in in some cases we've seen students just excel on PM1 and then just absolutely decline in PM2 and then raise the bar again in PM3. So it it's it's an interesting situation and it's one
085that really probably requires more more study on our part. Um, were there factors that we were aware of that day that maybe would have predisposed that student to not doing well on the test? For example, did they get in trouble at home? Did they have a fight with a friend? Did they, you know, those kinds of things that can completely derail a student sometimes? And maybe it would have been better to place them in a holding room and let them retest later on when makeups were available. So, you know, those are things we have to continue to explore. But, um, but thank you, Miss Miller. I just want to um kind of agree with Miss Fields about parent the parent notice and the parent understanding because what I see more than not are students who
086take advantage of um maybe a private school option or a homeschool option and then when they come back they're severely behind. um and that causes them to be um in and that's not all cases but that's the ones we get which are the crisis cases where they're now in jeopardy of being retained or the parent feels they should be retained because they see the rigor of the school district and what their student needs to meet. So I this is all about messaging I think and what our parents are made and I know I can't tell them that once they're leaving but um know that that that would be a possibility but I think we do need to be clear in the messaging um about how the retain or promote um because it's it's kind of
087on both sides you get an elementary school from people who try other alternatives and then when they return they're either shocked that they're now going to be retained or they want to be retained and we all know the studies on we try to get them with resources and move them forward. So again, this I think is back to messaging. So I think we need as a district need to be aware of what that looks like. Thank you, >> Dr. Allen. Sort of going off what you were saying there a little bit, Superintendent High, maybe we can uh superscore our PM data in some way like ACT or SATs. Um but uh yeah, there's got to be some solution there. >> I'd be happy with that. >> Yeah, indeed. Indeed. Uh I you know I think
088I had reached out to you um that I think this morning we had the conversation around the VPK um policies here as it relates to the deficiencies and the IEPs and so forth. And I think my question to you was you know uh infrastructure-wise you know because obviously we're now assessing VPK and I mean I think that's good data as we're you know tracking those students along and then transitioning to uh kindergarten. Um, but I was, you know, like the support-wise, you know, how many students are we actually building, you know, IEPs um, for within our VPK system. I was curious about that and then that support that then we're have having to provide to early learning coalition. I was just curious. I mean, obviously that's on our agenda tonight as well. So, um, I
089mean, not sure if you have an answer. I know I posed those questions this morning, but >> I do and and thanks to uh Miss Allen for for answering that earlier today. So, there are over 600 students currently who require who are in the queue for evaluation and will ultimately some of those will obviously receive an IEP. Um I can't say whether the majority will or not. there there are a lot of things that lie behind that that probably are a good discussion for us to have at the retreat um quite frankly versus trying to have it here this evening. Um, but it does create a a heavy burden for many and it's something that quite frankly we're going to have to look at the staffing for how to best address that moving forward because
090we already have a large cohort of students that we're supporting with 504s and IPS, but you start to bring in those students. Now, if those students are identified through child fine, we we're required to then assess those students and provide those services. It is that's there's also a benefit to this. the earlier we can identify students with a deficiency in any in any area, the better off we are at helping them overcome those deficiencies. Um, and so it's important to to keep that in mind as well, but there are some concerns with sometimes the why a student's being referred for for an evaluation. Um, and so we can talk about that further, but like I said, there's I think I got that right when I spoke to Miss Allen earlier. There's over 600 students in
091the queue right now. >> Yeah, thanks for that quick response. >> Yes, sir. Miss Miller, >> I think I want to add to that topic for the retreat. We also are required to evaluate students who are submitting applications for the um scholarship programs and I would like to talk about staffings for that and funding for that. It's very important because these students do need early interventions and what that looks like. Um, but again, when we have limited staff, I just want to talk about how we'll prepare to meet the needs of all those students. >> Yes, ma'am. Thank you. You're good, Miss Griffin. >> Okay, we just have a few more. Um, policy 5780, student and parent rights. Some of this may look familiar to you guys. I did bring um policy 5780 to you
092once before. It didn't make it all the way to public hearing because there were a few additional tweaks we had to make um or that Neiola added to it, but it was um it addresses alternative methods for providing uh parent notice, the short acting um broncodilators. I always say that wrong, so I apologize if I said it wrong. And then the new world's um scholarships, and then there's additional revisions um related to deficiencies in reading and mathematics. And then policy 6661, instructional materials allocation. It incorporates um requirements that school boards prioritize and allocate remedial and supplemental instructional resources to VPK students and other students in K3 K4 who exhibit certain substantial deficiencies. And then our last few policy Oh, I'm sorry, >> Mr. Sharpless. >> I have a question on um 5780. >> Okay. um
093when you talk about the different methods um of communication whether that's expulsion or whatever reason um you know I know with certified mail uh someone has to sign for that what what um do we what other um methods it says it says any method basically other method agreed to by the parent I'm assuming with the school system what what ways do we have to ensure that that has been uh delivered to the Well, the only assurance would be phone call or direct exchange via email. Certified letter requires a signature. So, that's a third way. But outside of that, um, traditional mail, there's no way to capture whether or not it was received, which is typically why most schools when it's and it's urgent, um, will use certified mail to send to the house. Um, and
094that also quite frankly sometimes serves to identify a family may who may have relocated and not reported a change of address. Um, so as a former principal, I can tell you that from personal experience. Um, but a phone call, email exchange, certified mail are three ways that we can actually collect and know that that we made contact with a family or parent or guardian. >> Okay. So the so the when it says the other method agreed to by the parent, that's we're going to use a way that we could make sure to ensure that, correct? >> So typically the parent may have a specific request that the school takes into consideration. Um but primarily when the parent signs up for focus and provides that contact information, that's what they're giving authorization for. >> And I
095know that when I um spoke to um Mr. Butler about this, when I originally brought this to you guys the first time, he said that the mail is automatic like the certified mail goes out regardless. Then there may be the other alternatives that Mr. Hyde just spoke about, the phone call, the email, you know, other methods that way. But the letter home is going to go out regardless. >> Okay, that that helps me. Thank you. >> Go ahead, Miss Griffin. >> Okay. Um 6322 is construction contracting and this is um amended based on Florida statute 1013.45 to increase the cost limit for day labor contracts from 280,000 to 600,000. Policy 6330, acquisition of professional architectural engineering, landscape architectural and or land surveying services. And this was House Bill 149 that increased the not to exceed
096amount from four million to 7.5 million for certain continuing contracts. And then our last policy, policy 7440.03, small unmanned aircraft systems, which are basically drones. Um, in the House Bill 1473, just prohibits the operation of drones without written permission. >> There are no questions, Miss Griffin. Thank you guys. >> Thank you board members. Um Mr. McN just need you to stand by. Um I think I can cover this. So Miss Cummings unfortunately wasn't able to be with us today. Um, this was a request that we submitted to Florida Department of Education allowing us to basically transition Uriythmics 4 to Urithmics 4 honors and allow students to round out that suite in order to get that uh designation and on their diploma. Um, and does anybody know what your rhythmics is? I asked. It's okay. It's
097flags. And so it's it's it's Yeah, I that >> I Google I >> I hope that I hope cabinet heard that. Miss Field says, "Why couldn't they just put flags?" That's exactly what I said in the cabinet meeting. So, that is that is what it is. Make sure you all understand. It's not just flags. I apologize, Miss Wyatt. Um so, but it is it is a requirement for us and it would allow those students to round out that suite and receive that uh diploma option. Yeah. the certificate, seal of of accomplishment, seal of of completion. So, I see no questions on your rhythmics. Thank you. Next, we have Andy Baldwin, who's here for the ESCA consolidated application. [Music] >> Good afternoon, >> members. >> Good afternoon, sir. This afternoon, I'm presenting to you information about
098our ESEA consolidated application for the 2526 school year. This is our main entitlement grants that you're used to. Title one, title two, title four, those grants. Um, I did want to share with you an update that we have done to our processes this year where we have ensured that all of our grant activities at the district level are aligned specifically to strategic plan goals which we have established. Uh goal four um our department um really um emphasizes goal four espec um especially objectives of making sure that the use of our funds is uh transparent, strategic and aligned and that our uh resources are used in an equitable and consistent manner. So what we did this year whenever we request whenever the departments requested the use of grant funds for this next year we asked them
099to each identify which strategic plan goal that they are specifically targeting with their initiative. In total u we have 129 total district-wide initiatives. There are some schoolwide initiatives specifically under title one part A which are not captured in this but all of those schoolwide initiatives are part of the school improvement plans which are also aligned to the strategic plan. In addition to identifying the goal for the um for the strategic plan that the department will be targeting, we've asked them to identify the key performance indicators or the KPI so that we can identify the specific metrics which each of the initiatives are targeting throughout the year. I gave you a sample here of the the types of districtwide initiatives and the different key performance indicators. Uh the one most chosen was the English language arts
100performance on PM3 and then uh district leading leadership training programs and overall graduation rate also all throughout there. In total there were a total of 49 different KPIs which departments have chosen to work on throughout this year all aligned to the strategic plan. The ESA consolidated application includes uh grant applications for title one part A. That's our largest uh grant program for the entitlement programs. Title One Part C, our migrant education program. This is for students who are migratory, meaning that they work in the agricultural and fishing industries and move from place to place throughout the uh the school year. The largest majority of our students that participate in this program move from Michigan and uh North Carolina, those types of states, and move back to Florida. Uh also includes title one part C uh
101part D, our neglected delinquent program. Title two part A, supporting effective instruction. Most people know that one as our PD grant where we do a lot of professional development activities for our staff. Our title three part A uh language instruction for English learners and immigrant students and title four part a supporting student and and academic enrichment. Our title one part a grant has a total of nine areas of focus when in the application. Uh the largest majority of funding is spent at the school level. So these are title one funds that we send to our title one schools. So each year the district chooses a threshold that they identify uh that we will be supporting the schools and then we try to allocate the majority of our funding to the schools and then we hold
102a little bit black back for district level uh expenditures including our prek program for our title one schools as well as our books bridge program and some parent and family engagement activities. This grant is very large and it supports a large number of staff. I do want to make sure that to emphasize that these numbers on here are FTE or full-time equivalent numbers and not specifically numbers of staff. For example, if you look down at senior coordinators of instruction, it says 20.8 FTE, but really that's 35 people, but they're split funded among multiple grants. So within Title One Part A, that's the kind of the percentage of of staff that are covered by Title One Part A. Then they're also represented within other grants as well. I just didn't want to give the impression that
103we were duplicating staff numbers. Um, these are our major programs within Title One Part A. I won't go through each one of these, but if you guys have any questions about any specific programs, our uh, Title One Part A director, Allison Dort, is here in the audience as well. I do like to bring my staff so that you guys can put a a face with the name and see the hard work that they have done throughout the year to put these grant programs together. Our title one part C, our migrant education program, has four primary areas of focus. Uh DD Wright is our senior coordinator for special programs. I would be remiss if I didn't uh comment that this Thursday DD Wright will be retiring and that marks over 30 years of support and dedication
104to our Pulk County students. So congratulations. [Applause] The large majority of our title part C grant funds are for instructional services through our K through uh K through2 students. Uh the next biggest pot goes to our our identification and recruitment of those migrant students because every year we have to go out into the field. Our staff goes out into the field, knocks on doors in in some of our areas that are in high migrant concentration and has to do certificates of eligibility to include those students within our grant application for the next year. So um that those are our two biggest areas. We do have program staff within uh the migrant program as well. And again here are the list of some of the major components within the title one part C grant and again
105heavily on the academic instruction and academic supports for our students. Our title one part D neglect and delinquent program has three main areas of focus. with the vast majority of the amount going to fund two transition facilitator positions to support students that are transitioning back into normal schools after being in a residential or um residential delinquent facility. our title two part A program. Again, most people think of that as PD or professional learning. There are also two other areas of focus. Recruitment and retention of staff and prioritizing effective teachers for high need students. Uh the majority of our title 2 part A funding goes to to fund full-time staff that supports a vast variety of initiatives. Here are just a few uh within area focus one of the programs that are supported by our title
1062 part A program. Under area focus 2, which is recruitment and retention, here are some of the areas that um that we support our staff. And under area focus 3, this is where we provide some additional supports to some of our struggling schools. our title three part A program. Oh, I'm sorry. For title two part A, uh, Kelly Jarrett, Kelly, give us a wave. She is our senior coordinator for our title two part A program and our title four part A, which we'll cover in a second. And then title three part A, I think Alfredo Gonzalez, he's here. Yeah, Alfredo is our assistant director for ESOL program. So, he is here in case you have any questions about the ESOL program and how they leverage these grant funds to provide additional additional supports to students.
107Again, there are four main areas of focus within the title 3 part A grants. We provide uh English language instruction support for students. We do some professional development components for our teachers who have these ESOL students within their classrooms. And then we do some parent and family engagement supports with these grant dollars as well. Here you can see the staff that we have that are funded with our title 3 part A grant funds. The ESOL department also has some other staff which is funded through other depart other um funding sources but these are the staff which are funded by the title 3 part a grant and our title 4 part A grant is kind of our newest grant within um ESA. It's about five to six years old now and it has three primary areas
108of focus. Well-rounded education, self safe and healthy schools, and effective use of technology. The vast majority of our title 4 part A funds go to providing staff to support uh different programs with the largest program being our community outreach program, which helps us drive up attendance at our schools and identify students who need additional support for getting to our schools and and keeping their attendance up. These are some programs that are funded under our well-rounded education component of title 4 part A. And these are some of the programs under our area focus 2 for safe and healthy schools. And then we provide some additional support to extend network manager contracts at the schools uh especially to support the our um summer extended learning programs in the month of June so that uh the schools can
109still have some technical support if it's needed. And that's all the information I had for you. I'm happy to answer questions if you have any. >> Mr. Sharpless. >> Hello. Good afternoon. Um, you know, recently we've seen that federal dollars certainly um have been volatile to say the least for a lot of the media lately. Um, you know, through these grants, some of these uh some of these monies are funding positions and I'm just concerned uh I I guess the question is if any parts of any monies uh do not make its way to us, what happens to those positions? those are those individuals when they're when they sign an employment contract with us or do they know that that's grant-f funed position um or I I'm just I I just have a concern there
110uh with with the climate right now >> we are we are looking at ensuring that all of the grant funded staff are are um are signing some type of limited employment agreement whenever they are accepting a grant position. Currently we do that for competitive grants that have an end date. We haven't traditionally done that for these annually recurring grants, but we are looking at uh if we'd need to start implementing that in the future. >> I just with everything that's happening in Washington DC, it's just a big concern of mine. So, thank you, >> Dr. Allen. >> Superintendent. Yeah, I was going to say thank you, Mr. Baldwin. Uh really good data. I appreciate you uh tying uh this presentation to our strategic plan and then how that trickles down to our school improvement plans.
111really appreciate the organization of it and great to have uh your staff uh with us as well today. Um this is really good data um and uh just the impact of these funds um just really puts it into perspective of the importance of these um and I I'm just reflecting on what Mr. Keys and I will be doing uh in September as we go up and advocate in uh DC around these as well. So I anything I mean this data is really good. is really listening and gleaning uh from this as we go and lobby to make sure these funds continue to uh funnel down to us. So appreciate this uh presentation today. >> Miss Fields, >> basically just reiterating what Dr. Allen just said and I wanted to know from Superintendent Hyde, how can
112we uh extend this knowledge into the community? Uh I think that it's important for the for the community to see exactly uh the impact that uh would occur if federal fund was not available. There would be a lot of things that we would not be able to to continue and it it would be very impactful. I don't know what the answer is but I just think that more we can educate our community um and our parents um and even our staff the better. So, it started for us with advocacy this this season. Um, as you know, we sent letters out to our parents. We reassured our staff. I think Mr. Sharpless, the biggest part of your answer that was missing is quite frankly, it depends on the timing in which the feds announce. Had they
113given us adequate time and ample time, we're going to be fine incorporating staff and making decisions as far as how to continue to proceed. In this instance, we had to make those decisions at the last minute. And that's why I provided the board with an update as to what your what our fund balance would be by retaining all of these staff. But I needed to provide assurances to these individuals that less than a week out from school starting their jobs were no longer in jeopardy. We wanted to make sure and and quite frankly what these people support is the most important part. um you know and and while migrant and other grants are not significantly large as it as a measure compared to other areas, you know, professional development is the area that caused me
114the greatest concern. Um as Florida and other states continue to struggle in a teacher shortage, fewer and fewer candidates are coming into the classroom. Having graduated from the college of education, professional development is not just only important. It is essential. It's crucial to us our really sustain our organization and make sure we have qualified and qual quantity uh quality individuals in front of our students each day. Um so then back to Miss Field's part, you know, it started with advocacy. I I found it interesting when you read through some of the comments and responses that showed up on social media, it it became very apparent that the general community has no idea how schools are funded or how those dollars can be allocated. Um, so when when somebody responds and we kept track of many
115of those of those comments because those become opportunities to educate the public. Um, so when somebody says, "Well, you get all this money in impact fees because we're growing. What are you doing with those dollars?" Well, you can't spend those on staff. Um, but that's something the public doesn't know, right? You you can you can have a knee-jerk reaction and just chalk that up a different way or you can embrace it and say we've got to do a better job educating the populace on how schools are funded and how those dollars can be spent and and again continue to reassure them and demonstrate to them through the audits that we complete every year through the Florida Department of Education and others. And in addition to that audit we completed two and a half three years
116ago um comprehensive audit with an outside agency that showed very concretely that we operate with a high level of fiduciary responsibility that we do not mismanage our funds. Um and so those are important things that we definitely need to make sure the committee understands. Um they don't necessarily have to agree with all of the ways you decide we decide to spend the dollars on students and and school system but at the end of the day at least they'll have an understanding of why we do what we do and how we do it. So that's the important part. So I I think Miss Fields, to your point, especially as we move forward with other topics about potential revenue, this will be crucial to make sure we provide those reassurances. Yes, ma'am. >> Thank you. >> Yes,
117ma'am. >> Mr. Bowwin, thank you as always. You do a fantastic job. Thank you to your wonderful team. Congratulations on your retirement. >> Thank you. All right, board members, I'm gonna look to you. Do you need a break right now or would you like to get through zoning? I see nods. Um, so I'll go ahead and keep talking for a moment or two so that people behind the wall where the magic happens can put us on pause. So, we will take a quick recess. Mr. Chair, how long would you like to recess for? >> 15 minutes is fine. We'll come back at 217. 220. I'll give you a couple extra minutes. 220. Hey, hey, hey. Heat. [Music] Heat. Heat. Heat. [Music] Heat. Heat. Heat. [Music] Hey. Hey. Heat. Heat. Heat. Heat. [Music] Heat. Heat. N.
118Heat. Heat. [Music] Heat. Heat. N. Heat. Heat. [Music] Heat. Heat. [Music] Heat. [Music] Heat. Heat. Heat. [Music] Heat. Heat. Heat. [Music] Heat. Heat. Heat. [Music] [Applause] [Music] Heat. Heat. [Music] Heat. Heat. [Music] [Applause] Heat. Heat. [Music] Heat. [Music] Heat. [Music] [Applause] [Music] Heat. [Music] Heat. [Music] Heat. Heat. [Music] Heat. Heat. Heat. [Music] [Applause] [Music] [Applause] [Music] Heat. Heat. Heat. [Music] [Applause] [Music] Heat. Heat. Heat. [Applause] [Music] Heat. Heat. Heat. [Applause] [Music] Heat. [Music] [Applause] [Music] Heat. Heat. [Music] All right, I hopefully those 17 minutes of recess revived you. So, welcome back. I would like to call this meeting back to order and turn it over to our uh superintendent to help us finish off uh our work session today. Superintendent. >> Yes. Hi, good afternoon. Welcome back. >> Welcome back everyone. Uh so we'll go
119ahead and pick up on item number seven, attendance boundary committee recommendations for the comprehensive high school reszoning. Sir McLemore, >> good afternoon board members. Superintendent High, uh this afternoon is going to be a presentation uh not necessarily to go into the weeds of every uh aspect of the analysis that took place. Staff's already provided you additional supplemental uh information at each of your uh positions. Uh the intent behind this uh presentation this afternoon is to present what the official recommended uh proposed boundaries are that the attendance boundary committee arrived at. Uh and without further ado, I'd like to hand this over to the attendance boundary committee's chair. Uh Mr. Cherry Con. >> Good afternoon, school board members. Mr. Hi, >> I'm honored to be with you today because this has been a uh long time
120coming making this presentation especially for the high school's part and uh Mr. Keys and Mr. Sharpless when they were actually on the attendance boundary committee. They did a lot of work to to make this happen and then we we went on a sbatical for about two years. So, uh we're finally getting put this out. So, I'd like to recognize my uh uh deputy chairperson, Miss Anna Rivera, and also uh honor or recognize the previous board chair, Mr. Don Brown, and Mr. Travis Keys actually served as the uh deputy chair when he was on this on this committee. So again, the reason we're here today is actually to talk about the reasoning the high schools. Uh okay. So the uh there several purposes that are listed uh to balance student en enrollment across the campuses or
121campuses to address school overcrowding and underutilization to respond to population growth or shifts in housing patterns. And I added this one myself because it's been a long time since it's been done. Uh I had several uh citizens in Northwest Lakeland uh approached me about the zoning for George Jenkins High School. And when we discussed this in the committee several years ago, there are actually students that lived in the area of 10th Street Providence Kathleen Road that were closer to Kathleen High School. It would bust past Lakeland High School to go all the way out to George Jenkins High School. So, uh, this resoning process, uh, was well overdue. Some of the key factors involved were enrollment and capacity, demographics, geographic and proximity, transportation, feeding patterns, and community input. And uh we did a lot of
122work before we got into the reszoning of high schools as new elementary schools came on board. And uh the public was all the public input was always sought before we we we got final approval. I think Mr. Keys actually went on and spoke in several uh community events. On this this slide, it shows the uh redistricting timeline. So if you look very closely in the red uh shows for the high schools starting in May of this year. Now, it says through September, but it's going to take longer than that. Uh, middle school will start in June and will continue on through 2026. And elementary school uh, and we actually have done a lot of that work before, but we're going to be uh, moving forward to finalize that. And elementary school could go through 2027,
123maybe even through uh, 2028. There's a lot of work to be done. And as the saying goes, how to eat that elephant one bite at a time. As we move forward in the high schools, I just want to point out some things to you as you look at the pictures. On the right side will be the proposed boundary. On the left left side is the current boundary. And there's a little little uh graph that shows 2022 2023 school year. Then the 202425 school year. It shows enrollments uh for those that time period and the number parenthesis is actually the seating and then it shows uh utilization for both those times. And then if you look at the bottom page which uh is really interesting as we move forward as you start from the left going
124to the right it shows the zone students in that in that current uh boundary area. then the zone students that actually attend that school plus the percentage and then the total enrollment and then the ones that really will will stick out and catch your eye as we move forward. It shows choice out, choice in and then the uh zone students proposal boundary, the change and then the estimated utilization. Some of these will show the the numbers for uh with portables and without portables. So your first first school is actually Abundell Senior High School. And as I mentioned earlier, if you look under at the bottom for Albundale Choice Out, they have over students that choose Choice Out, which is 30 34% of the uh zone students. And then they have 240 su 240 students coming
125in uh for 13%. Your next school is uh Barto High School and you see for Barto that that that uh square over to the left it shows utilization with portables and utilization without portables. And one of the things that stick out for Barto, if you look under the proposed boundary and the estimated utilization, that that number goes down to 54.3%. But that takes into consideration a large uh housing development that's going to be coming up with over I think uh was,00 uh homes coming in. That 11,000, excuse me. Next you have Davenport Senior High School and there's not much difference in that that well there's a slight percentage in the uh choice out versus choice in eventually get up to the uh estimated utilization and that number is is high and you'll probably find the
126same thing when we get to uh hang city because uh when we get to the new school on the east side of the county that's going to take up some of that utilization once it's up and running. Uh, next is Fort Me Middle School and it's actually Fort Me Middle Senior High School. So as you look at you look at the numbers 438 students in zone in attendant 355 total enrollment of 397 and uh close to 19% a choice out and 10.6% choice in their estimation estimated utilization after uh the zoning will be 72.4%. Next is Frost Proof Middle Senior. And you see their choice number is a little higher. They have about almost 31% of their students at choice N. And now George Jenkins High School. And if you look at the top numbers
127over to the uh left side, it shows in 2022 23 school year uh utilizing without utilizing portables, they were at 102.4% uh in 2425 uh without portables 100.8% and with portables 88.8 8. And finally, uh, with the reszoning, they'll get down to 82.5%. Which is a minus 175 students. Hay High School is a is is another stu school on the east side that really has a high uh utilization rate, especially without uh the portables. You can see for 2024 25 uh without portals they were at 127.3%. And with the resoning and the new school coming online they'll that will take them down to uh 78.6%. Kathleen High School. you you notice the difference in the utilization for Kathleen both in 2022 23 and the 2425 school year. Uh, one thing that stuck out for me
128for Kathleen, if you notice in zone, uh, their boundary 2,466 students uh, zoned attending 1,341. [Music] And you have 11 1,125 students that actually choice out of the Kathleen area for 45.6% 6% of the students and uh choice in 518 for 27.9%. The uh the utilization rate after the reszoning will take them up to 82.1%. Next is Lake Gibson. You can see Lake Gibson without portables, they have a pretty high utilization rate also over 100%. Uh Lake Gibson is a almost opposite of Kathleen. Their their choice out is 303 students or 20.4% but they have 40.3% of the students that actually choice in for 796 students. So after the uh resoning they'll be at 84.6%. Lake Region Senior High School for the 22 23 school year uh and the 2425 school year they they were
129roughly right at 62%. Uh Lake Region is another school that also has a high choice out rate at uh 38.8% or 728 students. Uh once the resoning is done, the estimation of the utilization goes up to 83.4% bringing in uh 936 students. Lakeland Senior High School is another school with a high choice in uh rate. currently shows boundaries students inside the boundaries 1,200 uh zone attending 99 students for 75.8%. The enrollment is 1,982. So they they actually have 1,73 students that are zoning in for 54.1%. uh after the after the uh new zoning uh their utilization rate will be 80.9 bringing in uh a plus 643 students. Mclofflin Academy, their numbers are low, but part of that is because they're inside the uh Lake Wells Charter School System. You can look at the number of
130students that are actually zoned in the current boundary of 2,122. Uh but only 322 are actually are attending zone. Their enrollment is 328. So choicing out they have over 800 1,800 students that choice out for 84.8%. uh even after the uh new zoning uh the utilization rate will be 43.6. Now keep in mind that this year will be the first year that they will have a full complement of students. This is their first year with uh that they will have seniors. So they have uh increased over time. Malberry Senior High School, their current utilization rate for this past school year was 96.4%. And their zoned attending they have uh 10,88 students for 79.9 or 80%. Uh their choice out and choice in rate is between 20 25%. Uh once the uh resoning is uh approved
131there will be up to 97.4%. Rich Community which is another school on the east side of the county uh that has a high utilization rate without portables and uh as staff has mentioned to us the goal is to actually uh get out of the portable business. So, and that's what new school coming up on the east side of the county will uh uh take us to. But they're currently zoned for 2,434 students attending 1,97 for a 78.3% rate. Uh not a lot of uh drastic numbers on the choice in a choice outside. uh once the uh new zoning comes into play, estimated utilization between 90 91.9% and 92% utilization rate. Tenner Rock High School, which is another school that has a low utilization rate uh for 2425, 62.1% utilization. That school is currently zoned for
1321,440 students attending that live in that zone 880 for 61.1%. And the enrollment was 1,143. We have uh almost 39% of students in that area that choice out and uh 23% that choice in. uh when the boundary plan or the zoning plan is approved, it will take them up to 84.2%. Winter Haven High School, uh again, if you look at their numbers without portables versus portables, even for the past school year, even with portables, they were over 100% utilization rate. Uh they also have a high choice in rate. Uh you can see that they have 1,029 students that actually choice in versus 25% that choice out. Uh what puts them close to 40% of students that choice in uh once the uh new zoning plan is approved and goes into place and all that can
133happen till the new school comes online, but they'll be at 91.5%. And finally, the new school, which uh we just use the term BBB right now for the east side of the county. Uh zone students 1,91 choice students estimated would be around 30%, choice out 10%. Which uh once the plan comes into play would be 76%. Now, Miss Farrell probably could give some numbers because there's uh several factors that go into play here. Since the school is very close to the uh Pulk County Oyola line, there are actually a number of students that live in Pulk County that cross the line to go to I think Liberty High School and some may go to uh Oyola High School or But with a new high school coming online in Pulk County, a great number of those
134kids will come back across uh to be closer and just the effect of uh going to a new school. So, and finally is as you look at the overall utilization numbers, you can see on the right side of the page, you have uh the green arrows that show the up and down rate using portables and up and down rate without the portables. The schools that are over 100% you can see uh that are highlighted in red. So the staff has done a great job putting this together. The committee spent a lot of time uh previously before we went on sbatical really going over this and uh transportation our busing system really makes plays an important part uh in coming up with the zoning lines. uh even when we were going over it, a final decision
135couldn't be made without transportation input. And uh there were several discussions, especially uh for the schools on the on the east side of on the on the west side of the county, the Lakeland schools, uh consideration of working with uh sister connection and helping our transportation and busing system, maybe getting some kids around, especially for extracurricular and uh for students that have to stay at school late and they don't have buses to get them home and that really puts a lot of uh pressure on the parents. So uh maybe looking at uh recommendations on collaborating with uh P County Public School transportation system and Citrus Collection Collection on uh helping out with getting students around. So, I'll pass it on staff for questions. >> Josh, um, as the presentation was going on, I received some
136messages from board members, specifically with concerns related to certain communities that seems like the boundaries are actually dividing a neighborhood or an apartment complex or those things. How how would you like the board to provide you feedback on those specific questions? Do you want them to come directly to you or funnel them through my office? However you prefer, sir. I mean, regardless our response, we'll CC you in our responses. >> That's fine. So, board members, if you do find as you drill down and and I know Mr. McLemore provided you all with access to GIS system, if you have specific questions about zoning or boundaries, I would encourage you to go ahead email those to Mr. McLemore. Please copy my office so I can track those to make sure that we address those. The board's
137not voting on this tonight. The intention for tonight was to at least provide you with the preliminary suggestions coming out of the attendance boundary committee and then more importantly provide you with kind of the timelines for when you could expect this to go out public. So once the board approves the recommendations or the proposals before us, then we will take those out, host a series of community meetings. Um several will be in person, then one will be virtual. Uh and then that way we can capture that feedback and provide it back to the board before you actually finally uh come to a final vote. I see Miss Whitey. >> Thank you. And I think you may have just answered my question. I actually had two questions. The first was you want us to email like
138screenshots of it or would it be easier just to meet with you for some of the >> If you can describe it or take a screenshot, that's fine. >> Okay. um if you screenshot just keep the the image small enough it's not going to get become an issue in in the um when it tries to upload in our system because sometimes I send images and it says it's too much data. Um but if you could do that and if if if Mr. McLemore needs to schedule time with each of you to talk through the specifics, he'll be happy to do that. >> Perfect. And then my second question was, so we'll be voting on what goes out to the public and then we'll get public feedback and it will come back to us. >> Correct.
139>> To vote on again. >> Yes, ma'am. So, the board's going to vote to approve the recommendations for us to be able to take them public and then based off public input, we'll provide you a summary of that public input and the responses. um the board can then take that under consideration and then ultimately approve the final resoning options for those schools. So the initial vote, it's not a vote to approve them to the community. It's it's basically giving the attendance boundary committee permission to take those public and gather feedback. So >> how soon is all of that happening? So you will see in the next two weeks depending on the um the individual feedback that he receives at the next workshop we will bring this back with any potential revisions. If there are no
140substantive revisions um which I have a feeling there'll be some based off the the messaging I received. Um we'll have to bring it back to you one more time for review. Although I would ask at that time we're not going to review the entirety of today's presentation. We will simply address those specific areas that the board had concerns with and then if the board is okay with those final recommendations then you will vote to allow us to move forward. So it will be on both it will be on workshop and board meeting but the board meeting approval at the next meeting will simply be an affirmation allowing us to take it public to gather feedback and then ultimately they come back again um based off the specified timeline um that Mr. McLemore and his team
141recommend and then you'll get that opportunity to finally vote based off of your perception of the resoning and then taking into consideration whatever feedback you'd like from the community. I guess I I still have some concerns about timeline just because of when our meetings are because if it comes to us in August to approve it to go out to the public, our next meeting is early September and then we don't have a board meeting again until end of October, which is plenty of time to advertise it, but I don't if we're planning on implementing it in 2627, it concerns me that that's not enough time for families because open enrollment will open. Well, I I think we need to clarify, too, that no one's being forced to change schools. The recommendation for resoning comes with
142an understanding that I will not recommend forced choice. I will recommend that families be allowed to finish where they're currently attending. Um, any incoming new students would have to be zoned to their traditional school unless they um take advantage of a transfer option that we currently offer as it is. Um, so I I hear what you're saying, but there's going to be a 30-day minimum, if not a 40-day, 45day period of time where we have to go out for public feedback anyways. So, the likelihood is the board will not vote on this till at best late October, early November as as f and then immediately we will notify families that this is a decision you've arrived at. >> And open enrollment formies and choice schools is going to be when this year >> I will
143defer to staff. I don't know those dates and I Miss Everett's not here so I'll have to follow up with her. >> I just want to make sure we're not putting families in a situation where they're they think their kids zoned to one school, they don't apply for anything during our choice application and then find out 2 or 3 weeks later, oh, now they're zoned to a different school cuz that's not fair to families. I want to make sure. Now, the other option a board has is allow us to move forward with the recommendations tonight um to go out go ahead and go out and get community feedback with the understanding that we'll make whatever tweaks to those boundaries that you are in contact with Mr. McLemore. That's the only thing that comes to mind
144that will allow me to accelerate the timeline. Otherwise, I do feel the need to bring it back and address that with the whole board before we get approval to take it to the public. But I'll defer to the board and your and your interest there. >> I mean, I can go either way. I don't know that we'd have to have anything solidified if it's just getting feedback from the public, but that's just okay. As one board member, I don't >> Okay. Then I will work on a timeline with Mr. Mackmore. What we'll also do is make sure um that I work with Mr. Giri, the parents back to school memo is being finalized today and we can make sure that we add a component in there for families to get an update that this is
145coming >> and we'll outline a timeline for that as well. >> Okay. >> Go ahead, Mr. M. And one other item to help with the commun communication and messaging part of that is that we are creating a dedicated web page uh where it's going to contain all this information and it will allow parents to drill down just to a specific school or if they want to look at it comprehensively maps that will be displayed side by side that will that are linked where you can move your the current zone how it looks today it will start doing the exact same action on what the proposed boundaries look like or what's under consideration >> with the ability with the ability they can still type in their addresses to verify what they're zoned for as well as
146provide uh and submit surveys that we've created as well. >> Yeah, >> Miss Fields had a couple of questions. I think I know the answer to a few, but I want the public to have the answer. Uh please define for me what choice in and choice out is. So, choice in are those that uh we define that as uh students that are not uh fall within that zone boundary for a school that are electing uh to take advantage of the uh choice out window to choice into a school that they are not zone for. Choice out are those students that they may be zoned for. For example, they live within the Auburnale attendance boundary. However, they are not choosing to attend Auburndale High School. they are choosing to attend a different uh school whether that
147be private charter or one of our other um other high schools in the area. >> Thank you for defining that. Excuse me. My my next question is what will public uh feedback look like? What is it gonna is that going to be basically uh in-person um meetings or are you basically going to just use uh electronic feedback? >> We're going to we're going to do a hybrid of all of it. We envisioned four inerson regional meetings as well as one virtual meeting where we will record the the exact same presentation that would be shared in person that that is always going to be available for uh people to look at if they can't attend one of the regional meetings in person. We're also relying on a digital platform as well to where they can also
148explore and or submit surveys uh comments and we can uh get their feedback on how they view some of the proposals. >> Thank you. Because I think it's important that they have that in person uh because a lot of people are visual learners. They they don't learn electronically. And then the last thing is uh Mr. Con referenced our partnership with Citrus Connection. I thought we already had a partnership within the code program. >> We we do already. Um it's just more of when we were were assessing uh some of these boundaries about where these lines drawn uh we rely heavily on our input from our transportation um uh department and division because while it may make sense from our standpoints of how it looks where we draw the lines, other things that need to be
149taken into consideration are bus route planning. Are buses having to do double backs? Are they having to go back and do a third round for some of these pickups? Whereas if we take that kind of planning into consideration, uh it helps us gauge where some of these boundary lines lie. >> Okay. Just want to make sure that I'm understanding. >> Yes, ma'am. >> Thank you. >> Mr. Keys. So, I would I would say first um actually the only thing is I'm I'm kind of concerned that we're going another meeting to discuss this. We've had this material for a while now. These decisions were made or recommendations some time ago and we've I would assume everybody had time to review this Thursday. Okay. Well, then I apologize. Um Yeah. Yeah. Well, and and so again, and
150I guess I take it from a different perspective because the last meeting we had was April of 2023 um and making those those decisions. So to to get back on board and it does take time and and with 16 different um community meetings that would have to take place on recommendations, it's going to going to draw that out some and put an immense load on that team. So that was the first statement I was making. The second one is and I kind of miss fields had asked it. Um I would say the community input having led multiple meetings of those um community meetings. It it is very interactive. Um I would say probably the largest one we had at the time would be chain of lakes when we were building that new school and how
151that looked that was a crowd um and they were very concerned um and they voiced their opinions and the staff did a absolutely fantastic job of addressing the concerns live and then those they couldn't address um you know getting answers to them. So, um I think that's probably one of the most important parts as we look at these. Um this team has has mold over these options and they've given the recommendations to the board, but then also the the in transparency the community has an, you know, the um opportunity to present their concerns as well. So, it's it's it's a long process and I'm I'm glad to see that we're picking up again. It's going all that hard work has come to fruition. Um, so that's that's that's great. And um, I would say too
152is that um, part of the things we also need to look in that opt-in and opt out numbers is that we have those um, programs. We have Cambridge, we have IB, we have situations like Harrison where these numbers can seem kind of skewed, but there's reasons for that. So I kind of scratched my head as Kathleen was one of those. Wow. So I kind of want to have a very short discussion on that as the opt out of that. Um, I'm assuming I know what that is because, but is there any input on why there's such a large opt out at Kathleen? >> We don't have an answer for you today on >> Okay. >> I don't want and I don't want staff guessing. >> Okay. Okay. I'm curious about that one because that's a
153large number on opt out. So, that's all >> Miss Miller, >> I put on hold so long I almost forgot my question, but I didn't. Um, thank you. I can watch the numbers as they go down. I also think that it's better to move forward. I mean, if if it's the will of the board to move forward with this. I have two communities that are very community centric that showed up in large numbers uh when they had a third high school built without their input or without what they felt was their input. Um that kind of divided those two communities. And so I would rather move forward to have that and not to the next meeting. But that's of course up to the board. Um my question is when we when you get all this
154feedback I'm sure the board members will be made aware of community meetings. Um but when you get all this feedback and present it to us um will that be at another work session? That'll be the work session before we move forward after that next step. I I do think we need to go I think we need to go ahead with what the superintendent suggested or made as a second of second um offer only because I know yes some of this is about siblings and people who have children that are seven years old but still planning I mean if you've been to Auburndale they will be blood hounds if they're two years old and so it's not as it's not much you know they're not worried about the continuation of students that are already at the
155school they're worried about long term yeah >> so I can answer part of the question as far as the data so we can provide it as as quickly as the board considers to be reasonable. So following each town hall within each one of those respective regions which would be arguably limited to certain schools, right? I mean that's that's their those are their their neighborhood schools. Um I would recommend we provide a 5day limit on survey responses and then we can provide that in real time. So when the survey closes, so if we hold a town hall on a Thursday, then by the next Thursday, we're closing out that survey, we compile it for you on Friday and we send it to you immediately. That way you're not waiting for every meeting to get this large
156packet because we are using the new surveying tool. Um, and it does a really good job according to the team at capturing feedback from families. We can, to Mrs. Fields point, we can have paper copies um that we can have people complete while they're there at the town hall if they prefer that instead of the virtual option. Um and then if need be, we can work with our schools, which we would to communicate these meetings to our families. But if we need to send the survey out with graphic images of the new boundaries to other families, we can do so as well. So we have the ability to do all that. The question I I would have for the board um you know basically you're not voting but you're giving me a consensus response that
157is are you satisfied with a 5day window for survey responses following the town hall not prior to the town hall because we can message everything well before a town hall is held. Um and you know ultimately the last town hall will have the most advantage because the information will have been out there for longer. But if if you're satisfied that 5 days should be sufficient time for us to capture and give you that feedback with the understanding that any community member can also come to a schoolboard meeting when you ch when you plan to address this that um that I can get you the data as quickly as possible that that's the fastest response. I mean that's the fastest way I can get you the information so that you can be be maintain and be
158reasonably apprised as to the feedback that you're hearing throughout the community as a whole. So, if they choose not to >> go ahead, >> if they choose not to go to a town hall and to view it online, then when how would they submit there? >> So, they'll get an email. >> Mhm. >> It'll have the attachment and the screenshots of their >> of their zoning and then it'll have the survey link in there and they can provide feedback that way. Now, arguably that's going to be the least informed way for them to provide a response >> because they won't have the benefit of having seen the virtual town hall or have attending in person, but I'm I'm trying to put our best foot forward in trying to capture that information. So, um and give
159them every opportunity to respond. So, that's the intent. >> Okay. There's part of me that doesn't feel good about closing a survey while we're still surveying people. But you're surveying by region. Okay. >> So schools Lake Gibson's responses have nothing to do with Frost Proof's responses. I think that's the point I'm trying to convey is that the meetings would be regionalized just to really focus on those schools and make it convenient for those families to attend. So if we can do it that way, it would make sense. But yes, you're right. If we were addressing all the changes globally, then no, comprehensively that that wouldn't be a good strategy for us at I don't feel good about us doing if we're not doing it at every school then I don't think we can do regional
160surveys because what happens if I can't if I am at a you know there's one in Barto and there's one in Winter Haven where do I go to if I'm at Lake Region >> so that the you have the virtual town hall and then you'll have the email that you can respond to as well. >> Um or are you asking that we hold a town hall at every single high school? I mean, I think it's that important, but >> um I will have >> But I'm one board member, >> but I I'd have to review that anyways and come back. I I just >> I don't know that that's >> how >> I don't know that that's attainable. >> Um but we'll we can see we can see. Miss Miller, were you >> I'm still
161I'm still the speaker. >> You are. >> And now I have more input because you left my mic on. I um I think this is back to I'm just going to put a banner right here because I keep saying this. This is back to how we market and message this. If it's done with an extensive, intentional marketing campaign, I think people will get the message. You will have people that say, "I never heard you were doing this." Um, but I think if we exhaust all of our channels to get the information out, I mean, honestly, unless it's affecting them today or they think it'll affect them tomorrow, the the in-person committee me or the in-person meetings aren't usually well attended unless it's people that are have a current need or think it will be a
162current need. But I think if we message if we do a great job with marketing and push pushing the message out um the electronic message out that we might be able to get the responses without having to host at every um at every high school. But I would suggest doing like you said like a Lake Gibson and a frost proof, not a Lake Gibson and a Tener Rock. Like because then you're going to mix the message that's right their next door neighbors. Um, but I think that might be helpful and attainable to get the information, but it's going to be strategic and intentional with the messaging. >> Mr. Sharpless, >> first I just want to thank the committee, the ABC committee, as well as the staff. Um, it's a big undertaking and I know it's
163been a while in the making and so first I just want to thank you guys for all your hard work. Um, I just want to make sure for the public to understand, um, when we're going through and we're seeing some of our, uh, our middle seniors, uh, I I represent a lot of those in the southeast. Um, th those numbers they saw were high school numbers only. Correct. I want to make sure everyone understands that. >> High school. >> Okay. I I knew that, but I want to make sure the public understands that. Um, the only concern that I had, um, well, not the only, but the one that I I'll bring up here, um, how come we're decreasing utilization at Mclofflin? Um, I know there's charter system there, but if it's already underutilized, why
164why are we decreasing the utilization there? I'm just, it just concerns me. >> So, the areas that were modified for Mlofflin were based off of bus routing. Okay, >> that was entirely driven, no pun intended, based off of transportation planning and the the most prominent area that was changed was out in the Indian Lake Estates area. >> Yes, I saw that. Okay. >> Uh but I can already tell you in monitoring the growth, it is still being approved in the city of Lake Wales. Uh that is still a very vibrant and growing community. >> Absolutely. I I mean, you mentioned it about Barto High School and that reason with that uh with that humongous development that's coming. Um there is a lot of growth that's coming in the Lake Wales as well. So I'm hoping
165that this that will capture some of that. So but I just wanted to make sure everyone watching those numbers were high school only not middle school students. >> Miss Fields, >> I just would make a general statement that boundary changes is probably the most controversial task that we will undertake. Uh and we really need to make sure that we get it right. I know that we will. and we need to make sure that we do all of our eyes and crossed all of our te's. >> Yes, ma'am. >> Dr. Allen, >> thank you, Superintendent. Uh, yeah, again, I appreciate Mr. Con and the presentation and the work of the committee as well. Um, two weeks from now, right, we do have another board meeting. So, is that when we're looking for approval uh on this
166>> to approve the proposal? >> Yeah, the proposals. Okay, very good. All right. Uh and then question on the choice in and choice out. Does that capture the COI students or the controlled open enrollment students? Okay. Or COE rather. >> Um I'm wondering yeah because you know when we think about the attractor programs like the aerospace academy and um Harrison and so forth, how are we looking at that in the mix there? And then thinking about the pattern from middle school into high school as well. And probably not an answer for right now, but just um something that I would really like to understand um more so as we move through this process. And then uh I think the utilization I wish the utilization numbers that were put at the very end of each high
167school was the utilation utilization number without portables. Um, but that's just me in particular because I did, you know, obviously we want to be a no portable um district. Um, and and then as far as the timeline, I was thinking about the timeline, looking at the timeline as it relates to the new high school and just, you know, would would like to hear an update eventually where we're at. has property been you know um captured so far in that process where we at timeline does it does it work in relation to um what we're presenting in the timeline itself as far as the construction of the new timeline uh new high school >> yes in that while the boundary committee has already approved a boundary for what the new high school would function under understanding
168that until it actually becomes fully operational those students would still uh fall within the Hannes city attendance boundary >> until the new school becomes online. >> Okay. So, just a little update on that. You know, I don't whenever you see fit on that one. All right. And that's all I had. Thank you. >> Thank you, board members. Um there are no further questions on that one, Mr. McLemore. Next item is the attendance boundary committee recommendations for Alta Vista Elementary School's resoning. [Music] >> Good afternoon. Um so we are doing that global comprehensive resoning and that's why we did all the high schools but for Alta Vista because as you know we're moving it into where um Sunni Terrace was we needed to also go ahead and come up with a boundary for it. So that's
169why we're shifting right now to the K8. Um, but globally we're going to be doing after high school we'll be doing middle schools and then elementaryaries. But we're just we're touching on this one now so we can get a boundary in place for the new K8 um or for Alt Vista's new K8. The picture that you're looking at right now, what we did for this coming school year is we took the Alta Vista Elementary zone, laid it on top of the middle school zone, and we told the um fifth graders, the rising sixth graders, if you're in this boundary, if you're in the Alta Vista boundary, that you can stay into the K8. But we didn't change the boundary yet because that requires the process that we're going through. So you're just seeing what it
170looks like if you took Alta Vista, laid it on top of the middle school. So the data that we have right now for Alta Vista Elementary School, I I've included for you guys to see the current third graders, the current fourth graders, the current fifth graders, so you can kind of see what the size of the class is that's rising up currently. um and the choice in and choice out. When we move them over to the K8 at Scenic Terrace, just to be clear for you, roughly 943 seats will be elementary seats and about 471 seats will be middle school. So when you look at these numbers, just that's what we're looking at to talk about. Um and again, that same picture that is just showing you Alta Vista lying on top of the middle
171school boundary. So we took this to the ABC and we came up with some options for a official boundary that will be in place further out. Um this is option one. Option one we didn't change very much. Option one we kept basically what the boundary was. The only thing we did is we carved out you can see it up there kind of we carved out where Boon is. So there's that funny little rectangle up there at the top. That is where Boon literally physically is. And so with the changes that we would make, it would change for Boone, it would um decrease the utilization down 79%. It did not affect Denison. We'll discuss Dennis in a minute. And it would take Lake Marian Creek down just a little bit, but otherwise the boundary just stayed
172the same as the current Alta Vista Elementary boundary with just that little carve out where Boone Middle School is. this option which is the ABC recommendation cleaned up. Uh I'm going to go back for a second. So we you know it looks kind of like a puzzle piece and we've got all these little other intrusions in here. This one clean that up for us. This option helps with Boone helps with Marian Creek and takes 433 kids over to Alt Vista's K the K8 portion. Um and this is the boundary that was recommended through the ABC. This one also we discussed with transportation etc. This one is another option we had. It basically more extended up above Boone um just to try to give Boone a little bit more relief for consideration. It was not as
173conducive though for transportation and that's why the ABC committee chose the prior option. And there's one other recommendation we made when we were going through and looking at these. One of the things we wanted to do, Dennis's current utilization is very low and Boone's utilization is very high right now. So, we were also looking for can we do something in here that maybe we weren't taking them all into Alta Vista, there wouldn't be enough space, but could we help get some Boone kids and move down? This one we also discussed with transportation. This is very helpful for them and it's so it's on the top portion of the Denison boundary right now pulling some kids out of Boone 169 kids would then be zoned down into Denison. So the board is also recommending that we
174do I'm sorry the ABC committee is also recommending that we do this little Dennis portion down. Um what we're asking today is the same thing that we just did with the high schools. We're looking to move forward with public comment. Now, they've already talked to the public because of what's coming up this coming school year, and it was very, very positive. Of of the kids that were rolling up into sixth grade, I believe only two chose not to. >> Yeah. Not to go. Like, I mean, 99% of them just wanted to stay. They're very, very excited about this. They're very excited about the K8. So, um, but what we want to do is now be able to move forward to talk about a permanent boundary and get the community feedback, etc. Any [Music] questions? Seeing
175none. >> Okay. >> So, just just as a reminder for the board, three options are listed. However, option two is the preferred option being recommended by attendance battery committee. >> And then subsequent to that, that last slide captures any changes that would affect Boone and Dennis. >> Right. when we when we were first looking at it um and we were trying to pull it all over into the K8, it was almost too much to pull into the K8. So, this was wait, can we still help Boon and Dennison and balance that a little bit, but that chunk not bring it into the K8 or there would have been would have been pushing too much over to the K8. So, that's what that little option Dennis was. >> Okay. >> Thank you. >> Good job. I
176don't And thank you to our guests. Thank you to the ABC committee. >> Next item, board members, is the fleet proposal. Uh Mr. Pittz, and we are joined by several members of Avail, the team from Aveale. So, good afternoon board members here to talk about the Florida Educator Health Trust. A few months ago, um our consultant, our health insurance consultant, our health benefits consultant, um Robinson Bush left us and uh in the mean and we put out an ITN invitation to negotiate and avail that invitation to negotiate. And as we were working through what their contract uh was going to look like, they brought up um to me, I had not heard of it before, but the Florida Educator Health Trust, they were able to scale back on some of the services uh that we
177would pay for through them because of this health trust. So, I'm going to kind of walk you through the benefits of this because it is on your agenda tonight as an action item. Uh, and it's under you. So, what is fleet? It's was established by the Florida Association of School District Superintendent, FADS, similar to the Florida School Board's Insurance Trust, FISBbit, for property and casualty. It's a uh basically a consortium. It's specifically designed for the complexities of health insurance for school districts. All 67 school districts are invited to apply, but the district must be self-insured. The goal of the consortium is to reduce costs by providing increased financial stability for member districts. So, here are a list of program benefits uh for joining fleet. It's controlled by the district school superintendent and if we join
178uh the trust Mr. Hyde or designate will become part of that part of that board. We would have access to fleet risk sharing program member districts have complete autonomy over full employee benefits program and design. It offers an economy of scale for purchasing. Offers accounting services and billing billing consolidation to reduce district workload. Actuary services, financial reporting and funding recommendations, annual analysis and marketing of medical, pharmacy and stop loss programs. Additionally, um we would see annual repricing of medical and pharmacy claims to ensure maximum savings, procurement services, contract negotiations and vendor contract management, independent oversight and audits for state, federal and local compliance and a consolidated data warehouse for maximum efficiency. There is a cost be to become members of the uh insurance trust. There's a onetime fee of $10,000 and then a per employee,
179not the number of folks that are on the health insurance plan, but just based on our number of employees at $17.75 per month. Um, which equates to about $2.5 million a year. I went through that extremely quick. So, now's time for questions that you may have about this program. >> Mr. Sharpless, >> um, first question I have is why is the need for backto back tonight to vote on this tonight um, rather than to give some time to research it? I'm just curious, is there a a specific reason like we have to get in by a certain date or >> No, there was only because we were we were finalizing the contract with a a veil. Um and and we were trying to bring them on as quick as we could and then that was
180really the the reason to do it this quick. There's not there's not an issue if it comes back in August. I was just curious then the second question I have is um what because this is a trust and you said it's similar to FSBIT and I'm within my involvement in FSBA I understand what FSBIT is and and how that works. Um I'm curious what districts are members of this trust. >> I know a couple off the top of my head. Um >> but I don't want to I don't want to guess. >> Okay. Ted Roush. Thank you. Superintendent and Board. My name is Ted Roush and I'm the executive director of Fleet, the Florida Educator Health Trust. Uh I will say it's a privilege to be with you all today on this side of the
181dis as a recovering superintendent of eight years. Uh this is important work. It's engaging work and it's meaningful work and that's why I've chosen to be a part of it because as you all well know there are large dollars that go out to support employees and their health health program. So to answer your question, uh, board member Sharpless, currently there's Henry, Hardy, Dodto, and Okachchobee, and we have a stable full of districts that are lining up to get in as we speak, uh, that are coming on board within the next uh, within the next 30 to 60 days. We have two districts that have already acted on their participation agreement to become active members that have already voted. Uh, that's Madison and Dixie as well. Uh we've also are in very tight uh and and
182quick timeline negotiations currently with the Bvard County School Board to uh entertain their their interest into the trust as well. Um and so um I don't know if this has any bearing. I just uh when I hear all those districts uh those are all relatively small districts, not large districts like us. And so I'm curious um does us being a large district is that uh what kind of joining this would it would it cause any any any kind of new um issues for you guys that you aren't currently dealing with right now or I'm just curious how us being a large district will play in with all those >> there absolutely no problem with the capacity to be able to handle a larger district. We uh we met with Palm Beach yesterday. We have Hillsboro
183here in two weeks. >> And so, uh, there are large, medium, and small districts, uh, that will all reap benefit from being a part of this trust. >> Those are only my only questions right now. >> Thank you, >> Miss Miller. >> Thank you. I just want to say, um, sitting on the insurance committee has been has generated more questions than I think I've ever had, believe it or not. Um, but having a veil come in as the party, the liaison that's not attached to any of our major networks that we've had to deal with. I feel like this these the ideas that we wanted. We wanted to see somebody who was looking out, you know, for the singular best interest. Not that others weren't, but we in the past we've had people in the
184liaison's positions within networks of large companies that were selling us products. Um, and so if I can if if we are seeing this as a savings or a benefit to the district, um, I'm in favor for this. It is I mean it is obviously a cost upfront, but I think long-term insurance in general and the way it changes so quickly, um, and in a size a district this size that is self-insured, we are just treading water at this point. And so, um, I appreciate this being brought forward. I learned a lot about this. I had this had not been brought to us before. Um so thank you for doing that and the partnership we have with the veil. >> Thank you. >> I see no further questions or comments. Next item board members is an
185update to the student code of conduct. Mr. Wigs. >> Good afternoon, board members. Superintendent Hyde. Um, the code of conduct had already been previously approved, but we got a late statute change uh that arose from House Bill 1105. >> We'll just give them a minute. Yeah, we need your attention. >> All eyes on me, right? [Music] So, it arose from House Bill 1105 uh that talked about wireless communication use uh in schools uh that stated elementary and middle schools. uh students are prohibited from using wireless communication devices during uh the school bail and the high school students are prohibited from using wireless devices during instructional time uh except solely directed by the teacher uh for instruction and that is the change in the update fields >> and Tell me, how do you think that's going
186to work? >> Uh, being that we have very supportive and cooperative parents here in Pulk County, whatever, um, we're going to push it out with ease. It's going to be something new for elementary school students. Um, we're not going to be strongly punitive uh this year because it is going to be something new. uh it is already in line with what middle school and high school um administrators are already fighting with cell phone use. It's now just in statute. Uh so with them, we may be a little little harder or we'll encourage administrators to be a little harder. Uh but we're definitely not trying to run up numbers because of wireless communication use. But we think it's going to go over well with parent with parents with everything else. >> Good luck to you. >>
187Yes, ma'am. >> Um I know from a different seat uh kids are addicted to technology and to phones and u they get very uh upset when uh they can't have access to their phones. Um, and then having that added burden, and I'm going to call it a burden cuz to me it is the teachers, whoever the staff having to really enforce that almost like policing them is going to be a a handful. But, uh, we'll see. Time will tell. We have our meeting with our APS and deans on next week, which that is going to be a heavily covered topic uh for schools to go back and they just going to have to work together uh as as a unit and just deal with it as partnerships um in the schools in the local schools
188and and with parents. Uh really just have to go back to that old school. Your kid got to ride the bus home, you got to pick them up, you got to call the front office. So, uh, it's going to just come down to communication. >> Thank you. >> Yes, ma'am. >> Miss White, >> thank you. Um, I don't think it's any secret based on my screen time stances that I'm thrilled that this passed because I think it's one of the best things we can do for our kids. Um, my concern is how are we supporting our teachers in in practice? So, is it the teacher takes the phone? Is it they have to call an administrator to take the phone? Um, is my first question, but then I have a follow-up question. >> Mr. Historically,
189we've never really encouraged teachers to take a phone. That if there was a phone issue, they were to call for an administrator. Administrator takes the phone and the school had to have in their discipline plan how they were going to handle phone uses uh and how many times a student's phone can be taken before they go through progressive discipline. that'll still stay in the hand of school administrators, but the discipline office will just provide guidance and conversation and with working with um with regionals. Uh so it's already been in place. Now it's it's again it's just statute and just how they're going to do it. Uh but administrators will be supportive of of the teachers. >> And then my follow-up question to that which actually I have a question based on what you said. So
190every school has a different protocol on how many times they take a phone before they're calling home. And because that is concerning, >> we tried to establish for every school to have a matrix on how they handle various discipline issues. Again, it's now where they're lumping together elementary and middle school, whereas middle school was kind of grouped together with secondary uh because they were older. So now we'll have to go back and recon re-evaluate how are we going to deal with elementary and middle school having to follow the same uh statute and the same thing versus now just high school and with high school students using the phones. But each building principal and administration does have its have the freedom and the flexibility uh how hard they want to cover different areas. Uh but we'll
191just provide them guidance so that we're all uniform across the district and one school doesn't have uh more discipline for something than another school because another school is more relaxed. you that my follow-up question was going to be on the messaging and that makes the messaging really hard when every school's doing something different because I think that's the most important part of this is making sure it's messaged starting with orientation of every parent in of an elementary or middle schooler knows if your kids caught with a phone or taking their phone um and what the progressive discipline is. So, it it does concern me that we have different rules at at each school. Um, and I ideally would love to see that streamlined in the future. >> Okay, >> Miss Miller, >> I think it
192just follows up with the last two. This is going to be about leadership and support because not only are you going to deescalate students when this if there's issues, but you're going these leadership members or the team that's assigned at the school will have to deescalate parents about taking personal property off their off their child. Um the expectation needs to be there, but it does need to be succinct because as soon as we get that a lot, we get, you know, dress code at one school, why does my cousin get to wear whatever and I don't have to? We go to two different schools. I think it needs to be the same message with the high expectation. This is the expectation of the school district. Um, but it is about messaging or we're going to
193have a we're going to have staff upset because it's going to be a support issue, a messaging issue, and a training issue for them to go into this realm of discipline or of um authority over people's personal devices. Again for us we take the approach that it was already there uh in >> was it >> it was it we've already had established in previous years the use of cell phones. Cell phones have always been taken. Um again we just find that school A was more aggressive than school B. >> And I can tell you not only aggressive I've been in some classrooms that are super creative about how this works. whether they offer a charging a charging port and the kids are voluntarily giving up their phone so they're not having them at their desk
194whether they offer some kind of reward system. So it is being is I don't want it to look at it as punitive and you know always looking for discipline. need to have those good classroom management, school management, um, you know, programs or ideas shared because I can I've been in schools where I couldn't believe how many high school kids were just taking out their phones and putting in a you know, just they know that's the expectation. Um, and so it is it's going to vary school to school. But I think the concept is helpful because it has become a problem in the classroom. Miss White, >> this may be more of a question for you, but is it common in districts to see the disparities in what it looks like at the school level? >>
195No. And I don't think that's what Mr. Wigs actually intended to say and and quite frankly, I plan on following up with him and Mr. Butler about this because no, the district establishes a protocol. What Mr. Wigs is absolutely correct on and I will continue to defend is ultimately the administration retains the right on how to apply the discipline because there are other conditions and other factors that come into play when they're interacting with each child as individuals. It doesn't mean the consequence is not there. doesn't mean that they're not getting a referral for the same issue, but ultimately the discipline that's applied to the student may vary and it could vary because of the students exceptionality. It could vary because there was a language barrier. It could vary because of any number of reasons.
196It's not because an administrator chooses to be more lenient with a student. But I will continue and always defend the right of our school administrators who find themselves in these positions to make those real-time decisions about what's in the best interest of the student and to make sure that we're enforcing the concepts. So as far as does the phone have to be taken away? Absolutely. That's explicitly that will be explicitly stated. Um, now we will have to develop some parameters around that because I will tell you Miss Fields is spot on because I don't think what this what the board has not anticipated having dealt with this before. >> What the board's not anticipating are the number of complaints we're going to get alleging that we broke or lost or stole phones. And then we
197will have to reimburse families. And it won't be for the 199 phone that they got when they signed up for the new plan. it'll be for the $1,100 or $1,300 phone because that's the value of the phone. And and those are the situations that come in play. We have had a very strict cell phone policy in our schools over the last two years. I personally wrote the memo that went out to principles and to faculty and staff when this first passed two years ago that we were to restrict usage on our campuses and we did. We simply told our teachers, "Do not confiscate a phone. call an administrator to come take the phone because that eliminates the teacher from then becoming the target in case where somebody says, "Well, you broke the screen." That's going
198to be the issue. How do we verify that when we took possession of a phone, it wasn't chipped or damaged or those are the kinds of and I'm just telling you, I'm going to deal with it and and you're going to get calls and emails as well. That's not going to defer us from being able to do this. I will also say that school districts and other states who have worked to successfully implement similar programs who are a little bit ahead of our state have reported especially at elementary it's all about communication. The expectation is easier to establish in elementary they don't need their phones at all during the day. It really is a convenience factor for families and and that's the push back we're going to hear from families if we were to try
199for example to put phones in pouches or say we're banning phones from campuses altogether. You know, so long as they maintain them in their backpacks, they don't come out during the school day 30 minutes before and 30 minutes after, they're in good standing. But there may come a time, I'll give you a good example, school bell rings, student is a bus rider, their bus is running late, 15 minutes after school, 18 minutes after school, and their parent calls them to say, "Where are you? I'm tracking you on live 360 and I don't see you moving. What's going on?" If that student answers the phone, am I really going to consequence that kid? There are scenarios that come in that we just have to be. So I think Miss Wyatt simply stated again, I'll reiterate, we
200will set the expectation. We will set the parameters and how that scales like we do now. On the first offense, this is what happens. On the second offense, this is the recommendation for what you do, but then still give principles and administrators the latitude to address those specific disciplinary events as they take place, take into consideration all of the background information that they need to consider. So it's not that we allow schools to establish their own set of rules. We do at times though have schools that will go beyond board policy as you know and set more stringent expectations for dress code and things like that. But the board does allow that and we do allow that as well. So >> I just want to make sure we don't have school A saying you know
201you get your phone taken away 10 times and then parent has to come pick it up. But school B is saying well if you get your phone taken every time you get your phone. But we can definitely work to provide that guidance and provide that again with the understanding that step one, step two, step three, step four. I mean, at some point it's no longer a cell phone issue. It's gross in subordination. And principles heard me say that before. So a dress code violation, the first time you get it, it's typically it should be a verbal, right? Okay, you're out of dress code. Pull your pants up, whatever the issue is. Tuck your shirt in, cover yourself. Second offense, all right, you had a warning. Here's your detention. Third offense, maybe an inschool suspension. After
202that, it's no longer a dress code violation. You are choosing to ignore the policy. That is gross in subordination, which now means you're going home and and but then here's the difference. The administrator then needs to communicate with the parent and create a team approach to how do we address this? Because your kids had four chances. And the way I used to explain this to parents who would get upset with me about sending kids home for repeated offenses, I'd say, listen, if you tell your kid to do something at home repeatedly, you don't just let them slide. The there's a consequence at some point. Well, there's a consequence in school. We're preparing kids for the real world. So, at the end of the day, yes, ma'am. we can provide some explicit steps and strategies but
203then understand that we will allow them to make the decision ultimately about what the how to discipline in those individual scenarios because there are some that will arise that I think you would agree require that flexibility. >> Thank you. >> Yes, ma'am. Miss Miller, >> I appreciate that you mentioned um different scenarios because I'm sure Mr. Wigs is is aware that there may be instances. We have students with IEPs. We have students that use phones to take pictures of the board so they can have the homework assignments or they use their phones for a some kind of app to help them communicate. All of that would have to be the ed the piece is going to be the teacher educated on the usage of the phone as well. Um because especially in high school, elementary
204schools, not as much, but in middle school and high school, we have we've had a lot of incidents where the the teacher or the staff person may not be aware of that, especially if it's a disability of a child who's um what we would consider um typical or more high functioning and it becomes becomes a back and forth of a control of who's in charge. So, I think the messaging to support the staff with, you know, all of the situations they'll run into will be on us as the district. But thank you for bringing this and and hoping, you know, it will go well once we get it messaged out. >> Yes, ma'am. >> I see no further questions or comments. Mr. Wig, run while you can. >> Thank you. Now, it is it's a
205very important topic and it's one that's been at the forefront. I am glad he didn't mention about corporal punishment. So, we'll talk about that at a later date next time. All right. Next item. Board members, we have the extension of the management services agreement between Aramark and the school board of Pulk County, Florida. Um Mr. Pittz is here, Harry Fix is here, and Doug Harwell are here. This item was previously pulled um due to a conflict that Mr. Pittz had and he couldn't be with us to present, so we bringing it back at this time for you. >> Uh thank you, Mr. Hyde. Mr. Mr. Height has been very um public about the need for us to make sure that we don't have evergreen contracts that we don't just extend services just because we've always
206done it that way. So over a year ago we started talking about what it would look like if the district took on the management services that Aramark provides for us. And as we uncovered that it is it is very complex. they've been intertwined with us for so long that it's going to take at least a year for us to figure out how to move to manage these services ourselves or to go back out for a bid. Um, and so I kind of wanted to what we asked Airark to do was to give us a one year what our contract would look like for a one-year extension, a two-year extension, or a three-year extension uh to get us through until we could make that decision. And Mr. Hyde was more favorable for towards the 2-year contract.
207Um that two-year contract which the base is $2.8 million um there would be an increase of 2 and a.5% a year and Aramark would provide capital renewal or additional funds um in in the amount of 307,000 um towards capital equipment. And just to give you a little overview of what um Aramark does for us currently the capital equipment the am the dollar amount of the equipment that Amark provides for us is $1.6 million. So if that contract ended today and we had to go out and buy like equipment, it would cost us $1.6 million uh for that equipment. That includes 33 vehicles and 12 trailers. Airmark provides all two cycle equipment for the schools and and grounds. They also provide insurance and repair on vehicles, grounds and custodial equipment. And they also provide fuel for
208custodial vehicles only. They do not use our fuel pumps uh for that services provided by the current contract. Aramark provides six staff positions within that $2.8 million contract. Uh, AirArk has a large mowing contract with JSM that covers labor, equipment, and fuel during assets to continue the operations or to put the contract out uh do competitive bid. The other kind of do competitive bid. The other kind of kink that we're that we're having to work through is this SAP upgrade. Two years will give us the opportunity to complete that upgrade um and then decide how we're going to move forward. This is not on your agenda for tonight. this contract it would it would come back um in the August board meeting. >> Miss Fields. >> So I remember when we went uh we transitioned
209from doing it ourselves to Aramark years ago and I know we had a very uh detailed contract that talks about if we were to remove ourselves from them, what would we keep? What would they keep? So we should have that. I would think >> we do. >> Okay. Uh and then the other the other thing is can you explain for me on the mowing contract with JSM it says 22 m per year that is per school or what per location or what >> that is for the location. Yes, ma'am. That that is further look. So it's I to me that sounds like every two weeks. >> Okay. >> And then my question is how is that monitored? cuz I see a lot of of school yards that's not being mowed to me as they should
210be. So, how how is that monitored to make sure that the 22 m per year is is provided? You might not be able to answer that. >> I'm not personally a able to answer that question, but I can you can get one for me. >> I'll get answer that question. And I do think um that we need to uh put it out for a competitive bid because this has not been put out for years. I believe >> I've worked here since 2009 and and it has not been out to bid since while I've been here. >> The initial intent, Miss Fields, was to restrict this to just one year >> until the time that board that the staff came back to me and said the problem is as you mentioned and as Mr. Fitz mentioned,
211we've been with them for so long that they have steadily purchased new new equipment as our equipment has been reached a state of disrepair or no longer was appropriate. And so we are behind as far as that. So it would cost us, as Mr. Pitts pointed out, $1.6 million to buy all that equipment immediately. So the it what this would allow us to do is phase it back in reasonably. Um and to your point make sure that we're accounting for everything we should be accounting for in our contract. Um and then again what what our expectation is they will come to me with a recommendation before December that we're either going to continue to move forward and purchase our own and then take this on and begin internally or they're going to make a recommendation
212we put it out for bid. will have almost an entire year and a half to have a competitive bid and solicit solicitation out there so we can review that and bring that to the board in a timely manner. >> Right. And and I agree with you and uh when we had it ourselves it was a very u it was a very uh heavy lift >> uh to do it and that's why we went with and I'm not saying that we don't need to continue to be with but I think we need to look at what our options are. Yeah. >> Well, and I think you know what what we've committed to the board is >> you may find that Aramark is the best price, >> but you never know if you don't go back out
213to bid, >> right? >> And that's really the focus here with our with our large contracts. So, this is this is the first of many that will start coming before the board. >> Thank you, >> Mr. Keys. The only the only comment I have is I'm excited to see that we're we're looking at these more um systematically and seeing what services are provided and you know it I think my next question is as we take a survey of what the assets are. We had mentioned there was $1.6 million worth of those assets that were purchased by Aramark. Is that included in the comprehensive inventory we're doing of the district? This is totally separate from that. We're talking about building facilities and this is separate from that. Correct. >> So, if you're talking about the deferred
214maintenance evaluation, I don't believe that the equipment is in there. Um cuz this would be normal wear and tear equipment that we would normally repair every probably for 3 to five, seven years depending on the piece of equipment. So, no sir. Um deferred deferred maintenance is solely based off physical infrastructure and HVAC plumbing. >> And I just wanted you to say that. I knew that. But here's the other thing about that too is that now it really kind of like $1.6 million of equipment purchased and then are we taking Aramark's word for it that the equipment they say is theirs is theirs and ours is ours. >> Well, that's part of the review process. >> Okay. Okay. Good. >> So, as Miss Fields pointed out in the contract, there were terms and conditions that said
215we retain this, they retain other property. we will need to physically go through look at the asset tagging, look at what was um so anytime something goes to the warehouse we keep a record of it if we dispose of it. So we will be able to it will take some time but yes sir we'll be able to verify to the greatest extent possible that something is ours versus theirs. >> Okay. Excellent. Thank you. >> Yes sir, Miss Miller. >> Thank you for mentioning that because that's what came up last time we talked about this. I mean, we were talking about leaf blowers and and um mowers and of course they're not going to turn in the ones that they just purchased last year because that's not good business for them as a whole. But it's
216been a concern for a long time for this. So, I'm glad that we're doing this. I don't know that purchasing equipment and keeping it up to date and keeping the maintenance on it and employing contractors or people to do that is the best way to go. You know, the other side of this is bringing it really down to sight base like we're doing other other areas because you could you have schools and stuff that are just they're not kept up like other facilities. And if that were relying on a third party to do that, I would at least even if it's a new contract, I would I would like to see the chain of command of how a principal would report um you know those issues because asking all my realtors to come out and
217paint and mow is great and they're willing to do it. Um, but if we're paying the money for somebody else to be doing it, they need to be held accountable for that. But, um, thank you for this. I remember we had it at Jim Miles because I was I couldn't believe how many leaf blowers that it took to kick keep this campus going. And we couldn't identify the leaf blowers that would belong to them or what they would turn back in and the cost of those alone. We're not talking about zero turns and everything else. Um, so I'm looking forward to us concluding multi-million dollar contracts and doing a better with those dollars if that's going to be the route we take. Thank you. >> My position is everything new is ours. Everything old is
218theirs, >> right? They'll take the same position. >> I don't know that they agree with that. Um, I I would like to add one thing because Miss Miller started to touch on it and it and it is important. Several of you attended an event last week where small businesses uh Dr. Dr. Anthony and his team where the board has repeatedly said, "How do we get more business here locally?" And part of the problem when we put solicitations or bids out, we don't get responses from smaller companies many times because they simply just don't know how. Um, and the gentleman who assisted us with this actually worked for the county and during his time at the county, they more than quadrupled their small business involvement and contracts across the community. And and so what I what
219I hope is as we go through this evaluation process, the lawn aspect may be something that we have our own lawn crews. Do we simply assign them to just do high schools and middle schools and then contract out elementary schools because the cost as Miss Miller and you all have started to kind of catch on to which is the cost of the equipment and contracted labor might be significantly higher than trying to do smaller companies that could say and that's why we've measured the acreage and we've measured all of the square footage of all sidewalks on our campuses because if we do something like that for lawn care we may want to do something like that for pressure washing and that way our schools can be guaranteed to be kept up rather than saying, "Well,
220we got a crew that's down because we haven't filled all their vacancies." I mean, we have that issue pretty consistently as well. Um, so there's a lot to this. It's a very comprehensive approach. So, the two-year timeline is appropriate, but I did not when they first came to me, even though there's more of a cost savings, if we went out to a third year, I I just can't support that at this time. I I think we need to get this out to bid as quickly as we can. So, I see no further questions or comments. Thank you, Mr. Pittz. >> Thank you. >> And board members, I have an easy one for you that would wrap up the superintendent report portion. We've talked about the charge sheets for committees over over some time now. Um,
221what I've provided for you is the is the last updated version. Um, some of the frustration around why we couldn't get um the ABC committee to make a final recommendation before the board about high school resoning. Some of that stems from our inability to ensure that we can have meetings and because the quorum requirement varied by by committee and so across the board we looked at all the committees. The finance committee by far had the best language. So every one of the committees now has the same language that basically says that uh the committee shall have regular meetings. Additional meetings may occur as needed. A minimum quorum shall consist of 40% rounded to the nearest whole number of the existing voting members. Once a quorum, a physical quorum has been met, anyone else who participates
222in that committee who then joins electronically will be allowed to vote because the board has passed subsequent policy allowing you that same thing when it's business related to those types of situations. In this case, we want to make sure that the committee can participate as a whole. Um, I know I had a conversation with Dr. Allen who is inquiring about minutes but we can't even put the minutes up for approval until we can bring it before the committee. So I do believe that this by and large will help address that there have been communication issues. The team's been working on those to make sure meetings are well advertised but it has been unfortunate that even of late they went into a meeting literally believing they had a quorum but somebody doesn't show up or somebody
223calls in at the last minute and then they have to cancel the meeting. So, this provides a much easier threshold for those committees to continue to function. Um, and I know that Miss Miller, for example, asked some other questions about attendance and so we do have expectations for attendance in there. um and for board member attendance and if we want to talk about that further but I'd like to get the committee chart sheets approved um because I think we can address if there's a concern about board member attendance at committees or other functions then I think there's a different way different path for the board to address that my recommendation um but obviously I defer to the board but all of the committees are listed there um the charter school um review is not it's
224considered a team not a committee much like the superintendent committee. It does not have a standing board member. Um, thank you, Miss Miller, for asking those questions and and that was a recommendation that came from general counsel ago. Um, and it I think it serves to protect the board as a whole before votes and things are taken on charter school applications and approvals, which can be a little bit more used to be more contentious and and disruptive. So I will defer to see if there's any questions. Dr. Allen. >> Yeah, I appreciate the work on that and look forward to seeing this move forward. The only thing I was wondering if we can put um the for example the committee makeup I believe composition and members some of them have term limits noted and some
225do not. I think it would be good if it was universal. Um I believe uh that just from my opinion that we do have those term limits noted on each one. >> I offered that on the retreat. So if the board would want to give me feedback on these, I'm happy to bring it back. But I would like to get this wrapped up. Um I would at least like consensus on the quorum. If we could at least do that so that in in the event that a meeting I'm not asking you to vote this evening and I'll defer to Mr. green if he tells me I'm crossing a line here. But if the board could give me a consensus that it's okay to move forward with the quorum modification and then I'll bring back any
226subsequent modifications as far as term limits um based off your feedback to me as well and input and I'll bring that back at the next meeting for a formal vote. I I see I see nods. I see thumbs. I I I believe I have consensus. Thank you. and Dr. Allen, I'll go ahead and see what we can do. I'll work with the team to make those changes. I'll do the red red underline as well so you can see the changes, track changes, and I'll get that to you probably by the end of the week. >> Okay. Thank you. >> Thank you. >> We created a new section. Um board members, the agenda can get quite lengthy, especially when we start talking about contract renewals. Um, so any contract that exceeds a million dollars based off
227a conversation we had four years ago, um, Mr. Wilson was pretty adamant that we be transparent with grants and awards. Anything at a million dollars or above, we always bring before the board publicly. Uh, we added a different section here to allow for contract renewals, renewals under a million dollars, so that we could help expedite the conversations. Again, these are renewals, not new grants or contracts. Um, so I wanted to make sure I pointed it out to you. The SEDNET grant, if I recall correctly, is roughly $20,000. In speaking with, excuse me, it's um Miss Williams, >> it's an increase of $20,000. It's a total of $99,871. And then the Early Learning Coalition, this is an annual renewing grant. Um, it did rise above it. Well, comprehensively with all categories added, it does go above
228the 1 million mark, but we wanted to make sure we had that on there for your review and consideration. Seeing no questions, I'll bring Mr. Pitts up for the staff and district updates. Well, hang on a second, Mr. Pitts. Do we need to take another break? >> Yes. >> Okay, it is presently >> like five minutes. >> 3:52. How about we come back at 410? Sounds good. >> 410. Heat. Hey, heat. Hey, heat. Heat. Heat. Hey. Hey. Hey. [Music] Heat. Heat. [Music] Hey. Hey. Hey. Hey, Hey. Hey. Hey. [Music] Hey. Hey. Heat. Hey, Heat. Heat. Heat. [Music] Heat. Heat. [Music] Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Music] Heat [Applause] [Music] up here. Heat. Heat. [Music] Heat. [Applause] [Music] [Applause] Heat. [Applause] Heat. [Music] Heat. [Music] Heat. [Music] [Applause]
229[Music] Heat. Heat. [Music] Hallelujah. Heat. [Music] Heat. [Music] Heat. Heat. [Music] Heat. Heat. Heat. [Music] [Applause] [Music] Heat. [Applause] [Music] [Applause] [Music] Heat. Heat. Heat. [Music] [Applause] [Music] Heat. [Applause] [Music] Heat. [Music] Heat. Heat. [Music] Heat. Heat. [Applause] [Music] [Applause] [Music] Heat. [Music] Heat. [Music] on July 29th, 2025. So, Superintendent, can you uh get us through the rest of this agenda today? >> Yes, sir. My pleasure. At this time, I introduce Mr. Pittz, who has a staff and district update for you all? >> Good afternoon, board members. Wanted to talk about uh some needs that we have within the uh district reorgan staffing arena. And I apologize, get this out in the open right off the bat. you guys did not get this until yesterday to to review it. Um, so I I realize that
230since um we had met at your last board workshop board meeting in early June, uh we finally got a a a budget signed by the governor um at the end of June. Um and then in July, you know that we uh the federal funds have been withheld. So there this has been a work in progress over the last few weeks um with the goal of not impacting the general fund as much as possible and leveraging uh federal funds as much as we can. So I'm I'm going to move through kind of quick with the amount of time that we have left. I'll kind of make eye contact with if you have questions, but I'm just going to start reading through this. And the first um area is the uh superintendent's office and this is the
231fund one administrative secretary at a cost of $62,252 with benefits. We've added a um a new cabinet member to the superintendent's office as she the new chief of staff position. And currently most of the administrative secretaries up in the superintendent's office support two people, not just one. So, this person would um support the new chief of staff and also just in general um within the superintendent's office. Also under the office of superintendent is labor employee relations. That's under Brian Warren's new uh line of control, span of control, I guess. Uh that used to be under uh human resources. Um but this is to fund one personnel assistant two and that is to assist with the new legislation that requires a level two background clearance for volunteers. Uh this position will help ensure that volunteers are
232approved in a timely manner. The cost of that position is $57,251 with benefits um for a subtotal for the general fund of $119,675. All right. Next area uh is in under the division of learning specialized student services. This is to fund one assistant director of specialized student services for discipline. This would be at a cost of $10,985. Uh it would not be general fund. It would be funded from IDA funds. Division of Learning, Office of Acceleration, Innovation, School Counseling, and Charter. This is to fund seven teacher apprentichip program positions. This is a new initiative that's developed over the last year in partnership with Poke State College where PAR educators can learn on the job training and get their teacher certification with uh within two years. Um, we originally had offered that up as 10 positions,
233but right now the first cohort is only seven uh teacher apprentice uh positions and the cost of that including benefits would be $278,299. Also under division of learning, fine arts, ESOL, and mentoring uh the request is to upgrade one senior coordinator of visual arts to an assistant director. um that would be at a cost of $4,681. Under both of these areas, that would be a total cost to the general fund of $282,000 900 $282,000980. Division of Learning, Career, and Tech Education. This is to unfund one Secretary 3 position at a cost of $55,262 of benefits. and instead fund one associate technician of IT data at a cost of $63,552. That would be a savings to the general fund of $55,262. Um, and this would be a cost to the Perkins grant of 663,552. Division of
234Learning uh under the umbrella of educational systems and foundational learning. This is primarily under the Head Start grant. It's the UNFund one office systems clerk $51,58 with benefits. UNFund one administrative secretary which is a total of $62,254 with benefits. Fund one secretary 3 at a cost of $41,930. and to upgrade one senior manager of Head Start operations to the position of an assistant director of Head Start operations. Total U savings uh with those changes to Head Start fund is $63,568. The next area under the division of learning is the ESSE department. First request is to fund a brand new position, curriculum specialist of ESSE, at a cost of $109,154 with benefits. Um, and this position will focus on student learning uh to provide support and assistance to teachers, school-based administration. This position will collaborate with
235612 curriculum specialists, ESC coaches, coordinators, and instructional specialists to plan, deliver, and evaluate teacher professional learning opportunities specifically related to ESC. The request, next request is to unfund five program CLI uh compliance specialists at a cost of 380 or would be a savings of 387,733 and instead fund four senior coordinator ESC instruction positions and one senior coordinator for ESC access. The cost for the four all well for the four senior coordinators of instruction is $366,487 and the one senior coordinator for ESC access is $91,712. Request is also to four uh to fund four prek itinerate teachers cost of $310,186 to fund seven ESSE facilitators 542,826 with benefits unfund one secretary 12-mon secretary savings of $51,611 fund one TRST network manager with the savings of 77,547 7 of benefits. Unfund1T RST preK savings of $77,547 of
236benefits. Unfund one, SLI perah $51,611 of benefits. Unfund one, um, teacher visually impaired at $77,547 with benefits. and unfund one teacher hearing impaired for 77,547 with benefits. All of those under ESC would result in a savings to the general fund of $310,176 and would be an additional $762,924 ID federal IDA funds. >> Hang on, Mr. Pittz, Mr. Miller. >> Thank you. I just have a quick question. If when you talk about unfunding um some of these positions, people hear that first in areas a couple of high need. Um we're talking about moving dollars if the positions are needed to fulfill IEP requirements. We're not unfunding those positions and putting people in in a longer wait for services. Is that correct, Mr. Pittz? >> That is correct. >> Okay. Um, and later on, this is probably
237for a different meeting or we have lots of meetings, but I want to talk about some of these these um very specific ve very specific um jobs that we have in this department especially some of the requirements to get the into these jobs. You know, maybe a higher level degree. We have some really qualified people because I think our pool is getting smaller and we all know that across the country, across the state, our pool is getting smaller for people who want to serve in this capacity and I think we need to discuss we need to reook at some of these JDs to talk about preferred degrees over years of service especially in this district. Um because and people have great intent and move into these roles with little experience sometimes, especially these compliance and
238these service specialist positions. Um, and I think we need to use the people we have that have done the work for a long time and kind of talk about what their what the requirements of these positions should be. Thank you. >> Sure. >> Any other questions so far? >> Yes, ma'am. >> Miss Fields. >> Thank you. Superintendent H. You might be able to answer this for me. Under the unfunding of the five program compliance specialists, who's going to which positions that's new that's being funded will take their duties? Does that make sense? >> Yes, ma'am. Miss Williams. >> Hi. Good afternoon, board. Good afternoon, Mr. Mr. Hyde. So, the positions uh the program compliance specialist positions, we only had 24 um actually that we had um that were actually being used and we had some
239vacancies and those they had been vacancies for a while. We did not utilize them because if you recall um we had about four program specialists per region that were supporting. So, that was the the four regions. So, we had 16 and then we also had some that were for prek and charter and private. So the these positions are positions that were not filled. So the positions that are um so those positions are just going to be focused on instruction. Uh the the way that we changed them here. Does that answer your question? >> That answers my question. >> Okay. Thank you. >> Thank you, Miss Williams. >> All right. Next department would be under division of learning behavior and mental health. The request is to fund one new assistant director for the threat management and
240compliance at a cost of 110,985 with benefits. There's several changes um for how the funding works. It's it's a net neutral um but it's shifting funds between general fund and uh grants for some school social workers, academic behavior support teachers, mental health facilitator interns, and parah behavior support technicians. There's a request to upgrade the director of this department to a senior director for behavior and mental health. That would come at a cost of $21,931 with benefits. Unfund one coordinator uh for behavior be a savings of $79,188 of benefits. Unfund one coordinator mental health. um same savings of $79,188 of benefits and instead to fund by unfunding those to fund two coordinators uh for threat management um which would be at a cost of $158,376. Fund one secretary 2 to support this department at a cost
241of $48,450 with benefits. Fund one academic behavior support teacher itinerate at a cost of $77,547 with benefits and fund one mental health facilitator at a cost of $87,579 of benefits. That would be a cost overall cost to the general fund of $57,177 and a cost to the behavior and mental health fund grant for $289,314. Also under division of learnings under the umbrella of student services the request is to unfund three school psychologist positions for a savings of 291,5157 in total and in instead fund three educational diagnosticians at a cost of $261,669 with benefits. request is also to fund one um additional social worker at a cost of $84,859 with benefits. Fund one technician uh for a tassel program at a cost of $62,252. Most of you are familiar with that Tassel program. It's only been
242on the Hayne City Winter Haven side of the county. we're going to be able to open up another uh tassel program um out in the where Dwight Smith Center is located in Lakeland. And that's just such a great program we offer. Um and then the last request for this division is to upgrade the director to the level of a senior director uh for student services at a cost of $26,776 with benefits. All those changes for student services would cost the general fund $59,540 and would be a increase uh for the behavior and mental health or um IDA for $84,859. >> Miss Miller, >> I have a couple of things. One, I just want to reiterate we're not removing school psychologists, right? The psychologists that we've desperately worked on for two years to get placed. We're
243not removing them, but again, there was vacant positions and what we're running up against is that we can't um we can't get evaluations done quick enough. And so the psychologists that we have in place, they currently work alongside the educational diagnosticians to ensure that we can get the evaluations completed. But there are some evaluations that can only be completed by a psychologist. But this is in an effort to address some of the assessments that can be done side by side and independently as well. >> Okay. Um, a sidebar on on that topic since you brought it up and I don't know if it would speed up how we're doing these, but at one point psychologists could use whatever um there had a multiple of tests they could use. I think if we went to one
244standardized test and this probably has lots of opinions from people and I would love to hear them. Um, we could move along a lot faster because we're having to have meetings and depending on what psychologist you have is what test you may have been admin administered. Can you explain to the public the educational diag the educational >> say the word for me Jason >> diagnostician >> yes would you like to um just to to give an idea of what those people are responsible for and then my last thing that Jason can have input on is upgrading a director to senior director the upgrade is the salary that you listed here that's not their salary >> correct >> that is correct that's difference the difference >> the difference but the other ones are actually actual salary
245salaries, right? Or these are all differences in salaries. >> Only when you see an upgrade, right? Says upgrade. That's just >> that's just the educ. Thank you. >> We want them to stay. >> I'm going to let Miss Scott explain the educational diagnostician position. She works very closely with them. >> Yes. >> Good afternoon, Mr. Chair, and as well as board members. Um, an educational diagnostician helps with evaluations that don't require that school psychologist. So very often those are academic based observ um evaluations. They can do classroom observations. They can do interviews with teachers. They can review records. They can interview parents as well. So they can complete those assessments that don't require the specialized knowledge of a school psychologist such as an IQ assessment or something along those lines. Um, so we can hire
246those positions a little more readily because the level of education required is different and there are more people in that pool of applicants for us to consider. >> Thank you. >> No further questions, Mr. Pittz. >> Thank you. >> This next slide, I can see a mistake on there. It says division of learning. Uh, but it's really division of business services. um under the um Department of Information Services and and Technology. The request is to unfund these are vacant positions. Unfund one IST electronic records analyst trainer for a savings of $72,618 with benefits. Unfund one IST student assignment specialist savings of $63,38 with benefits. and unfund one coordinator CTA reports at a savings of $79,571 with benefits. The request is to fund one senior coordinator to be project lead. Um this has to do with
247focus or student information system um at $91,712 for benefits. fund one new director information systems and FTE compliance uh for a total of $127,390 with benefits to fund one new coordinator data quality uh for $81,633 with benefits and to upgrade one IST FTE specialist trainer to an IST FTE analyst trainer um for a cost of $5,54. 47 uh with benefits. We are also giving up we had in our as we were upgrading SAP we had in there a contract that was going to be for $220,000 for this next year. Um we're we're not going to we're going to the position that is being asked for for this project lead is in place of that. So it with the savings of that contract, all of these changes for information systems and technology is a savings of
248$129,745 to the general fund. The last position before you is facilities and operations. Earlier in the year, we um we advocated for a new countywide groundskeeper team. Uh but we did not designate one of those positions as a foreman. So to designated uh to designate one of those positions as a foreman, the cost would be $13,210 with benefits. In summary, what I just presented is a total of 20 new positions, a cost to the general fund of $37,399, cost to grant funds of 1,00 or 1,248,66 for a total cost of $1,56,265. Seeing no questions or comments. Thank you, Mr. Pittz. >> Thank you. >> Uh Mr. Pitz, remind me, is this on the agenda for this evening? >> No, sir. It's it will be it'll be uh at the meeting in August 1st. >> Next
249August meeting. Thank you, sir. >> Thank you. >> Next two items, board members, are information items. And then, Mr. Chair, I'll defer to you for board agenda review. All right. Very good. Thank you, Superintendent. Board members, if you take a moment to flip over to your agenda for tonight, we'll walk through that. Um, as you're setting up, I believe Bishop Mincy will lead us in our invocation and Miss Fields will be stepping down for um our special recognitions. If you take a moment, we do have our guest second grader from Valley View Elementary. She'll be with us tonight. All right, so here we go. We will um bump through the agenda for tonight. Let me know if uh you have some thoughts or questions to direct to the superintendent or staff. So uh A through
250F A through F if you have any questions. Mr. Keys, you're recognized on item C2 on special recognitions. I would just like a brief moment to um make some comments on that when appropriate during the recognition. That's all. I just want to call out some thanks to that when we get to that point. That's all. >> All right. Superintendent, you comfortable with that in the special recognitions? >> Yes, sir. >> All right. >> Thank you, Mr. Keys. >> Am I allowed to say no to that? >> No. >> Well, you do lead us in the the special recognition. So, so I if uh you might want to direct that though to the superintendent as he's guiding us through the special Rex. So, >> just make sure you remind me, please. >> Yep. >> All right.
251Uh G through J. G through J. All right, Miss Wyatt. >> Looks like I there's no attachment for staff district updates. I just want Is that something that's coming off? That'd be a question for Mr. Pitts. >> Okay. Thank you, >> Miss Miller. You're recognized. >> I had two corrections to the minutes. That's E. You move. I probably should have caught that. I don't know that they were updated. There was one that showed that I wasn't in a vote. I'm probably It was probably a technology issue, but I had sent that over. Did we get >> I believe those were both corrected. >> Okay. Thanks so much. Okay. Thank you, Miss Miller. Um, we are looking at K through N. K through N. All right. I see no comments. O through R. Got a long
252agenda tonight, by the way. See no comments or questions and we are moving to uh SNT. Miss Wyatt, you're recognized. >> Thank you all. Just a kid in mine's later. I apologize. >> Okay. All right. So, uh, moving now to action agenda. That would be letter U. >> Yes, >> this is here. All right. Very good. >> Sorry, I saw the dual enrollment. Um, I will be recusing myself from U5 given my relationship with South Eastern University and the proper paperwork has already been filed. >> All right. Thank you, Miss Wyatt. And Mr. Sharpless, you're recognized. >> I will be abstaining from U4 if for the same reason that Miss Wyatt, board member Wyatt just said. Um, and I have filled out the proper paperwork due to my relationship with Warner University. >> Thank you,
253Mr. Sharpless. Uh, we will then move into public hearing. We have two items. I see Miss Jenkins, will you lead us through our tenative budget discussion as well? All right. Very good. And we have our policy updates. I'll be looking for a motion on those. I will read through uh each policy number and title as well before we vote. Uh, superintendent, you have a report for us tonight? >> I will. Yes, sir. >> All right. Very good. And we have two items from our general counsel. >> Yes, sir. >> All right. Very good. And then we do have uh something from Miss Matthews tonight as well. And then we'll move to our board members report and then transition from there to public comment and then we'll adjourn for the evening. Sound like a plan? All
254right. I see no other comments, questions at all at this point. If not, we'll >> have something. >> Yes. >> June under the action item for the Florida School Board Association uh director and the uh alternate there. There aren't any names of who who was uh appointed to that. >> You'll get that updated. items. >> That would be the board of directors. >> Excuse me. >> Board of directors. Is that we're speaking of? >> Mhm. >> It would be or go back and check. >> Yep. Okay. So, if we can update those minutes, that would be great. And then speaking of as we get to our action agenda for tonight, uh we do need recommendations for FSBA uh advocacy. So uh if you have someone that you recommend or you'd like to bring forward that
255would fill that role and we do need an alternate as well. And Mr. Sharpless, you're recognized. >> Board member Fields, are you uh interested in serving an advocacy role again? You you've done a great job. >> You're so kind. >> No, you have. No, truly you have. I've heard nothing but good things from from committee members. So, >> we haven't really had many meetings, so No. Yes, that's fine. >> All right. Thanks. Thank you, Mr. Sharpless. How about um recommendations from the board as it relates to an alternate Well, I'm just going to say I I do as an executive officer in FSBA, I do um uh serve exeicio on all committees. Um it would also include the advocacy committee, but I don't think that I I should take up a spot that Poke County
256could have as an alternate. So, I would suggest an another alternate. um you know and so uh Mr. keys. Are you interested in serving as off >> I was going to say you had a question about that? No, >> I was going to say, are you interested in that? >> Um, serving as >> alternate to the advocacy committee. >> That's fine. >> All right. Very good. Thank you, gentlemen. >> I mean, Miss El suggestions. >> Mhm. This is not on the website. >> I'll take feedback if anybody else wants to speak to that. >> Open to the general public. A ribbon cutter. >> All right. Seeing none, thank you, Miss Fields, for stepping in to continue that role and your service in that capacity. >> So, >> all right. We will now move back to
257our work session to wrap that up for today. Uh so we will now move to old business business and that would be F1. Uh which is the meeting minutes update. Um as you know every year as we go through reorg uh we do um accept and um confirm that we follow and abide by Robert's rules of orders uh or order as it relates to our meeting minutes. So, I was going to have our general counsel speak to this to uh set this one up and give us context to this old business. So, Mr. Green, you are recognized. >> Um just to clarify on old business in general or the specific um item F1. >> Yeah. So, if you want to speak to the old business context first that'd be great and then we can move
258to F1. >> Okay. So um just as a overview of um Robert's rules of of order the the board through its bylaws follows the current edition which is uh 12 newly revised. Um and under that uh the Robert's rules of order they don't recognize the term old business. It's it's unfinished business. So, um, to the extent that that there was old business, we wouldn't be revisiting it cuz it it would be something from years ago. So, the the technical term is unfinished business. We can can make that little tweak later. Um and then with respect to um how to how to deal with it, there's there's certain ways to raise basically it's going to be business that had been addressed in a prior meeting that we didn't get to because there was an adjournment or
259uh there just you know something like um a good example is item five that the referendum that's that's an ongoing thing. it's going to take several months to get to the end of. So that will remain unfinished business until you know we get to a point to vote and take certain action. So um as to the meeting minutes update um as far as uh my understanding is there's uh well let me just go back to Robert's rules again as far as uh how minutes should be kept. um had this discussion with Avette about um the way Robert's rules recognizes the proper way to to um document the minutes is merely to have it be the the actions taken, the the dates, the persons who were in attendance, there's a quorum, those sorts of things, as
260opposed to a transcript or something very long and formalized. Um there's reasons good reasons to follow Robert's rules in that respect and I can um go into more detail. I can provide more guidance as to you know the the best practice kind of thing but just as a general rule um our minutes should be just a very high level um documentation of the actions taken. >> All right. Very good. Thank you Mr. Green. Uh, and then, uh, Miss Miller, you're recognized. >> Thanks, Mr. Green. Um, I had a question and we talked before and I referenced the superintendent because of our retreat minutes under Robert's rules, it's very similar in how those are. And because we're not taking action, it's usually just a summary, but it also lists the tasks that may have been um
261provided at the retreat or those secondary meetings that are not held to take votes. Um, and I thought we have made made improvements on those minute taking, but I know that that area may need to have some more um support in how we take minutes in those non board meeting settings. Thank you. >> Sorry. Um certainly the there's no prohibition against um having more detail but um the the general uh guidelines is to keep it as brief as possible. So to the extent that you know there might be certain items that you want to highlight as things that were discussed versus the um the back and forth of board members on positions taken and amendments and that sort of thing. Um I don't know if that answered your question. >> Yeah. Should we clarify like
262if there's a task given if some like we had um I think one of them we listed there was some issues with one of the contracts. So that was a task that was going to be taken care of that came from the tree. Definitely we cannot list back and forth or we'd have right >> you know we'd have cataloges right >> um but which is good but um any tasks that are assigned or agreed to at the retreats I think we need to make sure we capture that way we have something we can go back and staff has a reference because they're trying to keep up with seven >> that makes sense it's a a record of um >> yeah I don't have any opposition to that I think that that's fine >> thank you
263Yeah. >> All right. Seeing no other comments, uh we will now move to uh F unfinished business number two evaluation tool discussion. Uh and just to set this one up, you did receive an email today from Miss Avet with all three evaluations um for our three employees uh that work for the board and serve the board. So, uh, I just noted the contractual change, uh, that was given, uh, to superintendent's contract. So, make sure that we abide by that September 30th date and that, uh, hard deadline in regards to making sure that your voice is actually heard, uh, in that process. And then we'll keep the other two uh, that are there in accordance with that deadline as well. And then lastly, I just noted that um, when we negotiated Mr. Green's contract, he has
264a a separate timeline with the evaluation. Um, so that sort of gives us the context of this discussion. And then if you remember last meeting, we did approve moving uh the executive assistant position over to the superintendent's office to handle uh the future evaluation tool um moving forward. So, superintendent, if you want to um build some context and thoughts around this item as well. >> Yeah. So, so for the September evaluation that's due for your for that individual, the executive assistant to the to the school board, um you will utilize the previous existing evaluation instrument. Moving forward, the board has very clearly indicated an interest in ensuring that we went back to a previous version or iteration of the evaluation instrument because it more closely aligned with the actual job duties and responsibilities. But but
265upon further discussion with several board members, um you've expressed concerns that it may not be aligned to the extent that you're comfortable with. So if that's the case, we will have to workshop the evaluation instrument. um alongside the job description to make sure that it meets your expectation for how to properly evaluate that employee. Um so if that's the interest, if the board is comfortable with the previous version of the evaluation instrument, then we may move forward with that for the 2526 school year. However, if you'd like to see further revisions to that or a combination of the two, but more closely align them to her that individual's job duties and responsibilities, then that's something for the board to be directly involved in during a workshop or the retreat. So, I I will defer to
266the board for direction there. All right. Miss Miller, you're recognized. >> Thank you. I think it's only fair to employees that they're evaluated on what their job duties are. If we're evaluating outside of that, how would they plan to meet those expectations? I'm a little confused with the multiple job descriptions coming through. So I I probably need to go to sit with it a little bit longer, but I definitely think that if any employee should be able to expect what their evaluation to be exactly what they reflect in their job duties. Um I'm not sure either one do that, but I don't know some someone else may have been able to research them more, but that's my opinion. Thank you. >> Thank you, Miss Miller. All right. Seeing no other comments on that item. >>
267Dr. If I may though, and I'm happy to work with the board and with other staff, cabinet staff to make sure that we can create an instrument that aligns to job duties and responsibilities. But I will say it must be completed no later than September. And the board has to adhere to that timeline. So with respect, if your feedback is not submitted, I cannot include it because that's something that has to be approved very early on in the year because that's the instrument you plan on using for the upcoming for this current school year. So to delay it any further is unfair to the employee because at some point you really should be doing a mid-year reflection on the job duties and the evaluation instrument and then initiating a conversation should you have concerns in
268respective performance areas. So, I I would encourage the board if that's the interest and I'd like to see again um some feedback or some consensus on behalf of the board. Happy to assume that responsibility and work with the staff to do so and with the chair, but ultimately I do I am going to rely on the board's feedback. It's not something I'm going to direct and create in isolation. I I just don't think that's what the board is looking for and I think that's going to lead to further confusion. But I would ask that we set a deadline for September for that to come back to the board for a final vote. >> All right. Thank you, Superintendent. Miss Fields, you're recognized. So, Superintendent had helped me to to wrap my head around all this.
269There are two evaluations and the one that miss that the U executive assistant is currently using is the one that needs to stay in place >> for last for the for the summary of last year >> for the summary of last year. And so now the question is whether or not to go back to the original evaluation tool >> or or to take that and even modify it further because board members have said that there are sections there they weren't comfortable responding to because they didn't necessarily they don't directly observe those things or it doesn't align explicitly to the job description. So they what what I what's being asked is can we tailor a an evaluation instrument which is fine we can do that but I I just need to make sure that that's the
270consensus amongst the board before we engage in that. >> How do how does and I want to I want to commend um Miss Evette and whoever worked on the the the uh procedures manual that we got. to me is very detailed and that might need to be some tweaks, but whoever worked on it, I would say they did a good job because it really encompasses what her duties are. >> Yes, ma'am. >> And I would think that that could be a part >> cross referencing for the evaluation, too. >> I would think >> if the board could agree to look at that, the the draft handbook that we >> That's a very Whoever did that >> the manual. You're talking about the manual, not the board. >> You're talking about the manual of that office,
271right? >> Yes. Okay. Yes, ma'am. I agree with that. I think that was >> the draft that I sent out. >> Yes. >> The procedural >> guide. Is that what we're speaking? >> You sent it out yesterday, didn't you, Superintendent? >> The procedural guide. >> All right. [Music] It it took the essential job descriptions, but then it it started to st it started to fishbone them out as far as actual steps that the individual should take. Um, again, I I recognize I think in the email I said it may not capture everything. So, if I'm missing something, please let me know. But I do I agree with Miss Fields actually. That's a great suggestion that we start from there to develop the evaluation instrument and I can work with staff to do that. >> All
272right. Very good. >> And I can bring that back to you at the next meeting. >> That sounds okay. >> Thank you, Superintendent. >> Yes, sir. >> Anything else, Miss Fields? >> No, sir. Thank you. >> Thank you. All right. Seeing no other comments, we'll move down to uh F3, and this is the travel approval for board employees. So, superintendent, you did hand out a document for us and if you want to set that up as well. >> I did. So, board members, you received three handouts um prior to the meeting. So, this one's processing of leave submissions is the title on it. I'll give you a moment. It would appear everybody has their copy. Okay. So essentially based off the feedback that the board provided and one of the reasons why uh or part
273of the reason why Miss Vega um returns back to the superintendent's office was there were concerns with processing of time sheets. And so essentially what I've done here is I've mapped out for you the way that I'm proposing that this be addressed. Um so first and foremost employees are categorized into two categories. One, board employees. Two, non-board employees. Your board employees remain obviously myself but Miss Vega does not process my leave. Miss Miss Winchester does that. However, if the board choose so chooses, happy to follow the same process for myself as we do for the other two employees, general counsel and your and your auditor. And so essentially what Miss Vega would continue to do, she would process their leave upon their submission. However, the ultimate approval of that leave will then rely or require
274the board chair or in his or her absence, the vice chair to sign off on that leave. So therefore, the board has every assurance that leave is being documented. It's being addressed properly and in accordance with district policies and procedures. Subsequent to that, there are employees in both departments that are not school board employees. There are two employees in the general counsel's office. There are two employees in the auditor's office. What I've provided for you there also is the history of their leave. So you can get a sense of how many leave submissions are taking place during any any particular year. The recommendation is as their direct supervisors, they assume the responsibility for processing that leave in accordance with um school district policy and procedure. Now, if the board would like to amend that further,
275general counsel does have an executive assistant, that executive assistant could assume that responsibility. However, again, their direct report should be the one that must sign off on it, not defer that. So, for example, if if it comes to the general counsel's office secretary to be processed, but it's coming from the auditor's office, Miss Matthews would have to approve it, and it would not require Mr. Green's approval because they don't report to him. So, in keeping with just consistently and maintaining it with the direct supervisor, that's the recommendation at this time. And I offer that as an alternative rather than as an alternative to Miss Matthews addresses the leave for her department, two employees and Mr. Green addresses the leave for his two employees, but he does have the benefit of having an executive secretary. So,
276all right, Miss Miller, you're recognized. I think that's the that's one of the issues we ran into because we have offices who don't have those secretaries and we have offices that do. Um when the issue came up, I didn't even know board employees were inputting time sheets for other offices. So I think whatever the boards um you know we decide as a a group as long as there's written procedures on how it's to be done so there's no gray area of what's happening. I think that's only fair to the employees because when things, you know, may have go sideways or we're not sure where to go to understand how it's to be done, there was no guide for them. And so, um, I don't know, you know, people that have less support staff to put
277that on them probably isn't what we should be doing. But like he said, using the support staff that we do have, as long as there's written procedures, I think it's good business. That's my opinion. >> Thank you, Miss Miller. Miss Wyatt, you're recognized. >> Thank you. My um comments were going to be similar to Miss Miller's. I just want to confirm that the direct supervisor is still approving it even if they're not the one processing it. >> Correct. >> Okay. I just I mean like when Miss Winchester processes yours, but Dr. Allen still signs off that that you're going to be out of town and knows that you're going to be out of town. Um which I think is is as it should be. I don't necessarily care who processes them as long as their
278direct supervisor is the one that's signing off on them. Um the only thing and this may be more for procedural for our office but for the board directed employees while yes it's the chair vice chair approving it the rest of the board just needs to be made aware that >> board function that's within my purview >> again that's it's wherever that needs to live in our processes whether it's in this document or somewhere else >> that that actually could just be added to the so the board handbook separating it from the executive assistance handbook >> the board handbook should explicitly state what the expectations you have as a collective board that in the case where leave is being processed that the entire board is made aware. I think as a general rule I email you
279and tell you when I'm going to be out. >> Well, and I think everybody handles it a little differently. You always email us and let us know. Sometimes we don't, you know, Miss Matthews is great about emailing us and letting us know. >> There's often times that we'll I'll call somebody and they're, "Oh, I'm off today." And I wouldn't have called if I had known you were off. So just making sure that we're aware of those. >> Really what you need to set land on tonight so that we can move forward and not delay this any longer is would you prefer that Mr. Green's executive assistant process non board employee leave or would you prefer that each one Mr. Green and Miss Matthews process their own employees leaves? >> I prefer Mr. Green's office because
280Miss Matthews doesn't have that second person. There is no support. She doesn't have a secretary. There's two people in the office. >> Is that a support person? >> There's just two people. There's two employees. >> That's what I mean. There's less >> there's not the volume of leave forms is not going to be impactful. That's why I gave you the record and the history of the leaves that were submitted last year. You were not talking the volume is not going to be the issue. The issue is what do you prefer procedurally? Um because again, if it was an office of 10 people, I could understand that, but it's not. I think I'm going to go back to if we have written procedures to whoever is doing it because the situations that happen happen because people
281didn't understand procedure. So if we have written procedures the preference is the legal office doing legal which I think that's a legal thing or putting or putting it back on each office. I'd love to hear from my peers. Oh, I think I'm the current speaker, so what we request. Um, for our every other department in the district, it happens in the department. Correct. >> Correct. >> So, why would we not do it in the department that it happens in for ours? >> I mean, is there a reason not to? Okay. I would say that would be my preference. >> Issue that's been brought up has been that Miss Matthews does not have an assistant, an executive assistant. >> Um, but again, I I think you have to defer to the volume. Now, if the volume
282were to increase for some odd reason, then you could revisit that, but or Mr. Green has an executive assistant and it could be done that way. Miss Matthews still has to be the authorizer and the approver. Um, but I don't think that doing it any other way than the ways that are being recommended >> serves the interest of the board based off the concerns that you've expressed. And and quite frankly, my office has taken on quite a bit already. So, I I would not I'm not tasking my staff with this. >> Mhm. All right. I'm going to move on. We've got other individuals who want to speak. And Mr. Sharpless, you're recognized. I >> think Miss Matthews would like to speak. So, would you like to come forward and speak? >> Yes, that's okay. >>
283Yeah. >> Uh that that'll be fine. Do you have any other comment that you want to speak to? >> Maybe after she's done. >> Okay. >> So, it's just very concerning to me because I don't have clerical staff. I just want everyone to understand you're asking me to have my um auditors what put in leave for each other. I mean who's going to actually key the leave in? It would have to be one of them. It can't be me because I have to approve it. So then you don't have segregation of duties. >> They would enter their leave. You would approve it. >> So they would enter their own leave. >> Correct. >> Okay. Unless you have concerns with your employees entering their own leave, but again, I think the ability for you to manage
284those two individuals, you've demonstrated that over the years. >> So, I don't know that there'd be a concern with that. >> I guess I just haven't seen that in practice. So, I I don't even know is that technically possible. Do they have the authority to go in and inter leave? I don't know. >> They could be given rights to do that. >> Right. Okay. I just wanted some clarification. >> But again, I'm offering the opportunity too that Mr. Green's executive assistant could process that. However, you would still have to be the authorizer. >> Absolutely. And I mean, just from an audit standpoint, it just to me, I would feel more comfortable if someone else entered that leave. The employee is filling out the leave form. If I'm not right on top of it, careful, etc.,
285and they enter something wrong, I mean, I'm not saying that they would. When you have a it's just a segregation of duties thing. So to me, when an independent person is inputting that and then I go back in and check it, that just gives me a little bit more comfort. But >> but employees essentially put in their own leave now. So when you go into the electronic system and you indicate that you're going to be off and you've requested leave, it's already documented and that begins to chain in the notification. So I I understand what you're saying. I don't know that necessarily at the end of the day, ultimately just like me in my office, you and Mr. green are responsible for managing your employees and so at I'm just trying to make it as
286convenient for everyone as possible because of the concerns that were expressed previously. So we got to separate the two parties between board employees and non-board employees and make it make sense. So if >> I guess it doesn't make sense to me because I I know it's been done that way the 34 years that I've been here and I guess I just don't understand why that office wouldn't continue to do the very same thing that they've always done. and you know even you know we have a t a full and a part-time position in that office you know to be able to do those things. So now my employees my professional auditors are going to have to uh take time to do a clerical task that's just doesn't make sense to me >> I don't right
287all right so Mr. Sharpless, you're recognized. >> Those are my comments. >> So, um, to me, it sounds like employees are, you know, to me employees are capable of doing that themselves. And so, I have I have no issue with it being, um, you know, each department filling it in themselves and their supervisor being the one that approves it. And here, and for the comfort of the board and for Miss Matthews and everyone else, we'll evaluate it in the month or 45 days. If it's an issue, if there's concerns, we can always default to using Mr. Green's executive assistant and bring it back to the board. I think that I think that's the fairest way to approach it at this point. But >> all right, thank you, Mr. Sharpless. And Miss Fields, you're recognized. >>
288Mr. Green has a new executive assistant, correct? >> Okay. All right. I just want to make sure I'm understanding that. Um, I think that it should rest on uh Mr. Green and and Miss Matthysse myself. Uh, and I agree with the superintendent. I think he is he has taken on a lot uh that he probably shouldn't have, but he took it on anyway. And I just think that we have to be um mindful of that. Um, and I think the idea that superintendent stated is try it for a month and see how it works. And if it doesn't work, then we can come back and revisit it. That's just my my thoughts on it. >> And I would ask, if I may, Mr. Chair, I would ask Miss Matthews to make sure that she feels
289comfortable sharing with the board in a month how she feels about the process and what she's noticing. So, it shouldn't just come from me. Um, so I think that's the fairest way to approach it. >> Okay. Okay. Thank you, Miss Fields and Mr. Keys. >> I'm quick. I'm just going to say I agree it needs to be handled by each office. Um, from the corporate world, I enter in my own leavein and my boss approves it when it's done. It's not that, you know, big of a thing to do. So, I think each department needs to handle their own. There are approvers in place to check those things. So, >> thank you, Mr. Keys and Miss White. >> My comments were going to be identical to Mr. Keys. So, I'll yield my time. >> All
290right. Very good. But I I think this is a good move from a chair perspective because um the tension that lied previously is remedied um just because um I I think there yeah I would agree that both um departments should handle their own as well and supervise that. Look forward to hearing more in days ahead. All right, very good. Uh we're going to now move to F4. And superintendent, you've given us another handout and that one's entitled voucher and scholarship fee summary. >> It's another summary for the board. You received a draft of the parent letter that we intend to send out. State of Florida does authorize us to charge any student who's on a voucher and or scholarship. I use those terms interchangeably. Um we can charge them for any core academic or any
291other activities. Um, and so, interestingly enough, earlier today, Miss Miller made reference to ESC students who are still receiving services but are on vouchers or scholarships. We are under no obligation to serve those students. In fact, we're losing revenue every time we serve those students. I have every intention on serving those students. We should, but we will charge for that service. And we provided an hourly rate sheet. So, just so we're all on the same page, this letter and we've developed a billing process. We've developed a notification process. And so, this letter will go out in the next week. We'll pull the data from the state of Florida indicating everyone in PK County who has received a scholarship or voucher. They will receive that letter from my office with the fee structure. I will send
292you out the final draft version and I'll I'll wait for you to give me some feedback and then I'll give you the final version as well. Um because it's not Pulk County pretty right now. It's not on our letterhead as you know. But I think it's important for us to get that notification out as quickly as we can. Essentially, we will charge 16 of the FTE for any course or any extracurricular that somebody participates in. It's really that simple. unless it's a semester-based course or a semester-based athletic or fine arts event and then it will be 50% of the 16th of the FTE. I think that's a fair way for us to approach that. Last year, if you recall, I think I shared with you about 740 750 students were actively in our schools who
293were on scholarships, but they were taking coursework with us and we basically lost out on basically $750,000 in potential revenue that way. So we are now um we finalized our submission to the agency. We are now an authorized vendor and so we will be basically working with families to make sure this the intention here as many of you have spoken to this evening the importance is to communicate and to be transparent. So, I don't want any parents caught off guard. And so, under for athletics, just so you have an understanding, for any athletic um participation, the student must pay a $500 registration fee. And that can be build to the scholarship. if they ultimately make the team or if it's a fine and performing arts event activity like drama or chorus or whatever it is
294that performs after school or your rhythmics or band or any of those things it once if they are accepted and they become part of that organization then they will get that credit back but then they'll be charged a 16th of the FTE for participation. It's important and so this covers all their transportation costs, uniform costs, consumables, and materials. And so that's quite expensive for us. And so it's important for us again to be transparent that we communicate this with all of our families. And so I gave you another brief summary here of the categories of our processes, our steps. Um, we are clear in the letter that any additional costs that the student incurs are are not our responsibility. Even if the scholarship expires or basically their account is depleted, they're still obligated to pay
295us. Um, we do have a collection agent or we will have a collection agency that will allow us to continue to pursue remittance of payment should the scholarship not um not pay us fully. But we are an approved vendor at this time. proud to shake. So, >> all right, superintendent. Thank you. Miss Miller, >> thanks. I want to say a couple years ago, um, some of us sat at the Department of Education and was told this was the expectation. U, my question then is still now, um, about the staff, you know, to facilitate this. Who is administering this? Is it coming out of our finance department? We've not been in the business of billing. Um, so I just want to make sure that we're compensated for that time. I can tell you that I want
296to believe people didn't know they weren't able to do that. I can't imagine that's a lot of people who came to get our services and thought they didn't thought they could not have to compensate the school district or thought we were getting compensated another another way. But um I just want to go over a little bit about how what staff time looks like and if we're compensated for the admin piece. >> So we do not have an admin cost built in here. We felt that that was addressed in the 16 FTE. However, if we find that there are it exceeds our our current staffing, then obviously we'll have to adjust. Um the funding uh my initial response to each department was any funding generated in that area would return to that area. So if a
297school has kids attending, then that would go back to offset any costs at that campus. Same thing with athletics, same thing with performing arts. Um been working very closely, Mr. Talbot with the rest of the team, the finance team, Miss Pasco and her team have all been at the table. Miss Williams and her team broke out their fee structures. So, I I think we've done a good job preparing for that. We just don't know the volume yet. Um, and then that will help determine. So some of that revenue could go to offset a position cost and then we could always adjust our fee structure going into the incoming year with an additional registration fee or something to that effect that would cover that cost without depleting the 16th FTE. >> And is this all reimbursement
298or are we a vendor on now the marketplace? >> We are a vendor. >> So they can get we can get direct pay. >> Correct. >> Okay. >> Correct. >> Thank you. >> Yes ma'am. >> Thank you Miss Miller and Miss White. >> Thank you. I'm thrilled to see that we're looking at going this route. Um, as Miss Miller mentioned, that was the recommendation of the commissioner a couple years ago was to make sure that we're billing if they're getting funding to go to school elsewhere and and receive other services that part of that needs to come back if they want to take advantage of the services we provide. Um, my question just clarification, you said it's a $500 fee. Is that before they try out and make the team? >> Yes. So, if they
299don't make the team, >> that is non-refundable and it's a $500 fee for us to retain >> just to try out for the team. >> Yes, ma'am. >> Okay. We >> that is right now that is the consistent fee structure for other districts as well. Lee County and others actually some of our local private schools charge $1,500 >> non-refundable. Yes, ma'am. As a registration fee that gives you the right to try out. >> Interesting. Okay. But I'll be happy to pull additional information at >> Yeah, I'd love to see what other districts are what each district is charging for that because that seems really high to be told. I just worry that we get into a place where >> we're just letting kids try out and then not putting them on the team and using
300it as a cash cow that >> Well, that's well that's a that's a good point and I would hope that we operate more ethically and than than that, but this is currently happening. Um and stu students are making the team and we get no reimbursement. Now think about how many coaches we're covering the salaries for the bus transportation and the costs and equipment, you know. >> Oh, I'm I'm not I'm not arguing that once they are on the team, but I >> just to it seems steep just to try out for >> Okay. >> a team. So, >> yes, ma'am. >> But 100% once they make the team, they should be paying their way. >> Absolutely. Now, if if the board agrees and would like to see me amend that to $250 or $300, I'd
301be happy to do that because the letter has not gone out yet. So, please think about that and when I send you out the draft, feel free to provide feedback. >> Thank you. Yeah, I would I would love to if you can get access to what other counties are doing for that. >> Well, we've been working closely with Lee. We're we're pretty much on the cutting edge on this one. We're out front on this. >> So, thank you. Many are watching what we're doing. >> Of course. Always. >> Oh, do I I'm sorry, Dr. Allen. >> Yeah. I mean, I definitely >> You don't want to call in yourself, does it? >> Um, you know, I I I think the way that we message this is important and I've said this all along that this
302is not a a punitive thing. You're using our services so we're charging you. Uh to me my question is what what's the capacity that we could handle you know when you say 700 can we handle triple that >> well >> so and and the reason I say that is because I believe wholeheartedly that we have the most exceptional educational experiences in pole county right so to me what what could we handle in this I mean I think this is uh an innovative way um I think We're definitely going to be on the forefront of this, but I I know what we have to offer across this county and state. We we literally have people moving to Pole County uh to take part in these excellent educational opportunities. So, um what's the capacity that we could
303handle is my question to you. So we don't have a stated capacity at this time but the letter and the application both tell parents that it is dependent upon space for the for the academic components um and the availability. So for example if someone shows up to their local high school and says I want to enroll my student in AP calculus but that school doesn't offer AP calculus we can't offer the course. If that AP calculus is full and enrolling that student would put us in jeopardy of of going well above class size, we may or may not accept that student. However, what we would do, Dr. Allen, is provide that parent with a list of other locations that might have space. So, we would seek to maximize our occupancy. I believe that this becomes
304a recruitment opportunity for us because if it's good enough to come back and take one or two courses for us, can we win the family back over with other activities and and things of that nature? So, but in fairness to our operational side, we can't do so at a deficit. We must make sure that we are getting compensated for those students and their time on our campuses. >> Indeed. All right. Good deal. We are moving to F5, which is the referendum, and this is um our continual conversation until we get that to the vote. We've got the timeline that we've been following along the way. Uh you do have the suggested referendum language in front of you that was presented to us last time um as well as the comparative language um from across the
305state. So, I'm going to now hand this off to our general counsel, Mr. green to give us an update in regards to our timeline and uh our steps that we're taking towards um our final goal line. So, um Mr. Hyde presented a couple of options for you at the last board meeting. Um if you have a preference on those, we can work forward with the getting the precise language to comply with the law. Um after after that is done then we can we'll be moving forward with the next step which is the resolution and there's um there's a memo that from Buzzwell Dunlap that lays out the timeline and the steps will be taken after this initial step. >> All right >> Miss Fields you're recognized. >> Thank you. I don't see much difference in
306these superintendent high. Do you have a recommendation or does your team have a recommendation? >> No, ma'am. Both are sufficient. The board will notice there were two slight modifications in the proposed language based off your previous feedback. The board asked that we include early childhood education as one of the areas that the 20% hold back would be spent on. So that was added here. So I think we're fine with both. They essentially say the same thing. they do adhere to statutory requirements that we are very clear that charter schools will share reason their proportionate share of this revenue as well. Um and so I think it's just a matter of for board members which one do you think not that it rolls off the tongue at all. This is rather lengthy but which one do
307you prefer? Which one do you think voters might um find easier to understand because that's the last thing we want to do is confuse um people at the polls. >> Well, suggestion one says funds shared proportionately with public charter schools are required by law and then suggestion two says based on student enrollment. So that's the difference there. And then the workforce piece, the only difference there is the CTE being in brackets, a parenthesis. Everything else is pretty much the same from what I can see. >> Correct. >> The enrollment and in accordance with law are the same. They're interchangeable. That I just basically spelled it out a little differently, but >> All right. Anything else? Miss Fields? >> No, sir. Thank you. >> All right. Mr. Sharpless, you're recognized. >> I just want to thank
308uh the staff for uh incorporating that early childhood education piece, something that I was definitely really passionate about be added to there. So, I think that um certainly helps. I would I mean to me as required by law I would I would prefer that um just because it it shows that we're we're law abiding and we're following the law even though I know it's the same thing as based on student enrollment. Um so I would prefer suggestion one. It's not to me it's not either I mean either one's fine but I would prefer suggestion one. >> All right. Thank you Mr. Sharpless. Mr. Keys, you're recognized. >> So, I think it's important that in suggestion two, it it spells out CTE and workforce development programs. So, I'm going to get really, really silly here. Um,
309in the top one, it says for to provide necessary funding for operating expenses. And the bottom says the suggestion two says to fund necessary school operational needs. So, I would I like the way it says necessary operating expenses, but I like two better. Does that make sense? because school sounds I think that's better and then to agree with Mr. Sharpless and I think there's a combination of them to say funds proportionally are shared proportionally with public charter schools based on student enrollment as required by law. So I that got really really crazy. But I think if we take suggestion two, take out school, just leave it operational needs and then add based on student um enrollment as required by law that completes the whole thing. That gives us the best of both and one option.
310Does that did that clear his mud? Does that make sense? >> What was the first portion of that, Mr. Keys? So I I have >> the first Yeah. So the first so in the second or the the third line there take out the word school from operational needs. Operational needs is sufficient. Um and then going down to the the second to last line funds shared proportionally with public charter schools based on student requ enrollment as required by law. >> I did that. Okay. >> Okay. And I think that that captures the full picture. [Music] >> All right. Thank you, Mr. Keys. Miss Miller, >> I'm going to agree especially with the second part because that's where B where I was at about adding I wanted to say based on student enrollment as required by law
311for both sectors who think who don't understand what charter schools are um and may feel like it's going to charter schools no matter their enrollment. But my biggest question and this is for the chair andor the legal our legal counsel is I I I panic over these things because I feel like we are I know we're not behind the path but when we need to take a vote on this pretty soon. So when do when is that on your timeline? When are you expecting that chair? >> Uh we have time. So I think at this point um it would be appropriate to instruct the superintendent to coordinate with my office to craft the appropriate language and then place an item on the agenda for the the August meeting to then take a vote, authorize the
312next steps. But uh we can we've got some feedback here today. we can come up with the final version and then have that as an agenda item for for August. >> Okay. >> Are you content with that board? >> Okay. >> All right. Very good. All right. Seeing no other comments at this point, we will now move to board member comments. Do you have any committee updates or anything like that you want to speak to, Miss Miller? >> I have a quick one and I see some people in the audience that it references. Um, Pulk Vision has a behavioral health committee and I was happy to catch back up with that committee to serve on it. Um, and we talked about how much progress we've made in the last few years and I see Sher
313Scott here and I just want to say that her name was mentioned as part of the school staff that they work with um, in making improvements on how healthcare I mean how mental health care is delivered as far as that therapeutic piece. Um, we talked about everything from, you know, enough beds for juveniles. We talked about the fact that since the sheriffs are SRO's that we've seen a reduction in Baker Acts and that has that could have a lot to do with how the training is succinct across the district. But there was a lot of great news about P County Public Schools and Sher Scott herself and I see her out there so I wanted to make sure people know. >> Thank you, Miss Miller. All right. Uh, no other business. We will adjourn. Let's
314before we adjurnn though, let's uh come up with the time that we're going to reconvene for our board meeting tonight. Um do you need about 20 minutes? Does that give you enough time to transition board members? 20 minutes. >> All right. So we will uh start our board meeting at 5:45. >> All right. We are adjourned.