One 2 3 4 5 6 7 8
9 10 11 guys on the 11. two. Two. Three. Four. One.
Two. Three. One, two, three. One, two, three,
one. One, two, three, four. Heat. Hey, Heat. Please stand for the pledge. I aliance
Welcome to today's special school board meeting. The special school board meeting of the school board of Brower County, Florida is now called to order. To ensure a safe and productive environment, please note the clearly marked emergency exits. Do not block exit doors and all attendees must be seated except for media. Once the room
reaches capacity, attendees will be directed to the overflow area. If the fire alarm sounds, exit the room calmly, continue outside the building, and remain there until authorities give clearance to return. Thank you for your cooperation. All please rise for the pledge of allegiance to the flag of the United
States of America. >> I pledge algiance to the flag of the United States of America and to the republic for it stands, one nation, indivisible, with liberty and justice for all. As we begin, we reaffirm our vision.
100% proficiency for all students. As an A-rated district, we remain committed to sustaining this achievement and supporting every student to reach their highest potential. Our theme this year is believe, empower, achieve, one Broward. Today's special schoolboard meeting will operate in accordance with schoolboard policy 1020, and the board
will review the items as advertised and presented by the superintendent. The superintendent released a revised agenda with certain changes for this meeting and published it on the school district's website. The chair finds pursuant to section 120.525 Florida statutes that good cause
exists for such changes and accepts the revised agenda. May I have a motion and a second to close the agenda. >> So move. >> Moved by Dr. Zean, second by Miss Hixon. All in favor of closing the agenda, let it be known by saying I. I. >> All oppose say no. The agenda is now closed. May I have a motion and a second
on item one ITB fiscal year 23 uh-251 asphalt and play court paving repairs resurfacing and striping. >> So moved >> second. >> The memo to vote down moved by Dr. Zean, second by Mrs. Alhadef. It is moved and seconded to move item one to the floor. Are there any public speakers on item
number one? >> No, ma'am. >> Is there any board debate? >> Anyone like to vote uh speak on the memo to vote down item one? All in favor say I. >> I.
>> Do we need to say no? >> Yes. So, all in favor of item one, say I. >> All oppose, say no. >> No. >> Item fails unanimously. Um, may I have a motion and a second on item two, ITB FY23-251,
asphalt and play court paving repairs, resurfacing, and striping. >> So, move. >> Second. >> Moved by Dr. Zeman, second by Mrs. Alhidef uh public speakers on item two. >> No ma'am. >> Board comment on item two. Dr. Zean. >> Thanks chair. Um I'm just curious about the pace of this. You know when you look
uh going backwards a little bit. Uh there's you know a pace where we're burning around a million between a million and a million and a half per year. Now we're being asked uh every nine months to come back and spend over 2 million. Uh that's a pretty big clip.
at least 100% increase in the pace of expenditures. Is something going on with uh uh a decision that we've made about buying down the backlog of these kinds of PO activities? I totally understand how important these things are to uh all
of our students all over the district, but is there something that we need to know uh as a board about why the pace of this uh this particular uh spend authority has accelerated? >> Yes, thank you Dr. Zean. Um and I'll ask Mr. doors set adding more detail after
I'm done. Um, one of the major things that's been going on is the demolition of u portables. Um, so we've been demolishing portables uh for the past year and a half at at a a higher clip uh which is resulting in the need for um some of this work to be done.
>> Terrific. And last question, Mr. superintendent is what with this approving this assume that we do. Um would this uh take care of all of the formal portable land and all of the other requirements that there are for
sidewalks, paving and the like. >> Um that's the hopes. It should take care of most, but as you can see, we definitely don't have a problem in coming back and asking the board for additional funds if it doesn't. >> Terrific. And when you do that, Mr. Superintendent, just as one member of the board, I'd like to know what the whole requirement is.
>> If the requirement's 100 million and we're spending two a year, it'd be nice to know that if the requirement is two a year and we're spending two a year, uh, we'll have a different expectation as a school system in terms of what we see out in our facilities. Thanks, chair. >> Thank you, Mrs. Thank you. Thank you, Dr. Hburn, for
bringing this item forward. It's so vitally important for just how our schools look when parents drive in and not seeing potholes. So, it's it's so important to get the driveways fixed and the play courts which our students are
are playing uh on is so vitally important. And you don't have to answer this question now, Dr. Herman, but if I can get a board member followup of when the portables at Marjorie Stoman Douglas High School will be removed and and
replaced within that area. Thank you. >> Thank you. Any other board member discussion? All in go ahead, Miss Rupert. >> Yes, >> my computer still >> Thank you. My computer's still doing a little wonky. Um but my notes on this
one um were which I had never seen before. Um and the quote was if not renewed would be higher. So I know we had asked for more information when it came to bids when it came to renewals. Um but I was looking through the other ones and they didn't have that. Is this
the first time that we've had this? Um and um if not, what was the uh decision to actually have that uh part in there? because I flipped through the other ones like I said and they were all like, you know, yes, I want, yes, yes, I want to.
And then this little box said if not renewed would be higher. >> No. So, this isn't the first time. This is a um ongoing ITB and the prices are pretty locked in. If we were to go back out, the prices would be be
significantly higher just for the the cost of doing business um today versus the prices that we've locked in for the past couple years. >> Right. Thank you. and I I understood that, but um when other ones were getting renewed, they did not have that particular language this time. So, it
just kind of confused me. Um I'll actually, you know, talk about it with you later. It doesn't have to take up board meeting time here, but um I thought, oh, okay. Well, thanks for putting that right out there and, you know, being open and and transparent on this, which is one of the reasons we
usually um have like a three-year term on on something because of these uh price changes. So, um, I appreciate that. Thank you, Dr. Heeper. Any other board member comment? All in favor of item two say I.
>> I. All oppose, say no. Item passes unanimously. Could I get a motion and second on item three, RFPFY21-188, structured cabling and enterprise networking memo to vote down? Second. Moved by Dr. Zean, second by Mrs. Alhadaf. Public comment.
>> No, ma'am. >> Board member comment on the vote down. Remember, it's a moment to vote down. All in favor say I. All oppose say no. No. No. >> Item fails unanimously. Could I get a
motion and a second on item number four? >> Second. Moved by uh Miss Thompson, second by Miss Rouper. Public comment on item four. >> No, ma'am. >> Board member comment on item four. Miss Bulman. >> Thanks, chair. Um, I appreciate this
that we've reduced the ask um a little bit uh following our conversation from last week, but I I have a question um about some of the items that are in here. One that caught my eye just because it's in
my district is um cabling for Bthoon, the Bthoon admin building. Um I mean, we haven't even broken ground on that as far as I know. So, I'm wondering why we're asking for that now because it says fiscal year 2027, which would be like in
not this coming year, but the next year. >> Dr. Pepper. >> Yep. U Mr. Davis and uh Mr. Dorset. >> Good morning. Trade a chief information officer. Um to to address some of the requirements uh that are -ate funded. um you know they we have an application in
March uh but it would start for July 1st uh so that's the deadline uh for any projects that would be covered by -ate in FY27 so we have to do the application in order to get the 80% value or discount from at that time
>> okay thank you any other board member comment Dr. Zean. >> Thanks, Chair. I'm just curious about the -ate program. Uh I'm fascinated every time uh the federal government wants to help out K12 education. It seems like a wonderful example of the background material available. It is
interesting. But in in our district, are we taking full advantage of the federal rate program? >> Yes, that's um correct. And uh Mr. Mr. Davis, if you have any details that could possibly help the board out. >> It be a pleasure. Uh thank you Dr. is
even for the for the question. Uh we have an -ate ninja uh that I call her uh Michelle Gresham here at the district who has been with the district since 1997 with this program since its inception. And at that since that time she has generated $240 million in
discounts uh to to the district averaging over $8 million a year in discounts. >> Terrific chair. I hope we continue to find ninjas in federal rate and federal grants of all programs. 240 sounds pretty good.
>> All right. Any other board member discussion? All in favor of approving item four say I. >> I. All oppose say no. >> Item passes unanimously. Could I have a motion to second on item five? >> So move. >> Moved by Dr. Zean, second by Miss
Rupert. Public comment on item five. >> No, ma'am. >> Board member comment, Miss Thompson. Thank you, chair. Um, I brought this item forward because I think there's a couple things happening in the schools campuses that are about to close that are causing our teachers a lot of
anxiety and I just feel like it would benefit them to formalize that process. And I had um I wanted to bring it up to my colleagues and I know some of them might not be involved in the negotiation but it is important that we get an
answer on on them. Um so first when teachers children school placement is that something that would be involved in negotiation Dr. Heer. >> So I'm going ask um Dr. Lozano and
>> oh there you go Dr. Lozano Houdini you were right behind me a minute ago. Go ahead. >> So again we'll talk through all those factors. um what's in the collective bargaining and not. We're working with the BTU to schedule a meeting for by the end of this week to get together and
talk through all the impacts on staff and students as well. >> So, and I appreciate you working with them already. I do think there's some things that might not be contract negotiation though. So, I want to make that distinction so then we can discuss
with my colleagues moving forward. So would where teachers childrens are placed be a contract a collective bargaining >> is not where their students are placed >> is part of the contract but we can have
those conversations as well. >> Okay. And then would helping teachers move from the close site to the new placement would that be something that could be in that conversation? Yes, we could talk through with our PO
team and facility staff to support the teachers as they transition, which we normally do every year as teachers move from one location to another. >> Okay. And what about So, I've been hearing that there are walkthroughs
occurring during the school day that's causing teachers and students alike a lot of stress. Is there a way that I don't think that would be collective bargaining, but can we not do walkthroughs in our closing campuses until the school day is over?
>> Just to clarify, in walkthroughs, you're talking about tours. >> No, not walkthroughs like tours like assessing the building and where if we could put staff there and those kind of walkthroughs. >> Go ahead, Dr. Fton. >> Thank you. And thank you, Miss Thompson,
for that concern. That concern came up earlier and we did emphatically let all district staff know that no walkthroughs to assess space or where I'm going to move to should be conducted until after towards the end of the year. It's important to note that school is still
in session every single day and our teachers are preparing our students to be successful and any interruptions will work contrary to that. So they've been told. So if that's happening, we need to know what departments and we'll address it as it as it happens. >> Okay. Um, and then
I think that's that's it. So, I appreciate you guys starting this process. >> Miss Hixon, >> thank you. And thank you, Miss Thompson, for for bringing this item forward. I
think um this is whether it's necessary or not necessary. I think it is necessary in terms of I mean necessary in terms of what's contracted and not contracted. It is necessary for our teachers and our staff that are being
moved to know that there is going to be some engagement with them that somebody's going to listen to their concerns. I think it really goes towards the transparency that um we have as a board with they're already high anxiety
is happening. They're already nervous about things that are going on and I think this is a good faith effort to say we understand your concerns and we're going to work with you um to be able to make this transition smooth. So I
appreciate you bringing that forward. >> Thank you Dr. Zean. >> Thank you, Chair. Did we do this type of negotiations last year when we uh repurposed one elementary school? >> We had a smaller conversation.
>> Go ahead, Mr. Aaro. >> Good morning. David Azrito, executive director of labor relations. We didn't have a formal impact bargaining session, but we did speak with the union on several occasions about how we would help those teachers uh transition. And uh as a result of those negotiations, what happened
>> in terms of what? So the teachers that were placed, if they were going to go to one of the two other feeder schools, that was they were given a little um benefit on the transfer, they were allowed to transfer. We extended the period for them to to choose a school. If it was not the two schools Broward Estates was
feeding into another location, um I don't know if we helped them move or not, but I can check on that. >> We did. >> We did. But as a result of impact bargaining, there were um decisions that were made to change the process in order to make it even better. Is that correct?
>> Correct. >> Terrific. >> What I'm curious about this year, because now there's there's six times as many schools being involved. How does the superintendent and the superintendent's team get direction from this board about things that extend beyond the collective bargaining
agreement? If you're going to go to do impact bargaining, you're going to be representing the school board of Broward County. How do you want to get guidance from the board about priorities, about values, about what our goals are uh for
impact bargaining that exceed anything that's written in the collective bargaining agreement? >> Yeah. Um, we're willing to take any board member who has ideas and suggestions and priorities, please send those to us so we can include that in our conversations
with cabinet and the superintendent. >> Y and then in addition um most of the um feedback or desires of the board were expressed at workshops. Um I remember you know white glove service you know all all of those statements that were
made at a workshop which we took those um to heart and made sure that we executed in our in assisting staff and students in transitioning. So a lot of that feedback came through workshop sess sessions. We also have a workshop uh Dr. W if you can give us the specific date I want I want to say March 21st
>> March 24th >> 4th um to provide an update of where we are and then um start talking about some other next steps and so it' be a perfect time also in in addition to any collective feedback the the board may receive from staff that are um you know
impacted by school closures to um give um us some additional feedback. >> Mr. Superintendent, to your knowledge, then this board has asked you to uh exercise um whatever would kind of be this white glove treatment of our staff,
of our students, and our families as we transition these six schools to uh other purposes. >> Yes, absolutely. Um a lot of lessons learned from um last year um that we're implementing um and also enhancing. Um Dr. Dr. W and her teams have have had frequent meetings with um various
stakeholder groups um for those individual schools um and utilizing that feedback just to continue to enhance the process along the way. >> Thank you. Let me just ask one more question um because the goal to me is like really important for this you know this is a little bit outside of you know
we do this because we've agreed in a contract to operate in this way and I think it's great. I don't think we need to be confined. No goodness isn't confined to a contract. you can always exceed what your minimum requirements are in a contract. I I I think that that's exactly what we should be doing.
What I'm worried about though is what is the goal of this? And I want to make sure I I imagine, Mr. Superintendent, there's some instances in impact bargaining where there are winners and losers. Is that fair? >> Yeah, that's fair. Um my uh belief is that uh we have to uh
think hard and and I suspect you said at March 24th we're going to talk more about this at a workshop. >> Correct. >> I think u hopefully my colleagues will come prepared to that so that we can establish clear goals and clear expectations about what we can do and many of these things I think are
straightforward. There there are things that we can do as you mentioned from last year uh they asked about an extra school. we we've opened up an extra school. Those things are good for the whole school system. I hope what the goal is though is that we build a more vibrant growing schoolboard system as a
result of all the decisions that are made, those that are um required according to our contracted agreements and those outside those agreements. We have to build a great school system and um that's why we went through the pain of repurposing. That's why we go through
all the data gathering and analysis and decision-m uh to get to a better school system. Um and if that's the goal, then I look forward to that conversation on March 24th. >> Thank you, Miss Thompson. >> I just want to get staff's clarification
on timeline because I don't want us to wait until March 24th to begin these conversations. They're too critical. People are stressed now and the conversations need to move forward. So again, our goal is to as far as our
collective bargaining groups to schedule those meetings and get together by the end of this week. Staff has already the HR team has already been out to all the schools to meet with the staffs in a in a meeting to gather their
feedback and input on the process. We have North Fork left this week and which is meeting this week. We're meeting with the staff of North Fork this week and then Hollandale High as well as they transition to a 4-day week. So, we've already been out in one round and we
promise the staff will continue to come out um collect their feedback. They've given us some good feedback and thoughts as we continue this process. And like we told them, our goal, every individual who's affected has a best best place
where they could see themselves for next year. So as we help them to write the next chapter of their professional career, our goal is to work with each individual to get them in the next best place for them because every individual
has a different um desire. Um not everybody may want to go to this place or that place. So, how do we provide options for each employee so they can write the next best chapter in their professional career here in Broward
County Public Schools? >> Thank you. Any other board member discussion? All in favor of item five say I. >> I. >> All oppose say no. Item passes unanimously. Could I get a motion and a second on item six?
>> Moved by Dr. Zean, seconded by uh Miss Hixon. Um public comment on item six. >> We got one reg speaker, Dr. Natal Lynch Walsh. >> Good morning. Dr. Natalie Lynchwalsh, Plantation, Florida. Um I'm the former
chair of the district's audit committee. I was on the audit committee for 10 years until your superintendent committed misconduct to remove me and that's coming. Um, but today we're talking about the chief auditor. I just like to remind him I haven't forgotten. It's like a grand jury or an IG
investigation but it is coming. Uh, so today having looked at the resumes because that's all that was available. uh only one candidate would be capable of keeping the wheels on the office of the chief auditor bus and that would be
Mark Maggley who you approved for the interim last week. But after listening to a much longer discussion than expected, it would seem that if you're looking for efficiency and not doing peacemeal type decisions, there's an easy decision to be made if only one
person is truly capable of keeping the department together for where you are now. Because there are at two candidates that I could see growing into the position based on what's on paper. But it would not be fair to task them with
trying to keep the wheels on the bus now because of where you are and where you need to get to. Once things settle down and people have grown into the position, that would be feasible, but you're not there yet. So, you already have someone sitting here and if you don't if you
have someone as an interim, you can't fill their position. So, you kind of have an opportunity for uh killing two birds with one stone. Um, it's important to also have people with strong accounting and audit backgrounds
and these two candidates uh that are uh actually the first two on the list have that and it would be interesting to see uh but I'm seeing them as the executive director and then they would grow into it. So
for where you are now and based on the conversations you had last week and for where you need to get to and not wanting to put to set people up for failure, my recommendation would be to direct appoint Mark Maggley as the chief auditor which would open up his position
and then strongly I would also strongly recommend um the first two candidates on this list I think would make excellent executive directors who could grow into the position. There are other people on the list. One of them is not an accountant by trade and the other person's background is
almost purely healthcare which is not really what you need either. But the first two have big four back audit experience and all the experience that would be an asset to the office of the chief auditor as executive directors but
not as the chief. Uh you already have a person sitting there. You want to move forward. You want to be efficient. I recommend Mark Maggley for the chief auditor just direct a point. Thank you. >> Thank you. Uh board member discussion.
Miss Hixon. Um thank you. I would like to make a motion. Um I'd like to move that we direct appoint Mark Maggley um to the chief auditor position. >> Second.
>> Moved by Missixen to direct appoint Mark Maggley to the chief auditor position. Seconded by Miss Rupert. Public comment on the motion. >> Dr. Natalie Lynch Walsh, Plantation, Florida. Obviously, I fully support the motion. Um I think that this allows you
to keep moving forward with uh they were trying to rebuild the department and there's a lot of work to be done. Um I have full confidence in his ability to lead the department and then you can look for a strong number two. Well, actually they would be
looking, but um I support the motion. Thank you. >> Any other public comment on the motion? Board member comment on the motion. Mr. Sea. >> Chair. I'd like to hear uh from Mr.
Rhodess on the pending motion. >> Mr. Rhodess. >> Thank you to the chair. Um last year as a part of my evaluation I put together a succession plan um looking at trying to make this um an
easy and seamless opportunity for the board to make a decision and and a motion similar to that made today. Um I believe that I succeeded in doing that. I believe that I found not only the best person for the executive director
position, but one that I've had the opportunity to work with since he came on board in midocctober. and um he's proven to me and I I hope that he's proven that same uh thing to the board members that he's had the
opportunity to interact with that he is a um I I'll go as far as to say not just uh very experienced in the world of investigation and in auditing. Uh I believe that he's um he's a cut above
the rest including myself. I think that you wouldn't just have uh the best candidate for the job. You'd have a candidate who is better than me in many respects. And I say that with great humility after having had the opportunity to serve this board.
>> Any other board member or Mr. Sver, are you done? Any other board member comment? Mrs. Alhadaf? >> Yes, I support the motion. I would just like to give a substitute motion to also add on to that motion to the board to
direct the chair to go into negotiations with Mr. Maggley for his contract. >> Is that a substitute motion or you just asking? >> Substitute. >> Second. Uh public comment on the substitute motion. >> Uh Dr. Natalie Lynch Walsh, Plantation,
Florida. As long as both work together and you move forward with negotiations so this isn't delayed any fur more than it needs to be I support it. Thank you. >> Any other public comment on the substitute motion for member discussion? Mrs. Alhadf, would you like to Are you
done or Okay, Miss Dr. Zean. >> Thanks, Chair. Um I'm worried about uh moving in this direction uh this quickly uh for a couple reasons. one, we have two applicants for this job that are amazing
and they have expressed an interest in coming here to compete to be the chief auditor. Uh Alicia Brown and Latrice Davis uh both have extensive experience in accounting and auditing, finance, uh years of just professional experience,
excellent uh credentials, particularly uh the one with a bachelor, multiple multi multiple master's degrees and a doctorate. Um, I never want to discourage people from applying here. And when we go out to recruit and we
tell people this is an open recruit and they apply and they're highly qualified and we then pick our internal candidate, um, we will chill future pools, which is really, really dangerous. The second is I believe we're going to end up at a better place through competition. I
think if we go through the process, and with all due respect to our chief otter, I appreciate the plan that you've put together. I'm just not looking for for easy and fast. I'm looking to be the best school district in the United States. And this is one of three positions that we get to fill. Uh that's
a direct report to the board. And I uh uh have enjoyed very much having uh Mark Maggley here and I've enjoyed learning about uh his amazing skills. I've gotten calls from dozens of people who know Mr. Maggley and uh all wanting to weigh in
way ahead uh of this decision. But for my preferences, I would rather uh bring in Alicia Brown, Latricia Davis, and Mark Maggley to interview um to confirm that or to test to see, you know, which is the best uh candidate for this critical position for Broward County.
The third reason I think it's not wise to go direct is that Broward County Public Schools has a reputation and a perception problem. uh if we decide to go fast and do an internal candidate, that perception and that reputation is not going to change. It's going to be great. Now, you've
hired somebody from inside to perpetuate that. And I'm very concerned about that. My idea would delay things a couple weeks. It would be more work, not less work. Uh but again, I'm not here to try and find shortcuts to get to fast answers. I'm here to make great decisions so that everybody in Broward
County and outside of Broward County knows we're very serious about what we set as our strategic goal. And so, uh, I can't support this. I just think, uh, with a couple weeks of extra work, we may end up here, uh, and we may, uh, have picked somebody after a competition
that we clearly think is the best, but we have not met Alicia Brown or Latricia Davis. Is that fair, Chair? >> That is correct. then um I I would just ask us to be a little bit more circumspect and a little bit more thoughtful about the community and just
a little bit u um more patient in filling this critical job. Thanks chair. >> Any other board member discussion? Um Dr. Hoes. >> Thank you, Madam Chair. So um I
would say that in in one sense I I agree with Dr. Zean and under normal circumstances I personally prefer to interview uh as many uh candidates as we can who
qualify. But in Mr. Maggley's case, it's a tough decision because I've seen his work and I've seen what he has done under pressure of time a couple of times and and he's very responsive to the board.
Um so I think um I struggle with the decision because on one end I prefer to interview but I know I also have a great candidate in front of us um because I have seen his work firsthand. Um, so Madame Chair, I'm still on the fence.
Um, but I um I I do appreciate Dr. Zean uh coming and I and I understand it and under normal circumstances, I probably would have been very definitive in in interviewing, but in this case, um, I'll wait to hear what the other board members have to say.
>> Any other board member comment before I give my comments? >> Um, I tend to Well, first I want to thank Mr. Rhodess for building a succession plan. I think that's something that great leaders do. Um, and it puts us as a school district in a
really positive position. I look at at this a little bit differently than uh my colleague Dr. Zemen. Um, in the sense that like if it's not broken, uh, why try to fix it? Um, I think with Mr. Maggley, we've seen the, you know, in
collaboration with Mr. roads um some really great work uh that as a board we've you know demanded of of that office um and I I tend to feel like we should work smarter not harder and and
this is not an office that um we hear many complaints about uh you know I think the board is very complimentary of this this office um the community uh works well with this office. So, you
know, I do um you know, I like I like the exercise of going out for interviews and stuff, but in this instance, um I think we're in a good position if we move forward with this substitute motion. I do have a question for staff. Um if this substitute motion passes, are
we able to uh make the the negotiation session scheduled for tomorrow um because that was for Mr. Mr. Magley to serve as interim. Would we be able to change that to make it the negotiation session for the permanent position?
Because I don't know if that conflicts with like the the advertising that was done. >> Ernie Lozano, chief human resources officer. We would have to readvertise because it's a different >> Okay. >> request action.
>> And then how would that work? Um, like do we still need to do a negotiation session for interim? Because would he serve as the interim and then do a negotiation session to serve as the permanent? >> How would that
>> because I believe we were going to vote on it on March 3rd. Is that correct? >> Correct. >> Um, >> so I don't know. >> So we we could still negotiate and make him the interim until Although that would come to the same
board meeting. So I would say cancel the >> interim negotiations and schedule permanent negotiations. >> Correct. >> That would be your recommendation. Is there any objection from my colleagues on that? If that if this motion passes, >> Miss Hixon
>> only. I'm sorry. Excuse me. Chair, >> I I don't have any objection. Just how long do you have to advertise? Like what would be the difference in time? >> 40. 48 hours. >> 48 hours. >> Oh, so it's just a couple of days. >> Correct. >> Okay. Thank you, Dr. Zean. >> I'm just worried the legal issue if in
fact at 11:00 on the 3 we say to Mr. Maggley, you are the chief auditor, did we violate the law that tells us we have to have an interim or acting or somebody designated as a chief auditor every day of the year?
>> Miss Jack Adams. It would depend upon whether there are any duties that the auditor is responsible for pursuant to statute on that day. So, um I I hear your question. There would be like a a 6-h hour or
however many hours there is between 12 midnight and the time that the board approves it. um if there's any duties that is that the auditor is responsible for during that time period like the statutory duty then I see an issue if
not then I don't see an issue. >> Terrific. And we'd also have the option on the 3rd of March to designate I mean if if uh for some unforeseen reason it doesn't go positive on the 3rd of March, we could still designate a new interim chief auditor at that meeting. Is that
correct? >> That is correct. But >> thank you. That's fine. >> All right. Um, any other board discussion on the substitute motion? >> Chair, if I may, >> um, the other individuals that have
submitted their, um, resumes for consideration for chief auditor, uh, Miss Brown, Miss Davis, Miss Pier, and Mr. Ventilado. Um, in the event that this motion
passes, uh, and Mr. Maggley is named um the the chief auditor. Uh I guess my question to staff would be, has there been any discussion with any of these other individuals about potentially filling Mr. Maggley's current space if
in fact he uh was awarded the chief's position and if there was any interest by any of those individuals? Or are they just kind of going for the top and it's chief or nothing or have those conversations taken place at all? >> No sir, not at this time. But if this
motion passes and that happens and he's approved at the board meeting, then we can begin to reach out and have those conversations with those individuals. In incidentally enough, um pay grade between the chief and
executive director um ballparking it generally. What is the the difference in pay grade between those two positions? We can provide a specific followup and look at the history of that, but I would say it's probably about a $50,000
estimated difference. >> 50. >> Yes, sir. >> Okay. Thank you. And again, the uniqueness there is you negotiate the chief auditor contract. >> All right. Any other for discussion on
the substitute motion, Miss Pulman? >> Well, I appreciate that this conversation is going better than last week. Um, I would generally agree with Dr. Zean about competition, but um in this case with the position that we're
seeking to fill where I think that we um need to have a great deal of trust in the person that's going to fill that um and that that's uh and the good work that's been demonstrated by Mr. Maggley. I um in this case will support the
motion. Thank you. >> Right. Any other board discussion? All in favor of the substit substitute motion say I. >> I. >> All oppose say no. Substitute motion. Oh, go ahead. Doc. >> Okay. Uh mot substitute motion passes
unanimously. Um I believe Dr. Zean would like to speak. >> Thanks so much, Chair. Um wonderful uh that we've moved forward uh with this item. Thank you, Miss Bowman, for pointing out how the efficiency we're demonstrating today. Um there is one more change though that I'd like to
the board to think a little bit about which is the basis of negotiation. Um we often use uh the departing uh uh incumbent. Uh we often use um a percentage raise from current salary and
things like that. Um that's about 20 years out of date. like healthy organizations use market data and they go out and say with X number of years of experience that Mr. Maggley has our designate for chief auditor and these
degrees and these certifications uh the market is paying Y dollars per year. The reason that's important is if we just keep using the current process we're going to have forever escalation of executive salaries and that's not what
the county wants. The county wants to pay people fairly. They recognize that this is government service. You're probably not going to retire on the French Riviera if you work for a government agency. You might, which is great. You are a hell of a saver and an investor if you do that, but government
jobs uh that have forever escalations are not what's uh an appropriate thing to do. So, what I'd like us to do as a basis for negotiation is to create just a quick market salary report. uh they're available free to any organization that
wants to put in years of service and and job and requirements and certifications. It usually comes with a pay band and it might say it's between this $10,000 one way or the other. Um I just don't think that it's appropriate to forever have escalating executive salaries. Um I
think we should figure out what the market rate is for a chief auditor in a school district our size and that ought to be the basis for negotiations. So my motion is that we use uh market salary as the basis of negotiations for uh the next uh chief auditor.
>> Is there a second? >> I'll second it. Um public comment on the motion. Dr. Natalie Lynch Walsh, Plantation, Florida. In spirit, I support the motion. Although you're starting to turn
Mr. magley into both a noun and a verb where we can now joke about maglying things where he's always the guinea pig for any new initiative. I totally support market research on salaries for all your direct reports the cabinet and
all the central office staff. So please if this passes don't stop with Mr. Maggley. I don't think doing market research is going to work to his disadvantage based on what others are making. However, I would say don't stop there. Do everybody because there's this
theory that Broward schools or not even a theory, it's an assertion I keep hearing that Broward schools pays so badly. And I'm not talking about the office of the chief auditor because two chief auditors ago, Mr. Riley was treated like garbage. He wasn't paid like a cabinet member. He wasn't treated
like one. So, this is fixing it. But do a study on everybody. Thank you. Any other public comment on the motion or member discussion on the motion? Um, I have a question for staff. How
quickly could you turn around that report? >> Pretty quickly. That's part of our analysis when we look at positions. >> Okay. Miss Bulman, >> to that point, I mean, is this something that you're doing generally anyway when
you're setting >> that is a part of the work we do when we look to >> um provide a salary recommendation to a candidate? >> Yeah. How do you usually um come to those numbers?
>> Good morning. Angene Titer, director talent acquisition for staff. that's supervised by the superintendent. Um, we look at the band range that's authorized by the board and when someone applies, we get their current salary information. We analyze
internal individuals at that same level and band and our compensation team also factors in using a particular software um market across the northeast, the southeast. We compare depending on if someone is moving from another location
so that we provide equity with current staff and being able to negotiate competitively. >> Okay. Thank you. >> Any other board member discussion on the motion? >> The motion was to uh Dr. Zaman, could
you repeat the motion? I know it was around market salary. >> Just to use market salary as a basis for negotiation with the chief auditor. >> Miss Hixon. Thank you. So based on what you just said, you do that already. You already put that into the >> correct. That's part of the analysis we
do when we prepare a salary recommendation. >> Okay. Thank you. Because my concern and and again, no disrespect ever. Um we can't pay market value. We just we're a government agency. We cannot I would love to say that we could, but there's
we are in a in a budget deficit of a hundred million dollars and we can't give any of our employees a raise. So, not to say that I don't think we should be paying our, you know, top administrators
good money, but I don't I we we just can't compete with the market. Let's be honest. So, I have a struggle with saying we're going to go into negotiations looking at market price for for an auditor because unfortunately
government agencies just can't pay that price. >> Uh Mr. Sea >> to the maker of the of the motion two inquiries. Um number one, I I assume when you're asking for market rate, you're referring to the government space and not the private sector space.
>> Absolutely. As as you might be aware, um there are market salaries for auditors that work in the big four and want to run to New York every week and do their, you know, critical work, you know, uh for any client that is willing to pay their alley rate. Then there's a government market, you know, which is
it'll look at big urban school districts and say, you know, kind of based on your experience and degrees, this is this is the band for a government job. So, we can pay government salaries. In many cases, we pay over government market salaries in Broward County. And to me,
uh, we ought to be tilting back toward government market. And second question, uh, we're hearing from Mr. um, Lozano that apparently that's part of the analysis that's that's done. Is there something different uh, that you're
asking within the motion? And if so, can you elaborate a little bit, please? >> Thanks so much. um the basis for the negotiation means that when it comes back the total comp being offered to the selected candidate is compared to government market salaries. It doesn't
mean we stop there. We may look at this and say yeah but we really needed a guy with a lot of IG experience. It didn't come through in the market analysis. We're going to pay him more. Um that that's fine to do. the the motion is to just say that is the basis so that when it comes back it gives us all the
flexibility in the world to pay more or less than the government market. But I just believe as a government entity that spends only taxpayer dollars here minus a tiny tiny bit of uh of uh donations that are given to prior county schools uh we just need to forever going forward
use the market salary as the basis for our negotiations for the three positions that we have. >> Are you done? Dr. Zean, did you want to add anything? I know you wave wave me down. >> I do not at this time. Thanks, chair. >> Any other board discussion? Dr. Holes.
>> Thank you, Madam Chair. So, Dr. Lozano, um you mentioned that you've already been doing this, right? So, based upon the clarification from Dr. Zean just now, what do you understand to be the difference of what you've already been doing and what he's he his motion
implies? >> From my understanding, Dr. Zean wants us to make the market analysis the basis of our starting point comparing that position to other governmental entities that have similar positions and look at
that um data as we make the decision. We'll provide the chair um that information as well as as much information as we can so she can enter into the negotiations with the best possible position for the district.
>> Okay. And and you understand based upon Mr. Sea's question that the market rate is based on government entities. Correct. >> Correct. >> Okay. All right. Thank you. >> Any other board discussion on the motion?
>> All in favor of the motion say I. >> I. >> All oppose say no. >> No. >> No. >> Roll call. >> Roll call on the motion. School board members AODE. >> No. >> Bowman. >> No. >> Sea. >> Hixon. Honus,
>> yes. >> Leonardi, >> yes. >> Rupert, >> no. >> Thompson, >> no. >> Zean, >> yes. >> Feels 63. >> All right. Um, I believe Miss Hixon
wanted to some >> I did, but in speaking with general counsel's now, it's not appropriate, so I'll I'll save it for any other board discussion on the item. Um, I would just ask, you know, now is the time if you
have other, like I I appreciate Dr. Zean's guidance on negotiations, if there are any other, you know, issues you'd like to bring up for negotiations or parameters that you'd like me to adhere to. Um, I would appreciate that. Now, Miss Hixon,
>> thank you. And we've we've now had a new superintendent that this board has negotiated and also general counsel. So would ask in this contract moving forward with chief auditor and anytime we have a direct appointments the to put
in there where it's um scaled in terms of if they were to be um separated without cause my brain's not working right today. You know there's at a certain they have to be here a certain amount of time to get so if it would just be consistent with the
superintendent and general counsel that would be great. Any other guidance? Dr. Holes. Um, >> Madame Chair, um, just want to I concur with board member Hixon that it's consistent with the other two direct reports as far as in general, you know,
um, severance and all of these other things to make it consistent. >> Okay. And I will just I I do want us to be cognizant of the fact that there is some difference between the superintendent's contract and and some
of those things and the general counsel and the chief auditor. So just to be aware there there is some um distinction there. Um, and something that that came up a lot during the negotiations with our uh future general counsel um was,
you know, the those two director reports are not the same as the the superintendent. Um, and that was something that Mr. Harvey continued to to bring up because there was some comparison going on there. Um, so I just I just want us to be cognizant of that.
All right. Any other board discussion? Right. All in favor of the item as amended say I. I. >> All oppose say no. Item passes as amended. >> Would Mr. Maggley like to get make a few remarks?
>> Yes. >> As it were. La last week was an interesting thing for all of us. I think I I didn't know what to expect. Um and today you've shown your commitment to me. I am uh very grateful for the consideration let alone the appointment
as it would be. Um I will do my best to make sure that that is lives up to the expectation. I think that I had an opportunity whether I chose to or not to to come in here and get running. Um and I always run so people will tell you that they walk with me it's annoying
because I move fast but I think that's what it takes. Um I want to thank Mr. Roads for the kind words. He's done a a great job under a lot of circumstances. Um we've been able to uh work through some things real quickly and I and I appreciate it was almost an audition of
sorts. It turns out um that's not how we looked at it. We put our head down and went. Um and we will do that and I will continue to try to build a team that reflects that and does does the board's uh exercises the board's will. So, thank you very much and I'm honored and grateful.
>> Congratulations. >> Congrats. Um, at this time, do any of my colleagues have anything to bring to the to future workshops or student successes to share? Mrs. Alada. >> Yes, thank you. I just wanted to um tell
the board last week I was at the capital for Alyssa's act and that's on our our federal legislative platform and Alyssa's act creates standards around emergency response standards minimum standards for panic buttons and digital
mapping and creating a data center. So super successful. We had 10 students from around the country that came and helped us and we did get five co-sponsors on the bill afterwards. So, I just wanted to update the board. Thank you.
>> Thank you. Anyone else, Miss Hixon? >> Thank you. And I just want to thank all of the schools in the district for um the day of service and love. We we went around to a couple of different schools and you know we started the morning at
the breakfast at Marjgery Stillman Douglas and lot of people from the community that came out. There were lots of first responders that were there and students were doing different service projects. I ended up at South Broward afterwards. I think Mrs. Alade went to a
couple of schools. So, you know, it eight years later, it's really important that we continue to remember the 17 that were taken from us and we would say on behalf of all of the families just want to say thank you for continuing to do that. Thank you.
>> Thank you. Anyone else? All right. The scheduled order of business for the special school board meeting of the school board of Bre County, Florida has been completed. Seeing no objections, I will now adjourn the special school board meeting. Jingle.
Heat. Heat. Hey, hey, hey. Down. Hey. Hey. I don't Heat. Heat. That's Welcome to today's schoolboard workshop. This workshop of the school board of Broward County, Florida is now called to
order. To ensure a safe and productive environment, please note the clearly marked emergency exits. Do not block exit doors and all attendees must be seated except for media. Once the room reaches capacity, attendees will be directed to the overflow area. If the fire alarm sounds, exit the room calmly, continue outside the building and remain
there until authorities give clearance to return. Thank you for your cooperation. Board member Rupert will now introduce her school to lead us in the pledge of allegiance to the flag.
Um, do we know what school this is? Beacon. >> We're proud to hear from Margate Middle to lead us in the pledge of allegiance to the flag. Please stand for the pledge. I pledge algiance to the flag of the
United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Please be seated. As we begin, we reaffirm our vision.
100% proficiency for all students. As an A-rated district, we remain committed to sustaining this achievement and supporting every student to reach their highest potential. Our theme this year is believe, empower, achieve, one Broward. We will now proceed with the agenda. Today's workshop will operate in accordance with schoolboard policy 1020
and the board will review the items as advertised and presented by the superintendent. Our first item is final BOC meeting FY26 Q1 plus October 2025. I now turn it over to staff for a brief presentation. Good morning, U chair, school board
members and public. I'll turn it over to Mr. Omar Shim and the bond oversight committee for um brief presentation. Thank you and good morning uh Madame Chair, uh board members, and Dr. Heepern. On January 15, 2026, the bond
oversight committee held its final quarterly meeting to review and discuss the report uh provided to you uh for the period ending October 2025, which is included as an attachment for the workshop. Um, and just before I
introduce the members of the committee uh that are that were able to make the workshop, I wanted to go over some achievements and lessons learned um from the completion of the SMART program. In May 2015, the district established a smart program that included voter
approved $800 million general obligation bond and approximately $200 million in other capital funding totaling close to a billion dollars. Since then, the district added funding to the program and the final budget for the smart program is 1.7 billion. Out of that 100
1.7 billion, the district has expended 1.5 billion, approximately 88%. And 147.7 million now remain on active projects on purchase orders or project balances. All
general obligation bond funds have been expended and the remaining activity will be completed using the capital funds allocated in the capital budget. So the district used those funds to uh provide technology infrastructure and
devices which surpassed the goals to achieve a 3:1 student ratio to closer to a 1:1. We expanded the the arts and music program, bringing back these programs that had suffered from cuts through the Great Recession, which better with
better spaces and upgraded equipment. We upgraded athletic facilities to allow students to have access to improved track and weight room facilities that help to propel student success. The program also completed single point of entry projects that enhance the security
of our schools. Many significant remodeling and renovation projects were delivered with the district completing 200 uh 219 projects that help improve the conditions of the learning environment. Uh the remaining 119 projects are being
completed in the ongoing capital program and many are close to being complete. A list of those projects along with the budget and projected completion dates are provided beginning on page 14 of the report. Page 41 also provides a list of projects
that increased the scope beyond what was originally planned in the smart program as an added value to the learning environment. Now the start smart program had significant setbacks with challenges to the budget and delays to project schedules. The there were many lessons
learned. A few of them include uh to ensure that projects are shovel ready before launching a large-scale program. uh assessing organizational readiness and aligning processes to accomplish program goals. Uh to manage budget and
scheduleuling risk upfront in the program and build that into communications, accountability and transparency uh in a transparent way, working closely with regulatory agents in the beginning of the program to reduce delays towards the end of the
program. The bond oversight committee provided valuable feedback along the way. They utilize information from Florida Tax Watch and review the information provided in the quarterly reports to actively engage and steer the com the district towards the finish line. So with that, let me introduce to
you Steve Hillberg um William Tracy and uh Latha Kushner. Um also unable to make it was Parth Patel uh with the city and Tommy Demopoulos who's up in Tallahassee. Um, thank you very much.
>> Good morning. >> Um, our most recent committee meeting was held on January 15th. Um, it was the final meeting, a wrap-up um, looking one quarter back into the completion of um, the um, the smart um, bond expenditures.
Um so as as the smart program bond program ends um it's evident there's many things that didn't go as planned. Um we've talked about that through our meetings and presentations um quite a bit. Um to the point that the emphasis has been
on what's wrong with the program and um these issues have overshadowed the uh the considerable successes of the smart um bond program. And one of the greatest indicators of of those successes is when you go to the schools and you meet the people that are are teaching and um
prevailing or presiding over the schools and they are um they're very enthusiastic and supportive um with with the changes that they've made and and it's reflected also in in the the future of the students that are going to learn in these new uh state-of-the-art you
know attractive facilities. Um and second one is um the program improves safety by ensuring all schools have a single point of entry. Um this was started before the um the um Marjorie Stone Douglas tragedy. But um
through this program we we well you I say we but I'm an observer. You uh got that done and and all the stu schools are much safer because of it. Um, finally, the uh, well, not finally, the next one is the fire alarm systems were installed in schools that didn't have
them. And, uh, Tommy, who is our fire department representative, who's in Tallahassee at the moment, was saying that how fire marshals across the county are pleased that the schools um, in their districts and and that they're responsible for have um, new fire alarm
systems. Um and in our meetings um not so evident here it's it's not a glamorous subject but the process of of implementing these these uh projects was continuously streamlined. Um this last meeting um we
had the um consultant representative um talk about um how a lot of the process is now automated and that one of the benefits is anybody can pull up with access can pull up a status and they'll get the same information that the people
that are are running the software will get. Um that's a tremendous thing that it helps with um you know providing information when needed very quickly. Um um a thing that that kind of came up late that uh really surprised me and and it's um was good is the the school
board's office of economic development opportunity and compliance. Um those efforts have have put $600 million back into the community. And not only that, they trained um a whole um group uh more than a group. It's it's hundreds of
contractors on the way to get through the Broward County School Board um implementation process, which can is is a benefit for anywhere. I work for a city and we have similar processes and it's good to have a contractor that knows how those things go and how to how long things take and and what the
process is and and that's we're all going to benefit from that and that on its own is a separate educational program that that you should be very proud of. Um the last on my list of um highlights I guess is um the program team uh showed
it adaptability. Um this is a a huge effort and and it doesn't turn on a dime yet when the community spoke and said we are not happy with the Stranahan classroom configuration. Somehow I didn't see the inner workings but I all of a sudden it got quiet and
then everybody seems to be happy with it. I'm sure there's some detractors, but generally that controversy went away. And then the same thing happened with the Boyd Anderson bus loop. People came to our meeting. They were so concerned that, you know, um the public
really doesn't really come to our our our bond oversight committee meetings, but these did and they were concerned about this the conditions at the bus loop. That also was taken care of and we didn't hear any more controversy. And so, um, kudos to this program that that
took, um, community input, responded to it, and and was able to, um, achieve an a satisfactory outcome. So, um, that I'm I'm amazed at that because there's just a lot of things that have to change direction to get that to happen. So, again, um, that that was something to be
proud of. Um I'm going to ask if Ltha has anything else to add on this though. >> Uh no yeah couple of things but I Good morning. I want to talk uh start by saying it's PTA's founders day today. We
are 129 years old. We were uh we were founded in 1897 on February 17th. So we are celebrating that this today and this week uh with founders day uh events all
around. Uh yeah a couple of things uh one uh I have to compliment the outreach. I have uh not seen so many positive things come out uh with uh videos with the social media uh and that
has reached a lot of the community. So kudos to them on this. Uh that was very useful as we communicated to parents to watch that and to know about their schools and about what was going on. Uh
also tax was invaluable. I uh Steve mentioned it but I'd like to uh commend their commitment. they were here. Bob Nave was here at every meeting and any future endeavor of this kind, I
definitely recommend uh tax be involved because they are a neutral uh organization and they were they were prompt their uh analysis helped us a lot. So uh I want to thank Tax Watch for
their uh uh service. Uh lastly, uh music was mentioned, but uh not all schools have music. So I would uh urge the board to look into those schools that need it most. Uh there are several. I don't have
the names, but uh these are the schools that can really benefit from music and the music program is not in every schools and that would be great if uh you could look at that. Thank you. Uh good morning. Uh some of the
takeaways from the from our work on the bond oversight committee. Um things that could be done to improve any future uh large projects such as this. Um item number one would be to have shovel
ready projects for the next bond program to avoid a lag in setting up contracts. One of the one of the delays in the smart program was the fact that once the bond was approved, they had to go and
get into design and then hire designers, put out contracts to bid, but having something at least um an idea of what you want to do and sort of have a wish list that would
really speed up the process. Um the other thing was to um verify um when the program started there were certain contractors that there were only a handful that were available for a particular scope of work. And when they
started 60 70 projects at the same time, trying to have two or three contractors all working each on 25 projects or so was was a bit much. um the uh continue with streamlining the uh project
processes and continue with addressing chain changes required late in the project construction phases. Uh one of the things that we discussed was uh many of these projects that are still not complete are primarily have to do with
uh fire safety um fire sprinkler systems, fire alarm systems where the design was approved, but then when they had their final inspections, the inspector wanted to add devices or sprinkler heads in in certain areas
which caused extensive delays. Um and then uh the other thing is uh some of the uh meetings that we had at at some of the schools um we had very enthusiastic students and
and administrators and one of the most successful things seemed to be uh we were very impressed with Boyd Anderson and the outreach that they had. um students that went through
the programs and ended up getting into successful careers coming back and sort of acting as as mentors and and uh cheerleaders for the programs that the public schools have is uh I think an
important resource that the school board could work on. um having you know perhaps middle school students go into the feeder elementary schools to let them know what what opportunities were in the middle schools. Have the high schools reach out to the feeder middle
schools to have them um you know let them know this is this is what your local high school has to offer for you. Um there's it's one thing for you know your parents to tell you something but for for a peer
to say this is the experience I had you know come and share that experience with me um I think would be much more effective. And then um for project scheduling once the project uh kicks off
as as Steve mentioned the the um the automation of the process is really um helped um bring things well into control. I mean the way the way this project has run the past several years
has really improved from the beginnings. Um there are ways of um staging projects so that you have a consistent workload for all the various
contractors and being able to tell particular contractors or subcontractors uh see what their work schedule is and scheduling the the various programs so that you're not having one particular
contractor all of a sudden slammed with a dozen projects and they don't have the staff, they don't have the the resources to handle it. If it's staged so that at any one time they're on three projects, not not 15 would be a big a big uh uh
help. And uh that's pretty much what our recommendations are. >> Anything to add, Steve? >> Yeah, I I just Omar, where is Rafiki? because I he is a Boyd Anderson
grad and he works for the school district. So that is one positive and he has helped us all along. So uh is he in the building or >> I'm sure he's >> so I want to congratulate Rafiki also uh
one of our own public school graduates. Well, yeah, thank you very much for saying that. And I'll just say also to thank all the staff uh that uh throughout the district and the the our consultants um many of which worked hard throughout the program um to provide
information uh to the board and to the public um and to the committee um and it was a long haul. So uh thank you very much for that. And with that we'll take board questions. Thank you. Um, we'll go to
public comment. Dr. Natalie Lynch Walsh. Good morning, Dr. Natalie Lynch Walsh, Plantation, Florida. Um, I'm going to apologize to the bond oversight committee because my notes and take on this sound totally different. Um, but then I was on the facilities task force from 2011 and the chair for much of that
until your superintendent committed misconduct to remove me from all advisories. Okay. So, it's 2014. There hasn't been a bond in the district, I don't know, since like 1987. And the then superintendent decides,
let's not bother with that um with safety. We're going to put out for a bond and we want one thing on the ballot and we're going to put it on the ballot in 2014. So, there was a needs assessment that was rushed. The company that did it was
coming from Houston Independent School District where they took an extra year after it was completed, after the needs assessment was completed to analyze and come up with that pesky thing called a long range facilities master plan where
you plan out the projects based on programmatic needs, the condition of the facilities. Um, here they got it done and three months later I spent 26 hours in workshops. So, summer of 2014, um, only Mrs. Rupert was here with me. Um,
where they put the cart before the horse. That was a comment out of her mouth where she tried to pump the brakes, but nope, we're going to put it on the ballot. It's not ready, but we're going to put it on the ballot. So, no master plan, not even a final report. And in my experience, garbage in,
garbage out. There was never any coming back from that. The failure of this bond program was not at the lower level. It isn't because we couldn't hire people that knew how to run projects. It was a highlevel problem where there was no master plan. No Castaldi, what's that?
No destructive testing. Northeast and Stranahan are not done. The bond funds are gone, but the projects live on. I don't even think the cheaper and faster cafeteria is done at Stranahan. Northeast is having all kinds of issues.
Poor planning is what led to scope changes, not people trying to do things. Uh they're going to be rebuilding buildings at Stranahan that were just renovated. Um and frankly, Tax Watch in the first couple of years, I remember uh
the head of Tax Watch criticizing an MSD student who found the projects and attacked a 19-year-old kid in writing to support the superintendent at the time. So, Tax Watch was not awake for the first few years. Um, Plantation just got
its media center done and I challenge you to find whether that media center conforms to EDS specs because it looks like a big empty room. They flung some new furniture, put new carpet down. Thank you. I think and I'm not even sure they changed out the ceiling tile. So, in the future and nobody want
there's not going to be another bond. So, any plan has to use existing funds. But that's the reality check. Thank you. >> Thank you. Board member discussion, Miss Hixon. >> Thank you. And I just thank you for all
the hard work you've done over these years. This has not been an easy task by any means. Um, I just I appreciate you giving some of the the updates about the funding because often what we hear is
that the money wasn't spent. And I I think you made it very clear that the money has been spent, the original money from the bond, money has been spent beyond what was on the bond through capital funding. And we're we're almost
at the the end of the projects for smart um for the smart bond. I remember when all of this happened. I remember all the the coming to the schools with the bands and telling everybody how great it was going to be. And I agree with you
sitting on the back end now as a schoolboard member as opposed to a vote, you know, just a teacher and a voter. when it first came out, um there were a lot of things that were not done properly and I appreciate that you've given us some of these recommendations
because I do hope that we're able to at some point go back out for another bond because it is the only way we're going to get what we need to get done, but the public doesn't trust us. So, we need to be able to share factual information. Um
things were done. Things were done wrong. Things were done um very very slow. Took way too long to get it done. But I think again it's really important for the public to know that the money was spent and then some. So I think
that's really important piece for us to get out. Um, and I just smiled um when you were talking about your fourth recommendation about school outreach and sharing because I was the magnet coordinator at South Broward High School um when we were underenrolled and I took
the students out and they did all the talking. No one wanted to hear what I had to say and we ended up with a wait list about two years after that. So I agree wholeheartedly with you. I think we've talked about it. We've asked to have our our videos on social media with
students saying how great the programs are. I know we started that with do Dr. Hepper. I hope we can continue and add more of those because students are what sell our programs because they're excited and they are doing great things.
So, thank you for giving that um that pro um recommendation and and for all of them. I think it's important to look back and see how we can do the next one better because I think we would all agree. We hope at some point that we're
able to go back out and ask for another bond. So, thank you. >> Thank you, Mr. Rhodess. Yeah, I had um I had some comments that I wanted to kind of make in response to uh what the
committee had reported. Um and it has to do with some of the future um audit work that we intend to have done through our uh capital uh audits that we do. Um there was a comment that
uh may or may not be true. Whether it is or it's not, either of those possibilities are kind of disturbing. And that is that um inspectors are going out at the end of a project and identifying more devices that need to be
put in place. And inspectors primary role is to go out and take a look at whether or not what is built and put in place meets what is on the approved drawings. So, if they're going out and asking for more than was on the approved drawings as approved by, you
know, the chief fire official and or uh the chief building official, depending on what part of the system it is, um there could be a problem there that's costing the district money unnecessarily or that's causing the district to not be in compliance
with regard to the initial plans that are put together for approval by the chief fire official and the building official. Uh we want to take a look at some of those things so that we can find out whether or not that is an opportunity to save the district money
by being more comprehensive upfront or if it's an opportunity to identify the district has not um is not free and clear of having overzealous inspectors historically, but I also know that some of those inspectors that were called
overzealous did on many occasions find some things that did in fact need to be addressed. So that's one thing. The other thing is is that I've heard many meetings in my time here that um there were uh many um carveouts
and there are possible duplicate um costs that would could be associated with carveouts depending on how they were actually worked on. um and also to question the efficacy of doing carveouts as a function of trying to kind of speed
up the program in the process. Uh so what we would want to look at it from an audit perspective is was it effective? Did it do what it was intended to do? And did it save the district money or did it stop the district from paying more money than it otherwise should have? Um those are a couple of the
different things that we're looking at as we go in and we're looking at it from look. So there's a standard quarterly component that they always look at the um in this case the AECOM contract and the Atkin contract just to make sure that with select uh clauses in the
contract that they're complying with those. But I have asked them to take on some additional duties for uh the same cost and they've agreed to do that because they're interested in finding that out as well. I think that'll be of great help to both the committee um to
to hear some of the rest of the story as well as for the board and in some cases it may just be something that reflects that it was done the most correct and and and efficient way that it could have been at the time that it was implemented. So, I hope that we can
bring these reports to the board in the future and provide some additional information to the board and the public with regard to uh any future bond and any future kind of uh look back at what it is that was done correctly or that could be done better.
>> Thank you. We look forward to that. Dr. Hoes, >> thank you, Madam Chair. Mr. roads. I am so glad you you mentioned that because that's one of the points I have written down as far as the the final inspection having to add more devices and creating
delays. Um that had a red flag for me. So I would certainly like you know if your team could get back to us with that. So, I'm glad you brought that up as well because I I don't understand if uh at the end of at the end of the
project, then we have these um devices that need to be added or sprinkler heads or whatever it may be. Um why didn't we have these in place or why why didn't they indicate these were needed? You know, why did it happen at the end of
the project? So, I would love to get a lot more information on that. You know, >> that's exactly what we intend to do to bring back that information so that a real look at it rather than um either again a narrative or a reality can be
deciphered by the board. >> Right. Right. And and as mentioned that caused significant delays which I'm assuming is very costly for the district. that and a lot of those change orders that I was looking at at the time that I was adding this into my general capital
risk assessment was that it didn't just add um days, it added money. And so both of those are problematic if they uh would have been um properly designed from the beginning, which calls into
question, and I'm not pointing a finger at anybody because I don't know the answers to these yet, but it calls into question whether the designers of record omitted something that they should have put into the drawings, at which point the district may have the opportunity in certain instances to either claw back or
to improve the process to make sure that that doesn't happen in the future as well. >> Right. because I I saw on page 105 um from the 44 delays, a lot of this majority of this had to do with design delays. Um so um I'm just hoping that
you know should we go back out uh to to um the public uh for a bond or funding that we can function more efficiently in in the future. um because I I don't understand why we have uh that many uh
design delays um as shown on page 105. So also it the committee mentioned that um a handful of contractors only a handful of contractors were available for a specific scope of work. Um
uh so I think that's concerning um as well. And uh the committee also mentioned staging for workload for different contractors. Um so it just the recommendations are very valid and I and I do hope that in
the future that we can function a lot more efficient so we don't waste money. Um it just seems there were many opportunities to be more efficient um and that something can be done in the future. So Mr. Roads, Mr. Maggley. Um, looking forward to your team, uh, giving
us some input as well. And, um, I did hear board Anderson High School. I I just want to also shout out Mr. James Griffin because, um, you know, I, he was, um, honored by the city of Lauderdale Lakes uh, a week ago um, for
Black History Month as far as black excellence um, in in the city of Lauderdale Lake. So, Mr. James Griffin, if you're listening, uh, you did an awesome job. Kudos. >> Thank you, Dr. Zean. >> Thank you, Chair. Um, thank you, uh, by
the way, for your service and all the members of the board. Omar, it's um, always good to get a pulse check every quarter about how we're doing. uh to the superintendent. Um how would you propose that we continue this um kind of
periodicity of reporting back to the board on you know construction projects rarely get done in a month or two. They often take years. So a quarterly kind of report as we shift from smart to the construction improvement or uh capital improvement project the SIP as we go
from smart to SIP. How often is the board scheduled right now to get some kind of construction over report similar to what we got from the bond committee? >> So that's emerging um right now. Um I I do think it would be prudent for us to create some form of a similar type
committee um that can provide um external expertise um and feedback and and input to the board instead of just that just totally coming from staff. I think is a lot of value um with individuals who have a certain level of expertise that can provide some
feedback. So we can um work with Mr. Shim um and the team to figure out how do we design or or um the makeup or if any of these gentlemen's and and young ladies are are are happy to continue to serve in a you know different capacity in a in a different committee uh because
it is it is valuable. >> Terrific. I'm going to nominate David Rhodess to come back out of retirement and uh and chair that committee. So be careful, David. Retirement doesn't mean you don't work anymore. It just means you you don't get paid. Um uh I think it's important to to do this. Is your
understanding, Mr. Superintendent, that we'll get quarterly reports going forward? >> Yes, we will get quarterly reports. Um but to get them at this um u magnitude of um feedback from people who don't work for us um is is definitely valuable also.
>> Yeah. Terrific. I appreciate that. Um and again to the superintendent when will we have uh I know we're going to have some discussions about the organizations around facilities uh not on the financial side Omar but on the actual construction construction oversight program management uh
procurement uh and and that side. When do you think we'll have that uh the new players and the new organization firmly in place? says, you know, we March 3rd, we were having the discussion around the construction management um uh next steps based on board feedback for before we
put that solicitation out. Um and then we're working on bringing back the org chart in April also. So that'd be another discussion around uh organization for various divisions and various departments as well. >> Terrific. And as our panelists have alluded to and the community has been
loud about, you know, there are lessons learned from this. I don't want to allow a comment though to uh get going here without providing a little bit of clarity. Uh $800 million is not a big bond. The Army Corps of Engineers this year executed $92 billion of
construction in one organization, government organization. The Navy's version of that is going to do $19 billion. Los Angeles Unifi just finished a $9 billion bond. In 2023, there are $80 billion of
construction bonds. It's the de facto method by which the public pays now for uh construction, not just maintenance, uh but for construction. And less than 1 billion is actually pretty small. So, just a couple others. North Carolina had a district with 4 billion. Dallas did
six. Um San Antonio 1.3, Portland, a very small community compared to ours, $1.8 billion bond. Last year in 2024, there was a hundred billion dollars in the United States of school construction bonds, often in magnitude significantly
higher than less than $1 billion. Texas last year alone did $38 billion. Um, we need a bond in Broward County. Otherwise, we're not going to be able to continue to offer the kinds of facilities that we need. I'm anxious when you put all this stuff together to
think a little bit about the new leaders and the new organization and you know some explicit kind of recognition of what went well and what needs to go better. But the end goal is we still got to get back to our strategic goal. If we want to be a great school district,
we've got to figure out how to at least be better than average on construction. We have to build things that our kids need and our staff desires very likely to be fewer schools, but I pray that they are better schools from a construction and maintenance standpoint. Uh so that we can continue to delight
our clients. Last point, just so that we kind of put a a nice seal on this, a positive spin, not a positive spin, a positive fact. Uh in December, uh a local polling group went out and pulled just over a thousand people in Broward County and asked them about Broward County Public Schools.
The number one choice of Brower County is public school. Over three times the number of people that said they'd like to send their kids to charter schools. We are the number one choice of Brower County for schools. And we know we can get better and we strive to get better.
And so, uh, there's a lot of opportunity here. I don't want to, um, think that this bond is the biggest thing in the world. It's a it's a sizable amount of money. It turned out to be roughly Omar, I think $1.7 billion was executed as a smart project. Um, and we no doubt have
projects that will wrap up as part of the SIP going forward. Um, and I know we'll learn from this, but given that we're the number one choice of Broward County and given that we've got lessons to learn and we can go back out and get a bond to do more because facilities do matter in education. Air conditioning has to work, heaters have to work,
windows need to open and close, right? Um, and the better the facilities, the more we're going to have people come in and look at us as a provider of education. Um, and if they look at us, they often choose us. We just have to make sure that we get them in the right door. So, I'm looking forward to the new leadership. I'm looking forward to the
new organization. Um, and then I'm going to be looking for kind of what are we doing differently on the nuts and bolts to make sure we don't have 18-month changeovers and 12-month uh, TAS and things like that um, to just bog down the system. So, um, this is great. I
appreciate your service to Bri County. I'm tickled the superintendent wants to reconvene some form of external experts. It'd be really great to to have them looking over our shoulder uh as we go forward. But my expectation is that we're going to go back to Broward County at some point, if not uh in 2028, then
maybe in 2030. And we're going to do what most other districts and urban districts in the United States have done, which is ask our voters to give us some more money uh to go back. And I look forward to between now and then to building more confidence with the community. Thanks so much. >> Thank you, Mrs. Ala.
>> Thank you. Thank you for the report. Um I was wondering um or hoping I don't know whether in the future, but I would like to see a one-page slide or even Dr. Heburn a report on the $800 million,
right? That's what the taxpayers gave us. And and I'm a visual learner, so a visual would help. And then the $900 million, how many projects did that fund, you know, where did that money come from? But have that as a one one pager because
I think it's really important to to just clearly understand the funding aspect of of the projects and um but also to have like I mean this is a 505page document. I think it would be
better to Dr. Hepern like have for our community like maybe a tighter, you know, five-page document, you know, to really just or even two pages, but something where it could be a overall
snapshot just to clearer give our taxpayers, our community, our parents a better idea of how this money was spent. And then you could have a QR code or a link to this 505 page document if they
wanted to get more more detail and understanding. Um I have a question on page 13. It says that there was a $10.3 million savings, which I kind I don't really it's I don't
know. I feel like that's not really true. uh you know with technology. So Dr. Hman, can you uh clear that up? >> Can you um give me that page number again? >> Uh 13 >> 13.
>> It talks about the technology being complete. And then in green it says that the project was completed with a savings of 10.3 million to the district. Go ahead, Mr. Jim. >> Yes, through the chair. I believe you're
talking about page seven of the actual report, not the PDF. Um, just for reference. Um, so the technology devices were actually purchased at a much lower cost than what they originally had thought and they
didn't spend all the money and so $10 million was returned from the technology budget at the end. So whether or not that's can be considered savings or not, that's what how how the program uh occurred. >> Okay. But I guess my like you know now
we're going one to one. We've spent more money. I don't know if there could be some type of footnote to just kind of explain that to the everyday person. Um I did also as my colleagues did have
questions regarding the the fire alarms and my first question is what changed or who changed that came in here and then in the back end started saying add this
sprinkler add this fire alarm post pull station So I'll let Mr. Shim and Mr. Dorset probably add um and this is just from the input or feedback received while just you know working with capital
program and the in the delays um as far as the projects. So you have some projects that are delayed for multiple years. Um specific codes were different back then versus what they are now. And some of the assumptions gathered is that
due to changes in in requirements within the building uh uh inspection uh would result in ensuring that the requirements are met as of today, not based on the design that happened three or four or five years ago. So Mr. Shim or or Mr.
Dorset if you guys got anything to add or I see uh Miss Miss Coley also if you guys got anything to add. >> Good morning. >> Uh Mark Dorset, task assigned chief facility officer. Yeah, usually uh to uh
Mr. Rose's point um when the inspectors go out and they identify areas in which a device is needed, if a device is not there at the time, they would site that. Um uh we talked about that in the past
as being a separate project going forward. um uh to eliminate these kind of uh situations. And that's what we're looking to do now to to set that aside as a new project, if you will, because if it wasn't a part of the original
scope of of of work. Uh I've met with uh the fire official and uh Sonia Coley and uh other other team members to look at that and uh that's what we're doing going forward, but that's what was added. >> Okay. So, who are the inspectors? Are
they BCPS inspectors, Broward County inspectors? >> There's a combination. We use CAP uh inspectors as well as some of our own inspectors. >> What's CAP? >> Uh Sonia, can you
>> I'm sorry. >> Yeah, Cap Cap government. I'm not sure of the the name, but there it's CAP government. It's our external uh uh fire um inspectors. >> Okay. And how long has CAP government been working for us or doing these
inspections? >> I'm not sure how long they've been working with the fire department. Over a couple of the years. I'm sure they've been uh with uh the fire official. >> Okay. Does our does our chief of fire have anything to do with the inspectors
or they're just separate doing their own work? The inspector? >> No, he oversees the inspectors. >> Aha. Okay. So, now this is all kind of making a little bit more sense because rewind history. We had a previous chief
of fire, right? there. No, they're they opined probably on these projects in um in the beginning and then we have change of fire uh official person.
So, I think that's where some of this change has occurred because I remember in agenda items they were actually previously pulling out the fire alarms and now they're pulling them out and now years later they're putting them back
in. So, that's why I asked in my beginning my question and who and what changed because there there is a a timeline here that we're really not capturing. uh Miss Roupert sees it and um so I
think that's really important and and maybe that's auditing that is Mr. roads. That's something um you guys are going to look into. Um just to to under I think understand this, right? We all want safety. We all want, you know, because I remember I was
saying, well, why are they pulling these out? It it seems like it's it's counterintuitive. We should be putting them in and now they're putting them in. So um we just need to to understand this this better because if the the original
but it but then to your point Dr. Hebrron if there was a change in code I'd like to also understand what year that change of code happened. So I guess what I'm asking is maybe we can just have a better timeline of of all these pieces to because you need to understand
the past to be able to rectify solutions moving forward. Um, the other thing that I I'm just going to very at a very high level that uh we need to address fire drills and
and pausing and and the fire alarms going off and pausing pausing and not just running into hallways and running outside um to, you know, potentially be in the direct line of fire of a of a shooter. Um it's something that I
brought up at the board um years ago. I know um Chair Leonardi is so opined on it too. Um but I really don't think it's been truly really digged into and addressed and and it really needs to be. Um we we have put out our fire official
put out some guidelines as far as pausing and and and waiting and and before exiting in a drill. Um, but I don't know really if our our teachers are are really trained on how to do this. Um, so I I would like Dr. Heepron
if if we can get more training uh for our teachers also if we could you know this is I know we we go to NFPA code but our this is our decision as far as evacuating. You know maybe we decide
unless we see a fire we don't evacuate. So, there is things that we can do instead of just saying, "Nope, it's it's code. We're we're not going to do anything." Um, so I would appreciate if we could dig in more on that.
on uh page 90 at Marjorie Stoman Douglas High School. Um there's something in regards to the portables. Um and so I know I brought this question up
earlier. Um, but they're deciding to keep the the portables still on campus until the next phase. And then it says like portal construction is not part of this. So, we don't need to get into it
now, but I just like to thoroughly understand what is going on with these portables because I know once the portables are being removed, there's funding to put tennis courts in that space. So, I'd like to understand the timeline and when those tennis courts
are going to be put in place because um at the end of the day, you know, it's affecting students that are on the tennis team and and cannot play on those tennis courts. Uh as far as the social media, I think we need to do a lot more grassroots
testimonials coming from parents. We need to connect with the PTO's and the PTAs and get parents more engaged on on these, you know, what they are seeing within these projects. Um, I think it's vitally important that that parents are
aware of, especially all the safety measures that we put in place as we're trying to bring more students back to our schools. They don't know all the layers of safety protection that we've put into Broward County Public Schools. They are looking to send their kids to private schools because they don't think
that we've put in these amazing layers of safety protection since 2018. But it's our conversation to have. We need to talk more about it because if we don't talk about it, they're talking about it in the PTO meetings or, you
know, on the tennis courts, but we need to speak about it. and and so um I think that is crucial as far as trying to bring students back to schools but not even that keeping our students in our schools that we currently have now
because they're scared and and but it's up to us Dr. Heppern to make sure we're having the conversation and because we're doing great things we need to just let them know and talk about it more.
Um the other thing is I think within the security projects we need to keep looking for funding pathways like our our grants and also having passive income coming in like ticketing. There's
ways to ticket people that are whether they're speeding through our school zones or passing when the arm is down and and those are um passive income and and we can bring back millions of dollars to Broward County Public
Schools. I was just in yesterday Lee County Public Schools speaking to a 100 school resource officers and I I talked to the superintendent and they brought back last year a million dollars to their schools. Guess what? It's going directly into their safety and security.
Thank you. >> Thank you, Miss Rupert. Oh, Mr. Rupert's not here. Um, any other board discussion before I give comments? Mr. Sea. Thank you, chair. Appreciate the presentation. Um although I do um echo
Miss Alv's comments about perhaps getting something a little bit more succinct and easier to read together for the benefit of the public. I I can't imagine too many people who are going to sit there and read 505 pages um of this report. And that's a good segue into one
of the crucial issues that we as a district have to face on this whole smart bond issue. Uh accountability and transparency. We had um multiple multiple missteps uh
along the way since 2014 when this $800 million smart bond was passed which has now ballooned to 1.7 u billion dollars uh which I'm hearing now as of this morning 1.5 billion uh has been spent uh
as of today. It's also my understanding that as of the uh end of last year that a 100 projects uh still remain pending or if my math is is correct uh approximately one-third of the work
remains outstanding in 2026 on a smart bond that was initially passed in 2014. Um I heard Dr. Zean's comments about um Portland and North Carolina and San Antonio and Texas and uh with all due
respect to those grow cities and school districts in other parts um of the country, I'm concerned about one thing and one thing only and that's Broward County. Uh we can certainly look to outside sources and places outside of
our state, but at the end of the day, my job on this board is to do what's right for the citizens and the taxpayers of Broward County. And while I agree 100%
that we need um bonds moving forward in the future to make sure we have top-notch facilities to make sure that when our parents drive our parents and and kids drive by the schools they're proud of their schools to make sure that our kids are kept safe when they walk
through those schoolhouse gates. We need those dollars 100%. I I don't think anybody up here um is debating that. But we need to take a hard look in the mirror as a district and as a board to
answer the the very tough questions and essentially what are we doing collectively to restore the public trust? Because as we heard from the speaker, if you were to go in the street right now and ask 10 people who were in the
know about this smart bond program what they thought about it, I bet you'd get 10 very negative comments in response. And that's unfortunate. And whether it's next year or the next the year after that when we go back out and we ask for more money, if we don't do some some
serious work as a district level and as a board level to restore trust and confidence with the public, there's no chance they're voting for this again. And we have to look at some of the
things that we are doing as a district to ensure transparency and accountability. Whether it's properly managing referendum dollars that were meant for our teachers, which we didn't do such a good job of, or making sure we don't enter into unnecessary leases for
millions of dollars and then settle for hundreds of thousand dollars very foolishly in my opinion. Whether it's ensuring that we have a flawless procurement process for our construction oversight programs, which incidentally we didn't do so well
either. So while I appreciate conversations like this and 505 page reports, I think the focus also has to include what are we doing as a district? What
are we doing as a board to restore trust? What can we show the public that we've done lately that they can trust us? Because I read the headlines. I watch the news.
I talk to people in my district. I talk to people in the in the entire county. And right now, they do not trust us. and we can show them all the great facilities and all the great things that this smart bond program ultimately ended up with. But until we can come out and
say, "Look at all of the things that we are doing lately and here's a list of reasons why you can trust us with billions of dollars. I'm not a gambling man, but if I was, I'd put a lot of money on the fact that this wouldn't pass anything on a ballot, whether it's next year, the year after,
or the year after that." So, I'm glad we're being kept up to speed with with all of this and I'm glad we're moving forward. Um, I wasn't too happy to see that apparently on on page 18 of the presentation with all of these schools and the budgetary breaks
breakdowns, it would appear that everything is uh way over budget for the rema these um six schools that were part of this part of the presentation. But we really have to take a hard look in the
mirror as a district and as a board to figure out what are we doing to regain public trust with this stuff and not just for the smart bond pro for these bond programs but for everything in general. What are we doing? Because if we don't do that and we don't start taking some decisive action, I know what the answer is going to be when
this is on the ballot. It's going to be an emphatic no. And if we look at at things of of of of late, I think I would support that position. In Miss Thompson's district, there was a $260 million bond that I
think was on a on a ballot recently. And um that didn't do so well. So I I would urge my colleagues and I would urge the district as a whole, we need to start thinking about what are we doing, what positive steps are we taking
collectively to restore public trust because right now it ain't there. Thank you, >> Mr. Rupert. >> Thank you. >> One sec. Sorry.
Okay. Thanks. Um I was very happy to hear from Dr. Hepper that you will be having um a committee or a task force um part of this moving forward. It's extremely important and um I would uh like to
share what I believe would would need to be part of that. um when Task Tax Watch, sorry. Um kind of upped their game and the um
the information that they that they shared with us, their report, it became better and better the longer that we went out there. And um there was push back from staff uh feeling like they they were um being targeted in such a way. Well, that's transparency, you
know, that's accountability. Um, I would hope that this would include findings, recommendations, management response, and follow-ups. That was incredibly important as a board member, as a taxpayer, to be able to see
those specific recommendations, management response, and then the follow-ups. Um I wholeheartedly agree with um my colleague Miss Alhadef about the fire alarms. They were in, they were out. There really was no explanation for
that. And I would recommend that we need to audit those fire alarms if we're not already doing that. That needs to be the process of it. Um to make sure where we are with code. Um because the code's the code. It doesn't matter who is the the
chief fire official. it should always be the one thing that that stays the same is the code unless the code changes. Um, you know, it doesn't matter who's in the seat as long as they're actually following policy and law. So, that is uh what I have here, but I also one more
last thing and I hate to ask it because I don't know the answer. Um, these books only go up to through 2027 and I have quite a few projects that are
at the end of the page and I'm wondering are they flipping over to 2028? Um, so as you know I I had to ask that question. Um, so Mr. Superintendent,
could you um ask your staff to answer? >> Mr. Shim, can you be specific what page you're looking at? Um, Miss Rupert, >> of course. Now, you want to flip me back? Um, this actually is not even mine. It's Virginia Schuman um, elementary school, but they go right
through the very far right of the page at Q4 2027. Um, >> page number. Is there a page number? >> I'm sorry. This one is 268. And I just basically flipped it open because I closed the book where mine was.
But it's an example. It goes it goes right through quarter 4, which bears the question, what about 2028? >> Go ahead, Mr. Chairman. And before I um >> Yes. Um on page 14 through page 16 um
there's sort of a list of uh the projects that are going to be in the program and there are completion dates on the far right and if you look on page 16 it shows that Virginia Schuman Young is slated to complete in 2026.
Um, and you can see the rest of the completion dates that are projected um, for the remaining projects. I don't know if that answers your questions or is helpful. >> Um, so what you're saying to me is nothing
is going into 2028. Just because the page ends, I'm worried about an ending of a page. I' I've seen this happen before where all of a sudden you go to the end and you think it's done in quarter 4 of 2027, but it's not. So, um I don't know
Ashley kind of >> Carpenter if you can help us out. >> Thank you. >> Thank you. Um Ashley Carpenter with Atkins Realis. Um so the projects that Omar mentioned on those pages 14 to 16. Um so there's two different things going
on here. So in those pages it mentions the substantial completion date which as you know is not really the end end of the project but it is um when the contractor has you know done their contract work and completed that successfully and it's been signed off by
the building department. So there are a few projects on those pages that actually do push into 2028. They're really at the top of page 14 um because they are just starting design or they're still in design. um and the construction
for those most likely is going to go into 2028. When you look at the spotlight pages, you also see the um closeout time. So remember once the substantial completion happens, the designer is still under contract and
they are under contract for a full year after that substantial completion. They do a warranty walkthrough. So the timelines on the um spotlight pages really show that whole year after substantial completion as well. So you will see quite a lot of them that um that go into 2028 for the closeout
phase. >> Okay. Um so for for me I mean right off the bat I've got two two in the top of that um page 14. Charles Drew Elementary Atlantic Tech
High School and College. Um those go into 2028. one is uh Charles Drew goes all the way to September 2028 and um ATC is January 2028. So I I can understand
where the page ends and you're you know we're we're getting there but um it it's just alarming because Charles drew at this part which is Hback improvements. It looks like we're just beginning the um the design part of it
or pre-esign I guess is what it is for HVAC. So that's going to take a whole lot of time and it won't be done until what third quarter 2028ish. Um okay. I I think that needs to be I know it was up here in the front.
They're rolling into capital program, but I think there there should be something said Whoops. He's not here. I was going to say to my my colleague uh uh Mr. Sea about transparency that wasn't very transparent even though
we saw it when you called my attention to it. I could see it again. Um, but you know, I've kind of based the majority of my tenure on trying to ask the questions that the public has has and to be able
to make sure that they understand that they're able to look at it and say, "Oh my goodness, this goes to the end of the page," which I've heard. Um, so if there's something that we can do to clarify that moving forward, I think that we'd be appreciative. And if there
are literally only two um that are going to run into 2028 or the few um then let us make sure that that's clearly um understood by the public and even more
than understood. But I would hope that information going to the the current uh families of the schools uh let them know that and our principles do a great job and G does a great job. So I it's I I really want to say that in the out you
know the the the front part of that. However, I think it's it's more importantly because some of my schools um it's been a long haul since 2020 2014 and we were waiting on roofs and we were waiting on this. Now we're waiting on
HVAC. Um, so it's I think it's incredibly important to be able to let people know where the where the light's going to be coming into this whole process and and let them know that we're we're moving towards that improvement
for their schools and for their kids and families and our employees uh that have to work in these buildings. So I think I think somehow, Mr. superintendent. Um that needs to be clearly understood and
uh let's just say let them see the light and um you know that that this is happening. This is when it's going to happen and this is realistically what time frame we're looking at. So thank you.
>> Thank you, Miss Bulman. Thank you. Um something that I was very cheered to observe on Friday was going to South Broward High School and um you can really see the impact of this program there. I it took it took time.
It took a lot of change orders. Um but there's a functioning much uh better auditorium track. The uh the facilities are being painted right now. It looks great. And um I think that's you know to
Dr. Zema's point before to get people in the door that's what we need the aesthetic you have to have high quality facilities. Um and so it's great to see that MacArthur High School that's also in my district has an entire uh new
construction that looks amazing. I can't wait for it to open again. that facility looks like a highquality high school now that we're coming in. Um, but we have a lot of work to do and that's not um, equitable across the board. I can
definitely point to some of the other schools in my district that could use the same overhaul. And so, we are going to need another bond because we're not coming up with billions of dollars out of the sky. Um, and to the point of
public trust, I agree that we need to be investing in doing everything we can with transparency and public trust, but I take a different um, a little different view than my colleague um because I think, you know, the the items
that have been mentioned as problematic have been addressed by the board quickly and I think that we've done we've collectively been on the same page to take action to make sure that whatever
um problem that we're facing is dealt with quickly. And so I'm actually very um happy to be serving with this board because I think everyone's on the same page that we do need to have public trust that we do need to um be
transparent and I appreciate everybody um the steps that everyone's taken to do that. So I have a little bit more faith um that if we continue moving in the same direction, I think we're um holding everyone accountable in terms of
procurement, our RFQ that we're going to be take have um bringing forth soon is certainly under the guidance of the board going to be different than it was last year. And I think if we can keep staying on that um that path that we
will have public trust and we will be able to do a bond um program sooner rather than later. But that takes the collective interest of the board um which has been demonstrated and you know I one other thing is the people that are sitting here today are not the same
people that started the program in 2014. I think we've learned a lot of lessons from that. Well, most of them, but she was she wasn't, you know, like leading the leading the program. Um, I was thinking more about the administration.
Um, and uh and so, you know, we'll take those lessons and have a totally different approach in the future um when we have the opportunity to do that. But uh you know there are definitely some
really great things that happen through this program and I think we we need to focus on that and I am very proud to see um both of the the two two of the four high schools in my district looking amazing compared to what they did a couple years ago. So thank you.
>> Thank you. Um any other board member discussion before I give my comments? Mrs. Alhetta? No, I just would like the board to weigh in on the two comments that I made is well one is having like a highlevel
documents to communicate out to the public about this. >> Any objection to that? Seeing none >> and then my thank you. My second comment is um Dr. He I I believe that we need to have a long-term communication/marketing
plan, one for the referendum and one for a future bond, you know, because I think as as leaders of this district, we need to be positive and we need to all be on the same page and communicate and row in the same direction. Thank you. >> Thank you for that. Um, and I I
completely agree with you uh in terms of the way we all communicate and conduct ourselves when we're talking about these things. Um, I think, you know, a huge part of transparency is acknowledging and and this something that this district lacked for a long time that I
think we've seen great improvement is, you know, acknowledging problems and then proposing solutions. Um, so, you know, I think as a part of that plan, um, making sure that we communicate the ways that we are fixing things. Um, you
know, I I've said to the the superintendent, I think both privately and publicly, I don't see how we go out for another bond without showing like massive transformations in the way that we we do um our building department and facilities and things like that. So, uh,
I think we have to be very clear on that and I appreciate the recommendation for, you know, a long-term marketing plan. Yes, Mrs. Salive. >> Dr. Hin, can you speak to that >> as far as >> as far as, you know, having a a plan, a
question? >> Absolutely. Referendum and future. >> Yeah. So, the team is building a toolkit u within the parameters of what we can market or advertise. A lot of it is is um has been reduced to our ability just to educate and not um what you're
probably used to years ago where we can actually market. Um but we're developing a toolkit especially for the referendum um since that's so close um and then um the potential bond. >> Thank you. Um, the other and I I I do take issue with
like the complaint that this is a 500page document because I think if we did not present all of this information, we would be accused of trying to hide information. So, I appreciate the fact that we have to to put this information out there. I do agree with the sentiments that have been discussed
today. And I I really I think back to a recent student workshop where we heard from one of our students that we need to speak to people like you know they're human beings and the way that we speak in a day-to-day basis. Um so getting rid of like the jargon and things like that.
So I I think we have to do both things. We have to present the 500page document and then we also have to present digestible videos and and one-pagers and graphics and visuals that tell people what's going on. I think, you know, we
hear a lot of complaints every time, you know, we have it's budget season that like none of the public is it is here to speak. Um, and that's because it's not like an engaging digestible process or or document. Um so I think to
the extent that we can take her name was Esther take Esther's uh recommendations in terms of the way we communicate with our community um to do that in a in a you know very plain language way is really important. Um and I I believe
multiple of my comment my uh colleagues today mentioned you know centering students in those communications. Um and then I wanted to go back to or highlight the piece about the inspectors. I'm glad that that was raised today multiple times. I was looking back um I think
I've mentioned this as well both publicly and privately and I I believe I see an email to our COO back in June identifying these kinds of issues where like plans are approved and then it comes to final inspection and our fire
official has or the the inspector um says no we need new devices. Um, I know that code is changing and that that was what I I've heard is that that presents some challenges, but other counties don't have those same issues. Um, so I
think, you know, to the extent, no, well, not to the extent, we need to fix that. Um, >> that needs to be fixed. Uh, the COO was made aware of that months ago. Um, so I look forward to hearing that there is a
serious change in the way we do that. Miss Hixon, >> thank you. U just to Mrs. Alhadev's point, I appreciate there's a toolkit, but that doesn't mean that you heard what we were saying, and that is that
there needs to be small bits of information. It should be student and parent centered in terms of who's making us just sending out some words to people isn't going to do it. We need those little short clips that are students um
showing how mental h how the referendum that's education, right? Students showing how the mental health referendum money helped them or you know having teachers show how that's helped or showing different piece pieces of the
security. having parents say how much they appreciate the security or the mental health that that still falls under education, but it needs to be no one's reading our bullet points. We need to be making videos and reaching them
where they are. So, I'm a Facebook person, but I do um know that most people are not. And I don't do the Instagram because that's just not my generation. But that's where the kids are or Snapchat or wherever those things are, wherever the parents are. Um I
think it's important that that's the biggest piece of the toolkit that we have because I've asked for that a number of times and when I first asked the videos came out and they were great and then no more videos ever came out. So, it has to be like a continual not
just to appease us once, but to continue to have that it was supposed to be like weekly or monthly. Um, and I know we get busy in a lot of things. So, um, but I I think that's the only way we're going to really get the message out to the public
is meeting them where they see that information. And I don't think that we're doing that to the best of our ability. So, thanks. >> Any other board discussion? Dr. Zean, >> just a quick point um uh because I think
you know there are strict rules about um advocating for uh voters to approve things and I and I respect that but I also respect the fact that this board gets attention when we go places as individuals. So, to the extent that
single member districts and Debbie and I, Miss Hixon and I, um, can allocate some time to get out and talk to people about the value of the referendum, again, just imagine the negative side of losing $350 million carried forward over
four years, well over $1.5 billion dollars we'd lose if the referendum doesn't pass. the bond for construction. Um, it's the only way we're gonna really build, you know, wings of schools or expand sportsmies or, you know, really give the programs that come with a
facility tail to them. You know, it's nice to say, "Oh, we're going to have a debate club and we'll use a classroom and that's great, but a lot of the stuff with AI and STEM requires labs and it requires significant equipment. It it involves computational power we haven't even thought of yet and even electrical and energy generation that we haven't
really thought about being school-based, but is really kind of a very evocative way to start thinking about how these go. So, uh I think Mr. Superintendent, while we're not allowed to say things that tell people how to vote, we could spend a night a week between now and
when the referendum goes out out talking to 20, 40, 100 people at a time about the value of the referendum and people listen to us. uh not always sure they should but uh but but we do uh have opportunities to go to every Rotary Club and Quantis Club and and city commission
meeting and just remind them uh just on a factual basis you know what what these things can put together. I also think it's mindful to think a little bit about um how we define as a board what we're doing. And I keep thinking about winning the hearts and minds of students and
parents like how do we use business principles and all the other principles we have to win over the hearts and minds? How do we conduct ourselves? How do we debate things win or lose and move on? You know, how do we recognize that the supreme goal is really awesome? You
know, when you hear about people talking about education builds the nation, great. That means Broward schools builds Broward County. Let's go. That's a big deal. It should be inspiring for anybody that works here or serves on a board here just because that's what uh you know, we get to have some influence of. So, if we focus on winning the hearts
and minds of our clients, uh that'll be great. I'm always the data guy and so I've got to point out that our superintendent is plus 10 on the net perception scale in Broward County. So 10% more people think he walks on water than thinks he needs to go back to uh
Palm Beach County or somewhere else. And our board is net zero. So we've got some work to do as a board to try and contribute to the hearts and minds if we're going to catch up to the superintendent on the ne uh positivity ratings. At the end of the day though between the board and the staff and
everything that's gone on before we ever got here, even before No got here, public schools are three times more popular than charter schools. And charter schools have been around for 25 years with a lot of institutional advantages. And so the fact that we are still the number one choice in Broward County for parents and students tells
you we're starting at a winning position and we just need to keep doubling down and make it better and better. Thanks, Chair. >> Thank you, Mrs. Ala. >> Uh, thank you. I do agree with Dr. Zean in regards to having community conversations. We could do it by district. And I think what you do is you
bring in all the parts of the referendum. bring in security, bring in bring in students to talk about mental health, bring in the mental health uh professionals, bring in teachers, and and so I think that's uh a great idea where we're not only just putting things
down on paper or putting things in social media, but we're actually interacting with our parents and our community members. >> Mr. Sea, >> thank you, Chair. just to address um some of the some of the prior com uh comments and make sure that my uh
position was clear. Excuse me. First and foremost uh to the committee, I do appreciate the report uh and I do appreciate the uh amount of detail that went into this and by no means am I suggesting that you should not have given a report with as much uh
substance as possible. My uh comments before were uh merely mirroring MADV in the fact that the average member of the public is not going to sit down and read 500 pages. And if we had uh a a one pager, if you will, or a QR code that
perhaps that'd be a little easier to digest, but I I think giving members of the public the option whether they want to read a one pager or whether they want to read all 505 pages um is what's uh important here. So I I am looking forward to that when it ultimately uh is
completed and distributed. And um I I just sharing in closing, if I may, want to address um sort of this this theme about um the the board and and it taking decisive and and and quick action to correct some of the missteps. Um I I
certainly agree that in some scenarios that's exactly what what this board has done. And I cited some examples before or some things that we did that were um a misstep in fact and to the board's
credit we did take action to fix it. Although in one of those I I feel like we settled for an unconscionable amount of money that we should have never given to them. But be that as it may. But here's the thought. Rather than fixing mistakes, how about
we just stop the screw-ups, >> right? Because in my line of work professionally, if I make a bunch of missteps, guess what's going to happen? My clients are not going to retain me anymore. So, I appreciate the fact that we've seem to gotten somewhat efficient
at mop-up duty, if you will, but let's stop dropping the ball to begin with. Let's stop having every piece of media coverage that we seem to be getting of late be Oh, it's another screw up by BCPS. they really they dropped the ball on this one now or they dropped the ball
on that one now and then we've got to come back and figure out a way to fix it. So rather than be good at really fixing mistakes, let's just stop the screw-ups from the get-go. Just food for thought. Thank you.
>> Thank you. Any other board member discussion? Go ahead, Miss Bulman. >> Landon can go. >> Oh, sorry. Go ahead. Sorry, Landon. I I just wanted to weigh in. Um I agree with Miss Aladv and uh Miss Hixon about the
um social med well first of all the meetings and Dr. Zaman the meetings. I think that's g that's amazing. I think it's a great idea and then the social media driven by students and parents. I I love what they're what um the schools
are doing independently um on Instagram and stuff when I happen to look at it. I think that those are very engaging and people are actually um taking the time to look at them and enjoying them. So, if we can do something similar to um
support and promote the uh these other items, I think that's a a really good idea. But in, you know, coming from students and parents is going to uh probably engage a greater audience. So, excellent idea. >> I'm sorry, Landing. Go ahead.
>> No worries. Hi. We're not in our normal spots today. Good morning, everybody. Um, you know, I want to provide a little bit of an alternative view on this. In November 2026, we will have 9,000 BCPS students who are firsttime voters. That's 9,000 opportunities for people
who just left our system, who just felt the impacts of the referendum money. Uh, whether that be GO or or um the I don't know what we call the other one. >> Referendum. >> Referendum. Thank you. They're all referendums. Um, but those are 9,000 students who who understand exactly what
this is. And you know, I think, and we talk about this a lot, we can do meetings all we want, right? The core population of our county is not coming to those, right? Where we get unfortunately some of the same old, you know, faces and same old perspectives,
which are good, but we need we need to expand that, right? So, when we get these students that are going to be first-time voters who have recency bias based off of their experience, we can capture them right there. Um, so that's number one. Number two is I think we
need to really focus on grassroots organizing when it comes to this. Um, you know, for for those of you you've all run to to be here, um, you know that you place people who are from the community at their polling sites, right?
So if Jir, you know, Jir lives in Halenale, right? Jir is going to go to Halenale and go to his polling site because those are his neighbors and those are the kids that he grew up with, you know, and I'm going to go to Pine Island Multi-purpose Center where my neighbors are. And I think we obviously
like Dr. Zean said, staying in the in the lane of what is advocating, what is telling people what to do. We can get some kids with community service hours to go out there on election day and say, "Hey neighbor, I go to Western High School. I go to South Bard High School
and this is what the referendum has meant to me." That's not saying, you know, go vote yes or no. But that's saying this is how it's impacted me. And I'm confident that we would get an army of students who have felt this whether there's been mistakes along the way or
not. Yes, there have been, but they felt the the end result. Um, and I think we need to really focus on that that community view because when we get global, we lose the intent. Thank you. >> Always said best by our students.
>> Um, any other board discussion? Go ahead, >> Dr. Zean. Landon brought up those 9,000 people actually can tell people to vote for it. It it's the we have some restrictions on us as uh folks that are appointed or elected, but the idea of having dozens of people in the major
polling uh stations advocating for it and just telling people what it means is very important both for the referendum, you know, for four years of additional mill, but also for the bond. You know, they want their their younger siblings and the people they know to be able to go to even better facilities or
facilities even that keep up, you know, so that the backlog doesn't grow. And I think I think the combination of elected leaders, city, county, and school board plus uh uh folks would be a really really amazing strategy. Thanks, >> Dr. Holes.
>> Thank you, Madam Chair. So, London, we're going to have you lead the efforts uh to to >> Dr. Hoes, I graduate on May 31st. >> Well, uh you know, even though you're out of the system, remember what we told Mr. Roads, >> right?
Dave Roads is going to be volunteer. Can I have a consulting agreement? >> I got you. >> Anyone else? >> All right. Our next item is rule development for policy 5990, formerly policy 1101, and strategic plan
discussion. Thank you for your service. >> We will recess for one minute uh to turn it over. I see there. Yeah. Yeah. Yeah.
Heat. Heat. Heat. Hey, Heat. All right, we are back. The next item is rule development for policy 5990, formerly policy 1101 and strategic plan discussion. I now turn it over to staff for a brief presentation.
>> Dr. Wansa, please go ahead. >> Thank you. Good morning, Madam Chair. to our school board members um to Miss Jacqu Adams I saw Mr. Rhodess our student advisors colleagues all across the organization as well as um our community members who are here in the boardroom as well as those who are
watching online. I'm Valerie Wanza. I'm the chief strategy and innovation officer and joining me today are two of my team members. >> Good morning Adrien Parker, executive director strategic initiative management. Good morning, Willie Wood, director of
performance management. >> So, um good morning. We again we we wanted to um spend a little bit of time with the board this morning in discussion, but ultimately um for some direction. So, we have two things on the agenda. The first one is rule development for um what would become
policy 5990, which is formerly policy 1101, the district-wide strategic planning policy. Um th this policy was first adopted by the board in 1990 and it has remained untouched since that time. So it's been just under 40 years
unfortunately since we have um revised this policy. But we knew that it was more than time for a number of reasons um because we know that we must have policies updated uh to reflect current practices trends and um the current practices of the district. But more
importantly, we are um at the place where the current strategic plan is about to sunset. And so we wanted to first look at this policy and get some direction from the board on updating this policy. And then so that's why we have the rulemaking. And then the second
um portion of the conversation is really to get some guidance from the board on the process um going forward for um strategic planning. So, the policy at a glance, as I said, it has not been um revised or amended at all um since it
was first adopted in 1990. And what you'll see here is what we we did was we actually engaged with our um thought partners at handover research and asked them to do some some research across the nation and across the state around board
policies as it relates to strategic planning. And one of the things that was kind of um surprising to me, but it is one of their um key findings was that you know board policies concerning strategic planning are uncommon nationally. However um they are more
common in the state of Florida and among the top 15 largest districts in the United States only four, one being Broward County actually has board policies as it relates to strategic planning. So handover research um did
some um some comparability of our policy as well as the other policies that what they were able to find. They came up with some recommendations and you'll find and you'll see the language here that uh what we did was we kind of revised the preamble section of the policy to be more relevant with um at
least the most uh recent iterations of district-wide strategic planning that we've gone through. And then we actually updated the rules to speak more to what um tends to be the key elements of strategic planning and policies um that
they were able to find both nationally as well as here in Florida. So for the most part um the policy would remain a at most two-page policy at at most with broad concepts. Um and then so we need some direction from the board on that
and then once we receive that then we'll switch to the next presentation which is around the strategic plan. So I'll pause right there madam chair. >> Should we go to public comment or >> Yeah. I'm going to pause on this part for rulemaking. Yes ma'am. >> All right. Uh public comment Dr. Natalie
Lynch Walsh. >> Good morning again. Dr. Natalie Lynch Walsh Plantation Florida. Okay. Okay, I see this is rule development, but I'm not sure that these are questions uh staff can answer. Uh when I read this the first time, and I'm a fan of this
policy as it was, typos and all because there were a few, but one of my favorite lines in there was the confrontation. Um I think it had something about the confrontation of difficult choices and the establishment of priorities. I don't
think that made it back in there. Confrontation not being a popular word in the field of education. Usually we're conflict avoidant. We don't want confrontation, but you have to admit to problems and difficult choices when you do strategic planning. And I'm speaking
as someone with a doctorate in leadership. You have different levels of planning. This is speaking to strategic. You also have tactical and operational. And it should apply to all units. this is now thoroughly centered on just what's happening with students which is
fine but they're supported by all these other functions. Um but first and for foremost this has come up in conversation again and again there's no matrix there's no matrix of existing language proposed change and why my eyes
are bleeding just looking at this preamble and trying to get through it. I don't know about you guys, can that be a standard going forward that when you and it used to be in the olden days, which is like, you know, 2011. You just had a conversation about not using jargon. So
the word cadence go metrics gone. Rewrite this thing in language the public that's supposed to be a big part of this can actually understand. I just hate the word cadence, but most people wouldn't even know what it means. Um, item number S was removed that included
schools. Schools are a huge part of your strategic planning. The school improvement plan, I don't that doesn't seem to have made it back in there, but again, hard to tell what's in and out. Where are staff's responsibilities? Uh where and how does the policy address non-academic units? Why was R removed
that speaks to operational plans? Again, it could have been back in there, but it's hard to tell. And then since these two things were combined, I now have to jump to the presentation. Slide seven, what were the precoid percentages? Slide eight has a line about keeping the board's work centered on improving
student outcomes. I read that and I took it as it's not like you guys are choosing to focus on other things. Stuff just keeps coming up. So I object to that line. But slide number nine, it mentions form an advisory group. Why? At
the school level, you have these things called school advisory council. They look at the school improvement plan. Why is it always making a new group when you have things that exist that are not supported and state law there's state
laws related to sack? So my overall recommendation th send this back and empower your existing advisory structure as far as input. Thank you. >> Thank you. Um do do you want to continue or do you want to should we go to board?
>> So uh so we were doing two parts. The first part is the policy then the presentation is the second part. So the first part yes we would like board feedback on the policy itself. >> Board discussion on the policy Miss Hixon.
>> Thank you. Um to the speaker's point can we go through here for example in the one part um using the term cadence um is there can we put in a a more commonly recognized word? So that's on page two
of three and that's letter G >> says implements a cadence of regular reporting. Could we change that to implement >> a schedule? >> Sure. >> Of reg so that way because I think we
talk about it all the time that we want policy to be easy for everyone to read and often um I the other everything else seemed to be okay. Um, the other piece too is, um,
if you could explain why some of the things in the preamble were crossed out. It looks like you crossed out things and wrote a a a different preamble basically to that. Um, so I don't know if it talks about
I'm trying to follow along here. Um, I like the part where it st says the establishment of priorities because that basically is what your strategic plan is. You're setting right your what your priorities are. Um, and maybe not
confrontation but you know addressing difficult choices or something. I I also don't see the intent of that sentence in the the part that you that's been rewritten down here. So, I guess I'll
have to look at it while people are doing whatever and give a suggestion, but I don't know if you know what I'm trying to convey. I do. I know what you're trying to convey. I can tell you that um one of the um one of the board attorneys worked with us on this language. So, we can
certainly go back with him um and and have a greater conversation, but I certainly um know what you're trying to say about recognizing that um there there may be conflicting views at times that have to be um discussed, addressed. Yes, I I understand what you're saying.
Yeah, because it says, for example, it says strategic planning serves as a mechanism that aligns the community's vision and values with the district's mission. Um, it just sounds like a a high I don't know that everyone would I read
it and understand it, so I don't want to say that I don't, but I just think someone else reading that would be like, wait a minute, a mechanism, what are all these terms? I think it's there's a way to make this easier for everybody to
kind of not just read but process what it is exactly it's trying to say. So those are my comments. Thank you. >> Thank you Dr. Holus. >> Thank you Madam Chair. Um and thank you Dr. Wes and your team. Appreciate it. Um
I just have and I had this question in the past. Um uh you mentioned that this policy has not been revised in 40 years. Correct? >> 36 to be exact. >> 36 almost 40. Okay. Got it. So um Dr.
Dr. Wanza, um I am wondering and I asked I had asked this question before when we have process and procedures that change um why aren't we practicing identifying and
revising policies to align with our changes? So when we change any process or procedure um and maybe I'm not uh familiar with the process but can we uh simultaneously
identify policies that are impacted start the revision process and get it approved by the board. um you know it's almost like if you have because I have an education um center right so if I have a written policy for my parents and
and I change my practices um it would make sense to me that my policy that I'm providing to the public align with my processes current processes and procedure so why aren't we
doing that why why do we wait many many years before we it's almost like the changes to the policy is lagging significantly behind our current practices. >> I can help answer that. So, we are currently in the process of uh
refreshing all our policies. Uh so, it's a multi-year um initiative. Um we're going to be speaking about it in cabinet as well tomorrow just to make sure that uh we're bringing the policies back as efficiently as possible. And then after every legislative session, we also um
make sure we account for any legislative change. Uh but the district has lagged uh historically speaking on uh updating our policies and now we're trying to uh fix that issue and bring them all uh back to where they need to be.
>> Okay. So, John, um how long based upon all of the policies, when will we get up to speed on the the the the policies being aligned with current practices? Our goal is to by the end of uh 2027 to
get all the policies um up to date because we have hundreds of policies. >> Okay, I understand. So, here's my next question, John. Once we get our policies up to date, do we have an action plan in place, >> ongoing uh efforts to align policies
with current procedures as those procedures are being changed on a yearly basis. So I think be best practice is probably we should be analyzing all our policies uh every five years at minimum. Um but again we um unfortunately historically speaking react to mostly
legislation. So if it's not addressed legislatively then those haven't been addressed but we're going to do a better job of doing that. >> Okay. So here's my question then. We let's just say this year we change a process or a procedure. What is so difficult in saying what
policies does this impact and then make changes to those policies? >> I don't think there's an issue doing it. There just needs to be uh a common understanding and best practices uh which have been not been historically done but we are ensuring that it's done now >> right cuz you mentioned that the the new
practice will probably be looking at our policies every 5 years but I I'm wondering if we can do something even better where it's an ongoing process. we we we change a procedure that's major then we just need to ask a question which policy does this impact or which
policies does this impact and then make those changes simultaneously and bring it to the board for approval. I mean am I missing something? Is that a complicated >> We don't disagree. >> Okay. All right. Thank you, Madam Chair. >> Mrs. Ala
>> Yes. Thank you. My first question is, do we even need this policy? Can we just get rid of the policy? >> That's another question. >> So, what I was Well, I don't know if you I don't know if you me to respond, but well, what I would start with is I I I
do think as an organization, we probably need a policy that speaks to district-wide strategic plan, just district-wide strategic planning of any kind, right? So, we're we're here today talking about specifically the strategic plan, but if we're going to have any
type of processes that span the whole district as it relates to planning, then I think that we do need some kind of a policy. But, of course, that's up to the board and we'll move in whatever direction the board >> provides. In turn, are we tying the
superintendent's hands with process? I mean, >> so this this policy doesn't like dictate it. It it just says the superintendent will develop an employer process. It doesn't necessarily um give verbatim
step by step. And I think that um what this intends to do is to ensure that the the board um will ensure that there is a plan representative of the the values of the community that will guide the work
of the district. Okay. And then as far as the whole policy conversation, I don't remember maybe two, three years ago, we uh decided to go with a a
smaller company to look over our policies as opposed to they have I don't remember the name of the company, but there's a larger company that >> can no there's a larger company that can oversee our policies. I know we're trying to save money. uh but you know
maybe we need to go back and look at that to because it's not just fixing policies but to Mr. Mr. Sullivan's point, fixing policies when state laws change and then we need to uh make sure
that we are up to date with our policies so that we're in compliance with state or federal law. >> If I may s um so the company that you're referencing to uh my understanding is uh that's the entity most districts in the
state use. Unfortunately, the challenge is um they want to enter um business with us through direct negotiations. So, it would be the appetite I guess of the of the board or I think the superintendent could initiate it, but it
would have to come back to the board, but they didn't want to bid. Um that's why they weren't considered last time. >> So, I would be okay with that. I mean, we're the sixth largest school district in the country. We should be using the
best of the best of the best to look at our policies. I mean, I I understand we're in a financial crunch, so I don't know what that financially looks like, but I would be open to Dr. Hurn doing
some discovery work. um at the will of the board, we're we're happy to talk to that company again and bring back uh a board item and then the board can decide whether or not they want to um if they're okay with direct negotiations because they are I believe
considered professional services. So you can do that. Um and I have to figure out uh what their proposed um rate would be. >> Do you want us to go around and just see if there's an objection? Yeah. Is there any objection to Mrs. Alhadaf's
proposal? >> Yeah, >> Dr. Zean, >> it's just costly. >> So, Dr. Zean, Miss Hixon, Miss Thompson, >> Madam Chair, >> Dr. Holes, >> I just have a question, right? Um, and I appreciate Miss Aladev, board member Alidev um suggestion, but Dr. Heern, do
you see this as a necessity um in terms of the benefit to the district or do you believe that what we're currently doing is sufficient? >> I think if we want to speed this process up, we would need the additional support and expertise. Um again, we there's
hundreds of policies and we're talking about a policy right now that's almost 40 years old. >> It hasn't been updated in four decades. >> Okay. So the the item coming back would would not would just be to um um go into
negotiation. >> No, we would negotiate um u a price for the services that we need and we would bring it just like a regular board item and it would be up to the board to either vote it up or vote it down. >> Okay, got it. So I have no objection to that.
>> Um Miss Pullman, >> thanks for the suggestion. I've actually um wondered why we haven't been using this service because I know a lot of the other >> Well, I was wondering why we haven't been using the service because um if
they have the uniform policies, we've already been spending a lot of money on policies and I would say that um we could still improve them and the way that they're written. So, um, is there a way for us to kind of in addition to
like the the pricing to kind of see what the work product is so we can compare um >> Yes. So, we >> you know what we're what we're getting for our money uh >> versus comparable size districts. >> Yeah. But just also if you know we've
hired I know we had um an outside firm that was working on it but I'd like to see what the work product is the way that the policies are written and how that kind of compares to what we've been getting from the uh law firm that we've been using. >> Y so we'll make sure that's
>> Yeah. I mean so pricing and product I think we need to look at >> but it's definitely worth exploring and if we could do it quickly that more quickly that'd be great. Miss >> Hixon Thank you. Um I I do appreciate looking into it, but I just want to remind us
that we are in a huge budget deficit and I have huge concerns about taking on something even though it will speed up the process of policies um or you know revising the policies. I just
have concerns about what we would spend on that and how it would be conveyed in the public eyes um for this. So I I appreciate looking into it, but I wouldn't want to be committal to it at this time just so that we can let's
compare what we're getting to what we might get. So, if you bring an item to us, I'd ask that you bring all of that information easy for not just us to see, but the public to see so that we would be able to make a good financial
decision on that. So, thank you, >> Miss Rupert, on Miss Adaf's proposal. >> Um, yes, actually, I think it's important knowledge. Um, I just asked uh John, where are we in the process uh with the outside firm? what with their
contract and the answer >> I can answer that publicly as well. Um that contract is uh has expired um and we were just going to do it internally but it expired uh December of 25. >> So I thought that piece of information
>> Mrs. Ala >> Thank you. And so the company I was thinking of was Neiola and on their website they have 46 clients in Florida. 46, you know, and I think to the um goal
of this back then was to help us with our policies. I mean, we spend a significant amount of time going through as school board members trying to, you know, this sentence, this word, and I I
think that this company could provide a service. Granted, yes, we see need to see what the financial aspect of it is, but it could provide a service where we can not only have stronger policies, but I think it will eliminate time up on the
day of us nitpicking at every little sentence and word and and that whole process. >> Um, Mr. Severa, Miss Aladv's proposal, >> I think under normal circumstances, it it would be a a good idea.
um here. I'm not willing to absorb the cost. We can't pay our teachers what they deserve. I'm not going to pay uh another company to tell me how to write a policy. I'd rather save the money and nitpick with my colleagues to make sure that I get it right. This is uh all nine
of us are uh representatives of our respective districts in um the county with two of you serving the entire county. Right. So, uh, I I'd very much prefer to save some dough and, uh, go over line by line with you fine folks
than pay hundreds of thousands of dollars or more to some company to tell me what a policy should or shouldn't say. Thank you. >> All right. Um, just to go over again, is there are there pro uh objections to I hear one strong objection to just the
superintendent providing us with a proposal, not not any definitive action. Dr. Dr. Zean, you also object. Okay. So, the majority of the board does not object to the superintendent bringing back a proposal uh with us making a decision in the future. So, Dr. Apurn,
you have your direction on that? >> Yes. >> Um Mrs. Aladdaf, are you done? >> Yes. >> Okay. Dr. Zean. >> Thank you, Chair. Um >> if if I'm sorry, Dr. Zeman, if I may. So, bring back a proposal, not an actual
agenda item to vote on is what Okay. All right. Got it. >> You're you're the guy with the positive net approval rating, sir. So, uh I will always wait for you to know what that means, but >> I'll just stand next to you in pictures and see if it rubs off a little bit. >> Um
uh Mr. Superintendent, you brought this item to us. Are you comfortable with this item as written? >> Yes. with any additional feedback that they um or input that the board see fits as far as um specific changes that needs that need to be
>> I'll give you some specific ideas but first um I want to talk in general about strategic planning. Uh it has become incredibly popular for organizations to spend significant amount of money planning. And the realization is not that the plan
is perfect because nobody can project enrollment 10 years out or size of Broward or any other kind of critical factor that we have maybe even legislative support if that ever happens for public education. Um but the active planning allows you to adjust to all
those shocks along the way. If you don't go through planning and shocks happen, you have no plan for dealing with those shocks. And so to me, there's an opportunity to write about strategic planning to really capture that the plan itself is a useful artifact, but it's an
artifact. It's the process of planning. And that's where I think there there's a real opportunity to write a new strategic planning policy. I mean, literally set this one aside. Um, and write one that talks about and I I to Miss Aly's point, we absolutely, in my
mind, need a policy on strategic planning because we get shocks all the time. We get zero budget increase from the legislature. We get $5 billion set aside for vouchers, not given to public students. We get the federal department of education is going under. It's being shut down by our current uh
commander-in-chief. So, those are big shocks. And if we don't have a plan, we don't have a strategic plan for dealing with those kind of strategic shocks, then we're just going to be victims floating around while people take shots at us and we don't we don't have any pre-planned responses to those things. And that would not be very responsible.
It would not build trust and confidence in the community if we don't have pre-planned responses, which is a much more important artifact of strategic planning than the actual PowerPoint document in the end. So, in my view, I would prefer like a whole another one that kind of talks about it. And why?
Because there's no role for the board here other than some pablum about, oh, the board's going to give us strategy. It's going to give us input to the strategic plan. Well, I think by law, this board actually has a much bigger role in strategy development than just participating and listening and kind of
going along, you know, uh, with the with the direction of the superintendent. Our job is to set the goals for the organization. It is the superintendent's job to achieve those goals. Is that fair? Right. I mean, we're supposed to lay out the priorities of the community and they're hard. This is not a training and
education organization. It's a mental health organization. It's a social welfare organization. It's a safety and security organization. It's a confidence building organization. It's it builds people. It doesn't just educate people. And so, I think coming up with those trade-offs and priorities is the the
realm of the board. and I think it should be explicit in this policy. The other reason I think I would start over is A and B in the center of this document are full sentences. C through J are clauses. There are typos as one uh person has
mentioned and I just feel like our staff can produce something that's just better. Um and it can really uh you know kind of establish the strategic planning process as something that that really allows this board and the senior staff
to work together uh to come up with a an enviable process that allows us to have pre-planned responses to shocks allows us to debate and decide on what the overarching goals for the organization are. And then when it comes time for the CFO to present a budget, all we have to do is line the budget up to the values
we put in our strategic plan and say, "Hey, did you fund them?" Yeah. >> And if they didn't fund them, we get to start over on the budget, too. So, my view is there's there needs to be explicit direction uh in this policy about what the board does, which is written in the statutes. It it needs to
kind of pick up the execution of that with the superintendent who ought to be dramatically involved in kind of how we do everything. But the strategy itself is the purview of the board. And I I just feel like we need to be clear with people about that so there's good expectations and so that board members
spend time thinking through what the priorities and values of of Broward County are. I've talked a little bit about grammar. Um I also feel compelled to talk a little bit about whether or not we would debate these things at workshops and decide them at schoolboard meetings, but I
would be explicit about that. Uh I'm going to press for that in terms of repurposing next year as well to make sure that we actually have uh moments during the process where we can make decisions to push that process along. Um I also don't like the term adult
actions. Um like students have a huge role in the execution of the strategic plan and so I don't like to think adults are inflicting something on students. I think students and adults together make much better decisions than than uh segmenting adult actions from student
outcomes. And the last small point is how often do you think we should do this, Mr. Superintendent? How often should we renew a strategic plan? >> At minimum um three years max, you don't want to go beyond five. So if the
average of those two numbers is four and you did it kind of a year on an odd year, you might have some new members join the board in an even year and then in an odd year they could spend that time after they become elected or appointed to uh work with the superintendent and work with their new
colleagues to uh put together a strategy every four years. I think we need to have some definition like that so that this becomes a regular uh process. Again, strategic planning is essential for an effective organization, but not because of what it says. Not and
and when I look at our current strategic plan, uh you know, it's 2% growth in certain academic standards and some other things like that, but it's not inspirational. It doesn't drive people to press themselves to their human limit to contribute to Broward County Public
Schools. It's just little tiny microscopic steps in my mind to where we want to go. And I'm not sure that even those numericals are the right way to encompass this. There might be some qualitative things are really important related to confidence, related to
engagement of students um and other things like that that really allow the whole human experience to be uh captured in the strategic plan. Thank you. >> Thank you, Miss Thompson. >> Thank you. My comments are actually on the presentation, so I'll come back.
Okay, Miss Bulman. >> Um, Dr. Zean pointed out the um the uh full the full sentences clauses um that I was going to point out and and I and I agree um
with the with some of those comments. So I, you know, I don't think we have to make any decisions right now about whether we're going to outsource this, but it would be nice to see what we're looking at in terms of cost and, you know, be able to balance that against like staff time and things of that
nature. I think that, you know, there's a sweet spot there where we might come out on top. Um, that's all I had. >> Thank you, Miss Rupert. Any other board discussion on the policy? All right. Can we go to the presentation
then? >> Yes, ma'am. Um the only So, I'm going to let Mr. um Parker and Mr. Parker kind of drive this part of the conversation. The only thing I will um say for those um board members obviously who were not here when this was done originally. The board went
through an entire um professional development series all on student focused outcomes and that's how the current strategic plan got developed the way that it is. But we are certainly here to receive direction from the board on how um the next iteration needs to
go. >> Good morning again. My name is Adrien Parker, executive director, strategic initiative management. Uh when we went through the last process for the 2027 uh student outcomes uh strategic plan, it
was centered on uh governance model that uh CGCS uh uh promotes uh where it emphasizes that that the the board's acronyms >> oh sorry council of great uh city schools where where the board's primary
work is to uh focus on one thing and that's to improve student outcomes and that's how this plan was was uh uh guided if you will. So in light of some of the suggestions made
uh around the policy, it may shift some of this work, but I'll go through a high level uh what we have in the deck and and seek the board's uh uh guidance on the model, seek the board's guidance on the process as well as uh the timeline
that we have in place. Our current plan is uh scheduled to sunset in 2027. So uh our focus here is to uh start conversations around our 2032
student outcomes uh strategic plan. We currently use a five-year process. We are in year four of that process. The goal here is to um uh get the board's guidance, develop goals
uh this year and use the next year to uh put strategies in place for operationalizing uh achieving those goals. Oh, can I? So, uh, with regards to our landscape, there's a lot, uh, obviously that we we
we, uh, uh, deal with many, uh, headwinds, strong headwinds. However, uh, we've been able to make considerable progress, uh, districtwide, maintaining alignment with our our vision, our mission, our values, our goals. uh
leading to two consecutive uh district ratings, eight district ratings, if you will, 46 uh schools of excellence, and our highest ever graduation uh rate, all under this uh 2027 student outcomes uh strategic plan. So definitely a lot to
be proud of. The process that we uh used um uh to come up with to develop our 2027 uh plan is what you see here. It's a uh this diagram outlines a continuous cyclical
uh pro process for strategic uh planning. It's all grounded in the student outcomes uh focused governance model. It shows how community voice informs the development of goals, guard rails and the strategic plan which then
guides operational planning, implementation and monitoring. The legend is uh uh makes a clear distinction between uh which task are the work of the board and which task are the superintendent's work. So the
approach uh strengthens uh uh alignment between policy uh between budget and also uh performance and it increases uh transparency, accountability and measurable improvements in student outcomes.
The result of the plan is what you see here, our our one pager, if you will, that's uh displayed in every district facility. And it uh highlighting front and center our goals and guard rails. Um making it uh clear
for not only our our leaders, uh school-based leaders, but also our community uh what's important to them. as this plan is really their plan. It's what's their vision, their values translated by the board into uh goals
and guardrails, if you will. Also, the result of this plan, again, we're in year four of a five-year plan. What you see here is uh three years worth of performance. Uh the table tracks our our progress on four
strategic goals from our 2022 baseline to our 2027 targets. The performance trends above baseline and prior year results exceeding targets uh in the areas of math and college and career
readiness and hovering around targets uh for third grade literacy and science. So we we expect that uh this performance to continue in year four and five of our plan uh as we get closer and closer to
achieving our targets. the model uh city for for council of uh great city schools. Again, they the the model that they pro promote for stratei strategic planning is uh around student outcomes and improving student outcomes
and having three goals as a highlight for uh keeping the board's work centered on on uh improving student outcomes and also something that the community can relate to and connect with and also um
uh see their their values, if you will. uh uh highlighted in our as our primary focus. So uh the model recommends um accounts for clear goals, guard rails and progress monitoring and community
engagement and ensures discipline focused on results rather than activities. And it also keeps the board again keeps the board's work centered on improving student outcomes. The timeline uh it spans across uh six
months to to uh get to uh developing goals. Uh it places emphasis on stakeholder engagement, data validation, board workshops and uh final finalization of uh outcomes and targets.
So it's a structured progress to ensure transparency, alignment and timely implementation. And then thought exchange, it's it's a way we capture the community's voice. It's a great way to capture uh data. Uh
I know the board's uh been a part of meetings that were where we've used uh thought exchange and the results have been amazing. It's not the results are not only uh uh transparent for community members but they remain uh transparent
uh on our websites for for any stakeholder to review at their will so that they can see what we make decisions off of. It's a transparent tool platform and process. uh we we plan to leverage this uh platform if you will to continue
um uh ensuring that our participation is broad broad and that it's inclusive. Uh so we'll we'll we'll uh we believe that again it allows the input to directly inform goal development as well as uh
allows for a visible feedback loop and strong privacy and safeguards as it uh concerns the data if you will. And then lastly, uh while we recommend uh the student outcomes focused uh
governance approach for a 2032 plan, uh we're we're seeking your input, seeking your guidance, approval on not only the process, but also uh the the uh a green light to proceed with the uh
engagement and development activities, if you will. So with that, will we stand ready to hear your feedback? >> Thank you, Miss Thompson. >> Thank you, chair. Um, I have a couple questions since about the process for
this. So, I think some of the goals that need to be considered is really like a customer service component of it, both our students and our parent stakeholders. And I'm not really seeing that in our on our previous
goals from the last strategic plan. I think focusing on like responsiveness in our ESSE department if there's a need to be addressed there. Um, I don't know if that would follow fall under like equity or student support, but I think it needs
to be more clear that our goal as a district is to make sure that our students are having A-rated experiences and our parents are um also satisfied with with what we're getting. And I also think there should be a component and maybe it would be in college and career
readiness, but the abundance of programs that our students are able to participate in, not only academically with the APs and the IBS and ACE, but also our sports programs, our debate and speech, um, color guard, you know, any
anything like that. um because too soon because I think um we do have a lot that we can showcase um but I want to make sure that it it shows that we're intentional in expanding these programs at our schools and then also I think a
goal based around communication and engagement of the um of the community. I think we actually do a pretty good job in engaging our community, but it doesn't we can't communicate that there is a
plan to do that. Um, and then also incorporating what Dr. Hepern is doing with the school-based social media push and really helping promote our schools. I think that needs to be a large focus as well. That's it.
>> Thank you, Miss Hixon. >> Thank you. And as one of the people who sat through the dayong um planning of this, I think it's important to remind my colleagues that the
suggestion is to stay with three main goals. Like everything is really important, but you can't put them all as strategic um goals in here. And we pushed to get the fourth one. So because we thought that was important. So, um,
you know, once you go through the minutia of doing this, I think you understand all of those things that were just mentioned were important, but they're not not specifically in in this like this is a high level. It's not detailed. But to Miss Thompson's point,
and actually something that Dr. Holless and I um had a conversation with um Representative Honowski about I'd like to suggest that what we do is have a town hall or or a community meeting or
maybe a few of them to discuss a number of things, but one of them could be getting input into what they would like to see in the strategic plan and then figuring out how we mold that into a highlevel goal. Um, but to include also budgeting
and what their suggestions are on how we improve our budget so that when we go when we come back together, staff could maybe have three plans that include the the discussions we've had and so if you
pick this plan, these are the things you get, but all of it based on that community input because it goes back to the conversation that we've had most of this morning which is transparency, engaging the public, asking for them. Like it always seems like we're making
decisions and we don't take into account what that's going to translate like into the community. So, if we started hosting maybe a north just like we did with repurposing, but where we're asking them to give us
the their top five things that they think we should do to reduce our budget and and look at what that input is because sometimes we're I always say that, you know, you're in a classroom teaching your students all day and you're looking at it from one way and
then someone come in comes in and says, "Hey, why didn't you try it that?" and you said, "Well, I didn't think about that." So, I think the more input we can have from students, from parents, from community members, here's our dilemma, here's the thing that we want to do at
the end of the day. So, there there would be different pieces, not just the strategic plan, but based on the discussion, you'd pull out what they would find important in the strategic plan, which would kind of go similar to what Miss Thompson said. I don't know what my colleagues think about that or
you know Dr. Heburn if you could weigh in but I think it would be a good way to moving forward and and really giving the information we want them to have in digestible pieces. >> I'll wait on your colleagues first.
>> Miss Bulman on Miss Tixon's point. I >> I think that's a really good idea. I think um engaging the public and having them uh involved and actually getting their direct input is very good. I you know in
Hollywood they do commission in the community. So I don't know what that was you and I always enjoyed that because I think it's like a different it oh commission in the community is they have um the com the commission meeting in the different districts throughout Hollywood. So each uh commission or
hosts one, but they actually have the entire meeting the entire commission there. Um and so that kind of brings I think more people from different districts that aren't necessarily going to the commission meetings, but they come and they engage um because you're
actually in their neighborhood. So I think that's a really good idea. I don't know what we'd have to look at for sunshine or if we would all go or if we we just want a few people to go, but you know, to bring it to the people instead of having everyone have to come here all the time. And I mean, you guys do a
great job when we're doing the community meetings for other things. So, I I really like that idea because I think it would give people more access and then we can hear from people um when we're making these really highlevel decisions. So, I think it's a great idea.
>> Anyone else have Missixson's proposal? Dr. Holes. >> Thank you, Madam Chair. So, I agree with board member Hixon and um you know, in addition to say getting input from the public as to how we can save money when we have those input um um Dr. Heeper uh
let's just say we have several suggestions from the community as to how we can save money. Um are we able to then uh say for example do a survey to say these are the the top three suggestions um which which one do you
prefer right um whether it's through health care through block schedule through staff allocation whatever the suggestion is um does it cost us money uh significant amount of money to do a an internal survey of staff >> no we would just use a platform that we
have available now but um essentially what you're saying is just whittling down um the input that we've received from the public for various things associated with what we're gathering feedback from the um for the strategic plan. So you you whittle it down to find
the the the theme that is embraced by the most amount of people. >> Right. So, so when we get all of that collective input, um I think a step further than to um board member Hixon's suggestion is uh um which um I have to
attribute some of um that suggestion as well to m uh state rep. Honchowski. Um are we are we able to is it doable to do a survey um based upon suggestion from the community of the top three areas in
which we can save money. So they are um participants in the process as opposed to seeing us as the one making decisions to to cut costs because we always get push backs in in every in almost every single area. We got push backs in the healthc care. We got push backs on block
schedule. We got push backs um graduation. So if if we put out a survey from the input they give us and say um uh which are your top choice in terms of the district saving money because we have to do something um is that
something that you see that would be possible and beneficial? So yes, I think feedback is always beneficial, but I also think there are tough decisions that are not going to be popular by people that we have to do for the sake of sustainability um for the
district. So yes, feedback is important. We can get gather feedback, but I think at the end of the day with some of the things that we have to do or they're not going to be popular decisions um initially while we um rightsize ourselves and and create a a environment that's sustainable um for decades to come,
>> right? So we we will always I don't think any of the suggestion to cut cost will be popular right but if we send it out whatever it is to the um you know to the public or staff uh to say here are
three areas in which we can save uh which area would you prefer? Um, even though none of them is going to be popular, at least we can say we we we did weigh in on or we we took in consideration the public's input. Um,
you know, and because what I realize is happening, we brought items in terms of healthc care savings and we got push backs, block schedule, we got push backs, we got push back on every major area of trying to save money. But if a survey is sent out and and then we we
sort of um not proceed with doing so. So if a survey is sent out and said these are four areas that we're proposing to save money and what is your input on which one would you prefer? Then at
least we can validate moving ahead um on something even if we get push backs and even if it's unpopular. >> Yeah, we can absolutely um collect feedback via survey. All right. Thank you. >> Um, anyone else on uh Miss Hixon's uh
Jazier? >> Good morning. I don't necessarily believe that it is a survey that we need. We just need better explanation on what we're doing. Um during the graduation process, a lot of students reached out to parents and were saying, "Hey, this is what the board is doing."
Not knowing the reason of why we're doing it. So I just think that there we need to explain that why instead of saying hey we're cutting this why what is the need because when we broke it down to students they understood and they were along the ride. So I just think that it's explaining why.
>> Thank you. Um we because of the today's schedule we need to pause this workshop and go to the legislative update because of um people we have on the line that we're going to lose. Um, so we're going to pause. We're going to come back to this strategic plan conversation and go
to the midsession legislative update. >> So I turn it over to staff. >> Yes. Uh, superintendent. >> Go ahead. Do Mr. Sullivan. >> Not Dr. G. Oh, I am sorry Madam Chair. I believe you had something you wanted to state at the beginning.
>> Thank you for the reminder. So, I was able to travel to Tallahassee during week five of session last week and had the opportunity to meet with about a dozen legislators, mostly members of the education committees and legislative leadership. Most of the meetings were with members outside of the Brower
delegation, and I was able to discuss many of the funding and policy issues on our platform. Um, and I have to say that the conversations were meaningful. all the representatives and senators were very receptive to the issues that we're experiencing and that many school
districts across the state are experiencing and uh it was much easier to navigate the capital when it was not Brower days. Uh so for anyone wanting to travel up in the future uh just I would keep that in mind. Um go ahead Mr.
Sullivan. >> Uh thank you uh Madam Chair members. Uh we wanted to provide the board with a midsession update as the session is progressing. We are now entering week six of the nineweek session. So we're getting close to the end. Um a lot of
the bills still need to go through the full House and Senate chambers and subject to the governor's uh approval. Unlike recent uh legislative sessions, uh there's not well what I would like to say major policy uh changes uh versus what we've experienced in the past. As
it relates to the budgets, the House and Senate released their uh their individual budgets uh last week. Now, that will have to work through its process. They'll have a budget conference where they'll negotiate the differences and then um they will also be uh subject to the governor's veto. Of
course, as the chair stated, she was up there uh um the week past and the week before that, and part of those discussions was a decline in enrollment supplement outside of what's in the FBFP. There's $65 million in the Senate proposal for that. So, it's a direction that's in the move in the right
direction. So, we're hopeful there's some funding to cover declining enrollment for districts, not only Broward, but many of the districts in Florida are experiencing declining enrollment. As it relates to the budget, um I would say we should expect somewhere between one and a half to 2%
increase around that range. Uh there are some numbers on page three, but those numbers have changed slightly. So we'll provide the board with a more updated because they did release a new run uh yesterday. So these numbers are a little outdated. Uh just take uh account that
the total number includes charter and fees uh scholarships uh empowerment scholarships. So, if you see a a large amount, that's not all specifically for Broward County Public Schools. Uh charter schools and vouchers are also funded in the same buckets. And with that, I'm going to turn it over to Miss
Nolles to give a a quick overview of some of the bills moving uh through the process. Miss Nolles. >> Thank you, Chief Sullivan. Good morning, board members. Um our chair, superintendent, can you hear me? Okay. >> Yes. >> Awesome. Um as Mr. Sullivan stated, this
is a midsession checkpoint. This is not a final forecast, just a practical readout on um what's advancing and what could uh create operational or fiscal impacts for our district. So, just want to summarize a few of these key bills to watch. I'm not sure what slide may be up
at the time, but we can go to the key bills to watch. And we also want to make sure that we receive any update action items that you may have for us to move forward on. um provide any direction on our priorities, the position, and any advocacy that remains for this session.
So, the bills there that you see on your screen are bills we want to just keep an eye out for you. We're going to go to the next one, uh Senate Bill 824, and I will be very brief with these. Um that bill, um is inventory of unimproved
real property. So that just requires an annual inventory of unimproved district-owned property uh to be submitted to DOE in a statewide report and we would add recurring reporting requirements or they would add recurring reporting requirements um prescribed for
data fields and a compliance of enforcement. Next one the education bill. This one is a large omnibus. This has so much information in it. There are many bills that are attached to it seem as similar. Um but
this one is a large omnibus. So it's the education measure. It has multiple provisions affecting operations, parental rights, opt outs, accountability, uh charter related provisions and instructional requirements. Um and there's a breadth of this bill that has a crossf
functional review regarding academics, legal, student support, HR and talent operations and communications. For the next bill 859, our board chair was perfect in her explanation when she
met with uh different legislators last week on this bill for the ESC cameras. Uh she provided a great overview. she was able to meet with one of the bill sponsors, the House bill sponsor to get information and we're working on an amendment that could help this to look
just as we needed and what will benefit our district. So, she was awesome in that presentation with Rep. Chamblas and this is a bipartisan effort. Rep. Chamblas and Rep. Traymont. Uh Traymont is from the Port Orange area. They're working um in tandem to get this done
and we're grateful that they are listening to Broward um because we were the pilot for this. So, this bill should actually come out, we're hoping, just as we would need it to be um with the option for for parents. On the next bill 1216,
we have public school personnel compensation and this expands the cost of living adjustment and advanced degree pay rule. Also under this bill, there's a potential uh workforce stability benefit, but that depends on funding and
implemention implementing, excuse me, implementation details. Our next bill, educational scholarship, and if I'm going too fast, I apologize. I believe you all have a hard stop and we want to make sure that we get time to ask questions regarding budget or any bills.
>> You're good. >> But on John, did you say something? I'm sorry. >> I said you're good with the speed. >> Okay. Thank you. Educational scholarship programs. This is a consolidation or a streamlining and oversight of changes to scholarship programs. We are watching
this bill. Again, as I stated in my opening, uh this is not a final. These bills could go forward. These bills could stop. Uh these bills could get pulled. These bills at the end could get um overridden as we know. But this one, the educational scholarship program, we're going to monitor this. And there's
a monitor for district enrollment, funding interactions, and any administrative impacts. This is Senate Bill 318. Uh just for the slide, educational scholarship programs. And our next one would be Senate Bill
320, administrative e efficiency in public schools. Um again, these are all brief bullet points. you have the PowerPoint there, but this streamlines and removes certain mandates and revises timelines uh timeline requirements in
multiple areas. The operational lens to look at here. This could reduce some burdens while also shifting timelines and compliance expectations. This requires a detailed review of what is removed or what is added or changed in
administrative policies in school school districts. And the final one that I have as far as these key are candidate qualifying. Uh this requires dual citizenship disclosure for candidates. Um and this does now include school board candidates. And the operational lens for
this one would be that it's primarily education qualifying mechanics. No operational impact on district services, but it's relevant to the governance context based on who would be able to run for um a school board seat.
Mr. Chief, >> uh thank you for that presentation. Uh Miss Nolles, I did want to um also mention another uh a meeting that we had with uh the chair and a and a representative. Um I did bring up uh the
issue that we're experiencing with the tax collector. The chair wanted to ensure that the board didn't object to us working uh to resolve that issue as uh legislatively. So unless there's any opposition, uh the lobbying team will go ahead and move
forward with that because it's not on our platform. >> Sure. So um part of the one of our meetings I did bring up um what we've been experiencing with the tax collector. Uh so there was uh an appetite to perhaps uh fix that legislatively, but it's not on the
platform. So the chair just wanted to ensure that the board didn't have any opposition to that before the lobbying team works on it. Miss Thompson. >> Um, I'm fine with that. We're working to resolve it right now though, too. Right,
>> Miss Jack Adams. >> I have been asked to um through the chair. I have been asked to look into the matter and I am in the process of researching that. Yes. >> As it relates to I'm sorry, chair. May I >> can I also refer to Dr. Heburn? I was going to say as it relates to the
superintendent's conversation with uh the tax collector, there doesn't seem to be uh a mechanism to resolve it. >> Yep. Thank you. Um Mrs. Sullivan, I was about to say the same thing. We had a a conversation u must have been a couple of weeks ago and um the tax collector um
is um voicing that she's abiding by current legislation. Um and there's no way to go backwards on on that. the only way to move forward um as far as the legislation is concerned and and and how it's applicable to her office and and everybody um that she collects um taxes
for. But there may be um some I forgot the term that she used >> uh in uh interest payments that her office um benefits from. Um we may see some of that. So we may recoup some of it through through those interest payments. >> Yep. Um the only bad thing about that is that their fiscal year uh start and end
is totally different than ours is um I think their fiscal year starts um September the 1st. Um it ends u August uh the end of August. So we wouldn't be able to see any of those um funds if it's if they actually have any um interest funds to pay to us um until
then. >> Mrs. Alive. >> Yes. Miss Jack Adams. Do we have legal can we take legal action against the tax collector regarding this >> through the chair? Once again, I do not
have an answer for you. Um I am going to meet with the superintendent to find out the facts of his last meeting with the tax collector and I will look into um the law with regards to that and get back with you. >> Okay. Can you please have an answer to
the board by Friday regarding this matter? >> Yes, I can. >> Thank you. >> Anyone else on that matter? Miss Bowman, >> are we working collectively with our municipalities
that are also impacted by this? >> Um, now that we have authorization from the board, the the lobbyist and Miss Nulls will work with um all impacted stakeholders. >> Thank you. Anyone else? >> Go ahead, Mr. Cber.
>> I'm sorry, Mr. Sullivan. I I just I want some clarification. Um, the superintendent had a meeting with the tax collector and the Well, first of all, let me let me just confirm. It was the actual tax
collector, not a member of her staff. Correct. >> Correct. >> Okay. And during the course of this meeting, she explained her rationale for doing what she did to withhold the $5.5 million. Correct. >> She relied on the statute that gave her that authority. Correct.
>> Okay. And she's also of the opinion presumably that what she did was proper. >> Yes. >> Okay. >> Based on statute. >> Based on statute. And um there was no conversation had uh between the district and the tax collector in potentially
refunding that money and instead this was a well you can maybe do some cost savings on some interest payments or whatever >> formulaic thing she gave you. I'm I'm having a hard time understanding. >> The request was for a refund and the response was there's no mechanism to do that legislatively.
>> Has this ever happened before? And and I realize we just have uh elected a tax collector in uh well actually various parts of South Florida, right? It wasn't just us. I realize this is a new office, but uh has any um elected official or
any municipal or county office in this county ever withheld referendum funds from the school district? >> Uh this is the year seven of the referendum and this is the first time we've experienced this kind of uh reduction. Were you given any explanation as to why this was done?
>> Again, uh statue was mentioned uh variety variety of times, various times. >> Okay. So, here's what I'm having a difficulty understanding. Okay. If this is the referendum dollars have essentially been on the books for seven years, you said, right?
So, um, I understand that there may be some, well, I'm not conceding this because I'm going to wait to hear from our general counsel, but let's say hypothetically for purposes of this conversation, there is some authority in the statute that allows uh for this type
of garnishment um to occur. Was there any explanation in the course of this conversation with the tax collector why for the first time in seven years with the financial struggles that this district is facing that this was the opportune time to steal $5.5 million from us?
>> I believe uh since it is now a constitutional uh office uh they're no longer funded um from the county. So they have to generate funds to run that office. >> And I want to correct myself. I I apologize. I didn't mean to say steal. I I will say withhold. So for purposes of
the record, I'm correcting myself and the tax collector has withheld $5 and a half million dollars from us. So the rationale was I'm the new sheriff in town and I have the authority to do this. Correct. >> I would say again they relied on statute
to do the uh withhold withholding of the funds. >> Well, here's here's where I'm having difficulty with this. It would seem to me from the information that I know and I know we're all waiting on Mr. Jack Adams legal opinion, but it would seem to me from the information that I'm being told that this may have in fact
been discretionary and not an actual mandate. And if the tax collector has any authority to pull back the reigns on this and perhaps not take this money from our district, uh I think we need to know about that because uh I cannot
think of a worse time in this district's history for this to happen. And I I may have a somewhat of an understanding of how the statute is. I'm I'm doing my own research as well. But if there's any indication that this was discretionary
in any way, shape, or form, we need to push back on this. And I'm not satisfied with a meeting where someone goes in and says, "Well, you know, I kind of maybe have the authority to do this under the statute, so I did it." And we walk out smiling and say, "Okay, thanks for meeting with us. I'm not okay with that.
I'm not going to rehash uh my thoughts on on the settlement agreement we had last week, but um I think it's fair to to say that most people know that um I like to stand my ground on certain things. And I certainly think for purposes of $5.5 million that's
affecting our district. We need a little be a little bit more aggressive here. >> Well, I would say to that, well, the superintendent hopes was hoping to resolve it through a conversation. And we didn't end we didn't stop there. That's why we had those conversations in Tallahassee since it is a legislative
matter and that's why we came to the board to make sure it's aligned to the board's uh wishes. >> Okay. Well, I can't speak for my colleagues, but I can tell you what this board member's wishes are. We need to get more aggressive here. And I'm expecting from Miss Jack Adams a full
legal outline of every single option we have, whether that involves filing suit or not, to recoup this money. Because in my mind, for this to happen at this point in time, is not acceptable when apparently this has been on the books
for seven plus years, right? Why now? I believe something else we should look at is we're not the only district with referendum or a tax collector and perhaps we can see if their tax collectors um have also done the withheld.
>> So I will close on this. While I'm certainly um interested in what my neighboring and sister cities do and how they conduct business, at the end of the day I care about one county and one county only and it's this one, right? So
just because Dade, Palm Beach, Hillsboro, Duvall may do things a certain way, I don't care because guess what? I don't think they're operating at the same type of budgetary deficits that we are. And when someone takes $5.5 million in referendum dollars for us, I
want to make sure that it was just and it was proper and perhaps most importantly that it wasn't just discretionary. Thank you. >> Um, just before I I do need to respond to a few things. I I believe um the
reason Mr. Sullivan may have uh inquired about the other counties is because uh I'm not aware of any other county with a tax collector that withholds referendum dollars. So I I think that is why there was that suggestion. Um and I just I
want to provide some clarity around the conversations with the tax collector. I think you know our superintendent and chief of staff are in a position where they need to be diplomatic. Um so I you know and I I had my own conversation
with the tax collector. Um there was no kind of maybe we can hold withhold this money. It was very uh um assertive that that office feels like they can keep that money. Um even with the understanding that that money is
supposed to go to student safety and mental health and paying teachers. Um, and and again, I think I brought up to legal two weeks ago. I asked for guidance on this. Um, so we I don't think we've been sitting on our laurels
like just waiting around. Um, this board has been very clear uh that we wanted guidance on how to recoup those funds. Um, and as Mr. Svin said in in Tallahassee, uh we are now that we have the board's authorization, we will seek
uh a way to recoup these funds and prevent this from happening in the future. Miss Thompson, >> thank you. Real quick, um I just wanted to get clarity on if we are able to do a public records request against another government agency because I do not
believe that that letter was sent when they say it was or where they say it was. So, what would the process be for us to initiate that? >> Dr. Heepern, >> Mr. Sullivan. >> Uh, we could do that. Uh, they did send
it um via mail. So, I I guess our public records request would be for when the document was created electronically. >> I'm not sure what systems they have or don't have, but we can do a public records request.
>> It was not certified mail. We haven't been able to locate that at our offsite to the best of my knowledge. >> Would that be through board direction or are you guys going to go and do that? >> We agree. >> We got it. >> Thank you, Miss Bulman.
>> Um, thank you. Anything that we could do to get off the lease issue and put Mr. Cera on a meteor topic, I support. Um, since we're looking at $5.5 million, I you know, I brought up earlier and I think uh we will have more power in
numbers. We're not the only ones that are affected by this. This has happened throughout the county and all the the cities are also um experienced. I know in Hollywood they had a similar strange letter situation and they're holding back a lot of funds as well. So, I think if we all work together um we'll be able
to get a better outcome for this. it. Ours um might be distinguishable because we have this very specific referendum money that is um earmarked for something very important. So um but I think if we have all the municipalities together,
we'll be able to negotiate a better outcomes. But and I in like just my personal opinion um you know based on what our property taxes are at any time we could be enriching the property tax the tax
collector's office um immensely if they take the 2%. So it perhaps we can encourage them to have a specific budget or that's not going to cap over a budget and then we can put the rest of the money back into the services for the
students and then for the municipalities seems reasonable to me. Thanks. >> Thank you, Mrs. Alhadaf. >> Yes, Miss Leonardi. I I thought I just heard you say that you asked our general counsel two weeks ago to opine on this. Yeah, it was at the end of a board
meeting. >> Okay. Miss Jack Adams, I h I know you're very busy, but you do have staff. I have a big problem with it. Today, this hasn't you haven't given your legal opinion about this. This is over $5
million. This is a huge thing for our our dis school district. And um I just find it, you know, unacceptable. the chair asked for this to come forward and um again I get you're busy um but
however this is extremely important I mean we could have already have taken action through the chair there are items that are a priority the to the board and when they are a priority to the board I stop what I'm
doing and I handle those priorities so several times within the last couple of weeks the priorities shifted and I shifted my priorities to go ahead and handle that. I will go ahead and provide you with um my memorandum on Friday like
I just indicated. Um however, you know, if you all collectively make different priorities for me, then I shift. >> Okay. Madam Chair, I just I guess what we I I would like as
if you can as the chair just make sure that we have at least five board members that want this as a priority for our general counsel this Friday to bring guidance to us on this topic. >> There any objection? >> You have your guidance.
>> Thank you. >> Or any other comments on this specific piece or >> just a quick one. Chair Dr. Um, like a lot of things in Florida, this came from the legislature and the legislature decided that if you have a referendum and you establish a
separate tax collector, it will charge 2% for collecting um any fees that they collect. Now, the language is not clear uh about as it relates to school boards. So, I think there's wonderful things that we'll hear from the our general counsel by Friday. Um, but the other
solution is to get the legislature to fund this out of user fees from people who go get licenses and get titles for their cars and things like that and not to tax county commissions, city commissions, and school boards uh for collecting fees. Uh, because when the county commission did that for us or we
collected differently, obviously all we had to do is pay the direct costs. It does not cost 2% to collect the money. This is a financial transaction and in 2026 the legislature has just chosen to tax local governments as a way to fund
another local government. And that's that's one decision that they make. I don't think it's the best policy just like I don't think it's good policy to give $5 billion to people that were already enrolled in private schools so that uh you know funding from taxpayers can go to fund people's individual
choices to go to private schools. So, there's choices that the legislature makes uh that kind of sets us all up. I can't wait till Friday to find out what we can do. I'm I'm hoping that the uh non-legal non- lawyers read of the legislation suggests that there's some things that we can do. Uh, I'd also
chair uh want to kind of piggyback a little bit on my colleague uh from the Northwest and say, you know, there needs to be some speed in responding to a lot of these things and outside counsel is always available and I I have been uh
encouraging that. I hope that the board continues to encourage that because um I've just I just believe the demand right now for legal services exceeds the number of lawyers we have. And so in those cases, that's why we've given the general counsel carp launch to go out and hire uh external lawyers to to keep
up. And I hope that um this is another reminder that we should be doing that uh more often than less. Thanks, Chair. >> Thank you. Um anyone else? Mr. Sea, >> to the general counsel. But while we're waiting on your uh legal memorandum, um
I just have a question that uh I think you probably would know the answer to today as you see it here. Is there any bar from this district filing suit against the tax collector's office in stat in statute or any portion of the code or any bar whatsoever that would prevent us from filing suit against the
tax collector's office >> through the chair. There are there are statutory requirements uh prior to filing a lawsuit against another agency. >> So assuming we get past those condition proceedings and we send out all the the
requisite letters and and all those things, if we comply with those preconditions, would we in theory be able to file suit if we chose to do so collectively as a board to recover this money against the tax collector's office? providing that we had a cause of action.
Yes. >> Okay. And is that something that can be handled internally inhouse within your office as opposed to hiring outside counsel? >> So that's something I would need to evaluate. >> Understood. Thank you.
>> Anyone else on the tax collector issue? All right. Staff, do you have any further presentation >> uh on this item >> on the midsession update? Uh the only thing I did want to mention in in both the House and Senate budgets, they are accounting for uh another decline in
enrollment in Broward schools as in many other districts. So just want to um put that in the forefront. We do have the lobbyist on the team's calls uh the team call as well if board members had any specific questions. >> Mrs. Alhed. Oh, before what can we go
do? We have to do public comment. So, just before we go ahead, uh Dr. Natalie Lynch Walsh. Uh Dr. Natalie Lynch Walsh, Plantation, Florida. I guess it's now good afternoon. Uh so, there's a couple of bills that I hope the lobbyists are not
working against because it has to do with public records law and I didn't see that on the list. It's House Bill 437, Senate Bill 770. Um, it would make some make for some changes in how this district handles public records.
Um, and it's very timely because staff put out an RFP for public records management services, but the bill would require a reason why something is taking more than 15 days. As someone who has multiple public records that are more
than 15 days old, I applaud that change should have happened. A written detailed cost estimates ex so that you can judge whether it's legal or not. As someone that just got a a request closed due to uh them trying to charge 60 bucks for
something that should take them 5 10 minutes to do, which is a staff uh listing, I have to follow up with that. And if it takes less than 30 minutes, uh you can't charge. So, those are some of the the provisions in this proposed law
that I hope gets passed. Um, and the reason I bring up the RFP is because the law could impact that, but also because your staff, and it's ironic that the very staff that's in charge of public records is not bringing this up. Um, the RFP, there seems to be
some confusion when they say public records management services. That's a those should be software solutions, not staff. augmentation or staff supplanting. So, I hope someone gets unconfused. Um, and this RFP should be cancelled while we
wait to see what happens with this law. And, um, you were talking earlier about a board policy going with Niola potentially. Public records, board policy, and agenda management all go hand inand
none of that is part of that RFP. So, um, where am I? 55 seconds. Um, there seems to be no budget for the RFP, RFP26-137. I hope your superintendent will voluntarily cancel it before I have to
let everybody know about it. Um, the public and speaking with the law and as far as charging goes because understand what sta staff's inefficiency which is partially and I'm not talking about the two um clerical people in
public records. I'm talking about when it goes to custodians. So there are software solutions that can expedite, streamline, automate all of these emails and all of this manual tracking, but staff's inefficiency from a custodial
standpoint should not be the reason you're getting charged if people are doing things like we're back in horse and buggy days. They shouldn't be charging and they do not give detailed estimates because the last one I got was locate and download. >> Thank you, Mrs. Aladd.
Yes. Uh I just on Mr. Sullivan's point with us losing more more students. Um Dr. Heburn, if you could advise the board with if we're expected to lose a certain amount of students, how much money that's equal to and then our
overall budget. I think I'm going to keep pressing that one pager is so vitally important when we we should have that at every meeting so we can make the right decisions based on our finances. >> Thank you for the question. We'll learn
a little bit more in the workshop um later on today. Um and so you'll get more accurate numbers, but for this upcoming school year, we're slated to lose about 6,800 um students. Um and uh we we've lost
about 2,000 um probably this month. That will be added to the next school year's um decline. So, uh, we continue to lose we're continue to lose large chunks of students as well as all the
districts in large districts in Florida are experiencing the same exact things. And not a Broward County issue. It's a it's a issue all together. >> And if I may, sir, >> yes, >> the one pager will be uh finalized and launched right after the press
conference this afternoon. >> Thank you. And then madam chair if I may um just want let the board know the public records um bill that was mentioned by the public speaker is in the presentation in the appendix both the house and senate. >> Any other board discussion on this item?
>> Miss Bulman. >> Thank you Mr. Sullivan for this presentation. Appreciate the mid um session. I think we asked for this last year and so I really appreciate that um we're being updated regularly and have a understanding of what's happening in Tallahassee. I think that's very useful
for us here on the ground. So thank you. >> Okay. Um before we go back to the strategic planning uh workshop um we will go to attorney client session. Though I am advised that the general counsel would like to request an
attorney client session. At this time, I am requesting all persons not scheduled to attend the attorney client session please exit the room at this time. General counsel. >> Thank you madam chair. I would like to request the school board convene ane attorney client session in order to discuss litigation pending before the
17th judicial circuit in and for Broward County, Florida in the matter of OHL Building Inc. NALA Building Inc. The School Board of Broward County Florida. And secondly, the School Board of Broward County,
Florida versus Ziscovich LLC. And third, Ziskovich LLC versus Nutting Engineering of Florida, Inc. collectively under case number CACE2-00008804 in PN02. Pending before the 17th judicial circuit in and for Ber County,
Florida. The following persons will attend this attorney client session. School board members Sarah Leonardi, chair Dr. Jeff Holness, Vice Chair Lorie Alade, Mora McCarthy Bulman, Adam Sera,
Esquire, Deborah Hixon, Nora Rupert, Rebecca Thompson, Dr. Alan Zean, Dr. Howard Hepburn, superintendent of schools, Oscar E. Sodto, Esquire, Thomas C. Cooney, Esquire, and Kathleen Jacques Adams, Esquire.
In anticipation of this request, the attorney client session was properly advertised for today, February 17, 2026 at 12 noon in accordance with section 286.0118 of the Florida statutes. The purpose of the attorney client session is to
discuss settlement negotiations andor strategy relative to pending litigation. A certified court reporter will record the session. Only those persons noted in the advertisement will be permitted to attend. Thank you.
>> At this time, the school board of Broward County, Florida, will recess the workshop for an attorney client session. The attorney client session will be held in the boardroom of the first floor of the Kathleen C. Wright Administration Center, 600 Southeast 3rd Avenue, Fort Lauderdale, Florida, 33301. The attorney
client session will take approximately 30 minutes. At the conclusion of the business of the attorney client session, the workshop will reconvene. All persons not scheduled to attend the attorney client session, please exit the room at this time. King Thank you. Hey,
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Heat. Heat. Hey, hey, hey. The next item is district budget update. I now turn it over to staff for a brief presentation. Thank you, Madam Chair, board members and public and turn it over to Miss Romanire Johnson um and her team to go
over the next uh presentation. >> Good afternoon board members through the chair and and superintendent. I'm Roman Johnson, chief financial officer. We'll give a brief presentation of the budget where we are now and if you can leave any questions at the end of the
presentation. So I'd like to start with looking at our historical data about our staffing levels and our enrollment trends. And as you can see that from 2015 and 16 to 2526
we had over 221,000 students unweighted FTEES and that's where the district get funded. Now we're down to 182,579 awaited FTEES. Third calculation came in. We lost
additional 3,36 unweighted FTEES. That gave us a total as you can see 8,789 which is 80.1 million loss for the district. Now charter school numbers
included will be almost 90 million but charter school is not included in these numbers. So this is the overall calculation. Our final count from last year 2425. You'll see we were at 191,000
FTEES. Our second count that's mean we get the data come in for us to do the adopted budget. We was at 185,000 which was a reduction of 5,483. We got the third count. We got additional reduction of 3306
would total that 8,789. And what you have connected in your this worksheet showing where the loss occurred by um levels. So actual third c we got a reduction of 27.3.
Charter school got a reduction of 7.9 million. Overall the district um family and polymer scholarship went up by 2.2 million. Overall the district reduction was 32.9 million for third c.
So I did put a slide in for December because you just adopt you know officially amended the December budget to show you where our revenues are. We had $2.3 billion of revenue
and an ex estimated expenditures at 2.4. We're spending more than we bringing in this fiscal year. So the overall reductions we showed that we have borrowed money from the fine balance of 24. We ain't borrow. We're taking an actual hit. That was the wrong name. So
we had a reduction of our fine balance of 24.5 million. If you look at the slide in red, so we're in a deficit financial position and that reduced our fund balance for 205.9 million to 181.4 million.
So the next slide is when I do my projections, I have to do a highle analysis of all our revenue and all our expenditures throughout the district. First I start I'm just showing how I do my calculation of revenues. I look at the revenues based on we got a
final cap last year remember family empowerment scholarship they over um reduced all the districts throughout we got 5.3 billion I mean 5.3 million would be nice if it was billion but 5.3 million back from that um our third cap
the shortfall was 27.2 two, our healthcare plan administration funding, we got an additional $752,000. Our referendum, I did analysis of our referendum and we're going to have a surplus around 3 million. Even though
with the reduction from the county, our projected special revenue fund reimbursement to the general fund is 1.2 million. When we had that audit finding, we have to transfer that money back to the general fund. That 1.2 2 million. So overall 17 million we were
in we're going to be in deficit in revenue but I'm doing additional transfer from the capital fund that is allowed under the term statute. So that's 20 million additional transfer that'll give us a revenue of 2.9 million positive. So that's just the revenue
piece. Now we got to look at the expenditure side. So I do analysis most of our staff we got mostly people. So I did a high level analysis of what our budget. What did we put in our budget for salaries? So this is what's in the
budget currently. If you look at the salary line by object codes, we got $1.3 billion that we allocated for salaries in our budget. For benefits, we got $541 million for salary for benefits. So I
had to do a high level just general fund only. We're only talking about general fund, no other funds. So I do an analysis and I said if everyone that we have bus in a seat that we're paying and we end June the 30th what would that cost us? So that salary would be $1.1
billion. This is just salary base salary only benefits. Now I'm doing a rough estimate on benefits because I can't control the claims that's driving some of the costs and benefits. But we tried to do be very conservatives by making
the claims a little bit higher. We showing that 522 million based on a projected referendum expenditures for what we about in you know allocation that we give out to our employees is 167.8 million based on
employees we have now that is receiving referendum money. projected other wages to date if that impacts the general fund only those are stipens and supplements that has came to the board for approval and the benefit
cost that associated with that we estimate is around 123.2 million so projected over expenditures from what I have in my budget we're showing we're burning 23.4 4 million over. But we are monitoring
because through we have a freeze going on right now and these these numbers are revised weekly. So I'm monitoring these numbers weekly to see if when people leave, have they adjusted? So you'll see the first slide, the next page, I
project vacancy savings for the rest of the year is around 10 million. We said 18 million, but I'm being very conservative. I put it at 10 million. So I reduced it down. We just added the teacher allocation. So I put that in 5.4
million teacher salary increase allocation. So that's 5.4 million because it's not in my salary projection. So this is outside um fine balance transfer from January 2026 all the way to June. We projected that
based on what I have that's going to the board in the queue is additional 19.4 4 million that is coming right from the fund balance. It's going to reduce the fund balance. Then a district non-personnel reduction additional I got 800,000
accounts payable. It's the cruel that we do at the fiscal year end. Our system is incapable of doing the cruel and reversing it automatically. That cruel infects the fine balance. So, it reduced the fine balance, but we have 13.9 million left, and it's going to make the fine balance be positive because I wait
till the end of this fiscal year, and I'm going to reverse that and get the money back to the fine balance. And I have to do the restricted portion of the fine balance that is part of what we transfer out and make it positive back to 3.2 million back. Okay.
So, I have to check I got to double check my numbers, right? So this what you see here is everything that impact the budget since we amended the budget. All those different entries we do by the month and we I start with my salary and benefits 23.4 million that I said is
over. We got a projected increase of revenue. My revenue analysis is 2.9 million positive projected vacancy savings that I showed you throughout the fiscal year. We we we
said 18 I'm being conservative and I said 10 million. So the um teacher salaries allocation 5.4 million reduced. Then when we adopted the budget we had automatically had u we was operating in a deficit at by 218,000.
So we did budget transfers. So these are the budget transfers. September we transfer 127 for the food service department. Then um in November we did another transfer from the fund balance of 16.6 million. So in December we did a
transfer of 7.5 million. So we're planning to do another transfer throughout the fiscal year around 19 million. It hasn't happened yet. So that's the only thing that hasn't happened yet. And the district 9 personnel was 800,000 we got. So we're
going to have a total impact on a fine balance of 58.9. And then I did the counts payable acrruel reverse that is going to give me 13.9 and the restriction portion of the fine balance of 3.2. So my check figure
is 41 million that I'm impacting the fine balance. So in this slide I'm taking back putting it on the budget. So I know people learn different ways. So I'm showing you the dot the budget where we are now and we
did a lot of entries you know because we had revenue recognition so we had to allocate those dollars those additional dollars and then we have to do the allocation of the actual impact of the revenues that we were reduced
then also so that all those entries was 17.2 2 million. So if you look at it December 24.5 million plus that 17.2 is everybody following me the deficit
then we got 41.7 million that's my total impact to the this budget and I'm estimating all the way to June 30th fiscal year. So if everything go expenditures we're monitoring we're doing all the internal controls and checking and I monitor tightly the
budget to make sure we stay below that we don't overspense the budget. This is if we stay within the budget. So you see that we'll be at 205 was our beginning fine balance. We'll be at 41 thou million reduction
164 million overall fine balance for the fiscal year end. And how does that look? So I do it. Now I'm looking at the fund balance. So our fund balance is made of a lot of different buckets. So we got a nonspendable that we have to have for
general fund for our inventory and then we do pre prepay on our property insurance. So we're going to that's going to be consistent. It might go up and down a couple millions but overall our prepaid is going to be less than this 20 million. But I just kept it the
same for the sake of conversation today. But my restricted I don't mind my restricted portion is from what's required by the state. And the only thing restricted by the state is workforce money and school recognition dollars. Those the only thing that the
state require you to carry over. So they put it in the restricted portion of our fund balance. Our committed is our self insurance. We got to we're self-funded for our healthc care insurance. We got to at least have this 54 million. So I
making sure we have that 54 million in our fund balance. Our sign and and unassigned is what the state looks at at to say are we in align with the fund balance and our sign is 60.5
unassigned is 54.8 8 making a total 115. When we adopted the budget last year, when we ended last year, we was at 115 million. Our total fine balance of all these non-dispenders restricted and signed and undersigned is 205.
So I just want to look it's always when we do percentage of fine balance, we do the amount of the sign and unassigned over revenue based on our revenue portion. So when we started this year we was at 115.3
we was at 4% well let me go back the total fund balance was 8.66%. Our total assigned and unassigned fund balance was 115.3 so we was at 4.85%. Now December when you just um voted on
the budget amendment we are now are signed and unassigned was reduced by that 17 million so we're at 94 million right so the 94 million and you see the revenue number has changed
too cuz these numbers change I have to make use the proper you know amount so it's 2.388 and now our signing under signing is at 94 million. So that makes us at December at 3.94%.
As of December the 31st. Now projected for June 30th, I told you we're going to be going down by 41 million. If you look at overall from the adopted budget to the projected for June 30th, our revenue
we projected at 2.3 billion is at overall the whole fund balance is at 6.87%. I know board policy said that our unassigned and assigned should be 5%. But we're not since we the reduction the
hit on the sign and undersign we at 73.6 which is 3.08% of our fund balance. So I just wanted to give you state um the statute required by the state. If we fall below
3% the superintendent must notify the school board and Florida commission of education and writing. The reason I worked for third kelk because projections one thing is projections but actuals. So I told the state and I asked
the state when we true up then I'll let you know if we below that 3%. But we're not currently under the 3% based on projections the actual number of the third count. If more than two consecutive years below 3% if that's
mean we fall be below the 3% this year and next year the district must reduce admin expenditure proportionally to that to get back to 3%. That's the state requirement and statute. If we fall below the 2%.
So if this year we fail below the 2% the superintendent must notify the school board and Florida commission of education and writing with a financial recovery plan and then you will be on a monitoring status because at Hillsboro we started on a you know when I was
there previously in Florida but we was on monitoring but before we closed the year we had a healthy fund balance but they state would keep you on monitoring status once they put you on even if you you're clear so You got to be careful when you send these notice out to the
state and say where you're going to end up. They will monitor you until it takes the I'm telling you the commissioner of education years to write a letter and say even when you at 10 or 15% that they're not monitoring you anymore.
The state may the next step the state may determine if the district is at risk of financial emergency. If we don't have a fiscal recovery plan that say we're going to have a way to get out the hold, get above the to the 3% because we're on that's when we're below 2%.
Then we have to we're at risk of have a financial emergency and that we don't know what the state would do. I really don't know how the state process or proceeds with that. I asked them and they say well if you get below you will find out that's so state can initiate
enhanced oversight include an appointment of a fi financial emergency board. So that's in statute we just summarized what the statute was and that's statute 1011.051 Florida statute but I wanted before we move forward and we're at 3% and we got
to constantly monitor it could shift at any time. So that's why I'm monitoring because I do want to be in compliance and notify the board if anything's changed, our status change, and I have to notify the Florida Department of Education. First, I have to notify the superintendent, then the board, then the
Florida Department of Education. Okay. I just wanted to go and give us a up insight of what's going on currently with our forecast numbers for the next fiscal year. So when we got the forecast numbers from the state, it showed that we're going to have a loss of 6,854
students. Based on our base right now, it equates to $62.4 million reduction for the district. But we did get in September, I mean in this month in February, we did get our count again. We
had lost additional 2,000 students. This is a new um discovery for our district because we usually in February we don't have a loss. We offset that. But we have a 2,000 loss right now that's making that 9 million because you only could cut half the
year. So we just we just put we haven't got the final number what it is from the state but the state is going to impact next year because as you seen before anything that happened in February we don't get the notification till we start adopting the budget that we get the
final count from the state over the summer and sometimes we get it in September when we already adopt the budget. So we're going to start off with another 9 million cut from previous year. then they didn't have the 2,000 in their
calculation the reduction because this is a new phenomena for us. So that additional 2,000 calculated at next rate is be for the whole fiscal year that's where we get the 18.2. So we're rejecting a total loss for the district of 89.7 million. Now if the
state give us an increase you know they can based on our per pupil our base allocation they increase that then that increase based on the number of student we have would offset some of this um reduction that we're proposing to
receive. So we did another chart. So I know I like the p picture chart. show we'll show that we'll be if we lose that 8,854 kids, we'll come from 182579
unweighted FTE to 173,725. That's the end of the presentation. So, is there any questions? We'll take them now. >> We will go to public comment. I have Anna Fusco, then Liliana Ruido.
I have two people signed up for public speaking. Anna Fusco and Liliana Ruido. >> Mr. Hill. >> Oh, yeah. You're right. I have lots of sheets in front of me. Dr. Natalie Lynch Walsh.
Dr. Natalie Lynch Walsh, Plantation, Florida. former audit committee chair, audit committee member from 2015 till 2025 when your superintendent removed me um from all advisories. So, one of the topics that was a hot topic at the audit
committee and we spent the better part of a year on was things like the fund balance, the charter school payment, the financials, um whether it would dip below 3%, um the referendum carryover, where was it? It took a year, but I have an answer
uh to that. Um, so in the fund balance, and I appreciate the clarity of these slides, but I I have questions. I'm not going to get answers, so they're more rhetorical. Um, the slide that matters is the I think
it's slide 12 where you're at 3.08. Last year was the year to start cutting costs as if you were in a financial emergency. Instead, we got costs cut of like four million or some small number
that wasn't reflective of where the where things really stood. And the audit committee was just about we were talking about getting a budget subcommittee because back in 2014, actually 2012, there was something called a budget task force and then it disappeared and it was
never seen again. So, nobody's been looking strictly at the budget. And just looking at those charts, it's easy to see where you should have been cutting central office staff each year as students were leaving, but that didn't happen.
Um, so on slide 12, the 3.08, if you were to take out the referendum carryover, I estimate you'd be at about 2.5%. So you may as well proceed from here on out as though you're under 3% because for all intents and purposes you
are. The other things in that fund balance assigned is the AP acrruel which I guess I'm not going to jump up and down because at one even if it doesn't reverse out which doesn't make any sense to me from a system standpoint you would have an AP acrruel of some sort. Uh and
then the charter school settlement principal is also in there. That's 25 million. The unassigned is like 13 million. So you have almost no money from the looks of things because everything's assigned in the assigned and unassigned except for 13 million and
unassigned. So without anybody looking at the budget, I hope that the plan because I keep hearing about a press conference is not to sort of randomly and sporadically start cutting things that you might discover you then need
next year because I haven't seen a single workshop dedicated to things you can cut. God knows I keep coming in here identifying wasteful spending. I mentioned something this morning where they're trying to do a solicitation and with no budget attached to it. So please
be strategic about what you're cutting. >> Anna Fusco then Liliana Ruido Anna Fusco Bower Ting President um ditto on Miss Natal Lynch Walsh Dr. Now, Lynch Lynch Walsh, we have not yet seen any
plans on what you're actually going to do or how you're going to cut. We know, we've heard that you've got a projection of cutting many, many, many employees in Brower County Public Schools. We haven't seen a plan of where you're going to cut these expenditures.
And are you guys going to ask about it? Are you going to demand it? Are we going to continue to build the plane as we fly it? That's really what's been happening for a very long time with this group. And then it falls on the backs of the employees of Broward County Public Schools who actually just want to show
up and do their job. They want to teach the wonderful students that the two you have sitting here that are amazing and brilliant. They want to continue to keep the district at a the ones that are in the schools that are working with the children. That's everybody from the bus driver to get there, the cafeteria
worker to feed them, the clerical that greets the parents, the guidance counselor, the social workers, the psychologists, the teachers, the behavior techs, everybody. The the classroom teachers, they literally just want to show up and work with the kids
and not be continue to hear this mess. And you can continue to scream to the public how everything is declining, declining, declining. Can you please come up with something that shows we're thriving and we're going to thrive and we're going to move? What are you doing?
What's your plan? Who's planning it? What group? When you've got a budget that's in the red, every line I looked at, I mean, I thought I was looking at a graded paper that was back in the 80s how we did things. I'm going to share something with real quick that I learned from somebody. For the past two and a
half years, the school bus stop am camera contract has been recommended for an award. It's it's but stuck in some cone of silence with your uh attorneys that can't get the thing to drive forward and you're losing $26 million a year. So the past two years that it's
been stuck and people have called board members to get it to move but it's stuck. Do you hear this public? they've had a chance to bring in $26 million and you've kicked it and then you want
to keep crying. That our employees medicines are what causing you the problem. Our employees that have the personalization courses for the students is a problem. The graduations that kids deserve are the problem. You guys got a budgeting problem.
It is not the employees of Broward County Public Schools. I'll continue to read this when they interview him in the news of what this program is that it's dropped the ball with board members in this room, your superintendent and the attorneys that has lost you revenue the last two years. And that's just a
minimal piece of it. Let that resonate. The last two years is $26 million each year. That's $52 million that you said to wake up. Thank you, Liliana Ruido.
Liliana Reo and I'm here speaking as a taxpayer and it's very alarming what I've been seeing and and looking at every chart that you have presented. 89 million is a lot of money. And I'm going to say this, all the years that I've
been in the district, I noticed that you keep purchasing programs that were not needed in the classroom. That there there is tons of programs that are working very effective, very proactive, but yet you keep substituting one program with the other program when it's
already working. So the problem here is this. you're going to try to save money on the back of the teacher and that's a problem because the teachers are the ones in the front in the classroom fighting for to make our students you know be successful but not only the the
teachers also the employees but and also I want to say that for you to keep your employees you got to keep them healthy and happy and this is not going the on the right direction at this point so I'm going to ask you again you you gotta
See, you got to check. You got to double check what is it that you are saving money on. But again, not on the back of the employees. And the problem is this. I'll tell you, I grew up in a business world. For you to have a business and you want
to have your business flourish and do every day better, you got to supervise, you got to revise, and then you manage. this is the only way you will come up afloat in this case and again I just
expect that you do the right thing by your employees because as it is right now it's very stressful for our teachers to survive you know with the uh cost of living among many of the other demandings that they face daily on daily
basis in the classroom. Thank you. >> Thank you board member discussion. Miss Hixon. Thank you and thank you for the the presentation. I think it's always important to share with the public in more detail
what our budget looks like and it's very confusing even for someone who listens to you every single month. Um I have a question though because it's something I've asked every superintendent, every CFO and I've gotten a lot of emails
about it just recently. So if you could explain it to us because it's frustrating to me. So why is it that we cannot build a budget with the intention of paying our employees an increase at the front end?
Like let's say 4% is usually my number. So why can't we say what would it cost to give our employees a 4% raise? Build that into our budget and build everything around it. And I I'm asking you this because it's the same question I've asked this since the day I got
elected. So I'm sure Dr. Heepron's familiar with the question and I know we keep hearing that's what we're trying to move towards. But this is my fifth year here and we've never yet built a budget looking at what would it cost us and
even in increments 2% 3% 4% so we could figure out where it goes because our teachers and our employees don't understand. And I I know that we spend a lot of money. You've clearly spelled that out here today, almost 80% on our
employees salaries and benefits, but as we know, you know, people have an expectation of an increase each year. We we would all like to see that and we're not able to do that. So, if you could kind of just explain why do we not just
start from scratch, say here's what we need to pay this much and then we'll build everything around it. >> Thank you for the question. Uh, Miss Hixon, I I can't speak to folks in the past um and why that didn't happen, but I can speak to now and what's preventing
us from um making that happen right now is just the continuous decline in enrollment and the continuous shortfall that we have to plug those holes first uh to make sure we can operate and sustain ourselves as a district. Uh it's something that uh the CFO and I have
have talked about. So, as we plan for next year's budget, as we have to plan for other things, too, in the budget, just to make sure we're operating and um um being sustainable in the future, we can we can look at what that looks like incrementally um as we plan the budget. But there's a lot of when you have
anticipated shortfalls, like we know we're going to lose 8 to 9,000 students next year. We know that for for a fact. Um versus in the past, it hasn't been it's probably been a third of that amount or or a quarter of that amount, but we know it's going to be significant. And so we have to um plan
for how we plug that hole first um with some things that uh we're we're going to be discussing in this workshop and moving forward um also which mainly is about um re resizing our not just our facilities footprint but also our staff footprint. >> Okay.
>> Thank you. And it's been asked that we share that because as as we've seen in the chart that we have here, I I think it's fair and you can tell me if I'm wrong or not, but we find ourselves I'll explain it either as like a mortgage balloon
payment or falling over a cliff. We've had 10 years of decline enrollment. We've had um referendum settlements that were imposed upon us. uh we've had a lot of different things that have happened and we haven't as a
district addressed them and now we're at a point where we address them or we fall off the cliff. Um so I do want to point that part out but if you could also then um Dr. Heepern explained to everybody as we know in enrollment is declining
because we're saying it's projected then we should also be able to project what staff we do or do not need both at the district level and unfortunately you know if we don't have that many students we don't need as many employees in the school level. So could you explain to us
what that's going to look like moving forward since we know that we have not done that to this point? >> Um yes absolutely. Um and Beacon if you can put pop up uh just go to slide 15. I think it's the same as as the first slide. Just uh have a visual for our reminder. Yes. Um and so as I stated
before, we're in the midst of rightsizing our facilities footprint, i.e. closing schools um because we have underenrolled schools and and due to declining enrollment. But as you noticed um with the uh budget team just went over, uh we have yet to rightsize our
staffing footprint. Um and I I agree with one of the speakers the optimum time probably would have been uh 201819 201920 and do that through attrition. Um we wouldn't have to uh possibly do any layoffs in in um as what I anticipate
we're going to have to do at the end of this spring um semester. Um and so we have to reduce my goal for this first iteration is a thousand employees. That'll be through attrition and also um layoffs, but that will start at the top and make its way uh all the way down
throughout the um the organization. But um not touching our schools, mainly dealing with district staff, administrative staff um that we possibly um don't need and and re-evaluating how we provide services to our schools because our service models are going to
have to change too because this can't be solely people dependent. But as you can see with that chart, our staff footprint has stayed the same um for the past 10 years and we've lost um almost 40,000
students and that has not changed at all over the past 10 years. And so it has just like we did with our facilities, the same concept, we have to reduce also our staffing footprint, too. >> Thank you. And we we've had this discussion a number of times and we keep hearing it's going to come back to us.
But if we have less students, we have to transport less students. So our transportation should also look different yet it doesn't. So how what is that plan? We're supposed to be rolling out a plan today. If you could kind of share that. >> Yes. So um absolutely. So there's a lot
of complexities um that are be that systematic um and and culture embedded things from the past in the district. one of so you great example or discussion there with transportation uh we have a lot of singleton programs across our district and as a result
we're busing kids from one corner of the district they may be all the way in myar and being bus to a program in in in the central part of the county or even the north part of the county um in most places you will find regionalized programs so that transportation isn't
such a burden uh and and expensive by busing kids across the county and you may be busing one or two kids across the entire county. Um, and that cost for that kid increases significantly. So, we're regionalizing programs. We're we're we're um looking at cost
efficiencies and and and changes with um changing how we transport, looking at all of those things. So, um our biggest expense are people. Um but there's other other things we're also looking at and reviewing. That's transportation, that's contracts or consultant services, IT
services. So there's other things that we're looking at to uh realize cost savings too for the upcoming school year. But our largest expense is actually people mix up 80% of of our uh overall budget. >> Right. And my my last question or just
suggestion, we talked about and actually we passed as a board some directions to you and one of them was to work with the county um to get bus passes for our students so that we wouldn't need to continually run the activity buses at
the end of the, you know, after school they would get bus passes, which they did. I've been here a really long time. So long time ago. So the students still would have bus transportation home but it would be through county Broward County buses not Broward County
schoolboard buses. So have we started any talks? >> Yes. So the transportation department's collaborating with the with um the county transit to realize some option. It could be bus passes. It could be even specific routes that can assist us too. So more to come on that. they're um uh
providing me some information as a follow-up and an update in the next couple of weeks that we can and we'll bring back more information to the board, too. So, we're we're looking at a a lot of different things to do things differently and leverage um um new opportunities that we haven't taken
advantage of, i.e., uh uh Broward County Transit. Um you know, in Palm Beach County, we even when I was there, we even leveraged Tri Rail to um get kids to to schools also. So, there's lots of opportunity. We're just diving in, exploring and having those conversation to see what's what the possibilities
are. >> Okay. And I appreciate that because we've heard that no people feel like there's not a plan >> and we are working on the plan, but I think it's important to be very transparent and say here are the things that we're working on because if we hit
a stall, maybe there's someone in the community that has a connection that can help us to unstall it. Um, and I just I just want everyone to understand that there is a plan. And and I'll end with I think our employees do an amazing job
here. We would not be an A without the teachers, without the bus drivers, the food service, maintenance, all of that. None of this is ever about the value of the job that people are doing in the district. Um, we're very lucky to have everyone that's here. Thank you.
>> Thank you, Dr. Holes. Thank you, Madam Chair. Um, so, um, I agree with a lot of the, um, sentiment shared by board member Hixon. Um, what I will say, Dr. Heburn,
is that, um, we certainly need to implement aggressive cost-saving measures in order to save ourselves. Uh, we must not leave any stone unturned. I believe, Miss Johnson, you mentioned 3.08. 08%
uh that is too close for comfort. Um so when you look at the chart on page 17 it indicates that in the year 2017 um as it compares to present we've uh
lost $352 million in funding based upon student decline. But as you mentioned Dr. Heburn in 202526 we've kept almost the same number of staffing. So um
it is important that as we lose staffing that we as we lose students that we proportionally lose staffing. So Mrs. Miss Johnson, if we had reduced the number of staffing
uh proportionally to the student reduction from year 2017, how many individuals would you say where we we we're over staff? If the formula was to proportionally reduce the number
of staffing in 2017 with the number of student loss, how many staff should we have lost? compared to other districts, I will have to say you would have lost at least two,500 to 2,000 staff. But where those
staffs are is >> okay. So, so when you look at the numbers proportionally, right, if you look at 2017, and you look at the number of students we had, which is, I believe, 227,000 to the number of staffing, >> and we've lost uh a lot of students. Um,
so proportionally, what would that number be from that chart? >> Well, that's hard to answer because you're looking at what type of service and what type of staffing you need as a district at >> I understand. I understand that. Um, so
it it looks to me, Miss Johnson, uh, and I hear you, but I if if we were to proportionally reduce the staffing from what we see here in 2017, >> you should have >> to to to 2025, I think we're looking at well over 2,000. >> Correct.
>> Yep. >> Correct. >> So you, if you're looking at your straight proportion by numbers, you're looking at about um, uh, 10 students per per staff member. If you're going based off of the 2015 2016 school years, if you use the same numbers, um you you'll
be down you'll be down uh about 2,000 or uh >> right 2,000 plus. So, Dr. Hburn, I know your number for attrition and and staff reduction is a thousand. Um,
I would hope that it's it's more because um I I think based upon our staffing model and what we see in this chart on page 17 um I would be much happier with 13,400
um staffing because we are over staffed based upon the the number of students um reduction. Now, I know that in order for us to resolve some of our issues, Dr. Heepern, we're looking to reduce
expense. I know we we we look at healthc care. We look at student block scheduling before. We look at we're looking at staff reduction, school repurposing, school closing, partnerships with cities and municipalities and so on. But I also think that we need to look at ways in
which we can increase revenues, right? Um we've had discussions when we look at certain models that we have in Broad County such as the Pompino Beach High School model. Um we need to have more of those. I believe that if we have more
schools like Pompo Beach High then it would um possibly result in us winning back some of the students going to private and charter schools. uh we need to look at how we can possibly have some sort of a pilot uh two or three middle
schools that are high achieving middle schools that will win back some students from private and charter. I think there are ways to look outside of the box to to to gain students. Uh Dr. Heburn spoke before about replacement schools because
we're closing several schools and I think if we can uh at least start the plan of action into having state-of-the-art replacement schools in Broward County, we can start to win back students from private and charter. Um I know that we are coming up later on
we're going to talk about uh virtual option and we have Florida virtual and broad virtual school. When students attend broad virtual, we get money. When they go to Florida virtual, we don't. So, we need to incentivize in some form
or way or to bring greater awareness of our broad virtual option, which is just as great as the Florida virtual option. So, there are many ways I think we can we should not only concentrate on how to reduce expense, but how to increase revenues and I and I hope Dr. Heburn
that we can explore and exhaust all option in order to do that. Thank you madam chair. >> Thank you Mrs. Alhadaf. >> Thank you. U so my question is for Miss Jack Adams. I've asked this question for
a while now. um still waiting for the answer in regards to are we able to furlow district staff. >> So yes, Mrs. um Alidaf, you have asked me that question. I can be able to provide you with an answer by the end of
this week. >> Okay. So, um, you know, this is something and and I think my my colleagues really need to start talking about this. You know, if we were going to furlow district staff,
it would be in my mind, I'm thinking during spring break, I'd like to know from finance what what that financial impact would be. Um, you know, because we need to to understand what those numbers are. We need to understand what
our options are. We can't just be loosey goosey about this. You know, we're at the 3.08% projected. You know, what I would like to see is the financial recovery recovery plan. Now, what what what can
we do in the next four months by by June? Dr. Hburn, what what can that what can that look like um for us to be able to to get to four four%? you know how much what do we have to do to to I don't
know cut positions if we have vacant positions are they still on the books financially I don't know the answer to that >> so um those things are what we're doing right now hiring freeze absorbing all vacancies um only hiring if it's if it's
a a specific need um that addresses safety or or some special circumstance so all the things that you mentioned are actually what we're doing right now travel freeze um the cabinet, we go through uh contracts pretty regularly to to to see what we don't need so we can actually
exercise out clauses to to um regain that money back. So we're we're have looked at um every option and continue to look at every option. Right now I think most of the options that don't have anything to do with with people because you can't release people um in the middle of the middle of the year. We
have to u do that with the cadence of of of spring for the upcoming school year. Uh but reviewing contracts right now is what we're constantly doing to see if we could identify additional cost savings um for this current school year. For the
upcoming school year, it's a little bit easier. Um we can um reduce our staff. Um we can we can plan for certain things that we can actually um cut for the upcoming school year. But for this current school year, the hiring free is absorbing every we've absorbed every
vacancy. if somebody leaves, we immediately ab absorb that as a cost savings. Um and uh monitoring our expenditures just to make sure um that we're not overspending at certain budgets and and actually under spending. Um and then in addition, I had one more
thought. Um um just making sure that the services that we are utilizing that we monitor and have tight controls um to see if there's additional cost savings there too, especially like uh substitutes and things like that. >> Okay. Thank you. And the other thing is
is that we also have to have a plan to stabilize our enrollment. I mean the problem is we're we're losing our students. what does that plan look like? Because we can't keep continuing to lose our students.
Uh so I would like to have a plan on what that looks like to stabilize our enrollment. Obviously, we want to increase enrollment, too. And then also to to have a financial recovery plan. I'd like to see what that looks like in
the next four months to 6 months to a year. Um, and then the other thing is, like I said earlier in the meeting today, we need to figure out a way to bring in passive income. If there is bureaucracy, red tape, um, you know, we need to break
down these barriers and and find a way that we can work things out to bring additional funding back to our district. Thank you. Yeah, if I may, chair, um just today's workshop, there's uh two
items that actually are asking the board for investments so we can actually bring additional revenue to the district. U we've uh have reached a capacity threshold. Um and so the demand is there and we'll learn about those two things.
One of them is actually Broward Virtual School. uh we've reached a capacity threshold there where if we increase our capacity, adding more teachers, um we'll be able to actually increase revenue because we're actually turning students away from that and also our workforce opportunities with our tech schools too.
Um which we're have a long waiting list for that and u asking the board for investments so we can increase our threshold to address the needs of those of those um learners too. >> Thank you, Mr. Sea. Thank you, chair. Um, I'm glad we're
doing this. I'm glad we're doing this in an open session that's being broadcasted on on Beacon in which the public can see perhaps maybe for the first time our financial situation.
And when you look at these these numbers and these projected fund balance analysis seats within the presentation, it should scare the heck out of you. And if it doesn't, maybe you need to get your eyes checked because I'm looking at these numbers.
Again, obviously I'm privy to a lot of this information by virtue of me being on the board, but I'm looking at these numbers and I'm seeing how we're barely squeaking by at this 3% threshold before we potentially have to start
self-reporting to the state that our finances have gotten so bad that we need to go running to Tallahassee and asking for help. That's a scary thing. It really is.
And I'm looking at some of these projections also within the presentation here, especially for next year. And this preliminary FTE forecast in which we're going to lose another
7,000 kids projected for next school year, coupled with additional losses from this school year to the tune of roughly $89 million. And uh Miss Johnson, the irony is not
lost on me in the fact that it was actually two presentations that were prepared for today's workshop. And in the initial presentation, the preliminary FTE forecast called for an $80 million estimated revenue
decline. And then when it was revised, it actually went up to 89.8. It's very interesting how when we updated our numbers, we continue to lose money in this district. And quite frankly, it's very scary.
And what do we have? We have opportunities to figure this out and how to write this ship. We have staff, district staff that has remained steady or has increased despite
the fact over the last 10 years we heard the superintendent tell us we've lost almost 40,000 students. We have overtime that's running rampant. We have a lot of stupid contracts that we sign for millions of dollars in this
district for things that quite frankly we don't need and that we overpay for like buses and software licensing. I do tend to look around the state and see what other districts are doing to
try to um dig their way out of financial walls they may have. And I came across an article, Mr. Superintendent, from the Miami Herald that according to their projected numbers with their bus camera stop sign
program they have there, they generate $2 million a month. The Miami Day County School Board by that. Why don't we have one of those?
>> A month. $2 million a month, according to the Miami Herald from an article in January. That's a lot of dough, especially when we have teachers that haven't gotten raises in Lord knows how long.
When we have facilities that need attention, and while we continue to operate at over a hund00 million deficit. What is the suggestion that the district is bringing to us? I'm hearing now that we want to lay off
a thousand district staff employees, but if I heard Dr. Hoiss's question to Miss Johnson earlier, she said if we're really going to keep track, it needs to be closer to 2,000. We voted as a school board to close six
schools recently. What are we doing to generate income with those properties once those students transition to to their uh new schools next year? I've asked for comps
on sales. I've asked for comps on rentals. Don't think I ever got those despite repeated requests. But what are we doing as a district to turn those properties into income generating properties? When are those discussions going to take place?
Why are we still in this building? Why are we here? I know we have a lot of space. We all learned that in the handy debacle that we have adequate space to put us. Why are we here? My concern, Mr. Superintendent, is that
we're not being aggressive enough. We want to kick the can down the road and try to come up with an idea here and an idea there on how to fix this. But I'm not really hearing anything substantive. And I'm afraid, Mr. Superintendent,
we're running out of road. And if these numbers continue on the financial path that they're continuing on now, we're going to have to turn ourselves over to the state. and um I think we know the ramifications that are going to come along with that
if we have to go down that path. So, while I'm excited that there's going to be this press conference and these announcements today that I'm very much looking forward to, as I'm sure all my colleagues are as well, I want to be on record when I say we
need more decisive and aggressive action in how we are going to generate funds for this district and how we are going to save funds from this district. Not on the backs of our students by taking away their graduation venues that they've worked 13 years to get there. Not on the
backs of our teachers, but as a district as a whole collectively. And I'm looking forward to you giving this your top priority attention, if you will, to figuring out
how we can write this ship. because right now we are sinking. Thank you. >> If I may, Chair, >> go ahead. Go ahead. Dr. I do want to advise the board that um the stop arm camera initiative is um in the cone of
silence. So just uh just to be careful about um discussions around that and um >> yeah, just want to make sure the board is aware of that part. >> Okay. Board member Thommpson.
>> Thank you, Chair. Um, I have a couple different trains of thought I want to bring up. I first want to just remind my colleague that we will be discussing the facilities in March when Dr. Wanza brings a plan. So, that is coming towards us to what we're doing with our facilities. So, just make some notes so
you remember. Um, I also would like to get an update from Mr. Sullivan about the school bus contract because I think it's even though it's in the Kona silence, I think it's really important that we let the public know that we're not just giving up $50 million that there are some issues and I trust he can
navigate the con of silence. >> I can speak in general terms of other district experience if general counsel. >> Yeah. And um encourage the general counsel just to make sure >> just stop me when I cross the line.
So with regards to any discussion with regards to the current RFP, we are in the Kuna silence. So no discussions with regards to that. If you are going to talk about other districts, by all
means. >> So other districts have experienced implementation problems with the their bus cameras. So, I know uh general counsel's team has been taking that into account as we work through our own implementation
>> and I think everyone can read the news when there's lawsuits pending in Miami Dade about this. So, I will leave that at that. Um but it we are not leaving that on the table. We are actively pursuing options. Um, I also want to address a comment about Tallahassee
asking Tallahassee to save us because Tallahassee has very much put Florida in the position that it is in. So, I would like Mr. Sullivan to discuss the educational budget that we are given. Uh again, so just referring back to uh
my presentation earlier, we should expect about a one and a half to 2% increase in the overall budget, but that would be per student, which we'd would um we would benefit from. But when even with a increase in enrollment, uh I'm
sorry, increase per student, if you're losing students, it kind of washes any benefit that you truly get from any kind of increase. And again, uh, fees, the scholarships and charters are funded in that same bucket. So, they would get a proportionate, uh, share of any
increases that we experience from Tallahassee. >> Thank you. And I just want to make some comment about that. There is a reason that they are increasing the per student allocation. It is so that the funding can go to charter schools in these voucher programs. It's not to help
public education. I just want to be abundantly clear. Um, I do think there needs to be a public education campaign on our budget because it there's a lot of confusion about what can be capital, what can be um, general fund. I have,
and I'm sure everyone's gotten the emails, teachers asking why can we afford programs and and building renovations, but we can't afford to pay them more. So, I know that, and I'll harp on social media, a lot of other electeds for city governments have done
very short um explainers on the budget. Is that something that we can put together? That would be very kind of like our little pamphlet, citizens guide to the budget, but something that people will look at. >> Yeah, we can we can do that. I know the
the chair has requested that uh we do something similar in terms of social media and really explaining our budgets. um only because as you said it's very complicated. Uh so everyone knows um how we're funded, what those different buckets can and cannot be used for and uh start uh with that as a baseline and
we're happy to partner with uh the respective board members so they can get it out on their channels as well. >> Thank you. And then um for the 2,000 that we've lost midyear, there was a comment that that's not the norm. Do we know what has >> there's a um so
I would say not last year not what's we're in 2526 not 2425 but prior to 2425 that's that has not been the norm the school district would lose this get lose its projected amount uh we're start the school year roughly close to that projected amount of loss that was
determined by the state now you have a phenomenon in not just Broward County if people are paying attention to national news neighbors to the north, our neighbors to the south, our neighbors uh uh northwest of us all across the country. It's the same issue,
affordability, uh uh low birth rate, um uh families can't afford to be in large urban centers anymore. And also the complications around immigration policies in South Florida has really um impacted us as well. We noticed that trend last spring um when uh we lost
probably about three to four thousand students just in the spring semester alone. Um and so it's not um a usual um thing for us and but the past two years it's become become the norm and which is compounding our our traditional losses
of about 3 to 4,000 kids per year. >> So it's not necessarily that they're going to charter. No, charter schools are are have declined in enrollment as well. But um the um the scholarship the the schol the what's the term um Miss
Johnson the schol for the scholarship the family empowerment scholarship that has actually increased um to the tune I think about 12 to 15% uh just for us. Um, so that is what as I talked to my colleagues around the state, they're seeing the same thing. Increase in in
family empowerment scholarship use. Um, uh, if you're in a large urban area or or very affluent area or expensive area like Palm Beach, Broward and Dade, Panelis, Hillsboro, and now Orange County, you see that decline in enrollment too due to due to
affordability issues. Um, and also the just the compounding uh issue with low birth rates too. you don't see a lot of new kids, small age kids coming into elementary schools because people are waiting longer to have to start their families.
>> And so with the with that empowerment scholarship, they can use that for homeschool. I think a lot or micro schools and I think a lot of families are turning to that because our class sizes are too big, especially in our elementary schools. So, I think
that's something we need to consider is how do we fix the budget so our class sizes are actually smaller and that we are truthful when we say our ratios um because I know at least in my district they are not truthful
>> um in all schools. And so I think with that comment, I do think we need to revisit some of the cost-saving opportunities that we had um discussed and then the board changed their mind in. I still think they were good ideas,
but we need to implement them with comm community more community input. For example, graduations. We had heard from the community that if we were going to put them in a gym, they want to be in their own gym. So, is there a way that
we can meet with some stakeholders to discuss or send out a parent survey saying these are the three options for your school? You can either go to Dillard, you can do two ceremonies at your own high school, or you can some other third option. And then that way
the parents and the seniors make that choice at the beginning of the year to go forward that way. That way it wasn't a surprise to seniors from this year where the graduations are. >> Yes. No, that's actually uh part of our
our plan is revisiting that but doing it more in an organic way where we're working with parents and students um because that was the shocker for them. You know, as we mentioned before, they don't pay attention to our workshops and things like that. So, they learned about it once we actually put the information out. Uh and I think I know where you're
going with the next one. Um that's part of the plan too to talk to the board as we go back out and this and do that a little bit more organically too and get um feedback and empower teachers, parents and students um with the with the high school scheduling because that
is a 25 to50 million chunk >> that we always have to plan for and it's being paid for on the backs of our elementary uh and some of our middle schools. And I I think having that was my next bullet point. Having a a very
open conversation about what the trade-offs are and what it means to have 18 kids in a kindergarten and and the cost differentials and have them being an active part so that they don't feel like it was a backdoor conversation where we try to bully that through. Um
following on that I think there are ways we can improve um teacher experience that is not necessarily budget related. So I think one we will cover later on with testing reducing the amount of testing I think
would ease the stress on our teachers which would have a better quality of life not only for them but for our students. So I look forward to talking about that later. I also would like to discuss um teacher walkthroughs or observations. I think that puts an
enormant amount of stress on our teachers. And while I see the benefits to it to a point, um I think really having a reduction in that as long as it doesn't impact teacher learning because these are things that we can implement
that don't cost money but will be meaningful I hope to the teachers. Um so following up on that also when is the or chart coming to us? >> Um that will be coming to you in two meetings in April to start that process
earlier um just to ensure that we're able to work with our employees as if there are employees that going to be impacted by by the downsizing. So and we already talked to um Carol Hilton uh CEO Career Source um to work alongside us just to make sure our our employees have
a a place to land if they're impacted. That will be in um April, April 14th. And I want to say the following meeting is >> a special sir the 28th. >> The 28th. >> Okay. And then I think as you guys are thinking through that one potential
solution to the or chart is creating a bigger bigger departments with just one executive director instead of a bunch of other directors. Um because that's the feedback we get a lot is is it being topheavy. Um, so I would look forward to seeing your proposals for that. Uh, we
get this comment a lot. I know we went out for KCW to get it appraised. What is the And I know we've also been talking to other government agencies potentially about leasing space here. Has there been any movement on both of those options?
>> So, yes. Um, as far as appraisals, uh, Dr. ones, if you can refresh my memory, we there's a specific policy where we have to get three appraisals and I mean there's a committee that's convened to come up with the appraisal price um if we were to surplus the property. I think
the first one came in at about around 65 million and then the second one came in at >> in the 40s >> in the 40s and so we're waiting on the third one to be on the way and then the committee will be established to uh set the actual true appraisal value as if we
were going to surplus the property. >> And then as far as leasing levels of this building, is that something you're >> Yes, we're we're emptying out the majority of this building and with the intentions of leasing um out those floors. We already have a plan of where people or departments are going to go um
in empty spaces um around our in our schools around the district. Um and then we'll uh start that process of putting that on the street as far as availability of of floors to lease. >> And if we sell and or well not andor
sell or lease the building that um revenue goes to what budget? >> Um sale that goes to capital. um leasing capital also goes to goes to capital as well. Okay. Um I think the potential uh revenue
annually for leasing that we looked at in the preliminary um report I want to say was around $2 to $3 million >> per level. >> No, no, no, no. Uh >> can you ask per level >> uh total? Um >> yeah, >> for for the uh floors that we plan on
leasing out. And then for transportation, at one point during a workshop, there was like a hub model um idea, is that still being explored or what are our current thoughts on transportation?
>> No, that is still being explored. Um the team is going to present some updates to me so um I can see where they are at this point. Uh we're also going to leverage some external experts to come in and help uh um review and give us
some additional um innovative ideas that we may not have thought about uh just to ensure that we're leveraging every opportunity that we can to become more efficient uh with our transportation services. >> And I would just say in Pinch Pines sharing with the city or bus passes would not work. So please don't do that
to us. Um and then I have two more comments. Textbook adoptions. Are those mandated by state? Can we put them off? Okay, we have to do it. >> Those are mandated by state. Um I think you can put off a one year, which we did with the science
>> um and now we're paying for it um this year. >> Is there a we is so there's no way to get around that part. Okay. And then I would just like to agree I believe with Miss Alhadaf about reducing barriers to d to accepting donations and having
people come and and give us basically free stuff. I know there was a contract that happened recently that that we lost on that opportunity. Um and that just hurts everyone in the long run and it hurts our our reputation. It hurts our partnerships and I do think there's a
lot of like especially small businesses that would come in and do murals or come in and you know do landscaping potentially for a few months and and you know the department that's overseeing it. I'm not seeing a lot of results. >> Yeah. No, I wholeheartedly agree. We the
barriers of um to donations are frustrating. >> Yes. >> So do you have a plan to address that? Um, I'll work I'll work with my colleagues in legal to make sure we can overcome those barriers. >> Can we get a followup on what your perceived barriers are and what your
solutions are to address it? >> Sure. I work with my colleagues in legal. >> Thanks, bud. Sorry. My bad, >> Miss Rupert. Miss Rupert. >> Thank you. >> Um, I first want to ask uh a simple
question. What is the definition for an essential employee? >> Um those that are critical to a function for the district that may um um cause us to uh have a safety concern
um and just not simply operate at an efficient level where we actually end up losing um money, time um and essential functions that keep the district operating. >> Okay. Um, it should be a really simple answer and should be guided by our
strategic plan which is coming to a close soon. Every single decision should be predicated on our students. Quite simply, how does your job impact the life and the growth of our students?
Upper management, upper upper management, upper upper upper management, they all need to be looked at. That's the first part. The second is um District 7 has a wonderful reputation
for having some great schools. Broward Virtual, ATC, PBHS, my other schools, they're all waiting list. You mentioned that before. And um I know BBS has been uh really just, you know, wanting to push forward
with more students because they're asking to join them. So, I'm looking forward to the conversation later this afternoon to see how we do that because those are uh those money right back to us. And um ATC Pompo Beach High School, we're doing Halllandale Beach High
School. Um and I think that's great. So, you'll have a north and kind of a southern area and um but there's also space on other high schools, middle schools, etc. that could be um partnered up with ATC or some of the other
programs um that could the ones that can work out with um with students on them. There's you know I I want to see a robust discussion for that as well besides BBS because um we do have waiting list for ATC and I believe
Sheridan and McFatter. So obviously we know it's there. Um and then I have another question. and it's on page 15 looking at the staffing levels across the same time period from 201920
it was 22,721 and then as you go down towards uh 202526 it's 20,847. So basically since 19 2019 2020 we have
uh lost 1,874 employees already. So I I say that to give everybody an understanding is that we have been losing employees and um obviously positions had to be a lot of
that I'm sure um and it still wasn't enough. So if if the information that you're looking at or that you're thinking at uh you know it should it should be two simple things. Is it working? No. Then we need to do something else. Does it affect the
everyday life and growth of our students? Yes. Then we should be putting our money there. So thank you. >> Thank you Dr. Zean. >> Thanks chair. Um, this is very sobering news, uh, Miss Johnson, but it's good,
uh, to get this out. If I, um, wanted to know how close we are to 3% projected at the end of the year, how many more dollars would we have to spend or revenue would we lose in order to get to the 3% instead of the 3.08?
What is 0.08% of $2.1 billion? I think you >> you already know, right? Yeah. Rhetorical >> 1.7 million and and the reason I wanted some time to pass there is you know 1.7
million is happens quickly. Um, and so sometimes the percentages are more difficult to understand than the dollars, but 1.7 million on a 2.1 billion dollar base is just incredibly
uh close. I also want to make it crystal clear what doesn't seem to be so hard in terms of math here. Landon, if I have a 10 to1 ratio of students to employees and I lose 47,000 students, how many staff would a
proportional reduction be? 10% of 47,000. Let's move a zero. >> I need a chatb for that. >> You got this, man. >> I know you know the answer. >> 4700. I knew you thought I just put that put a lot of stress on you there. >> Mr. Strauss is probably disappointed in
me. >> I was hoping you could like sh outshine our CFO. >> Didn't even give me a heads up. >> I'm sorry. I'll text you next time. I'm not I'm not part of the culture yet. Um, I just want people to think about that
because today I proposed negotiating for a new person to take a job at market salary and it got defeated by this board and to which I wanted to respond very very loudly like if you don't negotiate
based on market what what are you negotiating on and and it's difficult to do individual decisions sometimes it's difficult to close a school. It's different to do that. So, let's just do some more math. If we did the same proportionate reduction in schools, we would have
closed 36 schools. By my count, we've closed seven. One last year and six this year. Two were on the list proposed by the staff to reduce and we took them off the list. If we were going to uh reduce staff
proportionally, it would be 472 positions that go away. But there's more to that because as you all know when we lose students we always lose teachers. So that red line that you see that's flat means we've grained one
administrator one non-eing position for every teacher that went away for the past 10 years. Which means we've actually increased non-eing positions compared to teaching positions over the last 10 years. And I'm going to tell you the bottom line here. We pass the
budget. Nine people pass the budget. Nine people passed these 11 budgets and we did not hold the line and we did not use business principles to make sure that we were delivering the best education for this community. It's one of the biggest failures that this board
could have. Our job number one is to allocate other people's money to build the greatest community we can possibly build. And we failed. We failed by 36 schools, by 4,700 positions, and a decline of roughly 1500
teachers that we replaced with roughly 500 more administrators, tilting the balance away from the things that we know matter the most. Classroom instruction. Do we need administrators? Do we need grant writers? Do we need people to watch ESC? Yeah, we need all those things, but we also know that
those things also get more and more efficient over time. oftenimes in my own perception I see too many people trying to do a function and it is the layers of of Dr. No and Dr. No and Dr. No on top of everybody that prevents us from
innovating and so I'm actually looking forward to a significant reduction in the in outside school uh things. To me the high water mark is 4700. You want to get kind of excited about that? That would free up $352 million, not counting the school closures. That's
just payroll dollars. $352 million. It's a lot of money. This board owns this problem. This board will fix the problem. I guarantee it. We have an appetite for doing the right thing. I hope that the decisions we make about big dollars um are not indicative
indicative of some of the decisions we've made about small dollars. We have to as business people know if you want to make a dollar watch the pennies. So when we make small decisions, when we make medium decisions, we make large decisions, you know, the laws of economics are like the laws of gravity.
You can run, but you cannot hide. And eventually they will catch up and bite you right on the backside. And that's where we're at. We're we're in 2026 with a big bite mark on our backside and we got to figure out how to solve this problem. The high water mark is 36
schools. The high water mark is 472. The high water mark is to stop debating things that go against the economics of education and delivering for our students by spending your money in ways that you know will deliver a better Broward County.
The last point that's really important is we ought not to wait to let people know. It would have been more humane to tell them now. If you're in one of those 4,700 positions that we cannot afford anymore, it would be nice to know. It'd be nice to know which other positions
are around that might be vacant that are going to be filled. It' be nice to know what career stores could do to help you. It'd be nice to do a lot of stuff. But we're doing nobody any favors if they're in a position that we can no longer afford uh to continue to uh uh let them work uh with the hopes that their job is
going to be around next year. So this cumulative pain uh has been around for a long time. I've advocated for closing lots of schools to no effect. Um I've uh argued for this for a long time. I'm glad that we're we're uh getting to this
point. There's two things that I think uh we ought to also think about which is we ought to shoot like hockey players you know always pass to where the player's going not to where the player is. Next year's enrollment level should be the basis of all discussions going forward. And I finally want to rescue
Mrs. Hixon. If you guys would please deliver scenario-based budgets for us, Mrs. Hixon can decide whether or not we can afford a 4% or 2% or 1% or a 0% raise. Just show us what it looks like. Tell us
the pain we have to endure politically to give our people a raise. So scenario-based budgeting works in every organization that's over about hund00 million. Would you please bring us a 4% raise and a 2% raise and a 1% raise and a 0% raise. You know, based on
the budget decisions we're willing to take. And I don't want to sit here and judge our superintendent by this issue. one, he was not even here when this whole uh waterfall happened. Uh two, we approved the budget. So, the
relationship between the superintendent staff and his financial staff, the buck stops right at this table where we get to make decisions about the budget. This gentleman right here, our leader, only executes the budget we give him. And so I would love to see if my board agrees
with me scenarios rather than single individual cuts and ads at a time because it's too easy to do ads and sometimes too hard to do individual cuts. But if we could see it at one time because I really want to see if Mrs. Hicks is right. Can we give raises?
Because right now we never get to really make that decision. It usually comes down to uh you know we're out of money and and so we do what we can. Um, I would rather kind of make that decision next month where we say, can we or can we not, you know, and it's not giving a
raise. I don't want to negotiate against oursel, but can we set aside expected revenue in a fund that we could use for other purposes than are in the budget? And then we could negotiate because it's very complicated to get into that stuff. But I think the buck stops here and I think we need to have kind of an
elevated discussion about this. There are some things that we debated that really aren't debatable anymore. Uh we cannot afford to hone to own assets that do not deliver to our strategic goals. And that's the bottom line. And that and the and the cost of us doing nothing for
10 years, $352 million a year. >> Y >> of just operating money, let alone the capital we could have recouped had we made kind of steady progress on right sizing. And what's the gain of right sizing our property? We're actually sending kids to better schools.
schools that deliver all their their specials in elementary school that have all the debates and the extra programs in middle school and have great athletics in high school. And how can you argue against that? >> Yeah. >> Like like we just have to move forward and we have to be far more aggressive about doing this. And the faster we do
it, the more we're going to deliver for Broward County. And so, um, let's see how the votes go in the future, but, um, I hope that we, uh, continue to to see these scenario budgets so we can, we're empowered to make the right kind of decisions and that we can make really, you know, maybe seemingly difficult
decisions, but they're really not that difficult because our job is to create a better Broward County schools and a better Broward County. And I know we can do that. Thank you, Chair. >> Thank you, Miss Bulman. How am I going to follow that?
So, to Dr. Za's point, I I like the scenariobased budgeting. Um, what I had written in my notes, you know, I think we know we have these problems. We've been talking about it. We know that we've had some hiccups. We've definitely
been talking about it, but now the question is, what are we going to do about it? and do we have the appetite to do the right thing to make sure that we're actually delivering the best education for our students and using all of our taxpayer dollars wisely. And so I
think my colleagues have um really hit on most of these points of all the things that I have um and I appreciate everyone's input. I think to Dr. There's even the point about the scenario-based
budgeting and then to um Miss Aladev's point about the plan, we need to see our options so we can make decisions holistically. Um because when we're doing things peace meal, it's
hard for us to see the big picture and then it, you know, one thing kind of informs another thing. And so if we're looking at what our options are holistically, I think we'll have a better plan as a board and everyone can get behind that. So is that something
that we can do for next month because we can also deliver that message to the um our constituents and to the stakeholders too of what we're doing. >> Yes. because we're doing a lot of things
and so that's the other thing that you know is getting lost in this narrative of self flagagillation I think um >> you know I was uh when we were doing redefining schools obviously we've we're reducing our footprint um I know that
we've uh reduced some of the magnet programs that's going to reduce some transportation and then we're working on other transportation um items we're having uh very serious ious discussions about how we're going to reduce other costs
that, you know, we can't really talk about right now that are in negotiation, but everyone is very interested and very dedicated to making sure that we're moving in the right direction. And we, you know, there's things that are totally out of our control like the
direction of education and the state right now and how it's being funded. So, we have to do what we can with the situation that we have. And I think, you know, looking at Our goal has to be that we are continuing to be competitive and
the best option, which we are, but we are going to have to um reduce our footprint to to be competitive with, you know, knowing that we're not the only game in town anymore. And so I I really like um the fact that Miss Thompson's
willing to put out there there's there are things that have been brought to the board before like graduations, block scheduling. Um people aren't happy with that, but I think we have to be really serious about looking at these options. Uh the communication around it needs to
be different. There needs to be more community uh understanding of what we're looking at, what the benefits are, and what the, you know, like what we're looking at if we don't make hard decisions. But I do think that we can't
leave any of these options on the table when we're coming back. And then in terms of staff staff reduction which were is a very difficult topic. Um I would feel more comfortable if we had a
plan if we had an if we had an idea of how we're looking to do that like uh Miss Thompson had suggested you know maybe taking a layer out but instead of just like a percentage uh reduction in every department or something like that like
how are we restructuring so that we're not losing the education quality component and again we just need to be able to see it so that we can tell the public what's happening and
reassure them that it's going to be okay. So I I think like if we could if we can have something more concrete in the next month, I think that would be >> so the downsizing uh as far as
personnel, that'll be workshop and in um in April. That's that's something very delicate that we just can't put out there in front street. You want um certain uh um symptoms um from concerned employees um to happen. So, we want to do that very methodically and in a good
cadence that's going to inform the board and the public and then uh continuously inform the the the public and the board while we talk and have those conversations with impacted employees. the the the budget. Um, as far as just putting everything holistically and sending that to the board, we can send
that out shortly. Um, like you said, we've we've discussed and presented a lot of things since um I think last October up to now and put out a lot of memos so we can consolidate all that information and um get that out so um to the board and um and public facing um so
uh everybody's well informed. >> Yeah. And if we have those like Dr. Z was saying if we have the various scenarios where if we make the decision to do this, this is what it's going to look like. This is the this is the money we need. We can make more informed choices versus one off and like hoping
that we're saving money by picking off things kind of willy-nilly. And also, I think if we instead of looking like we're picking off people, it's like what do we need to do to grow the base? What
is it that we need to make the schools the best schools that we can instead of, >> you know, I know everyone's screaming top down, but what is it that we need? The school, you know, the class sizes, those are the things that people come to our schools because of those things. We
used to offer that. So, how do we stay competitive? We want to attract people. We don't want to um have them going away because we're cutting in the wrong place. And so I think we have to as a board have to have a better understanding of what the plan is for that. But I would
like to see it a base a very strong base and then see what we need at the top versus going the other direction. Um but I you know just in general while we're getting a lot of negative feedback and there's a lot of challenges I do think that we have been we have been
addressing this um and there are a lot of um forces against us that are really out of our control. So this is a a new a new day where you're losing 2,000 kids in the middle of the school year. We're going to have to rise to the occasion.
But I don't think that that's anything that we as a district have caused. I think that that's kind of that's been outside of our control. So, um, not that we don't have to address it, but I don't think that that's all because of our things that we have done. So, I'm so
I will look forward to that. Y >> plan. >> Absolutely. >> Thank you. Um, just real quick, uh, I wanted to thank my colleagues who brought solutions today. Um, so I wanted to speak to some of those. I do support
the proposal for furlowing district staff. Um, I've also asked about that, so I hope that the superintendent can um, look into implementing that and that we get uh, our opinion from our general counsel. Um, I appreciate the suggestion
for a financial recovery plan and a plan to stabilize enrollment. Um those are things that I think we really do need um in order to bring stability to the district. Um I also appreciated the suggestion for public education
campaigns around the budget. I've been bothering uh the chief of staff about um putting digestible videos out um for the public to explain budget and and the different processes that we go through because they are not um they're just not
user friendly. Uh so to the extent um that we can engage the public and and put things out in plain speak uh would be wonderful. Um, I also appreciated Miss Thompson's uh suggestion around
graduations and revisiting um some of the cost-saving measures. And I I want to emphasize to the superintendent, I think like >> doing the big town halls where we're recording things and and people come up to a microphone like that's not
>> uh an authentic or productive way to gather feedback. I think like I've been really fortunate to be able to do some parent roundts and student roundts where I sit down and ask questions and to the the student advisor's credit he he's helped me with that and uh
he I think asks in in the student our alternate student adviser as well ask very um strategic productive questions. Um, so I encourage you to to work with them as as much as they're willing to do that. But being able to ask questions in
a way that gets us to a solution and then sitting down with people uh to figure out, you know, what what kinds of solutions exist out there. I know we heard from some parents from Fort Lauderdale High School around graduations um saying that, you know, they were willing to work with, you
know, community stakeholders to secure venues and things like that. Um, Miss Thompson brought something up uh earlier today, but also in this workshop about quality of life for our teachers. And um, something that stuck out to me in the the conversation around impact
bargaining actually was about, you know, move teachers having to move schools and move their classrooms. And I I happen to think that we shouldn't just provide support to to those teachers in terms of moving their classrooms. I think like at the beginning of the year and end of the
year when teachers are having to move I mean it's like moving out of an apartment um providing the supports that they need if they're even being asked to move classrooms within the same school. I think to the extent we can have PO um and facility staff help with that it's
important. Um and I I'm particularly curious to to something that was brought up earlier in terms of barriers to donations. Um could you this and this is something that I've heard over and over again as well. Can you speak to that?
>> Um where do I start? Um so we the team has done a a a yman's job in a call to action um that I le with the academic team you know
pretty much hey we don't have the money um let's leverage philanthropist whatever um uh partners that we can find out there to assist us in some of our initiatives and one of those initiatives is power powered by um AI um and the
other part that people don't hear a lot is um I'm the human in the loop. Um this just the the complete statement. So um Dr. Con and the team did a great job um and going out and finding support for Magic School AI um to kind of scale that out across the board and with additional
things that the um that the donor was providing such as professional development and all of that. Um, so I know there's some complications um um the general counsel could probably talk about on their side as far as um some of the barriers or or needs to get
donations um um legally sufficient to be able to bring them to the board. Um for for us as far as staff, there's not a lot of um um barriers. The only barrier is actually going out and finding a donor and and um convincing them that this is a great tool, resource or
service to our our our staff and our students and and the outcomes that they can get out of it. Uh I know on I'm not a lawyer so I know um Miss Jos could probably u provide some details about what are some legal barriers that may
get in the way of us bringing that uh to the board just to protect the board and also the district. Are there any are you aware of any schoolboard policies that pose challenges in terms of accepting donations? >> Not that I'm aware of. Um know if my
policy wonks over there, Mr. Svin and Mr. Hill or even Dr. Wanza are aware of any policy, but um I think it's more about um liabilities um on the legal side, not policy issues.
>> I I would have to double check. I don't think there's any uh anything in policy per se, but anything that we take in terms of revenue, I believe does have to come to the board, which means it has to go through that process. >> Miss Sha Adams, could you speak to the
barriers to accepting donations? So, one of the um issues there was a an attorney that was handling this um who's no longer here, but uh one of the issues was the timing in receiving the agreement and the
changes that had to be made to that agreement. Um >> so I I'm I'm not talking about a specific because this is something that even when I was a teacher I would hear about. Um so you this is not like a recurring theme. So could you speak to
to like just on a a broad scale, are there policies um in place that the board can amend to make it more expeditious and beneficial to our students to accept donations? >> So it depends upon the type of donations
that um you're speaking to. There are financial um donations and there are donations of tangible personal property. We do have a policy with regards to tangible personal property. Um and that is a a policy that we need to comply
with. Um in terms of the finances um in the specific instance that Dr. He was speaking to that that contract was provided to you know the office of general counsel like a week prior to the
deadline and there were a number of legal comments that needed to be addressed um that were not at the time. So I I don't >> So the the tangible property policy is that something that we can revise to
make it you know to streamline the donation process. >> So I would have to look at the policy in relation to what is required. Um but any policy that we have can be
changed. So we would have to look at the policy in terms of any donations that we may get to see how it can be amended. Okay. All right. Um Miss Hixon,
thank you. Um for round two, just a couple of things. So, um, in the ad campaign that we've been discussing about, um, sharing our district budget and how that process is, can we also add in, because
we hear this a lot, comparisons to the other districts in relation to how much money we get for per student here in Broward County? And if Miss Johnson could speak to that because we've heard in this room a number of times that both
Dade and Palm Beach get significantly higher amounts of money per student. So when we're discussing how we can give raises or you know what our what our situations are, I think it's really important that we're we're looking at
the bigger picture that we have. So, um, if you could speak to that now, but I'd also ask if we could include that in the ad campaign. You know, that this is what Broward gets per student, but here's what date in Palm Beach because we get a lot of comparisons. >> So, you're you're referring to cost differential.
>> Yeah. At the end of the day, what do what do we get from per student and what do the other two counties? Because we've heard different things and if it's the same, then we'd need to know that, too. But we've heard in this room like Palm Beach is almost $500 more a student and
Dade County somewhere to eight to $1,000 more a student. Um so if you could maybe >> we can address we can grab that. I know um there's it's based off of cost of living. I don't know why they think the cost of living is different in
>> it's a whole the the calculation is a whole page. We've sat through that. >> You are correct. we do get the lower end of the county >> and I think it's important to include that in the conversation. So that's one thing. Um the second thing to Mrs.
Leonard's point and I'd like to say you know to maybe it's a town hall is the wrong word to call it maybe community conversations do it in smaller settings but the budget would be included in that. And to Miss Thompson's point, bring up the fact that, you know, here's
why we suggested getting rid of the eighth period personalization. Here's why we suggested and and put it into a like package where they could we could have a discussion on what are your thoughts on this? If you had to pick
three or four of these things, what would you look at? you know, in terms of I think it's important to not just have them come up with it's not going to be a complaint session, right? It's going to be here's the issue, here are some of our solutions. What do you think about
them? Do you have your own solutions? Really intentional conversations that maybe are in every district as opposed to regional. But I I I think the town halls have to be very intentional around both the budget and and the strategic
plan because they all go together. So I think that would be important. Um I've asked the superintendent this question a number of times and we already have a policy. So we've talked a number of times about naming, for lack of a better
term, naming rights, right? Or naming sponsorships and we have a policy on that. So why what are we doing to actively like South Bard High School, you know, maybe it's called John Doe Stadium or something along those lines
or um the baseball fields or the soccer fields or the gymnasium, whatever. We do have a policy already in place. So what are we doing to actively get people so that and where would that money go? I guess that's a better second question.
Um, I'll have to double check where the money can go and can be used for. U, but, um, Mr. Nap, Mr. Napp and I has have had conversations. He has the the the network and the, um, and the exposure to help us out. So, we've
talked about that with him kind of utilizing BEF and the network that he already has to garner that type of support to uh purchase sponsorships at schools, be it a stadium or or gymnasium and things like that. And then you have
uh Mr. Chisum as of recently um working with the principles around the uh high school graduation piece. So, and I I appreciate that, but we we've been asking about this for a little while and nothing's come to us yet as as like a
contract. So, when can we expect to start seeing things come to the board around what we'll call easy money? >> Yeah, I'll follow up with um um James and um we'll see what we can come up with. >> Okay. Well, I
like to get an update maybe on that in the next Yeah, by by next month like where are we? What can we look forward to? Because we keep hearing it's going to come and I haven't seen anything. A quick question on the org chart is it was a little
confusing. So, is it coming to us in April at a workshop or is it coming Okay, >> it starts with a workshop >> and then the second date you gave was the meeting. Okay, perfect. um you kind of addressed this, but I guess my question sort of is do we is
there any data to show that the immigration concerns are definitely affecting our enrollment? >> Well, what I can tell you is that our ELLL um students um especially our our fairly new newcomers have declined um
over the past two years. >> I believe we received a board followup on that. Dr. Zean requested it. Okay, because I've been um I must not have seen that. I've been to a couple of schools and they did mention that. I have two more things. Um so if I'm not
mistaken, Miss Jacqu Adams, we have we have cadre legal on on standby. Is that correct? >> Through the chair on for certain topics. Yes. >> Okay. So my question then is for some of
these contracts, especially like donation contracts, pretty standard contracts, is there a reason why, and and I'm asking this because I know you're very very short staffed right now and you just are one person even less
staffed um recently and there are a long list of contracts that are are in the queue and some of them are on uh the cone of silence. So, is it possible for for us to send
some of those fairly non-complicated things out so we can get all these contracts out the door, especially donation ones that are they shouldn't be that difficult to to navigate >> through the chair. I am in the process
of doing just that. >> Okay, great. Of course. And my last point um is so recently we had people move from Casey right into the classroom and Broward Education
Foundation did a great job of giving them supplies and kind of helping them with that process. So, could we also in the item that Miss Thompson, I forgot to mention this when we passed the item, reach out to Broward Education
Foundation for those teachers that are having to shift around based on um our closing of the school consolidating schools and just have them find out, you know, what the teachers might need or I'm sure they're happy to do that or at
least be more proactive in them sharing because there's a whole warehouse where teachers can go to get items for free. There's a a a process that goes through, but I'm not sure everybody's aware of that. So, at the very least, if we could make sure we give them maybe a one pager
like here are all the resources that we have available to make this move um easier for you. >> Dr. Heer, >> I'm taking note of what you just said so I can make sure and uh when I uh meet with um James and Ernie, we can develop
that one pager. >> All right. Thank you. >> Thank you, Landon. >> Thank you, Madam Chair. Um, I appreciated your your comment about having productive conversations with students. And we've experienced that and
we experienced that in all of our SpeakUp, Speakout sessions. They start with the same phrase, don't complain unless you take action. And that's what we tell our students when we have those conversations with them that like Mrs. Hixon said, a speak up, speak out is not a complaint session. It's a time for you
to share your ideas. Uh, and I think that should be a guiding light throughout this conversation. So, I understand that you're working with finite resources and mandates that often feel impossible to reconcile. You have a responsibility to be fiscally
prudent, and I respect the weight of those discussions. But when comments are made at the board level that cuts should and will not impact students, it creates a disconnect between this boardroom and our classrooms, it just isn't factual.
The superintendent and cabinet have been very honest with students throughout the this entire process, whether it's through the student adviserss or in direct conversations between the superintendent and other students. The fact that these cuts may impact them. While I know that this is the sincere
intent of this board to not have cuts impact students, the factual reality is that we are feeling this weight. Respectfully, and I know this will be an unpopular statement, I'd ask that this is not the narrative anymore.
I respect that the comments are coming from a place where it's wanted that the cuts won't impact students, but they are. the difficulties that we're facing just don't allow it to be a situation where they don't. And I think it's very important that when we have
conversations at a public level that we're being honest with ourselves that we're in a situation where not impacting kids is just not an option anymore. Our students are resilient. We will adapt. We got close on multiple occasions, including block scheduling
and graduation. We're used to navigating a world that changes quickly. In my eyes, making these hard decisions is a lot like pruning a tree. It's painful to cut away branches and the tree might look smaller or bare for a season, but we do it because we know
it's the only way to ensure the roots stay strong. Once these difficult, necessary decisions are made and the pruning is over, I truly believe that we will emerge as a leaner, more focused, and ultimately better district. And
those words were not mine. That's what a sixth grade student said to me two weeks ago. >> And they said,"I want to be in a situation where I'm not told the answer anymore is no, we can't do it because of budget cuts." Or, "No, this is what's being taken away from you now." If we
are able to navigate a time where these difficult decisions are made now, then we will be in a better position for the future and we will be able to regain students again. So I ask that by acknowledging the reality of the cuts
today, we build the trust necessary to grow a better tree tomorrow. Thank you. >> Thank you, Landon. >> Mr. Sea. >> Thank you, Chair. Landon, I think you redeemed yourself for the math equation before, so kudos kudos to you. Um, Madam
Chair, if I may, I I just want to clarify uh one thing that I had had said earlier for purposes uh of the record. Um, I said bus cameras. What I was referring to are the speed zone cameras that are outside the Miami Date County
schools that are affixed to poles and um speed signs and things like that that allow um radar or whatever to shoot through and catching people who are speeding in our school zones. And according to an article in the Miami Herald from earlier this year, um that
is generating uh over $2 million a month in revenue for the Miami Day County School Board. So that is definitely something that I I think we should uh be looking into to see if that's a viable option for us. Uh I won't get into the bus camera thing because I've been told about the the cone of silence, but just
wanted to clarify that. And and lastly, if I may, to to address a comment that was made by one of my colleagues earlier regarding the $5.4 billion budget that was previously passed by um the board. That was not a unanimous decision that
was passed uh 7 to2. There were two members of this board who did not vote in favor of this budget and I was one of them. And the reason for that is because I thought there was too much bloat and I didn't think our teachers were getting enough money within the budget. So, I just wanted to clarify the record that
although the budget was passed, it was not unanimous. It was 7 to2. And I was one of the board members along with Miss Roupert, if I'm uh not mistaken, uh who voted against um although her reasons may have been different than mine, who voted against the budget. Thank you, Chair.
>> Chair S. >> Yes, I was going to actually um u provide some information about the speed zone, the school speed zone. >> So, that is being implemented. It is city dependent. Not all cities are on board. Sounds like Miami date has a lot
of cities on board. Um and we are collecting revenue from that. We get a small portion of the of the actual um revenue that the cities collect, but not all of them are on board. Some of them are transitioning to be on board whereas there's like a 30, 60 or 90day grace
period. Um some are full-fledged by now. Um but not all the cities um have implemented. >> So I I'd like a followup, Mr. Superintendent. what cities are actually implementing the program, how much revenue we as a district are generating from those cities. And I guess the the
second part of that would be what are we doing to entice the other cities that are not participating? Is it a situation where they flat out said no, you're not doing this here, >> or have we just not asked them yet? >> And some of them have asked us to give them the the money we receive. So
So we'll follow up. Any other board discussion? >> Go ahead, Miss Pulman. >> Just one thing. Thank you, Landon. Um, and I hope that with uh Landon's uh closing comments that all of us adults here can have the strength to do the
right thing for the students. Um, >> and make a stronger treatment, not to steal from him, but I I mean, the important thing is we have to have the strength to do the right thing right now. We're in a bad situation. We can all point fingers and take credit for oneoffs, but the bottom line is together
we have to make the right decisions for the students and the future of the county, for the teachers. And so, um, I really appreciate the motivation that you just gave us to do that. So, thank you. >> Thank you. All right, we'll recess this
workshop and we will reconvene uh with the time certain for testing. Thank you. Heat. Heat. I think. Our heat.
Okay. Danger. Heat. Heat. Hey, hey, hey. Hey, hey, hey. Hey, there's Doo doo doo doo doo.
Thank you. So the next item is instruction assessment and testing. I now turn it over to staff for a brief presentation. >> Thank you, Madam Chair. Turn it over to Dr. Con and team to move forward with a presentation. >> Good afternoon everyone and good
afternoon board members, superintendent Heburn, educators, parents, uh students, and members of the larger community. Uh I'm Fabian Con, the chief academic officer. Joining me today are members of my team. Good afternoon, Melissa Holtz, director
of elementary learning. >> Good afternoon, Richard Bal. I'm the director of educational assessment, analysis, and research. >> Good afternoon, Guy Bara, director of secondary learning. >> So, thank you board for the opportunity to bring forward this important and
timely conversation. Um, on that, uh, this one particularly sits at the very heart of teaching and learning, instruction, assessment, and testing. And so I want to begin >> turn it over to staff for a brief presentation. >> Thank you madam chair. Turn it over to
Dr. Con and team to move forward with a presentation. >> Good afternoon everyone and good afternoon board members, superintendent he educators, parents uh students and members of the larger community. Uh I'm Fabian Con the chief
academic officer. Joining me today are members of my team. >> Good afternoon. Melissa Holtz, director of elementary learning. >> Good afternoon. Richard Bal, I'm the director of educational assessment, analysis, and research. >> Good afternoon, Guy Bara, director of
secondary learning. >> So, thank you board for the opportunity to bring forward this important and timely conversation. Um, on that, uh, this one particularly sits at the very heart of teaching and learning, instruction, assessment, and testing.
And so I want to begin by acknowledging uh what we've heard over the past several months uh from parents, teachers, principles, and most importantly from students. We heard concerns, frustrations, and questions. And we heard and shared uh a like shared
desire that uh every minute of our classroom is used to inspire learning uh and not overwhelm it. So today we will continue to listen, value these voices and commit to addressing these concerns together. And so this workshop is not
the end of the conversation. We believe it's the beginning. And so over the past several weeks, we have engaged uh a broad cross-section of stakeholders to examine both perception and reality. We have learned uh some things that were powerful.
uh there wasn't a resistance to assessment but more a call for clarity for balance and for trust and we take that seriously because assessments must serve instruction not replace it and at the same time we must acknowledge an
important truth B County Public Schools continues to improve academically we're an A-rated district we have no DRF schools student achievement has increased by more than 10 percentage points over the past three years and just recently released our college and
career readiness rates uh to 74% a 5oint uh increase. And so with that that progress did not happen by accident. It happened because of strong teaching, strong leadership and thoughtful use of data to support students. But progress
does not mean perfection. And leadership requires us to listen, reflect, and improve. So today's presentation shares our initial findings grounded in educational feedback, student voice, parent input, data
analysis. Our purpose is simple to provide clarity, ensure transparency, and identify solutions. And with your guidance, we've continued this work and returned to the board in fall 2026 with a progress point of where
we are, what we have done, uh how he how we have reduced confusion and ensure that instruction remains a top priority. And at the end of the day, we'll share the same goal to ensure every Broward County school uh student has high quality instruction and education
supported by thoughtful instruction grounded in meaningful assessments and protection from unnecessary burden. And so we are committed to achieving that goal together. And so this workshop was developed because we heard we listened uh from
stakeholder feedback particularly from teachers and parents concerned about over testing and instructional time. But the work aligns directly to our strategic plan improving student achievement, mitigating the achievement loss, closing the achievement gap, and
ensuring equity across the board. But this initiative is about strengthening how we use existing systems more effectively. And so to be clear, today we're accomplishing four critical goals. First, clearly distinguishing between
required testing and optional instructional assessments. Second, quantifying how much instructional time is actually being used for testing. And third, explain how teachers use assessments not as an end but as a tool
to support student learning. And fourth, but most importantly, present concrete actions we are already taking to strengthen clarity, reduce confusion, and reinforce teacher autonomy. Our goal is not just explanation, but it's
improvement. And so this presentation was developed not in isolation. We have had many different meetings with many different teachers through surveys with principles. Uh and we've had several different meetings with parent advisory
groups. Uh we've had individual conversations with student advisories. Uh their action plan is included and ingested in this report. You'll hear from uh Landing as part of uh uh the feedback we've heard from him. But this really is shared work, right? shared
ownership and shared responsibility and because solutions are strongest when they reflect the voices of those closest to students. And so to start, one of the most important sources of confusion is terminology.
All tests are assessments, but not all assessments are tests. Many assessments are embedded within instruction such as teacher observations, student discussions, exit tickets, and classroom assignments. These instructional checks are not in
instruct interruptions to learning, but they're part of the learning. And so clarifying this distinction is essential to addressing some of the concerns, not all of them. And so assessment serves one essential purpose which is to help teachers
understand what students know and how they support them. But without assessment, instruction can become guesswork. So assessment allows teachers to identify students who need additional support, provide targeted small groupoup instruction, accelerate students ready
for advanced work, and improve instructional effectiveness. Assessment is not the goal. Student learning is the goal and so assessment simply helps us achieve it more effectively. So um we we did hear a lot um in the field. We heard a lot about some
confusion between what's required, what's optional. We heard concerns about computer-based testing um for our young learners. We heard um we heard about stresses on students and the stress on instructional time. So we want to
recognize what we heard um and talk about some of the surveys that we that we put out. Um so during during my segment, I'll be talking about what we heard out in the field um from the teachers and the principles who were
specifically surveyed. Uh fast overview of uh and required testing minutes. Here you'll see um we had survey results from teachers from over 1,600 teachers. That's about 10% of our uh teaching force. Um and we saw a difference in we
we saw that the majority said that students uh that they felt students were overested. Um we saw a difference by grade level. At the elementary level, we saw that uh stu that teachers felt that students were were more overtested. And
um at the secondary level, while it's a majority, we still we saw that there were less uh teachers that said that they were overtested. Um also by region, we saw a difference here where the STTO region uh those teachers uh didn't share
this concern as much. So here we look at some survey questions. All of the survey questions are in the appendex, but we focused on certain survey questions that we thought were insightful. Um over 90% of teachers say that they know which assessments are
statemandated. 82% can distinguish between what is district required and what were optional assessments. 83% of teachers recognized performance matters was a testing platform that hosted various assessments. Um and then more
than half me of teachers mentioned several different tests that are used. Um so they they mentioned that the tests are used for adjusting instruction, preparing students for testing, monitoring progress, grouping and assigning grades. So we were encouraged
by the fact that teachers understood that there were lots of different um uses for assessments. Finally, when we look at um when we look at our teacher survey and we look at the results, um the main source we asked about the main source of stress for
teachers and students and what accounted for 70% of the responses were mandated state and district tests and the testing frequency within short periods. So testing um testing time within a a small amount of uh within a small window. um
these remain the top stressors even when we looked at elementary teachers versus secondary teachers. Um for uh the elementary teachers that third stressor was computer-based testing. Um but that differed for our secondary teachers and
they they said that data reporting expectations were their the third stressor after those those first two regarding professional autonomy specifically teachers perception of the of the ability to determine how and when
to implement instructional assessments. Responses varied indicating a range of experiences across different schools and roles. Now we'll pivot to the principal survey. We we did a principal survey and we had over a 100 principles respond to this
survey. Um and we asked what was a main factor influencing school assessment decision decisions and 84 of those principles said district requirements was a primary driver. Next we asked principles what they believe is driving over testing
concerns. Uh the most common response was a mix of factors. Um so they they couldn't identify one specific one but a mix of factors. Um there were 39 principles who said there there was true excessive volume of tests. Uh but what is notable is that there were 25
principles who said that there were no concerns about over testing at their school. So finally, when we look at the principal survey, principles clearly understood the district required assessment calendar. They communicated
what were required assessments versus optional assessments to their school staff. And when asked what would most help principles lead a balanced assessment practices, the top request is clearer guidance followed by training
for teachers and parent communication tools. Now I want to pass over the slideshow to Landon who'll discuss uh um from a students perspective. >> Thank you Mr. Bal. Students have shared that they generally feel teachercreated assessments to be more reflective of
what they are learning dayto-day while they do not always feel the same connection to state and district created assessments. This implies an important focus on keeping instruction and testing at a classroom level while also recognizing the challenges of autonomy
in the classroom. One underlying theme that emerged was that fast assessments do not always show the full set of tested benchmarks, including content students may not feel as confident with. This highlights a need for continued extended learning opportunities at both
the school-based and district level. Our high school student survey with 92,000 collective responses between quarter 1 and quarter 2 have produced extremely limited instances of the word test, testing, and overesting when it comes to the field for students to share this
their concerns. While students may perceive a disconnect between classroom and state assessments, test anxiety and overesting are not a primary concern from the student perspective at the high school level. However, there are nuances to this. This feedback is only looking
at the high school level. Work is ongoing to collect student feedback at elementary and middle schools. There are considerable ethical guidelines and implications that need to be analyzed before those conversations and surveys can be had with those populations. We are actively working to seek out those
voices and look forward to hearing their feedback. In one sentence, the call to action from students that we are hearing and talking at a whole district-wide perspective is that the test students receive should be directly aligned to actionable curriculum while limiting
excessive volume and frequency. Thank you. So, in addition to um speaking to the student perspective, we had several conversations with DAC most recently last week um uh where we sought to garner some feedback on what had they
heard, what did they see, and what were some resolutions uh that we could take away as part of maybe the confusion or what they feel are some of the biggest trepidations around assessments. And so we had a really healthy conversation. They've been involved. We actually share
the parent guide with them to give us feedback as well as gave them opportunity to provide us with some additional questions for the focus group that we're doing as part of our extended opportunity to go deeper into where teachers feel they struggle the most. And so this has really been a
collaborative process uh with DAC. So we do feel that there are some guardrails u that should be preventing over assessment. Um some of those guardrails include that fact that we do publish an assessment calendar that specifically says what are district
required assessments, what are state required assessments. Um that that um district assessment calendar is brought to the board in October uh and approved. It's the uniform testing calendar as per state statute. um we feel that uh we are
trying to limit um and monitor those required assessments that are on that calendar. And then this year um there really has been an emphasis of of walkthroughs um in our in our schools. And through those walkthroughs um the the schools and the district departments
have a clear view of what's happening in the classroom um and that can help them improve instructional practices. So here we we single out exactly what are the state required, district required and school discretion and teacher discretion assessments. Um so
you can see the state required assessments, the fast K to VPK to2 um the the writing assessment, the state the statewide science and so on. um the district required assessments which are basically the science beginning of the year and middle of year and end of year
assessments in grades K to five. I ready in reading and math in grades K to five and then um in 6 through 12 the NWEA MAP and then u a Broward Broward assess Broward standards assessments that are
are quarterly exams focused on ensuring that our end of course exam students are prepared for the end for their end of course exam. Um for for the school discretion um we have the adopted instructional materials
assessments those unit chapter uh and topic assessments in ELA math science and social studies and under teacher discretion teacher created assessments including spelling vocabulary quizzes formative and summative assessments do nows exit tickets things like that.
So we wanted to clarify uh we know that one stressor was around the fast and so we wanted to clarify you know what is the fast uh even though we're in we're in year three um we we know that the state transitioned from one single end
ofear assessment to three assessments a fall winter and spring assessment these are each one-day assessments one thing that is new um uh when they rolled out the fast is that they also added kindergarten through second grade computer-based assessments that was
added to the state assessment portfolio. Um we do feel that although this feels like um a lot more assessments and we know that that this has add added stress um there are some positives to that and the advantage is that parents and
students know where they stand at each level. um they they get a a perspective um and they can see the the current performance level so that they can prepare for the spring assessment. Further, the FAST assessments tie
directly to the Florida benchmark. So the Florida best standards are a direct uh the fast is a direct measure of those Florida standards. Um and uh they're intended to be a progress monitoring um measure. So they're intended for
teachers to receive actionable data early enough so they can adjust instruction. Finally, when we talk about the fast assessments, um really the the idea here is that they're an early they can provide an early indication of learning gaps. Um they can provide the ability
for teachers to target um small groupoup instruction and they can they can be used to inform um professional learning community discussions. Um and and so uh so so that would in in in essence reduce
um excessive testing. Um we will we'll see in the next slide um that the state uh we have we have here um an illustration of the district required and state required assessments in terms of minutes provided. And uh there's a
requirement a state statute that we stay below 5% of the students uh total school hours in a school year. Uh and you can see based on this chart that um that we are about half of that. So um so we uh
this shows the district required assessments including I ready the science progress monitoring and those quarterly exams um and how we are well below the 5% threshold. Finally, we looked at a comparative
analysis. We looked at other uh other district required assessments because everyone is required to publish their uniform testing calendar. We looked at um our neighbors and what district required assessments that um that they put on their district on their assessment calendar. And we see a lot of
commonalities. We see um a lot of the same types of assessments. And we also see that most of these other districts are also A-rated districts. Finally, I'll pass it over to Melissa. >> Thanks, Richie. >> Before we do that, I do need to gather uh feedback from the board about
extending the meeting. So, I uh would suggest we extend the meeting by two hours. Um are there any objections to extending the meeting? Okay, seeing none, we'll extend the meeting by two hours. Go ahead. Thank you. >> Thank you. So, we know that teachers
don't just give assessments for the sake of giving assessments, but they use those assessments to um take the data from assessments to help group students for small group instruction, identify students who need tier 2 or tier three support, to adjust the daily lesson
pacing, and to help support push-in and pull out services. Those assessments also help identify students for extended learning opportunities and acceleration and enrichment. Thank you. Uh, Brower County Public Schools teachers retain professional
independence in their classroom within the established frameworks of state standards, district curriculum, board policy, and BTU contract provisions. Optional assessments are chosen by administrators and teachers. They are not districtmandated and they are used
strategically in the classroom. It is the district's role to ensure that high-quality standardsbased assessments are available to teachers, but these are optional assessments. And we think it's very important that we bring some potentially uh famous Broward County
Public School people up to the um table with us to share. It's my pleasure to introduce one of our finalists for teacher of the year, Miss Denise Moore from Dr. from Martin Luther King Elementary to share her perspective on using test results to differentiate instruction.
>> Good evening. What a what a way to bring me to the podium. Um I'm just going to share um just an example um from my experience in third grade that highlights why state and progress monitoring assessments matter. Um, I was placed in the third grade classroom to oversee the entire grade level and to
support um, this teacher who was new to teaching and to the grade level. And when we reviewed her students ELA data from our district's reliable assessments, um, we noticed that her class was only at 6% proficient. And so, as that data would have been very discouraging for some, it was actually
very informative. It showed us exactly where we stood and what we needed to do to move forward. um my responsibility as a veteran educator was to help her understand how to use that data, how to drive that instruction. And so we identified strengths and weaknesses and
we targeted certain standards to move students towards proficiency by PM2 and PM3. We analyzed the data deeply. So we were able to see strand by strand, student by student what that child need and to assess them by creating small groups
which you all mentioned which we knew um was the which we know small group is the most effective way to meet students individual needs. We were able to also identify not only if students needed to be remediated but if they also needed to be enriched. So using these assessments
gave us clarity and direction. It also allowed the teacher to have autonomy. We weren't just guessing what to teach next. We were making informed instructional decisions. At crunch time, which is what we call this time of the year, it is very important to be meaningful and intentional with your
planning. And my job was to be very impactful in her class. So, as we inter as we use and implemented formative and assess and sumitative measures just like checkpoints, quick quizzes, exit slips so students didn't feel um you know that they were having engaged instruction. I
often reflect and ask myself without these assessments what would I rely on um general observation hope none of that would be effective and precise as using the assessments to gauge what the child needs. So as a result we moved a class
from 6% to 27% by PM2 to 63% by PM3 um having the highest ELA data at in at Dr. Dr. Martin Luther King, which contribute to making a historic B and probably contributed to making this an A-rated school district. So assessments are not
just students sitting at a computer. They are tools that empower teachers, guide instruction, and ultimately change outcomes for children. And I just want to let you know in this case, we transformed an entire classroom. Thank you so much. Um, it is also my
pleasure to invite our second superstar, another finalist for teacher of the year this year, Miss Alona Tinarino Allen from Pasadena Lakes Elementary to share her perspective on creating engaging instruction in her classroom. >> Good afternoon, everyone. I don't know
if I'm going to do as good as Miss Moore, but I'm going to do my best. So, I'm going to talk about how I use data and student needs to guide my instruction, my planning while creating hands-on meaningful experiences through prog project based learning, STEM, and
real world connections in my classroom. In first grade, engagement is everything. Six and sevenyear-olds learn best when they are actively involved, moving, talking, building, and discovering. That is why planning begins with one essential question. What do my
students need right now? The answer is always found in my data. Data helps me identify students strengths and gaps and I can plan target instruction and adjust strategies to meet their needs. When I analyze my
phonics assessments, reading fluency data, math exit tickets, and science observations, I identify specific skill gaps and strengths. If students need support with blending sounds, I design interactive literacy centers
with hands-on phone manipulation. If math data shows difficulty with measurement or addition strategies, I create STEM challenges that allow my students to practice those skills in authentic ways. I create and design
projects based directly on their needs. In first grade, to me, projectbased learning must be developmentally appropriate, but it can also, of course, include rigor. For example, during a science unit on weather, students
investigate how wind affects objects. They design and test different paper structures to see which can withstand the strongest wind from a fan. They make predictions, record observations, compare results, and then they rei revise their designs.
This builds scientific thinking, data collection skills, and academic vocabulary all at a first grade level, but with strong cognitive demand. If students are learning about plant life cycles, I design an inquiry project where they
grow plants under different conditions using data to track in journals, measure growth, and draw conclusions. They're not just planting seeds. They are analyzing cause and effect, gathering evidence, and explaining their
reasoning. I intentionally embed first grade engagement strategies such as movement, partner talk, hands-on materials, visuals, and structured discussion. Students turn and talk. They use sentence stems, sketch their thinking,
and collaborate in small groups, which has been mentioned. This keeps learning active while also building communication skills. I build relationships and I adjust my instruction to better meet learning needs for students who may struggle with engagement. I also ensure
that real world connections are clear. When students build a structure to protect an egg, they learn how engineers solve problems. This is based on data. When they design a simple solution to reduce trash in the classroom, they see how they can impact their community.
When they measure, graph and explain the results, they understand that math and science are tools use in real life. Just as they track their progress and enter data in their goal folders, the rigor comes from thinking. Students are asked to predict, test, revise, justify, and
explain. They are not just completing activities. They are engaging in inquiry, problem solving, and evidence-based reasoning. I do not just choose projects first. I study the data first. Then I design hands-on meaningful learning experiences that intentionally
target students while maintaining the high expectations by combining data-driven instruction, first grade engagement strategies, rigorous science activities, and authentic real world connections. I create a classroom where students are excited to learn and
challenge to think deeply. I ensure that all students have access to highquality instruction and all appropriate support needed. Thank you. >> Thank you so much to both of you for being here today and sharing and congratulations again on being finalists
for teacher of the year. Um, wait for this slide to go back up. At the January 13 special schoolboard meeting, a document was shared that listed the assessments that are required to be taken by students during the school year. We also received another email
including a heartfelt message expressing the desire to reduce computer-based testing while acknowledging the importance of meaningful data. While just a snippet of the document is shown on the slide, the entire document can be found in the appendix.
That document and message led us to do a deeper dive of all the assessments listed for kindergarten students to take. Several clarifications were made which did reduce the amount of reported tests. There are no benchmark advance. This is a kindergarten sample, but we've
done this for all grades. Benchmark advanced writing assessments are not in kindergarten. There are cumulative math tests that replace topic tests. The science middle of the year test was listed twice. And there are nine optional benchmark assessments that were
listed as required assessments. When broken down, 12% of the assessments listed are state required, 21% are district required, and 67 of the assessments fall under the teacher or school discretion category. However,
slides 28 and 29 do further solidify the district's need to provide clarity around assessments as well as bring together a cross-section of K through2 teachers to identify best practices for computer-based assessments in primary grades. I'd like to turn it over to Guy
now. >> Thank you, Miss Holtz. Um, as Miss Holtz mentioned, computer-based testing, we can talk about performance matters. It is just a platform that holds our tests like a backpack holds your assignments or your your other stuff, right? So, what's in performance matters is
some required assessments from the district, optional assessments that teachers make as well as question banks that teachers can use to make their own teacher created assessments, right? Um what we really need to realize though is that performance matters is just the platform. It's not the assessment
itself. It's what we put into it as the the assessments. Right? But what we will do moving forward is we will tighten the communication around required versus optional assessments. We will make sure we have a clear communication plan for parents as well as a training plan for
families when and if applicable. Right? So performance matters will will get better. Right? And as you know it's not perfect. So, we've had a couple complaints this year in terms of performance matters, but we've reacted to a couple of them. So, here's six on the board right now. Number two is one that really hits close because it's one
that every teacher needs, right? So, after a student takes a test, they cannot see the questions they answered incorrectly. Well, solution, we corrected that. So, now the test developer either at the district level or a teacher at their level clicks a button and now students can see the questions they got wrong after the
assessment is completed. Right? Another one in here is number six. The voice on the assessment was robotic. So I believe Miss Holtz had one of her employees now record all of them as a human voice. So now it's not robotic anymore. It's more human. So as we take um complaints or
criticism of performance matters, we try to work with the vendor very closely to try to rectify and mitigate those complaints. Here you see a slide that talks about a balanced classroom. We have an elementary example and a secondary example. You'll see in elementary school a the school uses form of checks
embedded within instruction. They actually limit computer-based assessment for K to2. They prioritize observations over oral and oral responses in small groups. And they use PM data only when designated times. Right? And the result is high engagement, strong literacy
growth, and reduce student stress. In example B for the high school, we see a line assessments to an instructional pacing guide. Either the district pacing guide or the adjusted pacing guide at the school level. They avoid duplication of tests and they clearly communicate the assessments that are required versus
optional and the purpose of each assessment. And I think that's really important. Students and teachers and all of us and families need to know the purpose of each assessment because assessments have to be purposeful, not just given for any reason, right? And the result of that school is stronger performance, more student clarity and
some instructional coherence. Right? So what a balanced day looks like and we want to make sure we understand what balance looks like. Right? So the core instruction should be the majority of the day, right? Small group instruction should be embedded within that core instruction. Checks for understanding
could be short or informal like Dr. Con mentioned earlier. They could be a tech exit ticket at the door. It could be a question a teacher asks a student. It could be just an informal project that's done. Assess tests are assessments but not every assessment is a test. Right? So I think that's important to take away
from this. And testing is minimal but purposeful. So if you're not going to use the data from the tests, then it's not worth giving. So we want to make sure they're done correctly. They're minimal, but when we do when we do assess, we use the data and we we're purposeful with the data.
So our model for the whole quarter, right, instruction should lead everything in the quarter. Instruction leads, not testing, right? We want to limit the benchmark assessments. We want to make sure we review the checkpoints and the data and then adjust instruction as needed. We don't want to add test to
instruct to adjust instruction. We have enough data that we have now. We can adjust instruction from the data we currently have. So we want to teach, assess, adjust, and then support. And that's our circular model moving forward. And here is a whole year in in the
making, right? We've tried to reduce diagnostic tests in secondary school. We only have maybe one or two diagnostics for our reading students actually. So we're trying to reduce the diagnostics at the beginning of the year. The middle of the year is focused progress monitoring. So for example, our EOCC
courses have Broward state standardized assessments that are related directly to the standards that are taught in first and second quarter. And our end of year assessments are accountability assessments that are state required. But along all this, we want to make sure our non-negotiable is no layering of extra
assessments on top of each other. Now to further elaborate, we have two amazing principles that have come forward. We have the principal of terrific third grade Marshall, Angelene Flowers, and we have the first year principal of excellent Everglades High School, Marie Dubal. I'll invite them up
to speak about their experience with assessments. >> Oh, I get to go first. Well, I get to go first because I'm elementary. >> Either one goes first. Good afternoon, Superintendent Dr. Hellburn, Madame
Chair Lonardi, Vice Chair, Dr. Hoes, schoolboard members, cabinet, each of you in your respective places. I am Angeline Flowers, the proud principal of Third Go Marshall Elementary School, where this year's theme is lights, camera, action. We're setting the stage for academic excellence. Um, I've had
the honor and privilege to serve as a principal for the last 18 years. Through my leadership, I have led through FCCAT, FCAD 2.0, FSA, and now the FAST. I want to share with you a little bit today how we I leverage assessments along with my
team at Thugwood so that one, we're analyzing data, we're pri prioritizing instruction, and we're supporting teachers. First of all, I use the district's calendar. Before anything, I set the tone in how we're taking assessments. We take the district
calendar. We take our calendar and we navigate it and it becomes a standing item at our weekly instructional team meetings. We're not just, okay, you guys say we got to get it done, but how does that look for our scholars? Right now, I'm going to self-report. I'm on the
widow list because I haven't got that assessment started, superintendent Dr. Hburn. However, there's a strategic plan right now. We're working with our kindergarters. Then we'll go to our first graders. I don't believe in overassessing. I don't believe in the sake of just getting assessments done
because we have to get them done. And so then from there, we do analyze the data. I heard the panel say already, what's the purpose of taking an assessment if we're not going to look at it? So we do analyze it. We're looking for trends on how to take this information for
intentional action steps. Um, and specifically looking at trends. How are our kids responding? I was working with a group of fourth graders the other day and it wasn't that when you look at the data they don't know anything. They have pockets of strength but there are some pockets where we can actually sh them up
to make them better. It was a ascending um decimals. So they they missed it. 42% of them chose answer C while another 30% and I was able to work with them with the misconception. So, not only are we utilizing the data to prioritize
instruction of staff, but then we are also utilizing it to meet our subgroups needs. I want to commend the district. Y'all done came we done came a long ways. I remember when we used to have Boutine doing FileMaker Pro where one school had a database, somebody else
didn't have a database. Kudos. Now, we do have Performance Matter. We've gone from school city to performance matter. We do have a dashboard. So that takes the leg work out of me writing all the names down cuz I'm a writer. I have to write everything down, highlighting
who's this group, who's that group. So it takes that leg work out. So kudos to the district and I think that's been one of the caveats in helping us be successful with meeting our ESSA groups and we were successful last year and meeting the needs of all of our subgroups. And not just supporting
scholars, we use the data also to support our teachers. We don't want to overwhelm them. You grow in your muscle with data the more you get into it. So one thing that we do, I have a group of teachers. They already know their data. They come with powerpoints. This is how I'm going to use my data. Miss Flowers,
I don't like how this was looking. This is my action plan. While some of our other data helps us to team up, co-e helps us to give hands-on support. So that our teachers don't feel like they're in it all by themselves. So we get very intentional and responsive to
the data not just for our scholars but for our teachers as well so that we can really have a greater impact. I do see an added value in the fast because now we're just not waiting for the summit of assessment. We have benchmarks along the way so that we don't have missed
opportunities in the past leading there has been missed opportunities when we've waited just for one assessment. So all of the assessments aren't full day assessments. Sometime there are a few here, sometime there are maybe five items there, but just to gauge the learning where our scholars are at. And
then finally, those of you that know me, I'm into the aesthetics as well as weight. So as leading with data, I think about quick weight loss program, very successful program. You had to in order to guarantee this program, three times a
week, I had to go in and weigh in. They look at my I'm weighing in. They're looking at my journal and they're having conversations with me. So by midweek, if I did not weigh where I was going to be just for my three-week goal, we did an intervention. If I had too much salt, I
was getting on a water flush. If I I if I overeat on carbs, they was putting me on a protein break. So I take that real life experience to the classrooms, to leadership. So that guess what? We can't wait until the end. We cannot wait. We
don't wait. We're using these assessments to really put that intervention in whether it's a small group, whether Miss Flowers is teaching a group, whatever it is we need to do to support teaching and learning so that we're intentional, responsible, and that we're doing all that we need for our
scholars. Thank you for giving me the opportunity. Tag, >> thank you, Miss Flowers. That was quite interesting. Um, again, my name is Miss Duperval. I am the first year principal at Everglades High School and I'm so
excited to share how we use fast data to strategically guide instruction to protect the instructional time and align resources for both students and teachers. So I'll begin by framing fast as a recalibration tool, right? Because
fast allows us to triage the instructional needs, allocate the resources intentionally and support the teachers and accelerate students with purpose. My decision- making from PM1 to PM2 is truly driven by movement. Not
like not levels, level two, level three. I'm really looking at what move, why it moved, and what instructional response is going to yield the highest academic return. After PM1, I analyze scale score
movement, achievement level shifts, reporting category performance shifts, then triangulate that with what we're seeing in the classroom, teacher level patterns, subgroup performance, and classroom assessments to determine the instructional need behind the scores.
The focus is truly to get the identify the right instructional signal for each student. For example, when reporting category show shift or a particular subgroup, we leverage that with district support or data coach le trainings to
help teachers recalibrate at the teacher level and ensure that instruction is aligned to the identified needs of the student. Once we get all that information, we and we actually group the students based on cohort. Four distinctive cohort green
students and our goal is to really keep them stable and sustain and monitor them. The bubble students, the highlevel twos, our goal is to try to convert them to precision and to um proficiency. the low twos is really providing them access
to grade level thinking so they can go to proficiency and also we look at our red students for regression. Our goal is to restore them. So from there we prioritize standards that require reteaching, acceleration, reinforcement,
planning, conversation takes place, coaching cycles, intervention blocks that are aligned to specific skill gaps rather than a broad remediation. Supports are tiered according to the targeted small group or structured
intervention minutes or extended learning opportunities that we may have. At the same time, enrichment is sustained is prioritized in order to sustain students who are proficient to make sure that we don't lose that growth from them. Between the PMS, we monitor
performance in real time and we use different platforms, teacher assessment, district assessments and also the structured mini assessment that the district provides. If growth is not evident, we adjust instruction. FAST really informs the resource
allocation that we have. It guides us in intensifying the tier 2 that we have, the tier three that we have for our students and also helps us prioritize coaching, professional development as well. So budget follows whatever instructional
need that we have. Finally, moving from one assessment to three progress monitoring really I think strengthens intentionality because we start off the year I used the PM3 from
last year as a way for strategic planning. But then PM1 helped me establish priorities. Then PM2 serve as a midyear calibration and PM3 is what we're looking to confirm the impact that we have.
So the three window really allows us with a smaller window to really be impactful to our students and adjust. So fast truly for me and at our school increases instructional precision. It makes sure that the students receive the
right support at the right time. It strengthens teachers practice, aligns resources strategically to measure the need. Intentional alignment is what I think drives sustainable growth and I think I can attribute that to the 11 point gain that we've made and that has
surpassed the scores for the past five years. Thank you. So finally, we wanted to connect the assessment clarity and instructional focus to the outcomes. So as we know, we're an A-rated district. We have been
an A-rated district for the past two years. Um we have no DRF-rated schools. Um we've improved in our proficiency in ELA and in math. um more than the state average. Um so our goal is to protect instructional time, clarify
requirements, and reduce unnecessary overload so schools can stay focused on the work that drives the results. This leads to Dr. Con's discussion about our next steps. Thank you. So
obviously we said we listened um and we're still listening uh and that this is not the first. This is the beginning. Um and so there's a commitment to clarity. Uh there's a commitment to transparency and there's a commitment to listening. Uh and most importantly a commitment to continuous improvement. Uh
so we heard clearly from our teachers. We have teachers here today that uh took the time out of their busy day to come and speak to us. Uh parents as well as students. And so we are acting right. Um and so when you look at slide 38 um this
was collectively uh based on what we heard what we seen from surveys. And so you'll see that uh part of our charges moving forward is strengthening teacher voice and collaboration uh to not only extend beyond the survey that we did but then bring the teachers who said in the
survey they'd like to participate in the focus group. So we're going to be pulling those teachers uh to do a deeper dive to look at some additional root causes. Uh I believe there's some lessons learned, some best practices from there. We're also going to bring together cross-section of K through2 teachers because what we heard was that
uh those particular teachers felt that computer-based assessment was not appropriate. So we want to take a look at that. Even though the state does have computer-based assessments, we need to take a look at some of our internal computer-based assessments. We also want to look at how we can calibrate with our
district advisory uh groups to continue to have uh conversations with them and clarifying optional versus assessments. So, one of the asks was for us to do a pivot memo clarifying the optional versus required. We did do a pivot memo
at the beginning of the year on our district approved calendar, but we can send out another one. Uh and then we could also look at uh school level assessment plans and making sure that we verify the required versus optional and then more importantly looking at our
school support and practical tools uh such as performance matters. You heard that we are still working on uh performance matters uh per performance matters is in all of the top 10 largest districts in Florida. Uh and the only difference that we see uh from when we
introduced it to when other districts introduced it is we started with our our adopted core platform and so our teachers our parents got used to that platform and then we switched over to that platform. So we know that there's an an e an unsettling piece to that
because they're used to certain data that they're able to get certain ease of use in those particular platforms than there were are with performance matters. And then you'll see that we're reinforcing professional autonomy and calibration. Uh you heard from one of
our teachers how she's been able to really uh use her own professional autonomy and project-based learning and be very successful at it. We want to continue to support teachers and provide professional learning in there as well as some transparency and communications. So, we've got a lot of action steps.
We're looking forward to hearing from this board uh for additional action steps uh as we think about how we uh focus on improving uh clarity and making sure that teachers feel as if they're heard, parents feel that they're heard. Uh and so, we'll turn the mic back over
to you and we're ready to listen. >> Thank you. So, we'll go to public comment. Um, we have a number of public speakers today. I would love to hear from the students first. So, if you are a student and you would like to do public speaking, please approach either of the microphones on either side of the
room and just state your name so I can cross you off the list. Welcome. So, my name is Antonellen. I'm from Hollywood Hills Elementary and I'm here to talk about the test that we're
having. So, what what I feel and the kids feel from the school that the school board is giving us too much like performance matters and tests.
So, and with that it takes us a whole bunch of time that we don't it takes us too much time and so we don't have enough time to do like the original work that we're supposed to do. At least one of the
performance matters takes at least takes like more than 3 days or basically like a whole week. And so then it gives us like too much pressure for us to like finish it in time
and we basically have two tests is which is like the reading test that takes like at least a week and for the writing test it takes us at least two days but
um it also takes us it also let us have less time for the original work that we're supposed to do like booklets um booklets um magnetic readers and so the
d I know it's like helping us but like but like I feel like it's giving us too much pressure and yeah thank you so much >> thank you Antonella
We have our next speaker. >> Hello, my name is Olivia and I'm a student at Riverside Elementary. I'm here today to share my opinion of testing. First, I want to talk about diagnostics. The first diagnostic I get.
You need something to start you off in the beginning of the year. But whenever I do the second or third diagnostic, I'm already at that level because I'm leveling up as I go through my lessons during the year. Second, I want to talk about performance
matters. One, performance matters is always glitchy. Two, performance matters does not let students see the questions sometimes. Three, performance matters is complaining combining platforms we already have such as benchmark, saving.
This year, my teacher had us first look at the questions on benchmark and then take the test on performance matters because some students could not see the passage. Overall, I think the three tests that I mentioned should not be mandatory in
Broward County schools. Thank you. >> Thank you. Any other students in the audience who would like to speak? All right, I'll read um three names at a time. So if you hear your name called, please approach the microphone. Jill Seagull, Lisa Reyes, and Anna Fusco.
Begin. My name is Jill Seagull. I am a um elementary school mom of a third grader and a kindergartener. And I'm also a PTA president at Tropical Elementary. And just to quickly paint a picture, and Mr. um Mr. Bara, you've already heard this, so I'll make it brief, but the reason that I got, I
guess, frustrated or irritated with the testing was I was in my daughter's classroom volunteering and I got to watch them take a test about um Venus fly traps, which are very important to all of us, as you know. Um, but it was very hard to watch kindergarteners do it because the content was so difficult for them on a computer. So, I guess that's a
second issue that it's all computer-based, but it was toward the beginning of the year, but not the beginning. On the left, we have this big article that has to be read to them, but they have to click to have it read to them. On the top right, they have the question that they have to know to click second to have it read to them. Below that were multiple choice questions that
they had to click after that in order. And once they decided which question or which uh answer they wanted to use, they had to scroll down and click next to submit. It might seem simple to all of us to use computers regularly, but as somebody who tried to encourage outdoor play and normal kid play, my kids don't
go into kindergarten ready to use a laptop mouse and all of that. Um, so I hated it and I watched the teacher struggle and I watched her so politely and so much better than me, which is why she's an educator and I'm not, have them all close their computers and they went and sat at the carpet and they talked
about it and how far they got and it just sort of had me start questioning, well, how often are we doing these and what's the purpose? So, um, I'm not here to debate that data is needed. I know that I have a child that is, you know, he has an IEP, he has a diagnosis for that. We've been through RTI, we've been through PMP. Like, I understand the
terminology now. I understand the need for data. I don't understand the need for so many tests, especially computer-based tests, especially when they're small. Um, I think we'd be foolish to suggest that class sizes are going to get any smaller moving forward. These teachers have a lot of kids. They
want to work with them one-on-one. They want to work with them in small groups. They want to be able to have the art of teaching back in their hands. They want to be able to look at our children as people and not have to look at spreadsheets and data and answer to all these different entities that are demanding things. And the reality is
suggested becomes mandated because teachers don't want to say, "Oh, well, you suggested it, but I'm just not going to do it because I don't have to. I mean, they're going to do it." So, um, my request as a mom of both my kids, which by the way are very different. And I have one who is one of the last ones done and we feel so bad that he's, you
know, the whole class has to wait. And then we have I have one who's the first one done and she comes home with so much artwork that I need, you know, a museum to display it all because she's just coloring and coloring waiting for her peers. So, um, I would just wish that as an advocate for both of my kids, but all kids in between the two, that we don't
need redundant or unnecessary data and that we don't need things that are especially computer-based for such small children. Our teachers know what they're doing. and they know the kids within a month of having them. Um, and that's it for me. So, thank you all. I appreciate it.
>> Thank you. Lisa Reyes, then Anna Fusco and Kenny Mchu. >> Yes. Good evening. There are 39 instructional weeks in our school. These 39 weeks do not include full week breaks such as holiday or winter, spring break,
winter break, those things. Within the 39 weeks, 18 include at least one half day or a full day of no school. When we will look at the actual number of weeks our children are in school and compare that to the number of assessments they are required to take, whether district required, school required, or strongly
recommended, the numbers are significant. Kindergarten students take 59 assessments over the course of the year. First grade take 56 assessment. Third grade, second grade administers 59 assessments. Third grade gives 58.
Fourth grade 63 and fifth grade takes 65 assessments during the year. These totals do not include additional quizzes and tests that teachers give to support instruction such as geography state quizzes, spelling tests, and other classroom based evaluations tied to
lessons. To further illustrate what this looks like in practice, I want to read an email that was sent to first grade families from a teacher just informing what the following week would look like. Greetings parents. I hope your week is going well. I wanted to update you on
the test coming up soon. Please mark your calendars. One, we tried to take the benchmark unit 4 test today. Due to technical glitches on the computers, we were unable to finish. We will try again tomorrow. Two, we took a science test today on gravity. The kids did well. Three, Friday, January 9th, we will take
the topic eight math test. It will it came up on us fast. The county will have shut down the test on Friday, so we don't have time to slow down. So, we're working hard every day to learn about our groups of tens and ones. Four, next week on January 12th and Tuesday,
January 13th, we will take the I Ready Midyear Diagnostic for Reading. Wednesday, January 14th, and Thursday, January 15th, we will take the I Ready Midyear Math Diagnostics. These tests are able will are to update your child's learning path on their I Ready lessons.
It's important that they do not just click click click so that the system can assign them the lessons at their level. Five, the midyear science assessment will take place sometime soon. The window opens up next week, so we will wait and see when we are told to take it. Six, we will be taking our first
Ufly phonics pattern assessments this Friday. It will cover words with long A and long I as well as a few heart heart chart irregular words. In closing, the sheer number of assessments being given to our elementary students is simply outrageous. For many children,
assessments are not a neutral event. They bring real stress and anxiety. They shift the tone of the classroom. They change the culture of the school during district and state wind testing windows. And when testing is happening on a near weekly basis, the pressure new never truly lifts. With this many required
assessments throughout the years, teachers are inevitably pushed toward teaching to the test, not because they want to, but because student performance is directly tied to how teachers are evaluated and how students receive their A and B grades. When professional
evaluations and school grades hinge on test results, the focus narrows, creativity narrows, flexibility narrows, and instructional time narrows. Was that a beep on me? Okay. Thank you. >> Okay. Dr. Trudy Deranovich and Jordana Egan.
Bridget Piol. My name is uh Dr. Trudy Germanovich. Um I'm going to deviate a little bit from uh what I was going to say. And number one, I think we could fix this with one simple solution.
the testing calendar. Put the word optional. Put the word optional so that the principles know, the teachers know, the parents know. If that happens, you're only going to have a few tests that are mandated.
Those tests would be the three that are required in state statute. And if you had my belief system, you would believe that everything else should be left to the teacher.
The teacher is the professional. The teacher is the one, not the district staff. And that's what's happening. It comes back down. You say, "Oh, it's optional."
No, it's not. No, it's not. when district staff comes in and says, "Let me see your data." They want to see the data. Now, you could do it where you let the teachers actually choose and then you'd
know which which program you should not buy next year. Wouldn't that work out better? You could still put it in performance matters. So you could still collect data, but it would be actual data of teachers that wanted to use the test
that wasn't told you must take these tests because it informs instruction. I'm sorry. I taught that first grade almost the same way as that teacher talked about here. Project-based
learning. That was my thing all the way up when I was teaching all the way in middle school project-based learning. If I had to teach today, I would have quit. I would not do this. And that's why teachers are leaving.
That's why parents are leaving the public schools. They don't have to do this in charter schools. The only thing they have to do are three tests a year. That's it. That's all you should require too.
Thanks. >> Thank you. And just as a reminder, please wave your hands uh to keep decorum instead of clapping. Jordana Egan, Bridget Pearl, Lucy De Kapua. All right. Hello. I'm Jordana Egan from
Plantation, Florida. I teach at Tropical Elementary. First, I wanted to share that this is not about fast testing and data. I love data. I utilize data from sumitive and formative assessments to drive my instruction daily just like the expert educators and administrators
administrators shared. I'm a highly effective educator that works closely with multiple student interns and teachers new to teaching and that was my email that you s saw on page 28. Earlier today, I did send an email referencing two short videos to most of you in this
room. I respectfully ask that you review those this evening if you haven't already. I want to address something that is not being accurately represented and that is time. While it has been stated that fast takes a full day for reading and a full day for math, the I Ready Diagnostics are being described as
taking significantly less time. That's not the reality in your elementary classrooms. Because we can't test during lunch, recess, or specials, many of our students have accommodations. These tests take days to complete, sometimes two weeks just testing. my most recent
intern when her um her university supervisor came to observe her I said she hasn't taught a lesson yet because we did I ready reading and math and it took us nine days of all day to do it's real life guys um and I have touched base with I ready people they are
changing the test for next year but I'll see it when I believe it okay um in early elementary students do not yet possess the keyboarding skills trackpad control reading stamina or on-screen navigation fluency required to independently test for long periods of
time. Being familiar with an iPad or your mom's cell phone isn't the same as navigating a computer assessment. We also need to talk about platform consistency. When students take tests and benchmark and sav tools are intuitive and closely mirror what they see on the fast, that alignment truly
matters. It reduces their cognitive load and it gives us cleaner data that we can use. Performance Matters does not mirror those systems. As you'll see in the videos, it is not intuitive. Errors occur. Tests sometimes must be reset if a single item is mishandled. Grading
inaccuracies have been found. When teachers are troubleshooting technology, instead of focusing on their students, it impacts the climate of the room and ultimately the validity of the data, which is very important to everyone in this room. If the data collected is collected through a system that is not developmentally appropriate or
technologically reliable, then we must question whether the data itself is truly accurate. We are a K to2 district, preK to 12. What works for these middle and high school teachers and admin and everybody doesn't translate to elementary. Developmental appropriateness must be central to
assessment decisions. And while assessments may be described as school-based decisions, the data is monitored at the district level. pulled centrally and used for conversation that creates an expectation regardless of the wording. My request is simple.
Streamline the platforms, align the tools with fast, pull data from SAS and project instructional time and ensure that what we collect is truly reflective of student ability, not student navigation skill or technology tolerance. We all want meaningful data, but meaningful data comes from
meaningful systems. Thank you. Bridget Piol, Lucy Dapoua, and Heather Velasquez. >> Hi, my name is Bridget Pearol. Um, just to introduce myself, I'm a mom of three and I also taught in Broward County fifth grade for four years and a total
for eight years. I'd like to discuss the amount of assessments and how it impacts the pacing of instruction in our classrooms. I don't feel that parents or teachers are actually confused about what is district or state testing. It's just that it's not clear and they're going to edge on the caution and give it
if they feel like they need to. When they're asked for the data, they want to have it. Um, that was how I always was. Your data is um also supported that you showed us earlier that teachers agree that elementary students are overested and that these cause stress driven by district and state required assessments.
So, that's what I'm mainly talking about. We look at how many tests the kids are taking. Yes. In addition to regular classroom quizzes or tests, instruction is becoming driven by deadlines rather than understanding. The result is surface level learning. Teachers are forced to move students on
to the next concept before they have mastered the last one. I see this with my daughter with almost every test and she is not below average. There is simply no time for support. The district gives testing windows. They decide when teachers must give these assessments and put unnecessary pressure on students and
teachers. Yes, this keeps everyone on pace and I understand the need for that. But something we all learn early on is that not every child is ever on the same pace. We are talking about five and eight-year-olds. The first district required assessments are administered sometimes weeks after school begins. The
final required assessments are often a month before the end of school. So instructional time is cut short and our pacing guides are not always accurate right from the get-go. I have personally had conversations with teachers who know they administered tests before their students were ready. A recent example is
that one testing window was December 12th through January 9th, which we all know the majority of that were not in school. Um that is only five instructional days before a two-e break and four instructional days after. Your year at a glance earlier showed the list of district and state required tests.
However, I feel it's important to note that some of these occur multiple times a year and especially I Ready much much more time than it says that it will. You said yourself that every student should be getting a highquality education. It's so sad as a teacher,
especially a teacher of this county, that I don't feel that my children are getting highquality education. It's really hard to watch. Um I'm really passionate. You can hear it in my voice. I don't mind that I'm passionate. I love it. I love teaching. And it's so hard for me to think that I'm on the side of
possibly leaving a county that I worked in and actually loved. I loved it. I loved every minute teaching here. We just heard um so many teachers give great examples of how they address their students weaknesses in learning. And did you notice that all of those are active
and project-based lessons? This is what we want more of. I and since I have your ear at the moment, I'd just like to add that I never knew how hard it would be to be a former teacher turned parent. I know how I want to help my kids and I can't. And one last thing is unlike Palm
Beach, why aren't we allowed to see what our kids are getting wrong in performance matters? That's the best way I can help my daughter. And I really just want to see it and help her. I don't want to share it with other people. I'm not cheating. I just want to help her. She's eight. Thank you.
Um, Lucy and then Heather. >> Hi. How is everyone doing today? Uh, good afternoon. My name is Lucy DeCapua from Coral Springs, Florida. I'm here representing the teachers and the students of Brower County. Uh, we're here because the district constantly is
raising concerns about the volume of testing from K to 5. I'll let you know right now. I'm talking about K to 5. I see a lot of surveys about the principles. This is K to5 that I'm mainly bringing up. You can see from your own survey that 76% of the K
through5 teachers are saying that we are testing too much. You need to listen to the people that you employed to put in charge. The workshop exists here because the concerns were loud enough that you guys needed to hold this workshop. Yet, when I looked at the presentation that you
guys were just just saw, it showed that you are justifying the level of testing that you're doing. That's not what we're looking for. We're looking for you guys to listen to us, to the parents, and to the teachers, and to the students who are in the classroom and saying that
they are being tested too much. You said that you spoke to the advisories or to the student advisories. K through 5 doesn't have it. This is your advisory group right here. They went, they talked and you can go to the schools and talk to them. The district is not in the classroom. The districts are not getting
the six years old, six years olds on the computer. They're not dealing with the anxiety from the students who are being tested after testing after testing. The district is not losing the instructional time because of the benchmarks windows. The teachers are the parents are here.
We're dealing with it at home. Their students are dealing with it dayto day. Some students don't want to go to school during heavy testing periods because instead of being engaged in learning, they're spending extended times on the computer with assessment after assessment.
I I truly truly believe that this board is concerned about the students, but I need you guys to understand that these suggested tested are not suggested. You can ask the board, you can ask the district yourself, 100% of the schools are doing it. If a 100% of the schools
are doing it, it is not suggested. You talk about the amount of time that it takes for these students to take the test. The amount of time that they are saying it takes is not. Our state says that we need to be under 5%. We are not because you're not adding the suggested testing and you're not doing the amount
of testing. Therefore, we are baking breaking state law. We need to reduce the amount of testing these students are doing. To wrap it up, I we need to get rid of the testing windows. We need to get rid of the so-called optional testing and we need
to give the discretion back to the teachers and back to the principles and away from the district. Thank you. >> Thank you. I believe we need Kenny Mchu and Anna Fusco.
>> You're next on the list. You can go ahead. >> Kenny and Anna, please approach the mics. >> No, I'm going. It's okay. >> We're going in or Okay. >> Brooky and Cynthia Dominique is who I
have next on the list. >> Am I ready? Are we good? >> Oh, sorry. Heather, go ahead, Heather. >> Hi, everyone. Good afternoon. Uh, thank you for this opportunity to come speak on this topic. Broward County Public Schools has approximately 236,000 students, not data points. Approximately
75,000 of those students are elementary age and I'm here to represent my third grader and other elementary kids. My name is Heather Velasquez and I'm from Damy. It has been largely expressed by classroom teachers and parents that our kids are testing too much. It may seem as though students don't mimic the sentiments of the parents and the
teachers we which indicate that there is a systemic issue at hand. They are experienced a normalized testing culture. High stakes testing increases stress. Research indicates that cortisol spikes are associated with impaired working memory, reduced focus, and lower
performance. Stress is not healthy for adults, let alone children. This means that results don't always reflect reflect the students capabilities. Reading, writing, and math are monopolizing teaching time. Science and social studies fall to the wayside. Learning is so narrowed due to the
abundance of testing. Testing days are dreadful for our kids. No recess, no specials, sitting in silence while each student has an opportunity to finish their test. Our church, our children don't recognize what true engaging learning can look like. But many educators do. Students spend so much
time on screens in the classroom. They and teachers are not afforded the autonomy to run their classrooms as they wish. They are pressured to administer tests weekly for multiple benchmarks to cover all of the standards that will be on the fast test. And I'm talking tests,
not assessments. We are putting kids on I Ready for minutes and passing rates. Some of these standards haven't even been formally taught to the students and they are expected to pass according to the software or school criteria. This is damaging confidence, creating extreme dislike for learning and ruining the
educational experience. Comparison is the thief of joy. These kids are comparing themselves by level, who reaches stretch growth, who's being celebrated, and a score. I mean they know what percentage rank they are. These are five, six, seven, eight year olds that are cry for crying out loud.
My child, our children are more than data points. Why do we need all of this data? Allow teachers to use the time they have to address the needs of their students. If you have read some of the comments on this agenda item, you should be aware of the mental health toll this is taking on students. This is not what
children should be worried about when it comes to going to school. anxiety, physically ill, such worry about the weight of a diagnostic. This isn't isolated to our lowest cortile students, but to all students, even high achieving ones. This isn't Don't we want students
to be excited to learn, eager to engage in the classroom, not sitting in front of computers to complete assessments and learn how to use computers and the software while doing so. As a parent, this is not just a concern for the students, but the teachers as well. As a
district, aren't we prioritizing mental health? How do how do we expect teachers to do their best work under these conditions? I commend the teachers that do show up and do their best every day with a smile on their face. >> Thank you. >> Uh Brooke
Brooke Bordy and Cynthia Dominique. >> Good afternoon, Brooke Bordy from Plantation. And thank you to the five board members that are currently here. I know it's the end of the day, but this was probably the most important issue of
the day and um I hope you know whoever isn't in the room is listening. We were hoping to get some change today and I I don't know how that's going to happen. Um but regardless, we're here and my son is here and I have three kids. I have a sixth grader, kindergartener, and a prek
student. And I'm here because uh the littles are going to have a different education than my sixth grader. there's been a a big shift um over the last several years and there's a lot more testing um you know for the older child. I didn't worry about mental health or
whether education was developmentally appropriate. I didn't think about it and that was great. That's my role as a parent to support. But um I I I'm concerned now big time. Um and Brooks, he's you know super well adjusted and go with the flow. I don't know if my
daughter's going to come to Broward County Public Schools. We'll we'll be seeing. Um so the presentation attached to this item reads as an ode to testing, a defense of testing. Um it implies that teachers and parents are confused or not
informed. Um but in my eyes, the presentation shows a disconnect between staff here at KCW and what the parents and teachers and most importantly students are experiencing. Um there there are two different realities that I can't explain in the entire presentation
that I heard and the teachers and principles speaking you know with staff um that that's not our reality. The the people that you just heard from that that's what's really happening on the ground. Um so suggesting that teachers misunderstand the requirements or that
we parents are over wrought or bent out of shape um it's deflective at best and it's gaslighting at worst. um your teachers are telling you that they don't have a choice. You've heard that repeatedly. I hope you believe it now. They don't have a choice in giving all
of these benchmark tests. Um we've asked for a memo since December um from our DAC meeting. We've asked for a memo to be sent to teachers saying what's not required. We haven't seen it and and that's a telling preference to maintain the status quo and to continue
testing. and how many tests have been taken by students since December since we haven't gotten that memo to clarify that benchmark testing on performance matters isn't actually required. Is it or is it not? If it's not required, just send a memo. Please, we we keep asking and if you can't send a memo, maybe it's
not true. Um, many of you are educators and I just can't emphasize enough that there's just a vast difference in the classroom and what teachers are expected to do now nowadays. And for anyone not convinced, I urge you to think about this in terms of enrollment, FTE, what the future of the district looks like.
Parents are going to leave. I might leave. Bunch of parents might leave. We're talking about micro schools. Uh the teachers aren't going to stay. Your best, most passionate, experienced teachers are going to leave as well. So maybe that's convincing. Thank you,
>> Cynthia Dominique. Good afternoon. My name is Cynthia Dominique from Margate. I have four children in BCPS and involved in multiple advisories. And I've had the opportunity to speak to parents, staff, you know, the academics team, principles, teachers, and they echo the
same sentiments. There's too much testing and they don't feel like they have a choice. Um, you know, we shared with the academics team that we feel like this presentation that they just provided with you all was the defense of testing. um it's it's a validation of the value rather than looking at this in
a with a neutral and holistic perspective to figure out how we can assess achievement gaps and and learning gaps and learning gains without excessive testing. Um when we compare the chart on slide 22 to what is actually done in practice, we see that students who are taking fast spend
approximately 3 to 5 hours a day for six days which accounts for almost 30 hours. Um and that this is all data for students without accommodations. I Ready takes approximately four to five hours on two days twice a year for a total of 20 hours. The beginning, middle, and end of year science exams take one to two
hours on one day times three for 6 hours. That equates to a total of almost 56 hours of testing and over 7% of instruction time, well above what the state mandates. There are also micro assessments, growth checks, curriculum tests that upper level district staff have told principles and teachers are
required. We are hearing directly from principles and teachers. They have been told these are required. They're not going to speak up. I'm so glad for the brave teachers and principles who actually speak up, but the majority of them fear retaliation and retribution. So, they're not going to speak up.
They're going to tow the line. Um, so all of these, including the topic assessments, if you all lot for three topics at 30 minutes, that's upwards of 90 minutes a week. And at 90 minutes a week for about 20 weeks out of the 35 to
40 weeks we have in school that accounts to over 12% of our total instruction time. Um this doesn't include time spent on test preparation, practice assessments, data or goal setting chats with students. All of the things that build anxiety and competition amongst our students. They are stressed. My
10-year-old decided not to come today because he wanted to speak, but he's overwhelmed with getting his I Ready minutes and prepping for tests and getting all this work done that he has to do. He's in the high achieving and gifted class. And I'm hearing so often every day, "Mommy, it's too much. I'm
stressed. I can't go to my scouting meeting. I can't go to my football trip because I have so much to do." He's bringing home books and notebooks and folders because he has to prep for these tests. It is ridiculous. We need to balance accountability and teacher
autonomy and the art of teaching. If the district is wants to see greater achievement in our students, preserve access to recess and specials, prioritize mental health for students, teach typing and technology instruction instead of expecting students to learn while taking the test. Decrease class sizes to increase teacher efficacy and
small group um support. Remove ready diagnostic to send a clear memo to teachers and principal that curriculum tests are not required. And be consistent with that same messages when instructional reviews happen. um move the fall testing window up and move the spring testing window further back towards the end of the school year so
that we can maximize instructional time in between. Implement more project-based assessments and learning um so that we can test real world application and true proficiency. Pay teachers a living wage so that we can retain highly effective teachers and experience our quest to become an a district. In that quest, we
have to ask ourselves, what do we lose? >> Thank you, S. >> What do we lose? We're losing students. We have a body that is disengaged. They're not excited about learning. They have no passions. They're passion. They're not curious. Dr. Martin Luther King said, "The function of education is to teach one to think extensively and to
think critically." Clay Bedford said, "You can teach a student a lesson for a day. But if you can teach him to learn by creating curiosity, he will continue learning um that process as he leaves. Data doesn't drive the A. Quality instruction, quality teacherled instruction is what drives the A."
>> Thank you, Cindia. students and engaged parents is what drives the >> Thank you. Appreciate it. Okay. Um I think I have Kenny >> and after Kenny Anna Fusco one. >> Good afternoon. County Menchu Plantation.
Um testing, it's a hot topic with me. We had a beautiful presentation with um nice colorful pie charts and graphics and whatnot. And it looked good and then we had the leadership team up here presenting it. And I know you're just
doing your jobs. Okay. Um, it sounded good what they said, but was is is the chart really accurate and and the comments really drilling down into um true uh teaching in our public
schools? I think not. Um, this whole testing thing was brought in uh with the education reformers. Uh, they wanted to test label and blame our public schools as failures. And what they do is is they said that there was a crisis in our public schools.
They the media jumped in on it. They carried the message too out there. But it's all part of a national assault on our public school system. So they usher in the testing. You think grades might be not grades but the state data maybe sometime is uh
tinkered with to put it nicely. They remove and ignore community voice. I'm so glad to see folks here talking, our teachers, our parents, and our community. And no disrespect to the two principles that were in here today, but you really
think the principles are going to talk out against it and you call them in here to come and have a conversation. Testing destabilizes job teachers jobs by bringing in performance pay based on student test scores, things of that nature. Our kids are not like market pieces sold in the
market, you know, like the market economy that they like to drive that, you know, it's going to um make things better. No, they're kids. They're not a commodity to sell at a store. And their data shouldn't be sold either. And then it shouldn't be used as a way to say,
"Well, you know, with these u um um data chats and whatnot where they come in and um say, well, Mrs. Smith, you know, well, she's on chapter 3. Well, Miss Johnson over here, she's only on chapter 2. Well, Miss Smith or Miss Johnson, I'm sorry, might not be an effective teacher." We know that our kids learn at
different places and times and spaces. and to try to I guess categorize that and and and it it's just it's it's it's it's sad. It's not true teaching. It's not a data
mark is not true teaching. Get back to what it used to be. The teachers, the leaders in the classroom, the educator in the classroom, group work, make it fun. It's not fun anymore.
>> Thank you, Kenny. appreciate Anna Fusco. >> Thank you again. You guys are amazing. >> Let all the parents and the teachers get to speak. I mean, I'm here all day every day and I can stay hours, but I thought it would be courteous to let them speak. I wasn't trying to disrespect the chair.
I'm Ana Fusco teacher president and I'm also an educator. I've been saying this for a long time. Anna Fusco is completely anti-esting. I opted my student out of every when it was FCAT. You don't need to be a a to do these tests to be successful. He's a
firefighter. He's a nurse. He owns two businesses. He's an amazing successful man. He didn't take any FCAT testing in this Barrow County Public Schools. That doesn't define our students. We understand that the state mandates have come through and that we're we're forced to do that. We're not saying that
we want to go against what the state mandates are. What we're saying is that we want you to take away all the extra testing that I look I like every one of you there. I really do. Guy, Fabian, Richie, Holtz, they're great people. They're doing their jobs. Of course,
they're going to come in here and put this amazing platform up and bring in of course we we we know two amazing finalists. I stood up there on the stage with them and you know what we got from all of them? We got the instruction that they were
able to give. They no disrespect ladies, but you spoke very little about the testing. You spoke about the data and the amazing instruction, but they didn't get to tell you the bits and pieces of what what was balanced. Was it more testing or more instruction? But we know
they're amazing instructors because they became finalists. And the two principles that spoke, they spoke well, too. But the point is is that there's an excessive and excessive amount of testing. You guys stood up there at that
press conference said 38,000 students have left our schools. You got parents that came in here that said we don't know if we want to stay because of the excessive testing. I know we didn't line this boardroom today with a thousand parents and so forth. You know what? You
all put out that survey and they did not collaborate with Broward Teachers Union. We knew it was happening. Now, the Brower Teachers Union is going to put out a survey and you're going to get the real data and it's going to go to every educator and not the select that the
admin was told to give it to. Did you know that 13,000 teachers didn't get that survey? They did not. They will from the Brower Teachers Union. It'll be anonymous.
It'll be mimicked questions and some better questions if you really really want the data. But you know what? Those students that spoke, they spoke for the thousands and thousands and thousands of students that still come to
Broward schools. They should matter. The parents that spoke speak for them also. They should matter. We don't need 200,000 parents to line and we don't need the 2,00,000 students to line. Listen to the ones that were here. They matter. Show it. >> Thank you. Okay. Board member
discussion. Uh, board member Thompson. >> Oh, she's not here. Board member Hixon. Sorry. >> Wait. Yeah, she's on the line. She should be. >> Yeah. >> She went home for a sick kid. >> Okay. So, she's not on the line. >> Okay. Go ahead, Board Member Thompson.
>> Can you guys hear me? >> Yes, we can. >> Perfect. Um, so I would like to say that I'm speaking first as an elementary school mom because I do have three kids that are in elementary school and take a
lot of these tests as well. I think my kids are probably in the minority because when I ask them, they would like more tests because they are just highly competitive. Um, but I did want to put out that that's some students experience as well. But I would like to
to really go back to what the majority of people focusing on elementary school are saying is that we are testing too much in our younger grades. And I do think there's a big
push for micro schools and homeschooling because they can control that curriculum. And I know that there are benefits to assessments and so on. And I know that when I have my parent teacher conferences,
I ready is always the assessment that is used to kind of talk about their progress. So, I'm not trying to discredit that, but I would really like the staff to engage in meaningful conversation about what it would look like if we just got rid of the district
required testing primarily for elementary schools and look at other because I also caught the teachers that talked and I want to thank them for their courage because I think sometimes speaking in front of the board is is difficult. Um,
there are other ways that you can gather data to make sure that tests are being taught to or children are achieving what you need. And so I would really like the board to explore getting rid of the
majority of the district required tests, potentially keeping I ready because that is the tool that I've spoken with teachers that is helpful. Um, and I also think even if we're saying something is
optional, but everybody else is saying they don't feel like it's optional, then it's it's not because perception is reality. Um, and then just by doing community outreach, talking to elementary school parents as well, this
is a factor in when they're choosing their schools or when they pull out from our school. Um, so I'd really like us to think of a strategy where we eliminate as many of the district required tests
and leave it up to the state and then the teachers. And that's my comments. Thank you. >> Thank you, board member Thompson. So, does any of the board members want to weigh in on getting rid of a majority of the district required test before I go
to Dr. Zean and then board member Hixon? Um, Mr. Exon. >> Well, I mean, it was part of my discussion there, so I don't know if you want everybody to >> I'd like to hear from my colleagues before I weigh in.
>> Okay. So, board member Zemen and then board member Hixon. >> Um, I I think we had a swing in the miss here today. Um the comments that the audience has brought up about this presentation I
think are spot on. Um and I think there's you know in some sense uh diminishment of the board's responsibility by getting a brief that provides no options, no recommendations other than what we're
doing is right and perfect and ideal. And what offends me about that is it's our job to kind of know what the community uh is saying and uh and what might make sense about some very subjective things like trade-off between
elementary school mental health and elementary school fun and learning and elementary school engagement which is very different than middle and high school uh of the same set. And I wish that the presentation had brought us, as I have said now, dozens and I feel like
Miss Tixon talking about payraises. I keep thinking that the staff is going to bring us things that inform us and then provide us options on ways to go forward. And instead, what we got today was largely a very defensive uh treatise on the status quo. And I appreciate your
academic uh talents and your your credentials and your experiences and things like that, but we have a school board for a reason. and our job is to weigh in on big big policy issues like testing, which is a huge issue in our community. I will tell you as a parent
of two sixth graders and an eighth grader, I've just been through 23 years of elementary, largely elementary, a little bit of middle school learning. And while my uh kids served three of thousands and thousands of kids, I've watched the anxiety and
the stress and the missed birthday parties and the missed baseball games and the missed camps because, you know, in third grade they're worried about, you know, a test. And I love data. I absolutely love data. But I also recognize that the uh extreme collection of data and the
difference between what is formally optional versus what is perceived as not optional is a big deal. Um, and I I am going to continue to push for reduced testing in elementary schools. It's just too much. And to me, that's my own opinion as a board member
of balancing the mental health, the stress, the anxiety uh that that kids feel uh in schools in order to provide data to adults who would like to, you know, have an infinite amount of data. Um, and as much as I love data, we got
tons. And and I don't think we became an A district because we tested so much. I think beca we became a great aid district for a lot of other reasons and um I don't think I don't think we've even caught our stride yet in academic excellence. We're going to continue to grow but I think our pace of growth is
actually going to grow uh faster than it has for the past three years. Not because we test so much and gather more data, but because we make good reasoned decisions about how much is enough uh and what the real marginal value of that one more I Ready test is compared to the
marginal value that we can get um from other data. So um are you the chair right now? Miss Leonardi is the chair right now. Thank you. Um, as we go around or maybe at the end, um, I would like to do this again, but I don't want
a defense of the status quo presentation. I would like some serious staffed options about what would it look like to reduce elementary uh, K through fifth grade uh, testing and my colleagues may even be interested in reduced testing in middle school as well. Uh, but in my mind, we deserve to
have options. we deserve to listen to the community and to reflect what we've heard from the community and what our own judgment is uh on on this trade-off. And again, it's not just an academic question. It isn't just a data question. It's a whole bunch of integrated things that all go together. Uh but I feel on
the pretty extreme side of reducing testing in elementary schools. Like if if we cut it in half, I'd be happy. And so to me, you know, that's where I'm right now. I'm dying to learn more from you if we can do this again and get options. But when you just bring us a brief with one options and it's a
defense of what you already have, um I don't think it serves the community very well. I just would really like uh your expertise and your guidance and your incredible knowledge reflected in recommendations of which of the options to take. But as a board member, um I I
can't tell you that 50% reduction elementary school is the right answer because I'm not informed enough nor is the public I don't think informed enough on where we draw that line uh and say this this much is too much. but I don't know the right number to land on. Thank you very much. >> Thank you, Miss Sixon.
>> Thank you. And thank you, Dr. Zean. I I agree with everything that you just said. Um and you know, looking at I know I don't say that very often, so >> yes. Um, and and I, you know, Miss Miss
Thompson said something similar, but I think the problem is we could very easily as a board say get rid of all the district acquired testing, but we don't know what the value of those things are. I I I agree with Dr. Zean and how could
we reduce this? You know, one of the things that we heard and and she left, but I have to say I know Miss Egan personally. She was um both of my godchildren's teacher. She's a fantastic teacher as she mentioned. She not that
all of you here aren't, but um you know, she does a lot of student intern teaching. She's like the p the go-to person. And it's when she's telling us that I Ready takes nine days to complete
a test. Like does I Ready? and I see us as um staff shaking our head, but she's a teacher sitting in the classroom and the students even said it takes them a long time. So, either something's not going right when they're doing the test
or we I always say this, perception is reality, right? And we we can say facts all we want, but someone's perception is their reality. And this is the reality of our students. I know that Lily and AJ
when they went to school had tummy aches because they were so stressed about these tests that they were going to take. So, they didn't want to go and they then they'd have to make it up later. I don't know what the right answer is except for I know there's a lot of people here, a lot of emails and
we're having this workshop because people feel as if there's too much testing and that includes our educators who are the experts in this job, right? We hire them to do it. So I agree with Dr. Zean, you know, what would it look
like? what district required tests really help drive the curriculum and the the the movement for students and which ones maybe don't. And I would say there's a couple in here that aren't listed. So, for example, it says
district quarterly exams that include algebra, geometry, biology, civics, and US history. But we give semester exams, and I'm pretty sure if you ask a high school student, those aren't optional. those are definitely exams that so I feel like this list also isn't
necessarily complete list. Um and I I don't think that high school students well we've heard from secondary they didn't feel as if that was a huge problem for them. The bigger part is K through five. So I also have a a I would
like to know what each of these tests do and where you feel as the experts in this area where we could reduce this based on the feedback that we're getting. Um my second question would be is it possible like do we have to give
the computer the test on the computer or can we give at least for the kindergarteners like some kind of hybrid where they're taking it on paper and someone did mention about class size and I'll say I believe that a lot of testing moved to
computer-based so that it took some of the onus off the teacher for having to grade it so that you could have quicker results. So, I do understand that. But, you know, kindergarteners, we are making assumptions that because and listen, my
three-year-old grandson can get on the phone and iPad faster than I can. So, I know they're wired differently, but we can't just make those assumptions. So, before I ask the rest of my questions, my question is, can it is it possible to give the tests on paper or is that a
state mandate that it has to be on the computer? So uh for the state assessments, the star assessments that are given uh the the star early literacy test is given to kindergarten students and star math is given to kindergarten students and those
are are computer-based. There's not there's only a paperbased option for students with accommodations that say that they need paper. So um it's it's students that cannot access uh computer. Um so for the state assessments we are
required to give them as computer-based assessments. Um obviously we have uh we have leeway with non-state required assessments. >> Okay. So thank you. My suggestion would be at least for maybe the beginning part of kindergarten and work their way up
towards that you know so because it does add anxiety when you're trying to do something. I've been trying to do something on my Glow Forge for a week now and it's I'm doing all the things I'm supposed to do and it's still not working and it's just so frustrating
that um I can't function any other way because I'm just focused on that. So, I can imagine how the babies feel when they don't know all the right buttons. So, if that's something we can do, I mean, we can all weigh in, but that would be my hope that we move them,
guide them a little better than just making the assumption that they know how to do it when they get here. Um, a a number of people talked about the um art of teaching. And as a 37year educator, I
love that phrase because teaching is a passion, but it is an art. It's a tap dance that you have. you know, you you see what your kids know, which you need the data for, but then you have to figure out how to get them where you need them to be. And you want them to
learn and be excited about learning. And I think that we've heard today that elementary students don't have that feeling. So, I think it's important to figure out the balance here of of doing that because they're missing out on those things that they go to school for,
art, PE, you know, recess time, snacks, all of those fun things. Um, and the last thing I guess I have a question on is performance matters because we've um also heard a lot of complaints about
that and I know in the PowerPoint it says it's just a platform but do we have to can you explain it because you know we don't use it so we don't know that exact information but it even the
students were complaining about performance matters and that it made it harder and I'm guessing the intent was to make it easier. So how do we rectify that and is do we have to use it if it's having so many issues?
>> Sure. Um so performance matters is the district's assessment and reporting platform. Um so uh what we had before was we utilized an assessment platform that was within Canvas called Mastery
Connect. Um and there were a lot of limitations in terms of reporting um and in terms of the assessments with within that platform. So we went with a more robust system that a lot of other districts in the state use. Um we we
have I want to recognize we have heard um feedback at our elementary level um for this platform but our secondary level we have not heard um you know a lot of negative feedback on it. What we did was we transitioned the assessments
at our elementary level that are in our instructional materials because we have uh instructional materials that are in different um that are from different vendors. So we have benchmark for our English language arts, we have savas for our mathematics. Um and we used we put
them both in performance matters so that we had one unified platform that students could get used to giving uh taking the assessments in and then teachers and administrators could get used to seeing the results in um is it's
not not perfect and we're working to you know to make sure that it's that it improves. But um what they had last year um or the year before was they were they were the at the elementary grade level they were taking those same assessments but they were taking them in the
instructional materials platform. So in the benchmark platform and in the savis platform. >> Okay. Thank you. Um because what I heard Miss Egan say is there were some tests that mirrored the state test whatever they were
taking. So the fast, >> if I'm going to say this, I forgot what the names were of them were, but it mirrored so that those students were learning the skills they needed to take the assessments that were graded on, right, as a district. But the
performance matter was a difficult it it didn't really help the students in getting the skills they needed to be more proficient in test taking, for lack of a better term. Not so much the knowledge just in terms of the practicing. So you get because remember
K through five these are you know wrote wrote learning on what you need is really important for them to focus on the curriculum as opposed to the actual test taking skills. Um so I don't know
what that looks like but I again performance matter seems to be an issue and I'm sure it's growing pain. So I you just like when we started on focus and you know all of those things >> we're two years into it and so yes um
the previous platforms were more um parentfriendly in in terms because they were so used to being able to access some of the data within the platform. Um the reason why many districts are moving towards performance matters or are using performance matters is because it
provides a highlevel district overview is a principal overview and a teacher overview. Some of the data that the other platforms had principles really technically didn't have all of the access to the data nor did the district have all the access to the data. So it made it difficult for us to dispatch
support to schools that needed the most support. Um that's why large districts are using things like performance matters. And the other thing that I think is important is that uh as you all know we go through an adoption every year. So we could go from a different
ELA or math adoption. There goes that platform, right? So we're not beholden to that platform if we don't adopt that instructional material. >> Okay. I appreciate that and I I'll just end with this. It's very clear that again
perception is reality. our students, our teachers, and our parents who are affected directly by this feel as if there's too much testing. We have to address it. I again don't know. I'm not here to tell you what the answer to that is because I'm not an expert in that,
but I do wish that we had had options here. did feel a beautiful presentation and thank you for all of the data, but it didn't really say, well, you know, here's an option of maybe we could do less of this or less of that and what
would what is your expectation if we didn't do that testing because we did get to an A for two years in a row with a lot of this information. So, I don't want to disregard that either because I think it's important. Um, but we, you
know, at the end of the day, we want well-rounded students that love learning, that are going to leave here and be excited about being products of Broward County Public Schools, and I feel like we're kind of squatchching that a little bit. So, thank you. >> Could I just add something? Um, so, and
that feedback is important. So if you go to slide 18, it actually tells you which which if we were to remove the district required assessments, um those are the ones we would be removing. So you would have the science
beginning of the year, the I Ready, the NWA, and the Broward standards assessment. Those are the ones we would technically be removing from the option, right? the the ones that you are hearing about also in benchmark, advance and
savas which are in performance matters. Those are optionals teachers. We can we can clearly make that again we sent a pivot memo out to principal saying here are the required assessments. Here are the optional ones. We can send another pivot memo to remind them here is the
board approved assessment calendar that has required and optional. Uh if we wanted to go a step further to your point earlier, that middle row is what we're saying we would have to take away. >> Well, and I don't know if it's important
to take all of them away because I do hear a lot of people say stuff about I Ready and that how helpful it is. So again I don't know maybe you don't nine days for I ready testing is excessive to me and I see you shaking
your head but we have had more than one person address that. So maybe we need to find out where the disconnect between what you think it should take to do I Ready and what is actually happening in the classroom because I know the principles and the teachers have said
the data from I Ready is very valuable. So I don't want to be the one person that tells you get rid of I ready and then we find out we really needed the information. That's why I'm saying I don't know the right answer but we can't not listen to the people who have come
here to share their real life experiences with us. >> So if I may share something. So there was a reason we didn't come to you with options because like I said we had met with the parent advisory uh board five
times. We heard, we listened to them. We also met with the students. We also met with teachers, we also met with principles. There was a variety of things that they had that we couldn't necessarily isolate to one single thing, right? We heard about the K through two uh computer-based assessments. We heard
about the overassessment with performance matters. We also had heard uh the optional versus required. Right? So in our slides 39, 37 and 38 or 38 and 39, we c we said we need to really explore this deeper. We need to have a
focus group with more teachers to hear what they were really saying about these issues before we come to a bo to the board and say here is what we have heard from everyone to be able to come with the root cause because my concern is if
you go back and look at that middle row I already isn't just an assessment it's a pathway that provides remediation enrichment throughout the entire year and it's also provides homework support. Uh, and so we have some positives and
negatives when it comes to that component of it. So we didn't want to just necessarily make that recommendation because it would have created such a cataclysm piece of damage to students that really need it. So we needed to really come back and observe
and get more data and then come back to you with some substantive information from what we've gotten from other teachers. we needed to expand the pool be beyond a thousand teachers that responded. >> Well, we appreciate that and you know, like I said, I I don't know what the
answer is, but I I know that I think we would all agree today. There needs to be um a definite change in what's happening right now. So appreciate it and do I we look I look forward to this coming back
with after you've gone through these action items to see what we can do moving forward. That's a balance for our students and our teachers. >> Agree. >> Thank you, Miss Bulman. >> Thank you. Thank you for the presentation. Thank you to everyone who
came to speak. I really appreciate getting everyone's perspective. Um, I have four of my own children, one that just graduated and three that are currently attending school. So, um, I
I'm experiencing this on a day-to-day basis. Uh, and I I'm um sympa I I'm aware of the, you know, kind of the balance that we have to achieve here because we do have the
state mandate. uh we're required to do these te to do these tests. Our school and district grades depend on that. Um but we we have to balance that and getting the data that we need with um the student experience and teacher
autonomy. I I really I really um can't emphasize enough how important I think it is for the teachers to be able to teach. I I think I said this a different time, but we went to the um
Florida School Board Association conference in December and one of the um talks that I went to talked about the art of teaching and the ability to allow teachers to be teachers. And you know, when you think back on your own
experience, every teacher's different. I would never try to homeschool my own children because I want my kids to have all those different perspectives. they can they get my opinion all the time. So that's not so I think it's very um
important that everybody is allowed to do their um to teach in the way that they bring the best out of the kids and and so I agree with my colleagues about over testing. I've never been a fan of
this. Um, I understand that it needs to happen to a certain degree. And I think in in middle school and high school, it's necessary because that's real life. You're going to be stressed out. You're taking different classes. And that's part of the deal. You're not going to get away from testing in college. But
when you're a little kid, um, you want you want your students to be engaged to love going to school. And so if they hate going to school because they're sitting in front of a computer taking a test all the time, then we're not achieving what we want, which is to have
engaged students. I I love the um the project based learning. I mean, I think that's probably the most important thing you can do. I was actually just thinking about that with my son that's in fourth grade because I haven't seen any of that this year at all. And so I was concerned
um you know I think back on my own experience and how much you get out of that and how you learn in a different way and it's not all linear but the way that it's presented you know you have certain teachers that are funny and certain teachers are very artistic and
you absorb all of that as a student and so I don't I I I you know share with my colleagues I'd like to see how we can look at this where we're collecting you know, enough data to be able to move
forward, but that we're also providing that education for our kids that the parents want that the kids are going to take with them forever that makes our district attractive. And I know it's a it's a difficult ask because there's so many requirements that we have. I'm not
trying to be polyiana and act like we're going to make get rid of that, but I you know, there's also this idea with the school grades. Um, my kids have in elementary school gone to a C school and they have the most amazing teachers. Um, it's not the
school grade, it it's the teachers, it's who's there with the kids on a day-to-day basis and those teachers have become my very good friends. And it's difficult because you can see how their enthusiasm for teaching has decreased
over the time I've known them. My oldest son is 18, so they've been in school, you know, this is probably 14 years. Um, and so I would like to restore that passion that they have and to feel that they have that freedom so that they can
do their job. They, you know, they all kind of talk about the Helian days of, you know, basically probably the early 2000s where I think people had a lot more freedom to teach. So, we're not getting away from from testing all the way, but I I think for the good of of
our district, we need to figure out a balance. Like Miss Hixon said, I I that's that's what I would like to see. I can't understate how important it is for the kids to be kids and have that experience. Um, and also just a little
plug, I would love to see people reading a whole book >> because that, you know, that's great you can read a passage, but there's a lot to be said for being able to get through an entire book. I mean, who would have known Tale of Two Cities was so good if
you hadn't gotten through the first twothirds of a very boring, horrible um but I I mean, we we're you're the educators, but these are the things that we're putting these kids out into the world, and it's our responsibility to
make sure that they have that um development and that they have that um what is it? Yeah, the problem solving, the analysis, and um the endurance really. I mean, if you can get through a book because the it's problematic for
people that are going to college now because they've never read a whole book. So, I I think we're on a good path. Um and I really appreciate everybody's input. you. Obviously, the parents feel very passionately about this and I think we need to listen to them because
they're the people that they're our customers and I, you know, I think that they're bringing back good information for us to rely on. So, um I look forward to the followup because I think we can we can come up with a good balance for this. >> Yeah, I I agree. and and and part of our
action items was to go back and engage uh the parents again on a larger scale and even during a parent university perhaps on that topic. um so that we can come back uh to the board with more informed decisions on where we are
because like some of the parents said we only got a thousand teachers that responded and we did send the serve out to everyone and so the the thousand that we got was mixed right because if you all heard some of it was around pacing it wasn't necessarily I ready some of it
was around performance matters so it was all different things right so I want to Make sure that when we come to the board, we come with some good data from teachers, larger focus groups of more than a thousand listening and then
bringing parents in, bringing students in so that you have a forensic audit of information then we can decide hey maybe we don't bring an IR contract back to the board right but here is here is the decision because I will tell you
everything on that middle column that is required hard. We have data to say that it's working, right? So, it may be working. Now, we just need to decide, well, it's working, but we we we as a district are deciding not to do it,
right? >> Okay. >> Thank you, Miss uh Rupert. >> Thank you. Um, I actually felt the anxiety coming off the children when they spoke and that
just made me just, you know, my kids are older now and they didn't experience this much at this young of age. And it was um it was very powerful and I do want to um tell those students if
there's any of them left or brothers and sisters what a great job you did and to be super brave and speak up in front of uh all this. That's a lot. That's a lot for me. So it's an awful lot for them. Um I also felt the passion of the mama
bears and I'm gonna say Kenny Bear because he he spoke. I think he was the only dad that spoke. I'm I had to give him some credit. um that attitude flowing forth from you guys which is like it you can't explain it. You want to do what's right by your
kids and you're going to keep pushing and absolutely you should and I'm hoping today that we actually learn from this. I know I want this craziness to stop. Um I want to let the teachers get the joy to be back. Um
because I believe if we give that joy back to the teachers, we cut as much as we can out of the the test or at least in another format like um hands-on learning some way somehow. There has to
be something. Um I I think that enrollment will come back, but more importantly, the joy of learning will be with the kids. Um any optional district tests need to be taken off the plate. That's just me. Um I love the idea or I
think it was you Fabian that said about parent university. Um I wrote down uh we need to let parents, students, teachers, principles, uh staff and the board collaborate in those open table meetings like we did um when it came to uh the
facility stuff. Um, I absolutely know that we can actually fix this. I know we can do this together. It's not us versus you. It's nothing like that. Um, although sometimes it does feel that way. I still feel like an impostor and
I've been here a minute, you know. Um, but I I think we can. So for me, if I was giving direction, um I think we uh need to do much more uh communicating uh very meaningful communicating and
getting a lot more buy in from the teachers and let it go out to everybody. Um, I I think we can do this and I think we can make the experience for our children and our teachers and our families a thousand% better because
everybody will be rowing in the same direction and I look forward to that. So, anything that we can do on this, I'm in. Thank you. >> Thank you, Mr. Sea. >> Thank you, Chair. Dr. Cohen, I I do want to thank you for
the presentation, but um I will tell you that uh what we're doing um unfortunately just it's not it and uh it's not just today. uh what I'm hearing from my parents and from my educators
uh who are speaking to me um the kids the kids who came today uh the kids who I talk to when I visit my schools um not a lot of them are telling me you know what we have just the right amount of testing
it's always the same story it's too much from the anxiety to the pressure from taking away the teacher's ability to have the necessary instructional time with their kids. Um, I know we have certain mandates from the state and in no way, shape or form am I suggesting we
do anything to change that. But whatever we control or we can control at the district level, uh, I think we need to take a hard look at what we're doing and trying to come up with some some mechanisms and some strategies in conjunction with our parents and with in
conjunction with our teachers to try to fix this. Um, I think we had an opportunity today uh and we missed it. And this is no disrespect um to uh Miss Moore, who I'm sure does a great job at MLK and and the principles who spoke for
their respective schools. I thank you both for coming in. But um the reality is this presentation was to me kind of just like a manifesto about how great all this testing that we're doing is. And I don't believe that that accurately
reflects what my parents tell me and what the teachers that I talk to tell me. And whether they were brave enough to come here today uh and speak their minds freely um or not, I I can assure you that the majority of the teachers that I talked to think that we overest.
It's just a reality. And um I was a little disappointed to not see some some different options available today. Uh, I just kind of got the feeling like we were defending what we were doing and I get it. But the reality is when your
constituents are telling you something and when our parents are telling us things, we have to listen. I mean, we sometimes forget we work for these folks, right? That's why we're here to service our kids and to service our parents. So, um, I'd like to see some
some aggressive action being taken, whether that's a parent university or whether from a from a district level if we can start having some more input about how we start reducing this as a whole concerning um certainly trying to
turn the classroom back over to the teachers in some sense as opposed to sitting in front of computers and taking tests. Um, listen, I went to school a long time ago. Not as long as Dr. Zean, but uh, I went to school a long time ago and you
know, our tests were once a week, maybe once every two weeks on piece of paper and spiral notebook. That's how we did it. And I'm including high school, too. I don't think I used a laptop for educational purposes until I
was like halfway through college. So, and I graduated in 2001. So, I realize that the times have changed, but the reality is we're doing too much of this with our kids. Everything is is this, this, this, this, this, and um, the parents don't like it,
the kids don't like it, the teachers don't like it. So, why are we still doing it? So I I really am going to challenge you, sir, as well as I guess Hepern's not here, so I'll direct this to Falton. You'll have to
tell him for me. Uh as well as the superintendent to come up with a plan of how we can start to significantly reduce a lot of this testing that we're doing. And and I and I I I hate to compare things, but you know, I heard it from a couple parents and a couple of my
colleagues. When we look at our charter schools, we look at our charter schools, they have um three mmandated tests that they have to take. Now, obviously, I realize that they have a lot more autonomy than some of our schools, but um you know, a lot of these parents, you
heard, I forget which the speaker was, you know, she's been a Broward resident for however long and she's now contemplating taking her kids out because of the testing anxiety. And when we're dealing with very very young minds, we are establishing educational core
memories, if you will. And if this is what we're telling our um kindergarteners, our first graders, our second graders, our fifth graders, our fourth graders, everybody in elementary school, that this is what to expect, they're going to have some potential problems moving forward about tests. And
I'm not going to even get into the mental health issue aspect of that, but I can assure you that it's probably not good to be having text testing anxiety as a second or third grader. It's probably not a good thing for one's mental health. So, that being said, uh I am looking forward to a continued
conversation with both the superintendent's office and your department, Dr. Con, because we've got to find a way to fix this. This is just this is excessive and it's uh it's too much. Thank you. >> Thank you. Before I give my comments, I
do need to ga gather a simple majority to extend the meeting. I would recommend doing it in by 1 hour. Uh the strategic plan uh the rest of the strategic plan workshop can be done in board member walkarounds. Um so what we have left is
the two workshops on uh Broward virtual and workforce education. So uh are there any objections to extending the meeting by one hour? I object. >> Sure. I just have a >> So I have I hear one objection. Is there
another or Go ahead, Dr. Zean. >> I just had a wanted to share with you that I have a motion for both of them that would allow both to be disposed of quickly. >> Okay. We I mean we don't do motions in a workshop, but yeah. >> Sorry. I will have a statement that might allow us to dispose of both very
quickly. >> Would you like to share that statement? >> Yes. Both of these next two presentations are brilliant. They're spot on and they're exactly the kinds of thing this board has already advocated for and we need to move it to action in a school board meeting. So that's what I'm going to suggest at the beginning of both items.
>> Okay. I was informed by staff that we need to do those two workshops. Their recommendation was to go to straight to Q&A. Um but I was told that we need to do those two workshops to they need guidance today is what I was told. Right. We're bringing um two
proposals. one from ver virtual and also one from our workforce education field to provide some opportunities where we can bring money back to the district but we want to make sure we do this tonight because we don't want to push it off >> and with all due respect the presentation is so clear and the
recommendation is clarion >> it is >> and if you want to go to a presentation QA I understand but boy those are those are brilliant presentations and I'm not sure we need it >> so I heard two objections are there any other objections to extending the meeting by one I object.
>> Yeah, I noted two objections. >> Oh, I'm sorry. I didn't know I was number two. I hate being second. >> All right. By a simple majority, we will extend the meeting to 7:40. Um, I'd like to give some comments on
this. Um, I had a bit of an different takeaway from this specific presentation than some of my colleagues. I did not get the sense, well, let me back up. If you are looking at the survey results of the teachers and the principles, the
teachers and the principles in the survey results that are presented to us in this presentation say they feel we are over testing. So the dis staff did not present us a picture of everything is fine and everyone thinks everything
is great. They're telling us our people are telling us that we're over testing. So I do want to to clarify for staff who put this presentation together. They are not trying to present some perfect picture of what's going on. Um so I did near need to clarify that and I did I
think Dr. Conn beat me to it but on slide 38 there are next steps. So there wasn't you know they didn't bring us a presentation to say that everything's fine and we don't need to do anything. They came to us with next steps. Now whether or not those next steps uh were as aggressive as we would like that's a
different story. But I I think that to in fairness to the people who gave this presentation today, this is really the first time we've in my five years that we've asked them to address this. Um, and I think Miss Bulman made this
point very clear, like the the culture of over testing has been so ingrained in public education in the United States. Like even when I was taking my teaching and learning classes in college almost 20 years ago now, this was a huge part
of the curriculum. And there was a major public debate that was going on at the time that's really kind of died down. people have kind of accepted that this is part of the culture of public education in this country. So if we no longer want that to be the culture,
which I certainly have never wanted it to be a part of the culture. I was a teacher in the classroom giving tests um that were I did not feel were meaningful um or good for children, but I did it because I was forced to. Um but if we want to change that culture, it's not
going to be done in one workshop. So I guess my first question is when can we expect the follow-up to this workshop? So staff is going to go and do their next steps and do their focus groups and and come up with and look at different options for reducing the testing going
on in our schools. When can we expect the followup to this workshop? >> So I I would say we could probably provide you a follow-up either at the end of third quarter or sometime in fourth quarter. Um, one because if if we
make a decision that some of the contracts will no longer move forward, uh, we will have to be bringing those contracts to the board for next year. >> Okay. So, sometime by the end of this school year. >> Yes. >> Yes. This school year.
>> Okay. Um, again to to reiterate, I understand that a lot of the overtesting is either coming from some sort of miscommunication from the district um or in between
schools. I would say that pivot memos are maybe not the way to communicate these these optional tests and things like that. But I will say like having been in the classroom and and you know being told that I need to give these tests and oftentimes the district was
blamed for that. Um you know I think that sometimes optional doesn't really feel optional in our schools. So you know the school leadership sometimes feels like well it's optional. I'm going to go above and beyond and mandate it in my school. So, I think like those those
things need to be clarified and I don't think a pivot memo is the way to do it. That's why I think like roundts and the focus groups that you're going to do are going to be very valuable like speaking to people in person, hearing what their day-to-day experience is and then
communicating, you know, through BPA and and and uh you know, I know you guys have your meetings, monthly meetings with principles, communicating that way. Um, I would say that the the issue of the
computer-based testing, like some of my colleagues, I understand like the push and pull and the balance that needs to be done there. Um, like I remember years ago the first time my kids took the like had experience taking a
computer-based test was with the FSA and that was their first experience with the platform. um and it created all sorts of problems and so I understand that they need to practice on the computer but I what I've heard from parents and I share
this concern as someone whose children will be going into public school not not in the far future um is screen time overall and I think like we're going to have a conversation in the coming months about technology in our classroom but
understand like parents want to know how much time their kids are spending in school on screens. Um, so I think like sure maybe we're we're testing on the computer too much. There is pro there is a reason for that, right? That they need
to practice the the testing on the computer and the state testing is on the computer. But are there other ways then we can reduce the use of the computers in the classroom with while still remaining equitable? And I know that's like asking for a million things to be
done at once. Um, but I I do I am very concerned about the screen time of our students and I I hear from parents that they're concerned about the screen time. Um, so I don't think that's just a testing related issue. Um, I'll just echo the the,
you know, desire for more project-based learning. We know that it's effective. Um, that it's good pedagogy. Um, how do we make performance matters better? because I I do recall when we went to fast testing going to schools and the principles complaining that they didn't have good access to data, right? So, we
tried to fix that problem by by implementing performance matters. We heard from a principal tonight saying like that that was useful that she's not having to write things down because the principles were complaining about that. But we do hear also from our students and from the parents that they're that
performance matters is glitchy to use the the term that one of our students made tonight. So, how can we make that better? >> So, I I think the things that we're already doing um in terms of of these focus groups and working specifically with the vendor um we're lucky enough to
actually have two uh vendor two of the employees from the vendor on site here that are going through some of the troubleshooting that we're going through. Uh and we've uh made a lot of corrections uh to the system. uh you know interestingly enough that you bring this up because uh they are in so many
districts you would think that the problem should be rampant right uh but I think Broward is so unique because of how we u brought it in uh where we started from something that parents really liked and then moved to something else that you know helped the the system out get better. So I think to your point
bringing parents uh to part of those focus groups around performance matters and asking what are some things that they want from the system because it was originally designed as a a a district principle in a teacher tool not necessarily a parent tool. So I think
and they've been very uh helpful in making changes. So I think one of the things we can do to ease parents fears and uh get their buy in is bring parents in to be a part of the focus group to allow them to make some some changes to the system.
>> Yes, absolutely 100% do that. Um I I think someone used this phrase and I don't have the ending of it but I think like you know when I was in the classroom for a period of time they had us post an essential question on the board and I think the essential question
for us needs to be like somewhat I'm going to butcher the quote but if you're not going to use the data from this test then why are you giving the test? Um, so I think like as we move forward with our principles, with our teachers, um, our district staff, like
if how are we going to use this test and if the data from this test and if we're not going to use it, then we're we're not going to do it. And I'll say like just again going back to my experience um it it felt like sometimes I was giving these assessments and the way it
was communicated to me too was that like we have to feed the district overlords the the data, you know, like we weren't really using it. Um it wasn't helpful to me in my instruction. And I I think another interesting thing to consider is
like we I and I've heard this from students too. um like there is a disconnect between like the instruction and the fast testing and the assessments that we're giving. So I think we need to look at that as well and and try to
not have a disconnect there. Um but again like I I think if you roll back the tape when do we when did we move to fast testing? It was like 2021ish >> two >> 2022. I remember when the the state said that they were going to move to this
fast testing. We're going to do three assessments. I said on this day is I am very worried about the over testing that this is going to cause and I'm not trying to uh eliminate blame from us and and say that we don't have work to do to try to reduce testing in our schools but
this is coming from again 20 almost 30 years of a culture of testing in this country. Um, so I if we want to move away from that, then we have to do so deliberately and it's going to take time and we have to do it aggressively. Um, Miss Rupert,
you said you wanted to speak. You flagged me that you wanted to speak. >> Um, okay. Anyone else? Board discussion. Dr. Zean, >> just real quick, um, I want to be really clear about my view of these recommendations. If you bring what you
label as direct actions and it includes releasing a pivot memo, I'm going to just say that's not a direct action. If it if you're going to go talk to more people to gather more data, that's not a direct action. A direct action is here's a list of 50% of K through 12 things that we don't need
and here's why we don't need them. Here's 25%. Those are like things that we could then ask a few questions and say why don't you bring us some items and if we get consensus that would be great. My concern is there's a lot of talent sitting at that table, a mountain of talent. And I want to I want to know
from that talent kind of of what your assessment of how you read the data. If you need to go get more data, that's great. But if you could do it quickly and get back, that'd be great because we do have contracts that we may not need anymore. But what we really have is a whole, you know, tens of thousands of kids like in elementary school have
roughly 120,000 kids that are suffering to some extent. And we can relieve that suffering and actually increase our academic success in some people's view if in fact we spend less time assessing and more time uh opening that up and all those other
attendant benefits that come from from teachers like and I'll tell you one other thing. There's 13,000 teachers in Broward County School, give or take a hundred. There's 500,000 parents. If we buy software that's going to be opened up to parent use. >> Yeah. I think no matter not not in
academics but in anything like you know um facilitron right if we let PTA people use facil we better do parent focus groups and figure out if they like it and if it works and make sure we get all the features and functions set in the right way so parents can use it. This is a massive number of parents in Broward
County compared to employees u and and that's just you know good guidance uh I think for organization but thank you very much. >> Any other board discussion? >> Can I respond? >> Yes. >> So Dr. Dr. Zean, I appreciate the feedback and I welcome the feedback. Um, so the next iteration will come with
some tangible uh next steps with some data. Um, it's going to be data that uh we've already collected some of the data. We just didn't want to present it yet because we were still collecting the data, but um, thank you. I appreciate it, >> Dr. Fton. So, before we close, I just
want to thank everyone, thank the team for working on this presentation. Um, this didn't happen overnight. they actually been working and making sure that they beat the pavement working with parents, working with teachers, trying to get feedback and also with students as well. Some feedback came from all of
our stakeholders. And as Miss Leonardi said, it wasn't all positive. It was really good input to take forward and move. And I want to thank the parents. I want to thank the students that came out, our advisory groups that also have been very helpful in guiding these conversations. But what I will tell you,
the conversations that you heard tonight really is a positive step forward to what our district is about. Moving forward and working to do what's right for our kids. I don't think there's anybody in here that wants to continue to say we want to test our kids to death
because the outcome is not what we want, but we want to do it right. Um it's a delicate dance. Um Mrs. Leonardi did speak about the the assessment argument that has been around for a very very long time, but I think it got exacerbated when fast moved to three
times a year. So that added also to what was already a big Pandora's box that has been out there. While we won't be able to solve it tonight, but I think you you have our commitment that we're willing to work together with our teachers, with our parents, with all stakeholders to do
everything we need to do to ensure we keep learning at its highest. Broward County and performing is is at its best that it's ever been. So, there's a lot of great things that are happening. So, in order to fix a problem, we don't want to create another problem, but we want to understand that it's a delicate
balance. And the outcome of what we want is to ensure that our students continue to learn but learn in a stress-free environment because that's important. They can't do their best. But the feedback and moving forward is going to help us be able to come back prior to the end of the school year to see where
we would go in ensuring that we protect instructional time because that's very important for teachers and that we reduce any redundancy that may be happening um in the area of testing. So again, thank you for the team for all you do and thank you board for your comments and your feedback tonight. Thank you. >> Thank you. Hold on. Miss Hixon wants to
say something. >> Yeah. I just want to be clear that I I think all of us appreciate very much the hard work that you all did, the staff to bring that presentation to us. So, I don't want anyone to leave thinking that we didn't really appreciate the information. I think, you know, we also
appreciated the parent um input, but it took a lot of time. It was a great presentation, and I just wanted to make sure you left knowing that. So, thank you. >> Thank you. So, we'll take the next two items together. It's Broward Virtual School and post-secary workforce
education expansion. Um, what we need from staff is just information on investment and return on investment. >> Well, you know, they looking for space to expand their program. Are we still? >> All right,
we will go ahead and get started. Um, I was informed that there is no public comment on these two items. Um, and just uh very briefly, we we need to know for each item Broward Virtual and Workforce Education, the investment that's being
asked of the school district and the potential uh revenue that we could expect from that. >> Good evening. Uh Germaine Fleming, North Region Superintendent. I'm here with my colleague, Principal Christopher Maguire.
>> Thank you. um representing Brow Virtual School and obviously uh there's a demand um beyond our capacity. Uh so principal McGuire would tell us the exact figure on that. Uh but you'll be pleased to see the return on investment if we expand.
>> Okay. I was hoping to have the slides up for you, but that's okay. Um, we are we have an opportunity I me I heard it during the budget presentation that new revenue streams are necessary in this
district and I've identified one with my team. This is my assistant principal Antet McGregor. Um, first of all, greetings uh to the board members, board chair, Mr. Superintendent. I'm Chris Magcguire, principal of Broward Virtual School. Uh, thank you for the
introduction, Dr. Fleming. Um, so what we're asking for, and I want to be very specific, if you could bear with me while I'm bringing up my computer, is about a $5.6 million investment to expand capacity, instructional capacity at
Broward Virtual School to tap into FTE that is currently being lost to Florida Virtual School. And if you look at the slide, one of the slides shows you um how many completions Broward Virtual
School is yielding on a yearly basis, which is just under 20,000 compared to almost 40,000 that Florida Virtual School is pulling out of this district. And that equates over a three-year trend of 3,200 FTE,
which um the math is about, depending what number you use, which calc you use is about $25 million. Um with the initial investment of $5.6 million, we can retain 10 I'm going off
of memory here. Um 10.3 million in FTE in the district. Now, obviously that doesn't mean it's a $10 million profit because after expenses that brings to the general fund $4.7
million. That's just the tip of the iceberg. That's with an increase in staff of 40 teachers, 40 instructional personnel, some support personnel to go along with that to provide um student support and
um cost of uh course licensing through Florida Virtual School. And I hope that the slide that compared what Broward Virtual School does and Florida Virtual School does uh made sense. I was hoping to present that information, but that's
okay. I don't have to. Um, I think that's it. >> I think it should. >> Okay. >> All right. I guess we'll do the feed board Q&A on Broward virtual first. Miss
Hixon. >> Thank you. And I'll say I'm a thumbs up um for the suggestion. And you know, we we talked about this actually when I came to visit the couple of times I've been there. And interestingly enough,
I've come to learn that there's really a need in our district for some flexibility for our students. We have a large population of students that are athletic and are performing at high
level and need the afternoons to be able to do their practices. And by expanding this, you know, we've talked about it in different school situations where they needed to leave early and then that became an issue, but this would be such
a great way to keep them, not have them go to a charter or private school and be able to to keep that FTE money for ourselves and then have them not walk away thinking we were inflexible and didn't give them them the opportunity to
to reach that high potential. when we go to graduation. I remember last year most of the people that spoke talk were were athletics, the baseball, gymnastics, swimming. I think people don't realize how many students we actually have in
that capacity. So, I think that's a really good way for us to show them that we've heard them, that we are flexible, we want them to stay. And so, I'm a thumbs up on anything you want to do. >> Thank you, Miss Hexon. Appreciate it. and thank you for coming to our graduation last year. We appreciate it,
>> Miss Thompson. >> My comments are about workforce. Um, but I I'm supportive of this as well. >> Dr. Zean, >> uh, as am I. And I', uh, I'd like us to reach consensus on this. Like the ideas that you have and the projections you have are remarkable.
>> Thank you. >> What's really remarkable is that increased revenue means increased service to the community. >> Absolutely. So, while we are fascinated with revenue right now because it's fascinating, >> um, we we measure what we need to do by
serving our community. And so, here's a case where there's a real double bottom line. You've figured out a way to serve more and deeper. And this is a wonderful idea. Uh, I just think that we should reach consensus on you being authorized to expand this program to the extent
that uh, service and revenue increases. >> Thank you. that that point is um so well taken because we believe we deliver a better level of service locally here, Broward teachers to Broward students. We understand our teachers understand the
community. Uh nothing against Florida Virtual School. It's a statewide model and they've been in business 5 years before we were. We were their first partner. Uh but their teachers are all over the state. It's a statewide network and that's okay. That's what they were designed to do. But we've this district
25 years ago went down this path to say, "Hey, this is a good thing for kids and we can enhance it locally." So, I take your point. It means a lot to me. >> Thank you very much, chair. >> Thank you, Miss Bulman. Thanks, chair. Um, fantastic.
Keeping kids in Bar County public schools and making money. What's not to love? Um, and you know, I've had recently had the pleasure of working with Mr. McGuire. He's been helping one of uh my children as a student. Um,
top-notch service. Um, and so I'm two thumbs up and I I love that you're bringing this solution to us. I think it just checks all the boxes and this is fantastic to expand this and I love keeping it local. Thanks. >> Thank you very much. It's a pleasure to work with you, son.
>> Thank you, Dr. Holes. Thank you, Madam Chair. And uh Mr. Maguire, since my sister is one of your teaching staff, I'm not going to be too hard on you today. >> Before you were elected, >> there you go. He had to qualify that,
right? >> You knew he was. >> Well, you won that one, Mr. Magcguire. But I can tell you, um just just my knowledge of uh what you do, it's well appreciated. And bringing this to us today, it's awesome. And by the way, tell Michelle I said hi.
>> Um, >> well do. >> But what I'll tell you is this, the the the increase in enrollment that this will bring and generate revenues at the same time. I am completely for this. Um, and I believe uh also I wanted to u to
ask Dr. Heern um we are putting a plan in place uh I'm assuming to to also um uh you know uh have our students uh choose broad virtual as a first choice as opposed to uh Florida virtual and I
know Florida virtual is a great program but we have broad virtual that is right here in Broward uh providing similar services. So is there an action plan to uh ensure that students are not leaving us to go to broad v to go to Florida virtual? >> There is a plan uh to make sure we're
well in line with the school staff to actually have to approve um students taking virtual courses and and the marketing just so after this investment after they get blessing about moving forward with this investment then the machines start working. >> Awesome. So madam chair I'm fully supportive. Good to see you Mr. McGuire.
>> Thank you sir. >> Thank you Miss Rupert. Okay. Okay. District 7. Um, of course I love it. It's about time. >> Thank you. >> And uh your your former student is in her third year teaching now. >> Oh my god, that's great.
>> Success, success, success. Uh kids will kids will thrive when they have uh um a great environment, which is what you run. So I appreciate it. >> So happy. That makes me very happy. Thank you. >> Please send her my best. >> Thank you, Mr. Sea.
All right, you guys have your direction >> on Broward Virtual. Okay, awesome. Workforce. >> Good afternoon, Ted Tumer, Central Regional Superintendent. Um, I am pleased to bring before you today um our
ask for um Broward Technical Colleges. But before I do, I just want to say that our technical colleges have been ranked number one in the state for eight consecutive years. And our ask tonight is just straightforward that um we basically the
demand already exists for um um Broward Technical Colleges. We just need uh space and capacity and uh we have an idea how we can expand responsibly using workforce dollars and maybe some capital funds when necessary. But I will uh kick it to Dr. Nie Smith. But before I do, I
just want to introduce our principles here. We have uh Miss Carol Daniels from Sheridan Tech. We have Celeste Johnson from Matter and Nita Rancort at Atlantic Technical College. >> All right, Dr. Ne Smith.
>> All right. Good evening, board superintendent and just to reiterate the they are the best tech directors not only in the state but in the nation. I'll put them up against anybody. So in short, bottom line, as Dr. T indicated we we need space and and taking a phased
approach in being responsible and identifying strategic spaces so that we can expand programming across the district and providing expansion to uh services to our communities, not just the adults but also the high school students for career dual enrollment. I think when we talk about career dual
enrollment, we're speaking about receiving funding for the high school as well as for workforce college. So there's a double funding with the career dual enrollment expansion will allow for us to increase enrollment in that space. Currently right now we have about approximately across the three tech
colleges 245 students that we could not allow into our programming because of limited space that yielded approximately 100 $1.3 million loss for this school year. On the adult side, we have somewhat of a wait list of over 700
adults that are eager to get into our programs, but do again due to space limitations and that's resulting up over a $10 million loss. So, when you combine that two based on the figures we have today, we're losing approximately 11.5 million. additional space will actually
not only yield back that 11.5 but actually have potential to earn more based on the space that we have and be a strategic in in where that location is um provided. So in short it really is about just we need space. >> Thank you Miss Hixon.
>> Thank you. First I want to say thank you to these three fantastic women. Girl power um they and to you Mr. McGuire I feel like but you know everyone's sitting at the table these are probably the most successful programs that we
have in Broward County Public Schools along with the PMPO Beach um you know model that we have. So I thank you for coming today. I think it's important. We sort of had the discussion about expansion when we were talking about
Glades Middle School and you know what that looked like and I would say there was a lot of not at Glades but just the general idea of expanding was a popular idea among the people just not in their particular school. So I would I I'm
wholeheartedly for this. I appreciate it. I just want to say I love the way our high schools work in these three schools because I've had this discussion with Dr. Heepern and um Dr. Fulton, but
we have to change the pedigogy of how we teach our students. We still work in industrial revolution times. The bell rings, you move here, the bell ring. That is not our world. And so you have such a good model that we could start to move into the realm of how does AI fit
in there? how do how do we move our model of of how we're teaching students to real world and so being able to expand that I think would really help us be in the forefront of the nation on how we change pedagogy and teaching across
the country so thank you very much >> thank you Miss Thompson >> thank you chair um I am incredibly excited about expanding uh workforce development I think in the survey that Dr. Dr. Zean referenced talking about
how great Hepper is. Um it also talks about how much the county the county wants um workforce development housing or not housing workforce development opportunities. Um and I would very much welcome it in
district 2. Um as Miss Mrs. Tixon said at my community meetings, a lot of people wanted these opportunities and now that we have three potential vacant buildings or I think it it gives us an opportunity to build there. I also think
it's something that we can sell as opportunities to the high school students um not only in our schools but potentially in charters that this is a new opportunity and accessibility that they might not get anywhere else. So, I am a big fan. I think district two
should be the launching part point for this and thank you guys all for your work. >> Thank you, uh, Mr. Spelberg. >> I'll be brief because I have good news to share. Um, and I just want to say thank you to these incredible leaders.
Uh, these schools outperform the district average in every single category on the student feedback survey that's new for this school year. um and in some cases by margins of 36%. Uh 27% 29%. So that's a big deal. Um and we
have proven data to show that students are experiencing these programs in a positive way. And I cannot look forward I can't look forward Wow. I need some uh additional B virtual school English language art classes. I look forward uh
to to seeing the incredible things that happen when more students have access to these programs. Thank you, Dr. Zean. >> Thanks so much, Chair. >> I just want to kind of connect a couple dots and it's similar to what uh Mr. Spelberg is talking about here, which is we have two cities, Fort Lauderdale and
Plantation, that are thinking actively about how to enhance enrollment in their schools. Stranahan and Plantation High School, both of which have space available, both of which are in areas in which there's going to be great demand for these things. My vision has always been that 30 high schools in Broward
County would have these programs, not three adult uh college education because it means so much and there's such a big demand for people to take these programs. But in Plantation and in Stranahan, there's some near-term targets with a little bit of utilization
of space that could really capture uh more FTE for kids to stay longer and for kids to start there. So under that model, they want to have guarantee of all ninth graders will have one of three things when they're done. Acceptance into a university, uh acceptance into a
a institution of national service, so they're doing the military, americanore, peace corps, any other core that uh is there at time, or to go to work the day after they graduate at a living wage job. Think about a high school that makes a commitment to their freshman
class in places like Plantation and South Fort Lauderdale where they can move smartly uh through four years with the kinds of programs that you offer additional counseling to make sure that they're lined up uh and swapping between those three. It doesn't matter. But it's such an attractive thing to the city and
to the parents to send their kids, which is exactly what we're looking for, right? What's the keys to the kingdom to win the hearts and minds of students and parents? and this program at high schools like embedded in the high schools to really allow uh the people to
realize their dreams uh beyond that and and and and sometimes there's multiple dreams. There's I want to have a craft a trade that I can do right now while I have to work to put myself through college. And so these things are not mutually exclusive. But there's this really cool opportunity, I think, in two
schools to make this universal commitment that you're going to either get an education, you're going to get enlisted in some kind of national service, or you're going to be able to go and earn a a good living the day after you graduate. And so, I'm hoping that we can think some more about that and come back to the board with some
specific ideas. I also would not run away from spending capital money where you need it. Uh, some of these programs are done on the light. You try and simulate things when what you really need is a lab. Um, I hope that we're a wise board and we invest in some of your labs, not just in your three adult
colleges, but in our traditional high schools as a way to really capture some of the need. Thank you very much. >> Thank you, Miss Bowman. >> Thanks. I love this. Um, I think just being a a parent and hearing uh from my
son who's in high school and his friends, the conversation has shifted from um, you know, times past where people were talking more about college and a lot of the kids want to do the technical training. And so, the fact
that we're the ones that are able to um, provide that to Broward County is amazing. And um I'm encouraging all all the kids to use these particular services and you know to the point of everybody else it's like to have to be able to have a job a skill when you get
out of school especially for those that don't want to go through college is um great but I think you're even attracting people that might be on the fence between going to college and getting a skill. So it just speaks to what great programming we have and such a vast array of um different
career paths that we have. So expanding it I think is the only option for us and it really differentiates us from any other educational offering in the county that you know that's available. And I think that we have to keep making sure that we are telling everyone about that
too because you go to a different school, private school, charter school, they're not getting these kinds of options. So this is what makes Brower County public schools great. Keep up the good work. >> Thank you, Dr. Holes. >> Thank you, Madam Chair. So, um, Dr. N
Smith, it's good to see you. I know we took a tour of Beer Middle together and we talked about workforce expansion and thank you Dr. tumor for having this guy give me that wonderful tour. So, um I am very supportive of this. I know I I
visited Mac Father with Miss Johnson. It was a pleasure uh visiting uh Macfatter uh and I see all the wonderful programs that are there and I know you're running out of room as well as you had told me before and Miss uh Rancort and uh Miss
Daniel, right? I will be visiting your campuses soon. Um, so I am very very supportive of this and I I I believe it's a good opportunity for the district to to um increase revenues which is another direction that we can go as we
also try to battle the the fight on uh declining enrollment. So thank you so much. Appreciate it. Mark, >> thank you Mr. Sea. >> Obviously also in favor of all this. I think these uh schools offer unique programs
and opportunities for our for our kids who uh want to think outside the traditional box, right? And uh I I think in a world where we may be facing the reality that that AI may be taking some of the more um computer savvy or or
technical jobs. uh a lot of these technical jobs are recession proof, AI proof, and things of that nature. So, I'm I'm glad to uh support this. Um hopefully we can get everything that is needed and these uh these these programs
can continue to excel in our district. Thank you. >> Thank you. Any other board discussion? >> At the direct Oh, you guys have your direction? Yes. >> Yes. >> Okay. At the direction of the superintendent, the following agenda topics are tenatively scheduled to be
addressed during the upcoming workshops. March 3rd, advisory committee reports, fast PM2 academic update, attendance update, rule development, attendance, policies, legislative affairs, referendum and intended allocations, rule development, SSP part two, the POR
uh RFQ defining scope and expectations. And then for March 24th, we have our FSBA master board training redefining our schools update. Please note that the order of topics and scheduling remain tenative and our subject adjustment at
the superintendent's discretion. Um I know we did this earlier, but Miss Hixon said she wanted to give some board comments. So go ahead, Miss Hixon. >> Um I just have an extra one now after you read that. That was a lot of items for one workshop and we didn't even have
that many this time and we're at almost 7:30. Do all of those items have to be on that workshop because that just seems excessive. >> Um, we'll we'll review it, but a lot of them um were planned and then a lot uh
added um due to u requests from from the board. Um, we're reviewing and see see what we can whittle what we can whittle out or possibly push to a different >> Let's see. So, we have the advisory committee report. So, those have to go
fast PM2 academic update. Is that uh >> that's academic a midyear update u from PM2 data unless you want it a different way. Um maybe >> Dr. Heer. >> Okay. So we probably can >> we we did provide it as a memo as well
too. >> Okay. So it's already been sent out. >> Okay. >> Okay. Attendance updates and rule development for attendance. >> Well, I guess rule development has to go, but can we just get attendance? >> The the attendance update was u part two
or followup from the last attendance meeting uh or workshop that we had um early on. >> A while ago. Yeah. >> Yeah, it was a while ago. So >> in September. So, um, again, if you want certain things, uh, differently, we can provide that differently and bring the
items that really need a lot of discussion to the workshop. There's a lot of pack stuff for the next probably three or four months. Um, but >> so would you guys like the attendance update in a memo instead or would you like a workshop? >> I'd like a discussion on that.
>> Okay. Um, policies, legislative affairs, >> five policies. >> Uh, those are five policies and those should go relatively quick. Again, it's just trying to bring all our policies up to date. >> Referendum and intended allocations. >> Is that for the third? >> That's for the third. Yeah.
>> I'm sorry. You can remove that because the board needs to vote on the resolution on the 10th of Feb. I'm sorry, of March. So, that uh intended allocation would be a later date. >> So, probably March 24th then. >> Yes. >> I don't want anyone to think that we're not discussing it publicly.
>> Yeah. March uh 24th. Yes. Okay. >> Rule development SSP. >> Again, all these policies are trying to um bring them up to >> code alignment. Uh I see the chiefs back there. >> I don't know if you can >> and the PO
>> Yeah, Peemore has to has to stay. >> Is the are the rule developments timesensitive or can they be moved? >> Chief, can you rule development for SAP? is that um >> we just need to clarify which one was it John?
Uh these are the >> which policy was it >> says rule development s >> thank you >> 2080 and 20 I believe 2080 2090 they're still in legal we have not received them back yet so but I just want to remind the board that they are time sensitive because they are dealing with um our
staff regarding going through the um fingerprinting as well as the disqualifying um >> uh offenses fingerprinting and background uh and disqualifying offenses but it's with Miss Jock Adams at this time so she could maybe appine as to when it would be released.
>> So through the chair um originally that there was another attorney that was working on it that is no longer here and >> do you think it'll be ready for the third? That's the question. >> Yes. Yes, we will. >> Okay. Okay. Okay. So my other Thank you
that just struck me. So I would like to ask the superintendent. We the board directed not just an audit on the referendum but for the referendum issue to be sent to the IG and based on the discussion that I had with the IG
last week. That has not occurred yet. Um and they were really specific about how it has to come to them in order for it. And I'm guessing you had the same conversation with the IG. So, can you um update us on that? And then they also
she also mentioned that maybe there could be one contact person at the district that had communication so that they would know how it needs to come because it was very specific like if we had just said check this out, they wouldn't have done anything that there
has to be a specific way that it gets communicated. So can you just update us on what's happening with that and when that I guess allegation will be sent to the IG so that they can start working on it. >> Yeah. So yeah, we had the same
conversation with the IG and it was just uh for me I was expecting that the chief auditor um would send that. So, it's a great discussion of of of who uh when these things come up um to send u these requests or um for an investigation or
to to review whatever the IG conducts for certain matters that we're discussing as a as a board corporate. Um so, great discussion now of I can send it. Uh but moving forward, how would who
should send? Is that going to be different per item? Um, as I was telling the IG, right, it could be right because right now the referendum is looking at my side of the house as far as staff. So, uh, as I was telling IG, I don't
think it's appropriate for it to come from me when it's dealing with uh um, you know, some potential uh, mishap that comes from my staff. Um, and I don't know if that looks different if it's, let's say, if it was something out of the out of the general counsel's office
that we were concerned about with who would send that, right? If so, I think it's a great discussion to have right now. U, but I can certainly send it just to get that to the to the IG's office or if you prefer Dave RH's office sends it or if you prefer.
Well, I guess that would kind of be the the question if we thought it because it was an audit and IG kind of falls under that. What do you think of her suggestion of having one person be that contact and
maybe that person's in the auditing office because there is specific wording that has to occur for them to even take it up. So I think if you have too many people >> correct >> doing that you're going to fall into the possibility that they don't take it not
because it's not valuable but you didn't make it as an allegation. >> So do you think it would make sense to do that through the auditor's office? >> Yeah, we can have we can identify a point person where Dave Rose identify a point person.
>> I'll add you to the list, Miss Thompson. >> I have something on this. Okay, Miss Exon, are you done? >> Yes. I kind of want us to just discuss it so we make sure it gets moving. >> Thank you. >> Miss Thompson, >> would it make sense for it actually to come out of the board office like one of
our assistants is the appointed person since I feel like most of the reports are going to come from board direction is my suggestion. >> Mr. Vera,
>> couple things and and I'm I'm making these comments on the assumption that my colleagues had the the benefit that I did of actually sitting down and speaking with the inspector general. Um, first and foremost, uh, there is no pending anything with them right now. So, I I think
>> that's not true. >> I I I think >> Yeah, they have several. >> I I think when Excuse me. In regards, are we talking about the referendum? Are we talking generalities about what they're handling? you just there is no nothing pending anything. So I >> the referendum there is nothing pending with the referendum because it was given
uh by a board directive without really any clear instructions or incidentally any accusation that would trigger the jurisdiction of the IG's office. And we continue to sit up here and think that uh when we have issues, oh let's just
send it to the IG. Let's just send it to the IG. they're going to fix everything and or they're going to do their report, not fix everything, but they'll they'll uh accept jurisdiction of these reports. I I think the reality is we have to be mindful of they only have jurisdiction over certain things and the directive
that we gave them on the referendum issue, um it's my understanding that they wouldn't have jurisdiction over it as posed. Now, if we want to have the chief auditor's office fix that and and maybe try to tinker to trigger jurisdiction, fine. But as of right now, it's not going to happen. Incidentally,
I'm pretty sure that some of my colleagues up here will like literally term out of their board positions before we get anything back from the IG's office on this, which is another reason why I called for uh an independent investigation that would have been a lot swifter. Be that as it may, it is what
it is. But I I think we have to have a realization what the IG's office is for, how they work, how they operate, and what things are actually under their jurisdictional purview. because we just like to think that they're just like this magic thing in the sky where we say, "Let's send it to the IG's office
and they just listen in on our board meetings and they take things up and they handle it." That's not how it works. Those are just my two thoughts. Thank you, >> Miss Bulman. >> I too thought that the IG's office was listening in on our meetings and was just going to take it up. No, I'm just
kidding. Um I think that the I think that the issue that we have was that how do we get it to the IG's. So we gave direction kind and then you know there's another step that needs to be taken for it to get there and that was the
conversation I think that um she had with everyone which which is this point of contact but it wasn't clear. Um, Miss Jack Adams was in all the meetings, so maybe you have a better idea of what she's what what would be the be the best way to do it and whether or not this is
an exercise that we want to follow up with in this particular issue. So through the chair, um, in order for the IG to be able to receive the allegation or the tip, it has to
have a lot more information than the motion that was made. It has to have facts that support uh misconduct um and gross and or gross mismanagement
as it is defined in the ILA. So it's not enough to state a motion. It has to be supported by those facts. And so I'm not here to tell you who to assign it to,
but whoever you do assign it to needs to be able to address it from that perspective so that the IG can receive it and begin to >> seems like so it seems like the auditor would be and I think you know the audit is already done. So those that would be
the supporting at least initial facts that we're providing. So through the chair I think that um separate and apart from the audit um whatever you send to them would have to
allege that misconduct or gross mismanagement. So it has to be structured in a certain way. >> You you can't you know supplant the audit for that. >> Can the auditor make those allegations based on the findings of the auditor? They're not that's not something that they can
really make. They can't they can't draw those conclusions. They're just doing the audit. I see what you're >> There would have to be some logistics um in terms of instruction to whoever you assigned to this. It's not enough to state the motion. I think there needs to
be some instruction on obtaining that information that rises to the level of misconduct or gross mismanagement. >> So, can I can I jump in real quick? >> Yeah. I think the issue is and you know if you'll recall we had um the OIG come
and give a workshop presentation to us uh over a year ago. I think that and I I do want to clarify any mischaracterizations of what's going on with our staff because we made a motion. Our motion was not specific enough. We
didn't know that it was specific enough. Um we didn't get that guidance when when we had that workshop and that's fine. Um, and staff obviously it kind of like everyone kind of assumed that someone else was going to do it. I think um I don't know if it needs to be
done through like board action or if you would like me the the chair to email the auditor. I think the auditor for this case um and probably in most cases would be the most appropriate place to do this. Um but you know I I think that and I discussed this with the IG as well
like you the the allegation is The allegation is, and I don't think I believe it, but I, you know, I think we need to to clear it up. The allegation is that we have staff who put something on the agenda to mislead the board to enrich themselves, right? Like that is
the allegation that has been made. And so that is what we I would like the the IG to investigate. And I think that would qualify as gross mismanagement conduct >> um based on that allegation. So, I don't know if we need to take formal board
action to clarify the motion and direct the chief auditor to do that. We could do that on I believe we have a special meeting on the third or um if we can just come to a consensus tonight to do that. But I do think that the chief auditor makes the most sense to be the point of contact. Miss Hixon.
>> Yes, and I would agree because both the chief auditor now and the chief auditor we just t we just direct appointed used to work in the IG's office. So they will be very familiar with what that wording
should look like and what would be taken up and what wouldn't be taken up. So I think they have the expertise um to do that. So I I agree. But I think we could I I think if we just have consensus today that we could let the auditor know
that we expect them to send this to the IG based on the discussion we had. >> Dr. Zean. >> Yes. On auditor and yes uh our audit policy designates the chair as our liaison to the auditor. So I'm not sure that we need to have consensus. We've
already talked about this at nauseium. You know what we'd like to do. I think you just sit down with the auditor and say, "Hey, write this up in the right way and make the allegations and get it over to the IG." >> I think any employee, by the way, can make that type of allegation to it. But if the board does it, uh, because of our
policy that says the chair is our liaison to audit audit plans, this just fits very naturally into that policy. >> Any objection to that? No. >> Okay. Any other board discussion?
Um the scheduled order of business for the school board of workshop of the school board of Broward County, Florida has been completed. Seeing no objections, I will now adjourn the school board workshop.