Heat. Heat. Nuh-uh. Heat. Heat. Heat. Hey, heat. Hey, heat. Oh, yeah. I see. Yeah. Wo. Yeah. Wo. Yeah.
Yeah. Hey, hey, hey. Hey, hey, hey. Heat. Heat. Down. Down. Heat. Heat. Heat. Heat. King Okay.
Okay. Heat. Heat. Hey, hey, hey. Heat. Heat. Down down down down down down. 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. It is now my pleasure to introduce Mr. Seivera School to lead us in the pledge of allegiance to the flag. Please stand.
>> Good morning. Greetings, Superintendent Heburn, schoolboard members, and honored guests. >> We are the fifth grade Nova News crew from Nova Eisenhower Elementary School in Davyy. >> We are proud to be leading you in the pledge of allegiance today. >> Please stand.
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. >> You may be seated.
>> Thank you for your attention. We hope you all have an awesome day. >> Bye. >> We will. >> That is the best way to start the day. >> Board member Holess has requested two
moments of silence. Dr. Holes. >> Thank you, Madam Chair. At this time, I would like to request a moment of silence in honor of Mr. Sherwin Brown, a proud graduate of Brow County Public Schools, a dedicated coach at Dillard High School for 20 years, and a
cherished member of the Lauder Hill Paul Turner Elementary community. Mr. Brown's legacy of mentorship, service, and compassion touched countless lives. Please join us in reflecting on his life, his service, and the lasting impact he leaves on our schools and
community. Thank you. Please join me in a moment of silence in remembrance of Mr. Andre Samuel, a beloved educator at Oriole Elementary School. During his time at Oreo, his kindness, passion for teaching, and
genuine care for scholars, made a lasting impact on the entire school community. Mr. Samuel inspired students to believe in themselves and uplifted everyone around him. He will be deeply missed and the impact he made will forever remain in the hearts of the oral
elementary community. >> Thank you, Madam Chair. Thank you, Dr. Holmes. As we begin, we reaffirm our strategic plan goal, 100% proficiency for all students, guided by our vision, educating today's students to succeed in tomorrow's world. As an
A-rated school district, we remain committed to sustaining this achievement while empowering empowering every student to reach their highest potential. Our theme this year is believe, empower, achieve. One Broward. We will soon hear from our registered public speakers. We ask that decorum be
maintained and civility and respect be shown during public comment. Our general counsel will assist the chair in maintaining decorum during this period. We also want to remind our public speakers of the rules and expectations regarding the agenda public comment portion of this of the workshop as well
as board policy. Attorney Dupri Bruno, please explain the rules of public comment. >> Good morning and thank you, Madam Chair. Public comment is governed by schoolboard policy 1020 and is intended to provide input on the board's duties, decisions, and the overall operation of the school district. The school board is
viewpoint neutral during public comment per school board policy 1020. Speakers must state their name, city of residence, and whether they are a lobbyist before beginning their remarks. All remarks must be directed to the board as a whole, and the board will not
respond to to or engage with speakers during public comment, and no action will be taken unless the item is on the agenda. A visible timer will be used and the microphone may be turned off when your time expires for public comment. Speakers must limit their comments to
matters related to school board business and for agenda items must remain relevant to the specific item. Comments may not address matters that are pending in litigation, quasi judicial proceedings, active investigations, or administrative hearings. Solicitation
and lobbying activities must comply with applicable school board policies. Abusive language defined as profanity, threatening, or name calling is prohibited. In addition, clapping, hissing, and booing, shouting, yelling, or other disruptions from the audience are not allowed. Speakers who fail to
follow proper decorum in the chambers will be ruled out of order by the board chair. Failure to comply may result in the microphone being turned off or a recess being called. After a warning, the chair may also direct removal from the meeting or the building by law enforcement or the sergeant-at-arms.
Madam Chair, >> thank you. to Attorney Dupri Bruno. The board wants to hear from you and we appreciate your cooperation in maintaining a respectful, orderly, and productive meeting environment. 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 redefining schools update. I now turn it over to staff for a brief presentation. Good morning, Madam Chair and board and
public. I'll now turn it over to Dr. Wanza and her amazing team. Thank you. >> Good morning. Thank you, Dr. Heburn. I am Valerie Wanza, the chief strategy and innovation officer. I will allow the rest of my team to introduce themselves
and then I will get us started. >> Good morning. Willie Wood, director of performance management. >> Good morning. Dante Collins, the director of the charter schools management support department. Uh Joe Beck, director of demographics and enrollment planning. >> Good morning. Cassandra Freed, director
of magnet and innovative programs. >> So we certainly um say good morning obviously to our school board members um our general counsel, chief auditor, the student advisors, to cabinet colleagues, to colleagues all across the organization as well as um the public
who's here in the chambers as well as watching us virtually. today's conversation. Um if Beacon can pull up the as they're pulling up the presentation, we would be remiss if we did not begin by saying while we are um the voice piece today, today's
conversation is really a representation of every single facet of the organization coming together to ensure that this work occurs. So it's every division, it's every department. Some are here. It's our regional offices,
academics, student services, physical plan operations, capital programs, um Broward schools, police, IT, food service, transportation. It is everyone. We have been spending um time from once the board voted in January up
until last week, Thursday, working on this work and we will continue to work on the work. So I will get us started with our conversation today. So um as we told the board when we came in March on March 24th that we would come back in
May um to provide an update not only on the work that we are doing but also to really talk about some of the programmatic um concepts that will be introduced for next school year and also um to take some time if you will to do a
little bit of planning for next year's redefining process. So that is, you know, why we're here today and really what we want to um have come out of the conversation is feedback from the board, not only on the implementation update and the programmatic offerings, but
really some um some sense of guidance and direction on the process for next school year as well. So as we go through the conversation, we've organized the presentation in six broad things. Obviously, we're going to recap um the action that the board took
in January. We will go through the um implementation the uh update on the progress with implementation talk about the programmatic innovations planning for next school year um look at the next three workshops that we do want to come to the board to have the conversation
around redefining if you will and then next steps and obviously the guidance that we're seeking from the board. So, just as a recap, um, in January when the board established the school boundaries and attendance areas for next school year, the next couple slides actually
just recap the actions of the board. So, these are the schools that um were consolidated and we there's a team that is working on on this specific uh body of work and we're going to go through their work in a minute. The next slide talks about the feeder pattern alignment
and that's really that really involves um one middle school. So Walter C. Young Middle obviously will be there that piece that attends Silver Palms Elementary School which was the only elementary school west of 75 that had to
come east of 75 to go to middle school. So that's that feeder pattern uh cleanup where those students will now move to Silva Trail Middle School as opposed to Walter C. And then the high school piece that corresponds with that is the students who in that theater pattern who
were bounded to Charles W. Flanigan High School will now go to West Broward High School. And then as a result of what we did with the school model redesign with Hallindelle High School, there is the um the West Park community will now um have a boundary phase back to Myiramar High
School from Halllandale High. And then the grade reconfigurations, just as a recap, um Than Marshall, the board voted to um expand the grades of that school instead of up um actually expand the um offering down. So instead of being a K
to 5 school, the school will um grow to become a birth to grade five school. And then um Plantation Middle and Plantation High will become one school on the campus of Plantation High School in a 612 model. And the um board did vote to
reconfigure, if you will, Hlandale High School from a traditional 5-day a week all magnet school to a 4-day school week modeled um appropriately for that community. after the PMPO Beach High School model. So those are the formal actions that the board took on January
21st when the school boundaries and attendance areas were established. Since we came to the board on March 24th, we have had a full-scale project implementation going on and that's been managed by our strategic initiative management department. There has been,
as I said, collaboration um with our school leaders. So every other Thursday we actually meet with the principles um virtually to discuss their needs, progress that's taking place, get their feedback and then discuss next
steps for the next two weeks. So we that that has been ongoing and it will continue. And then on the opposite week that we um do not meet with principles, we as the district team actually meet here in this room to make the strategic
decisions and planning to ensure that schools are ready um when the students return. Well, the teachers return and then the students in August. And then of course um we look at data across we we called out these four but really we look at data across the entire organization
to inform our decision- makingaking. So um we'll start to give an update on the progress of the work group. So the school consolidations work group consist of this um the schools that were these five schools that were consolidated. I'll talk about the plantation middle
plantation high in another slide. But um the the work stream really aligns across every single division of the school district. So that that group is really focused on ensuring that when the students arrive at their new school that
it truly feels like home. So they're working across human resources, they're working across uh academics, programming, operations to ensure that there's a seamless transition from their former school into their new school and
they integrate into one family. And so some of their highlights, as I said, crossf functional offices working together on the work, their staffing coordination, obviously transportation and environmental health and safety play a huge role in this. Even making sure
things um while some people may think it's simple, it is complex. Ensuring that the property and inventory is integrated appropriately, even making sure with our finance team that the internal accounts in the school, how are they closed out? how are they
transferred over? So, every key operational milestone as well as what will the academic programming and course offering look like once the students move into their new school. So, that's the progress for this group. And then the feeder pattern alignment is pretty
much the same. They're ensuring that as the the um students move into their new school that it is a seamless transition for students and for families. There there isn't too much um staff realignment here. There may be some when we talk about the Hallland High School
model, but in terms of the Walter C. Young to Silva Trail and the Flanigan to West Broward, there isn't much staff movement there, but there is the processes to ensure that the families are connected and that they have a seamless transition. Um and so again you
see a lot of planning, coordination and alignment of resources, efforts and support for the K8 and the 612 offering the next grade in school. We know that this is where we received a lot of feedback
particularly in the K8 space because it was different um for our schools that were operating historically as a K5 school adding sixth grade. Next year they're going to add seventh grade and um the group has worked on some modifications around a staggered
dismissal to address some of the concerns that we heard there. Also ensuring that the um the instructional minutes, the bell times that all schools are similar in those hours. So that conversation has happened and when we
when the board gets to questions about that, we can explain that in greater detail. But the but the entire concern about the staggered dismissal has been addressed. Um and then they are planning obviously for our K8s to add grade um seven and then our 6 to 12 at Pines will
add the 10th grade. And so they they are making the appropriate um academic programmatic as well as um any type of facility needs that um need to be addressed. So um there are the highlights there. The the big thing um and I know this is a special area for
Dr. to headburn because he taught science. But the the big thing um is ensuring that the delivery of the science instruction is planned and it's coordinated because that um the seventh and eighth graders eighth grade will come next year, the following year rather, but ensuring that those
curricular pieces are in place for that integration and transition as well as anything on the facility side to ensure that those um classrooms are ready for the science experience. the early learning expansion um is going
well at Thood Marshall. And so um they are planning and coordinating efforts um not only with the program but also the facilities. And I do know that um as it it shows here on the slide that they do have planned visits including obviously
Broward childcare licensing has to take place as well as um looking at the playground construction and making sure that the campus is ready for that birth through um age four five existence on the campus
and then I believe this is the last one as it relates to school model redesign. So, so there are two things in play in this work group. So, first you have Halllandell High School which is really changing. It's it's school week. It's programmatic design and they're doing a
lot of work between academics seas and magnet and innovative programs. um facilities PO have spent a lot of time at the school ensuring that the campus is ready and that they are um 100% laid
out for the new programmatic design as well as the course offerings and then uh with Plantation High School expanding its grades going from a traditional 912 to a 612 and they they really want to take this as an opportunity to do
something unique and something special. So, we know that the city of Plantation is very much interested in partnering with the district in this space to offer a public safety pathway for students and we are excited about that. But in in the
next slide um you will see that we are working with all types of the again departments the city in in the city of Halendelle as well as the local businesses around Halendelle High School obviously the city of Plantation and
opportunities um that will will be underway to expand that public safety footprint. But Plantation High School also wants to truly look at offering a a um a dedicated dual enrollment pathway
that will position them to offer students either that career and technical pathway or that collegiate track through dual enrollment. So that um and we kind of coined this working with them. that they really want to position themselves to be the dual
enrollment hub that is in the heart of Broward County. So, the next two slides, and we thank Miss Whiteshinsky and her team for this, um uh provides the board and the public an overview of the hazardous walking
review that um was done. There are two more that still have to take place, and that's around um the Plantation High School area. So you have the overview there of hazardous walking and the next slide talks gives us um the board and the public just a summary on where we
are with crossing guards and as I said Miss Whiteshinsky and her team have really worked diligently along with um Dr. Clers and her team and student transportation. So as questions come they are here in in case questions come
in this space. The board did see this when we had the transportation um updates workshop. So this is the transportation impact um right now tenative we know that the board did approve in the Hallindell High School item when that item was approved
roughly 800,000 to at about um 1.2 million um as the transportation impact for that item. And obviously um as we explained to the board when we came with the transportation update, the uh the largest difference aside from what you
saw in the board items in January is the Olsson middle um time change because right now they start at about 7:00 in the morning and that is really having placing an undue hardship not only on staffing the school but students getting
to school. So looking at moving that time to about that 8 or 8:30 tier. Don't quote me, but it's somewhere in there. And that's the um the big cost difference there that you'll see. And so um when we look collectively at
the work we've done across the work streams um and this does not include transportation. This is the financial impact about uh the the largest would be in the area of um capital and the improvements that need to be done that
has to happen there. In the appendix you will find the actual breakdown for what's in existing budgets at 645,000. what is the actual um ask of the general fund that would be needed which is
218,000 and then the capital which you see is at um 2.84 84 million. But the the breakdown for all of this is in the appendix for each one of these slides. And um if I can't answer the question,
the appropriate staff person can speak to individual questions that the superintendent or board members may have as it relates to the financial impact. So now we'll move to programmatic innovations. And um I know that that
many people are waiting to see. So what what is going to be some of the new things that we are doing programmatically? This group actually consists of um representation from magnet from case from innovative learning applied learning um the
regional offices and they have been doing some some work in this area. So, we'll start to break down. I won't read um what's on the screen, but what you will see is the overview of the new um and enhanced programs between magnet,
between cases. I do want to um advise the board that we know that there was a a conversation around extending international balarat to Fairway Elementary School and we we know that the um program is currently in existence
at AC Perry K8. What we wanted to do was give the school at least a year to get up and running, have conversations with the school community about um um offering the international bachelorette program in the primary potentially at
Fairway, but we just didn't want to throw it on them while they're trying to open and get settled. And but that is still you can see program under consideration as well as we know that Bear Middle School um offers the Montasauri uh for middle grades and
their original elementary feeder was Dr. Martin Luther King Jr. Elementary School. But when that school transition back to more of a pure um or traditional K5 focus, we know that there's still um some interest perhaps in that elementary
monastery piece at the elementary level. So we are in conversation with Horizon Elementary which is just next door to Bear Middle School to look at the possibility of a of a seamless K8 pathway so that there's the Monasuri
offering um in the western part of the county. what it is what is not on the slide and um it certainly um is not an omission but we do need to advise the board and the public that the um 3D
program that the district has currently that's doing well at um at MacArthur High School and Charles W Flanigan High School. They're getting ready to graduate their first cohort um of students and that's going to be this coming at the end of the week. It's
about 80 students. And so that program will expand into South Plantation High School and Deerfield Beach High School. Um, and we have some handouts. I know that Miss um, Salaro is here and she's probably going to speak and we're that's something that's going to be added as
well for next school year. And one of the most um intriguing in addition to all of that is really looking at an opportunity to redefine the NOVA innovation zone. For um the the longtimers here, we know that when the
NOVA concept was first uh birthed here in the county back in the 60s, I was not born. Um it I was born in 1970. Um we we we know that well you know since people like to say who are millennials I was
born in 1970 I'm not a millennial proud of it. um uh um the the concept with the Ford Foundation it it it was really about research about innovation about cuttingedge practices and and over time
you know when the when the funding um was no longer there and then then we did as a district have an Annenburgg grant that did fund some some opportunities um in the middle to late 90s early 2000s um we had opportunities there. But the the
one thing that we know about NOVA is that um it has never lost its mystique. It has never lost its um its claim to being the Harvard of the South, if you will. I know there are some NOVA grads in the room, so I'm trying to give them
their props. Um but but we really want to look at rebranding that school back to its original purpose around innovation around um cutting edge research around uh re work that can then
be moved to scale across the organization. So the next um three or four slides kind of walk us through that. Uh there is a a task force um is about to be launched and Dr. Con will come to the mic when it's time and um
provide more um more voice to this at the appropriate time. But there NOVA has the the uniqueness of it is a contiguous K12 boundary on the same acreage and that's what makes it unique that the the
two elementary schools the middle school the high school that entire K12 focus contiguous boundary all on the same acreage. So the the intent here is to design again as I said and implement a nationally recognized scalable K12 model
that really integrates immersive technology workforce pathways look at having some true industry partnerships but more importantly continuous teacher innovation in a future ready system. So,
so when you look at um where NOVA is situated, it is right there in the middle um and it's the college hub of the county where we have Broward College, we have FAU, we have NSU. We know that even the University of Florida
has a footprint there. Um Miss Hixon, we'll have to do something about that. Um but but it really provides us with an opportunity to look at the university partnerships, the industry partnerships and really capitalize on some student internships right there in that
university footprint. And I obviously um cannot even see that far but read all of the um potential business partnerships that we have um in this space to really bring this to life. So, we are excited
about the about let me go back one. We are excited about the opportunity to really um re-imagine the NOVA innovation zone and then obviously um academic priorities that is our core business and the work that's being done there. Um
we're excited the the the academics division in partnership with student services in partnership um with the regional offices with strategy and innovation really working on um what makes us unique, what makes us special,
what makes us proud to be Broward County Public Schools. So some ongoing um work in the redefining space. Obviously, we are still working with our partners um in student services under ESSE around um
special programs at the elementary level. And and what I mean by that is we know that every high school and every middle school has a a a secondary um specialized uh varying exceptionalities. We call it SVE program. Every middle
school and every high school has that. We know that elementaryaries sometimes have clusters of different special programs and we know that parents really want um to be as close to their neighborhood school as possible if not in that school. So looking at
opportunities to um have special programs at the elementary level closer to students home boundary school. Obviously um dual language programs we we really want to look at an innovation zone or regions approach to doing that
as well as gifted pathways. We are um excited that we are implementing the uh space Florida academy program here in the school district next year. So that's going to be exciting. We're also looking at um a potential grant with the office of naval research and the opportunities
that that may um present itself. The the next bullet is is something that we really want to capitalize on here in the district. We we are not um a market vendor, if you will, for students and
families that have step up um accounts. And and we are really looking at an opportunity to either designate some schools uh some regions or some pathways where where we actually can accept payment to offer um courses to offer
subjects to offer um a myriad of services for parents who um take advantage of the step up for students um voucher program. And then obviously um we are working to look at new magnets,
new innovation, and as I said, we're excited about um the 3D program which that will expand into South Plantation in Deerfield Beach. And I know that Miss Salerulo is going to talk more about that when she goes to the mic.
So that that's the first two parts of the presentation. The last part of the presentation really talks about um as we ramp up for next year, while we are rounding out our planning um and
ensuring that the decisions that and the actions that the board took on January 21st are successfully launched, we are also planning for the work for next school year because we know that um you know redefining isn't done per se. Um
but um we we did provide in the appendix section you will see the docu you will see it's it's an attachment rather you'll see the document um from thought exchange that kind of summarizes the thoughts of the community throughout the
redefining process from this school year and um what the community told us is we obviously listed the top six themes there rigorous academic programs they want to make certain that there's continuity for our students with special
needs. Obviously um safety remains um at the forefront. But the but the one thing that they did say was they want us to communicate early and clearly whatever it is we are doing maintain community wherever possible and obviously fully
supported schools and fully supported meaning the resources for the schools um to operate effectively and efficiently. So um having gone through this process the last two school years, we we do believe that there is an opportunity um
for through continuous um through continuous improvement to look at doing things maybe a little bit differently this year. Last year we had 13 community meetings. Um and this year we really want to come to the board in July with
um a potential of schools for us to look at and really streamline that conversation instead of going to 13 different meetings to really do it in a more regionalized approach where we would have a north region se uh session, a central region and then a south. Um
obviously we we will always be transparent as you all know we um have the the website that will launch on July 1 once we get direction from the board today. Um we make sure all the presentations are there. We will do a
one-pager update after today. But what what we believe is is if we streamline um some of the meetings and some of the the processes that we will really um respect the community's time but more importantly be very clear about whatever
timelines we have and what process we will undertake. So um we obviously throughout the summer will continue to collect data based at most definitely on enrollment trends um facility conditions look at um our
definitely our continuity across programming definitely our operations and more importantly we will continue to collect community input. So through the community input process, just some of the things that we know, we know that um underutilization of schools
is no longer isolated to one particular area of the county. We do see it districtwide and it is something that we must address districtwide. We know that program success is what keeps students wanting to choose the best, choose BCPS.
And we know that when we delay any type of redefining strategies that we do um it it does frustrate and it it um you know it causes some some tension in the community. We know that funding obviously um is at the forefront but but
more importantly we need to have stability not only for our staff but for our families and the community at large. So, um the the data obviously as you know um tell us that obviously our
facilities um we we have some concerns that we must address. But I think what parents want us to know is that they want to know as early as they can whatever it is we are doing so that they as families can plan. And then obviously
the more we rightsize we know that we have to safeguard for academic excellence for access to programming and opportunity and basically um anywhere we can maintain some type of community identity.
So this work obviously as we've said is not unique to Broward County. What we did list for the board and for the public is um some of the districts across our state that are experiencing um the same uh um school closure
processes that we are will not read to you but obviously you see the the largest number is our neighbors to the south um down in Miami Dade County. They vote next month but they are looking at the potential of nine school closures. We um so far with last year and this
year we we have done seven. So as we talk about um the work for next year, we know right now in policy 8010, policy 8010 says that one of any one of these criteria um is what gets a school
identified for either repurposing, consolidation, or closing. So it it it's any one of these three criteria um is what gets a school identified and that is as I said in current currently in policy 8010 in schoolboard policy. So
this is some of the things that we're looking at. We're also working with so that it's not just this team in isolation. The regional offices are a part of the conversation. PO, capital programs, capital budget, um academics,
we are all a part of the conversation as we look at any one of these three factors that can um bring a school up for consideration. the board has um over the last two years has asked us as we look at you know what
potential shifts may occur that you you want staff to be very mindful of these six factors. So that's something that we would you know um ask is this still relevant today that these are the six factors that you want us to be very
mindful of as we look at schools for consideration for next year's process. And then um I'll spend a little bit of time here because this is where um this is the school boundary advisory committee.
And um if you ask Valerie Wanza if she were to give the board um a recommendation, which one would she um ask the board to um give some consideration to? She will tell you option one. and she will tell you option
one because it it truly takes out the emotion. It takes out Listen, no one wants their school to close. So last year um we had upwards of how many people in the room? 60. >> We had 60 people on the committee.
Six 60 people on the committee. And that's option two. That is the option that we used the last two years. What I will say is option one gives each board member the opportunity to appoint
someone, the superintendent would appoint someone. And I would say that um the only deviation I would have is that depending on how many um boardappointed committees the board then
identifies to have represented as well. And when I say um board identified committee, so in in the last two years, the board um wanted representation from um the area advisory committees, the district advisory committee, ESC
advisory, um diversity committee, and I would say the only deviation from that, and I'm I'm not opposed to that at all, but I would say depending on the number of appointees
between the board appointees and the board appointed committees the superintendent would get two to ensure the number is odd. So if the um number of um board appointed
appointees as well as committee representation if that if that number it evens out to be the compilation of the two is 14 then the superintendent would get one to break the tie. But if that number, you know, if it if it comes that we need a tiebreaker, then my
recommendation would be the superintendent would get two appointees just to make sure that we keep the number odd so that we would always have a tiebreaker. But I I would just say that you know um my my strong recommendation would be to look at
option one because option two then provides whatever the number of schools are and not that the number matters but but what it comes down to is everyone is going to come and they're going to tell you why their school should not be touched. So just something to think
about think about as the board deliberates over um this ask. So the next two slides um we we wanted to give the board an update on the surplus properties
and um what I want to call the board's attention to on slide number 38. I want to call the board's attention to the elementary A1 site because some
conversation is going to um be appropriate um when it relates to this one site. As as we know, the board did um direct the superintendent to enter into direct negotiations with Broward Health over this property and then um
staff began that work. And there is um as we put here there is a stalemate right now over the space for um Eagles Haven. And so we staff is going to need some direction from the board in order
to move this forward. And at the appropriate time um the superintendent and I also um he heard me Mr. Akabuso walked in, but but we wanted to put this here so that um at the appropriate time some conversation is had here so that
staff and legal know how to then go back and continue the conversation. At the end of the day, it is um a $14 million um negotiation that is um currently experiencing some tension. So that um
that's the put my glasses back on so I could see. Um that's the real call out that we wanted to have here today so that we need the board to spend some time there. Um and then the second page uh tells the rest of the other three properties. Then that's there for the
board and the public. And so this is our um proposed timeline for redefining as we close out this year and start to um prepare for next school year. You see, we are here today in like
a planning phase, if you will, and then we would really come back to the board um on July 1 to uh to kick it off and then uh work very um earnestly to have the board do a final vote in December so
that when families go home for winter break, the decisions are made. we can align it with the school choice window and we get a clean um break at the winter break start all the work in preparation and then go from there. So
that's our tenative um timeline that we are looking at. Obviously, we will hear from the board on that. And we want to come back to the board on um June 16 first for an update on the North Fork
and Seagull site proposals. Um I I do believe that we are at a place where we um probably no longer have a proposal for Seagull, but we will definitely um update the board on those two um sites.
It is our um goal to come of at the June 16th workshop, then come back to the board on July 21st and actually kick off redefining for the 2627 school year and then come back to the board um in
September for just an update. So those are that that's the next series of workshops that we have tenatively planned um to come before the board obviously to provide updates and uh and and to receive um feedback and direction on the work.
So our request today is obviously are we continuing for next year um look at the timeline as well as the um the community engagement model if you will. And when we say the community engagement model,
we're talking about shifting from the 13 varied meetings down to more of a um regional approach to the conversations as well as the school boundary advisory committee um composition. What's the data that you want us to look
at? And then um the obviously what we told you the six criteria is what the board gave us in uh the previous two years. Are those still the six criteria? And then, you know, we'll just close with the thought that's there, and I I I'll give voice to it. Redefining our
schools maintains the district's obligation to our community by acting responsibly on today's reality while planning for the future. This is how we protect excellence and garner the trust of our community. And
I don't know how I did on time, but Dr. Hit Brown. >> I'll turn it back over to you, Madam Chair. We're ready for any um questions. >> Got it. Um we have one registered public speaker, Lori Salero.
>> Yeah. >> Good morning everyone. Lori Salarulo, president and CEO of Junior Achievement of South Florida. Um, thanks for the opportunity this morning. Dr. Wer and I have been working on this. Um, I'm not sure how much each of you know about the
3D high school model. I know we've chatted about it as I come to see you individually, but I thought this would be a great time to really help you get the full picture uh, and everybody to hear the same thing. So, just quickly, I want to give you a little bit of the history. This was started in Atlanta uh
by a superintendent who came to my counterpart and said, "How do we fix high school education?" 3D, which is three-dimensional education, was the result. And that's where the model came from. There are currently 58 high schools, 3D high schools around the
country. JA is one of only 15 areas out of a hundred that is delivering the 3D model. Orange County in Florida. Uh Palm Beach uh county and Hillsboro and Penllis County are the other uh three districts
that are offering it in Florida. They are fully invested not only in growing their schools. Uh Orange County is going to 19 high schools. Hillsboro is going to 30 I think Hillsboro and Penellis 30 high schools and they are investing big
time uh in this model. So what is the model? What makes it different for high school? We hear constantly, and I know I hear it from our student adviserss, from our students, high school, they're scared, they don't know where they're going, they don't feel ready, all of those things that we hear and and those
are common things in in the teenage years, right? What this model does is it is a school within a school. So, what happens is it is based on just like in Harvard and Yale and those places, it's based on case challenge pedagogy. The
difference between this and project-based learning is project-based learning happens in one classroom. With 3D, it happens in every classroom. So, JA puts a staff member on in your schools. Right now, uh we're at Flanigan
and MacArthur and they are there working with the principal, the 3D cohort of teachers, and that cohort of students, which typically is about 100 to 150 students for each school. uh for each grade level. And so that person is
working with them to make sure that we're implementing the case models. JUSA does all the work. We find the partners. We build out the case challenges. We work with the teacher to make sure they're implementing it. It is focused on competencies. So that's really what
each of those case challenges is built on. I think I mentioned everything there. What are we seeing as far as outcome metrics, attendance, and chronic absenteeism? extreme decreases across the country in chronic absenteeism, ELA proficiency
growth and learning gains. Uh huge increases in that area and high school graduation and postsecary. Uh huge increases there compared to our regular population. Do you want me to stop? >> Thank you so much. I'm sure if if anyone
has any questions, we can reach out. Um any other registered public speakers? No other speakers. >> All right, Miss Hixon. >> Thank you and thank you for the very comprehensive um presentation. There is
a lot and a lot of great things going on in Broward County Public Schools. So, I have a a couple of questions. First, I noticed in the re in the presentation that there was no real conversation or anything about the hope schools and and
I hate to bring up things that are not fun to talk about, but if I'm not if I'm not wrong, um William Dandy, Kip is going to be going into William Dandy. So, can you just tell us a little bit about what's happening with the School
of Hope and William Dandy? >> Sure. So, I will let um Miss Collins talk about process and then I'll talk about location. >> All right. Good morning again. Dante Collins, the director of the charter schools management support pro uh department. Um Kip and family did submit
a notice of intent and a performance-based agreement. The superintendent's charter review committee did review the notice of intent and of course the office of the general counsel did review the performance-based agreement. We did identify some errors and omissions uh
that needed to be made and we did correspond with them. The performance-based agreement um was reviewed like I shared by the the office of the general counsel and now once we complete our final review of the notice of intent. The performancebased agreement will be prepared to share with
the organization um and it will be presented at a future meeting uh which we haven't finalized just yet. and and so the um the uh location agreement is not finalized yet. They did um meet with
um superintendent, Mr. Sullivan, myself um and they they are very much interested in colllocating on the campus of William Dandy Middle School. Um it would not begin until the 2728
school year. So it would not be for next school year. It would be for the 2728 school year. So once um the agreement right the performance agreement all of that is approved by the board then we'll work on the collocation agreement so that but they are very much interested
in colllocating on the campus of William Dandy Middle School. >> Okay. Thank you for that. >> You're welcome. >> I I know there was a big push and then there was some changes in legislation. So I'm just not sure where all of that sits. Are you going to explain that to us in the legislative update? Um,
legislatively there hasn't been any change. There's been changes to the rules out of the department of how we can charge for certain things, but um, the onus and requirement to go ahead and move forward statutoily still exist. >> Okay. Um, thank you for that update.
Someone brought it up and I was like I was very confused. Um, the next thing is the Broward Health property on page 38. Um, if you could you hadn't made an illusion to to some kind of stalemate.
Can you explain what the concern is and you know what we can do to help move it along? >> Yes. So um I have Mr. Akabuso here and he will speak to it. Um the the the concern really is over the the the motion that was made and passed by the
board to allocate space for Eagles Haven free of charge. So that's where um the um tension is right now and I'll let Mr. Akabuso go in greater detail. >> Good good morning board members. Uh
Chris Akabusu, director facility real estate. As you know, um the board gave us direction in December of um last year to pretty much not the direct negotiation, but Brow Health came to the
table in December of last year. The property is being offered for 13,9 uh $37,500, but then they made an offer of uh $40 million and then um the space because that
motion there was a three-part motion. Um the superintendent was directed to negotiate with broad health and to ensure that the minimum asking price starts at the minimum at the 13,937500. Right. The second part of the motion was
to enable the creation of office space free of charge for ego saving and then the third was the opportunity for scholarships. Right. So the agreement we've been working on is those three parts. The space right now free of rent the
value from what Broward Health is saying is $1.2 million approximately for five years. That's the value. So I'll I'll say the exact number 1,24233778 that's the value for the rent for 5
years. Um so that's fine but the second part of the motion which again is the creation of space and the free of charge is the 1.2 but the creation of space as you know when you build or when you rent um
somebody has to build out the space. So, we've been negotiating this agreement and it's become a sticking point. Specifically, as you know, the school board is the tenant. Eagle Haven is the subtenant. Right now, to my knowledge, um the school board
doesn't have any legal um agreement with Eagle Haven. Um so in my thinking Eagle Haven will have to when we do the sub lease if we get to that point then the delineation of the obligations to the school board to at the minimum equate
that 1.2 may need to be talked about but then in the beginning it says right now in the base agreement that the tenant shall be solely responsible for building out the space. So you're looking at 6,500 foot. My
understanding is the cost per square foot ranges from maybe 65 $75 per square foot to maybe $300,000. So you're looking at almost half a million to 1.9 million. I don't know if the school board wants to do that to
take another obligation to build out a space which is even more than the value of the rent. So we're stuck, right? Um, so we've been trying to dance around language because do you provide a box? Do you provide a rectangle? How do you
customize the space? And that's the buildout. So we've been stuck there. So I don't know. Um, that is the main sticking point and we have some other minor stuff going on. Uh, for example, we are saying that the 1.2 million that space have to be
provided within 5 years. Eagle Haven has I mean I'm sorry broad health hasn't even told us what the square footage of the building they're going to be building we don't know when they're going to build it so we say within five years if you don't build a building you you're going to give us a promisary note when we close and then that promisary
note we can cash it in if you don't give us the space within five years so those are some nuances but the key thing right now is that language which we think is so much money and I don't know if the school board wants to um have in this
agreement we're going to be committing that the school board is going to be responsible space and then when you put down the number is such a high number. So that's the main sticking point right now. >> Okay. Thank thank you for that because the the discussions that I personally
had with um Mr. Strum was that they they were happy to take care of this, that it was not going to cost the school district any money and they were really interested in being able to be that sole bidder and that this was something they
were willing to take on. So the idea that now it could possibly cost us over $3 million if you add up all of the things that you just mentioned was never part of the conversation um till right now. So, thank you for um for filling us
in on that. You know, I guess we'll have a conversation to see what that looks like, but I um I'm disappointed not in us in in the way that it's rolled out because that was not the way that it was presented originally. So, thank you for
that followup. Um, so my other question on page 38 is the the first the um elementary school the D1 site. I we keep getting an email of
from someone who wants to bid on it and I know that the superintendent has mentioned that you know it has they want to they're they're under bidding. So can you just tell us a little bit about that property? there's contaminated soil, right? So, what what's happening with
that so that we're able to put it on the market? >> So, I I know Mr. Goldston has been the one sending emails and I keep saying to him, staff is doing comprehensive due diligence, right? We have to do what we have to do to comply with state law. Um
the site once the agreement with Lena was terminated in 2022, the county stated to us in writing as the owner, we have to pretty much um address the environmental contamination.
So we've been um we retained an outside company, Teragon Inc. and Teragon Inc. has been doing a lot of assessment um and using we've been using grant money, state grant money to pretty much do those uh work. Uh we've come a long
way right now. Uh we at the stage they're going to be doing some minimal remediation in the identified area. So that's where we are right and potentially that's going to be done by next month, you know, in terms of starting that process. So we've been following stuff
communicating with Bri County committing with the um department of environmental protection in the state level and once those processes are done we have to then submit plans to them right before then they will allow us to go out. So that's where we are. So I keep responding to
Mr. Goldston because he's the one send the email that we are doing our due diligence. So, the goal potentially um I'll say maybe by late summer we may be able to put it on the market, but we must follow those processes to be able to put on on the
market. >> Okay, great. Thank you very much for that. Um Dr. Wanza, you mentioned about Seagull. Can you can you say again cuz I thought we were working with the city to >> so um the city um did initially come and
they had a proposal and they were very much interested. I do know that they went out and they did a a a tour at they of they walked the facility. Um but they um have been in conversation um with some of their um constituents
that and I I'm going to I have didn't check my email last night or this morning, but as of yesterday, it wasn't there. But I I'm told that um I'm going to get a communication that they're probably no longer interested in pursuing um that partnership with the district on that property. So that is
why I said um the potential that we do that we no longer have um a proposal for seagull is very likely um because that was the only one that we received and but we will certainly update the board just as we did you know going forward when people withdrew um proposals from Northfor.
>> Okay. So if that's the case are we going to be doing something actively to try to find the we don't want the property to just sit. >> So the property definitely wouldn't sit. Um I don't know if Dr. Ever want to jump in, but it definitely >> it wouldn't sit. We would have to go
through the typical um surplusing process that we've done with the TSSC. >> Yeah. And then the boards will if we if it's a sale, if it's a lease um so um we'll work with Mr. Aabuso and his team to figure out what's the diff if there's
a difference in the process for leasing or in or surplusing for sale. >> Some of us may have recommendations. >> Yes. >> Okay. Okay. per I just wondering um and can you update us on the cyst drunk rising proposal? >> So that's going to come on the 16th of
June that that's we really want to bring that there with all the data that the board asked for um what would a potential lease look like some conversations um that uh we've had with the um the uh submitters right um around
just some of the areas. So so that's going to come on the 16th of June. Huh? Oh, on look on June 16th is when we're looking to have that conversation with the board. >> Great. Thank you. Um, can you tell us
how many applications you have we have for Thood Marshall so far for the um, >> so I'm looking at Miss Hudge. I don't even know that we have applications yet. I mean she if you want to >> Okay, it said in there that we were
accepting applications. >> Good morning, Veta Hudge, assistant superintendent for school transformation. Currently, at this time, um I would have to follow up. So, I'll do a follow-up with the board about the number of applications I have to get with Miss Bailey. >> Thank you. um Plantation High School.
Very excited to hear about the dual enrollment part, but I I know the students that are there, there's an IB program and there may not be a lot of students, but is the idea to continue with that IB program at Plantation or would it move to a true just dual
enrollment? >> So, um we had that conversation I think in December when we came to the board. We're gonna allow the seniors to finish and then um the the dual I'm sorry the international balorat program will be
offered either at Deerfield Beach in the northar in the south and then they have the feeders across the elementaryaries and the middles and those respective feeder patterns but the um the international balar that that's where it will be offered but we will allow the
seniors those rising seniors they had about three or four maybe five seniors at most to go ahead and finish at Plantation so they can graduate from their high school. >> Okay, great. Thank you. Um Olsen, that can you explain to us why the time change causes um such a high cost?
>> Because we're moving their tier and we're putting them on one of the most popular tiers, right? So currently they're on a tier kind of like unto themselves starting at 7:00 in the morning. Now that you put them in the mix with the elementaryaries, the middles that start at that time, we have
to add some buses. >> Okay. I just >> No problem. >> Um, >> it's my new world. >> Yes. Uh, so page 47, all of the capital funding that's requested, is that going to come to us in the DEFP?
>> Where's Mr. Shim? But it should. Yes. >> Okay. Thank you. Um, on page 20. Sorry, they're not. >> No problem. page 22 um where it talks about the IAN program at Stranahan. I'm just asking because I actually was um at
the beginning of ICAN when we had it many years ago. Did we renew that grant or is because I thought that funding ended? >> Yes, the funding ended for IAN just this past year. >> So, how because it says I can in there.
How does that relate to ICAN if we don't have funding anymore? >> So, there isn't funding specifically for that program, but in the budget guidelines, they do have funding for magnet programs. And so, the idea is to always be able to sustain your program once the grant runs out. Like right now,
we have the ASUS program for one more year. And the school did get a lot of resources um a lot of opportunity to build out their program. And so although you do get funding once it does run run out, the idea is to be able to sustain your
program as you've gotten professional development and built out the program over the years. >> No, I I get that, but I don't Strandahan wasn't a Marine. They weren't part of a Marine I can if I'm not mistaken. They had a different piece, >> right? They had differentmies and so one
of themies that's going to be built out in conjunction with the CTA department and so Case is assisting with that funding as well. >> Gotcha. I I'm just unsure that it should be connected to I can I guess is my point because it's not really being funded. It wasn't an original IAN. The
program ran out. I don't know that I would attach I can to a program that's being that's new. I just my own personal thoughts there. >> Feedback received. >> Yeah. Um page 28 when we're going
through all of the different um pathways and and I think this is all great redefining strategies. I just have a question because we did have actually someone that came and spoke yesterday and then sent us an email. Is there any plans for doing a music art kind of
pathway? In other words, I know we have great programs in middle school and high school. Then the elementaryaries are contingent on how many specials they have. So is there within our redefining strategies a space where we could also do that pathway for art and music?
>> So that that's the purpose of the um the last bullet. So we we are looking at potentially in the north and in the south the opportunity to do like um a pathway in an innovation zone, right? where where we would um ensure that
there's some type so I I'll take performing arts right we'll um and and I I want to be very clear that these are not magnets and they're not coming with transportation but we would look at an innovation zone and work with um
elementary learning as well as um um the second well hold on no but so right so today it's um applied learning but it's going be called something else next year. But though all all of those programs, right? So, so let's say it's
music and art. Look at making sure that there's a foundation and a base across the four or five elementary schools in that innovation zone that would feed up to a solid pathway in the middle school and then a solid pathway in the high school.
>> Perfect. Great. And and I think that would be true also like for the dual language and all of those things that we've had this discussion on. uh question about the autism school. I know we were in can in talks with the South
Florida autism school and I think that kind of fell off. So where are we in providing some kind of autism program specific like school for our ESSE students? >> So what I will say is the um the uh
South Florida autism charter they did submit an application and they subsequently withdrew it. they have not submitted a new application. If they submit one, it will be processed, you know, according to what is our normal district processes and timelines for
reviewing charter applications. Um, but right now we do not have one to date from them. But if it's something that we wanted to now look in in one of our schools, right, that we are redefining and and find a pathway and an opportunity there. Um, I I believe I
don't want to speak for Miss Hollingsworth and Miss Egan, but I believe that that is something that we could successfully do as a district program if that's something that we wanted um to entertain and begin. So, Dr. that burn. I don't want to speak for
people, but I >> Yeah, I know Miss Hollinssworth is back there, and we kind of touched on this subject before, too, where we already had quas, um, schools of autism within our schools.
Um, but just, you know, uh, haven't been marketing or or advertising those well so that the community, um, knows what we actually do and how those programs function in those schools. But I'll turn it over to you, Miss Hollinssworth, so you can provide some additional detail. Good morning. Simone Hollingsworth, uh, Chief Student Services Officer. And yes,
Dr. Heburn, I know we presented that, I think, back in the fall if I'm not mistaken. And certainly knowing that, um, we have, I believe, about 80ome autism programs at our elementary schools and continuing to grow those um, so that we're getting our students back into their home schools as well, but
also really increasing that marketing so that families are well aware of that that has a kind of a school within a school approach. But certainly we are open for whatever we decide. >> Well, thank you. I I for one and we can take a I guess can a vote or not a vote
but see how everyone else feels would like to explore the idea of our own. We are losing a lot of students that are going to Dade County for this specialized school because they have a vision of what that looks like, right? They have the Bodwin and they want to
continue that on. So I would personally like to see us explore that. >> Miss Dixon, just to clarify, you want us to I I just want to make sure I capture that correctly. So you want us to explore a district run charter. >> Yes. For for autism
>> and and also but also remember we did surveys and all of that information too. So, um I think the prudent next step for us is to uh give the board a briefing of all the all the data we've collected through surveys, all the um all the things that
are going on in the district. Um and then uh that's the first next step and then we can start exploring other opportunities to see if if it's a wise investment um versus how many potential students may take advantage of. >> Yeah, thanks. >> Sounds great.
>> And may I just get clarification? a district option is different than a district charter. So, I think the general counsel needs to weigh in on if we're going to go a charter route or
just a district. >> We we can do a district manage district. Okay. I'm sorry, m >> and and after I believe um also knowing that when we do that looking and I know we did do the survey data, but also knowing how we um right now do
transportation, especially for our students with disabilities, they are eligible for close to safest transportation. So, if that's something that we're going to explore as a districtrun um individual uh ASD program, we might need to put in, you know, transportation is on the family
because if not, then we're back to a district-wide um transportation zone. >> Yeah. And I mean, I've mentioned this a number of times about doing a district charter. We've we've explored it. >> Yeah. That's what she's
>> Mr. Free Bruno. Can we I mean, we have a new general counsel. Let's get some I'd like some clarity. >> Yeah. So, so this is something that we probably need to explore a little bit because there are times when you can have an agreement with the charter school. So, there's some there are some options out there. Um, having just
solely a districtrun charter is one thing. Having an agreement with an established, you know, charter organization is something else. I I don't know what where this will lead to, but if we want to explore, I would like my office to have an opportunity to vet all areas.
>> Yeah, I would appreciate that because we've been having this discussion for a while and I don't necessarily want to do an agreement with a charter because then they get the money for the students. If we do a districted charter, we get the money for the students. So, we've talked
about exploring it. I just would like to explore it. So, um, and have it come back whether what that looks like if if my colleagues agree. Um, couple more questions. Tech schools in the northwest area. Do we have um plans on
doing a tech school in the north northwestern part of the district? >> So, I don't know if we're going to put a a school unto itself or look at opportunities. >> Southwestern southwestern. So, so right now, um, Southwest the, um, the what
we're looking at right now is potentially Palm Cove, um, elementary school, transitioning that into, um, a branch campus, if you will, of Sheridan Technical College. >> Okay. And when would we when do you think that might come to fruition? So,
as soon as we end this school year and then the building, you know, is now um ready to be transitioned, then they would um I don't know if they would start classes in the fall or if they would wait until the spring, but obviously we would have to allow for the
building to be vacated and then the workforce team would have to work their magic as just like they did with Arthur Rash. >> Okay. So, that that was something that will come back to us. >> Okay. um on the plans for moving forward. Yes,
ma'am. Where does the master planner fall into this and the facilities conditions assessment? >> So the um we have been working with the team in as I said capital programs, physical plan operations and bringing
all of that data so that it's just not this group sitting in a room. We actually um meet with all of that data. the superintendent can talk specifically about the master planner, but until that person or that process is fully um online, we are making certain that we
bring the facilities um the capital budget, everybody in a room so that if what whatever schools we um contemplate for next school year, it's based on a multiplicity of data sets that point us to this is, you know, the set of schools
that may be considered for consolidation, repurposing, things of that nature. And this is another set of schools that that the board may may decide, you know what, it's probably time for us to rebuild maybe these schools and um have some different pathways to think about, but the
superintendent can talk about the master planner piece. >> Yep. So that solicitation will be um uh out on the streets shortly uh once the procurement team is done crafting everything from our past capital program uh meeting that we had uh workshop. And
so the master planner um along with the capital program team along with the uh long range planning and steering committee um you know we predict that there's going to be some solid recommendations brought back to the board. Um it is a component right now of
the work with redefining uh which will you know one of the largest portions of the variables of concern is always going to be student enrollment but how does the age the the conditions of the facility also play into that. Uh so it'll be very strategic of the recommendations of the schools that come
forward. um just to make sure we're not creating um creating some issues where the master planner may say, "Hey, you guys have closed this school, consolidated, but this school is so old and and and needs um tens of millions of dollars in renovations." All right. So, we're going to be very strategic about
what we bring forward for this upcoming school year. So, when the master planner comes on, the the recommendations are going to be much more, I predict, just from the billions of dollars of deferred maintenance that we have across the whole entire district. Okay. And and the
facilities, we spent a lot of money on the facilities condition assessment. So that also yes >> folds into all of this now. Okay. >> Um two more things I want to say. Thank you so much for the NOVA piece. You know, I've been pushing that and um
really happy to see that it's moving forward. There's I think going to be some fantastic business partners. There are people very excited about the the AI, not just because we're using AI, but how we can train our students to be
workers in an AI world, right? And so, um, I really appreciate that. you know, we spent some time looking at the alpha school and I have to tell you was very unimpressed um and thought that we should model it behind that until I
actually sat on the the um the presentation and realized that we could do so much more. And I really appreciate the the 3D part because it reminds me of the LEO program that we had here in Broward County. So, I hope that when we
look at the NOVA piece, we're folding in some of that um project-based learning pieces along with the AI because it it is why students come to school, right? And I'm really excited to see NOVA be able to have that K12 piece really um as
as well. So, very happy to see that. And I'll end with on page 37, if you wanted our opinion, I agree with you. Option one is the way to go. Thank you so much. Thank you for being so clear about that, Miss Hixon. Um, so as board members uh
give their comments, please weigh in on which option for the the committee. Um, Miss Thompson. >> Thank you, chair. I'll just knock that out. Option one would also be my preferred method. just having so many schools with so many different voices,
it very much one person just advocates for their own school and sometimes advocates against another school community and that's not helpful. Uh so option one, so I have um several different questions. The first is on
title one funding because we told the community multiple times that the funding follows the child. We clo are closing two title one schools. Palm Cove and Sunshine. And I just want to be explicit that that money will be
following the students to go into Fairway and then to Lakeside in Pines Lakes. So, how can we make that explicit? >> No. So, great question. Um, yeah. So,
the couple of strategies. It's not just that easy with with title one federal dollars because there are certain um survey windows that that money um um is dictated for the upcoming school year. So the title one team um and the budget team has been working um hard just to
make sure that uh the money is set aside for those schools for whatever title one needs they may have. Uh it may not be in the sense of how they've done it in a traditional way. Uh but due to the circumstances of a school closure, um the survey windows are already passed
and and and the federal government um kind of distributes money based off of that survey, the team has put money to the side to make sure those those schools can have those the the funds to do what they need to do as if it was traditionally done um the way it has
been. And so the following year, uh, the students will be in those schools and it be captured in those surveys and it be distributed in a traditional way, but the funds that they need, uh, will be there. >> I would like a written followup on that because for Sunshine, it's around $260,000,
I believe, and for Palm Cove, it's around 60 or 70. Um, and I just want to make sure th those school communities receive that funding. Um, when are principal placements going
to be announced? >> That's a Dr. Fton question. >> Good morning, Angela Fton, deputy superintendent. Well, thank you for passing the org chart yesterday. So now, now that that has passed, we are um putting our plan in action. Initially,
May 19th was the day that we were supposed to bring the um appointments to the board for approval. So, it did push us back. We're actually uh working on a expedited timeline right now because the next board meeting isn't until June 9th
and June 9th is after school is out. So we will be working a little different because we think it's only fair that our principles who are going to different schools have the opportunity to say goodbye to their staff, their students, and also the community. but also in the reverse side that the incoming principal
have an opportunity to meet their staff before they go off for the summer. So, we're looking at doing that in the next actually at the end of next week. Um, what makes it challenging but also doable is graduation seasons is coming.
So, many people will be off in different directions. But our goal definitely and our commitment to our school communities and our families is that we will do that transition. It will be very close to the last day of school, but it will be in advance of the board passing because if
we wait until then, it will be June 9th and school is out and that is the next board meeting. So the the the delay the delay of the org chart really push this back. >> So I think I need more clarity. So when will the school communities know like a date?
>> So the school communities will know probably last week of school up until the last week. >> You can't do that. the original date. >> So, um the clock started yesterday because the board the the orchart so initially May 19th is when the slate was coming to the board.
>> So, while I understand that we still knew that principal placements were happening. >> So, so because of that the org chart had some dynamics that was a part of that that played into the slate. So, now that that got passed and now we're able to
have a more clearer picture. So, we could not put the cart before the horse. >> While I understand that, I think it's really disheartening to the school communities to especially the ones that had their school closed to not have that
answer. And it's, you know, something I have been pushing for since basically we made that decision. Um, >> clarity, Miss Thompson, they will know before school is out. knowing a week before school's
it's not the same thing. Like I understand that >> understood, >> but it's it's just incredibly unfair. >> Um and I realized that that was part of board action, but it's just it's incredibly unfair to the the
communities that we hurt through this process. Um, all right. So, for Fairway, I understand the IB program wanting to wait, especially given principal placements and given all
the change. Um, as long as we're continuing that pathway, I think that's fine. And and continuing to let the community know that we're looking for that because I think again when you're closing an elementary and you're letting them know they're going to get things from it is is an easier pill to swallow.
Um, can I get an update on the playground? And I will probably be asking every single week. >> Thanks. >> The playground for Fairway. >> Okay. >> Mark knows. >> Oh, well, good morning. Mark Dorset, chief
operating officer, task assigned. Yeah. Uh the latest information I have on the playground and and and Allison can fill in the the the response um was to be done sometime in October. It was uh uh
group two of the uh playground initiation process. Group two is actually I think they're already designed. they're uh getting ready to be submitted for permits and as soon as the permit is is issued we can consult with
uh our vendor to to start the installation but we're looking at sometime in October >> for completion or to start >> for completion. >> Thank you. And then um for the buses because Sunshine families were told they
were going to get a bus. Can I get an update on when they'll be able to register in that process? >> So um we took that as um a action item when we had the conversation last week with the principles. So um I'll work with Dr. Clers and hopefully
we should be able to um have that within the next week or two. But I I I'll give you a follow-up. But that did come as an action item when we had a conversation with the principles last week. >> And have we informed Sunshine families that they will be on a bus and to expect
that process? >> Mr. Strauss is shaking his head. Yes. >> Okay. Could we maybe try to inform again? >> Yes, ma'am. Not a problem. We'd love to overcommunicate. >> I would love to overcommunicate on this. Thank you. Um Okay. for K through8s. I
appreciate and I think everyone's probably cheering that's listening about the staggered schedules because that's something that they have been asking for. When is that coming for a vote? So, the the board will approve bell
times on at the June 9th meeting. Um, and then but the the one thing that we want to make certain is that people understand the K2 the I'm sorry, the K5 time is one time, but there will be one pickup for buses. So, we're not sending
buses back. So, all of that will come at the um on the June 9th when a board agenda when the board approves the um bell times for next school year. >> Okay. Okay. And then will we be working with schools for like an afterare
program or what happens if the kinder the fifth grader or fourth grader can't be picked up and they usually take a bus like what's that process going to? >> So the re so the answer is yes and um um the the school will have each school will have like a school specific school
site plan of how they will manage that um for the dismissal time. >> Okay. Um, and then I've gotten some concerns from the K8s about technology access for their growing middle schools, especially not having the same programs
that a traditional middle school would have. I believe it was um, and now I can't remember. Starts with a K. Khan Academy, I think. Can we just uh, can I get some feedback on the programs that
the new the sixth and seventh graders have access to? Sure. So, um, >> Dr. Con. >> Sure. So, we can definitely provide a followup uh to you regarding that. But I I think you and I talked in that
particular program is being implemented at the uh K through8s. Uh, so con Kmingo will be at those schools and if they're in elementary and they're a designated school, they'll also get access to varsity tutors, which is high dosage tutoring. But we're also looking at some
additional opportunities that we have through grants to provide some additional wraparound uh academic supports to those schools. So we can absolutely provide that as a follow-up. >> Okay. And do the school communities know that they have access to these programs?
>> Yes. So any all schools so part of new legislation as any schools that have online supplemental software that we have to publish those on the specific school websites. So those sites are being updated as contracts are getting approved. So yes.
>> Okay. Uh thank you. And then um Mrs. Hexon answered my question about Palm Cove and the technical school. So we're still moving forward with that. And then um >> for the Glades K through 8, I know that
this was passed on consensus and with the understanding that Glades wasn't touched so we could convert it into a K through8. And I know that there is construction that needs to happen um in order to put that in line with
statute requirements. How can we get the construction process started? Because if we don't start, if we wait until this final vote, then I don't think we're going to be able to open a K8 the 2728
school year. >> So, what I will say is I believe something has to be codified in the DEFP. >> Yep. And the board needs to determine how, you know, it wants to codify something in the DEFP for that work to begin because it will probably take a
year and a half to get it done so that they can start the 2728 school year. But in in knowing that then there um is a commitment not only to do what needs to be done at that school but the
commitment to understanding that we will impact at least two elementary schools um having to um consolidate into what would be the K8 and potentially expanding the grades at another one of the elementary schools for that entire
process to work. So the board would have to um take a vote and make a commitment in the DEFP with the understanding that doing that work is the catalyst to ensuring that we um in the next year would do something with at least three
schools. >> So does I guess to general counsel does that mean bringing an item like how would we codify that in the DFP? >> Mark uh I mean not Mark but Mr. Dorset, I know you I know your team and also the
um capital budget team with Omar Shim are working on the DFP and adding items to it or adjusting items. I don't know if Mr. Shim is actually >> Yes, he is. >> Where is he? >> I saw him earlier. So, >> so yeah, we we are in the middle of the
DEFP process. Um uh and if that is the will of the board, we can certainly include that as part of the initiative. uh the request uh in the DEFP for the funding >> uh >> and I think the doc u my apologies the I
think the school year is 2829 not 2728 is that correct >> no 2728 >> 2728 okay >> and Mr. question. What's the um timeline to bring DFP to the board for approval? >> Yeah, currently we have a workshop uh
scheduled for June. >> Okay. And then approval >> and then approval in July uh 21st. >> That's a tenative the final adoption is in September.
>> So So let let's if if um can we look at timeline one more time? So 2627 was is when it would get approved, right? >> Correct. This summer. >> So the work wouldn't start until when? And it's and it's what a 18month
process. So we're So yeah, I think Mr. Dors said it's right about 28 >> 29 >> 29. >> So is there a way to speed that up? because then you're talking about closing two schools that and the K through eight wouldn't even be ready. So
then this conversation about closing schools shouldn't postpone for another year. >> It's got Mhm. >> That's what it sounds like. And and I don't I know um I forgot what what you call that. Uh Mr. Dorset, you guys got a rough estimate. Um but I don't know when
the actual work would commence and if you can shed some light on that Mr. >> Yeah. So so we would have to go through the design process which would probably take anywhere from from 3 to 6 months to
get it designed. Um uh we do have a typical sketch that lays out the individual single stall restroom in each one of the classrooms. So that's already done. Uh if we are approved in the DEFP
this coming uh June, we can uh engage a a a contractor to uh an architect to start the the design uh so we can obtain the permits. Once the permits is are are submitted and obtained, then we can
actually start construction. So, is there a way to move this up? >> Like if I bring an item that Mr. Shim wants. >> Go ahead, Mr. Shim.
>> Yeah, we can actually bring a funding item for the design to move the design faster. um if if you know it's the will of the board, >> it's the will of this board member with the understanding that my colleagues agreed to this with the understanding that they knew it would cost about $3
million. So I just we've told the community it's happening. We've told them it would take a while and now we're I have to go back to them and say it's going to take another two years. Like that's unacceptable to me. So if I have to bring an item that's fine. If you're going to bring an item that's better. It
will probably be prettier than mine. But I would like it to happen. >> And I think um in addition to that, the hard part is an acceleration on the two schools, >> right? Um naming and moving forward. Um
so that the community and everybody knows this is this is what's happening and as a result of building out Glaze um middle into that K through eight. So, a little bit more nuance on that and um Dr. W on her team could kind of probably create an accelerated timeline if
necessary. >> I think it it is necessary because and and a point I'm going to make in a little bit, we can't keep every year closing schools. So, if we could wrap it up this year so that people can heal, we can kind of take a pause, see our great
work coming to fruition. But if we have to wait to make it a K through eight, that means we're closing schools this year and we're closing schools next year and at some point the system's going to break and people aren't going to trust us to
put their kids in our schools because they don't know if next year we're going to close a school. >> So I guess what are we doing with this plan? Am I bringing an item or is staff bringing an item? We can come to consensus right now as a
board to to uh give direction on bringing an item. >> Yeah. >> Do we want to do that right now or at the end? I don't have a preference. >> I would just like it. >> Yeah, it's good. Done now. >> Done now. >> Okay. We know Miss Thompson's position,
Miss Bulman. >> K through eight. >> The timeline >> to expedite the timeline to accelerate the timeline. Right. >> Yes. which will be bringing um an an item to amend the current DEFP to
include the cost of the construction that needs to be done at Glaze Middle. >> Okay. And we have money for that. >> Mr. Shim, can you confirm? >> Question was, do we have money for that? >> Yes. I mean, you're talking about uh the
timeline for adding funding for design this year. >> Yes. >> And then adding construction next year. Uh because the construction would begin after June. after you have the design. >> Miss Hixon, >> I just have a question. I don't know if
we >> I don't remember anyway the conversation about having to close two other elementaryaries. Like, has that been a conversation that the communities the community understands that they're okay with it? So, I don't know if anybody's
ever going to be okay with us telling them, but we were very explicit when this whole conversation happened on the deis. I said, I want to make sure the board understands we will have to close two elementary schools and pro and potentially extend the grades of a
third, but we don't. Yeah, the the population down there would necessitate us closing two a minimum of closing a minimum of two and potentially expanding the grades of a third one. And I believe Miss Thompson, you made very clear that
that was the feedback you had gotten um as well. >> Yes. And I every time I talk about this, I say, "Now remember, because we're making it a K through eight, one, I've been saying one to two, >> but two is still a two. So >> it's fine.
>> They're aware as much as they >> All right. I'm fine. I guess I'm fine. >> I'm good with the acceleration, Dr. Hullness. >> Yes. Yes. Yes. >> Dr. Zean, >> I am. But uh why haven't we accelerated this a long time ago? I'm really shocked
that we talked about this and then did nothing like like we made it very clear what we were doing. We made a commitment to build out Glades so that it could be a K8 and then there was no follow on. Dr. Hepper, I don't understand that. Well, I think the um one of the barriers
for us is the identification of the two schools. Uh for the board to make an investment to build out a school u but no u real confirmation u from the board about what two schools are going to close that that's huge. So we're making an investment in something and but not
really discussing the other half that has to happen. And so, uh, I know that's the delicate subject. Um, but it's a a tough one that we have to tackle real soon. So, we can we can, uh, move forward with the, uh, consensus here, but I think um, immediately
sometime later this summer at the at the at the um, >> minimum is um, we need to make a decision on those two schools. >> Terrific. And I I I will just say this uh very publicly that six months ago we could have come and had this discussion and we could have said in an item we
agreed we're going to close two elementary schools and we're going to build a K8 and and then we could have moved forward with building a K8 and we didn't even have to identify. We just had to like solidify that we were doing two elementaryaries in order to build a K8. But there was nothing stopping us from doing that six months ago. And so
I'm frustrated. Our agility is being tested by competitors who are winning way too many students and we've got to be faster. Miss Thompson, you you agreed that this was the deal we made a year ago, right? >> Not a year.
>> And and and and now we're finding out that um we didn't get it in writing, I guess, >> in January. >> Um and and I think we could have we could have without identifying the school said, "Here's the deal." And put it in writing and then we could have started Mr. shim the process of
allocating the funds, design, build, get it done. Right now, we're an extremist because we've got 14 months or so until that school's supposed to open, right? So, now it's going to cost us more and we're going to be telling the community, we think it'll be done in time, but we won't know it's going to be done in time. And I just think that that that's not uh it's not the way I want to
behave. Thank you. >> Thank you, Mr. Sea. >> I'm in agreement with Miss Thompson. >> All right, Dr. Heer, you have your direction? >> Absolutely. >> Thank you for that. And I I appreciate the all the movement um that's happening
and I understand we were also working on closing and and settling those communities at the same time. Um so that's exciting. Uh for the plan, I know we're clearing out levels of this
building. Um can I get an update on that? And can I also, and I don't know how my colleagues are going to feel, but I was talking to someone about renting out this building and they said the upper floors are obviously going to be more prime real estate for people
interested in leasing the buildings and if we've considered renting out the 14th floor in addition to the other floors or just switching. So, um, you're saying the >> right now it's three through nine,
right? >> So, so you're, um, making suggestion that the board relocates to another floor. >> I would be fine with I would like my colleagues feedback, but also if that's um, if that's true that there would be a
different rental structure for upper floors or if it doesn't really >> impact it. So um Mr. Akabuso has the floor by floor. >> Okay. So uh again Chris Aabusu director
of facility plan real estate. If you rent out the whole 1 to4 you're going to be getting a range of almost 4 million to almost 5 million. >> Is this a year?
>> Yes. I mean, what I'm giving right now, we have a range of lowest to highest cost per square foot. So, you're looking at $25.65 per square foot to $2983 per square foot. So, we multiply that by the
square footage of each floor. So, those range depends on what range you take. The highest range is $34 per square foot. But from those five ranges, you're looking at almost 4 million to almost 5 million for if you rent the whole
building. If you rent the three to nine floors, again, looking at those range, you're looking at approximately 1.7 million to approximately 2 million. 3 to nine. Is there any difference in um renting the
the the cost to the renter depending on if it's at the top floor, the 14th floor versus being on the third floor? >> So, the 14th floor ranges from $264 to $37,000 in terms of the range I just gave you.
So, we we have the numbers floor by floor. >> Um I mean, if the board wants, we can provide that in a follow-up, but we have the numbers floor by floor. Yeah, I think just so we can make best use of the investment or or get the
best value I guess or best deal. I think we should explore all options. >> So we will definitely provide the floor byfloor analysis and then what we also just have to make sure we understand in the floor byfloor analysis that we
provide what would be the retrofit to relocate, right? And then what are our costs? Because basically we' be becoming landlords, right? If we're leasing out floors. So what is our cost for like maintenance for making sure everything is
>> would we have to hire someone to then act as a landlord and say like, "Oh, the air conditioning's broken that floor." I know that whatever, but what does that process look like of becoming basically landlords of a floor? So this would still be our building to maintain and
operate and you know we would obviously have to you know have a system for you know we got to evacuate the whole building they got to go too if the AC is down on this floor that floor. So we we would have to have a system um you know
for managing. >> Okay. I think um including that plan in the followup would be helpful too like who's managing, who's doing all that. Um how we're renting it out.
That information would be helpful. Um and then as far as the autism center. Mrs. Hixon covered most of my thoughts. I think I thought that the
parent survey was they wanted to keep the autism programs within their school except in the north where they were interested in like a charter system or a a district managed program. Is that am I
remembering correctly? >> You're correct. Mhm. >> So I I think I would um follow what the community wants. If in the north that's still an interest of theirs, then I would be interested in
exploring it. Um but in my region they weren't. So um and then I had a question for the regional approach to dual language. How does that work? Would we be taking it out of schools and only putting it in one
school? So um and I I will certainly allow Dr. Con and his team to speak. It it it's almost like the um whole approach around what I gave Miss Hixon the example of like a music type thing, right? So you
would take an innovation zone and build it to make sure there's a foundation in whatever are going to be the elementary schools. It would then metriculate to the middle school and then whatever is appropriate at the high school. And Dr. Con is nodding like I got it right.
Yes, you are right. And as a matter of fact, um we've been spending about a month now uh going through into the various dual language schools to look at uh the cadence of how some programs are being operated as well as their feeder
schools. Uh we've also identified some potential opportunities and challenges that exist. So because each of the dual language schools are operating a little bit differently in terms of grade levels, we're coming back to the multil- language committee to kind of talk about those results and also thinking about
potentially how we recast in that in terms of bringing more rigor and standards alignment to those dual language programs because they all are looking a little bit differently and so having different outcomes. So when we do bring forward a dual language programs, it is to standardize our approach uh to
do language with some very comprehensive rigorous standards tied to them. So our offerings moving forward will be more aligned to a district process, procedures, standardization across the board.
So would that take it out of individual elementary schools and put it into just one like a feeder pattern or would they still have it in schools that are interested but with more standards? >> Yes. Uh we're looking at existing programs where we've interviewed
principles and teachers of the program and looked at some of the challenges not taking it away from those schools but then any new offerings make sure that we level setting sure that some of the existing challenges don't occur as we successfully implement it.
>> That sounds great and I look forward to kind of the feedback on that because I have noticed a a difference depending on where you go to school the rigor of it. Um, and I think having a strong dual language program really sets us apart from from our competitors.
>> We'll be sharing a white paper with the research behind that. >> Okay. Thank you. And then just two more points. I we had a speaker yesterday talk about >> what did you say? >> Bringing more intentionality to our art and music opportunities throughout the
district. um and he had mentioned doing a director level position for music and arts, but I think so I would like >> um kind of staff to think on that if that's something to add to the org chart, but also just how do we make sure
that every school has an art and music opportunity because that's what parents are asking for especially in the elementary. Um, so just not in a magnet program facility, but how do we make sure that every elementary school can
offer art or music? Um, I don't have a solution to that, but I do know that that's something that parents want and that's something they ask on Facebook if you know out of these three schools, which ones have art? So, if we could make sure that we are supporting the students we do have while we're winning
kids back, I think I would be interested in in some proposals or solutions around that. >> And then I will just resum my point about redefining. I think it's really important to
make one more bold step and then kind of sit and breathe and let our community reflect on on the great moves that we've made. let our programs kind of settle and bloom and not be saying that we're closing schools every year because if
you've guys been watching the news like Miami date isn't like seven seven schools this year next year we'll find out more or county is not doing that Sarasota did it I think in one meeting so other school districts are moving faster and then kind of closing the book
um and I don't think that doesn't mean we can't innovate every year or look at boundaries but to say we're redefining every here I think is harmful to the system. Um and then sorry just one more point on the July 21st date. I have a little bit of concern because it's
summer break that people are going to say that we released the list of names while everyone was on vacation. Um >> for the school names because that's when you were publishing the list. Correct.
Oh, you didn't say that. I said we're going to come in July have a conversation. So we, you know, if we obviously we'll take whatever direction we're, you know, we get from the board, but at some point we are going to have
to re have the conversation. >> And I I agree. I'm not opposed to releasing the list at that 21st meeting, but I just want to think through how we would make sure people would know and that public comment is still welcome because it is summer vacation. But
that's my comments. Thank you. Thank you, Dr. Zean. >> Thank you. Um, I'd like us to think differently this year about how we do this. Um, we're going down a path we've been down many times in Broward and I call it a million
flowers in a very large field. You know, every flower looks beautiful and the field is large, but there's nothing like holding it together. And I would like to be able to talk to the community in terms they understand about
what we're doing and why we're doing it. and the initiatives that are talked about today, whether it's NOVA, uh whether it's about uh programs, uh shifts in bus schedules, uh adding bathrooms so we can have a K8 quickly.
Um we have to be really really crystal clear. And so I'm going to suggest Dr. Heepern that for every initiative you talk about on the same slide you talk about it, you write down why we're doing it. Why are we doing NOVA?
Why are we taking, you know, why are we closing schools? Right? I I just think it's really important we communicate the why to the community because I'm thinking again we're going to be talking past the community by putting up charts and talking about
schools and talking about fish and 3D by the way which not everybody on the board understood what that was before we started talking about it. Uh it's it sounds exciting, but I want to make sure that we use language the community understands. And I think the way you hook the community is tell them why
we're doing this. I also think we need to think about our our data. Um am I right, Dr. Heeper, that we are uh using thought exchange as our primary process and model for getting community feedback? >> Yes, that's correct.
>> Who do we sample when we use thought exchange? um depends on the targeted audience u for redefining it's parents um some uh upper grade level students and also uh staff. So I think there's some other people we want to get to. Um I spent a
lot of time with chamber groups with um uh employers in Broward County um with universities that that live here and the universities that that want kids from here to attend their universities. and they're all part of our community and they all either benefit or fail to
benefit from what we produce. And I just want to think a little bit about who we survey and then therefore who we don't survey and and think a little bit about some creative ways. I sit on a Federal Reserve Board uh panel that meets every three months. It's a group of 20 business owners and some random
schoolboard guy. Uh but the other the other folks run very large businesses in Broward County and it would be easy to ask them to give us some input on on what they're getting out of Broward County schools versus what they'd like to get out of Broward County Schools. Um and I imagine there's some other uh
groups like that, chambers, um other ways to use extent survey information that other people pay for as a way to understand the community because the community is a lot more than our parents and students. That's 41% of our community thanks to Mr. Beck's calculations over a year ago. But um
there's still 59% of our community, I think, Joe, that that that we need to make sure we understand them as well. They're the ones that hire our graduates. They're the colleges that our graduates go to. They're the, you know, uh groups that that look to us to do a great job. Another source of really
important data is development data. Um I'm going to highlight something in Miss Leonard's district. There's a new development going in at Galleria Mall. It has 1,200 affordable housing units. Affordable housing units come with oftentimes parents and kids
because they're the ones that qualify uh at a higher rate because the amount of income they have versus uh the number of people in their family qualifies them for affordable housing. I expect to be have an explosion of children in the Galleria Mall living there. But we have
an opportunity to do things ahead of time. There's over 10,000 affordable housing units being developed in Broward County already. Many of them are going to come with kids in a new and different way. Not in the model of single family homes or town homes, but or apartment buildings, but in these very very tall
uh I think too tall by the way, but vertical buildings with affordable housing built on the first five stories. We just found out yesterday that Hollywood has another live local uh thing coming. are planning 36 stories on Hollywood Beach and the top the bottom six or seven stories are all affordable units. We've got to I think get ahead of
that data and start to plan about it. I imagine at Galleria Mall by the way that if we gave them a very exciting feeder pattern and started planning it today more people with kids would take those affordable housing units because they have an amazing opportunity to go to
worldclass public education. But we're not am I right Dr. Heer? not using development data right now. >> Yes. Um and Mr. Beck can speak to that. We do use de development data. >> I didn't hear anything about it in the brief today. >> So, we absolutely do. We have an agreement uh the interlocal agreement
with our 27 cities in Brower County. They provide us 5-year residential certificate of occupancy forecasts every single year. Uh and they're posted on our website, as a matter of fact. So, the the development that you're referencing right now that's been in talks for a number of years, that one is not on the city's list of approved
developments at this point, but we we are aware of that. That's been talked about for quite a long time. Um, so that one's not exactly a done deal yet because I know that the community to the south of that uh uh Sun is it inter coastal >> Sunrise South Sunrise Inter Coastal. Thank you. Uh has has been very opposed
to it. Um, but I don't know where that stands right now, but right now it is not in the city's forecasted 5-year residential cos. >> Um, I don't know how to say this in polite company, but the state legislature made that homeowners association and the city
of Fort Lauderdale irrelevant to the development of Galleria Mall. So, we have to kind of change with the legislation. So, legislation gave developers the right, as long as they had 30% affordable, to do whatever they wanted, independent of the cities that they're in. the cities cannot do
anything to to constrain them. In fact, in the second year of that legislation, they took away the last few things that a city could do. A homeowner association definitely cannot do anything, but the city itself is is incapable of affecting that development. So, it's if the developer wants to do it, it can happen.
I feel like at a minimum, we should be planning for those 10,000 units that are coming with live local. Um if and and what I'd suggest, Dr. Heern is we don't just constrain ourselves to government sources of data because the world has changed and whereas it used to be permitting and city approval and all
that long process. Live local is fast. It's uh being done uh in the absence of any city oversight and it's going to affect our opportunity set. But Galleria is a really cool one because we have this amazing set of feeder patterns around there that if we
were creative in the way we built out and added to schools, we wouldn't be just talking about closing schools and repurposing. We'd be talking about where we could add. And that's exciting to me because and I think the community would like to see us to be, you know, trying to take all available data uh kind of
using business practices. It doesn't need to come from a city or government organization to be real. these live locals are going to happen. Um, and and all we have to do is plan for them. If we have to wait until they actually get, you know, a certificate of occupancy to build, I understand that. But it sure would be great to have the planning and
maybe even design done because we can, I think, Dr. Heburn, influence who lives in those units if we tell them we're going to give them the feeder patterns that are in that area. So, why wouldn't we do that? I'll just ask you a question, Dr. Hein.
Can we do that, please? Yeah, we we'll put forth an effort. Um I think identification of the actual builder group um and all of that will help and assist us in learning more uh about some of these uh live local um affordable housing facilities that are popping up. >> Yeah, I just think it's exciting because
if we can give them great options, I think we'll change uh who actually takes those affordable housing units. Um, just like I said, the why would be important in each one of these, you know, uh, great ideas, I also think it would be really cool to see these things aligned
by our strategic goal. What are the 23 ideas that are going to improve enrollment? What are the 17 ideas that are going to improve academic performance? What are the nine ideas that are going to meet our third, fourth, and fifth goal that we have? I keep thinking about winning the hearts and minds of parents and students every
day. That's to me kind of a intermediate goal toward winning any of these strategic goals. Uh but I think in addition to knowing the why, we kind of need to see uh how all of these things align as a way to kind of organize uh what we're doing. Um uh I sorry, Miss
Hixon, did you bring up the Parkland property earlier? >> I did. >> Thank you. I I would like to add to your request for getting board consensus, Miss Hixon. Uh chair, I'd like to get consensus on a 30-day deadline. It's time to buy the property or move
out of the way. Okay. We cannot drag this negotiation out forever. And if it's not if we don't have uh what I'm going to suggest, chair is 30 days to have a letter of intent with all the terms of the agreement 30
days from today. Uh this has been a year of of back and forth. If they don't want to pay for something that they agreed to do, put it in writing, bring it back to the board. um you know, we'll have to figure out what to do with it at that point. But there are other people that
are interested in that property and um it's time as the executives that run Bard Health know it's time to to say yes to the deal or to uh allow other people to enter the enter the uh stage. So I'm going to ask chair if you can get a consensus on 30 days as well. Deadline
on a letter of of interest that would have all the terms in it. >> Before you do that, Dr. Zim, I know um Mr. Sullivan um has some additional information uh that he wanted to share as well. >> Uh sure. And I do see my my friend from Broward Health just walked in. So uh if
you guys want to call on her to validate what I'm saying, that's perfectly fine as well. >> We trust you. >> Uh so yes, so I believe Broward Health is uh has been a good partner and I believe they have discovered some nuances as it relates to Eagle's Haven
and some of the complications that Mr. Aubuso described. So, they're willing to add, of my understanding, additional million dollars on top of the uh what they agreed to um if we take out Eagle's Haven from the equation.
>> Yeah. And I think I think that's the kind of offer if it if it comes back. Um I'm not sure it's appropriate today to like even get consensus on that. I I'll leave that up to the rest of the board. But I'm I'm glad that there's progress moving forward on that. I think there's some strong feelings on the board about
Equals Haven and we'll see um kind of uh how that versus the million dollars. You're talking about a million dollars of asking price so 15 instead of 14 million. >> Yes, that's my understanding. >> Terrific. I understand. Um I think I'll keep going unless you have more, John. >> Nope, that's all I got. >> Okay, thank you so much.
um on Plantation High School, I'm hearing a lot from the community and um I think that what you described today is closer to what I'm hearing from the community than what the the city came up with originally and what the city came up
with originally I'm not interested in. I'll just tell you we don't have a high school to make employees for the city of Plantation. In fact, our graduates work everywhere. They move places. They do cool things. It it's just not an appropriate goal. What it sounds like it's moving toward though is what I have
heard from from the community. Is there a way to or maybe ask Dr. Superintendent, how would you find out kind of at some point like like soon? We really need to know what Plantation's input is into the equation for Plantation High School. We can obviously
add our own spin to it so it's wildly uh successful as a whole high school, not just uh uh reflecting, you know, what the elected leaders there. They are an input into what we're doing. But how can we get kind of um a definitive um goal of the community for both Plantation 612
and Stranding High School been pretty vocal about uh what they want? >> No, for both there are several um methods. Um first you can easily survey um both um community the parents specifically and also the students. You can also have u meetings at the at the
uh high schools uh to garner their feedback. But you know we would we would come with options right so they really understand all the options available to them and the outcomes that students would have how they aligned to the industry and things like that so we can do that fairly quickly >> and would faculty and leaders of those schools be included as well
>> yeah and maybe even the scholars >> Yep. >> I mean they might have some opinions but if we can do that and get it like at a date certain it'd be nice because we have to kind of know what we're shooting for >> uh before we decide uh how to make changes on those things. >> Um let me try and go through my list real quick. Um Dr. He a very very large
question for you. If what we are trying to do is to create the most efficient and effective school district possible, what in general would be the number of schools you'd look to repurpose through this cycle? >> You always got the hard questions, huh? Doc, >> well, this is important and I'll tell
you why. Just I'm I'm looking for a range of things. Is it 10 to 20? Is it 5 to 10? Is it you know, that's I'm just mean a range. >> Um I I don't want to scare the public, but I would say definitely above 10. >> Okay. Thank you very much. The reason I think that that issue is so important to get out in the public sphere and and
this is something that my colleagues have talked a little bit about is I want to offer music, art, and PE in every elementary school in Broward County. I want to have a robust media center in every elementary school in Broward County. If that means we need to go find
savings in other places in order to to do that, imagine if Broward County Schools could go to the entire county and say, "If you go to our schools, you get it all. You get certified teachers. You get the best locations in Broward. You get a strong commitment to making sure our facilities are as strong as
possible. And you get music, art, and PE in every one of our elementary schools. I know we can do this. This is just a money issue, but to me it would fundamentally change the brand of Broward County Public Schools. The perception of schools is far lower than
the actual value we deliver. And so we need to find things like what we're doing with VR glasses in every middle school in Broward County and and make a commitment to the community about our specials. What percentage of our schools offer those three specials? Now, Dr. Eper, >> um I know we're doing a follow-up on
that, but I know uh Dr. Fulton um has any of that information off the top of her head? >> No, we're doing a follow-up and I rather wait until we get that data to be sure about. >> Is it half or more? >> Maybe a little more than half. >> Yeah. So, so this is feasible. This is something we can do. But things like
that, that bold statement that if you go to one of our schools, you get music, art, and PE through your K through five. You get amazing VR education added to your math and science and future curriculum. in middle schools. Our high schools already are have a huge value to
the community and they see them as a huge value. But our elementary and middle need more things like that so that we can make a commitment to the community that we can afford and that might drive Dr. Heepburn, you know, up a couple more closings if we have to close a couple more schools so that every
school has all the specials on top of all the other values that we add. And and let me um preface this with my um um the number of course I I um suspect it's going to be you know high higher than 10 but for the main purpose of when we have our master planner on board working with
our capital program team to identify schools that it's not affordable to spend a lot of money to renovate but to consolidate multiple schools and build a worldclass state-of-the-art facility um for our students. Yeah. >> Right. And so consolidating numerous
schools into a brand new school is the hopes down the line. >> Terrific. On um on the Pemrook Pines K8, the only question I have is what do we need to do to get that ready to open in 2728? I don't want to I I'm not interested in if we can. I want to know how we're going to do it because I I
don't care if we have to hire someone working seven days a week to to get that done. That's a commitment we made to the community and I trust that that answer will come in time. I'm not I'm not asking for an answer today. Um, one other big item, uh, Dr. Heeper, on the number of schools, you know, the Florida
Education Association and a number of other plaintiffs are suing the Department of Education in Florida for not fulfilling their constitutional requirement to provide highquality education to students in Florida. I'm very familiar with that lawsuit. I'm very familiar with the logic behind it. We have to do the same thing in Broward,
though. We don't have a constitutional requirement. We have a moral requirement to provide highquality education. And if that means we close more schools so that the schools that remain can be world class, um I hope we have the courage to do that. I'm very heartened by what we did yesterday. Yesterday was to fulfill
a strategy that said we are going to save our schools. We're not going to take positions out of them. We're going to take positions otherwise. We know we have to reduce our staff. Uh but what we did yesterday was part of a strategic initiative to make sure that what we're doing is world class.
Dr. Dr. Heeper, what's the difference between what we do at Gulfream Elementary School and Broward Estate with wraparound centers and the birth through five model at Thood Marshall? >> Um, not much difference between Gulfream and Broward Estates. Um, the difference
at Third Marshall is that that birth through five. Um, the students have a a clear um trajectory or or feeder throughout that whole entire school. >> Terrific. Do Gulfream Academy and Broward State still count as Broward County Public Schools? >> Yes.
>> Thank you very much. >> Thank you, Dr. Zean. Dr. Hoess, >> I'm sorry. >> Oh, sorry. I'm sorry. Three more. It's okay. I'm sorry. I'm just going off a list. >> Longer pause than I was used to. >> Yeah. I was trying to make an effect there. And you um we talked about surveying. Uh we talked uh Oh. Um, do we
know or do we have any like deep research on why some parents and some students chose to go to other schools besides district run schools? >> Yes. Um, the handover research that we we can send to the board again, but we
they did some research on our behalf. >> I'm familiar with that. Anything in addition to that? >> Um, no. They're they're uh the only institution we've commissioned during this school year to uh collect that research for us. >> Dynamite, I give you I'll give you one suggestion that I learned about at the
conference in London this year. Arizona State University offers a service where they come and work with districts to offer programs that would compete very well in the geographic area based on what the charter schools offer. And it would be neat if we could coalaborate
with them um for some maybe a specific school or two this year and see if their model really works. But it's kind of a neat model because they do deep research with the actual parents of charter school kids and then they come back and they try and enhance programs that are offered in traditional public schools. I just throw that up as an idea for you to
consider. Dr. Eper on the uh community meetings. Uh Dr. Wza, I totally appreciate 13 being too many. I think three might be too few though. So, if we can think a little bit about um how we make sure we hook the community in, I appreciate that their need is to want to
know things. I also appreciate once the list is done. Um we usually don't we don't hear a a lot on the option one two versus uh on the uh committee. I'm kind of in the middle. I think it should be option one without the advisory board
members. Our advisory board members will take up repurposing. They will all come talk to us about it. They have tons of time with us. I believe option one with just like an advisory board, a member from each school board, uh, one or two from the superintendent. Um, to me that
would make a very good group. Remember, Amazon won't let you have a meeting with more than seven people. It's a good number to keep in mind. I know there's nine of us, so we probably tilt that in the wrong direction, but um, you know, there's a there's a reason you don't have 60 people on a committee because the people don't feel valued. If you're
one of 60, you're just one of 60. if you're one of 10 or 12, um you feel like you have a much uh much greater impact. Um I also want to talk about South Florida uh Autism Charter School. Um I do believe that that is something we need to learn from. And I think Dr.
Heeper, what the what the conversation suggested to me is that we want to learn more about autism clusters. >> Would that be okay for a future workshop or a follow-up item? How would you like to handle that? >> Um probably a followup and if need be, um I'll leave it into the hands of Dr. full and if they want to bring something
more extensive to a workshop. >> I just would like to learn more from the from the superintendent staff perspective on what they think about South Florida Autism Chart uh charter school. What would they think about a district run? What would they think about one uh that is a traditional public school but with uh uh uh folks on
the spectrum only and again I understand the transportation issues and things like that. I'm more concerned about serving those communities though than I am u saving a few bucks. Thank you chair. I am done now. Thank you, Dr. Holes. >> Thank you, Madam Chair. I appreciate the
opportunity to speak. You know, as I listen to the presentation and the board members feedback, I started to actually think about my son who wants to be a pilot and he uh he's currently flying
small planes. And the reason that came to me because we have an issue here where we are losing students. And as we continue to have student decline, we also have to have an equal opposite
action in gaining students. So not only should we focus on being reactive to the decline in enrollment, but we have to be proactive to increase enrollment. And how does this relate to flying? And I
and I kind of thought about it, right? Well, which my son teaches me. Planes generate an upward force called lift to resist gravity. Now, as lift increases, the plane flies
higher. If lift decreases, the plane tends to descend. Now, the question is, Dr. have burned. If you look at that analogy, right, we
have to create lift to resist the consequence of declining enrollment. So what action plan do we have to create lift to rise and resist the forces of
declining enrollment? What are we looking at in the future and currently as a robust action plan to increase enrollment to rise as planes
do in resisting gravity >> that was I like that analogy about the wholeness. Um but uh nonetheless the the plan is what u many of the things that were talked about today um more innovative programs in um in our schools. Um you talked about redefining
NOVA and and the opportunity there um since it's has multiple schools on on one acreage. Uh talked about um you know regionalizing um and scaling out programs that are actually adding value to students and industry and in our communities. So it's it's doing things
that our other competitors that we know are not doing. Um as Dr. Zean said uh u earlier, our perception is is uh minimal, but our value, you know, is really really isn't understood and it's actually great and better than what our
competitors are offering. So, some of it is simply marketing better, but definitely uh what we've done, sunset programs that don't add any value, haven't been successful in a while, scale out those that actually add value and been tremendously successful. Work with our industry partners to find out
what additional things that they may need to help our students um as as they hire our kids after they come out of the college or going straight into career and make sure programs are reflecting in our high schools and and also going down the trajectory to elementary school.
>> Okay. So, you know, I know that we have actions that we're taking, but have we designed put together sort of a wellthorout plan that that can be presented
uh for say the next three four years that we're going to take action on. You know, I know we're we're having programmatic changes. We are doing these things, but is it in a comprehensive plan uh that would be over a certain
time span? >> Yes. And so we can we can codify that into a briefing for the board of outlook over the next three or three or more years of um because we have all that information. We have all that data. Um that's and that's the information that we use to continue to build out and figure out what we're going to sunset,
what we're going to scale, and what we're going to work with our partners specifically about as we uh introduce new things and scale out great things in our schools. >> Okay. So, yeah, cuz I would love to see a more formal sort of approach that is within a a a brochure as to what the
comprehensive plan looks like over the next three years or so. >> Yep. Absolutely. >> Okay. So, um I can tell you, Dr. Heburn. Like many board members, I am growing increasingly tired of looking at closing schools, reacting to student decline,
and I'm also sometimes growing impatient on not being fully convinced of a robust plan to increase enrollment. I I want the focus to be balanced. I want it
to be on both where not only are we reacting to declining enrollment in terms of repurposing schools, closing schools, but we have an equal or greater uh attention given to how can we increase student enrollment. Um and and
I I believe we can and I'm not saying we're not doing enough or we're not trying to do enough. I I just don't know if if we have exhaust all options to increase enrollment. Um, you know, the
because of that, I am also growing increasingly tired of of the effects of declining enrollment. I hate to see us having to let go staff. I hate to see us having to reduce staff. I hate to see us not being able to pay staff, teachers, and others the right wages. I hate to
see us having to reduce certain um programs and so on and so forth. So I just want it to be within our consciousness that we are equally focusing on increasing student enrollment. Now Broad County is a
diverse uh district. It's a diverse community. We have all kinds of students. We have many different subgroups. We have differences in B County based upon economic status, race, culture,
nationality. We have different student subgroups. We have ESC, gifted, advanced, high performers. It's all here in Broad County, but they're not all coming to Broad County schools. They're going to private schools, charter schools. I am confident that we can get
many of those students back because they're taking them from us. We can take them back from them. And I know we can. You know, it's interesting when you shop around in Broward County because if I'm looking for something more ethnic and I
go to a Publix in say Lauder Hill, I will see some Jamaican products, some Caribbean products because the population in Lauder Hill is largely Caribbean. So when you go into Publix in Lauder Hill, and you can try it for yourself, you will see they have jerk
seasoning. They have these other options because they're catering to the population there. If you go to Publix in Weston, you will see something different. We have to cater to our student population. We have to figure out ways
to attract and win them back. And so, I just think we may have to have a a different shift in our mindset. Um, you know, I had brought up an option in our last
board meeting to increase the PMPO Beach High School model and we are having Hallindale and I and I'm happy to see that. I personally believe we should have more and I know the item didn't pass but I'm going to still bring it up.
Um, Halllandale is in the south, PMPO Beach is in the north. We don't have that option in the central central west it's not there you know I think exploring adding another pompino beach model at
least one even one I said four before but even one if we lose a small percentage and I know the concern is we may lose some kids high performing kids from other high schools but if we lose a small percentage of
students high performing students from our existing high schools. Then what is the problem? We must not worry in my opinion about competing with ourselves. We are one school system. If we lose
some students from other high schools to say an all magnet high school, they're still going to be enrolled in Broad County schools. They're still going to be here. So if some of them leave Fort Lauderdale or Taravela and they go to this school,
it's still Broward County school. So why are we worried about competing with ourselves? We need to worry about competing with others. And so to me, the benefit of doing that will attract students from private
schools, from Pinerest, from American heritage. So if we lose 5% from Fauderdale, from Taravella, it's not a problem because they're going to still be our students. But if we gain a high percentage from Pinerest,
American Heritage, then we're winning. And then guess what? It will force our high schools, existing high schools, to step up the game because now if you lose some of your high performers, you're going to have to make high performing students out of what you have, you know? So I think it challenges us to be
better. We have to go beyond our usual thinking. It challenges us to improve our existing schools and it also challenges us to compete with Pinerest to compete with American Heritage to win
those students back. So I don't want to be timid. I want to be brave and bold. I want to go out there and try. You know, I don't know of anyone with great success who was timid. So, I just feel like we need to do
something beyond what we're doing. We must be able to compete now. opening high performing magnets with magnet high performing magnet schools more of them with a high entrance requirement and high performance to remain there will
win back students in my opinion from the private and charter schools. We have to be careful we're not being too habitualized and not receptive to change that can lead to our demise. we have to
compete with the competitors and I I just don't know if we are and that that is my concern and and so Dr. Heburn I know the item failed to bring four more of those schools and I get it but I I would like to at least challenge you to
bring one more maybe in the next two years. What have we got to lose? I don't understand why we don't want to compete with these high performing schools. So I
am hoping Dr. Heburn that the board will support at least one more at least one more in two years. If it doesn't work then we we we go back to where we were. But if it does work we gain so much so much from it. So, I want
us to, in my opinion, wake up, stand up, and fight. Fight for our students and get them back. That's what I want to do. So, um, Dr. Burn, I just have a few more comments. We talk about alumni and engaging alumni
to support our school district and I remember we spoke before and you in indicated that you would try to provide a plan to do that. Is there a plan to engage alumni that they can
support Bar County schools especially those who have been successful because many organizations engage alumni and they get significant amount of dollars. I mean, I go to my dad was sick the other day. I went he went to the hospital up there um in Bokeh and I see
the names of all these alumni in the lobby and they give $5 million, $3 million. Do we have a plan to engage alumni in B County schools to give back to us? >> Yeah. So, that's an endeavor um between BEF um and the district. So, we're
already in talks of how that would look um and how do we actually create some outreach um through alumni. We don't have, you know, uh contact information for every alumni from Broward County, but um um we can provide a followup once a firm plan that's developed between
BCPS and BEF. >> Okay. So, I I know that I I've seen other systems that do it and they do it very well. And if it means naming a building after someone, naming a classroom, whatever it is, I mean, just the other day, we have I I believe it
was the um Weiner family uh that um we were able to engage uh them. >> Yep. >> Mhm. Um so I I just believe whatever it takes that we engage our alumni find the means to engage them and those who have
been successful and whatever reciprocity in in in whether naming something after them that we need to look at to be able to to get funding. >> No, we're we're on it. >> Okay. So another thing Dr. Burn board
member Hixon mentioned Kip and I uh I know Kip is moving into one of my schools. Um are we expecting going forward to have more um hope schools
uh occupying underenrolled schools? >> Um so Mr. Sullivan has stepped away. Um, at the moment in time, the only letters of firm letter of interest and follow through that we've received is through KIP for um, William Dandy. I haven't
received any any other letters uh, with any specific requests and follow through for any other any other schools at this time. >> Okay. Do we expect to receive any in the near future like upcoming school year? Do you anticipate any of that? I'm I'm pretty sure um at any point in time we
may get some additional letters for certain requests. >> Okay. So, I'll just conclude, Madam Chair, that I believe um in Broad County schools. I believe that Broad County Schools, we do have the right programs
to attract all of our students all across Broad County. I do believe we have room for improvement and we should. I believe we need to be on top of the game. Whether through research or whatever means we use to get to the top, we must be on top. I believe we can be
one of the best school districts in the nation. We are the sixth largest school district. Uh we are not a small school district. We're well recognized in many areas academically all across the country. I believe the problems we have that we can solve them, but we have to
go beyond what we normally do. We have to focus on the best customer service we can. And Dr. Heburn, I know that we have the the in the lobbies of the schools, they can scan and give their feedback. As a board member, I want to see way beyond that in terms of how we document
and enforce customer service. So I we should be we should have the best customer service of any school district in this state. We should focus on aesthetic appeal of our schools. um we should focus on not only our product quality but the variety of products that
we offer and we should focus primarily always primarily on increasing enrollment while we react to the decline. Um I hope that I I'm not sure if we are I know that we are focusing on on on reacting to the decline in
enrollment but I want to see a great emphasis on um being proactive in increasing enrollment in broad county schools. So those are my comments Madam Chair. Thank you. >> Thank you, Miss Bulman.
Thanks, Sher. Okay. Um, thank you very much for this presentation and for all of your hard work. I know this has been quite a process and I do feel like we're making progress. So, thank you. Um, I'm very
happy and not to make uh Dr. Holes jealous, but about the Hollandale uh model that we're going to be introducing. So hopefully we'll be able to show some great success here and then be able to expand it. Um I was just
wondering so I saw on the slide that you have academy of entrepreneurship and technology is that what we had discussed um at the CTA meeting that we had with the students or if you remember um is that
what we're calling it because there was something with media and digital. >> Yes. So one of the components will include multimedia as the students have spoken out when we got their feedback. >> So along with ctace that is one of the pathways that are being built within the program.
>> Okay. And we um we were talking about having an additional instructor for that. Is that going to be something that's included in the programming? >> That that's a part of the um the general fund ask in the in the um appendix section. You'll see it there. Yes.
>> Okay. So, we're asking for it. I hope that my colleagues will support that because we actually had a great um meeting with the CTA's um leadership and uh student conversations
at Hollandale High and they really had a great grasp on what they wanted and what was going to be important for them. So that was um something that we identified and I think that's a great uh a great programming for us for starting for next year. I'm also glad to see that we're working with the community members and
the city. So any help you need with that, I'm here for you. Um and then um I know Miss Thompson asked about this earlier, but just the with the K through8 bell time. So there's uh would
we go back then to having the K through five ending at two? Like if you're doing an 8 to2 schedule and then they're kind of waiting if either they get released or if they have an older sibling, they're going to wait until the 40 minutes later. >> Yes. >> Okay. >> And that'll be arranged on a school
basis. So that um clears up any issues we have with teaching time and uh prep periods and all of that stuff too. >> Yes. the >> yes. >> Okay. >> The answer is yes. >> So that'll be for next year. So thank you very much. Thank you for doing that.
I think that will u make a lot of teachers happy and it still makes it convenient for the families. So I appreciate that. Um thank you for the Olsen time change. I know that that will make a lot of people happier and will attract more students to Olsen because
it is difficult to start breakfast at 6:30 in the morning. um for most people definitely not attractive to me personally. I don't want to be up that early. So, um >> do when we're Okay, so a couple things.
I really like um and we've talked about this before, but I really like the the direction we're going with like an innovation zone or I'm whatever kind of concept that that's going to be where instead of it being a magnet program, we're going to just in have very um
intentional uh pathway from elementary to middle to high school. I think that's the way to go regionally and then we'll attract more people because it'll be consistent. Um, and then that also kind of gets in
so the like we've talked about the performing arts in my district. I think that that's something that we really have an opportunity to capture people um because there's a lot of partnerships there that we have. So um hopefully we'll be able is that something that we can do for next year do you think or is
that >> So um so the the intent would be to start to start it next school year. It may not be fully built out, but definitely to start it. So, you know, you'll use like your example, you've got Hollywood Central, KA Arts Academy, but
you you've got um Bthoon there. Even though Bthoon, you know, technically feeds into Parkway, which feeds into Dillard, there's still the opportunity to do something in that space there between the um about three or four of the elementaryaries, um Addex, and potentially Olsen. And
then what would it look like at the high school level? Is it South Broward that has an amazing theater program and all of that or do we do some and or do we do something at Hills? But I'm thinking it maybe more South Broward which definitely has an amazing theater program. They have a band program. So it
it's having that regional concept um available to families. >> Okay. So yeah, I I would like to explore that because I think and then that gets into um the transportation piece of it. Uh which I think we could save quite a bit of money if we're doing it that way
instead of um having it in as a magnet if we don't have to provide transportation and someone's going to the middle school that's next door to them instead of cities away. That will be effective. I think it'll be easier for the families and then it'll be more
effective for transportation. Um, and so into the transportation part of it when we had the workshop on the hub model. Is that something that we're going to vote on or are we intending to
start using that this coming year or how is that looking? >> So, correct me if I'm wrong. What I received from that workshop was to go out and have a conversation with communities and you know get their feedback and their and to do that and
start next year. It I don't see how we do that by going out and meeting with a bunch of communities bring their feedback back to the board and then the board make a make a decision. So, um I don't see in that
cadence how that would start for next school year and I'm just being realistic. >> I I I agree the timing is tricky. Um, but I do I think this opportunity to streamline things so that you're
regionalized will help us because if we're regionalizing things, getting away from traditional magnet offering similar but where you're zoned for that school so that your busing and everything fits
into that model might lessen the load of um the hub model and magnet schools, right? where where we have we're going to capitalize on every opportunity to do regional pathways. >> Okay. >> Yes.
>> So that's great. I think that's going to be uh a game changer for us. >> Um and then uh you talked about Palm Cove. I um went to Sheridan Tech a couple weeks ago on a
tour. Um amazing. but they also are doing classes, you know, in uh like they're doing a morning session and an evening session because there's so much demand. And so, um I know that the leadership there is very interested in
expanding their offerings out west. And so, I fully support that. Um, I know that there's um probably a significant amount of money that's going to be associated with doing the buildout, like the capital improvements and everything to have the
ability to do the different technical fields that they're offering at the Hollywood um site, but I think that due to the demand that would be a good investment. So, I fully support that. Um, and
That's it. Thank you. >> Thank you. And I was going to uh call Mr. Sea next. Um he's not on the data, so I'll go. But I just do want to make sure uh Mr. Hill, is anyone on the line? Is like Miss Roupert or Mrs. Aladf on the line?
>> No one's on the line. >> Okay. Um Okay. I have some comments. Um I I did want to kind of touch on the enrollment piece that Dr. wholeness has spoken to and I agree 100% that we need
to have a bold plan to increase enrollment and I think if you I mean I've been saying that since my first year on this day is um and I I felt very strongly about the the idea that um you
know instead of closing schools we need to focus on bringing kids back into our schools. I and I I agree with that still, but my my feeling has evolved as I've seen more data and you know, the
other day I was reading a New York Times article about declining enrollment throughout the country. Um, and I think it's really important to understand that in 2007 we had a a fertility rate or our
last fertility rate peak. Um, since 2007, our fertility rate has dropped 24%. And those kids that were born in 2007 graduated in 2025. And so, while, you know, I I agree with trying to bring
back kids who have gone to charters and private schools, there just isn't the number of kids to bring back into our schools that we would want. It's just that's the fact of the demography in the United States. And you know, I could go
through the list in the article of all the school districts that that have experienced just incredible declines. We're actually kind of in the middle of the the larger school the the larger school districts throughout the the country. But I think, you know, while I agree again that we need to provide
enriching programming um and focus on recruiting kids back into schools and action that we took just at the last schoolboard meeting, hiring a firm um that that focuses on that. We have to grapple with the
reality that the fertility rates have declined immensely for a variety of reasons that some of which are in our control and some of which are not. Um, so I I just want us to to live in reality when we're talking about
bringing kids back. Um, now with that said, I do now I do want to um, you know, I was re reviewing this presentation and I I really appreciated like the very organized presentation of information that, you know, where we are
in the workflow, what actions were are being taken, um, where we are in the implementation process. But I was really struck. I think we've really underplayed like what we're doing at third good marshall providing a birth to to grade five. And I I just can't restate enough
um what a big thing that is. As someone who pays probably more in child care than my mortgage um every month, uh it's a huge thing that we can offer to parents. But beyond even you know the the financial assistance to parents, I
think anyone who has studied education um understands that one of the most powerful things that we can do for students is to provide them with an education before they start kindergarten. Like that has you know every longitudinal study will talk about
Head Start in preK and VPK and all of that and how it uh improves outcomes for students. So, um, and I I know Miss Thompson has spoken really strongly about providing early childhood education. Um, the more that we can do
that within our our financial resources, I think the better. Um, so that that I don't know, I was just really excited about that when I really sat down to think about about what we're doing there. Um, I do want to talk about the
plan for KCW. Um I know that we've asked for an appraisal of the sale of this building. Uh where are we with that Dr. Heburn? >> Mr. Kabusa. >> So we did an appraisal and we presented
those appraisals. We did three appraisals as required our policy on state law and the negotiation parameters committee valued the property minimum asking price for $85 million if you sell it. >> Okay. Was that sent to us?
>> It's not uh Dr. H. >> No, not yet. We're waiting for all the documents from Mr. Takabuso, then we can wrap it up and send it to you guys. >> How will it be presented to the board? >> Uh, we'll send it in the memo as far as a appraised value um and then if the
board wants to um bring it to a workshop um to do something other than what we've discussed as far as leasing um floors um you know, we'll work at what based on the will of the board. Okay. Um, I guess I I'll you know,
well, let me think about that. The other So, I'm Do Do you have a plan right now that's in process for relocating certain floors of KCW and where they are going um and
how much money we're expected to to get from those leases? >> Yes. >> That's a Yes. >> Okay. >> Yes. We so we already uh identified um the different departments um that are occupying floors in KCW and and what uh
closed school facilities or sharing facilities with um existing schools. Um so yes, we we have a plan for that and also Miss Aabuso um gave us the numbers of the potential um leasing ranges. >> Um
is there a timeline in that plan? >> Yes. Summer. This summer. >> Okay. Yes. And I think we spoke about it with the board because we actually went over I don't know if we if it was can't remember Dr. W you can help me with that if it was a part of a previous workshop or if it actually sent the memo with the
cost the capital cost that it would require also to um move individuals out and the equipment to those um to those sites. >> So I believe Mr. Dorset may have done a followup with the costs, but we did identify you know the floors and the the
and you know some may have changed a little bit um as of the approval of the org chart. So we have to go back and make sure we have you know what departments are actually going to remain here the few and which ones are going to go where and um but the and then there's
a a item that has to come with the um I call it I don't want to call it vendor but basically some additional assistance with moving right to help um facilitate the move of the the numbers of employees that would go out. Um we know that we
can't start to move um anyone per se until we we have to allow for school to close, right? The testing is going on now. We got to allow for school to close, turn those buildings over, get those So we we are looking to start major moving in the summer.
>> Okay. Um are we building out the floors for the tenants? >> Do you want my answer? T >> t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t t typically the tenant. >> Yeah, the >> bail out the build out. Y >> that's my understanding as well. Um
>> be nice, Dr. Zam. >> I guess I'm just a So we're planning on relocating our people in the summer. Do we currently have leases for the the floors that we're vacating? >> So I don't believe that we do. I I
believe that we were going to contract with um services to do that. I mean I >> Yeah. So the plan is to um work with procurement to get a service agreement with the real estate agency or agent so they can accelerate that work since
that's what they do all day and and um leverage their expertise to to make that happen quick. >> Okay. >> And we've already um I think we've had some entities correct Mr. Sullivan um uh government entities that have actually um sent some interest. Um
>> we had some walkthroughs. >> Walkthroughs, >> informal walkthroughs. >> Okay. What if then the direction was once the appraisal is shared with us formally, what if the board decided no, we want to sell Casey? That's not my position. I
don't I don't want I mean I I'd like more I need more information, but like what if we decided well next month we we actually want to sell Casey. >> Um we will still relocate those um departments. um if you want to sell it, we would have to relocate anyway. But
the based on board consensus and direction, this topic has come up several times even this year that the board was not interested, the majority of the board was not interested in selling. Um it transitioned to leasing because of that money going being able to go into general versus selling going
into capital. So that's how we move forward with um leasing based on board direction and consensus um of this discussion topic a couple of times. Um, okay. I will ask at the end for consensus around doing a workshop on the
entire KCW plan with like different options. Um, like leasing some of the floors, leasing all the floors, selling it. Um, which I I I just really would like to see a solid plan because one of my questions is like if we're planning
to vacate some of these floors in the summer, why have we not already engaged in a commercial real estate um I don't know, agent, whatever you want to call it, to lease those floors so that those floors aren't just sitting vacant.
>> Um, that's a concern to me. Um, so I I would really like to know that I would really like to have a workshop bringing back, you know, comparing if we sell it, uh, with all of the appraisal information and then different leasing
plans, what the current leasing plan is, um, and the different, uh, like one issue that keeps coming up in my district is, have we engaged with the city of Fort Lauderdale? They like their city hall situation. Um, Could you
elaborate on that? >> Yes, they they've inquired. Um not specifically uh I forget who who was the specific people that inquired, Mr. Sullivan. Then you can um talk about who else has inquired. >> Um the uh it wasn't the it was an entity
that was um hired by the county uh to see feasibility of moving into different available spaces and uh ours was identified. So they did walk through, but that was for the county, not for the city of Orlando for Florida. >> Okay. >> Um and I in in that workshop, and I
maybe there's not going to be cons consensus for this, but in that workshop, I would also like to see, you know, the cost of relocating um the different projections around that. I would imagine that the cost of relocating would be less than what we
would uh be getting in lease or sale. So, like I I just want to have all of the information so we can make an informed decision. Um, the other thing, well, let me ask some easier
questions for the Seagull and Whidden Rogers uh consolidation. What is that looking like? I've gotten some really positive feedback from um the the community and the employees at Seagull around how we've engaged with
them. Um are we looking at renaming Whitten Rogers? Like what is that merger looking like? >> So Dr. Tuma would have to come and speak specifically because obviously the region office would guide um whatever process they're following, but I do know that um a lot of work is going on out
there and the regional office has been very intentional in guiding that work. So Dr. Tumer >> Ted Tmer, Central Region Superintendent. I uh concur with everything that uh Dr. WSA is saying. There were some facilities uh issues that needed to be
taken care of and Mr. Dors said and the team have been very proactive and on top of that. So everything is moving right on schedule. In terms of the renaming, um no at this m moment there's no um plan to rename. It's not to say that
we're not open to that for the future, but at the moment that's not um not on the table. >> So, let me ask this. Um so, Seagull and Whitten are merging. The services are staying the same for the Seagull students. Correct.
>> Correct. So if I am a student who would like to enroll in that program, what steps do I take or does my parent take to enroll at this as as like a seagull student but at Whitten Rogers? Like what does that
look? Is Whiten Rogers just absorbing Seagull and everyone's going to apply or or enroll in either a I just don't I don't understand the logistics around that. So, I'll begin and then I may um have to
get that to Dr. Wanza for the choice piece, but I know those students have been given priority. Obviously, they can um go to uh any other school that seats are available if they choose not to go to Whitten, but the plan has been to aggressively um uh recruit those
students to go to Whitten so that there's a seamless transition. >> Okay, I let me be more specific. If I am a parent of a child and I need to enroll myself, right, and my child
>> at the like enroll my child at the daycare at I guess now it's we're going to call it Whidden Rogers and I >> how does that work? >> So it's the same process that happens today. the so if I am um a student who find myself in need of the services that
are offered at um the combined location I either my home school can assist me and refer me in the transition or my mom or dad or myself would go to Whitten and register for school and be a for and you
know tell them I'm interested in I I want to finish my high school diploma myself and I am in need of childcare services for um for my my child. I'm a I'm a pregnant or I'm a pregnant and parenting um student. Then they would enroll just like they would um if they
went to Dave Thomas or uh HD Perry, they would enroll. It would be through the Whitten campus. Um and the uh right now it when they do the rollover the seagull students should automatically roll into Whidden Rogers. No different than the
other schools that we're consolidating the receiving school. The um students from the sending school roll right into their um school location. >> Okay. Um, have we worked out when I met
with the students at Seagull and you know the the families they had some concerns around the start time. Have have we worked that out? >> So the way I recall it um When used to
have like a 7 something start time and their start time went to at around that 9ish 9:15ish time. That's I I think it's within 15 minutes maybe of what Seagull's time is. So When would keep what is their school hours? And Dr.
Tumor, Dr. N Smith can correct me if I'm wrong. >> Well, let me ask you this. Okay. What What are Seagull's start and end time currently? And what are Whittens currently? And then what are they going to be? What is Whittens going to be next? Next year Whitten is going to stay
the same. >> Whiten is going to stay the same. and I can find out specifically. You want to you Good morning, Leo Nes Smith. Good morning, board. Um, superintendent. So, Whitten's start time is around 9:30. Seagull is roughly around 9:15. Staff
arrives at Seagull around 8:30. So, they have a morning time for staff, but it's really a 15 20 minute difference between start times. >> What are the end times, though? because that was what the students were concerned about. >> So rough, >> let me pull it up just to give you
precise times, but it's roughly around a 3:30 4:00 time frame. >> So right now when Roger start time, they're 9:30 to 4:30 and Seagull is um
9:30 to 3:30. So, so what it is is Seagull, believe it or not, is on a six-hour. So, they do not have the traditional high school time, right, that high school students have. >> Not. Yeah. And that was when when we
were talking about, you know, when when I met with the students at Seagull, >> they were concerned about that extra hour because of work opportunities. Um, so I'm wondering if there's some way we can resolve that.
>> Dr. Waza, uh, do the superintendent. >> Go ahead. >> So, right now, both Seagull Wen as well as HD period, we're exploring flexible scheduling options for students for next year. So, we're taking into account opportunities for students to be able to go to work. >> When can we Thank you for that. I hear you that you're exploring that. So, when
can we expect more information about that or a decision point to be made? We've actually already started that this school year with the expectation of full implementation at the start of next school year. So, we're kind of running a model, a pilot model to work out the kinks to have full implementation. Okay. At the start of next school year.
>> Thank you. And then the daycare hours are staying the same. >> It will be on witness time. So, it would flex over to witness time. So, if you shift the time back 15 minutes from the start time as it stands right now. >> Well, so >> actually, I'm sorry. I take that back. The daycare will start earlier. I was I
do apologize. Yes. Yes. Yes. >> So, the the daycare hours will stay the same >> from our uh initial planning meeting. That is the plan. We're also exploring extending some of the daycare hours based on being able to flex for parents based on their work schedule.
>> Okay. But I believe the drop off is 6:30, right? >> The drop off is very early. Yes. >> And so it will stay that way. Right now we have to work through some of the time frames in terms of flexing staff schedule in order to accommodate that time frame. But that is the initial plan. >> When can we be notified if that change
if the if the about the official hours? >> We have a planning meeting scheduled I believe this week or next week and I can have a solid response uh through Dr. Wanza and the superintendent's office. >> So give us about two weeks if you don't mind. Okay. >> Thank you. >> Okay. Um,
with regards to the kip at William Dandy piece, something that that Miss Hixon said interested or I had a question about, you mentioned that we're that an agreement will come back to the board for approval with regards to Kip
colllocating at William Dandy. Is that um do we have a choice? No, >> thank you. >> In my opinion, but you do have a general counsel.
>> For the record, I agree. >> Thank you. >> And then I, if I may, I do need to get with general counsel because um I believe based on this the statute and the rule, we might have to present this the 19th unless Kip agrees differently.
>> So, >> but I'll get with general counsel, we'll report back. Can we get a followup on that? Yeah. >> Thank you. Okay. Um, another issue that Miss Hixon raised that was a little alarming to me. So, it does say in the
presentation that there's the Mar I can maritime science program at Strainahan. So, again, if and I I maybe I misunderstood the response, but I didn't feel like I got a solid response on this. Why are we calling it an IAN
maritime science uh program at Stranahan if I can is no longer in I don't know no longer exists here. So Stranahan does exist. It is um I'm not Stran I'm sorry the I can the IAN
program does exist at Stranahan the grant so the magnet program is I can integrated career uh networkmies for students but the grant itself has sunset it so
just as me Sarah the way I hear that is that if the grant has sunsetted how are we doing I can if the grant has sunseted. >> So the grant being the funding piece of the grant. So the the program itself continues just like all of your growing
STEM programs. All of those were funded through a grant, but the programs continue. >> Okay. So again, maybe I'm not understanding this correctly. I thought I can was a grant
program. Correct. >> It was. Yes. It was funded for 5 years across six schools and so all of those schools still have the magnet program just the funding itself has sunset it >> right and we absorbed the funding as a school district right
>> yes okay uh so we can still call it I can even though I can is not funding it >> absolutely we had um until recently when we sunsetted some of our growing STEM programs all of those remained programs for a number of years. So the grant
provides an opportunity for us to build the programming, build professional development, include resources, technology in the schools, and then the idea is always for those programs to be able to sustain themselves and grow. And
as the community changes and as needs change, you do have the opportunity to expand pathways or to shift away from the original programming. So you have currently six schools on IAN that sunseted that that grant suns set um
around October of last year and you currently have six schools that are in a vertical alignment for ACES. >> Okay. >> Um so I guess I would I would like a followup on the funding that we are providing to Strainian High School to
start the maritime science program. >> Sure. >> Um okay. the uh >> Miss Leonardi, while you're finishing that thought, the child care hours are going to remain the same next school year for um >> for Whitten. >> Awesome. Thank you.
>> Um on page four, uh you know, it outlines the schools that we're consolidating. I would like to see what I would like to see a formal plan on what we're doing with all of those properties. Which brings me to uh my bigger point
around um like Seagull and North Fork and as we move forward with con consolidations if we're not relocating departments to some of these properties um we're surplusing them. Um, I have not really
felt like the process we have for accepting proposals has been as tight as it could be. Um, so let's just talk about Seagull for a moment. I know we had been engaging with the city of Fort Lauderdale privately. People have approached me about different proposals.
Um, and I, you know, I think that what we need to do as a school district and as as we continue to consolidate schools is initiate kind of a more formal process as opposed to like email the board, email the superintendent. Hopefully, it doesn't go to junk email
like the the Cisrunk Rising. Um, so I think we really need to be like loud and clear about like seagull for instance. Let's put it on the the auction block, whatever you want to call it. Let's advertise. This is this is a property
that we are looking to dispose of e whether it's a sale or a lease. You have until July 1st to submit a proposal. Uh our team, I don't know if it would be the auditor or someone well else will um
evaluate the financial viability of that proposal and then the board takes action. Um, so I I will be seeking consensus on that from my colleagues as well as like having a a formal process to advertise a property, accept
proposals, evaluate the financial viability of those proposals, and then the board takes action. >> So if I'm if I may, Chair, I just want to make sure um the process is clear for general counsel and also Mr. Akabuso cuz
I think for um a formal request of proposals it requires us to actually go through a surplus process like we did with some of the other properties that we've u put up for sale in the past and surplus as of recent. Um if you can
clarify Mr. Kakaboo. So, um just taking in the feedback um that um >> Yeah. But before you do that though, cuz I'm not even talking about just a sale. Like I want to, you know, the the Cyrunk Rising isn't a sale. So, um I I would
like us to be kind of like agile about accepting proposals around sale or lease or, you know, with the city of Fort Lauderdale initially, uh wanting to enter into some some sort of agreement about um you know, the safety, whatever
it was, uh that's no longer on on on our plan. Um so, I I'm not talking about slowing us down with bureaucracy. I'm talking about like just a formal way to say like this is what you know you you want a lease, you have a proposal like submit that to us not in an email that
can go to junk mail. >> Yeah, absolutely. Because we're uh you're referring to the results of the unsolicited proposal. So I'm talking more about if we're actually soliciting proposals, what's the u proper way for us to do it? Um given the constraints you may
>> So I think the general counsel will jump into this. One of the things I think we're recommending to the board as a suggestion. I mean, >> land is gold. Land is running out. So, I think the encouragement is for the school board to potentially look at P3s,
public private partnership. There's law and the council can jump into this which guides the P3, solicited, unsolicited, right? and she's talked about pretty much coming up with a standard operating procedure which will then guide us because the law is tailored to how you
respond to both. So I think that's something we want to put in place a standard operating procedure for P3s. >> So this is actually through the chair. This is actually something that I am looking at and we are working um with the team on this. Um there are a couple of statutes that intertwine with regards
to unsolicited and solicited proposals. There's some charter school statutes that are also impacted by this. So, if I may have an opportunity to look into this a little bit more, Miss Leonardi, um my intent is to bring a actual policy for the board's consideration that will
I hope address some of those things and then we'll have SOPs, standard operating procedures that will follow the policy. >> Okay. We'll we'll follow up with more detail. >> Okay. Um and then I'll just give provide my input on the different um board
member recommendations that I I captured. Um, I would like more information and I and then I think like we finally need to make a decision around an autism, I don't know, charter,
magnet, whatever you want to call it. But this is something we kind of been dragging out for a few years now and we haven't made any kind of decisive action on. Um, but I would want to know like a can we do a district-run charter? uh why
would we do a district-run charter rather than a just a district kind of cluster school? I would want to know what our projected impact if we did something like that, what that would be on our clusters on our autism clusters at our schools that I know continue to
really explode um in terms of growth. Um so I would really like the legal questions flushed out and also the transportation concerns flushed out. Um so I don't know if that would need to be another workshop. Um uh but I know Miss
Hixon wanted to to explore that proposal and then I think we need to set a deadline for ourselves in terms of making a decision. Mr. Dupbruno, >> the only thing I would say um we've already started the research on this legal team and so we will have something probably in our next one-on ones to be
able to flush it. It's a little it's it's a bit more complicated than it seems. So we'll be able to have some answers for for you. >> Thank you. And I never thought that that would be simple. So, um, that's kind of that's kind of why I would want a workshop on that. Um, I am a yes on
option one. Um, I know Miss Thompson Miss Thompson, I don't know if you uh were if you like formally offered the recommendation for re relocating the board off offices. Um, it can be formalized. I just think
exploring that option if it especially if it would bring in more interested renters. Um yeah. >> Okay. Um would you be amendable to just like including that in the workshop on the KCW plan? >> Yes, that's fine. >> Okay. Um
a 30-day deadline for the Broward Health letter of intent with um all the terms. Uh I agree with uh having art, you know, exploring exploring different ways to have art, music, PE at every elementary school. I agree with um bringing back
one more PMPO Beach High School magnet proposal. I would really like to see how the first iteration of the Hollandale High School uh plays out before we entertain another one. Um because I think that there may be some implications for the enrollment
at PMPO Beach High School. Um so I would like to before we explore that I would like to have some time to analyze the data on that. Um and then I I proposed a workshop on a plan for KCW with all the different a um action or options as well
as a formal plan for um the propo for people submitting proposals and identifying the financial viability of each proposal. Um so that's me. Mr. Sea, you were not in the room when I called on you before. or would you do you have
any questions or comments? >> Let me run through the um the list if I may. Uh I'm also a yes on option one. Uh on the 30-day deadline for that letter, uh I'm a yes. I agree with that. And the
KCW plan, um I would have honestly liked to see that like yesterday. So, as quickly as we can get that, um I I think I heard Chris say it's now like 85 million. So it looks like the the numbers are >> increasing
>> increasing which is obviously a good thing. >> Mr. Sea, I'm so sorry. Like there's three different people talking to me. So I didn't capture after you said uh the KCW plan. You wanted that yesterday. I'm so sorry to have you go back. Um could you just run through after that what you the feedback that you gave?
>> Option one. >> Yes. Option one. >> I got that. >> Yes. On 30 days. Yeah. KCW plan. Obviously, I'm in I'm in favor with the the rental versus the the sale. Um I I'd like to see that uh ASAP because we seem to be doing a lot of talking about that
and very little action. So, um I'd like to see see that get done. Um if I may, I I I'd like to address a pretty egregious comment that was made earlier by Dr. Holes. Um, I will have you know that in
the great city of Weston, all of our Publix have jerk chicken seasoning within them and it's delicious. And not only jerk chicken seasoning, but we also have fantastic cornmeal for ouras uh which are also delicious in the great city of Weston. So, um, just if you ever
want to come visit with me, let me know. Um, lastly, I want to thank staff for the uh I want to thank staff for the for the presentation uh and the work that that went into all of this. 70s something pages. Uh, well done. Um,
we've heard a lot from uh my colleagues. Uh, I don't need to beat a beat a dead horse. Uh, we're moving forward. It sounds like we have good plans of action. And I see that we have some committee members that are anxiously awaiting the time slot of 12:00, which we've now run over by 17 minutes. So,
uh, I'm going to be quiet and thank everybody again. >> Thank you, Miss Thompson. >> Thank you, chair. I just had a question about the 30 days because my understanding was that staff needed us to say something about the terms and so
us just saying like, let's wrap this up. I don't think unless I'm misunderstanding what's happening here, I think we need to give more feedback than that. So I was going to come back for that and one other thing the um but before you go there I miss Leonardi I I
think I heard the board's consensus on option one right for the I think that's where >> yes there is a >> but I want to make sure I have the right board identified committees and last year it was the DAC
uh representation from DAC the three area um advisories Esau saw ESC and the diversity committee. I think that was it, right, Joe? >> I I think those were the committees. So,
that gave us seven reps, which is fine. The nine board members split us at 16 and then the superintendent one is the tiebreaker at 17. So, I just wanted to publicly say that. >> Okay. Um, Miss Thompson,
>> thank you. So um back back to the Broward Health. So my understanding is this the sticking point is the Engles haven because of the different variables included. Is that
correct? >> That is correct. The main thing is the buildout which I said the the the creation of space right which is the build out is translating to build out in the contract that build out has a price
tag of going up to 1.9 million right um so what John said is out of room is like they proposing to take out that component and then offer an additional million dollars So we just need direction because that's
what's been I mean we have some other minor issues but that's the key sticking point because we don't feel that the board is going to be stuck with you know between close to half a million to 1.9 to potentially bail out space. >> Okay. So currently if the if the deal
went through right now how much are we looking at? So Broadell's total offer was $14 million for the purchase of the property and then $1,242,33778 for the value of the of the 6,500 foot.
So in total 50,242337 um okay 50 million 50 million just say 50 million, right? >> That's perfect. Okay. >> Yeah. So I guess my because I feel like we've been talking about this for a year
plus maybe it seems like a year plus if we are able to and I guess I don't know all of the requirements of Eagles Haven. So, if this isn't an option, that's fine. but to sell the property without
that requirement and then as a board designate a certain amount of money to in one of our own underenrolled campuses to put Eagle's Haven there if that's I would first like to know if that's a viable option and then get
board consensus >> through the deputy. Go ahead, Mr. Sullivan. >> So, I I think you would have to first determine if there are viable options within the location where Eagles Haven is located now. Um because that's the
u most of the constituency that they serve. So, we would have to determine if we had a facility that would meet their needs. I think the other challenge with um having it how and Chris can correct me if I'm wrong um having Broward Health
have Eagles Haven, there's really no guarantee or timeline that that building would ever be built. So I think that's something else that the board should consider as well. So your your feedback is if we took the money and put it into one of our
schools, we would have to make sure that there is space available in UN some of the underenrolled schools in that area. >> Is that your feedback for that? Because you gave two feedbacks on different things. >> Yeah. So the I would say would have to be and Miss Hixon can jump in, but I
think it would have to be in a geographically >> similar area of where Eagles Haven is now, which >> but I think the other part to that is we have to consider hours of operation.
We also have to consider that um um one of the reasons why Eagles Haven came to be where it is is because people didn't want to be in a school campus kind of sort. So there there there was a lot of thought into the why, the where, and the
how. And I'll let Miss Hixon take it up from there. >> Understood. So, I like I said, did not know that backstory, but if the deal is going to fall through because of this. I
was trying to come up with a creative option. And it also seems like there's no timeline for that build so we could approve it and then not have Eagles Haven there >> for years. >> For years. Um,
I'm open to feedback about that. That was just an idea that came up. >> Okay. It's my understanding Dr. Holes has to step out. So, uh, go ahead, Dr. Holes. >> Thank you, Madam Chair. So, just want to give my, um, input on on the choices
here. So, I am for option one. I am certainly and I appreciate your comments, Madam Chair, on the KC Wright building. I I am for renting um, as soon as possible. And regarding the redefining process, I would like for the
superintendent to explore in year 2728 um a central uh west or central location for another Pompino Beach model uh type school. So those are my uh my comments and I just
want to say to board member CA on my way to Weston again, I'll stop in for some jerk seasoning at Publix. Okay. All right. Thank you, Madam Chair. >> Yeah. Um, just to clarify, Dr. Hoes, what I proposed was to have a a workshop on the KCW plan and all of the different including all the different options.
>> I support that as well. Yeah. >> Thank you. All right, Miss Hixon. Thank you. Um, and I also support the the workshop on the KCW building. I'm for leasing it. Um, and we'll talk about it then. I agree
with um you chair Leonardi that I would prefer to wait to look at an additional Pompo Beach model school until we see how works out for a variety of reasons, but we've it's costing us a lot of money. We
want to know that we've put money in a good spot. Um and if it's that's not successful, how do we learn from that if we did want to go somewhere else? So, I'm not ready to do that yet. Um, and as for Eagles Haven, the the issue I have
really at this point is that we made a special deal with Broward Health that they could be the sole bidder on this if they had a space for Eagles Haven. That was the whole reason. That was what we voted on. That's why we gave we went only to them. We didn't open up to the
other community. And there was never a discussion in that part about us having to pay for anything. There was some discussion about the size they wanted and Eagles Haven went down and said, you know, maybe they didn't need it to be that big. So, I feel like it's a breach
of contract here in some in some way because the reason that we didn't send it out like we do to anything else we would be selling and went straight to Broward Health was because they did agree to that caveat. So, I have a huge problem with even with the additional
million dollars um just saying yes to Broward Health. I'd rather go out and see who else wants to bid it and if we they could bid again and bid it on that um or find someone else. But I there was a promise that was made and I feel like the promise was broken. Um and I I do
appreciate Mrs. Miss Thompson's trying to figure out a way to do it in in the school setting. But as Dr. um Wanza said, you know, the the reason Eagle's Haven exists for people that don't know is that it's a place to receive some
kind of mental health services for people who have been affected. Originally, it was just by the the MSD tragedy. Now, you know, there's it's a bigger um space, but specifically for people in the northern area of Broward
County. So, initially I was thinking Forest Glenn, but they are open seven days a week and they have different hours and people are coming in and out of that facility often and it is funded by Jaffco in the state. But we were just trying to figure out a way because they
do service a large portion of our students that live in the north area, not just Parkland, not just Coral Springs. And if you have an issue, you'll you could call them and they'll help you find the right mental health services. So, as we talk about how our
students and our staff even need more mental health services, I think it's important for us to keep the commitment that we want to be able to see them continue to flourish because they are contingent now on the state just like us receiving funding to be able to stay
open. So, they do get funding from Jaffco and the state. But that was the original intent be behind why we made this agreement with Broward Health that you could we would go into this negotiations directly with you because
you were offering this space for um Eagles Haven that we know our our community desperately needs. So I don't mind sending the 30-day notice, but I do think it's important in the conversations that we have with them
that it's very clear this was a promise. It was an agreement that we had that you were going to find this space for them and we weren't going to send it out to anyone else to bid on and and shame on them for backing out. Thank you.
>> Thank you. Uh Miss Rupert. Oh, sorry. Attorney Dri Bruno Bruno wanted to make a comment then. Miss Rupert. >> Yes. And given Miss um Hixon's comment with regards to potential legal liability, um I would like our team to I know that we have been involved in some of this conversation, but I do think
that I would like our team to have an opportunity to really delve in and for me to be completely brought up to speed with the history because I don't know um this particular topic. So if we can add that to the time, please, I'd appreciate it. >> Miss Reaper.
>> Thank you, Madam Chair. um to weigh in. Um I'm yes for option one. I am still for renting KCW. The sooner the better. Um yes on the uh that the autism charter or
whichever um iteration that that we're going to uh work on it. It's much needed and definitely get my support. Um I am a kind of a let's wait and see exactly uh how Halanddale does for Pompa Beach High
School situation. Um it is a lot trickier than it actually seems and um it does limit um the kids in some way with access. So I really think that we need to make sure that Halenale gets completely gets all their their help and
let's see if we can successfully launch that and then take the um you know the the the best practices from that and be able to replicate. Um I said yes for 30day.
Um was there anything else I needed to weigh in on Madam Chair? Um there's uh well I was going to ask because no one has really waited on whether or not we are uh pleased with the way we've
been getting proposals for the different properties. So I wanted to do something um more concrete and uh formal. Uh so I don't know if you have a feeling about that or if you feel like the way we've been getting proposals was appropriate.
>> No, I I don't think it it's been appropriate. Um I feel it's very disjointed and I'm wholeheartedly agree with um having a more uh formal uh presentation or or actually a plan um that that's directed from the the
schoolboard level. And um I I appreciate that you brought that up. Um, two questions that that I have um that may have been answered, but I've been in and out here is um specifically uh what is the plan for promoting our
new programs in our existing schools? I know that there was information about uh Deerfield Beach uh um and the other schools with ICAN, etc. Space Florida. Um, and we Space Florida has sample
press releases, etc., etc. So, um, I think we really need to be jumping on that to help our principles and our schools and community to know about all the great things that are happening. Um, second question was Coconut Creek K to8 plan to promote to I guess the seventh
grade will be this year. are we also promoting to seventh and eighth grade eighth graders that aren't enrolled in that school? And I will take those two answers as a follow-up. Um,
and I think uh I think that is it except um I'm sure that the DAC um and that the board members probably already discussed having um a better line of communication
when it comes to um breaking down the um when when we have a uh a breach. So, um, with Canvas, etc., that there needs to be a better communication system to parents to to the students to to our
workforce. Um, and I know it's uh it's it's very it wasn't isolated to Broward County or even Broward County schools, but I would like to have seen a better plan um out to the public and to the school board to to find out exactly um
how we're moving forward. And um I'm not sure that any notification went out to uh to our our parents and uh our community. So um I you know just someone could answer that question and if it hasn't been done then a follow-up will
be fine. So I I leave it up to to you madam chair. If if the question was already asked and answered um then a follow-up would be fine. If not um what is the plan to move forward? Did staff capture that for followup? >> I have.
>> Okay. >> Thank you, M. >> Yes. >> Yes. So, they'll be providing follow-up, Miss Reaper. >> Okay. I appreciate it. Thank you. >> Thank you, Dr. Zean. >> Um, yes, on Casey, right? I just didn't get to share that. Yes. On the process review, particularly, Chair, if we can emphasize speed, you know, it's one
issue to um kind of follow good business practices because literally this is a business function. We're selling a piece of property. Um, so things like letters of interest and terms and things like that, you know, should be just kind of a normal part of it. So should appraisals within a couple weeks, not several
months and things like that. On the 30 days to Miss Thompson's question, um, that was to like get the terms on a sheet of paper and come give it to us in 30 days or less. Um, because verbal commitments are verbal commitments and what we need is, um, anybody that we offer to sell it to to come in writing
and say what they're willing to do. Um, I'm with Miss Hixon, though. If they're not uh willing to do everything they said uh when they negotiated in this room uh over a year ago, um then I'm ready to uh say thank you very much and and find somebody that um has more value
in that land. >> Thank you. >> Thank you, Miss Bullman. >> Thank you. Um I agree with option one. Um I would like to see the KCW plan for renting. Um, but if we can make that
very comprehensive by floor, square foot, comps, um, and then, uh, also how we're going to set this lease up. what are the tenant responsibilities, landlord responsibilities so we don't have to invent the wheel as we're or reinvent
the wheel because I think there's definitely um options that you can present to the board so that we can kind of limit how much time we have to spend on that. Um and then I I agree with waiting to see if Hollandale works. I feel like it's
going to, but maybe we could at least give it the year and then revisit for the central to see how to see how we're doing. Um, and then in terms of the uh Parkland property,
I think we should put it on the market. um we spent a lot of time being lowballed when it was outside of our policy um to begin with and then we were supposed to have a contract I think in
March. So we're just letting the land sit sitow while we um while we wait for this. So I guess if you want to do a 30-day notice of intent, but I thought we already did this like back in December or something.
We've been through this exercise already. So I um if you want to do 30 days, that's fine. And I know there's complexities in having Eagle's Haven there. So if that's not going to work, I think we need to put it out and get the best price we can for it.
And um that's it. Thank you. >> Okay. Um I guess I don't know that I haven't really captured a consensus around the Broward Health piece. his staff >> I through the uh deputy. Um I think the only clarification staff needs is if
Bard's Health's final offer doesn't include Eagle's Haven, are we permitted to bring that to the board or we to continue to negotiate until we resolve that issue? >> Dr. Zean, >> I think what we ask for is in writing,
what are you offering? Because this verbal is not the way business is done. You don't, especially when you're selling to a committee, you absolutely want it in writing because you don't want nine people to have different opinions of what they heard. So, get it in writing. Come tell us what you're willing to pay. You know what the deal
was and and for me it's a yes no. Did you comply with everything you said you would do? That's simple. And that's also a good business principle. And so, uh, the issue is bring us in writing what your offer is and and we'll look at it and see whether it's compliant. We don't disagree with that. But if their written
offer doesn't include Eagle's Haven, do we bring that to you or do we continue negotiating? >> I think the intent chair I'm sorry, >> can I can I um just um interrupt for just one second just because I have heard that there may be some legal liabilities involved in this. I would
caution the board to not further discuss this. if I can please have an opportunity to talk to my team, talk to ST staff so I have a clearer understanding and then I will make sure that the board has the information that you need. Um I I'm just cautious because of the comment that Miss Hixon made.
>> So we can report back on the we're here next Tuesday. So we can report back next Tuesday. >> That's even been beaten to 30 days. Chair. Wonderful. >> All right, Miss Hixon. >> Thank you. I just wanted to weigh in on the um proposal thing. Miss Bruno said
something about bringing a policy in in SOP. So I would be for that. And I just wanted to quickly say my issue is not Strandhan being called an I can because I get that part of it. My problem is that it's a new program. I don't think
it falls under the umbrella of I can. So that's where the concern was with that. So thank you. Um to Miss Hixon's question though about bringing back a policy for the proposals, how long is that going to take? >> So I will um have something for you
because I actually can have it for you within the next seven days. Doesn't necessarily mean we need to have rule making just yet because I want the board to give me some information. I would like to present some thoughts to you at our next oneonone. We have oneonone scheduled for Monday so I can add that to the agenda.
>> I guess my my concern to Dr. concern as well is like speediness in the timeline. Like I don't want some properties just sitting vacant for the next year. Um so that's my concern
around a policy. I mean I understand that we need to codify things in policy and all of that and that's our job as a board. Uh I just we we've known we were closing or consolidating seagull since the fall and we've done nothing with the about
the property for months now. So what what what I will say um through the deputy is um depending on you know so obviously we thought we had a plan that did not materialize and so there's still
opportunity even if it's staff relocating there I I I can tell you I don't think that the building will sit empty for a year but if the board wants to entertain doing something different then we wouldn't move staff to move staff to move staff is is what I'm there.
>> Okay, Miss Bulman. >> Um, I was just going to weigh in that I agree with having the policy and then um emphasizing speed. >> Sorry, could you repeat that? >> I was I I I was weighing in that I agree with having the policy brought back by general counsel. Um, so we have a
framework to work with and then we can work on expediting our processes. And I'm really glad that you brought that up. I think it's really important. Um, and it'll be very good to have that in place moving forward. So, thank you. >> Okay. Anyone else? >> True. I'm sorry. Through the deputy
through the chair. I just wanted to add some clarity. Um, currently we have six properties that's been stoplosed. So, I'm trying to separate what we have currently that the board has authorized to go forward versus um proposals being coming in which is a
good direction. Right. So, I just want to make that clarity. So, we have two six properties that are vacant. I mean I'm sorry vacant and surplus and we're getting ready to put that down on the street and then we have two in pack land not the trail sand um is the wedge which
are um came through a dedication so those are not supplies which may be going out for sale six right now so I just wanted to make that distinction for clarity >> okay thank you anyone else miss Hixon ju
>> just a quick point to Mrs. Leonardi's point, we could work on a policy, but still can't we do a procedure or say we want to do an um you know put something out to ask for proposals? I don't think we have to wait for a policy to be able
to put something in place, some kind of procedure. I know we have a procedure already for things we're selling. Could we do something along similar lines and do it for renting and then work on the policy to formalize it? But I I agree
with her. I don't necessarily want to wait, but we want to also be actively looking for proposals. We don't want to sit around and just wait for someone to come to us. Maybe they're not aware it's available. So, I I just I don't I didn't
want to give the impression I think we have to wait for a policy. I think we can work on that now. Attorney Dubrey Bruno. >> So, my legal recommendation is that we actually wait for the policy. It will not take me long to draft a policy. I've drafted it before. So, I have a policy
that I can incorporate. Um, and it also has some processes. And the reason I say that because the depending on what procurement vehicle you're going to use is going to make a difference. If the board's intention is to um put something out there to get some unsolicited
proposals, there's a process for that. And these are all statutory processes. So, if you would just I understand this has been going on for for a little bit. If you would just give me literally a week, I will have something for the board to review. I'll have it for Monday so we can review it at our one-on- ones
on Monday. >> Okay. Does staff have their direction? >> We do. Thank you. All right. We will now move on to the advisories. Can I guess can we recess for like a minute so we can get everyone seated? All right, we'll recess for a minute to get
everyone seated. Hey, hey, hey. Hey, hey, hey, hey, hey, hey. Heat. Heat. Heat. Hey, heat. Hey, heat. Okay. I see there. Oh,
I feel Yeah. Yeah. Yeah. Heat. Heat. N. Hey, hey, hey. Hey, hey, hey. Heat. Hey. Hey. Hey. Thank you and good afternoon and thank you so much for your patience with our
redefining discussion. So our next item is our committee reports. Um each committee will have five minutes and just as a reminder to my colleagues at the end when we're asking questions. Um it is up to the board member uh who has the floor to call on different committee
chairs. Um are so we have reports uh from the following. I don't believe we have audit here. Broward County Association of Student Councils and student adviser to the board. >> We are ready. Um, so good afternoon, chair, vice chair, schoolboard members,
superintendent, and Bard County public school staff. Lennin and I have had an honor of serving students throughout this year, and it truly has been an honor. Um, throughout this year, we have brought so many student concerns, voices, and perspectives directly to the board and the superintendent. And time
after time, those concerns were heard and addressed immediately. That means a lot to students. So, we want to start off by saying thank you. Um just to jump briefly into the report. Um on April 24th, the Bard the Broward County Association of Student Councils, BCSSE, has elected their new officers to
represent students for the next upcoming school year. Then on April 18th, we were proud to host our first ever youth mental health summit um in partnership with the Unbreakable Organization. So a huge thank you to district staff for being a part of that. Um it was a wonderful event and we still hear good
remarks from that day until now. Um, and we also want to say a huge thank you to the parent and community involvement task force for being the the blueprint for the for parent university which we end up having a student university online and students were really happy to
hear about um after high school what to expect in college and career readiness. And the biggest highlight was you can start early and that was the biggest highlight that students received especially even in sixth grade they're offering scholarships. So that was a great opportunity for students to
realize and understand that you can start now. Um and then for lastly May 19th is our last day on the board with you guys. So so Landon and I are so excited but we are also so sad but um it
truly has been a great year being with everyone. So thank you. >> Thank you. So, next up we have District Advisory Council. >> Um, I'm not quite sure and I I would just ask for a pause on my time. We We have two board members here. Thank you,
Chair and Oh, Dr. Ze and and Hixon. We don't even have a majority of board members here. It's extremely disrespectful. Um, this was on the agenda. We're here. We made ourselves available. What this says to the community at large
is that you do not value your stakeholders because I am not here representing Cynthia Dominique. I am here representing district advisory council that represents three different areas that represents every single school in this district. I don't bring
my personal problems here. I don't come to this boardroom to advocate for my own students, for my children. I come here and advocate on behalf of what I am hearing in the community at large, right? The problems that parents bring
to us. That is what we bring to you. And for there to not be more than two board members here now walking in and out, it's disrespectful. So, if it's best that we wait and we recess and wait for more people to come in like you all knew
that this was happening >> and we're 50 minutes. So, I'm going to pause and ask you all to pause my time, please. >> I stuck on that. >> Okay. We're We're not doing motions and seconds, but I hear your concern and I hear your frustration and I started this off by thanking you for your patience.
We did have redefining. We did try to schedule appropriately. So, if you're if it is your preference to recess um until we have more board members here, I'm happy to do that. um trying to to balance a lot of different time constraints here and I I wanted to make
sure that we started as soon as possible. So if that is the preference, I'll recess the meeting until we can gather board more board members. Thank you to my colleagues who are here um including myself. So we'll go ahead and recess the workshop until we have more board members.
>> Madame Chair, may I make a suggestion and thank you for hearing um our plea. Um, I second everything and I didn't mean it in the in the context of making a motion and I think you knew I wasn't. I was dittoing what was being said. We're now going to be overlapping into
anybody that needs to get away for kid pickup and all kinds of things. We we already moved from 9 to 12 and accommodated that to bring us in 50 minutes late. If this had been other certain other agenda items, the decks would have been cleared at 11:59 to make way for the item to begin at 12. I
understand things have to get pushed and pulled, but this is just downright rude. So, I don't think any of us are prepared to have an indefinite recess. I think if we could have five minutes to call people back and to be doing the job that their um stakeholders elected them to do, that would be appreciated. >> So, I already asked for us to recess the
meeting. So, if we could please recess. Heat. Hey. Hey. Hey. Heat. Heat. down. Down. Down. Down. Down. Down. Down. Down. Down. Down. Down. Down. Hey, hey, hey. All right, welcome back. Uh, we will go
ahead and restart District Advisory Council. >> Good afternoon. Cynthia Dominique. I'm a parent and chair of district advisory council. Our last general meeting was on April 8th. Um we thank you to Dr. Wanza,
Mr. Anderson, um who came out to speak with us and and received some of our feedback. And we also had an amazing district partner um Kenneth King from Children Advisory Council come out and we're very thankful for everything that they do for our students and all the
ways in which they support um our district. Um, so let me get into a little bit about um, redefining programmatic changes and strengthening enrollment because that was a subject that we were talking about. One of the things that came up was school choice. Um, and currently what we're hearing
from parents and principles as well is that they're getting denials for school choice when their school is not even close to being at capacity. Um, and I know several chairs, myself, have been working with different parents across the district to try to reach out to
those principles, the affected parents to see what is happening to make sure that they get into a school. But when we're underenrolled, that certainly should not be happening. Um, additionally, we gave Dr. Wanza this feedback. There used to be a dashboard
on the district website where you could see um how many seats were available in each grade level. So it a parent if there's not a seat available for you, there's no point in even applying to that particular school. Additionally,
we're hearing a lot of sibling groups not getting accepted. So one student gets in and then the other student gets in. And we have to find a way to better streamline the process to accommodate families if we want to keep parents in Broward schools because you're not going to put one kid in one place and another
kid um in the other place. So, I hope that that's something that we can get worked out and get that information in a public-f facing uh platform like it used to be. Um, additionally, when we have the redefining conversations, a lot of what we heard from the community was that they didn't feel like there was
enough um engagement and and dialogue. Um, they wanted more information about why this is happening. To Dr. Zeman's point earlier, why are we doing this? and putting in the cost um of all proposals beforehand would be helpful.
Like sitting on the boundary committee, many members felt like they were making a blind and emotional decision because you didn't have the cost. You didn't have the transportation cost. You didn't have the cost of what it would what it would be to close the school or revamp the school or make the changes that
needed to be made um in order to um make it a K to8 or whatever it uh it is. Um, in terms of the combination schools, the biggest concern that we've heard in that area is the dismissal times. And I know that Dr. Wansa and her team, they have a
task force. They're working on that. But that is a concern for many of those parents in K8s and 6 through 12s. Um, Mr. Anderson spoke about um our bustling afterare before and afterare program. We still have a wait list of a thousand. it
would be really helpful if we can look at different funding sources to expand the programs. And he also mentioned that the cost of the program hasn't increase in in recent years. Um, but knowing the financial challenges many of our families are facing, it would be helpful
if we could try to keep it as low as possible. Um, I think that would be another way to keep people in Broward schools. Um, our elementary subcommittee has been meeting and it started off with testing and educational technology and
overwhelmingly what we're hearing from so many of the parents that we've had on over so many uh meetings is that they don't want all of this education technology. The students don't in certain grades don't necessarily want it, but particularly in the youngest
learners, there is a concern about all of the screen time. um the developmental and physical and mental uh impacts of technology use. And additionally, there are some um other areas where we've been
researching such as um data collection and sharing. Many of the um companies we use have a lot of thirdparty sharing. We've um seen that not all of the data um polic practices are available on BCPS's uh website, which is statutoily
required. Um in addition, you know, we've had this recent breach um by instructure and there's been no outward communication from BCPS to families. So what what are the policies? What is the notification policy? Um why do we have
so many thirdparty data sharing? Um how did this happen and what what do we do moving forward? How do we put practices in place to ensure that this doesn't happen? Um, our next meeting is tomorrow night. Um, we're going to have Mr.
Sullivan out to review policy 1070 as directed by the board. All are welcome. Thank you. >> Thank you, North Area. >> Thank you, Nicole Morris, North Area Advisory Chair. At our last North area meeting, we had facility staff out to
address ongoing facilities concerns. We had Dr. Zean out to um talk about the referendum and to answer general district questions and Dr. Lozano to discuss proposed changes to the org chart. A major concern consistently
raised by our members is the impact of staffing cuts at their schools despite assurances from staff families are seeing reductions even at schools with growing enrollment numbers. While we understand the district's intent is to adjust staffing first and then add teachers back as needed, parents and
committee members express concern that this approach creates instability and uncertainty for students, families, and staff. There is significant worry that these reductions will lead to disruptive class and schedule changes once the year has already begun. I will say at
Riverside Elementary, for instance, they have an EBD class that is on a wait and they have let go one of one of their um teachers. Another major concern we are reportedly hearing from parents involves students again being denied school choice opportunities despite schools
being underenrolled. While each school does have an enrollment dashboard available, it is difficult for parents to locate and does not provide the level of transparency that we are seeking. The dashboard only reflects the most recent enrollment count and does not show seat
availability by grade level or special programs. So, in the past there you could see the seats that were open in grade levels and special programs and now the enrollment the um what it reflects is exactly what you would find on the demographics and enrollment
planning tool. So, we would like to be able to see in real time what seats are available. Um let's see. There's uh also significant confusion regarding how reassignment and school choice seats are determined. For example, we have a middle school in the
north um that opens seats despite being at approximately 115% of their permanent capacity. While we understand the district considers gross capacity, including portables, families still question the consistency of the process. In contrast, we have a middle school
that has denied seats despite operating at roughly 75% of their capacity. Parents are asking for clearer explanations and more consistent criteria determining how state availability decisions are made. We have asked school choice to come out to our next meeting. We're hopeful that they
will be able to be there. I will say a couple of years ago when we brought the school choice policies back, we recommended that we allowed that the enrollment for school choice be 110% of permanent capacity because schools that didn't have uh portables were not
allowed the same the same enrollment. So you may have a school that is not using their portables, but the portables are considered and even the core capacity remains the same. So it's an unlevel playing field when you have schools that have portables and schools that don't when it comes to school choice
or deeming a school overenrolled. Uh last week I had the opportunity to tour Coral Springs High School to observe the ongoing construction projects. I was disappointed to learn that the school is still experiencing AC
um outages despite receiving a new system last year. The the air conditioning was out on the day of my visit. Regarding construction progress, I was informed that the upstairs bathroom renovations are expected to be completed by the end of this school year. I want to remind you that this has
been going on for three years now. Since 2023, these bathrooms have been inaccessible. For nearly three years, this project has not only been an inconvenience for students and staff, but also a major eyesore. Throughout the school year, we have received numerous complaints from
students, parents, and teachers regarding the conditions and delays. Just recently, students specifically raised concerns about the construction during the team political forum held in Coral Springs, underscoring the level of frustration being felt directly by the student body. It is especially
disappointing when we see schools that are already underenrolled not being properly maintained. Poor facilities conditions will undoubtedly lead to additional enrollment loss. School pride is important and when long-standing maintenance issues remain unresolved, it becomes difficult to attract and retain
students. To Dr. Holes's point um earlier, a school can have the best programs, but if you can't get past the front door, the aesthetics, the mold, the carpet on the wall from 1975, the lack of AC,
they're probably going to turn around and go somewhere else. Um lastly, we're still still waiting to hear about vape detectors. We were told we would have them by the end of the year. We would like to have an update on on those. And I would like to say, I believe it was to Miss Leonard's point, the innovation
zones. I love the idea of the innovation zones. I kept my son in his feeder pattern because I wanted him to remain with his his um friends. I believe it provides community integrity and keeps kids uh in our schools. Thank you. Thank you. Central area
south area. Good afternoon, chair, board members, Dr. Fulton uh Linda Ferrara uh giving the report for our chair and Twinette Bailey who would not is not able to be here today. Our last meeting was on uh Wednesday April 15th and we had a
presentation on Brace and Exel and Zello. Um the presentation was given by Miss Lacrico Cooper. Um she provided an overview of the collaboration between Brace Adviserss and Zello to strengthen college career and life readiness for
students across Broward County schools. It was identified that the that there needs to be better communication to parents um in informing them of the benefits of using Zello. Many of the parents that were at our meeting and considering it's April had no idea about Zello. Uh in the
past there was communication that had been sent out through parent link and other emails. Um there seems to be lacking this year. Uh we also discussed the metagasses and our final meeting for the school year will be m uh May 20th at Pines Collegiate. Thank you.
>> Thank you diversity committee. Good afternoon. Uh, sorry. I'm getting myself together. All right. Good afternoon. Um, I I'm getting myself together in the purse falls. Leave it. Um,
um, the diversity committee met on May 7th for our general monthly meeting. The committee has had 18 site visits this school year. We have observed facility facilities, academics, discipline, programs, resource availability, safety, and security protocols. The committee
remains committed to the nine conditions and their indicators as we move through this school year. Um well, we're at the end anyway. Our um site visits obser observation this year reveals communicative communicative issues with new processes across the board. Safety and security issues that are in that
situ that are situational with no conformity. Facilities in adequate shape. However, cleansiness and aesthetics are ongoing issues. Um academics are within the instructional calendar standards with some schools more proactive than others. Uh we still see some challenges with Maximo and
school facility managers with work orders. Um, we did see great schools. There were some great schools with awesome programs, but the, uh, public doesn't get to see them because marketing is not so great here in the district. So, that's one of the recommendations is to kind of really
market. Um, we have a lot of gems here in the district and um, we're not marketing them like we should. Um, the committee discussed the annual report and areas that needs emphasizing during the the presentation later on today. Uh, we revisited the technology rollout. We
discussed mental health and requested the department of school climate and student support to provide some information on students who've been baker acted. We had a whole discussion on that. We also requested information on the surplus of equipment that comes comes out of the redefining process. We
were thinking um and discussing how um those surplus of equipment can be distributed to schools with need that need um items. Like for instance, there's some schools we visited that did not have Prometheian boards or um that type of technology. And so since we're
um kind of redefining the district, we wanted to know if those um items in those schools can be go ahead uh be, you know, distributed out the district to schools that are in need. Um and I'm pretty sure probably that's something you guys are working on, but we would like to press upon you to um really consider that. We passed two motions.
one that provides for the current chair to continue as a chair until the elections in September. And the second motion were on the schools that we had on the list to revisit. We didn't have an opportunity to revisit them this year, but we wanted to place them at the top of the list for the 2026 2027 school
year in order to see those first before we go into our regular um visiting uh for uh site visits. And we're also uh wanted to consider list of schools for the following school year in our in our June
meeting. Those things were uh those two motions were passed unanimously. Uh the committee is still very concerned about the district's financial bind. Um through this process, vital departments have been eliminated. Um a few of those uh a few of the CCC settlement
conditions will be affected by the uh be affected in the upcoming school year. um with some of these uh departments andor um people who were in charge of uh behavioral assessments and all that being uh completely eliminated out of
your uh due to the new thing that you guys have to get rid of 3,000 people in three years. Um the surplus of the 3,000 personnel over the next three years is quite disquiting. As I mentioned last time, the district is already operating on a deficit. So we
really want you um to consider as you make these decisions um that the personnel you have who makes impacts on children um not be considered in essential or non-essential because I believe every employee is essential. Um
I just think that you know as we move forward I know you guys have like a rubric to go through and how you decide to make that decision but um make sure when you're making those decisions that you keep the kids in mind. Um, let's see.
So, we're moving towards the end of the um school year. I would like to remind the school board members um that the process of reappointment is up and up and coming. So, if you all could please look to the to um make the decisions on reappointing and please also consider
vetting your appointments. Um people are on committees, they are an extension of the board member. Um when people are not dedicated to the work of the committee, it affects the committee as a whole. So we please ask that you uh it's imperative that you make sure that you vet the people and um they have a commitment and a heart for
the committees that you uh appoint them to. Uh we believe in having everyone participate in the goal in helping the district showcase the excellence in diverse equitable education. We look forward to our continued collaboration in our quest. Thank you so much.
Thank you, ESC Advisory Council. >> Thank you. Um, good afternoon, Jackie Luskum. At our April meeting, our main presentation and topic was on behavior management, behavior threat assessments and Baker Acts. Many thanks to the um,
mental health um, uh, team who came, the ladies who are at the back, we're at the back here. Thank you for coming. Um, and also to the behavior threat assessment folks. Um there is um a lot of concern about um behavior management, behavior
support, lack thereof, lack of resourcing, um lack of training, lack of knowledge, um more support needed at schools to be able to support students. And what we're finding is um that baker acts are being used in some cases as a behavior management tool or as a
disciplinary consequence or in one case that I've been helping the parent actually um uh used by an SRO to teach a kid a lesson. And um I know BSO is um receptive to the need to potentially um
provide more training to SRO's. I would love to see equal interest from the BCPS end in helping to train folks too to ensure that there is less of a um default to things like Baker Acts um and BTA when I know BTA's have a prescribed
um criteria um but they are being misused and in the same way as um sometimes schools are calling parents and saying hey can you take your kid home uh they become disregulated they're having a meltdown we can't cope with it that is a illicit change of placement and withdrawal of their free and
appropriate public education under the um federal law. Um and and I know the sentiment of parents is just that if we could please just get on top of it and make headway on this. Um so uh I think that you're going to be seeing more action on the Baker Act situation and
there really is going to be a need to drill down on it. It might be a good workshop topic. um uh our autism committee meeting. We had a wonderful guest speaker called Jose Gregoric um who is a fire marshall locally. He's an adult with autism. He gave a wonderful
insight into his journey and how he went und undiagnosed in uh childhood um and uh he gave some fantastic insight. He was a great speaker. Um at a previous um ESE advisory meeting right back at the beginning of the year, we passed a
recommendation that there should be um uh training for ES bus attendants. Um and if there was any, we asked to see it and there kind of apparently isn't and we still haven't. And we keep being told, well, it's being worked on. I was very dismayed to hear from the very person in transportation who could or
should have been involved in working um on creating that curriculum hadn't even been told about our um recommendation would have loved to have worked for us and is now being laid off. So I'm not quite sure what's happening there but we do need questions asked as to what the transportation department had been uh
doing to further that um uh request if they had not passed it on to the person who could help elopment. Um we likewise we gave in a great report. Um I thought about um elopments some great suggestions for tightening up procedures. We've heard nothing back.
We've had zero zilt fat nothing in terms of feedback. And yet I gather but only through a written follow-up to a board member. Um, if you like I can wait until the board members can give us the
Yeah, I I would just really love that even though we haven't got a full compliment here and I get people need to go in and out and there's other things, we gave our time to be here. My kid had his wisdom teeth taken out yesterday. I've left him home drooling blood to come here to report to you. And I would
really love to know that people, like one of your um speakers said yesterday, to know that you even look at them, to know that you're not scrolling on phones or talking to other people or that getting your drink wasn't more important than being on time for us. I'm sorry, but I'm really had it. We would like feedback on what's happening with
elopement um and for there to be some outreach and involvement for us at ESE Advisory. um given that we pro provided the report on this and were um the prompt for getting work done on tightening up loopholes in the district-wide um plan. Um DHH and other
school level cuts. Uh there's quite a backstory to yesterday's kathuffle over the DHH teacher. We had been told that there would not be DHH teachers cut. Um we're finding there will be in the school level cuts. I know it's being now looked at but it shouldn't have taken yesterday's turmoil to get there. I feel
a lot of damage has been done. Um, school choice, uh, echo, um, uh, what the others said. I'm finding problems with, uh, school choice feedback for parents as well. Um, customer service, we handed in a report on this, need to know what's happening. Um, again, ditto
elopement, we've had nothing back to our plan. And I just want to say as well, yesterday in eliminating the compliance director, ESC compliance director, um, I I am appalled. Um this is going to leave a massive catastrophic hole in ESC
compliance which is one of your biggest and most uh exposed legally um situations with ESC currently. Um uh that is not an expendable position. You have now got an assistant to a director that no longer no longer exists. Um and
um so much more I could report on if we had had the attention. Thank you. >> Thank you. Esau Leadership Council, Facilities Task Force. Again, good afternoon. Linda Ferrara, vice chair of facilities task force. We'd like to thank Mr. Dorset and his
staff for participating in our meeting last week. It was very productive. We came up with some solutions to some problems that we uh are having. There was a discussion of discrepancy in work order reporting and identification of issues with custodians not using the
Maximo dashboard leading to incomplete or inaccurate data along with proactively addressing issues that need correction. There were ongoing challenges with employees adoption of the maximum system emphasis on hands-on peer-to-peer and ongoing training for all relevant staff such as custodians,
principles, office managers and it is open to anybody within the school system to get the training and we do really really appreciate that the consideration of a chat box for Maximo to support user questions and navigation. Also we discussed pending solicitations for long
range planning and construction and management roles which we hope facilities task force will get a look at before it is released so we can provide our uh input in those. There's also discussion of staff reductions, concerns about evaluations of vendors and
contractors and the need for better tracking and dissemination to qualification selection and evaluation committee um so that they can make the recommendation to the board for all those vendors. Accordingly, the committee was given updates on projects such as chiller plant upgrades, portable
classrooms, roof repairs, sanitary sewer line replacements, integration of demographic data, and facility condition assessments into planning also, which we've asked for for the last five years. Commitment to doing projects for the first time from um input with the demographic so we're not wasting money
on schools that we're looking to close. And the risks that were discussed were uh failure to use the Maximo system consistently leads to inaccurate reporting which can impact maintenance, budgeting and compliance. Some staff are resistant to struggle or struggle with technology risking gaps in data and
operational inefficiencies. The reductions in vital position staff vital positions potentially impacting operations and institutional knowledge. Evaluations of vendors contractors hinder informed decision- making and procurement. Pending solicitations and
scope definitions may delay critical facility projects and resistance to new processes and technology could slow progress toward a fully digital paperless workflow. The next steps were to continue and expand training for all appropriate
staff. Uh advance facility projects as prioritized by condition assessment and de demographic studies. Monitor and address sight specific issues. improve reporting and evaluation and to ensure that all work orders are entered into Maximo for accurate tracking. Address vendor contractor evaluations and
integrate them into decision-making systems and track um technology adoption and provide additional support where needed. And lastly, to prepare contingency plans for staffing changes and project delays. Thank you.
>> Thank you, Gifted Advisory Council. Good afternoon everybody. Alan Bushkin, gifted advisory chair. We had our last meeting of the year last night 6:30. I guess with all the other activities going on with the district, attendance was low. Unfortunately, we don't make
quorum, but we did get to discuss a lot about technology. What we know AI is here. It's not going away. We need to clearly define its purpose and clarity of use for instructional and non-instructional uses. We need to protect our students. Monitor and measure effectiveness
and get back to my screen so I could read. Ensure proper bias review, accuracy benchmarks, hallucin hallucination risk thresholds, content filtering effectiveness, not just in general but across all grade bands. Why?
I get this one common complaint from a lot of gifted parents. My kids assignments been flagged for AI. They get zeros. It's not right. It's happened to my daughter quite a few
times. In her words, I'm gonna quote her. Me and my friend get marked AI all the time because we actually know how to write and use proper punctuation, signs, and grammar. Like, we know when to use dashes and semicolons, and it gets us marked for AI, and the teachers don't
bother reading it. They just listen to the percentage of the AI checker gives them. And now before you say you know me and my friend is not proper English for casual conversation that is 100% acceptable for those who don't know.
Thank you. Now the last thing she says and I think it sums it up and you ask a lot of kids this question. AI doesn't know how smart kids write and it's not just gifted kids. Our district has a ton of smart kids here
with academic integrity in this AI era. What can we do to help correct this? What counts as acceptable AI assistance to students and teachers? Standardize expectations, require citation formats, examples by gradeband, consistent
enforcement guidelines, teacher assignment review, and training. One thing I like to say, and I've said it in a few other meetings, trust but verify. We have tools that monitor and report, but still need to have active human involvement outside of the tools,
auditing and monitoring. Let's not forget the need for training and support. It's a common theme. I'm going to keep bringing that one up. We know there's an AI task force. There's a definite need for stronger governance with AI initiatives now and going forward, including work needed in the
draft AI policy. And from a general parents point of view, where's the information in the communication plans about AI? I kind of think I'm semi-nowledgeable in getting some of the information I have from here, but I don't hear it from the
schools. I don't hear it from my kids. What are the technical use cases and examples? What tools are currently being evaluated? What tools have been rejected? Magic school. Yay, great. That's one tool, but you can't get comfortable in just one tool's use and expect those same results and
measurements to carry through all the other tools. Please show us some due diligence through the implementation process instead of the norm of the de facto announcements and saying, "Hey, we're going to go to this." I'm sure we all remember the clear backpacks. Parents don't like surprises.
This is a perfect marketing opportunity to where's it at? Perfect opportunity to market AI to the parents and the students in the community and foster support over revolt. Another point to note is that parents
can also opt out of technology within a 24-h hour period. That's something we learned from a couple of other meetings that we've had. I don't think we want that to become a large problem. And I would like to try and end on a positive note. Maybe
slightly sad, but I'm going to do it anyway. Seminal Middle School had their spring concert on Friday. Many awesome performances. One of them was from my daughter, my daughter Allison. It was therapeutic for
her and she had a chance to say goodbye to one of the teachers that meant a lot to her. Mr. James Mater, she dedicated her performance to him. It was also important to me and also said a
few things that we were having many discussions during meetings. He was like, you know, we need more parents like you. And that means a lot because if we didn't have that conversation, I may not be here now speaking for all the other parents.
He was a Parkway Middle. He taught the gifted Academy elementary kids. And while he may not have been a gifted, endorsed teacher, he was truly gifted in what he did. He's going to be one that will be greatly missed. Thank you.
>> Thank you for that. Human Relations Committee. Oh, I got to follow that now. That was beautiful. Hi, Nancy Fry, chair of the Human Relations Committee. Uh, good afternoon everyone. Uh, we had our last
meeting on April 15th due to various illnesses and competing events. uh we had uh low attendance so we opted for an informationononly zoom meeting to work on our policy and bylaws. Uh this month
we hope to be able to reach quorum so that we can pass those uh amongst the membership. So please uh remind your committee members the importance of showing up. Um, I want to uh I would like to ask about the status of once we
hand in our policy and bylaws what the process will look like. I know there was some confusion last time. I've heard the rumor mill going about rulem. I'm I'm not quite sure what uh is happening right now. So, if we could just get some clarity on once we pass our uh policy
and bylaws internally, what will happen uh for the next steps? And uh just to echo uh Miss Pierre Grant uh appointments are coming up for next year. Uh we've had some some great participation this year. Uh I I really love this committee and um just make
sure that whoever you're appointing is diligent in their attendance and uh make sure that we can get done the business that we want to and need to get done. And I won't belabor any further points because I know we all want to move on. So, I just want to wish uh all the students and staff the best as we come
into these final weeks of testing and into the year celebrations and a congratulations to all our graduates. And uh we have our next meeting next month and hopefully I can wrap everything up for the year. Thank you. Thank you. Multilingual advisory
committee, parent community involvement task force, small business advisory committee, technology advisory committee. Linda Ferrara, chair uh technology advisory committee. Again, good
afternoon. Um uh the committee started reviewing the artificial intelligence responsible ethical and educational use policy. We had a very solid two-hour conversation on it yesterday. Um, and thanks to Allan
and Jackie and Stephanie from Esau, uh, we had um, input from various uh, departments which was very beneficial and different perspectives. Uh the students uh the expectations are for responsible use evaluating bias and
reliability ethical and career aligned a uh AI skills. Uh we were looking at requirements for student disclosure of AI use employee AI training uh on privacy bias and data protection. Uh we also had uh conversation on parent
guardian communication in AI use in schools whereby we did formulate a motion. We recommend that BCPS produces a guide to provide >> please stay on the line >> comprehensive insight for parents into the district's use of AI for both
instructional and non-instructional purposes to pro provide reassurance as to its responsible use guardrails and potential benefits to education and to district operations. We further recommend that staff work with technology advisory committee in order
to produce a parentfriendly guide that passed unanimously. Uh we also had emphasis on reporting AI incidents, harmful outputs, misuse, privacy issues. Our broader concerns were student data protection and accountability.
uh the access to systems and documents stu uh stakeholders struggling with access to um various AI programs and understanding them. Staff training expanding internal training and professional development um meeting structure and agenda
adherence, stakeholder participation on issues and importance of community voice and oversight. The other area we discussed was ERP. the uh the ER um ERP team disconnected after did have to disconnect after 20 minutes. Um we were
not aware that they needed a priority. We would have given it to them but we'll have them back for our next meeting for further discussion. the ERP, ERP, RFP uh was already issued and it was a disappointment because there were no KPI
measurements and the frustration that TAC wasn't brought in before key decisions um and the EFP was issued was like I said frustrating and disappointing. The RFP does require proc proposers to address uh detailed performance,
functionality, and reporting requirements which are commonly measured by KPIs in ERP projects. For example, there was an attachment K that listed, I think, over 600 um measurements that needed to be, but they were all very specific. The RFP should have described
BCPS systems ability to support KPI tracking and reporting as part of the response to the requirements for reporting analytics and SLA service level agreements. Provide examples of standard KPI proposer solutions uh that that KPI proposer solutions can deliver
uh to demonstrate alignment with the district's needs even through the RFP does not specify particular measurements. Uh some examples would have been the financial accuracy compliance. These measure whether the ERP improves fiscal steward stewardship.
um financial close time, invoice accuracy rate, operational efficiency KPIs would have been invoice processing cycle time, digital workflow and adoption, manual touch reduction, procurement and vendor could have um used vendor onboarding cycle time,
vendor data completeness score, minorityowned vendor participation, budgeting and forecasting could have used budget variance accuracy, forecast accuracy, real-time budget visibility adoption, school there are school level um services that could have been used these measure and then good data in
government's um data quality score where the act for the accuracy completeness and consistency access control compliance districtwide um total cost of ownership reduction cross department workflow efficiency I mean I can go on and on
there was a number of things that could have been addressed in this um the there was frustration about people not showing up uh one of the po okay not that one Um well no I did address that. Um
okay I think that would be concluding. Okay. And there are notes that capture frustration about lack of communication representation and committee involvement in AI guidelines development. That was the last one. Thank you. >> Thank you. I believe we now have central
area. Good afternoon everyone. Cynthy Dominique giving the report for central area advisory. Um apologies from the chair who couldn't make it. Um central area's last meet general meeting was held on April 17th which
included a wonderful presentation from Dr. Karine Piper and his team at federal programs. Their presentation included strategies to support scholars utilizing AI in a safe and responsible way. The staff chairs received simplified instructions on how they can empower
their scholars as they utilize technology daily. During the Q&A period, they were surprised to learn that Dr. Piper's knowledge base has not been part of the current plan to use Microsoft co-pilot or um be on the AI task force.
It is their hope that he and his team can provide this information to as many as possible like an in-house expert in his field. The school budgets have proven also to be an issue. They're based on staffing allocation models that the district has not made available to the public. There have been several
public records requests for the staffing allocation models um that have yet to be answered. We need a commitment from the district that it intends to abide by statute statutory class size limits and that principles will have the latitude to quickly hire necessary teachers in
August. I know that there's been a um the super stated that there would be a shift from high school or secondary school FTE or class- size dollars, shifting it to elementary schools to help with class sizes. However, with the
10 10% blanket reductions that they've applied onto the already decreased enrollment, it's caused schools to have significant reductions in teachers. And we know that we don't lose students by grade levels. So, what's going to happen? You may have some grade levels
that still have high enrollments, and that's going to force class sizes to be at 30 plus kids in an elementary school. Um, we already have kindergarten classes with 25 students in them or more. Um, and that's across the board. Um, these concerns were also shared with Dr. Conn
who was surprised by that. Um, he did share them with, um, Dr. Fulton. So, hopefully, um, that can be addressed. We did do a preliminary um run of numbers randomly of schools across the district and when we we looked at class sizes. Overwhelmingly right now many of our
class sizes are above the statutory limit. We would also like follow up on the status of block scheduling. We're hearing that it's been removed from some schools via the budget cuts provided by the district. When we had the conversation in the fall, the board was clear that stakeholders should have been
included. stakeholder inclusion should still be the standard. Now, um there is general parent concern about the direction the district is going in terms of educational technology and AI. We heard widespread examples of students having to rewrite essays due to the
faulty plagiarism. You heard that from Allen already. Um and there are significant concerns about student data privacy, protecting students from generative AI. Um and on this topic, the DAC elementary subcommittee, which includes many different advisories, parents from everywhere, everyone's
included on this committee, um they summarize concerns surrounding educational technology, screen time, AI, online safety, student data privacy, and expressed parental consent um in a white paper that was forwarded to all board members with supporting documentation as
well as recommendations. Um and the hope is to collaborate on these issues. Um the subcommittee was pleased to learn from Dr. Conn that parents who wish to opt out of I Ready and other educational technology tech
technology can do that by submitting an email and they should receive a response within 24 hours. However, the subcommittee did empathize with um if massive optouts occur, what sort of strain that would put on a classroom
teacher to then try to um come up with lesson plans for each child. So, we would rather have um a scaled implementation plan for technology and AI rather than have create a a havoc. Um, it should be BCPS's priority to work
on mastering foundational academic skills to achieve p prof proficiency and maintain excellence. A moderate approach to gradually increasing technology and AI that is age and developmentally appropriate would be beneficial while
also preparing those at the secondary levels for the 22nd um century classroom and for um the workhorse. Um, we would like to see the implementation plan for that central area's next meeting is May 21st at 9:45 a.m. at Indian Ridge Middle
School. Thank you. >> Thank you. Is there any committee that I missed? >> All right, board member remarks. Miss Hixon. Thank you. Just a couple. Um, thank you all for coming today and spending your
time with us and sharing all of the information. So, um, Dr. Fulton and I or Dr. Heper, I guess. Now, I know I had this discussion with, um, Dr. Wanza about the sibling issue, and I believe there was a glitch in focus that's been
corrected, but if you could have Dr. Wanza address that. >> Good afternoon. So, um, thank you for the comments, the feedback. So, Miss Hixon, that is correct. Um there was so this year was the first year we did the
entire choice process in focus and there was an issue with focus actually recognizing picking up um siblings and that um was corrected but and as I said to everyone like as soon as an issue came my way and I apologize for the frustration and the issues and all of
that but we worked to correct those um in real time and I I I did no less than I want to say six or seven but it it was um one of the things that we have to make sure we're working with the focus team. So, as we go through the process for the upcoming school year, that is a
call out. >> Okay. Thank you. And on that same lines, can you explain or or Yeah, I guess explain to us how it is schools that are under capacity that are taking reassignments or having people denied.
So we have a a process in policy that speaks to how um principles um work through their region offices to um determine a choice seat availability. We brought this issue up um at the cabinet
level had the discussion and so um we have worked to correct that with schools. We do understand um that if schools have capacity and they have you know people who want to uh make application to attend their school we
are processing those requests. What we do find is that oftent times um parents may want to apply for places where we do not have seats available and those are the instances where we do try to um
recommend them or offer them seats in other places. But to um the north area advisory chair's comment, we did have an we we well I did notice in one school um after having a conversation with her had the conversation with the regional
office and um that concern was immediately addressed. >> Thank you. And Dr. Hepern, a couple of people have mentioned about a dashboard that would indicate what seats are available by grade level. Is that
>> I I can speak to that too. So in in prior years what we did it was a every 12 week what the enrollment was I I I will tell you that it is a little bit challenging to offer in real time every time a seat becomes available. So, so
what we do is is we we follow um what is required where we have to you know notify the cap well at least list the capacity the seats available and so the rotation is on every 12 week and and it doesn't necessarily say the seats that
are available it gives the enrollment by grade level of the school so we have worked and we are working with it to actually do something a little bit different on the school's actual website. So the parents don't have to go all over the place that essentially when
you click on school and when you go on the website and you click on the school then you click on the detail um button where it actually drops down with the enrollment and I'm I'm working on that table because I think that that is what needs to be a little bit clearer for
parents. But what um a forward- facing dashboard it is a we we can work on whatever is the will of the board but I will tell you to update a seat that's available in real time may be a little bit challenging. >> Thank you and I appreciate the update. I
I understand it might be difficult in real time although if we use AI maybe there's a way to to get that to happen but um I do think that we need to look into that. The next question I have is about the dismissal times for the K8s and 612s because we have been getting um
emails from different staff in those situations that we're not expecting that. So, Dr. Heepern, can you address what we'll be doing moving forward for the dismissal times? >> Yep. I think that's uh a concern mostly in the south region with Mr. Strauss.
>> You got it out of one. >> Go ahead. So, as we explained in the um in the in the redefining update of I guess an hour or so ago, that that um issue is being addressed for next school year where um the K8 schools will have a
staggered dismissal in K to2 will be I'm sorry, K to 5 will be at one time and then 6 through 8 will be at another. However, there will only be one pickup time um for students who ride the bus. So each school will have a school
specific um uh process for where those children who are in grades K to five, if they have not left campus at the um 2:00 time or whatever is their normal dismissal time, where they will be until their older siblings or whomever the kids that need to ride the bus once the
um students in grades uh 6 through 8 dismiss. >> Thank you. because I know you mentioned it but I don't think we went into a lot of detail earlier so I appreciate that. Um doc Mr. through the superintendent Mr. Dorset can you give the update on
the Coral Springs restroom because it was a question which I had contemplated and you had given me an answer that the restroom should be ready in two weeks. So I think we're coming up to that date and and the north area chair mentioned at the end of the school year. So, um
can you give us an update on that? >> Yes. Um um well, we we we actually did visit the site. Uh the bathrooms are pretty much tiled and everything else. It's just some uh finite um fixtures that need to be installed and the
partitions need to be installed so forth. Uh I you know we have issues with contractors from time to time uh coming in but I I anticipate that being completed uh within the next 2 3 weeks or so. Uh it definitely will be done
before the start of the new school year and I will definitely follow up on that. >> Okay. I I appreciate that. But when I got the followup, the follow-up was two weeks and I sat at that teen forum and told them that their bathrooms would be ready in two weeks. So that will make me
a liar. Um, if it's two to three weeks or at the beginning of the new school year. So, if you could please get an actual date so that we are giving right information because I purposely knew they were going to ask that question and wanted to give them accurate information
and now I feel like I gave them misinformation. >> No, I I wouldn't say that the information was uh um um you know, you have situations where contractors some things happen during the course of them doing the work that that's the date that
I was given. I was given a twoe window when last uh I spoke with you. Um I I follow up with with AECOM um all the time on that. I asked uh for that information uh as frequently as I can. The date that they gave me now is two to
three weeks. I don't know what that delayed week was, but they did give me two to three weeks uh re the my most recent uh response to them. And and I'm not I appreciate all that you do and that you know you you do that, but I we
can't just say, "Okay, you told us two weeks and now you say another two to three weeks." I think we need to have an answer and to let them know the the urgency of it being done on the time that we said it was going to be done and that what are the repercussions if it's not? What is the issue with the
contractor? Did someone not show up? Should should there be, you know, an issue? I I I'm not happy just saying it's going to be another two to three weeks. I we were told two weeks, which would be this week if I'm not mistaken. So, if it's going to not be until June,
we need to know exactly why and find out what the repercussions we have for that is because that they allowed us to give misinformation and that that's where the problem wasn't with you, it's with the situation. >> I will follow up. >> Thank you.
>> Uh Dr. He vape detectors was a question. So where are we on that? >> Chief Gregory >> Mike Gregory, safety and security officer. The vape detection RFP has been released. It's out for uh public solicitations. It closes on this Friday,
at which point a a review committee will be assembled to review the results of the bids that have been received. And when do you expect it to come to the board? >> Based on the uh last discussion, I think I'll give you give you a followup on the
timing to get something back to you. >> All right. I appreciate that. Well, better to do that than than not. Okay. So, thank you for that. Dr. He um can you give us a followup on both the bus the training for bus attendance because it it is something we've talked about a
number of times and I know the followup was sent to me about the alopement plan if you could also address those. So both of those things. >> Um so I have uh staff I think uh bus attendant training is Dr. Wes and probably another division helping out
with that and what was the last >> help with elopment >> and alopment. Yep. So um thank you Miss Hixon and Mrs. Luskcom. So that um so yes we we do have to work with um the ESC department to ensure that the training is adequate and it is
appropriate and then we will have to um work with um uh professional standards employing labor relations around the timing because because as we know um the bus attendance calendar may if it is a 186
calendar that means that they get six paid holidays and the 180 days that the students are um uh in school, but it it is definitely something that will occur and Miss Hixon and the board, we will give you a follow-up on the timeline and
the and the entire process, but that is something that, you know, we have to be very careful. We just can't say it's we're doing it on this day and that's how it's going to work because we do we do realize that there may be um some collective bargaining um processes that
we want to make certain that we are in line with but it will be done >> and well I I appreciate that but I will mention again I think we've been talking about this for a while so I I'm glad the timeline's going to be coming forward to us but I hope that that's as soon as
possible. So, I respect that, Miss Hixon, and I will get it done as soon as possible, but remember, I I understand the conversation's been going for a long time. I've been with this department a few months, so yes, I I do understand the urgency of it. >> Thank you. And um the alopement,
>> so I can give you an update on alopement. So, we've had multiple meetings. The last one we had was Monday, May 4th, which I guess last week. And so, um to Mrs. Luskum, thank you for some of the recommendations. They actually bode very well. and the infusion of our current plan and what
your recommendations were. So, we're putting it together to have a revised elopement plan that will be for the 2627 school year, but before we can roll it out, we have to make sure that we provide proper training information for our principles and it'll be something that we would um have ready for 2627.
So, there have been multiple meetings since you submitted the plan to us. And when the plan is finished and completed, will we be sharing that with the ESC committee so that they can >> Absolutely. >> Absolutely. >> Great. Thank you. And my last point um
that we've heard a number of time well too I guess. Um someone just mentioned about block scheduling being removed. So if someone could address that and then the staff allocation model because yesterday um Dr. Heburn, when I brought this up, you had indicated if if they
schools have the number of registered like let's say they're going to have 50 extra students um registered already for next year that they wouldn't be held to that that 10% cut of staffing that they would be getting that money to start the
school year off. cuz I agree with everyone. If you already know that you're going to have 50 extra students, just like you know you're going to have 50 less, you can't wait until June to to get the teacher for those classrooms. And I think we're causing a lot of undue
stress in places where they know for sure because they have registered people uh I mean registered students that they're going to need that staff. So, if you could address the block and then staff allocations and then >> um I don't know what the specific question was about block, but there's no
>> someone said that the block had been cut from schools. >> No, the we're still on block schedule for this upcoming school year. >> Okay. >> There has been no change in that. >> Okay, perfect. >> Um also for um um this 10% I I didn't specifically talk about 10%. Uh what I
did say is that um there's es and flows in student budget based on enrollment. If a school goes down, of course, we know the amount of um funding they receive is also uh proportionately decreased. Um if a school goes up, um as
I said yesterday, um you hear all the time that I'm expecting 50, I'm expecting 100 100 uh students. Those students need to be registered and in our system and accounted for for us to fund that school for those students. um if there if we can't live off of hope
and prayers, right? Um especially in the in the um light of uh the financial um situation that we're in, those students need to be registered and accounted for in the system and then communicating with their regional office to ensure budget is is aware and they will look at
the FTE enrollment and FTE are two different things. They will look at the FTE based on the enrollment of that specific student to see what type of funding they garner. Of course, if it's ESC, they're garnering a little bit more funding u versus general ed. Um and then just remember uh um you know, I want to
make it complex in the answer, but the whole the entire amount of funding for the FTE is just not distributed to the school. it's, you know, it's um uh if the kid uh needs transportation and all those other ancillary support systems where that FTE the dollar amount equate
equating to the FTE supports all of that, not just this not just the school. >> Okay. So if there because I've heard here today and gotten some emails, if there is a principal, let's principal A, his school definitely has an increase in
enrollment for next year. What should they be doing to make sure they have the appropriate funding because it seems like there's a disconnect in >> they need to be communicating with their regional office. I I hear the same things too. And when I go in the system, I see a projected decline in enrollment for some of the schools that where
people are telling me they're going to have an increase in enrollment. Okay? >> I mean, if they have an increase in enrollment, um, naturally those kids are coming most likely coming from another school. So, it's it's all the same pocket of money. It's just like the tide is moving this way versus and and there's the tide is uh receding
somewhere else. So, they just need to communicate with their uh regional office because when they talk to the regional office, the regional office is going to backtrack. Okay. Where are those kids actually coming from? If they're not all coming from externally outside of the system, where are they coming from? So, it's going to impact the enrollment of another school and
therefore the budget of another school as well. >> Right. Well, that makes sense. >> Um, so can will you make sure that the regionals tell their principles that if there's >> an increase they should be in here? >> Okay. Thank you. I think that's it for
me. Thank you. >> Thank you, Miss Thompson. Thank you, chair. Um, a couple different topics. I want to talk about data sharing because that's come up and I think it's becoming a trend with the board as well. and I've had
conversations um with Miss Jacka Adams if she can speak to how Broward County has really been ahead of the curve on our data sharing protections and also how data sharing isn't a new thing especially with our
nonprofits. Um and then to after Miss Jock Adams responds to Dr. He on how we're moving forward to making sure that data sharing concerns are addressed. >> Miss Jacobs or or Mr. Pri Bruno Bruno?
>> I'm sorry. I was not part of that conversation and I don't know. >> No, I I was asking for since Miss Jack Adams has the background on data sharing for the past 10 years if she could answer. So through you to her. Oh, >> okay.
Hi, through the chair Kathleen Jacqu Adams, assistant general counsel. So for the past um I'd say nine years, our our not only our privacy officer but also our legal department has taken a
tremendous amount of uh care uh with regards to education records. First and foremost, we understand that uh in order for a parent to give consent, the parent must uh know and understand um what education records are being shared um
and for what purpose. And with that in mind, our contracts were crafted in such a way that we list out the education records being um shared. We also list out uh the purposes for which those education records are being shared. So
for any given uh contracts even if we are u giving let's say the child's name if we're not giving it for the purpose that's stated in the contract we cannot give that child's name and so that has been something that has been in our contracts for the last eight or nine
years. Um, and that is even before the current Florida administrative code requires that. They did that in November of 2023 and we started adding that information in our contracts in 200 I believe 17.
So, we were ahead of the curve with regards to ensuring that our contracts protected education records. >> Thank you for that history. I think it's just important to recognize that we we have been taking initiative on this and
that's kind of some unsung unsung hero work that we don't always get. And then Dr. Hepper, moving forward, I know the board collective has talked about data sharing. What steps are we taking to make sure our our students personal
information is protected? >> Got a little distracted for a moment. Uh but yes, absolutely. So we we uh any any new contract any new agreements uh we we wholeheartedly talk about the data sharing agreement portion of it and also looking at existing
contracts that are actually suns setting uh just to make sure we have strive uh stronger um u privacy and data sharing um initiatives around those contracts as well. Uh so that's in the forefront in everything that we um that we start to
initiate and tackle that may turn into an agreement um or partnership and we make sure we work closely with legal um as well. >> Thank you. I just want to make sure that the community knows we're hearing these concerns, especially as we're hearing of
I Ready and Canva potentially having some data data leaks, data concerns that we are proactively addressing this issue. Um, a comment was actually I'll stay on technology. Um, so flagged for
AI, I think that is is a big concern and also as we expand to the student population where we're teaching students to use AI as a tool, how are we going to make sure that our students aren't penalized for using AI as a tool, but
also if they don't use AI at all and then they're getting flagged. What is our plan moving forward? I know the the academics team has been doing a lot of work um this year, committees, task force, uh developing new policies, um new standards, new SOPs
around how we implement AI in the classroom setting and especially with our with our teachers. Um so this is uh an you know it it grows so exponentially. Um and so we're we're always going to be uh in a continuous
improvement process um as new things are developed uh and I mean exponentially you tomorrow there's new a new capability in the chat GTP or cloud whatever whatever whatever you use and so um like the uh other resources that
we use like I think it's Grammarly that we probably use correct me if I'm wrong um Dr. tone that you know supposed to provide some support to instructors to help identify if students are leveraging AI to to write their paper or or to supplement writing in their paper. Um so
you know um I know there may be issues that are pop up that with some false readings and whatnot. So just working with our teachers to help them build capacity um of how to tackle those issues. Sometimes it's not about writing a paper um and sometimes it's getting having a kid get up and present the
information in front of you. you can't you you can't uh fool your way through a presentation and demonstrate your knowledge that way. But there's a lot of work that the academic team is doing and um I know they have a robust workshop coming up in June to kind of go over everything AI especially in the academic realm and the teaching and learning
realm in our classrooms. >> So as we're closing out the year, if there's a student now who's having an issue for their paper being flagged, what is the process that's in place now? >> Yep. Um and and Dr. Con if you want to u provide any support uh or any additional
information that the schools and u probably Dr. Fton too because I know ultimately that gets to the principal right and then um whatever other mechanisms they can use to provide some assurance if the kid was using AI or or was not
>> but there are there are key words um that easily identify for if somebody's using AI. Go ahead Dr. Con or or Dr. that and that's a great point and and so to your point um and in listening also to the gifted advisory we also have uh platforms like turnitin.com that we
purchase to be able to do some of that that those things in terms of flagging identifying uh AI materials but there may be some cases uh through some of these nuances as as Dr. Heepern shared that this is an evolving technology where teachers may be using AI to even
search and identify AI related uh plagiarism and sometimes that information is not as accurate as it needs to be. And so part of that training uh for this year and next year really is to help teachers better understand that when they are using AI for the purposes of instruction or
supporting students how to thoughtfully use that technology. On June 5th, uh we do have a a student parent uh administrator uh convening of AI. We'll send that to the board as an RSVP. It's a it's a a large convening where we go
over clear guard rails, transparency and implementation resources, family AI literacy, uh as well as some additional uh tools and resources for parents uh to take away. We go over the kind of the district AI vision. And then following that week, we have a large two-day
convening around that uh piece with leaders to make sure that as their teachers are uh using the AI technology and co-pilot magic school that they have the resources and the tools to use to be able to implement it on day one with the ai leaison along with the policy that
will be coming on June 16th. So, there's a ton of information. Uh, it's moving quickly because as we get more information on things such as screen time and and kind of uh some of the latest uh information we're hearing from some of our vendors, we're incorporating
that so that it stays fresh and current and we're preparing our teachers and our students uh for uh the next year. >> And I look forward to that. So I'll just make a note um because I know our student adviser has brought up AI to
being more student focused. So making sure that that's a part of the presentation but also I think there are students who even if they use certain words could have written the paper themselves. So I think we need a formal process for students to challenge an AI reading of their paper
or an AI flag. Um, as far as surplusing equipment from closed schools, do we have a plan for that? >> Yes. >> And will the priority be to follow the students to where they're going or what
is how is that going to be prioritized? >> Um, yes. And if the schools where they're going to have don't have the need for the equipment because they have enough for the the students that are enrolling from the closed school, it be surplus to any other school that may need that equipment.
>> Okay. And then I know the board passed it's it's getting talked about as though it's a for sure 3,000. My memory of the initiative was just to bring back a plan of up to 3,000. And I think we've talked about this with the org chart about how
that is probably not possible. Um, in order to kind of challenge that narrative or or challenge that message, does in your opinion does a board item need to be brought that it's not going to be a thousand employees or what needs
to happen? >> Um, as you said, my um recollection is to bring back a plan. Um and so I would just wait for the plan to come back which we'll bring it uh probably late June, early July. I think there was a time frame of bringing it no later than July. >> Okay. >> Yep. So we'll bring back a plan.
>> Thank you. And then yesterday we passed the or chart and one of the changes was that the ESC executive director position would stay. Um and then my understanding of that change was the compliance
director um responsibilities would fall under the executive director. Is that accurate? And are we still going to be able to attend to any compliance concerns throughout the district? >> That is accurate um in that u move on the org chart and we'll be able to um
accomplish what we need to. >> Okay. And then um this was a while ago, but I believe we were supposed because we had a partnership with um and I can't remember it um about Baker Acts and
making sure that they are more humanely done. Is that coming back to the board? >> So I uh I know Miss Hollinssworth gave an update I think the last meeting or last workshop around that initiative. Miss Hollensworth, if you can provide another update um please. >> Yes. Good afternoon. Simone
Hollingsworth, chief student services officer. It was around the pilot program um that we're engaged with regarding students being transported in um um essentially a u an ambulance versus a police car. And that um follow-up is being routed. I think that was Miss
Leonard's follow-up if I'm not mistaken. I was just reading it and correcting a few things. And I know Miss Winter is here too. It started with nine schools. I believe we're up to 67. And we do do annual training for SRRAs and Baker acts for um our liaison at the school as well as any mental health professional that
is annually required as well as optional um continued um updates. We did do a training last year, last summer with our principles and that is planned for again this summer as well. >> Thank you. And then my last question is around school choice because I know this
year we've moved it into focus which has had a a couple hiccups but my question is people who want to come into our system that have don't have a focus how are they able to apply to our schools?
>> Dr. So, >> so there there's a um a process on the website that you know walks them through setting up the um the um I'm going to call it wrong, but it's the the parent my parent portal thing in focus. We we also have um where they can call the
school choice office directly and we are we are working we and they have worked with a number of parents who are um parents who who have children who are not currently in our system and we have been working with them one-on-one to make sure that we're just providing
whatever outreach and resource and support that we have. Um and and it was you know no no different than in previous years even when they were not uh when we didn't do focus and we used the one choice database and they weren't district students and they had to get a
FSI number in order to be able to you know go through the process they would sometimes go in their uh local school or they would call our office but we are definitely working with parents so that that is not a hindrance or a barrier for them. >> Okay. And if I'm a parent and I walk
into uh Pines Lakes Elementary and say, "I I've just moved here. I want my kid to go here." What is that process? And are we training uh office staff to know kind of handle that with care and excitement and customer service?
>> So, uh so I'll start with the Yes. And the region offices can, you know, chime in because obviously, you know, they can chime in as well. But I can tell you one of the things that we also did on the district website on the school locator where parents can actually pick the school year that they're looking for. So
we have the boundaries of this current year and next year loaded on the um school on the school locator and and the website. when they walk in and I'll say for example if it is a parent who you know is boundered this year to Panther
Run knowing Panther Run um uh is closing for next school year then you know we're working with those families to go ahead and register now at either Chapel Trail or Silver Palm so that they don't go to school for one month to then have to
change schools again for next school year. So um the the schools and the region offices or Dr. Fulton can certainly chime in um have been given guidance and support and working with families so that um they are provided that level of customer service.
>> Thank you. And I will just say that the school choice and ESSE department have been incredibly helpful to my community and finding spaces. So I appreciate that. That's all. Thank you. >> Thank you Dr. Zean. >> Thanks um Alan. Thank you for your uh
story today. You know, um often times in this room, you know, we don't always uh get a lot of reminders about the million miracles that happened this week in Ber County Public Schools, but you you got one. So, uh congrats. Um when they happen, they're worth noting and you'd
love to share them all over. So, I really appreciate you doing that. Um we cut thousand positions. We approved the superintendent's recommendation yesterday to cut a thousand positions outside of schools. Uh the strategy that was being employed
was that we felt um with a lot of data behind it that uh uh positions outside of schools had not come down proportionally to the enrollment and they don't always as Dr. Pepper pointed out, you still need a bus whether you have 35 students or 50. And so there's certain business lines that have high fixed costs and you know they don't
change so much when you have uh declining enrollment, but we've always been in the reflexive mode of reducing teachers and other educational staff uh when enrollment goes down. Uh we took action on that yesterday. We balanced uh the reductions in a way that I hope is
is right. And by the way, anybody that studies K12 education will recognize that there is no science to this. We just hope that the reductions that are now more proportional uh will allow us to deliver the best for our students. On data sharing, um we've actually taken
kind of a big shift here in the past year, which is that the students, the staff, and the parents own their own data. It's a novel thing. Uh, I don't know if we're the first district to do it, but we're one of the early ones. Um, all of our contracts now make it
required for you to opt in and for, as we heard from our staff, um, to disclose what use you're going to use for people's data as well. So, um, to my knowledge, we're doing a really good job on data sharing and, um, if there's a contract that got through, um, I'd be
shocked partly, Dr. He because I use AI to check every one of the contracts on data sharing and I make sure um that if it comes to this board uh we do a thorough review. I'm curious um from our district advisory council and our area regional
advisory council reps uh one question in particular that I'm I'm just very very curious about. Do you sense that the members of the community that you talked to understand the necessity of reper of repurposing a significant number of Broward County
schools? >> I would say that overwhelmingly the members feel that we do need to close schools. Um, and I think that's why many members were almost opposed to creation of K8s because of the resources to stand them up and flesh them out. when we
probably should have just closed schools, more schools, um, and really put our resources into the other ones that continue to exist. It's a hard, you know, it's a hard pill to swallow, but it's something that we have to do if we want to um, thrive financially and and
continue to exist as a district. >> Thank you. >> I agree. I think most people understand that we need to consolidate and close schools. I just think that we want to make sure that it's done equitably. When you look at facilities that have not
been um maintained and you're doing it in peace mill, so maybe you're removing a middle school when the next year that's going to um lead to the underenrollment of the high school. I think that's where the frustration lies. People would like to see it done um more
strategically and maybe regionally rather than just peacemailing it. I appreciate that feedback. It's um that's probably not the answer we would have gotten two or three years, you know, two or three years ago. My sense from the community is everything having to do with repurposing was just bad.
They didn't understand the value of it and the like. It seems like there's been uh while not perfect in implementation, at least a broad acceptance that we don't have a school district that ought to have a couple hundred schools. We have a school district that should have less than that so that we can spend more
money per student on things that matter the most. This today, I don't know if you guys heard it, but we had a good discussion about whether or not we could go from just over half of our elementary schools having all three specials, music, art, and PE to all of them having it. And the answer is yes, if we want to
spend our money doing that. And I think that that's like a really strategic way to think about things because then Broward schools could say if you go to one of our schools you're going to get this all at all elementary schools and it would make us ensure that we had elementary schools that were of sufficient size that we can deliver all
of education to kids including a library too like a real library. So, uh, you know, we're operating a lot of schools, not a lot, you know, uh, less than half without one of those specials and sometimes without a full-time, uh, uh, media specialist. And so, you know,
there's there's a trade-off between quantity and quality. I think this board is trying to do the best job that we can with staff support to get all the data and to act strategically. Um, I think that when we've done K8s, it's been after a lot of thought. Um the community can always have their own opinion about
the value of each of the decisions that we make. Uh but it isn't without a lot of thought and a lot of analysis to try and at least make that balance the right way. I'd say the same thing about AI, Alan. Uh I spend my life in AI. I've been doing AI for six years and um on
more than a full-time basis and the smartest people in the world about AI are still trying to figure it out. You know, you take something like Magic School, it's 180 tools. They're great. Each tool is wonderful. I mean, if you need a tool, Magic Schools built a really cool compendium of it, and we got
it incredibly cheaply uh for what it does. Um, but when you think about AI being used in a a checking of papers way, I'll tell you a quick story. A friend of mine is a dean of a major university and a master's thesis was
rejected for being generated by AI because 3% of the content according to the review panel had come from other sources. Um so they took the five thesis of the people sitting on the panel the average content that came out of AI
according to their thesises written on average 30 years ago was 16%. So the checkers of AI are not very good right now. uh not just with people who write well uh but with people like me who write okay. Um but there are um there
there's there's this constant need to get better and we have to get used to this tool because this tool is not deductive. It doesn't produce the same output every time. It's its own organism and it changes every day. Every time it's used, it changes. And we're not used to that. We're used to computer
programs that if I do these three things, I always get X. Uh but that's not the way AI works. It's not the way good parts of AI work. Now, on the other hand, there's vibe coding. There's the ability for people that are not u analytic and not data geeks to do coding
through AI, which is unbelievable how it changes people's processes and changes big parts of their lives. But we are still figuring our way around. I like the board's perspective that we've taken, which is we want to teach people how to thrive in an AI economy because that's what they're going to enter. and we want to be safe um and ethical about
the application of AI, but nobody knows how to do all those things perfectly yet. Uh we are trying our best though. We're putting a lot of time and attention to it. Uh we're not AI extremist in the sense that everything needs to be done by AI. We'll cut the staff. Um we're we're we're testing and
attempting to figure out what the goodness is. And I think on balance, we're actually taking a pretty conservative approach. Even though we're Broward County powered by AI, it's powered by AI in a smart, ethical, balanced way to the extent that we can. And and that's going to be a challenge for every school district because AI
isn't its own thing. It's it's a living, breathing, organic thing. Um, and we just have to kind of watch it and make sure that we don't make any any big mistakes. We'll make some small mistakes, but try not to make big mistakes and try and and do some things that are very positive for the people that are leaving our institution are
going to have to thrive in a world that is largely defined uh by by this new technology. I will also remind anybody that cares that we screwed up the implementation of the internet. We screwed up the implementation of social media. We're going to screw up a little bit on AI because it's new and this
one's totally new. It's it's not the the previous tech doesn't really give us a good pattern uh for how to do it. So, I hope that that gives you a little bit of u general moving. >> Yeah, because in far as turn it in, I've had the same issues in higher ed as I
had in the K through2 name space. So, it's not just a thing. It's it's a inherent turn it in is a problem there. The AI in general, yeah, there there's a lot we're going to need to do and I just hope you heed some of the suggestions I made as far as doing that. keep
monitoring it, keeping it active. And please, what you told me, there are probably thousands of parents, tens of thousands of parents in the district here who would like to hear those words as well, who would like to hear what the district is doing. So, not just for us inside here, but we got to get that word
out to help drum up support. >> Well, you you probably appreciate the dean calling back that committee and telling them they all exactly are rejected and their degrees are pulled back, right? Yep. >> Um, and they, you know, obviously went back to the to the applicant that was trying to get that graduate degree and gave them their degree with the 3% math.
>> I'm sure if I taught my daughter APIA notation that she would probably pass the AI filters, but you know, I'd like to have her enjoy childhood first. >> Well, you're blessed with an amazing daughter. That's for sure. All, thank you very much for everything. >> Thank you. >> Thank you, Mr. Sea.
>> Thank you, Chair. And I want to thank um everyone for coming out and giving us their reports. And we do appreciate the hard work that you guys put into this and the time expended on coming to present. Um I I I just want to piggyback on this on this AI conversation.
Um admittedly, when I was in school, nobody ever accused me of plagiarizing anything. It was more like, "Oh, I'm glad you got three sentences correct uh on your on your paper." So I I didn't have that problem. But I do realize, especially, you know, for for some of our kids who are are stronger with the
English and stronger with the grammar and our gifted students that this can be um a real problem and it's disheartening to have um a work product that you put out, a paper, a thesis, whatever it may be, that you pour a lot of time and
effort and you know, sweat equity and all that stuff into it only to have somebody come back and say, "Hey, we think you cheated." Right? That's got to be very very um disheartening. So um I have no qualms about saying that I'm not
the most tech-savvy person up here. I couldn't figure out how to use jet GPS if if you paid me. But um the reality is I I know that there's a lot of good people uh in this district that hopefully we can can figure this stuff out and make sure that our kids are are
not getting accused of cheating. Uh cuz that doesn't uh that doesn't sit well for me. So, thank you, uh, Allan for for bringing that up. Um, I guess I'll go I'll go in order. Uh, Miss Liskcom, I um I heard your comments about some of
the cuts uh in ESC that were were made yesterday and uh I certainly share your frustration and uh for a litany of of reasons not exclusive to one um I chose to vote against that orc chart and um I I am
deathly afraid that we are going to start really seeing the the real world ramifications of that uh very very soon. So, um I hear you. I see you on that and quite frankly, I feel for you on it as well. Please.
>> Thank you. I'm I'm further dismayed to hear that in and thank you for acknowledging it because we do need to acknowledge that if you cut a compliance director, you're cutting compliance with compliance, right? This was the superintendent's proposal
to keep the compliance director in pos position and find a way of cutting positions but then juggling things around to fit everybody in and still have that wisdom and expertise in the department and to see the superintendent's proposal gone a bench yesterday and this kind of grappling for
oh well what should we swap out instead? Well, let's go for this position. Oh, we can't. That's an encumbered position. How about we axe this one? Ooh, ESC compliance director. What hasn't been acknowledged in here uh and wasn't acknowledged yesterday was that actually the weight of the compliance burden in
ESSE is such that the superintendent had actually proposed adding a person to the compliance team which is an assistant director for compliance. So then when folks did a reverse ferret yesterday on something they had agreed two weeks ago should not be done and reinstated or or
agreed to keep the ESE executive director position and and wanted to take away something else. They didn't take away the very position that they had been creating which was an assistant director for compliance. They took away
ESSE compliance. Any parent in this district will tell you the problems with compliance are enormous. Absolutely enormous. I'm sure your legal department will tell you how many come back on the legal department, due process, state complaints, and those parents that don't
even know how to make a complaint. I I see it myself and and I'm appalled that we are pretending it's going to be okay and it's not. Thank you. Well, thank you for that and just know that you're not the only one that's frustrated with the with the York chart situation.
>> I'm sorry. May I say one other thing? I'm further dismayed to see from internal emails that there was discussion with MTG about how some of ESE compliance could be automated. Um there's no further anything about it,
but MTG for the 150 grand. Maybe they could expand on what they mean. Um but you had compliance tracking uh and compliance monitoring and compliance tools and backup fac uh facilitation in ed plan and the board some of whom are still here and and of course we've had
changes to the board voted two years ago to get rid of ed plan and put ES case management into untried untested undeveloped software which is focus SSS and the results of that have been uh step backwards in compliance for ESC2. Thank you.
>> Thank you for that. Um, lastly, Miss Dominique, uh, couple things, uh, quickly because I I do want to be mindful of the time. I know diversity has a a presentation that we're a half hour, we should be a half hour into at this point. Um, you brought up something
about I Ready, parents having the ability to opt out of I Ready. Um, Mr. Superintendent, I'd like to know a lot more about this. How does one do that? What is the
procedure? What is the mechanism? Uh is there currently a maximum number of parents that have the ability to do this in the classroom if they don't want their kid on the screen for 9 hours a day? What is the procedure for implementing this opt out for uh our
parents? >> Um so I'll have Dr. Con expound if we actually have a procedure for said opt out. Um, but are we talking specifically of opting out of I Ready or we're talking about opting out of a certain
hour number of hours of screen time because I heard two things. >> Let let's let's do this just for purposes of this conversation because I do again want to be mindful of of um the time. If if I say, "Hey, you know what? I don't want my kid to do an ID
anymore." Do I send an email to the teacher? Do I do I text the principal? like what is the procedure to say hey I want my teacher uh my kids teacher just to give them um a written assignment pen paper pencil erasers old school uh while
everybody else in the classroom is doing I ready for that day how does a parent go about doing that >> y um that's simply >> I can answer that >> go ahead Dr. So, we have had a couple parents, a few parents that have reached out um to schools and have requested that and through my office, we've g
given them direction that parents can opt out. And so our direction to schools is that if a parent wants to opt out of a supplemental program like I Ready, uh they can request it through the teacher u and the teacher can make that decision
because it is a teacher-based decision and they can communicate that with the administrator as well um to confirm that that is the case. And so we've had three parents that have reached out to us and we've given that direction. >> Okay. So just I want to make sure I understand the the chain of command. Um,
parent notifies teacher, I don't want my kid using I Ready anymore. Teacher then goes to principal who sends it back to teacher and teacher makes the final decision as to whether or not she's going to honor or he are going to honor the parents request. >> Yeah, it's supplemental.
>> Okay, thank you for that. Um, also Miss Dominique, you had asked a question uh and and I'm going to I'm going to give you the floor just because I don't want to screw it up with my scribblings on my notepad here about concerns with um sharing agreements and
and data exposure especially in a um in a post canvas hack world, right, which we all uh experienced unfortunately recently. um regarding uh mechanisms and safeguards and and and access points for that. Would you be kind enough to um
restate your question because I I would like an answer to it. >> Sure. So, while we've been researching, we met with Dr. Con and um many of the technology team last Monday I want to say it was and we shared many of our concerns with them. But currently there
is a district landing page that's supposed to include all of the software and programs technology that we utilize in Broward schools. There's been several mentioned here today that are not on that website. Not all of the um contracts are up. Not all of the data um
practices are up. And one of the major concerns is the third party sharing. So we can have a contract with let's just use I ready but if they're sharing with third-party um companies we need to ensure that the contract
language and our practices are looking into those third-party companies as well. Um and currently there's no express optin. It doesn't exist. I've I don't think any parent here has clicked a box and said, "I want
my kid on this this this. I want to disclose this information." It does not exist. And anyone who says otherwise, it's it's a farce. It's false. Um right now, the privacy consents are embedded in the student code of conduct. Um we were surprised to see that. I mean, if
you read it, you probably read it once and you don't think to read it again. But they're general consents, HIPPA, privacy, but there is no opportunity for a parent to opt in. So we never get a notice that says, "Here, we're using I Ready in your classroom this year.
Please opt in and provide your signature to use I Ready. We're using Progress Learning. Please opt in um to um Progress Learning." And here's the information that will be shared. We shared many of these same concerns with um Hazel Health at the time. Um, one of
the recommendations that we made to the um, school culture department, and I think Jod was here, was to pull those consents out of the um, student code of conduct because it's sort of misleading to be in there, right? Um, pull them out of that student code of conduct,
recreate the back to school form so that they include expressed optin and consent from parents. Then it could be a checklist box, but there has to be a better system of informing parents exactly what information is being shared and allowing them to give consent for
what they would like shared about their own students data. >> Thank you. I appreciate that. And um excellent points. Incidentally, um you know, I I think this data sharing, um opt in, opt out, and you
know, we we've been experiencing it over the last couple board meetings about what we're giving and what we're taking and um I think it's going to be a big problem for us. It could be if we don't um nip this in the bud. So, if you'll allow me, you and I have some some
additional follow-up conversations about this and see if we can get some sort of plan of action in place to at least have something uh to protect against this because we all know how these these third party you know Silicon Valley types are very much interested in mining as much data from
from not only just the students from from parents and everybody else as possible and you know using it for um alternative means sometimes. So I appreciate you bringing it up and >> if I may board member it's who where does the burden of responsibility lie? I
understand that these companies have contractual obligations, but if they don't comply to their contract, right? If there is a breach, they may have certain amount of days before they reach out to the school district, but I think the school district bears some
responsibility in notifying parents when there is a potential breach to their students information. Um, and if there's legal action, the district bears responsibility in notifying parents as well. I'll close with this. Mr.
Superintendent, what is BCPS's policy for advising parents of any potential breaches or um unauthorized or improper sharing of sensitive parent and or student information? >> Thanks for the question, Mr. Se. I'm not
aware of a specific policy. Um general counselor or Mr. Hill can um if there's a specific policy, they can they can um go over that. Uh but simply stated uh best practice is just to notify parents and notify if there is a true impact to
um a breach of student data or or even faculty and staff data, we notify those individual individuals if we know who they are right away. Um but as far as um a breach of another vendor's um um
software or or or program um we depend on the vendor to let us know what's going on. Um we look at if we have any implications of any breaches for us. Um if not, it's just a simple general um uh
communication about the vendor has uh been impacted um by some threats or a breach uh but no impact to us. >> Let me give I'm sorry. Let me just expand upon this because I want to make sure I understand. Um I'm going to try to pick a company because I don't want
to call anybody out. If if we contracted with AOL, I don't think AOL does anything anymore. So if we contracted with AOL, right, and uh we had our standard agreement with AOL and AOL gets hacked >> and you know there's 15 kids from X
elementary school whose data was exposed in this AOL hack. Okay, I'm assuming that because AOL is in contractual privity with us in my hypothetical that they're going to notify the school board and say, "Hey, listen. we got hacked. Um
once that information AOL is not going to start, you know, going to little Johnny's mom and telling them that they got hacked. AOL is going to come to us and say, "Hey, we were hacked." When we get that information, what is our policy and procedure for disseminating it out to the parents, especially the parents
of those children affected? >> We will get that information out to the parents that are impacted. For sure. >> That is that is a policy of this district. >> I don't know if it's policy, but that is practice >> for sure. Okay. Yes, >> Miss I I see Miss Burner jumping out of her chair there. >> There's policy. Go ahead. I'm not I'm
not aware. >> It is it is the best practice. So when something like that happens, exactly to Dr. Heepburn's point, the parent is notified. We're notified by the the vendor. There are a lot of issues here. So let me clarify a couple things. Um, the
optin that was referenced to before is specifically for programs that require more personal identifiable information for the student to participate in that program. So, that's the opt-in where the parent specifically has to opt in to the
program to be able to participate. All of our contracts, as assistant general counsel Jack Adams indicated, has a provision that there is no sharing of of private information of students. Now, if we have a breach, that's a whole another situation. That is when our risk
management team gets involved. That's when legal gets involved. We review the contracts. We go back to that vendor and talk about how this is going to be resolved. um internally um parents are notified that this has occurred and we make sure that the board is aware that
this has occurred. So we are very proactive in that sense. We also have cyber security protection. So there's a lot of moving parts in this to pre one to prevent it from happening and two if it happens the steps that needed to be taken to make sure that the students are
protected as best we can given the breach. Clearly the school district can't control breaches. It it's happening all over the place. Banks can't control it. No one can control it. But what is important, what are the steps that we do to make sure that it's rectified. Legal and risk management
work together to make sure that happens. >> Thank you. >> Thank you. Anyone else before I just I have just a few questions. Okay. Um, can someone outline I guess to this
point what communication was sent out about the instructure breach? >> Hey Dr. Heburn, I can help you there. >> Yep. Go ahead. Um, and also Mr. Sullivan too. Go ahead, Mr. Davis. >> Okay. Thank you. Trey Davis, chief information officer. Uh, communication
related to the canvas breach has been intentional, methodical, and part of our incident response plan. Too much ex exponentially increases your exposure to risk. BCPS did communicate responsibly with the broader community via two press
conferences, via social media, including ex a recently sent parent link and internally to all staff via BCPS alerts. Communication will be ongoing independent of this event to ensure that our BCPS community remains vigilant. Our information security and assurance
department in tandem with risk, privacy, legal, communications, and other functional areas initiated an effective incident response to the global canvas breach that impacted 9,000 institutions from K12 and higher education to corporate entities. To preserve operational security and ensure the
safety of our students, staff, and facilities, I'll refrain from disclosing ongoing security operation details. No evidence of public disclosure has been detected and Canvas remains fully operational. In structure, that's the company that owns Canvas, announced
yesterday that an agreement had been reached with the threat actor. While this is positive news, the BCPS community should remain vigilant against social engineering, malicious emails, and other threats related to the canvas breach. Third party actors may attempt to exploit this situation. Do not fall
victim to these scams. >> Dr. Heburn. >> Yep. Thank you. Thank you, Mr. Davis. Yeah. And just Oh, sorry. Go ahead. >> I'm sorry. I just wanted to make sure I forgot to mention that it was part of that team too. They're very much involved as well as our privacy officer. >> Got it. And just to to add on to the
conversation like you know the we we as all organizations and as all individuals are vulnerable to these kinds of breaches and I know um it was probably like six years ago there was a a data breach I think with health insurance.
You weren't. No, >> Miss Hixon was on the board then. >> It was mostly to deal with employees and then that incident uh >> well, I won't say anything else about that. >> Well, as as one of the impacted individuals, uh like the there was
communication out that was sent out by um I can't remember if it was by us or by the >> It was not timely. >> Um Oh, no. So, but what I'm saying is those individuals are who were impacted are given or were given access to
certain like identity protection things and and all sorts of that all sorts of things like that. So, I just I say that all to say we really do need um I get that it's tricky because we are also subject to the disclosure from different organizations. Um, but I would really
like to see kind of a standardized communications process um, moving forward when it comes to these kinds of breaches. Um, I appreciated I'm excited to thoroughly read through the white paper on technology that we were sent this
morning. Um, we are having a workshop on June 16th about a a lot of these things and I know Dr. Con has referenced a task force that he's sent out a lot of invitations to. Um I've had my own roundts with parents and students uh and
you know as I've shared with the board over and over we've been talking a lot about the need for clear guidelines around AI use both for students, employees, families like we just need a lot of clarity around that. So I'm looking forward to that being presented in June. Um, and I would love to discuss
some of the white paper recommendations uh with whoever is interested in having those conversations. I specifically appreciated the recommendation for no tech social zones. I believe that was the goal of the previous cell phone policy, but um you know that that went
in a different direction. Um, and I think we need we do need to have I mean I don't know if everyone else is seeing these emails, but we are starting to get emails for a desire for like device free elementary school um and for optouts and things like that. And I'll just say like
as a teacher um it it does create like complications if I have one or two or five parents opting out of a program that I'm that I either like to use in my classroom or that I'm required to use in my classroom. Um, so I think we need to
start to grapple with and provide support for our teachers when pe when parents do start opting out. I fully support uh the parents choice to opt out. You know, as a parent myself, I would probably opt out of a lot of this. Um, but I think we need to provide the
support to our teachers to to be able to navigate that. Um, so I hope that's part of the June 16th workshop as well because I think we're going to start to see a lot more of that. Anyone else? >> Dr. Zean,
>> my previous round. Okay. >> Yep. >> All right. Thank you to our advisories. Our next uh workshop uh topic is the diversity committee report. Um so I'll recess for one minute uh for us to transition.
That's Hey, Hey, hey, hey. Good afternoon. and thank you uh for your patience as we are running behind schedule. So our next item is the diversity committee report. I now turn it over to staff and our committee for a
presentation. >> Thank you madam chair to turn it over to the diversity committee for their presentation. >> What what happened to staff? They don't they're not doing little thing in the beginning. >> Okay. Well uh uh what um where stuff at?
Sorry, >> Eken. Could you please >> I for I forgot. I don't I don't know. I mean, what whatever y'all got going on. What's Okay, now you know I'm not u diplomacy is not my not my gift. Hold on. Let's see where the uh He just said
Oh, there it goes. >> I got it. I need to put my glasses on, though. Cuz I can't see. >> All right, I got it. Thank you. >> Oh, the Oh, >> no. point. >> Oh, I thought I thought I saw I thought I saw a little red dot. I didn't see a
red dot. That's my blindness. >> You might have a red dot, but it's not going to work. >> Okay. >> All right. So, um I'm accustomed to the the um I'm accustomed to Jod doing this
part. Is Jod here? >> Oh, well, come on up, girl. Don't be don't be shy. Um, so I I I'm the assumption is the board has read the presentation and they have read the slideshow because I don't even want to go through all of that if
that's okay. Is that okay with you guys? >> All right, perfection. Um, I'm going to make this quick cuz I'm tired. I've been here for a while. All right. So, um just to preface, we
um went into this school year um with high hopes and we did we got some we we got some great feedback. Um we saw some great schools. Um you know, our problem areas based on the report is really the facility issues. Um but one thing that
started to become um quite prevalent was the security issue that was something that we did not provide um to provide like for the the public because we understand the sensitivity of it all. So that should have been provided to all
board members the uh the chief Mr. Gregory as well as um our uh legal department. If you hadn't gotten it, we'll make sure you guys get it. Um so the three top items I think we all felt
was a big issue was the roll out of the technology uh the um safety and security obviously and then we had some some issues with um mental
health uh questions and concerns we had. Um so as we went through um our site visits as I mentioned in all them all my reports that we were trying to um look at last year's report versus what
we're seeing now and try to come up with a comprehensive report response. Now if you notice our response we were in agreement with a lot of things this this time around. Um, however, as we mentioned, um, our greatest concern was
the security. We had, uh, Chief Gregory at our meetings twice, um, just to kind of flush out some information. Um, honestly, I mean, if you want to ask the rest of the committee, we didn't get the information we really requested. We're
still having some gaps in terms of um the relationship between our, you know, our state attorney's office versus our schoolbased um staff. So, we wanted to get some clarity on that. I mean, we got
something but not much. Uh we had some concerns about Let me take off my glasses cuz these eyelashes. Um, we still have some concerns about um the
h how does the district equitably look at mental health look at um for instance the roll out with technology. We had a a robust discussion about how uh the optin
versus the opt out and also clarity on oops sorry of liability to parents. Um that was a little bit of an issue. We we we when we went to some of the site visits some there probably maybe one or two schools that had their
own letter that they sent to the staff to their parents parent group in terms of opting in and taking laptops home. One school in particular sent it out and none of the parents agreed to opt in because there was a liability in terms of a financial liability. that is not
something that is seen across the board. And so there needs to be um clarity on that. Uh the next school year we're going to have some issues because after your your votes for
um the ORC chart yesterday, you guys uh eliminated quite a few people in your mental health department. Um the positive behavior intervention support group are completely gone. Um under that group is
the teacher behavior support group. Intervention prevention staff. There's only one person. Um how does discipline look? What is that going to look like in the 2026 2027 school year? We already have a consistent number percentage of where
black and brown children are disciplined higher than their white counterparts. these specific departments or uh group of people were put in place to kind of mitigate that. Um those numbers have not changed. They've been consistent. Um I
did my research. I looked I pulled information back from 20 2008 and those numbers have been consistent. And here we are 2026 and we're still at a percentage where our children, especially those in the in the uh
minority group, are um punished more than their their white counterparts. Um, so as we go through the as you guys have had had an opportunity to go through the report, um, I hope that you had an opportunity
to also, um, compare from previous years and take a look at some of the recommendations we've made. Um I look forward to having a robust conversation with you all in terms of what you see moving forward
especially during redefining also with uh you know trying to um rightsize the district uh in terms of staff and essential essential employees um how that's going to look and how is that going to look in an equitable fashion.
Um, so I'm going to um allow my committee colleagues to chime in on the items that they believe well they feel that is they they feel strongly about and they have more expertise because we try to in this committee we try to lean on everyone's expertise and we kind of
um distribute um responsibilities as we do to as we go on site visits. I think that works really well for our group. Um and I want to thank the board for those who um were appointed people who are really about or passionate about the diversity
committee. Um it's really it's seen and it's um felt um it's a collaborative group. We're very collaborative. Um and so uh we do kind of well for me I identify those with strengths in different departments and then those people are really kind of designated um
the expert so to speak for a lack of better term. Um so I'm going to turn it over. Would you like to go first Miss Ellison? Okay, I'll turn it over to Miss Ellison. >> Thank you, Marcia Ellison. I serve at with the appointment of Vice Chair
Holes. Um I just had a couple things. Uh very concerned about the resources um for parents who children are being bakered. I understand there's recently been several instances and I
understanding that before Dr. up and got the big chair. Um he led a committee along with um with Jody um developing a pilot, but I'd like to make sure that the pilot and its imple implementation
happens in all of the districts. Sometimes it may mean providing resources or a direction to parents. I'm not asking you to provide the service, but give them um some resources that partner organizations may provide for those children who are struggling in
that manner. Um and to make sure that I'm not saying there aren't any is any training, but that the training should be enhanced to make sure all of the schools are covered so that those families can have the much needed information to save uh their children.
Um, and I too had a huge problem we with this letters and I'd certainly love to know um if you have I'm told that when the policy rolled out for take-home um laptops that the district inquired said
if you need it, check a box, check with your school, but it never said that there were going to be this individual um schools that came up with this letter that talks about monies that they may have to pay at any point even though the computers may very well be insured. Um,
and so I'm not sure if you all know but a lot of parents particularly in the schools that we were we found don't actually have $400 sitting around with nothing to do. So in case a computer is damaged or taken as they were walking your kid walking home from school. Um,
and it doesn't really say how far they would go. So I don't uh it also talks about policy that the district has that staff is sharing that that's not exactly so. So I would like to um certainly if
you have legal followup how much can what can this district do maximum to these families whose ch whose computers may be damaged or taken stolen by bigger people if they're walking home. Um what is the worst case scenario? and and and
for the school to say, "Well, yeah, we've got take home, but nobody took advantage of if I were a parent in that majority minority school. I wouldn't take a computer home. I don't know what you're going to do. Are you going to come after me for the money that I don't have? Is it going how far will it go?
Will there be legal? I don't know that." And so to find out that, you know, people are doing individual things. Um I don't, you know, I don't think that that is where you want to be. Um, I would I would hope not. Anyway, and then, uh, I know we've asked this on several
occasion. You alluded to it earlier about the repurposing the equipment and technology from the from the schools that are closing. Um, I would hope that you would, in addition to the other survey and the data, that you would consider what this committee found when we went to um, other schools and the
equipment that they were lacking. Um, and they were, I must admit, there was a particularly one school in particular that was being creative. Um, and thought that I guess Prometheian boys would just show up out of the blue because everybody else had them. Um, but you know, the old projector on the wall, I I
get the trying, but there ought to be um a a way to determine who has what equipment. And if you if somebody got passed up, um it ought to be a way that you audit the situation to determine that these folk are be able to get um
extra points or higher up on the list because, you know, these are students that deserve the same level of education that everybody else is getting. Um and you know, I guess not so surprising. These are primarily um it's a majority
minority student, black and Hispanic students. many of them who are um struggling as far as language as far as their parents goes. And so I'd like to um make sure that that the um when you do your repurposing and again they said
we're going to plan we're going to we're going to we're going to but we've been asking for a while because you have some schools who are really in need and I hope you factor in all of the information uh as you make your final decision on repurposing this technology. So thank you. Just to piggy piggy back
on Miss Ellison, I'm I heard uh that there's there's a plan. Was there a survey done? And if there was a survey done and was that part of the plan because I know this district is data driven. So the question becomes, what does that look like in terms of
repurposing that technology um for schools that don't have it? Um and are we are we doing that in in tandem with the redefining? I I I heard something about the the technology follows the kid. Okay. But there are schools that
don't have it at all that when we visited, for instance, there are schools that do not have a Prometheian board. I think there was two or three schools we went to that didn't have it. Are we also talking to the principles letting them know that there is an option? Not even an option. Who can they reach out to if they need something like that for their
schools? Um, you know, when we go to site visits, there tends to be this hesitancy when they come there because I think everybody thinks it's a gotcha when it's not. Um, the goal is to make sure that the district is um providing equitable
education throughout the district, right? So, when we see things and there's some lacking, our job is to kind of take note and inventory on that what that looks like. Um, so, uh, I don't know who has the answer to that and maybe they can give us a follow-up on that. That would be great. As far as the
letter with the technology, we did went to a school where the school and I quote said, "Per district procedures and the parent student I'll provide this to you, Dr. uh Heperin. Uh per district procedures and the parent student use agreement, families may be held
financially responsible for lost or damaged devices or accessories. Was that something when you guys were rolling out the refresh that everybody was aware of that we would be held responsible?" the the the issue is we need to make sure that we have clarity on liability.
We want to make sure that the students get what they need, but if parents are afraid because they will be liable for something that you guys have a contract with, and I'm assuming you guys have insurance on, um how do we mitigate that? Because we don't want to lose. I mean, the school that that provided this
letter, they're they have uh what was the percentage again? um in terms of black students and Hispanics% >> 52%. >> minority majority as Miss Ellison mentioned and if those parents are not opting in and they don't want their kids
to bring it home because they don't want that responsibility, how is that equitable? Um so I just wanted to piggyback on that and just emphasize the >> language >> and the language. Yeah. because we we do have schools that have high percentages
of Haitian, Hispanic. Um, this wasn't even in different languages. It was just straight English. Um, and so the concern is I'm not sure parents understand what that roll out looks like. Um, for those for those communities schools and also
the li the liability. I think that there needs to be some sort of verbiage that's sent out for the entire district that we understand what that looks like. Um, and I'll turn it over to Miss Well, it's not Miss Hansinger anymore. What is it? It's Mrs. What?
>> Mrs. Rubsky. Thank you. Um, so you heard me speak yesterday. Um, and my, um, major concern with the district decisions of cut offs and layoffs are are mental health aspects of
it. Um we need to make sure that we are picking up the pieces of where these guidance counselors and these counselors in the district where they were placed that it's you know these kids are looking forward to seeing these individuals and a lot of the kids do not know that their favorite counselor or
this mental health um you know advisor or therapist have been let go. So I want to make sure that we provide a safe haven and a safety net for not only the scholars but also um our staff, our
principles and those who are like I said boots on the ground with students every single day. um the whole entire year uh we went over resiliency. We had our courses and um it it's so important in
terms of how kids are responding to um these mental health crisis trauma in their life and making sure that they can go to those individuals not just in a course on Canvas but they can actually have access still to um these resources
for mental health. It's really important that we tap into not only um school staff in terms of administration, but also teachers. We have to have some type of, you know, better training if you're going to eliminate all of these jobs.
It's really important. We are stressed. Parents are stressed. I'm a parent. I'm an educator. Um, and as like I had stated yesterday, uh, we all wear many different hats and there's only so much that us teachers and staff and parents
can can, you know, take on. Parents rely on us on the district for so many things, for babysitters, for doctors, uh, mediation. Um, you know, it's really important that we continue to uphold uh one of the most important things that we
fought for all of those eight years ago. Um, whenever we had our the Stillman Douglas tragedy, we want to make sure that we don't have to revisit those things again. Making sure that we are focusing on scholars, on their mental health, and supporting those staff that
um, unfortunately had to be let go because uh, the budget. Thank you. >> Um, did you want to say something? Okay. So, I just wanted to before we go into questions with the uh the board, I just
want to emphasize disparity and discipline for black students and Hispanic students. I want to make I I need to emphasize this because providing percentages and the percentages haven't changed um should be very concerning to everyone in this
room, right? Um the ongoing disparity and discipline along against the black students and Hispanic students um is a systematic and subjective factors that with implicit bias. I'm not sure how it works with the government system in terms of implicit
bias training. I think I've been saying this since I've been a chair that why do we not have these trainings? Um, however, after your vote yesterday, the um the PBIS specialists have been
eliminated, right? These were uh individuals that were here to be on site to do uh coaching based on analysis of behavior students. this would foster an environment of equitable and supportive environment. Now we don't have that anymore. Um what's the district's plan
in order to um give give some support where that is concerned? I don't know how that is not a thing or that is not important as majority of our black and brown babies are being punished because of behavioral issues. Um,
I mean, national research links disparity to implicit bias, inconsistent enforcement, and structural policies. Um, I don't know how else to implore you to really kind of consider
how discipline is implemented. Um, I know that Jod's department re, you know, uh, reviews the discipline matrix. I know that they're trying to work hard currently, um, getting information from principles andor those who are in charge
of creating referrals um, or part of the behavioral threat assessment. Um but there's flaws and because of the flaws majority of our students who are high on the toten pole for punishment are the ones who are the recipients of that. So
I just want to implore the the the uh board to make sure that this is a high priority for them. Um, as a black woman, it's very disheartening when you see
your you see children that look like you that are constantly misunderstood for whatever reason and everyone just goes along to get along. Um, and I know for majority of of teachers that is not
their um their view. However, numbers don't lie. Um, and so I want to make sure that I press upon you. Um, that we really take a good look at that, especially now since we're losing students. Um,
just make this a priority. Um, it's very disheartening to watch when we go to the schools and we do uh and we don't just go to schools in in zones. We zigzag across the district and we do that intentionally because we want to see um in real time what does that look like in
order for us to have a very comprehensive report. Um and we do see great disparities affluent neighborhoods their concerns in terms of um
when there's question when there's issues with their buildings and all that they get to get their responses fairly quickly versus schools in um not so affluent areas. Um these are not these are not things we're making up. These
are things that we actually see. Um, and I know that the district is un I'm almost positive you all know that there there are things that are falling through the cracks and then I'm almost positive you know that this is what's going on. This is happening in real time. So,
we're in 2026. The CCC settlement was in 1990, I believe. 99. Okay. Thank you, girl. Um, it was still in the 90s. um this this shouldn't
be an issue for us. Um we want to bring students back. We want kids to come back into our district. We need to start acting like they're important, all of them. Um I can I advocate for those who can't advocate for themselves because we
have to. Um and I've always said this and I'm going to say it here. Anytime the marginalized group fight and advocate for something and they get it, whether it be through policy, whether it be through legislation, everybody
benefits. Everybody, not just the marginaliz group, marginalized group, everybody benefits. It's almost like having a cake and having the icing on top. Anytime we do something and we advocate for something for us, everybody benefits. So, with that being said, I
think that the district for the most part, I I believe you all see it and you're trying your best to mitigate some of these issues, but from 2008 until 2026, when I pulled the last report to see what that percentage was, you were
off by 2%. That's not enough for these students to be consistently throughout the years having the highest number of discipline issues. I you all have to take a look at
yourselves where that is concerned. You have anything to add? Just very quickly, I wanted to uh ask the district as you consider tools and I'll use for a lot when it comes to discipline oftent times you know trauma
and the way children students process trauma is a lot different and so if you have for since Mike is back there city of Fort Lauderdale has paid millions for this shot spotter that tells you where the shootings or whatever there are when there is violence in the neighborhood
you see your friends your family children who see that they act out and so we have asked just a single thing since you have this partnership you have Fort Lauderdale and get I'm just using as an example on your campuses if there is a violent crime adjacent to the
school around the school in the neighborhood to share that you don't have to give specifics but share is who's who but if there is something happened in the neighborhood I think that the principal or the AP in charge of discipline should take into account
that these children have seen trauma they may have been even it may have been a family member that has been a victim of these things that have happened that they may have a tendency to act out not as a way of just being you know to act out but as a way of communicating that things have happened and that they're
struggling that I think those are things we we ought to take in the district ought to take into account when they're seeking to punish these children for you know acting whatever they're acting and so we're not talking about violent crimes we're not talking about any of those things we're talking about children who are acting out in a way um
that victims of trauma is usually I it's a tool doesn't cost you anything but some time but to strengthen and and change the relationship with law you know with law enforcement to provide information that could be very helpful when it comes to uh dealing with children and discipline and certainly
the way that they act and I can say that I have uh spoken I meet with the chief of Fort Lauderdale um on his advisory committee once a month and they are willing to provide that information because it affects the community and our children. It just has to be a willingness from both sides uh to talk
specifically on that issue. I know you meet on other things, your folk, but this is extremely important and it affects all of our communities. So, I would hope that you would uh give this cons some consideration. So, thank you. >> Um I had a question for staff. How many wellness um centers do we have on
campuses? I I think that's going to be at we can you can let it sit there and so when they take over then they will think but just say that's a question you want to >> and I know attorney Dri Bruno Bruno wanted to say something. >> Well after after the committee's
finished I do want to say something. >> Um I think we're done as as long as this is going to be something where we can say something too and y'all just don't say nothing and talk at us. If we can respond to certain things and give some clarity we would appreciate that. Thank you.
So I just wanted to um put some legal uh guard rails to ensure that um both the committee and the board understands their statutory obligations. Um we will make sure that the district is in compliance with Florida statute
100.05 which uh you may know as the individual with freedoms act bill. So things such as implicit bias is something that does not comply with that particular statute. So I want to make sure that there's guard rails for the board in this
discussion. Uh in addition to that any um discussion that we have is to promote title six of the constitution which is I'm sorry not the constitution but the 1964 uh civil rights act which is to ensure that there's no discrimination
across the board based on race etc. So we want to make sure those guardrails are there and then the board can have its discussion. >> Mr. Sea, >> thank you. >> Thanks to the committee for the report,
the recommendations and the presentation. Appreciate your work. Um Nik, I I want to make sure I understand this laptop thing. Uh are you saying there was a school that issued a letter? Oh, you have copies. Great. Because
that's that's Do you have copies of the letter? >> I do, but I only have one of the superintendent. >> Well, forget the superintendent. I want to see it. Um, but but while we uh while we get that and Howard, I'll share it with you when I'm done. I I just want to make sure I understand because I know with a
lot of these laptop programs, we make the insurance um program. Thank you so much. We make the uh insurance program um that covers covers the laptop. Was the issue here? And and I'll obviously have to scan this very quickly. Uh was
the issue here? We were giving the kids Well, I'll leave the name out for now, but we were giving the kids at the school the laptop with a letter that required insurance and some sort of threat that if it breaks, in addition to the insurance,
you're going to have to pay $400. >> No, that was given prior to giving out the laptops. And so the parents had to agree and if you opt into that then you would get the laptop. >> So you're you're and again I haven't read
>> read the bottom the last the last paragraph where it mentions the the policy that's on that the district has. >> Okay. So you are basically obligating yourself to pay this total replacement
cost of $366. So roughly $400. >> Correct. So what about the insurance programs that we have or offer? Is that is that not in play on top of this? >> So the insurance programs is mostly for repair of laptop. I think uh for the
most part sounds like there's some inconsistencies in how letters are coming out from schools. Uh but as far as uh damage uh irreparable uh things that happen to a laptop, if it can't be
fixed um by the vendor or probably fixed by us, um it is typical for students to um have that on their obligation to replace as well as the charger too. I'm I can tell you I'm very familiar with the Chargers as a dad. Um but yes, so uh
not typ not not not it it is typical um for if it's uh can't be repaired at all for some intentional damage to a laptop that it does go into obligation but um and and Trey if you want to add anything to that.
>> Sure. Trey Davis, chief information officer. Yeah, our insurance by default does not cover accidental damage. So if something occurs with a student using the laptop at present until we get accidental damage covering coverage for the next fiscal year that would be an
obligation of the family. Um unless uh it is uh and I heard some reference to that. Um let's say a police report is involved. U if that's the case and that is delivered to the school then then they wouldn't necessarily have to cover that.
>> Okay. So, so I'm I'm assuming was the intent of this letter, and perhaps it's not the greatest written letter, but was the intent to just basically tell parents that if you have the insurance on the laptop and something happens to the
laptop that's outside of the coverage scope for the insurance, you may be liable. Is that why we're sending out these types of letters? >> Correct. So I I and um I've seen the letter before um you know in our investigation, but I think um it's not I
think one of the issues too is not consistent across the board as far as all the letters that have been sent. So I think that's part part of the issue right here is also inconsistency and how um that specific letter was sent and um probably uh overexpressing a certain
intent versus another intent. >> Okay. And maybe the the the better route on this is to have a district letter that breaks down insurance, what's covered and what's not covered because I I'm reading this >> um and again very quickly trying to
digest on the fly. I I'm reading on this and it does this letter and it doesn't seem to be making the distinction. Like I get the fact that you know you have insurance for things and if it's outside of the scope of the insurance or there's an exclusion or whatever it may not be covered and and I may have to come out
of pocket for that. I get that. But that's not what this says. This B, the way I read this is if you want a laptop, anything happens, despite the fact that you may pay for insurance, if anything happen, because this is any issues, >> losses, theft, damage, like this, this is like super all-encompassing, right?
You're going to have to pay the $400. I I think we need to do something to put every parent at ease whose child has a laptop, right? That basically saying, "We have insurance. Here's what it covers. if something happens that's outside of the of the insurance policy,
you may be financially liable. This this is not that. >> Well, I think the remedy to that um you just said it in a couple of sentences ago is actually sending a district letter to through the schools and not letting the schools send individual letters. So, >> that discretion is >> so we don't have this specific issue
moving forward. So, it'll craft a letter at the beginning of the school year uh when we start redistributing um laptops again because we're in the process of actually collecting for the end of the school year and for >> Okay. Y >> cuz I I I get I get obviously um the concern, but I I also think an additional concern is what the hell am I
paying for the insurance, right? It doesn't sound like it's covering anything, right? So, Okay. Well, I appreciate the explanation. Would you like me to retain this or return it to you? >> Well, that's for Mr. That's for Dr. Superintendent. >> Okay. Well, I will personally deliver it to Dr. Superintendent. Yeah, we that's what we wanted. We
wanted you guys to send something out in a general sense for everybody because I think parents need to understand that there is a liability and we need to know what that looks like. >> Pardon? >> Yeah, that wasn't done initially. So, um
um I think I think the assumption was that the schools had I I don't know what that was, but I'm just saying there needs to be some clarity for for those for the parents with the liability when it comes down to stuff like that cuz that that's partic that particular school no one opt in at
all cuz they just didn't feel comfortable doing that. So, and uh and that's um unfortunate because I think majority of that that population needs that laptop at home to get school stuff done and and and all that. Um so that's that one thing.
>> The multilanguage is that possible as well because most of the families there are, you know, black and many of those are Haitian descent families and there's a large Hispanic population is there. So, you know, we're looking at this letter. Um, and I would imagine that
they don't want any smoke with everything that's going on right now. So, that was and there to say that's policy. That's very frightening to a bunch of people. >> No, that's noted. We'll we'll clean that up for the upcoming school year. >> And and if I may just in close, um,
Erica, you were asking a question. I'd like for you to ask a question so we make sure we get an answer. >> Got it. Um, just to piggyback just so we're all clear, we have to be one united school board of Brower County. So, anything that goes to the schools,
it has to come from the top. Like just I have I can't stress that enough. We have to make sure that we are all on one accord. It doesn't go to one school and this school because then there's you know you got schools will pin stuff on one school and say we all have to be united. It has to come from the top
letters so that we are moving forward uh with communication with positive communication. Um yes, my question was how many schools have wellness centers um in the district? >> Okay, good afternoon Simone Hollingsworth. Four are school or
district supported. Those are at um just let me double check McNuckl Parkway, Deerfield Beach High School and MSD. and then two are community um run with CBCI and that's at Dandy and Elely. Would it be possible to maybe um expand
that considering that we let go a lot of these positions um in mental health if we can have you know more schools that have those um outreach centers considering um there's a lot of people that lost their jobs um and I want to
make sure that they have um some type of safety net um I know there's a hiring freeze but you can't really tell people to go look for a job when there's a hiring freeze so if we and you know get some resources together. I mean there's a lot of schools that have um classrooms
that are not being used. There's a lot of people on campus that are resourceful. Um and uh we want to make sure that uh we are advocating for children and that there's a safe space for them uh considering the losses.
>> Yep. That's actually noted. We're actually working with uh a partner to try and expand more community- based well wellness centers. >> Thank you. >> Thank you, chair. >> Thank you. Public comment, Jack. Jackie
Liskum. >> Thank you. Um I know the CCC settlement was uh fundamentally about a school desegregation agreement tied to racial balance. Um I just wanted to um broaden
the lens if I may to also include um other subgroups and in my case I'll talk about disabilities. Um I know the work of the diversity committee these days also speaks to those broader issues too and I commend their work and um their responses to this report. Um in the
disabilities world we do have some common and overlapping issues that are raised in this report. So I'd like to flag a couple um one being um concerns that uh these good folks have aired as well. I'd like to echo about the folks that we have lost now as a result of
yesterday's vote. I know there is some reorganizing going on at the districts but if at district um sorry regional level to put support closer to schools but it's not clear what that plan is. So all we're seeing is that tranches of
really valuable staff like um the PBIS teams and mental health folks and behavior teachers and student support um specialists are being axed. Um but we don't know well how is those are those gaps being
plugged? we're just hearing, well, we'll be okay and others will pick it up. There has to be a plan, otherwise we can't believe um that it will be p picked up by others who are already doing full-time jobs. So, seeing a plan for um training folks uh plugging holes,
taking up that slack and still servicing students is going to be important. Um also under the discipline section um in this report it it mentions about suspension and I want to mention again the um tendency in some schools to pick
up the phone to parents and say take your kid home we can't deal with them today. Um that is a suspension a backdoor suspension and undocumented suspension. So when I hear in this report about um about how the department
Jod's team review daily um things like referrals and suspension data what is happening about these undocumented suspensions and the answer is that um as far as we see kind of nothing. It's a hard thing to get on top of but
it is something we've jumped up and down about um a lot of times. It feels like there needs to be a deeper audit and review of the data coming in and different mechanisms for ensuring that schools aren't doing undocumented suspensions because they are. I see them. They come to me and that we've got
cases now in in contention and people being told, well, we'll do an investigation into how this uh happened to your kid, but we can't tell you the details and the outcome of our investigation. So, the parents aren't getting that transparency and accountability piece for when things are going um wrong on that front. Good job
to the committee. Thank you. >> Thank you, Miss Dupri Bruno. >> Yeah, I just want to make sure I put something on the record. Um, having reviewed, excuse me, the CCC settlement agreement as well as the attachment. Um, this is a very clean agreement. It does
not specify anything with regards to race. So, just to um for the public speaker, this agreement applies to all students to make sure that everything is equitable across all students regardless of race. I want to put that on the record. >> Thank you, Dr. Zean.
>> Thanks so much, Chair. Um I think the the general tone of this report is really important to think a little bit about because an organization in motion is an organization at risk, right? Yesterday, we did eliminate a thousand positions of Broward County School. That's a lot of motion and there's a lot
of risk, not just a mental health, not just equitable outcomes and equitable treatment, but every function in in Broward County schools lost that and that was intentional. You know, the superintendent put together a list of a thousand positions that he thought would have the best team left on the field to
go out and win back students and deliver for the students in schools. zero positions taken out of schools which is great uh in the sense that um you know it reflected the strategy that I think the board uh made uh very clear but an organization at motion is an
organization at risk and so we have to double back and think about mental health and we have to think about even academics and we have to think about technology and other things that we intend to do well but a whole bunch of holes just were created in the system and we have to double back and make sure that we're not taking more risk than we
thought I was wondering uh Dr. Washington if you can help us with one thing that would be very helpful. What is the evidence about disproportionate school disciplines between members of different different racial or ethnic groups? >> Go ahead, Dr. Washington.
>> Good afternoon, Jod Washington, director of school culture and student support. Um Miss Pierre is accurate. the there is uh disparity between our um white students and our um black and Hispanic students when it comes to uh external
suspensions. Um our black and Hispanic students are historically suspended at higher rates than our white students. Uh this is not unique to Broward County Public Schools. This is a actually an issue that if you look in the research will show up worldwide. Um, so it her
statement is accurate. >> Terrific. And I think that the evidence worldwide also suggests that it's not just race and ethnicity, it's religion, it's sexual preference. It's there there there's tremendous evidence that others uh are treated differently and uh it's
it's awful. Uh I don't in some sense I don't really care that it exists in the rest of the world. I don't want it to exist in Broward County. Is this true both in terms of discipline and the punishments for discipline or or one greater than the other? >> So what I would say to that is we do have a discipline matrix that controls
um what what can happen if it is this then this is the consequence. I think where um it gets tricky is the how the behavior is interpreted, right? >> And there's also research to suggest that our black and brown students, the
behavior of our black and brown students is interpreted more harshly than that of our white students or our other groups. Um we could say the same thing to your previous point. And so there is control in terms of if if it is coded this then
that is what happens. the um flexibility in the interpretation of what it is then leads to disparit outcomes in terms of the discipline. Some things that we've put in place to help mitigate that. This year we did we have an open lab, a hot
lab every single day that I have staffed um from 9 to 3 as well as phone numbers. They can call me anytime. So we consult with administrators all day every day about incidents that happen on their campus so that we can provide them with consistent guidance as to what is
happening. But again they have to call in. I I don't know. There could be an incident happening at a school right now. I don't know that incident is happening unless they call into the hot lab. They call one of our numbers. we see it in the system and then we can go back and review um the written referral
and then we can see if okay well this actually more fits that than this and then we'll call and we'll consult and we help schools make those adjustments when necessary. Um but this is one of the things when you have 200 plus schools um processing discipline one of the areas
of containment that can be difficult >> and could you tell us what kind of training there is available for primarily teachers and then administrators uh to try and I mean I'd hope we're our attempt is to eliminate that um characterization based on race,
ethnicity, anything else. uh what do we do for teachers to try and nip it in the butt at the very root? You know, that's typically what the the original observation is made by and then how about administrators in terms of, you know, coding and dealing with it. What do we do to try and eliminate that uh
and hopefully minimize it to the extent possible? >> So, I'm going to start with the training we do for administrators. Uh we do every single year. We have the training. We start with the most severe incidents which are assessor incidents. We ensure that our administrators know the assessor definitions and the reporting
requirements associated with that. And then we go through different scenarios to help them see h how do you best code these particular incidents. In any given scenario, you could probably apply three or four dis different disciplinary
codes, but our code of conduct requires us to report the most severe incident. Um, and so that is the training that we go through with administrators. We also provide uh tier one uh PBIS training, positive behavior intervention support
training um about creating a positive school culture. Every school has a schoolwide positive behavior plan. They have four to five different um I don't want to call them rules, but like guiding principles. Um I'll be
respectful. I'll um you'll see the posters when you go into the schools, I'm sure. Um, and then they have classroom lessons that go with those that the teachers are supposed to deliver. This schoolwide positive behavior plan is also voted on by the
school's faculty as well as the the SAC committee. Um, and so that is part of what we do from like the the administrative lens down. As far as the teachers are concerned, we do have um tier one classroom management training from the district. We use a version of
the CHAMPS training um to set standard um expectations in terms of how you manage a classroom. But beyond that, we also offer a variety of classroom culture type trainings. Um again, making sure to the general counsel's point earlier that all of our trainings comply
with state law. Um because the research will tell you again that a lot of the disparities in discipline are a result of implicit bias, but that is not training that we offer. Um but we do offer strategies in terms of how to create welcoming and inclusive
environments for all students. Um how do we gather student voice so that they have more ownership in their classroom environment and and research will tell you that when students feel they have ownership in their school and in their classroom environment and that it is a place that they are loved, accepted and
belong that they are going to have better behavior. They're going to self-regulate and they will also help regulate their peers. Um so those are some of the trainings that we provide to teachers in order um to help manage uh the behaviors. We really try to take a
more proactive approach as opposed to a disciplinary repo approach. We can't suspend our way out of a behavior problem. Behavior is communication and we have to really take a look at what message the student is communicating with their behavior because you can't
punish trauma out of a student. you have to address, you have to meet them where they are, that doesn't mean that they don't get consequences for their actions, but if all we do is consequence them, consequence them and we don't intervene appropriately, the behavior is going to continue. And so that's a lot of the message that we spread um in our
trainings as well in collaboration with the other departments within student services. >> Can I just interject? The the trainings, is that mandatory? Is it voluntary? >> The trainings for administrators are mandatory. Um the training for teachers is voluntary. >> Okay. Thank you.
>> I appreciate that, Dr. Washington. And I'm, you know, excited about all the things we're doing. Last question I have is over the last, say, five years, have we seen any closing of the gap between in racial or ethnic disparities between uh
discipline um observed and reported versus and disciplined punishments. >> I will say there's been minimal change in the gap. um some day some years you may see a greater closing than in other years. Um that has been a consistent
effort of mine. I've been in this role for about three and a half years now. Um and I have been working hard towards closing that gap, but I will say there's been u minimal progress towards closing the gap. >> I appreciate all that you're doing and
and you know having a place to call and get counsel is great. We're a big district. We still have 187,000 students. So, one office 9 to3 doesn't sound like that's really enough resources to give people the kind of support they need. But you feel
comfortable that if you needed more, you would come back uh through the superintendent and ask for more resources. I do feel comfortable that that having the team that I have um can manage the the calls that we get. Um and we just
continually work with schools to ensure that they are using the resources that they have available to them, especially when we have the higher level incidents that result in external suspension. Not every incident needs a call to our office. you know, if you have two kids that are joking around in the hallway
and running, I you don't have to call me about that. >> Um, but if you have a large fight, um, and there was pepper spray involved, like, call because there's multiple students involved and not every kid gets the same consequence. They get consequence for their involvement in the
event. And so things like that, um, we consult on. So we don't consult on every single event that happens. We don't need to. Um, but the big ones we do encourage our administrators to call I I'm I don't want to characterize your uh efforts as being insufficient. Um there are a lot
of world-class school leaders, APS and principles that are very experienced and know how to do do this almost to your level. There are directors, there are regional superintendents. Um there are even principal colleagues I've seen people call and say, "Hey, this happened. Can you just give me a head check? Make sure I'm doing the right
thing here." So the system really converges to try and get to right. I'm very very confident of that. Uh but the rate still suggests that we're not where we want to be. and I appreciate you to continue to work on it. Thank you so much, chair. >> Thank you, Miss Thompson. >> Thank you, chair. And I will have to
leave after my comments for a family situation, but I wanted to make sure I brought up a couple of points. I really appreciate your guys' work on this, especially bringing to our attention the laptop issue because I don't think that was anyone's um intention to have that
barrier for that resource for our families. Um, and I want to also note that I know we made a lot of mental health changes during the org chart and there will be a lot of changes to that. Um, our school
counselors and our school social workers are still at our schools, but I would like to see a followup from staff on once you guys get everything together, what that plan will look like for our schools, individual schools, so that we have um we know what mental health
resources are still in each campus. So, we can ensure equity if that's possible for a workshop to come back to the board in a reasonable amount of time for you guys to pull it together. Dr. Heard, >> was that for a workshop or a follow-up?
>> For a workshop on how we're going to do mental health in our schools now that that department has been reorganized. >> Okay, gotcha. Um, it'll most likely be sometime in July. We got a lot >> and that's I understand that a lot of things have been changed. Um, and
there's probably going to be some some different processes in place. Um and then I and also um deescalation training is something that I've keep meaning to meet with staff and then things got pushed back because of the orchart. But that is something that I'm looking into
potentially bringing item in um especially around fighting because there was an incident in my school with pepper spray um to make sure that staff feels comfortable and able and best equipped to deal with those situations. Um, I did
have a question because when I was a social worker and doing BTA's, we were told that we weren't allowed to consider outside factors in the incident that we were evaluating. So, for example, there was at one of the middle schools, there
was a kid who had whose brother was being bullied and he said, "If you don't stop bullying my brother, I'm going to make you stop." And there was a reference to bringing a weapon to make him stop. And so when I brought up different home situations during the BTA
meeting, I was told that that's you are only allowed to consider the incident that happened before you. has that sense and I know it's a lot of regulation by the state on how we can conduct BTA but I do think it's an
important if there's violence happening in the neighborhood or if a kid's being a beat at home which was the situation we weren't allowed to consider that in the BTA so I don't know I just want to get clarity on if my understanding was
correct if that's still the process yeah >> go ahead Dr. Lozo. >> Hi, Dr. Ernie Lozano. Um, chief human resource office. So, that was never the train practice. So, that was an
incorrect training. Um, when the threat assessment team evaluates a threat or concerning behavior, they're supposed to look at all risk factors involved and protective factors. So it could be positive factors, your protective factors,
negative influences, your risk factors, and they weigh all of that when making a determination on if there's an actual threat. >> And is that in the training? Because my understanding and that of my of the team
I was sitting on, that was not the understanding. And I got significant push back from the principal and from the SRO officer in the room that I was not allowed to bring that up. >> If that's changed, that's that's great. I just want to make sure that
>> if there needs to be some some notice given to consider these factors. It's >> it is a section in the day one training that's specifically on protective factors and risk factors. That's covered in the mandatory day one training that all school-based threat management team
members take. And how are we ensuring compliance with that once the training's taken? >> So the chairs get additional training and the chairs and the vice chairs as the leader of the school-based threat
management team. It's their responsibility to ensure that the threat assessment process is done with fidelity. >> Okay. Um, well, I'm glad to hear that that's not standard practice. Um,
and I also just going back to the mental health because I know students talk about and I want to call it reimagine and I don't think that's it's been a very long week. Um, that program that students what is it called? >> The not thought exchange
>> rethink it. >> Yeah, rethink. And I know there's I'm going to be having discussions about rethink uh with staff after having discussions with students that it's not a helpful wellness some of them think it's not a helpful wellness tool. So how
to better give students actual persontoperson support and not um computer to student support. So that is something we're looking into as well. If I could, Miss Thompson, >> I know that that has been feedback from the um student groups throughout the
year when we've met with uh Landon and Jacier and others and also the speak up, speak out uh sessions. So, the team has been exploring different options for that to bring forward for next year um that are better in alignment with what we're hearing for feedback. >> Yes. And I'm excited to meet with you
guys. >> Thank you, Miss Hixon. >> Thank you. Um and thank you for the report and for coming today. I have a couple of questions mostly for the superintendent based on things that you said. So one of the things that was brought up today was about resources for
parents that when students are baker acted. So can you tell us are there resources provided at this time? >> Yes. Uh Miss Hollensworth, >> I'm going to have Miss Summers come up to the microphone real quick from our suicide coordinator team. Thank you.
Hello. Um yes, there are resources provided to parents. Um after a baker act happens at a school um the ask is that schools um have a safety plan with the collaboration of the parents and
also the student to make sure that the student is being monitored and that schools and families are able to communicate about what's happening after the Baker Act. any referrals that need to happen. The school also does that as well and just kind of follows the
student and the family throughout the whole process. >> Okay. So, what do those resource like give a couple of examples of resources that would be provided to the families? >> Do you mean like physical resources? >> No, I think the question that was being
asked is if your student is being bakered, there's obviously some kind of concern about mental health. So, are we providing them list of names of counselors that they can go to or uh right I'm think Miss Ellison that's what
you're asking for. What kind of organization like for example Eagles Haven is a place in the north that they could be referred to to be able to do those things or Deerfield Beach High School that has a a wellness center. So, what do we provide families when their
students are are being bakeracted? So once they leave the facility they have information of what they can do next. >> So based on the situation every situation is different. We have um BBHC that we work through that has over 20
agencies that we work with in the committee in the community. Um, part of the mandatory actions after just a suicide risk assessment, including a Baker Act, is referral to a social worker. And social workers then work with families to then provide referrals
and resources based on their needs. >> Okay. >> Social workers, y'all ain't got no more. >> Thank you. >> That's the ones we talking about. >> What did you say? >> I said, "Is the social workers?" Y ain't got no more. >> No, we didn't get rid of any. >> Oh, okay. All right. Just checking.
So, and and to to Miss Grant's point, are those referred social workers in school or outside of school? >> In school. >> Okay. >> Yes. >> Thank you. >> Thank you. >> Um, so >> may may I ask I'm sorry. So for the parents that's great for the kid but if
you're a parent and your child has had this issue. So what is there a resource for the parent so that they can understand and deal because obviously >> more often than not you don't see it coming and so is there a resource that could be provided for the parents to
deal counseling that sort of thing. Thank you. Sorry to interrupt. >> Thank you. No, and and that makes sense because I know like in threat assessments, it's a law now that you have to provide the families with information even you have to provide information for the students, but also you have to go to
the families. So, um that's a great question. So, do the parents have information of where they could go to seek like peer groups maybe or or something along those lines to help the parents get through the trauma of having
a student who's contemplating death by suicide? So we have community agencies again through BBHC that based on an individual basis that you know families are referred to for different services and we also have family counseling which we also offer free therapy and they work
with the family as well to provide counseling not just to the student but to the family. >> Great. Okay. Thank you so much for that. >> Thank you. >> Um I'm going to stay on that line for a minute. So, I've actually had this conversation a number of times since
I've been here and and I know there was a House bill. I think it was a House bill that was trying to go through about trauma training for teachers because you do have to to look at students differently when you know that there's
some kind of trauma. You know, they act out differently and it isn't really a behavior. I mean, it is a behavior issue, but it's tied to something that is frustrated with it. So, what do we do as a district? I know you mentioned that
the trauma training for principles was mandatory or administrators, but what do we provide for teachers? And if I'm not mistaken, I don't think the bill ever passed, but I know that there was a bill going through the House to require teachers to go through trauma training.
So when I reference the mandatory administrator training, it is not a it is not a trauma training. It is a training on how um we process discipline, how we look at discipline, how we interpret discipline, trauma, a discussion of trauma and how it can
trigger behavior is part of that. Um but it is not a trauma training. I want to be very clear with that. um offer that >> um my department does not I don't I I'm not sure if there's training offered
through other departments that focuses specifically on trauma responses and my department also again we work with teachers. The training we provide to teachers is around creating a welcoming and inclusive classroom environment but it it is not specifically rooted in
trauma-informed practices either. >> Dr. Dr. Heepburn, do we have any kind of training? >> No. Um, I'm not aware of any training that is specific to trauma for teachers or adults. We'll have to do some research on that one.
>> Because there was actually a group who was willing to do it for free for our students. Early on I had been asking about this because we do find that a lot of students the behavior that happens in the classroom is due to trauma that's they see in their neighborhoods or you
know is happening at home. >> Um and I think it would make it better for everyone if there was a way for us to be able to train our teacher teachers to see it. it would just make it better in their classrooms even because they'd have a better way of of being able to
identify and and divert the issues that were going on. So, >> so if you pass along that information that you have, >> I have to try to um we can do some research. >> Yeah, I think they were through I think it was through FIU, but I I'll find out. Um and to answer your question about wellness centers, I think um Miss
Hollingsworth missed a couple of them. Cross Creek has, if you remember, Cross Creek has a wellness center. or they were part of a neighborhood grant that was received and I'll just say going to schools. A lot of them have I'll call it a sensory room. Maybe that's not the
right term, but it's a place for deescalation of students. They all they all call it a different name, but there's puzzles in there and and like loud music or drums or maybe it's a co, you know, I so they're all they all have
different names, but um also the wellness centers as Dr. Um, Heppern mentioned we are trying to open more. That was also something that was really important to me. And when we saw the beach house at Deerfield Beach said there's a lot of stuff in the north area
of the county, but there's not a lot that's in the south and central part. So, the goal was to get it in the south and central. So, we have those wellness centers at um William Dandy now, but and those are really to bring physical and
mental health in one place. So, it's also like if you need to go for a physical because people do that, right? But when you're feeling sad or feeling like you don't fit in, you don't typically think that you have a place to go. So, the whole intention of those was
to to bring it together so people feel comfortable enough to seek out when they're when they're not feeling right in terms of their their their thinking and, you know, the different things that are happening, not just in their bodies. So, I appreciate you asking about that,
but I think a lot of schools are trying to do a space on their own for the mental health piece, which is great. A lot of them do little grants and stuff. Um, and I'm just mentioning Cross Creek because it was a big one. It was like $25,000. They have this fantastic room that has
those things you step on that the water goes. Those are my favorite things. Um, and you know, different music and stuff and it's a pretty big room and they were very excited about that. So, I didn't want that to go by without us acknowledging it. Um, and the last
question I have for the superintendent is we've heard a couple of times about equipment from schools that are being closed. So, can you tell us what the plan is for that? Because let's say there's a school that has Prometheian
boards that's closing and the school school they're going to has them. So, that wouldn't make sense to send them >> to there. But you know there may be other schools that don't have any. So how do how are we going to move go about doing >> um the IT department um as well as all
departments for any equipment be it IT equipment machine equipment whatever the case may be they have inventory of of what's available at all the schools. So if the school that that is absorbing the students from the closure is not in need of that equipment then the team will
look at the uh the need of other schools that don't have that equipment. >> Okay. Great. We are aware of schools that don't have Prometheian boards or you know whatever. I think it was like recordex or what I've seen like several different types of boards out there. So the the IT team has that information and
Mr. Dorset team has uh information for other equipment too. >> Okay, great. And just the last thing, I know you we didn't mention it here because of the security piece, but I look forward to seeing the concerns you had and I hope that the superintendent
and Chief Gregory are looking at the input that you had because, you know, they can't be everywhere and I think it's really important to know what those concerns are. So, thank you again for your time. >> Thank you, Miss Pulman.
>> Thanks, everyone. Glad to see my appointee here today. Thank you for your service. Um, I wanted to go back to the laptops and I apologize if I missed this. Um, but we will be doing a
district-wise policy on this. >> Well, uh, from what I gather from, um, the diversity committee is there's inconsistency as far as the information that's being sent to parents, right? Um, >> so we have a district-wide policy. So, we have district-wide policy, we have
district-wide practice and expectations. So, for us to alleviate the problem that Dave uh just articulated to us earlier, we will send something centrally to all schools to be sent to parents. >> Okay. So, just and I I don't have the policy in front of me, but um to the
point about having to um pay for damage to computers and the issues with warranties and potential insurance and all of that. Um and I understand that we don't want to tell
everyone, hey, you have this, do whatever you want with it, drop it in the toilet and whatever. But at the same time, I the purpose of the exercise, why we bought these computers in the first place was to make sure that everybody had a computer at home. >> Correct.
>> So if the if the threat of having to pay back for damage for and and I mean listen, I as much as we would love to be able to control our kids, we know that we're not going to be able to control I can't even control my own self dealing with my own stuff. So is there a way
that we can address that? Because if we're if the if the financial barriers still exist, then we didn't really need to buy the computers because the people that can afford computers can have computers and the rest of the people aren't taking advantage of it.
>> So, it it is typical um right as far as it exists in practice. um if it's damage beyond repair for you know just doing something egregious that and that it's not just a computer too it's all ancillary device if it's a a charger or
whatnot it is typical that that goes on a student's obligation in the in the families uh um you know are expected to pay for that um so I know uh the IT team is actually researching to actually acquire accidental damage insurance
which would make it cheaper um for uh us to replace a computer. Uh cuz the insurance that's um on the item um is actually about more about repairing and things like that, not so much about accidental damage. Um because uh the the
manufacturer, the vendor is not going to repair it for accidental damage. They're going to repair for based on use and things like that. So we're trying to find a mechanism um to alleviate that burden um not so not such a high financial burden for to families. So
>> yeah, because the whole I've thought this from the beginning. We're providing education online, especially when you get into middle school. Like it's important that you have the laptop and so
>> we're purchasing the laptop so that everyone has access to be able to do their homework at home. Um and then if you can't afford to take the risk, >> Yeah. then we basically have a bunch of laptops we can't use because I mean sure some people are going to do that but
they could have bought their own laptop. So I >> it there's there's got to be a happy medium where yes you're taking on a f some kind of responsibility for it but maybe it's not so ownorous that it's preventing people from taking the y
>> computers for the purpose for which they were per purchased. No for sure. Also, I mean, obviously as you slide and as they get older, then the value is going to go down. And really, after you got out of year one with a brand new laptop, the value is kind of >> Yeah. >> minimal.
>> But can we work on that? Cuz I >> They are working on that. They're already working on that. That's already in in their queue of um acquiring accidental damage insurance. So, they're already working on that. >> Okay. And I and I don't want to really say I mean, you know, there's other
obligations that students have that have been forgiven. You know, we've we've prioritize certain things like food. Um, and then access to education would probably be the other big one that I would say that we maybe look at through
a different lens. Um, >> you know, there's a balance between responsibility and I understand that, but also accessibility and the purpose of it. So, um I'll look forward to seeing how how we write that up. Y >> so that we can have a better policy on that.
>> Um so I I wanted to talk about wellness centers. I love that you brought that up because McNickel Middle happens to have a fantastic situation. Um, and I don't they have I think four rooms dedicated
and they have different mental health support that speak Creole, Spanish, and English. Um, and if that I don't know what the cost is to that versus a different option, but that's I mean I've seen it in action
and it is really cool and I I think that that has really helped the school the whole tone of the school since it's been implemented. That happened I think in like December 2024 and it has been very successful and it also helps families as
well. Um maybe we're looking for partnerships already. Well, we have a current partnership that is actually exploring uh opportunities to open up additional um wellness centers that'll service not only just uh the the students and faculty on campus but also community too which in which would
include parents and things like that. >> Are we looking spec like both high school and middle school or more? It's based on feasibility as far as um uh access uh based on the um the
availability of space on that campus um and in some instances a um a separate entrance to to be able to service people who are coming from the outside as far as parents and other community members. >> Okay. If you guys haven't checked out McNichol, there's this really cool um
and that's actually allowed us to have other other um opportunities because we're having the Overtown Youth Center come. And one of the selling points when we gave the two when we were on the tour was that we had the all these um wellness rooms and everything. So that
was already like a great opening for their programming. Um okay. And then my other question is we were talking the discipline and obviously that's very concerning and I know that's been a you know that's just been going on since
2008 at least and I'm sure much longer at time memorial but um I I have a question about like out of school suspensions. Is that a statutory requirement the our policy on that?
>> Miss or Dr. Washington? There is a a statutory requirement 106.13 that requires school districts to adopt a policy of zero tolerance um for certain infractions that does discuss um external suspension as well as expulsion
from school. >> That's like fighting isn't on there. >> No fighting isn't u mentioned in the zero tolerance. zero tolerances around bringing weapons to school, um threats to school campuses, bomb threats, um
threats of mass shooting, um death threats, things like that. >> Okay. So, if you were in a fight, would you have an inschool suspension? >> Our current um >> code of student conduct requires an external suspension for um for mutual
combat fights. >> So, I you know, I I think we just passed this, but this is something um I think we should probably re look at again because to the point, you know, you're talking about people's experiences that are um informing this
behavior. If the if the you know, in a in a perfect world, your kid gets in trouble, they're home, and you got someone there that's making sure they're cleaning all the toilets for the whole time that they're in the suspension. But if you're um but that's not really what's going to
happen. And maybe it's a punishment for the parent because they're not disciplining the child. Again, that's all very philosophical. But if the if the problem is coming from the home, say being on a out of school suspension is a
terrible idea. And I know I just had a situation with a a student that has um like an IEP who got in a fight and he ended up being able to stay in school but he was supposed to go out of school. But it you know there's a
lot of factors that go to that. So is that something that we could re explore again? Is there when it comes up again? But >> so the code of student conduct just came for rule development um on April 28th I think it was. it will come to the board
for rule making on June 9th. But this is one of the things that fighting in particular. Um I will tell you I also um manage the district discipline committee that does convene to discuss changes for the um code of student conduct. And this
is one of the areas that the committee this year um was very aligned on in terms of not having tolerance for violence in schools including fighting. Um, it's also something that our school-based administrators, uh, there
was a a a few years ago, probably 10 years ago, there was a change to the discipline matrix that did, um, reduce the severity of consequences for fighting. Um, and over the last, I think it was two years
ago, we did strengthen those consequences again with a caveat that if parents sent their student to our alternative to external suspension program, so they aren't sitting at home, they're actually going to a an alternative school site for the period of their suspension. Instead of being
suspended for nine days, it's reduced down to five days or seven days depending on the severity of the fight. So, we're trying to offer um the the carrot, for lack of a better term, for parents to engage their child in some behavior intervention programming. Um
but what we did notice that when we increased the severity of the consequences for fighting, the number of fights reduced dramatically. Um and and that was based on feedback from school-based staff that kids when they
would get in a fight, uh a lot of times they were doing it for this, you know, they would get the videos, they would post them online, they're doing it for clicks, they're doing it for likes, >> and so that helped to reduce that. So, >> okay. So, >> it's a complicated conversation. Okay,
we can talk about it out of this, but yeah, I mean the points that you guys are bringing up and the >> it is really complicated because um >> the punishment sometimes doesn't fit the crime because >> I I will also say that
>> a jury's trial on every fight that starts. So that's the other problems that I always tell my kids because it's like I'm not having a jury trial on this. I don't know who started it. I don't know what happened. But fights are not usually the behavior
where we're seeing the disparity in how they're being disciplined. I I would argue that it would be more our simple batteries or our aggravated batteries, things like that where they may be viewed in some instances it may be coded
as a minor fight, but if another student it may be a battery. So I think that's where >> criminal charges for certain people >> not necess I mean we have those they are criminal terms because that's the cessor term but those require um consultation with law enforcement per the cessor rule
but the code of student conduct operates separate from law enforcement action and so we do have the same names in our code of student conduct simply because they're the names that are provided by cessor um but that's where I see more of the disparity it might be called horse
play for one group of students But another group of students, it's battery. So that it's not really so much in the fighting where we're seeing it. Um it's more in some of those other areas. Okay. All right. Well, we can have a meeting and you can educate me on that better so
I can um speak to that more um broadly later. Um okay. Okay. So, those are my questions, but uh I really appreciate you guys going out to all the schools. Um and I'll also look forward to hearing
at some point what the security concerns are. And also, uh Miss Grant knows and I think it's very useful if there are um conditions in the schools, if you call us, we are happy to get on that immediately. like if I if I hear about
that in any of my schools, we can talk to Mr. Dorset and he's very um uh responsive and very speedy if we have, you know, if we take it through the right pipeline. So, just let us know. >> Thank you.
>> Um uh Chair Leonardi, do you mind if I say I have one request from your general counsel and I have three statements if if that's okay and take a couple of minutes. the general counsel. I appreciate you um mentioning the policy and the Florida statute to begin because I know you're trying to protect the
board. Um I'd like to get those numbers of the Florida statute and the policy, please. And then um while I appreciate um the meaning and the reason behind it, um equitable education and the and the
um statements that we've made goes directly towards that. Right. Well, I appreciate what you're saying in terms of Florida statute and policies, but we all know that uh legislation doesn't really um factor in real time and real um tangible items. Um it's many times a
blanket statement. Um but um while it doesn't talk about race, it talks about all students, but that is a precursor to um uh the lack of equity in education. when you have a when you have a group that is
constantly t targeted and and not receiving what every other child does. But I do appreciate you mentioning that. Um that was my request for the policy in the Florida statute. Also um want to highlight that just J just is our student adviser on our diversity group
team and he has been at every meeting very vocal and quite helpful. he's been to a couple of site visits and gave us some insight from a student's p perspective that really helped um with our um report. So, I want to thank you and congratulations on your graduations
coming upcoming. Um the other thing I'd like to also it's sort of a statement but also a recommendation. Um we went to um all three north, Central, and South. While PO has been great, u majority of
the guys that come with us on our site visits have been awesome. But there is a distinct difference between the areas. Um the north area has a great model on how they work and we didn't see that too much in the other areas. Not to say that
the other areas are not working well, but I think that um just a consideration or recommendation to Mr. Dorset is to um really hone in on how North area does their thing, how they work with their guys, how they work with their groups.
Um there is there is it there's a testament to best practices and how you create a cohesive group and North area has that downpack. Um South and and Central are the the ones that come with us are great, provide a lot of input um
and answer a lot of questions, but we do see the difference and we do see some of the disparities. Um and so that's just one of a just a recommendation uh Mr. doors said is just I highly recommend that you have a conversation or sit down with the north area and see how that
works for them and maybe uh create best practices with um the other areas. Um again, I'm not taking away from them. I'm just saying that they have a better way of doing things and I think that it's something that you that should be replicated um to kind of enhance um efficiency. Um and my last comment um is
that I appreciate the board members that are here. Um, a lot of you guys have made some great comments and great questions and I see where some of you are going. Um, I just would like to um, thank you for the opportunity to be on
this committee. Um, thank you for those who answer their call, answer their phones, their text messages. I want to also thank you thank all the um, staff that you sent with us um, Dr. superintendent have burned because these people really helped us to um understand
how you guys work um and not be quick to uh give you a hard time because there is other things happening behind the scenes that we're unaware of. So um we do like to ask a lot of questions because we want to make sure that we're not um
putting pressure on staff when it's not necessary versus putting pressure when we feel like listen this is something you guys need to pay attention to. So, I want to thank you for the for allowing people to come. I appreciate the staff. Some of them came, didn't know that what they were coming for, but it worked out.
Um, and so we want to thank you for the opportunity, but just know that this committee, and I've always said that every time I came to do a report, that we are advocating for all kids. just want to emphasize all students um need someone to advocate for them when their
parents can't make it or if they are scared themselves. Um and Brower County has gems all over the place and they just need to be highlighted and um we saw some great schools, great principles, great
teachers. Um, and we want to make sure that this is not an all bad report, but more so of just little items I think that we need to kind of just emphasize, but we want to just thank you for the opportunity. >> Thank you. Um, I just have some quick questions and comments. Uh, thank you
again for your report. Um, I thought the recommendations were very thorough and thoughtful and I just wanted to go through some of them. Um so if we go to page six on the report uh there was a
recommendation around an a process if if a student opts out of receiving a laptop um can we implement a process or a plan to ensure that that child has you know a
hard copy textbook um Dr. He >> there. >> I'm tired too, sir. >> Um yes. So, uh we can imple implement a
process. We do um do uh survey data at the beginning of the year um as well, but we can um implement a process to truly understand because the I think the initial assumption if if a kid opts out that they have a device at home. Um but we can work with the IT team and the
schools to see if we can um get more information from that student or their families to find out if they actually have a device at home and not just opting out for the sake of something else and just and don't have a device at home. >> And I will just say like in my round
tables with students in every single round table overwhelmingly the students say they prefer uh paper textbooks to digital devices. Um so just I know that
we have a kind of a line to walk but um giving kids the access to the mode of learning that they prefer I think is >> y >> pretty basic. Um, and just with regards to I know we we've kind of gone through
the conversation about the the opt out process and or opt-in process. When we assign a a paper textbook to a student and they lose that textbook, do they have an obligation for that? >> Um, yes. Yes.
>> Yeah. Do we give them any kind of notice that they will like when we assign a student a textbook, do we they give them any paperwork or is there an opt-in about you know if you lose this textbook or damage it? >> I'm recording when I was a kid. Let me let the staff answer.
>> If you can get to the mic um Allan so it's on record. Yeah, they through the system that we track our books in the students they um Destiny so it like logs their to their student ID so it creates kind of like
the old textbook card instead of it's through the computerized system. >> Okay. Um, so I just, you know, I want us to be aware of of that. You know, this is all kind of newish and we have to get used to it. But, um, I I do want to just
also caution us about the I I understand that when we leave the communication up to um, individual schools sometimes that we get it, they get it wrong, we get it wrong. I just continue to hear complaints from principals and from
families about the centralization of communication on certain issues. So I think and again like I hear from parents that they often ignore the communication that comes from the district and they pay attention to what comes from the school. So I'm not saying that I'm not
trying to like block a solution here. I'm just saying maybe we could be a little bit more nuanced about how we approach it, like provide the schools with the the letter to send out. Um because I do worry that when it just when we send out a district-wide parent link, like it just gets ignored. Y so
providing the principles with the tools they need to communicate about this effectively. >> No, agreed. Um, and so that's what we plan on doing is is uh pushing it through the schools because some people block the district's um um texts and emails um because they pay attention to
the school. So, yep. >> Um on page nine, uh see Oh, I think that that kind of we I already touched on that. Sorry about that. Um,
okay. On page 17, there is a a recommendation to create a plan for athletics at our combination schools, the K8 and 612. Are we are we trying to to improve the athletic offerings at those combination schools?
>> Yes, they will. As the grade levels increase, there'll be more opportunities because there's more um middle school students at the K K through eight. And then of course we have I think we're probably one one of the only districts in the state to actually have our own middle school uh sports um association
uh which you know provides a greater opportunity for more competitive um sports at a middle school level. >> Got it. Um and then along with with that recommendation on page 21 there was a recommendation on funding for
collections at uh like you know literary collections at newly created combination schools. So um you know making sure that our media centers are fully stocked with enriching material. What's the plan around that? >> This is this for media center or we're
talking about classrooms. >> I I mean I >> it could be both I guess. Yep. Um the the Dr. Con's team with innovative learning um team, they do a good job of just making sure that our uh media centers are stocked with books uh moving them about if especially with the the
schools that are closing and looking at that inventory. Um but they do a excellent job in working with the media specialists and the schools just to make sure they're stocked with the necessary um reading materials or collections for their for their inventories. Um and then I appreciated President
Ellison's recommendation around collaborating with cities around um like awareness about the violence in a community. Um she mentioned the city of Fort Lauderdale is wanting to partner up. So what are the next steps for that? >> Yes. So um that that that's actually a
great suggestion. I I appreciate that recommendation as well cuz um you know um I grew up in similar neighborhoods as many of the students um that they were speaking of and that you see and experience that level of trauma um from just in walking about in your own
neighborhood and something happens and you know you bring that to school. Um and if people aren't aware or or if we're not aware, we can't alert the school of of what just happened in that neighborhood the night before and the and the type of counseling a kid may need. um just to get over that situation
or get some additional support. So, Chief Gregor and uh and uh the team will will talk and communicate with our um our municipal uh police department pers um to see if they can leverage the opportunity of just sharing information with certain things. The city of Fort
Lauderdale is great about that. if something happens and it's they know it's going to impact a school child, they'll let us know. But um not so much the other municipal uh partners so we can see if we can help uh collaborate and and and do something similar that um the city of Fort Lauderdale and
sometimes BSO too. >> Okay. Um so we can expect Chief Gregory to reach out to Chief Schultz um and then try to expand that. >> Absolutely. >> Um we I would love an update for the board uh when when that gets moving. Um,
anyone else? Any other further comments from our committee? >> Just the the when you mentioned about the uh the media center, but we also make sure to ensure that we have media specialists to implement that because >> that is the priority. >> We're running low
>> as a uh as a u just a quick update as a person's uh media clerk suns sets out the only uh replacement that a a school can hire is a media specialist. Yeah. So, we don't allow them to hire and replace it with another media clerk.
>> Anyone else? >> Attorney Dupri Bruno. >> So, with regards to the um the statute, the Florida statute is 1,00.05. It is called the discrimination against students and employees in the Florida K
through 20 public education system. and subsection 4D is where you will find um the individual education individual freedom act. Um and then the other one that you were asking about is
title six of the civil rights act of 1964. That's 42 USC 2000D. Um that act actually prevents discrimination based on race, color, and national origin relating to federal funding. So that's
how it ties into K through 12. And there is a dear colleague letter that was issued on February 14th, 2025 by the United States Department of Education, Office for Civil Rights that talks about
the current interpretation of Title Six and how it applies to K through 12 education. And then our board policy um is it doesn't incorporate some of this. It's really um 4,01.1
it talks about non-discrimination, but as we move into NEOA, we will have more uh robust policies that will discuss this. Okay. So, and and thank you so much for that information and the when it comes up for the assumption is you're changing
policies for that ro that robust conversation. Are we going to have new policies in place or we just going to kind of enhance what we have here? So the school board is going through a policy conversion. They will be using um a new system for their policies and as
we're going through that new system there will be NEOLA workshops if you will that all advisory committees and the public will be able to come and give their feedback on um the policies that are being drafted. >> Thank you. I appreciate it.
>> All right. Anyone else? Madam Chair, could I just as you're going through the information that we were not able to share, I would ask you to direct your attention to some of the length of times that the work orders were open um on
very serious concerns regarding that that part of it is still um if you will read that and understanding what the ask were and the length of time that they're asking and perhaps not even still delivered. That's a you know it's a very serious concern for us. So thank you.
>> That will be part of the security portion that we wanted to send separately. >> Thank you so much for highlighting that. >> Anyone else? All right. Thank you again. >> Thank you very much. Have a great afternoon everyone.
>> All right. So the next item is rule development. No, the next item is 2026 regular legislative session recap. Um, and as staff is transitioning for that, um, since Dr. Hoes is not here, I would like to designate without objection Miss
Hixon as the vice chair. No objection. Thank you. Um, all right. I now turn it over to staff for a brief presentation. >> Or do we want to go straight to board discussion or do we want the full presentation from staff?
>> We have the the the lobbyists, >> the lobbyists on the line. they know to go through it in 10 minutes. >> Okay. >> So, um while Beacon pulls um them into the meeting, >> I'll get started. Um so, uh legislators
just returned to Tallahassee this week. As the board knows, they did not pass a budget during the regular session. Uh so, they commenced that work this week. They're going to return to their districts next week and then return after Memorial Day uh week if needed. So, we anticipate having a budget
sometime in June. Um, then we have Wendy Dodge and Kim McDougall, our two lobbyists up in Tallahassee. Can you guys hear us? >> Yes. >> Yes. >> All right. I'm going to kick it over to you. You guys 10 minutes.
>> Okay, we got it. >> Okay, I'm going to start out with SB24, which is regarding the Florida virtual school. And the only thing in that um impacting the district is that um for students who from Florida virtual who
take um any assessments at your school sites, they add language asking um saying that they have access to a test administrator. And Senate Bill 178, athletics and public schools, K12 public schools. It has not yet been sent to the governor.
And basically, it allows head coaches to use personal funds up to 15,000 um for food, transportation, recovery services, and they have to report expenditures to FHSAA. And then also, it wasn't on the slide, my fault, um Senate Bill 182. It
was an education bill. It established the teacher and mentoring uh program. It also has subject to appropriation where you have to put the George Washington and Abraham Lincoln pictures in there subject to appropriation. The House and the Senate obviously were in budget special session. They just agreed to
200,000 for that statewide. And then the third thing, it requires public schools to provide specified cursive writing instruction in grades three through five. >> Kim, I'm I'm sorry. Did 178 get signed by the governor or has not been signed by the governor yet? It was approved by the go 178 has not been sent to the
governor. The Senate bill 182 with the curse of writing and uh George Washington Abraham Lincoln that has been signed. >> Thank you. >> And the curse of writing. Uh so um HB453 um requirements for standard high school diploma that allows two years of
marching band to satisfy both the PE and the performing arts requirement instead of just one and it allows students with disabilities to do a year um participate in Special Olympics for a year and get a PE credit in HB461.
Um it has not yet been sent to the governor volunteering at polling locations. Basically, it's a great thing. Allows eligible students to volunteer at polling locations that you can use your committee services towards graduation or scholarship programs. SB538 is extracurricular activities. That is
the bill that allows um booster organizations to um to add to the compensation for coaches and other um extracurricular activity um personnel. HB561
uh educator preparation and certification has not yet been sent to the governor. It expands certification pathways, allows earlier educator preparation enrollment and eases reinstatement for some expired professional certificates. SB572 is ethics for public officers and
employees and expands the definition of an employee to include foster parents and and um stu foster children and parents and it just allows for appointment of some family members and specific to specific boards.
>> Senate Bill 590 required reports concerning children. It tolls the statute. You're probably like what does tolls mean? tolls means to legally pause um suspend or delay the statute of limitation for certain vayors to make mandatory child abuse reports
um until a government agency becomes aware of the violation. It has not been sent to the governor yet. >> HB753 school counselors um that waves the certification requirements to for a school counselor unless the district
would like to require that. And it also um says that counselors should be eval evaluated um based on the Florida school counseling standards. >> HB757 school safety basically expands uh the use of school guardians also to workforce education. It has been sent to
the governor. It was sent May 11th and you must act on it by May 26th. It creates new firearm discharge offenses near schools and threat assessments from K12 to K20 state colleges and universities.
SB824 is school district unimproved real property and that requires districts to send a report to the department of any um annually of property that you own that's unimproved. >> And then I think I'm on 1069.
It has not yet been sent to the governor. It expands background screening requirements for youth athletic coaches and referees and revises disclosure rules. >> Um okay. Um I have HP 905 which is foreign foreign influence. That's okay. I don't
think we're on the same slot. Um but that basically strengthens the um restrictions on contracting with or having contact with any countries that are considered um terrorists by the state or the federal government.
>> Yeah, sorry Wendy, I skipped um a slide. HB851, professional learning for instructional and school administrative staff, um, not yet sent to the governor, requires at least one autism specific professional learning opportunity annual in each district professional learning system in collaborations with the district's assigned center for autism
and related disabilities and instructional content must include evidence-based for students. And then 967 um not yet sent to the governor. It's electronic payments made to units of local government mandates acceptance of electronic payments and requires online
payment options. >> Uh SP 1022 adds the PMPO rise children's initiative to the list of children's initiatives that are subject to um public records and public procurement
rules. And I think I did 1069 expanded background screening. So Wendy 1073. >> Yeah, 1073 is the school board member bill of rights bill that allows schoolboard members to access um certain information, consult with your CFO and
bars the district from requiring NDAs or confidentiality agreements of their employees. 11:15 grants for genetic counseling education really establishes a grant program for the SUS and the state university system for accredited genetic counseling programs. It's primarily a
high red bill. >> HP 1153 is a juvenile justice bill that includes um officers in juvenile justice programs to be considered correctional and other law enforcement officers. and then um talks about
um talks about students who can be in who can be in a shelter and who cannot. >> HB1 121 student health and safety. It's already been approved by the governor. It's a great thing. Extend seizure training valid validity to 5 years. Expands training coverage and requires
seizure first aid posters. HB 1217 um basically prohibits um any governmental entity from adopting or enforcing net zero policies regarding um greenhouse gas emissions
which is the next one. Oh 1279 1279 I could probably spend 45 minutes on it. It's a broad amate buzz bill. It puts a lot of things in it. Um, requires notifications for school
districts to make sure that everyone knows about the burgers options. It has student health and safety issues. It has education courses and programs. It has student supports literacy and school improvement acceleration. And your staff have been amazing and I know they have detailed information on the significance
to your districts and most importantly the significance for our students. SB 1296 is the perk bill and that is the bill that changes the voting requirements for collective bargaining um units um to make sure that 50% of the
um potential members vote and then um approval would be by 50% of those voting and it also modifies the um the language where TISSA if if we don't if the districts don't agree on how to um put
out the teacher salary by um October 1st. It allows for an expedited um an expedited process for impass. And then House Bill 1389, affordable housing. You're like, why are you talking about affordable housing? Well,
obviously now if you have extra property land, it has um it may matter in local workforce or intergovernment discussions when you're trying to figure out how to using your additional um properties that may not be utilized. and it has not yet been sent to the governor.
>> HP 1471, systems of law and terrorist organization, again pro um prohibits public funds from being um used on any um any contract or anyone involved that the government has determined to be a
terrorist organization. >> Senate bill 1690, childare and early learning services, has not yet been sent to the governor. It revises childcare definitions, standards, liability language, and actually directs a study, a a childcare voucher program for high demand occupations.
SB722 public records um exemption for exams and assessment instruments just extends the current public records exemption to 2031. HB45 sues claims against the government. It raises a sovereign immunity caps and
revises claims procedures against governmental entities. It has not yet been sent to the governor. >> SB 156 is criminal offenses against law enforcement officers and other personnel. And for our um SRO and those protecting our schools, it it expands
the criminal pen penalties um for anyone who commits a crime against those officers. >> N minutes and 58 seconds. Great job. Um, I also wanted to mention uh during the special session besides obviously working on the budget for us, the
lobbying team is also working on uh two items. Um, one as it relates to the property tax issue uh I'm sorry, property tax collector issue. So, they're working on that and also the funds uh that are left over from the 1200 building to be um appropriate for
the off-site uh memorial. And other than that, we're here for questions. Anyone? >> Miss Dixon, >> quick question. I didn't see anything in there, but I thought they were legislatively going to clean up the
school of hope. >> Uh, no. So, Wendy or Kim, the uh the cleanup and schools of hope, that was through um the department's rule making, right? Where we can charge for certain things now. >> Correct. So we we we met with like I don't know between Wendy and I probably
met with 20 different legislators in case we had to go through a legislative route. So we did the legislative route and then we also worked with DOE in the governor's office and gave them input on the final rule that was adopted um by the state board of education. >> So we can share that with the board but it was outside the legislative process.
>> Okay. Thank you. >> Anyone else Mr. Sea? Miss Bullman. All right, that concludes this item. >> Thank you guys. >> Thank you so much. >> Thank you very much everyone.
>> Thank you both. Have a great day. You >> too. >> All right. The next item is rule development policy for 8020 use of Broward County school facilities for non-school purposes. I now turn it over to staff for a brief presentation.
We're waiting for MC Mr. Akabuso who should be fast approaching. Um >> hopefully. >> Am I allowed to go to public comment? >> Yep. >> Public comment on this workshop item.
Mr. Delvin King. Delvin King, um, Palm Beach. So, um, my comments on what I've seen from the, um, items that they're presenting to you is we need to just make sure that we're following the process with renting
facilities and uh, accountability and professionalism. There's been times I've called this office. I called today six times, no one picked up the phone. I went up to the front, called, picked up the phone.
They pick and choose. They look at the call ID, they pick and choose who they want to serve. But that's bad culture built by Rachel Dailyaly, who used to run this department, and she's removed cuz she was renting out facilities illegally with her brother.
I'm sick of the foolishness within this department. I have rentals that I'm trying to do. I booked it. um 3 months from this exact day is still sitting because people like Stephanie Underwood that works in that
department holding things up. But y'all only got to worry about it. I rent from another district. We need to follow a process and hold these people in that office accountable when it comes down to facility rentals. Somebody that was removed is still
putting in rentals for Deerfield Beach High School Alumni Association so they can party, drink, and smoke on Deerfield Beach High School campus once again another year. But I see you guys finally declined that. But I bet if she was working, she'd have went ahead and
pushed it through. When it came down to Blanchila High School having a alumni day night at the school, she gave us the a hard time. But when it came down to her school and her event, it went through nice, quick, and easy. It's
fraudulent activities going on in this department. And with this this this thing they're trying to present to you guys today. Let's hold this department accountable. Let's build up our customer service skills. Everybody in that department needs to be fired.
Everybody. It makes no sense how bad. I probably can call them right now and they won't answer. I called them in front of their supervisor, didn't answer. He called, they answer. He told them to call me. He No, he told them to answer the phone. I
called, no answer. They don't respect their boss. They don't respect this district. And that's all because bad culture built by Rachel Daly who ran that department. Go ahead, fire her. fire the whole department and get uh get
brand new people that can run. I'm glad it's up under Dr. Wanza now. Maybe she'll hold them accountable because any Wanda Paul wasn't doing a damn thing. Thank you. >> Thank you, Dr. Wanza. >> Hello. Would you like us to go through
the presentation and go straight to board? >> Do you guys want to just go straight to board feedback? >> Yep. Okay. Miss Hixon had you on my list already. Thank you. >> Yes, I I appreciate this coming back
because I I was one of the people that I think I was the person that asked for it. So, I really would like to go to page um I guess five of the presentation because this is really there's two pages, but this is why I asked for it to
come back and I had a personal experience with using this through this through Special Olympics and it facilitron is not easy to use and I know that I hear all the time it's the the
user but I will promise you that it it's not just the user and there are some concerns like if you are um one of the SAG groups or not a SAG group but PIIE right partner in education the it doesn't let you do anything unless you
pay but the pay like it's half of it so what it's telling you you owe is not what you owe but it won't let you book it unless you do and then some of the issue also is emailing the staff a as
our public speaker commented on to say I'm going to send in a check or I'm going to you know I'm working on this and then to not have something held and when you when you the check comes in they say oh well we didn't book it for you. So there's a huge problem with
customer service. I'm going to right off the bat agree 100% on that. But I I there's a button down at the bottom that says pay later or something that people aren't aware of. So through a process of lots of yelling and
screaming, we figured that out. And so we knew we could mail a check. But this shouldn't be that hard. It shouldn't especially in and partners in education. And I'm going to stick on Special Olympics because that's one of the things I know and I we talked with Dr.
um Heburn and Dr. Fulton, we have some partners in education that partner across the district. They don't just partner with one school. So, I'll say Boys and Girls Club, um, Special Olympics, Best Buddies, where they shouldn't have to do a PIE for every
single school. There should be a district-wide where they're recognized as a PIIE across the district and that they can go through this process because every single time they need to go somewhere else there is boy scouts, girl, girl scouts, all of those things.
In the conversation we had, the superintendent said that would be something that would happen. Yet, it's not happening. And it's it's very discerning. So, um I guess I'm just venting at the moment, but I don't understand why this has to be so difficult.
>> You mean to respond, but okay. So, um so thank you, Miss Hixon. Uh the first thing I'll say and Mr. Akabus, so please jump in in the system and we have to talk to Facilitron. So if I am Boys and Girls Club and I have a district-wide partnership, then we have to talk to
Facilitron about how that is recognized not just for one school, but for every single school profile in the district. I'm not saying it can't be done, but that's a conversation that we're going to have to have so that um Facilitron, if they're able to, they're able to
program the system so that whatever are our district-wide partnerships that there's some kind of recognition of it in the system because I believe the way the system is built now, it is incumbent upon whoever's, you know, putting in the
booking event, they have to upload their certificate as, you know, evidence that they our partner in education. Did I say that correctly? >> And I appreciate that. But I will just say and I know you're going to say the same thing you said to me about something else. This has been months
ago. This isn't new. So I don't understand. I appreciate there's a process, but and I know it's not necessarily on you, but to to the superintendent or Dr. Fulton, why are we
still in a what we have to do? Why didn't we do it? because it's been months now. >> Go ahead, Dr. Wansa. >> Well, so I will tell you when I became aware, went to the team, it I I don't think it's just as easy as shut the system down and put this up and then
make it go live. It so I'm going to defer to you because I believe that there's something that we have to work through with Facilitron to make sure it is consistent across every single 200 and whatever sites it is that you can rent out. And it's and it's more than
just one partnership, right? So this is it for um if let's say it's Boys and Girls Club. So then we would have to have what are the exact partnerships that are districtwide regardless of location which that's not consistent. So
that's something that we would have to work on. But >> so Chris Akabus, let me kind of jump in. Um we actually spoke to facilit today right um oia county is the only county in the district so brow county public schools and county in Florida are the
only two school districts that have the partners in education right we are the second district that gives out the certificate so we check with facilitron does like I equate like the bus girl scouts right troop station number one two three four five
does any other district have them put in one application or using one certificate. They said no. So like Dr. Wansa said, we'll have to reach out to facility. They may have to reconfigure
um their system hopefully is doable. I don't know the way the PI system is set up. Again, remember now we are the second in Florida doing this stuff in terms of issuing a certificate. you get a certificate and the certificate is um it's for one year at a
time because the school has to show that that value continues. So if we look at the whole system right because it's not just issuing a certificate it's what value are you providing right so if I have 20 girl scouts um you know whatever
segments are all 20 providing something to the 20 schools or so we got to look at it some more I'm not saying it's not doable so Mrs. ticks in. We're going to go to Facilitron and talk. Okay. So, that's
>> So, and again, I appreciate it, but I'm You talked to Facilitron today. I had this discussion four months ago. So, I I have a concern with the push back on people just don't want to do the PIIE. They they they
don't want to to make this easier. And this is a huge a huge issue to me that we we are making this more difficult than it needs to be. The other um piece that I want to just ask about when we on page eight and it's really hard to see
these little tiny numbers but um it it's just very telltaling to to me to look at how much higher we are than the other counties for a lot of this stuff. So I
know that we were trying to catch up. I just feel like we, for example, football field, Broward County charges $1,140 for the football field and Orange County charges $55
for profit. Hillsboro charges 100. >> So our $1,140 is a flat eight hour minimum. So it's not so it's for the whole day, >> right? And so and then the other counties it's per hour. So when you do
the math it may but but ours and this is the way um the this is the way this fee schedule was approved by the board. So because the fee schedule is a part of the policy it was approved by the board. It is an and so for regardless of when
you rent the football field you are renting for an eight hour minimum for $1,140. So that is something that maybe the board wants to revisit the fee schedule. >> Yeah, for sure. Um, so and I'm sorry I didn't see at the bottom the asterric
about the eight the eight hour minimum. So I appreciate that, but I I think I'm just giving my own impression. We as a board have pushed back. I think this is the third time or so the policy has come back to us. I I think that's tailtelling to say that
every it's our policy, but it never shakes out the way we thought it was going to shake out. And every time we try to fix it, every everybody says it's the use it's an user issue. It's not the
policy. It's but then the answer is well, it's the policy. So, I don't know what the right answer is. As you can tell, I'm very frustrated and I'll I'll say this. I said it to the superintendent and I think to Dr. Falton. BEF had to use Facilitron to rent Fort
Lauderdale High School to do the teacher expo and they said they will never use a a high school in Broward County again because Facilitron was too difficult for them to use. And they are our partners in education. So, and not just like
normal partners like they're in our building right here, right? So, you Yes. they're the the big partner and for them to say we're just going to use something else because this is too hard to do. I can't accept that it's the user. I just can't accept that. Um and you know
through Special Olympics, the person has a doctorate degree that was trying to go through this system so that we could use the track. And again, it's personal. We use South Broward's track for our our um Special Olympics track team. and we couldn't have practice there because it
was the user, but it was not the user. So, um I I'd like to hear what my colleagues have to say, but I'm very frustrated. I think we hear lots of issues from different people across the county when they're trying to use this
and it just makes us look like we're not good partners. So, thank you, >> Mr. Sea. >> Thank you, Chair. Um, going to go a little off script. Um, I've heard Mr. King several times
come before this board uh complaining of of prior bad acts and and I've read the the newspaper articles about I think Did we lose Gregory here? I I think we're up to four arrests now for the scandal. Is it more? Six. I don't see I I lost track
at four. Uh, six individuals uh have been arrested for um allegedly improperly using our facilities for a profit, I believe. And thanks to the great work of our schoolboard police department, uh they were able to
investigate the uh the crime and and and make some arrests. What I would like to know, um number one, how did that happen? And number two, what safeguards are being put in place? I know we're talking about rules and policies and and
that's fantastic, but what safeguards have been put in place since these individuals have been arrested to make sure that nothing like this uh happens again? >> So, I I believe before we said anything, I just want to um run it through Miss Shak Adams because I know it's an open
investigation and I don't want anything that may be said here to hinder um what's happening right now. So through the chair, um since there is an open investigation, we cannot talk about this. >> Okay, I'll do you one better.
>> People were arrested. I think that's public knowledge. I've seen their mug shots. Apparently only four of them. There's two more. People were arrested. Um I've read the allegations. They were arrested and charged. And Mr. King, I'm not mistaken, they're all felonies,
correct? Okay. So, they were all child charged with felonies. Fine, let's leave it at that. Um, what have we done since those arrests to make sure that nobody has the ability uh to do anything like
that again uh with this district? >> Go ahead, Dr. Wo. >> So, >> and we just got to be very broad. I think what we can say is any individual that is part of an investigation has been reassigned >> and and through the chair I would like
to caution um if there are any if there are any corrective actions that are being developed as a result of the investigation while it's under investigation like if there are any
discussions that stem from that. I would suggest that you wait before you state that if that's not complete. >> Let me let me water down my inquiry further because I certainly don't want
to cross any boundaries. Um, first of all, these six individuals, are they still employed at the district? >> There's not a general answer to all six. >> Sure. >> Are they all still employed here? I just heard Mr. Sullivan, tell me they were reassigned.
>> There are some that have been reassigned. >> Okay. >> Some have been arrested. >> Okay. >> So, obviously they're not employed. >> Well, that that's what I want to get at. Were any of these individuals who were arrested still BCPS employees in any capacity?
>> So, can I can I if I may, please. So one thing we have to be careful during an investigation even if somebody has been arrested until such time as the person is actually convicted there is due process that needs to take place both from a criminal standpoint and also from
the district standpoint. So I that's one of the reasons that Miss Jack Adams is is really saying that we need to be careful because there so many different legal elements that are uh impacted by this. I would wait till the investigation is complete until at that
point then you can ask all the questions that you know you want with regards to this particular investigation. >> If only I were so patient. >> I know. >> But um I mean listen I'm going to follow your guidance. You know that. >> Yeah. >> Uh so I guess here's the question before I move off of the individuals and more
into the uh internal policies and procedures. Is it um is it your position Mr. uh degree Bruno that I as a sitting board member proudly representing district 6
cannot discuss openly at a workshop the employment status of any of the six individuals who have been previously arrested for these alleged crimes >> when there is an active investigation that is pending that is my legal advice to you >> okay and I will follow that legal advice
so let me water down my question even further without discussing these six individuals Okay. Or where they may or may not be located or what they may or may not be doing for a living right now. Taking these six individuals out of the question, out of the um the inquiry, I
would like to know what procedural safeguards have been put in place with this district to make sure this happens again, reminding whoever is ultimately going to field this question. Don't talk to me about individual names and that you may have put this one here or that one there. I I want to talk more generalized
policy and procedure. What has been done in the immediate aftermath of these six arrests? >> So, Miss Aabusa, can you talk about um how the team has responded to that in future um events that may be booked through facilit forron and what's that
process? You can go ahead Dr. W. >> So, let me just say that may not be a facilitron issue. Um and I that that's not a facilitron issue. What we're here to talk about is the policy. What occurred is not a facilitron or a policy issue because
whatever activity occurred happened outside of the policy and standard processes. So the question becomes what standard processes at the site base are in place to safeguard incidents because that doesn't happen from the central
office. If I may add the the bulletin um business practice bulletin A429 guides this policy. The policy has a committee consisting of
school principles, you know, stakeholders. Uh the department provides support generates. We just had a meeting recently. I'm I'm very intentional making sure that the committee any changes we have to the policy comes from the committee. So we just had a meeting
because there was u a lot of intensity with some of the concerns. I remember for time frame the boy scout the girl scouts. Um but then we just circle back to the committee because the bulletin has to then align with the policy. Right? The office of general counel is
very clear. The policy is what requires the public or guides the public regarding rental. The bulletin is the operational that is making sure everybody's following right. So we just amended the um amended the bulletin but
we're waiting for this meeting because that meeting just took place I think about two weeks ago or 3 weeks ago for whatever comes out of this. So it's very clear one of the things we did I'm very big on flowcharts because it's graphic right so we delineated because in the policy
we delineated here's the role for facilitron the company here well the applicant puts in their stuff here's the role for facilitron the regional offices are the preapprovos this is what they do okay they have to check facilitron has to making sure all
the documents were done then the regional office has to commit ate with the school because the policy if there's a conflict at the minimum it's not available or if anything is in conflict with policy then once the regional said
it's good to go then this department you know facil real estate is the final approval it used to be the school the schools used to be the regional I mean I'm sorry the pre-approval and the final approval so those are some of the um um processes we put in place and cabinet
approved for that to take So we just had a bulletin and every component of the responsibilities of each segment was delineated. We even do the flowchart. So right now we're waiting for whatever outcome and so on that is done then it's
communicated out to the schools and then the bulletin is available so everybody understands what it is. Like Dr. ones has said we can control if somebody chooses not to cuz the department
doesn't um do anything sight to side. So if somebody uses the facility without putting in facilitron it's just that's another something you can't control. So in terms of processes, you have the policy, you have the bulletin. >> And I would just add to that, I think if
anybody who's acting as an agent outside of the school district, we report it and then we open up an investigation. >> Okay. So what I'm hearing is the steps that we've taken to present uh excuse me, to protect this district against the
improper andor fraudulent use of our facilities is we drafted a bulletin And that is going to help protect us from making sure that six additional individuals in the future don't come in
and basically steal a bunch of money from the district by improperly renting out our unit. >> Deputy Superintendent >> behind you. >> It's Chief Gregory behind you on the other side. >> He is here. >> I was like, is he in the >> thought it was the voice of God? >> Go ahead, Mr. Greg. >> Please. Mike Gregory, chief safety and
security officer. As has been described already, there is an active investigation into this. We can't uh divulge a lot of detail with regard to uh security measures that are being put in place. But I can assure you that at the completion of the investigation, we'll prepare an afteraction. That after
action will help us identify where there were faults and or uh areas of improvement in monitoring and trying to detect inappropriate activity at our facilities as well as uh any additional uh trainings that may be appropriate for staff at school sites um to help
mitigate andor know that they should if they see something suspicious to say something. >> That's what I needed to hear. And for the record, I did ask for you first. I turned around and you weren't there. So, I'm glad you snuck up back behind me and were able to answer that. So, I I am very much looking forward to that
afteraction report and um hopefully and I have all the faith um and confidence in our in our security folks and our school war police that uh we will do what is necessary to make sure that this doesn't happen again because this was um quite frankly a little embarrassing. Going to call it like it is. But thank
you for that, Chief. >> Thank you, Miss Bulman. Thank you. Um, so I haven't hid my hidden my feelings about the word facilitron over the past
year, I think. And I'm trying now that uh Dr. Wanza is also involved in this. I'm trying to get to the bottom of really where the where the issue is because I think we know there's an issue with the user and I I don't I
have like a a v I have a list of different kinds of potential renters who have come to me that have all had a problem. So I'm just going to go through it and explain. So one is a um an organization a nonprofit that provides afterchool programming for our students
for free. and they um were being charged like $10,000 or more dollars a month to you for electricity and all this stuff until and going back and forth and calling me and going with the people and then finally they figured out oh they are a
partner in education and then they were charging them for like toilet paper but it took forever to figure it out. Um then I had another person that uh Dr. here wants to help me. That was renting out uh Dillard's auditorium and then
figuring out the how many security guards and how many police and what uh parking lot you need. um the Boys and Girls Club last year because there was a memo that went out that wasn't allowing anyone to use any
facilities without and we and we fixed that but that totally took away the ability of the Boys and Girls Club in my district to use the adjoining property because there was this moratorium on using anything any property without being in Facilitron.
um the the situation that we had with the tour groups that would meet in the library and now this is a prohibited activity which I you know I just don't there's just like a policy that's
I I think the the outcome of the policy is maybe not what we what was intended. Um, but on the other hand, I am um one of my husband's co-workers as a member of a church that is renting South Broward. Now, she's not actually putting
the Facilitron thing in, but no one's complaining about that. And I think that's like a perfect use because we're >> No, like it's great. Like, this is a great opportunity for both parties that we're getting the opportunity to rent out our facility and they're and they're happy to use it. So, that's that's a
that's a perfect situation that we have going there. Um, so throughout the work that you've been doing, have do have you been able to identify what you think is the problem or the
issue? And I guess we'd have to look at an overarching desire to h like how we want to do this in terms of is the juice worth the squeeze. Is the is it too difficult to use this program for the general user?
Is it per is it are we losing money at the end of the day because people just don't want to use our facility if it's too difficult? Are we making money off of it? I I'd love to know what the feedback is on it. >> So, um so I think it depends on who you talk to. That's why I put the whole
enduser because I I've talked to probably So, I have a a um a lot of written communication and some verbal communication with Mr. King, right? So, he's one of the definite um enduser feedback, right? Then I have um people
who again emails, calls um people I know personally I can tell you I personally use Basilron twice without issue maybe because I just you know got in there and figured out the system. Um I so I think that where we find ourselves as an
organization is really on slide 10. We have to ask ourselves what's our balance, right? a service provider to the community or and and and what is the right balance to capitalize on whatever opportunities we can to monetize our
assets and I think that we have to find that balance in the right way. So there um that's why we looked at some enhancements, right? So we we definitely need to do some type of tutorial video to talk about, you know, walk people
through the steps. Also have a a flowchart right up front that talks about this is how you do this that the other make some decisions around partners in education. Um you know we know what school ally groups are and then we have to look at the fees. I
think that you know some of the organizations were very um stunned that security a security fee was being charged and then you get feedback from principles that say um you know the h
how where's the accountability for the whoever is the security because the entity left my door propped open or that kind of thing right so so there's the balance there um we do work with the the group the work group um that and it's
about I don't know 15 or 20 people are in in that work group and there's principal representation there's district representation and I think the the question that has to be asked and answered is what what balance um are we looking to achieve and where in the
policy do we need to look at a fee structure right that is fair but also serves its purpose and then training it training goes without saying and not for just external but for internal right because you we we do have to hold people
accountable to some standards of service that we expect in our organization. So those are some of the questions. >> So and to that point because because of the complexity of um having to figure out how many security people do you need? Do you need to hire police? What
you know what are these things? It's a interactive more like you're renting from a venue that you have to call somebody on the phone a lot of the time. So to that point about training, it see and I don't know if the again if what we're bringing
in justifies having that level of customer service, but it seems to me from the people I've talked to, if someone was available to talk on the phone and walk them through it, then we wouldn't be having all these problems. But being on a computer platform that's
forcing you to do things when you just really need to explain what your situation is because you know like when you were helping me with the Miss Brower pageant for example it's like you know there's nuance to it and you were able to assist because you were talking and
you understood what the situation was. It was not able to no one was able to do that through the platform. So is that I mean how many people do we have working in customer service on this right now? >> As you know we um renewed the agreement
with Facelitron on September 16th of last year. Facility provides a 247 support right >> but they don't understand what our particular situation is like. If I want to rent >> your >> South Broward Auditorium whoever's on in
California for facilitron has no idea what our deal is. We um again we're going to take the feedback the office pretty much like I laid it out you have the regional right then you have the final but it doesn't mean because we can see what's taking
place and then with facilitron you can put in comments react speak again I'm going to go back to staff I currently have one individual and then a supervisor and that's the structure because our department is very thin um that's not an excuse for anything uh
making sure you have um because it's all about you know customer service making sure so we're going to take some feedback um we typically I think if I recall we either monthly or weekly meet with facilitron
when there's issues we go back and forth um so I'm going to look at another side and uh but we work uh pretty uh seamlessly we've actually reached out to facilitron to see right now it's a hybrid structure structure. Okay, Facilitron,
if you recall when we brought this to the board the last time, Facilitron was actually here did a very brief demo in terms of how facilitron works. I think over 300 entities in the country utilize Facilitron, including a lot of school districts. Again, I'm not vouching um
for the complexity some people. >> Wait, but it goes into the customer service piece again because you can use any platform, but if there needs to be human contact to to provide the service, then we need to have ours set up like that
>> because again, like if I call Facilitron, that's a technical support. It's not help me figure out how much toilet paper I need at South Broward for this event. They're not, they don't care. They don't know or let me tell you why this is important and these people have been serving this community for
this long and can we give them a break on this, you know, on the fees or like Dr. Wanza helped me because um my constituent was being charged for parking and then they had to have two security guards and then they
figured out they only needed parking one parking lot and one security guard and they cut the cost down but that's talking not platforming. >> We're definitely going to look into that. >> So I' I'd like to see what the cost of to have some you know additional people working and how much we're actually
bringing in if that make if it would >> Okay. So, as um Mr. Aabuso said, he currently has one staff person and that person has a supervisor. So, really, it's two people in his office um who really shepherd this process from the
central office perspective. And then obviously our partners out in the um three regions and in Dr. Hudg's office, you know, help tremendously. I do not want to leave them out of the equation because they are intrically intrically involved. But um
the customer service piece is beyond noted. >> Yeah. >> Well, it just will make it easier to to facilitate the facilitron. Um but I think that your uh graphic here is perfect because that's exactly, >> you know, is it are we here to make
money? Does it does the amount of support it requires make sense or are we here with, you know, I think we can find a balance. I think that's a very I think you framed it very well. We just need people need someone to call because if I'm like using a platform and there's no
one to call and you have no idea how you can't figure it out, then you give up and go somewhere else. >> Real quick, um we're all all about process improvement again definitely like Dr. WA said going to go back. One of the things we're trying to do um
facilit has a frequently asked questions. We're trying to also do that. What I've told staff as we get comments because I tell them put stuff in an Excel. You have an incident. What was the date? Who did you speak to? Was the issue you dealt with it? We should start
framing frequently asked questions. You understand? So that somebody then we start you can still talk to people but then you always encourage people also go to the website so you can see maybe an answer to what you're experiencing. Again, we're going to take that feedback and try to work on that. I I mean I think that's good, but I there's still
that human contact because of the complexity of the deal. You're renting something and >> it just needs to be negotiated with a person sometimes. >> Okay. Thank you. Um before I go back to Miss Hixon, we do need to gather
consensus with the three of us left to extend the meeting by 30 minutes. >> Does anyone object? Um, okay. Miss Fixon, >> thank you. I I just wanted to point one thing out and I think it was clear when
all the board was here and we were discussing this is that we were very clear that if there's a provider who does who gives services to our students and they're not charging our students, we do not want them to have to pay for
that facility because they're giving our students a service. So I that's I guess the bottom line of what my concerns are and I know PIIE gives them half or some of them get all of it or whatever but you
know there was something that Miss Bowman mentioned you know so can can we can we okay so um if there and and that's on two entities right so let's talk about partner and and whoever the
partner is Um, when you say you don't want them to pay anything, they don't have to pay the So, so who's going to cover the staff costs? >> Well, why would they need Well, I guess it depends on what it is. So, and I'll just give I'll use my own example, right? For for Special Olympics for
South Broward, they're already having track practice. There's no staff that's required. We we're on and off the track while someone's there before someone goes. So there's no cost to the school, but they charged them like $2, $300 for
the season, mind you. But why should Special Olympics, anyone, Best Buddies, I don't care who it might be, they're providing the coach. They they send the kids to Orlando for states at no cost. Like they're incurring a huge cost and
it's students from all over the area, right? I mean, I'm just telling you my own experience, but they're throughout the district. There was a competition for Special Olympics where they needed NOVA, the track at NOVA. They got charged for that as well. Those are all competitions that they bring all their
own stuff for. >> So I don't disagree if it's during the normal Monday through Friday. I I >> that's not happening. >> So but but so so that is what we need to hear from the board, right? if it if it's the normal Monday through Friday and it's during the regular, you know,
the custodians are there until 8 n o'clock at night and all that kind of stuff. But if it's on the weekend, then we do have to look at that, right? And then um and then the the other thing, you know, we have to make certain that there's some type of certificate of
insurance and all those kinds of things. But that is the feedback, Miss Hixon, that we need to hear. So that um that kind of language now has to be codified in policy, >> right? And if they have to pay for staff, I on the weekends, I understand that, but why do we have to charge them
for the facility, right? If they're they needed security or they needed whatever, but why do we charge them >> the money for the track? If if it's somebody that's providing a free service for if if they're charging students,
it's a whole different I'm not arguing that point. But we have a lot of people who partner with us who do not charge the students anything, but yet we're expecting them to cover a lot of costs. I think I you get the point. So, I don't want to belabor it, but I that I I feel
like the board said that when we had the workshop before, we were really clear about it, but somehow it didn't translate that way. So, thank you. >> Okay. >> Um, I think a lot of what I'm hearing is
about like the usability of Facilitron itself. Um, so I'm wondering like I'm looking at the contract, uh, and I think Miss Bulman may have touched on this a little bit, but there is I mean, we it seem seems like we are
able to terminate given a 90-day written notice. >> And so, I mean, of course, the question comes up like, what would we use to replace it? But if they, you know, I I well, I'll be careful about how I talk about it, but if this
is not working for us, um, how would we go about terminating that contract? Like, is that something the superintendent would need to bring? Is that something that a board member would need to bring? I feel like a board member would not do that. So, I just
would like some guidance from council. Well, you can certainly ask the superintendent to review the document with his team and then share it with the board. >> Okay. Um I think it's kind of hard to to gather consensus when there's just three
of us left. >> Yeah. And I would say I we had we went down the road of not renewing it if I'm not mistaken because there were issues because you know parent people get charged money for it like using the fees and all of that. So I I I know that we
did have some concerns but still landed on on renewing the contract. So I don't I don't know where that would lands, but >> Miss Dupree Bruno >> perhaps a board followup. >> Okay. Yeah. Could Could Steph provide a
board followup on >> Do do you want us to explore other options as well too? >> I mean I would be interested in that. >> Um because I I I want us to be fixing the right problem. >> Is it facilit? >> I mean I have not used it. what I'm
hearing from my colleagues >> is that part of it I mean I don't want to put words in >> we get a lot though is that the policy drives facilitron so I don't know if it's really facilitron okay >> or if it you know I mean to be fair I'm
not saying that it's necessarily >> that I I don't I think we have a vision and we're just not it's not written in the policy the way we envisioned pieces of it to be if that makes sense.
>> But I guess m Miss Hixon what I heard you were talking about like even using it on the online it was difficult. There was like buttons that were not easy to see and things like that. So >> well I think the part is maybe for if you're if you're just a general public
coming to use it. I don't think that >> for >> is probably that conf hard because you just click click click and and it gives you a a a value that you have to pay and you can pay it online. But if you're a partner in education or even a SAG, I
don't I don't know how that goes. The problem is that it gives you it totals up everything. But that's not why you really have to pay because there's a 50% discount. There's and all of those pieces. You have to upload something. you upload the PIIE certificate, then
there's an issue with that. So, there are pieces I think that are more in that partnership discounted arena than it is maybe if you're just willing to pay whatever the cost is because I haven't had any issues with people who aren't
part of the partnership. >> So, can I call our attention to slide seven? And this is policy. Slide seven. This is right out of the policy, the category of charges matrix. It says that a partner in education only
gets a discount. So if there's something that the board wants to see different, that's what we're here for. >> Yeah. And we but we did >> well >> there was two there was a as you see here a pi one and a pi two and we did if I I mean maybe we need to go back and
look at the meeting but we were really clear that they shouldn't be charged. There was things we said yes to because like custodial and stuff, but I'm pretty sure that we did not say yes to all of them. Like which one?
Pi. What's the difference between a PI one and a PI 2? >> Pi. Go ahead. Go ahead. >> So, Mrs. Hixon, um, after that workshop and then we brought the policy, it was very cleaned up in terms of the PI one
typically are the youth groups. That's kind of the distinction whereby like your boy scouts, girl scouts, the PI 2 are mainly like the churches, right? So the PI one, they pay $300, one flat fee for the year. But then I understand with
like a zero cost thing, but then you have to validate it against what would you have paid versus the value you're bringing. That's why you have the uploads of the certificate, right? So if you and that process goes through the school the school principal has to
validate the value because we don't know that they bring in then the school principal fills out the form it goes to the strategic partnerships office who issues the PI certificate okay then they upload so I'm just saying to give you value not to pay the full rent or
whatever it is the school principal validates what you're providing to the school then they get their certificates then they have to upload it to then get to pay $300 versus the high amount. So pi one is the youth groups. Pi two is
like the churches and things like that, >> right? And then there's well where would like I'm going to I'm not want to keep saying special Olympics. So best buddies or the boys and girls club or big brothers big sisters because those would also be partners in education.
>> Correct. So there's a definition and if you look at the definition um for the PI so if you look at the I don't know if you have a policy the youth organization um is clearly defined um and then it talks about as you go
further um we clearly delineated the school alllight groups and actually named the school alli group the school alli group again have to upload you know a certificate to because you don't want somebody coming I'm a school allite group right so using a certific specifically to validate who they say
they are. Um if you on page eight of the policy um and then page eight and nine there's a distinction. So PI it say PI category one imparent youth organizations right then they only sign the application
provide the COI then they pay reduced rent then it talks about the qualification and then they only pay the custodial when the school principal and again that's a fee it's not the rental they pay the custodial if the school
principal or facility director say it's needed they pay personnel cost as in court and this is a line with what the board told us from the last meeting. They don't pay utilities. They don't pay consumables. That's pi 1. On page nine, it's pi two. Again, it delineates uh
clearly um based on that direction. So, it was very distinct. So, on page nine and page um page eight is the category one uh which is the pi one youth organizations. And then page nine is the PI 2
>> and PI 2 is 50% off their rental fees. Correct. >> Correct. >> Yes. >> Yeah. >> Then then they have to pay the other 50% you know one in kind when you give me you know equivalent. So so it was delineated again you have to tie it to the value not just giving them anything
for free. >> Yeah. Well >> I I see that on there. It's it's just not translating that way. It's that that's it seems like there are still issues. So
>> this it's very it's complicated. But I mean you hear what we're saying. So I hope that you can look at what needs to be tweaked in the policy because I feel like we've said it a number of times and it hasn't worked out the way we've we've
thought it was going to. So, I don't know where to tell you to change anything in the policy, but I do know something needs to be changed. >> So, I think it needs So, so I think it's two things, right? I the customer service goes without saying that just
goes without saying. And I think I think the other part is um to what Miss Bulman was saying that if I am interested in renting a facility, I start in the process and I get hung up
for whatever reason. If I can pick up the phone and talk to somebody who is going to listen to me and talk me through my whatever my, you know, um my request is so that I can understand. And I and I think that um well I know one of
the things that we do need to decide today or and come back in the policy in the fee schedule. We have a fee for local law enforcement as if we are using an outside agency but we have our own district police that may be able to um
uh uh fulfill some of these duties and we need to determine like what that rate would be. So that because that is not currently in policy and I think that that is something that the board would want to contemplate that we have our own police force if you will that would be able to fulfill some of these
assignments and we need to the board needs to determine you know obviously with the input of Chief Gregory and um what that would look like and then um as uh and and then the board also has to decide um are we going to have we as an
organization going to have some type of um expectation for securing our own property and and if so, what does that look like? Miss Thompson is is on the line and would like to ask a question and then
Miss Bowman. >> Hi. Uh first, thank you to the three still physically there. I appreciate you guys. Sorry I stepped out. Um, I had a question and regarding fem's comment about the customer service, I'm
wondering because we have a family and community engagement department or director and then there's a specialist under community engagement. if part of their role could be to help facilitate this customer service
um need that we're we're needing to fulfill especially since I think it could have fit under the strategic partnerships department which is no longer with us. Um so I'm wondering if that could be a potential
bridge to the gap we're seeing um since that seems to be the main issue with facilitron is the lacking of customer service that actually knows our schools. >> So, Miss Thompson, >> so that was my my question. >> Thank you. I think that's a a a good
suggestion to take into advisement. So, part of our followup will be that I truly believe we have to come up with a better plan to make sure our customer service delivers to the expectation that we give as a district. I mean since last year we started a customer service initiative and we want to make sure that
all of our departments are living up to that. So as we think about how we can refine that that is certainly a suggestion or idea that we can take into consideration and if if not that we'll have a solution coming forward >> or even like the director of before and
after care doesn't have anyone under them. I understand that's because they have program people under the line, but I just I feel like there's a space within our organization where this customer service could fit um that we
wouldn't have to completely change the program unless it's the will of some of my colleagues. I'm just trying to give a suggestion, but thank you. >> No, thank you for the suggestion, >> Miss Bulman. >> Thank you. Um, so I'm I'm looking at all
this. I mean, this takes takes a lot of work, so I'm not trying to suggest that. It's just I think it's like we have to find the sweet spot like we were saying with your beautiful graphic. Um, I I'm wondering because right now we're giving a 50% discount and a 25% discount for
different partners. Is there a way to just kind of take a sample of say like you know rentals over the last x amount of period of time and kind of run the numbers of what we got from that using a 50% using a say a 25% and
then what that would look like with a 50% discount and if that would make sense so we can kind of see how we want to because there's the issue um of the customer service I think with
the user um friendliness, but then there's also once you get all of your charges piling up on them, you let you might click because you think you're going to rent a space for x amount, but then after you put in your security and your toilet paper, which is
going for a lot these days, and your electricity, it gets expens I mean, it's it gets expensive. So, are we losing customers? Does it not make sense to have those customers? I I just like to see the numbers to see if that if that's possible.
>> So I I think I understand your question. Um we did in the um attachment that you have if that um helps an analysis from Facilitron and if you go to page 13 it
talks about the revenue generated um and you can see the comparison between us Hillsboro and orange and the um you know amount of revenue that we generated from the use of facilitron well for facility rentals, let me say it
that way, for facility rentals. So you >> So could we take those numbers and then say, okay, if we had given them 50% instead of 25%, what would we have made? And is that just not worth our time then? Or is there a different percentage discount
that would make people continue moving forward to rent the facility where we're still making money and providing the service? >> Mrs. Goldman. Um, to your point, like I said, the PI one, the policy was
structured specifically to what the board said, right? So, if you look at youth organizations, PI one, the only thing they pay as a fee is $300 >> for the whole year, >> right? >> Rental. The only additional cost, those
are actual cost in terms of uh if security is needed. a custodial is contractual. Um they don't pay for consumables, they don't pay for utilities. So if the BR school police said police is needed, how many police hopefully is
school security? Um personnel cost. So those are two costs. So the three costs that they may pay is cost total only when required, personnel as in cord and then security. So you pay
$300 and then potential three fees which are cost as determined by the district. So it's pretty straightforward. Um the the churches I think it's almost the same thing. So it was structured to be simple. I understand what you're saying because if you rent
there's a 25% discount if you're a nonprofit for your rental. There's also a 25% discount for equipment. I mean for the rental is a nonprofit. you get a 20 25%. So that's additional. Um if you look at what Dr. Wans is saying because
we reach out to facilitron and if you look at slide number well page number six on that report the reason B County public schools made about 2 million. You look at the number of decline the number of decline and the number of cancellations equated to almost $2
million or a little bit over two million and then you have pending. So it's I know it's not about trying to make money. You're trying to make holes that we don't supplement. But then Orange County, they have 10 locations more than
we do, but they made almost 7 million. We made almost 2 million. So I'm just um I know like Dr. W that slides the balance, but but the decline if you look at that slide, the decline was 1.1 million, the cancellation 1.1 million.
the policy if the facility is not available. >> What page is that? Where are you showing? >> Um the the attachment from facilitron with the graph these graphs on page on page six. So it's a combination of
I won't call it the giveaways. It's a combination um >> canceled. >> Yes. >> So So I'm just thinking so we're giving them a 25% discount. What if we gave him a 30 or 40? You
know, like I if there's an easy way to run the numbers, say for the past year just to see what that would look like. I don't know. >> What what what group is it that you want to give that discount to? That's what I'm trying to understand. >> Whoever's getting the 25%.
>> So PI one is only paying $300 a year. >> They're not the pies. I don't think we're too worried about that except for when they have to call everybody. Again, that's a customer service point though. I don't think that the pricing is the issue for that. >> Can I >> and I don't know if that's the answer to
it. I don't know if the >> Can I say something that's a bit related and I'm not trying to when we as you know graduation cost, right? We try to negotiate graduations. I'm not saying Bracken and Public Schools doesn't want to give discounts, right? Um when we
rent facilities because our office does that. Um there's not really some kind of semantics regarding discount or no discount. I understand the board wants to do what you want to do but when we rent our graduation cost has been going up. It kind of went down a little bit
this year. So I understand like Dr. Wanza with that slide you're trying to create a balance but on the other hand the facilities there's wear and tear right so we're trying to strike a balance and again the youth I know you're not talking about the youth you're not talking about the pi 1 pi 2. So if I'm a typical renter, I'm a profit
for for profit and I may be charging somebody. Um but you're using my facility. Um so so I think it's a balance. And where is that balance? I don't know. But I think >> none of the examples that I have were for profit
and they all had problems. So, you want to look at the >> I mean, I'm just saying and I, you know, I I would love if the people that we're gradu that we were renting our graduation venues from were um
>> using the same matrix that we are. >> So, like like the board said, maybe then you look at structure because the fee structure and this fee structure has been in place since like 2011, right? So, we have minimums. We have to do a three-hour minimum maybe. So maybe it's
the fee structure. Um if it's for the profit people, not for the nonprofit. >> Yeah. And I don't I I I've never had anyone that was forprofit that was trying to rent a school facility for anything that's called me. And I've had a lot of calls. So I think you know if we write if we work on that customer
service part, you might be able to capture more because I would cancel if I was trying to call and I couldn't get someone on the phone and I can't use the website. I would just look elsewhere. So I that might be somewhere that we can really capture some more revenue if we're you know and it would pay for
itself if we're making more money to pay for a couple people to >> to do the customer service part. I would say >> I'll leave you with that. Thank you. Just one one sentence just based on what you were saying. So when you look at
that pie chart, almost as many declined and cancelled the the per the amount of money equals what we actually got. And I think that speaks to the idea of the customer service and and just, you know,
you're mentioning people that aren't giving us a discount for graduations, but we're trying to partner. I mean, those are businesses. We're trying to partner with people in the community to get students to come back to our schools. So you have a de decline which I gave you an example of someone who was
declined even though they wanted to pay for it but there was a issue and then cancellations probably because it was so frustrating to go through the point. So I don't think you can compare us to businesses where we're a school district. We want to build partners with
people so they come in see our facilities think we're doing good partnerships and want to continue to bring their kids to our school. So, I I understand the business side of it, but I don't think that's how we're looking at it as I know that that's not how I'm looking at it as a school board member.
So, with that, I'll I'll be done, but thank you, >> Madam Chair. If I miss, um I just think that the real question here is what are we trying to achieve out of this? Is it necessary that we want to create those partnerships as Miss Hex said, or are we just trying to make profit? If we're
trying to make profit, that means that these discounts got to go away. But if we are just trying to create some type of form of community involvement, community engagement, we might as well just let it all be free and then just, hey, go ahead and make a request and then we'll make it available. But I just
don't think that this conversation is going really anywhere from a student perspective because all we are doing is just circling and circling and circling. So I think that it's more of a as Dr. Wanza said, more of a balance and a middle ground in where we are trying to achieve here. >> So just you could have ended this
conversation three hours ago. >> I know Mr. Attorney Dupri Bruno wanted to say something. >> Gosh, it's hard to to >> I thought I had some words of wisdom. I don't know if I'm going to be able to follow that. But I I did want to take
this opportunity just to start preparing the board and preparing staff because as we start converting to NEOLA, I would say threearters of this policy is not a policy. it is a process document or part
of it is a standard operating procedure and then you have a process document as well. So just just be prepared that it's going to be a little different because the board's governance responsibility is very high level. It's basically I want a policy on how we're going to rent out
our facilities and then you may have a couple other things like these are the people I want to rent it to. kind of things, but then how it actually happens, the operational part of it, the board dictates what and then the superintendent does how. And and that's
and that's where I can see that just start getting ready because that's what you're going to find out when Nola actually comes here and starts talking about board governance policies. They do have administrative procedures as well, but that's on the superintendent's house and then the two come together.
I just want to be on on the record that I want just statement in my script for the beginning of each board meeting. >> Just to close out though what to what the general counsel is saying that's what we tried to do when we were told that all of this had to be in the
policy. I don't know. Ask her >> with Miss Hixon that we tried to just make it a uh a policy without all the process in and um we were told the the the opposite and so that's why ended up looking the way it is right now. So that
that predates you. >> Yeah. So yeah. >> All right. Any anything else on Facilitron? >> All right. The Thank you. Um the last
Order of business is the office of safe schools quarterly report 2526 quarter 3. Um is there any public comment on this? Do I have to to to gather consensus
among the three of us again to extend the meeting another 30 minutes? >> So well attorney Dupri Bruno is telling me that I can't gather consensus. So how do we move forward? >> So your policy 1020 is very silent as to
the necessity of a quorum in a workshop, but it does define your quarum as five. Um so what have you done in the past? >> We've never had this few board members I
mean in a at a workshop I don't think I don't think we've had only three of us remaining. All right, Madam Chair, I think for a workshop, we've never >> um Yes. So, so in PRA, the practice is always we've been taught in workshop,
you don't need a quorum. >> Okay. So, um generally in my experience, we have not h in my experience, we have not had a quorum in in a workshop, but my policy has been very explicit and said that this policy is absent of that. So if that is your practice then continue with your practice.
>> Can we >> extend the meeting because we have four minutes left unless we are convinced that we are only going to be four minutes. >> I believe in you. >> Go ahead. >> Good afternoon. Mike Gregory, chief safety and security officer. In the interest of time, we've narrowed this
down to about 45 slides. >> Not >> we're not used to jokes from you, Chief. We recognize we're the last thing between uh your meals probably and family. So, we'll uh expedite this. We we actually you all have the
presentation. We can go through the few slides there are. There's all a good story that's told from this or we can jump straight to questions. >> Let's just jump straight to questions. Does anyone have any questions? >> Continuous improvement. Appreciate it.
>> Oh, excellent. All right. Um, just real quick, we do have uh, so at the direction of the superintendent, the following agenda topics are tenatively scheduled to be
addressed during the upcoming workshops. May 19th, district budget update, rural development, safety and security, and the audit plan. And then we do have a special schoolboard meeting at 12:00 that day. And then for June 16th, we have the advisory committee reports,
preschool and VPK program updates, deployment of AI attendance update, rule development policy 1020, and food and nutritious nutrition services update. Please note that the order of topics and scheduling remain tenative and are subject to adjustment at the superintendent's discretion. Miss Hixon,
would you like to see these? Well, I'll only say I think the 1020 discussion is going to be long. So, I I don't know about the food and nutrition service update along with that, but that's just my own personal thought
there. 1020 is going to be long. >> Yeah. I mean, the so with the advisory committee reports are going to be long. I don't know how long the preschool and VPK updates are. Deployment of AI, I think, is going to be long. Um, so is there anything we can >> attorney do Bruno?
>> So, so I will say that for 1020, we're going to go ahead and start our NEOLA conversion with 1020. Um, the thing is though, because of how the Administrative Procedure Act requires it to be done, our policies are supposed to
be much shorter. So, you're going to have more policies that you're actually going to be reviewing. That is all part of 1020. >> Okay. >> So, if you want to start on the 16th, I'm that's what I was going to do is just let's get it going.
>> Okay. >> I guess to Mr. Sullivan or Mr. Hill, can we move like the attendance update >> the is the food nutrition update in urgent?
>> Um I don't I don't see Dr. Wanza. I don't know if it has anything to do with um how we're going to >> okay >> potentially do C next year. >> Yeah. So if you madam chair and board if you give us opportunity to bring this back um probably discuss it tomorrow
with cabinet and see what what we can move. Okay. And um Mr. Sullivan his team can update the board via email. >> Awesome. Thank you. attorney do you preo >> and and the only other thing that I would request is when we are doing policies let's call it a neola workshop
have it by itself because it is going to be a year-long process and I want the public to understand this is your opportunity to come speak on the neola policies >> I think I'll get with you then general counsel to come up with probably some kind of communication plan so that's uh
well known to the public >> thank you excellent at this time do any of my colleagues have anything to bring to future workshops s or student successes to share. Miss Bulman. Thank you, chair. Hold on. I got to get this back. Um
I have the pleasure of announcing that the uh information systems division, the ISD uh wizard award recipient for the month of May is Courtney Walker, a member of our service desk and the technology support services department.
The Wizard Award is for ISD's high performers and those operating in a composite manner, not just functionally centered as recognized by peers and leadership. So very proud of Courtney. I don't know exactly what that means, but it sounds like he's really crushing it.
>> Thank you, Miss Bulman, Miss Hixon. >> Yes, I have a couple. Um Daniel Jatari from Indian Ridge Middle School placed first, which is the second year in a row that he placed first in the junior division for physics and
astronomy at the state science and engineering fair. So that was pretty exciting for um for him and again second year in a row. Uh congratulations to Miss Jodie Berman. She was um named the environmental science teacher of the
year at the P3 Eco Challenge awards ceremony. Valentina Ravito from South Plantation received the um P3 Eco Challenge award for students. And um from South Broward High School, Miss
Barisino, who is retiring this year, won the Florida Restaurant and Lodging Association Broward Chapter Culinary Teacher of the Year. Um, Whispering Pines Education Center for the second year in a row won the Mario Kart 8 World
Championship and that's out of 500 students from 70 organizations in 10 countries. And finally, we have two National Merit Motorola Solution Scholarship winners, Alyssa Wraps from MSD and Zive Zoo from Cypress Bay.
Congratulations to everybody. >> Excellent. The scheduled order of business for the school board workshop of the school board of brow Broward County, Florida has been completed. Seeing no objections, I will now adjourn the school board workshop. Oh yeah. All right.
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